Teacher’s Guide

Blueprint
1
British English

A1 Beginner
Eric Williams . August Niederhaus
 Contents
Module Goals and CEFR Level Unit and Summary Lessons Vocabulary*

A1 Understand and use basic p. 8 1 What’s your name? Basic kinds of people
Unit 1 
introductions, greetings, and New People
goodbyes 2 I’m the teacher. Common questions and
In the first unit, ways to answer
A1 Ask and answer simple students learn to 3 Titles
personal questions; describe introduce themselves Words and phrases
yourself simply and greet the people 4 Where are you used in greetings,
they’re talking to, from? introductions, and
A1 Ask and answer basic give basic information goodbyes
questions about themselves 5 Bye.
Module 1: A New Class

and people they Common jobs, marital

A1 Understand and use words know, and end statuses, and titles
Pages 6 to 33

and phrases about family, a conversation

personal details, and simple appropriately. Country names and
everyday situations nationalities

A1 Understand and use p. 20 1 What do you have School supplies

 Unit 2 
common classroom language in here?
The Classroom
Numbers
A1 Understand and use Students learn to 2 What do you have
numbers to count discuss the classroom outside? Colours
environment,
A1+ Understand and use including physical 3 Whose is it? Classroom objects
simple words in descriptions of objects in it as well as
objects (for example, colours) some common things 4 The Things Around Prepositions of location
outside classes that You
are relevant to them
and their classmates. 5 Where is it?

A1 Build a vocabulary of words p. 36 1 In My Family Family members

Unit 3 
and phrases about family and About Family
personal details 2 Technology and Technology and media
Students expand on Media
A1 Describe your family in their ability to talk Demonstratives
short, simple spoken or written about life outside 3 Family Photos
phrases the classroom by Extended family
discussing family, 4 That’s his wife.
A1 Understand, ask, and including family Appearance
answer simple personal members and their 5 Appearance
questions such as How old are appearance.
Module 2: Life and School

you?

A1 Understand and use days

Pages 34 to 61

of the week and months of the

year p. 48 Months
 Unit 4  1 Ages and Birthdays
School Life
A1 Understand and use 2 Studying Dates and ordinal
numbers as ages and dates This unit teaches numbers
students to talk about 3 Do you have classes
A1 Give personal information, their own daily school on Friday? Days of the week
such as age and basic lives as well as those
information about family of family members 4 Going to University School-related verbs
of similar ages, with and verb phrases
A1+ Describe your family special focus on 5 I study at night.
simply (for example, the students’ class-related Schools and year levels
members, how old they are, plans, habits, and
and what they do) timetables. Parts of the day
(morning, etc.)
A1+ Indicate time using
phrases such as in November Daily activities

ii
 Grammar and Structures L istening / R eading W riting / S peaking

Lesson 1 Simple present: be R & L : Meeting a tutor, a W: Filling out name tags
teacher, or a careers
W& S : Meeting important people
Lesson 2 Short forms (contractions) advisor
S : Stating an opinion
R & L : Greeting a classmate
Lesson 3 Short forms (contractions) in
W: A visa application
negative statements L : Short forms and intonation
W& S : Introducing other people
L : A phone call to hotel
Lesson 4 be questions with question words
reception W: Labelling a map
Lesson 5 Possessives R : Chats and text messages W& S : Saying goodbye
R & L : Goodbyes W: Writing a chat
R & L : A list of names

Lesson 1 Articles a and an R & L : A shopping list W& S : Describing your environment
and possessions
R : A simple survey
Lesson 2 Simple present: have W: Listing what people have
R & L : Descriptions of school
Lesson 3 Possessives: pronouns and environment and W: Marking up text
questions supplies
S : Asking what things are called
R : Labelled pictures
Lesson 4 Questions and statements with S : Asking about the location of
there is and there are R : A note with instructions things
W: Writing a note that gives
Lesson 5 Prepositions of location and
instructions
prepositional phrases
S : A guessing game

Lesson 1 how many questions and their R & L : Descriptions of families W: Names and information about
answers and their members family members
L : A video call W: Listing what people have
Lesson 2 some and any
R : A family tree S : Talking about photos
Lesson 3 Questions with who
R & L : Descriptions of photos W& S : Doing interviews
Lesson 4 Plurals R & L : Descriptions of people’s S : Describing people’s appearance
appearance
S : Describing a picture
Lesson 5 Describing appearance using with
Prepositional phrases W: Drawing and labelling a family
tree
W: Writing about your family

Lesson 1 Questions with when and how old R & L : Conversations about W: Writing invitations on cards or as
ages and birthdays notes
Lesson 2 Simple present in affirmative R & L : Conversations about W& S : Listing study habits and
statements
classes and routines interviewing people about
them
Lesson 3 Simple present in questions and R : A planner
answers W& S : Filling out and summarising a
R & L : Information about
timetable
other people’s lives
Lesson 4 3rd person singular subjects in
W: Filling in a chart with information
simple present affirmative R : A note inviting someone to
you hear, and then using the
a surprise party
chart to report information
Lesson 5 Prepositional phrases of time
W& S : Describing the lives of family
members

* Also, see the glossary in the back of the Workbook.

iii
 Contents
Module Goals and CEFR Level Unit and Summary Lessons Vocabulary*

A1 Understand and use numbers p. 64 1 Telling Time Words and phrases related
Unit 5 
in times Doing Things at to times of day, including
School 2 What do things done at those times
A1 Understand simple words and you do after
phrases like excuse me, sorry, and Here students classes? Names of classes/subjects
thank you learn to talk more
about things they 3 Where do Adverbs of frequency
A1 Use short, memorised phrases do around campus you go after
for specific purposes with between classes classes? Parts of a building
Module 3: Around Campus

reasonable accuracy or after classes,

including getting 4 In That Building Verbs and phrases used to
A1+ Indicate time using phrases from one class to give or get directions
Pages 62 to 89

such as three o’clock another or finding a 5 Directions

place to study.
A1 Build a basic vocabulary of
words and phrases about personal
details and simple everyday
situations p. 76
 Unit 6  1 The computer Places and things in a
Places on Campus lab smells new. building
A1 Very simply describe where
you go to school
This unit expands 2 Could I speak to Telephone language
on students’ ability Dr Roberts?
A1 Write about yourself and
to talk about Things in a common room
where you go to school using
things they do 3 In the Common
short, simple phrases
around campus by Room Common questions with
introducing more how
A1+ Ask and answer simple
places on campus, 4 At the Student
questions and respond to simple
both inside and Centre Things outside of buildings
statements on very familiar topics
outside, for studying on a school campus
(for example, student life) with
or relaxing. 5 It’s a really nice
help
day.

A1 Understand and use numbers p. 92 1 Are you More places and things on
Unit 7 
in prices Study or Eat? going to the campus
cafeteria?
A1 Buy things in shops where Students have things Language used in the
pointing and gestures can support to do before they 2 In the Library library
what is said leave school. They
often need to eat 3 At the Cafeteria Kinds of food and ways of
A1 Ask and answer questions or get books from cooking
about things shops have the library to use at 4 At the
home. Here students Restaurant Language used in a
Module 4: Done for the Day

A1+ Ask people for things and learn to talk about restaurant or with
give them things some things they 5 At the Café purchases
do before leaving
Pages 90 to 117

A1 Very simply describe where campus.

you live

A1 Join simple phrases with p. 104 1 Going Home Addresses and types of
Unit 8 
words like and Away from School houses
2 On the Way
A1+ Describe what you like and After classes and Modes of transport
don’t like studying are done, 3 Arriving Home
students go home. Words and phrases found
A1+ Describe what you can and In this unit, they 4 Hobbies at on signs
can’t do learn to discuss how Home
they get there and Parts of a house
things they see on 5 Dinner Time
the way, as well as Hobbies
to describe their
home and what they Household chores
do there.

Grammar Reference: pages 118 to 125

iv Vocabulary List: pages 126 to 128
 Grammar and Structures L istening / R eading W riting / S peaking

Lesson 1 what time questions and R & L : Reading about the S : Telling time
their answers details of people’s
S : Talking about when things happen
routines
Lesson 2 Simple present: go and do; W: Filling out a class timetable
R : Reading clocks to tell time
before and after phrases W& S : Describing habits
R : Labelled pictures
Lesson 3 how often and adverbs of S : Describing buildings
R & L : Descriptions of
frequency
buildings W: Writing directions and drawing a map
Lesson 4 More where questions and R & L : Reading and listening W: Describing other people’s routines
their answers to directions

Lesson 5 More how questions and

their answers

Lesson 1 Adjectives and linking verbs R & L : Descriptions of W& S : Describing rooms, offices, and other
buildings on campus places in a building
Lesson 2 Adjectives before nouns and places inside them
S : Pronouncing phone numbers and other
R & L : A phone conversation numbers
Lesson 3 Adverbs of frequency with
be L : Taking notes on things W& S : Having a short conversation on the
you hear phone
Lesson 4 More how questions: how +
R & L : Conversations asking W& S : Using notes to help you describe a
adjective/adverb
for information place
Lesson 5 Intensifiers R : A university brochure S : Asking questions to get information
W& S : Describing weather and places that
are outside

Lesson 1 Present continuous tense R & L : A conversation about S : Discussing what people and animals are
where someone is doing
Lesson 2 want and would like going
S : Discussing what you want or would like
R & L : A request for help
Lesson 3 Questions with what and S : Talking about food, cooking, and eating
from a librarian
what kind (of) W: Taking notes and using them to write a
R & L : Conversations about
paragraph
Lesson 4 Questions with what and what to eat or drink
which S : Listing things you buy or want
L : People ordering food in a
restaurant W& S : Things you want to do
Lesson 5 Questions with how many
and how much; uncountable R : Reading about books in a S : Discussing what is required for certain
nouns bookshop activities
S : Role-playing a transaction in a bookshop

Lesson 1 Present continuous in R & L : A conversation S : Giving an address

information questions, between a taxi driver
S : Talking about people who are travelling
including subject questions and a passenger
somewhere
R : Reading signs
Lesson 2 Negative imperatives; W: Writing classroom rules
conjunction or R & L : Reading paragraphs
S : Describing houses
and listening to
Lesson 3 Conjunctions and and but monologues W& S : Listing and discussing hobbies
L : Descriptions of houses W& S : Taking notes and talking about
Lesson 4 Simple present: like in
things you and your classmates
statements and questions R : A description of how to
can do
make an omelette
Lesson 5 Simple present: can W: Writing a how-to paragraph
R : An advert for a house
W: Writing an advert

v
 1
MODULE
A NEW CLASS

Module 1 Goals
Understand and use basic introductions, greetings, and goodbyes

Ask and answer simple personal questions; describe yourself simply

Ask and answer basic questions

Understand and use words and phrases about family, personal details, and simple
everyday situations

Understand and use common classroom language

Understand and use numbers to count

Understand and use simple words in descriptions of objects (for example, colours)

6
 Module 1 Overview:
A New Class
Module 1 Goals
- Understand and use basic introductions, greetings, and farewells Module 1 Preview
- Ask and answer simple personal questions; describe yourself simply
- Ask and answer basic questions Scan for Audio

- Understand and use words and phrases about family, personal

details, and simple everyday situations
- Understand and use common classroom language Preview
- Understand and use numbers to count Look at pages 8 to 33. What pages are these things on?
- Understand and use simple words in descriptions of objects (for
example, colors)
names of colours

Warm Up a green clock

• Draw students’ attention to the title of Module 1: A New Class. telephones

Tell them they are in a new class. Tell them that this module
a lorry
will teach them how to talk about their class and classmates in
English.
• Briefly introduce yourself. Finish by saying, I am a . Try to
elicit the word teacher. Discuss

• Using your own classroom, a photo of a classroom, or a drawing Talk about the questions with a partner.
T

of a classroom on the board, brainstorm things that can 1. Do you think the people are workers or students?
commonly be found inside. Students should not be expected I think the … are …

to know any of this vocabulary, but try to elicit responses. If

2. In English, what is the name of your country?
necessary, use verbal fill-in-the-blank sentences such as This
In ..., the name of my country is …
is a and I am a . This is a chance to help students get
comfortable by learning about things that they are familiar with.
3. What’s the name of your language?
The … of my language is …

Extension Picture Talk 4. What are some greetings in your language?

• Ask students questions or have them make statements In my language, … and … are greetings.
Scan the QR code to watch a preview video.
Unit 1

about the picture. Set a goal—for example, draw ten blanks

5. Do you greet your teachers in your language or in English?
on the board and ask students to fill them up with things
I greet my teachers in ...
from the picture.

Extension Name Game

Unit 2

• Play a memory game to break the ice. You’ll need something

safe for students to throw in the room, such as a ball.
Give the ball to a student and ask the student’s name. The
student says his or her name and then tosses the ball to
you. Say the student’s name and then your name. Toss the • Put students in pairs and tell them to ask and answer questions
ball to another student. That student must say the first 1 through 5.
student’s name, your name, and then their own name. The • Monitor to make sure students have understood. Help students
game continues until the last student says everyone’s names.
who are struggling.
You can then do it again in reverse order. Be quick to help
• Question 5 is freer than the others. Help students write a
struggling students so that they are not embarrassed.
sentence in the blank.
• Recap as a class by having exchanges with the students one at a
time.
Preview
• The point of this activity is to get students to look through the 1. I think the people are students.
module. 2. In English, the name of my country is Germany.
Read the first item on the list (names of colors). As a class, find 3. The name of my language is German.
Key

•
the page where colors are the vocabulary (p. 24). 4. In my language, Guten Tag and Wie geht’s are greetings.
5. I greet my teachers in English. I say, “Good morning,” or,
• Put students in pairs and ask them to find the remaining three “Good afternoon.”
items. Monitor to ensure students are searching together.
• For telephones, tell students that the s means more than one, so
they might be on more than one page. Tell them to look over all Teacher’s Note First Day of Class
of the pages and find all of the phones.
• Recap by asking students where each item is.
• Do your best to set a positive and encouraging tone on the
first day. It will affect students’ attitudes and participation
for the remainder of the course.
Key

1. p. 24 2. p. 31 3. 11 & 22 4. p. 12 • Ensure that students learn each other’s names and yours,
start to feel comfortable with one another, and know how
to address one another and you.
Discuss
• Ask a student to read question 1, or read it yourself and reply
using the parts of the sentence: I think the people are students. 7
 Unit 1 . New People 
Unit 1 Overview: Lesson 1


What’s your name?

New People A Model Conversation
Read the conversation. Then listen. Track 02

Lesson 1: What’s your name? Woman: Hello. Are you the tutor?
Man: Yes, I am. Are you here for tutoring?
Y
Aims: - Ask for and say people’s names Woman: Y
Yes. Is it just me?
- Use common nouns related to people Man: No, I have a list of seven names here.
What’s yours?
- Ask and answer basic questions Woman: It’s Maya.
Vocabulary: Basic kinds of people Man: Maya. Y
Yep, right here. Your surname
is Mandelli, right?
Grammar: be in simple present Maya: Yes, that’s me.
Y
Man: Great. My name’s Martín, by the
Lesson 2: I’m the teacher. way. Martín Abreu.

Aims: - Greet people and use common greeting expressions

- Understand and use contractions B Vocabulary: People
V

Vocabulary: Words and phrases used in greetings and introductions Read the words. Then listen to the conversation again and fill in the gaps. Track 02

Grammar: Subject pronouns and be contractions

Lesson 3: Titles
People
girl boy woman man
Aims: - Give personal details (marital status, job, etc.)
- Use titles such as Mrs. and Mr.
- Use negative contractions People at school
Vocabulary: Common jobs, marital statuses, and titles student teacher classmates tutor

Grammar: Short forms (contractions) in negative statements 1. Maya is the a . She is a b . Her c name is Mandelli.
2. The a is Martín. His last b is Abreu. He is a c .
Lesson 4: Where are you from? 3. They a not b .
Aims: - Understand and use country names and nationalities
- Ask and answer questions about nationality C In Y
Your World
- Ask how, where, and what questions with be verbs Look at the name tags. Write your first name and surname on a tag. Then choose a
partner. Ask his or her name and design a name tag for him or her.
Vocabulary: Country names and nationalities
What is your name? What is your partner’s name?
Grammar: be questions with question words
HELLO! HELLO!
Lesson 5: Bye. My name is My name is

Aims: - Understand and use farewells

- Use possessive adjectives such as his and its
Vocabulary: Farewells 8

Grammar: Possessives
Some Module 1 Goals in Unit 1
A Model Conversation Track 02
- Understand and use basic introductions, greetings, and farewells
- Ask and answer simple personal questions; describe yourself simply • Transition by telling students that the model conversation is
- Ask and answer basic questions about names.
• Ask students to read the conversation in pairs.
• Play the audio and listen to the conversation as a class.
• Ask students the names of the two people in the conversation
Lesson 1 What’s your name? (Maya Mandelli and Martín Abreu).

Aims B Vocabulary: People Track 02

- Ask for and say people’s names • Look at each picture and say the word below it. Ask students to
- Use common nouns related to people repeat. Give simple explanations and examples when necessary.
- Ask and answer basic questions • After practicing each word, play the audio again.
Vocabulary • Give students time to complete the exercise. Then have them
check their answers in pairs or as a class.
Basic kinds of people
girl boy woman man 1. (a) student (b) woman (c) last
student teacher classmates tutor
Key

2. (a) tutor (b) name (c) man

Grammar 3. (a) are (b) classmates

be in simple present
C In Your World
Warm Up Setup / Demo
• Draw students’ attention to the title of the unit: New People. Ask for a few students’ names using the question “What’s your
Ask students what they say when we meet new people. Direct name?” After a few answers, draw students’ attention to the
this discussion toward names. If necessary, act out meeting for name tags. Using your name, show how the name tag are used.
the first time with a student and make a point to exchange Ask a student to read the sentence “My name is...” and then say
names. his or her first name. Have students write their first and last name
on the left name tag.
• Alternatively, ask students to write their names on the board in
their first language(s). Draw students’ attention to the title of the
unit: New People. Ask what we say when we meet new people. If
necessary, act out meeting for the first time and exchange names.
8
 • Practise further by asking students real-world questions:
Brief note
D Grammar
Use he for a man, she for a Am I a teacher? Yes, you are.
Simple present: be woman, and it for a thing.
Is she a teacher? No, she isn’t.
be questions answers to be questions be statements
Are you classmates? Yes, we are.
Am I a student? Y
Yes, you are (a student). You’re a student.
Are you a teacher?  No, I’m not (a teacher). I’m not a teacher.
Is he a man? Y
Yeah (, he’s a man). He’s a man.
Are we classmates?  Nope (, you’re not classmates). You’re not classmates. Teacher’s Note Formal vs. Informal
Are you girls? Y
Yep (, we’re girls). We’re girls.
Are they friends?  No, they aren’t (friends). They aren’t friends. • When explaining the Brief note on yeah, bear in mind that
Brief note the concept of formality is important for all English language
Yep, yeah, and nope are informal.
Use them with your friends.
learners. If you have time, ask students to think of different
E Grammar Practice situations where formal and informal speech is used.
Write be questions. Then (circle yes or no and) fill in the gaps. • Remember that students are probably already familiar with
1. Q: you John? A: ( Y
Yes / No ), Daniel. formality but may place too little or too much importance
2. Q: you teachers? A: ( Y
Yes / No ), are teachers. on it, depending on their first language.
3. Q: he your boss? A: Y
Yes, is my .
4. Q: Are our teacher? A: Y
Yes, I’m teacher.
5. Q: Is your cat? A: No. a rabbit.
E Grammar Practice
F Use the Language
• Do number 1 as a class.
Introductions
• Ask students to fill in the blanks individually or in pairs. Remind
1. Think of your first meeting with an important person—a friend, your boyfriend or girlfriend,
them to refer to the chart when necessary.
your manager, etc. Write the first conversation between you and that person. • Check answers as a class.

1. Q: Are A: No, I’m 4. Q: you A: your

Key
A:
2. Q: Are A: Yes, we 5. Q: this A: It’s
3. Q: Is A: he … boss
B:

 Check the Workbook

A:
For further practice with subject-verb agreement, use Exercise
B: 3 in Unit 1, Lesson 1 of the Workbook.

F Use the Language: Introductions

• Model for the students by completing the activity with your own
2. Choose a partner. Role-play your conversation.
information. Who is the person you’re meeting? How formal
9 or informal is the language you use? Write each side of the
exchange on the board so that students have a model.
• Ask students to think of their first meeting with an important
Activity person. Then ask them whether they should use formal
Ask students to exchange names in pairs and draw a name tag language or if informal language is okay. Then have them fill in
for their partner on the name tag next to theirs or on a separate the bubbles and/or write on the lines.
sheet of paper. • Put students in pairs. Pairs should exchange books and act out
the conversations they wrote. Student A will probably remember
Feedback the conversation he or she has written; student B can read from
Ask students to say their partners’ full names. If they want to, student A’s book. If student A doesn’t remember what he or she
they can also show the name tags they drew. has written, students can share books to read the conversations.

Extension Class List Extension Mingle

• Tell students they are going to make a class list. Give each • Explain to students what it means to mingle. Elicit some
student a piece of paper or have them use their own. situations where mingling is a useful skill, such as parties,
• Have students go around the room or rotate partners and conferences, etc.
make a list of all the students’ full names. • Tell students to mingle and introduce themselves to as many
• Depending on the students’ English ability, encourage them classmates as they can.
to add other information to the list, such as email addresses
and phone numbers.

D Grammar
• Briefly go over the table, practicing the exchanges.
• When you get to the third person (he), draw students’ attention
to the Brief note on pronouns. Check understanding by using
objects and people in the room, asking students to say the
correct pronoun.
• After going over the table, point out the second Brief note.
Explain that yep, yeah, and nope can be used in casual
situations. Check for comprehension by asking students which
words they would use to respond to different people, such as
leaders or older relatives.

9
 Lesson 2 I’m the teacher. Lesson 2 I’m the teacher.

A Model Conversation
Aims
Read the conversation. Then listen. Track 03 Brief note
- Greet people and use common greeting expressions We say “oh” when
Woman: Hi. Is this chemistry class?
- Understand and use contractions Man: Yep, it sure is.
Y
we’re surprised.

Woman: Great. I’m Bren. So, you’re in this class too? Then we’re classmates.
Vocabulary What’s your name?
Man: Oh. No, we’re not classmates, actually. I’m not a student. I’m the
Greetings teacher.
Hello. / Hi. / Hey. Bren: Aha. The teacher. Sorry. That’s embarrassing.
How’s it going? / How are you (doing)? Man: No, don’t be embarrassed. It’s not a problem. Anyway, I’m Mr Pearl.
I’m (very)... Well. Good. Bren: Mr Pearl. Well, it’s good to meet you, Mr Pearl.
Not bad. Okay. All right. (Thanks.) Mr Pearl: Good to meet you too, Bren. So, are you a new student?
Bren: Yeah, it’s my first day in this school.
Y
Good morning/afternoon. Brief note
Mr Pearl: Well, welcome to chemistry class. We say “aha” when we
It’s good to see you. learn or understand
something.
Other common expressions B Vocabulary
Please / People call me... / (But) You can call me... Read the expressions. Then fill in the gaps, and then listen. Track 04

How about you? / And you? / Me too. / Not me.

I’m sorry. What? / Could you repeat that? Greetings Other common expressions
Please
Introductions Hello. Hi. Hey.
Brief note
People call me ((name).
).
Hey is informal.
Nice/Good to meet you. (But) You can

Welcome. Q: How’s it going? / How are you (doing)?

A: (I’m…) (Very) Well/Good. Q: How/What about
I’m... / My name is... Not bad. you? A: Me too. / Not me.
I’m new here. / I’m a new student here. Okay. Q: And
All right. (Thanks.)

Grammar Good morning/afternoon.

I’m sorry. What? / Could you repeat that?
It’s good to see you.
Short forms (contractions) Introductions
Nice/Good to meet you. Welcome. I’m… / My name is…
I’m new here. / I’m a new student here.

Warm Up
1. Man: a morning, Cynthia. 2. Man: Hi. I’m Robert Dixon, but please
me Bob. I’m a
Ask students how they say hello in their first language(s). Ask Cynthia: Hey
Hey, Frank. How b you?
a
new teacher b .
about different greetings and what greetings to use at different Frank: Not c , thanks. And you?
Woman: It’s nice to c you,
Cynthia: I’m all right.
times of the day. Explain that How are you? is a normal way to Bob.

say hello in English. Ask if any students know how to respond to

C About Y
You
this. By using elicitation or giving examples, write a brief greeting
Circle the correct answer. Then fill in the blank.
exchange on the board, or show students the common greetings
in the textbook. 1. I ( am / am not ) a new student here. 2. People call me .

10

A Model Conversation Track 03

• Draw attention to the picture and explain that the people are
saying hi. C About You
• Ask students to read the conversation in pairs. • Write the exercise on the board and have one or two students
• Play the audio and listen to the conversation as a class. model it. Then have students complete the exercise on their own.
• Ask students how the conversation begins (Hi.). Ask what Bren • Put students in pairs and ask them to say their sentences to each
and Mr. Pearl say to each other after they say their names (Good other. For more practice, rotate partners a few times.
to meet you.).

B Vocabulary Track 04
Teacher’s Note Using Repetition
• Go over the chart with students. Say each word or phrase and The best way to build fluency is through repetition. When you
have students repeat them. go over the expressions, be prepared to practise greetings and
• Practise greetings with students. Tell students to focus on introductions many times so that students are prepared to do
answering quickly and matching levels of formality. this in later activities and in the real world.
• When explaining Good + time of day (e.g., Good morning), be
prepared to explain that Good morning and Good afternoon
normally mean hello, not goodbye. If goodbyes are discussed, Extension Extended Introductions
explain that Good night is normally said right before sleeping.
At other times in the evening, students should use Have a good Now is a good time to discuss the language that students will
night. need to learn in order to introduce themselves. The goal is not
to get students to produce perfect sentences.
• Ask students to fill in the blanks using the expressions from the
• Ask students what information they give people when they
chart.
first meet. Elicit or suggest job, age, major, hometown,
nationality, etc.
1. (a) Good (b) are (c) bad
Key

2. (a) call (b) here (c) meet • Write a model sentence for each piece of information
suggested by students, but leave a blank for students to put
their own information in.
 Check the Workbook • Continue the About You activity by having students give this
extra information to their partners.
For further practice matching greetings and responses, use
• Give helpful vocabulary and correction when needed.
Exercise 3 in Unit 1, Lesson 2 of the Workbook.

10
D Grammar
F Pronunciation: Short forms and intonation
Track 05
Short forms (contractions)
Brief note
1. Draw students’ attention to the first Brief note in D. Explain
subject pronouns be verbs short forms We usually use short forms
I am I’m
when speaking. Long forms
are used for emphasis.
that, though the short form is commonly used, people use the
you are you’re long form to highlight and emphasise.
he / she / it is he’s / she’s / it’s
we are we’re
Brief note 2. Have students read the dialogue associated with each picture.
You can mean one person
you are you’re or many people. Then go through the underlined phrases and ask students
they are they’re
whether each is in the short or long form.
E Grammar Practice 3. Play the audio. Have students repeat each line.
Look at the model conversation and fill in the gaps with the long forms.

1. Hello. Bren. 3. not classmates. 1. My name’s John. (short form)

2. a new student. 4. the teacher. I’m sorry. What? (short form)

Key
My name is John. (long form)
F Pronunciation 2. Are you a new student? I’m the teacher. (short form)
Short forms and intonation Track 05
You are not. (long form) You’re a student, too. (short form)
1. Listen to the conversations. Look at the underlined words. Does the speaker use the long form
or the short form? Why?
Are you a new student?
My name’s John.
I’m the teacher.
Extension Paper Chat
I’m sorry. What?
• Put students in pairs and have them write a conversation on
My name is John!
a shared piece of paper. Let students choose the topic but
You are not. You’re
a student, too. encourage them to use contractions.
2. Listen again and repeat.
• Tell students to stop writing and look over their conversation.
Tell them to underline the contractions they used.
G Listen to Speak
Listen to two conversations. Which conversation matches the picture? Why do you
think so? Track 06 G Listen to Speak Track 06
T your partner. Does your partner agree?
Tell
Why or why not? Write your answer. • Draw students’ attention to the picture. Ask where the people
are (hotel). Ask what the man is doing (talking on the phone).
Ask how people talk when they’re on the phone (politely,
formally, clearly).
• Explain to students that only one conversation will match the
photograph.
• Play the audio.
• Ask students to chose the matching conversation. Ask them to
11
explain why.
• Put students in pairs and have them exchange answers and
discuss why they think so.
D Grammar
• Write the phrase I am on the board. Below it, write I’m.  Check the Workbook
• Explain that this is called a contraction, or short form, and that
For further practice, ask students to find all the contractions in
contractions are often used when speaking.
Unit 1, Lesson 2 of the Workbook. Note that Exercise 2, #5 is
• Briefly go over the table and practise the contractions. written incorrectly without a contraction, but could be written
correctly with a contraction.
E Grammar Practice
• Revisit the model conversation with students. Find the phrase
I’m Bren. Ask students for the long form. Ask students to write
the long form in 1.
• Ask students to fill in the remaining blanks individually or in
pairs.
• Check answers as a class.

1. I am 3. We are
Key

2. I am 4. I am

Teacher’s Note Contractions

Contractions are very common in spoken English. Be prepared
to explain to students that they may hear more contractions
than they read or write. Then explain that some contractions
are used in speech but never written, such as “there’re.”

11
 Lesson 3 Titles Lesson 3 Titles

A Model Conversation
Aims
Read the conversation. Then listen. Track 07

- Give personal details (marital status, job, etc.)

Woman: Hello, Mr Garza.
- Use titles such as Mrs. and Mr. Mr Garza: Oh. Hi, Miss Wells. Please call me Jimmy.
- Use negative contractions Miss Wells: Okay
Okay, then you can call me Angela.
Jimmy: All right. And how are you Angela?
Vocabulary Angela: I’m very well, thanks. How about you?
Jimmy: Yeah, I’m okay too. Is the teacher here?
Y
Marital status
Angela: Mrs Watson? I don’t know. I can’t see her.
married husband wife single
Jobs B Vocabulary
doctor professor lorry driver police officer Read the words and phrases. Listen and repeat. Then try to add more jobs. Track 08

Titles Marital status Jobs Other jobs

Mister (Mr) Mrs Ms Miss
husband wife
Doctor (Dr) Professor (Prof.)
Grammar
married doctor professor
Short forms (contractions) in negative statements

Warm Up
single lorry driver police officer
Write a full name on the board (yours or a volunteer’s). Ask
students if people use full names when addressing each other. C Vocabulary: Titles
V
Explain or elicit that friends and family probably use the first name Listen and practise. Track 09
man: Mister (Mr) woman: Ms
only, but strangers use a title and the last name. Explain or elicit married woman: Mrs unmarried woman: Miss 1. Mr & Mrs Smith 4. Dr Jones
2. Prof. Alvarez 5. Miss Perkins
when students should use titles like Mr., Mrs., and Ms. Then erase medical doctor or PhD: Doctor (Dr)
3. Ms Green
university professor: Professor (Prof.)
the first name from the name on the board and ask students what
they should say instead.
D About Y
You
vISa
A Model Conversation Track 07
Fill out the first part aPPlIcaTIoN
of a visa application
form. Visa application time: 9-11 a.m., Mon-Fri
• Transition by saying that the model conversation uses Mr. and Visa pick-up time: 11 a.m-12 p.m., Mon-Fri

Miss. Ask what the man’s full name is (Jimmy Garza). Ask what
Part 1: Personal Information
Title Mr Mrs Miss Ms
What country are you
he would be called if only his last name were used (Mr. Garza). going to?
Marital Status Single Married Divorced Widow(er) Other

• Ask students to read the conversation in pairs. Name Given Name (First Name) Surname (Family Name)

• Play the audio and listen to the conversation as a class. 12

• Ask students what the woman’s name is (Angela Wells). Ask
what Jimmy calls her at first (Miss Wells). Ask what Miss Wells
wants to be called (Angela).
Extension Titles for Famous People
B Vocabulary Track 08
• Brainstorm a list of seven or eight celebrities as a class.
• Go over the chart with students. Say each word or phrase and • Have students work in pairs or as a class to decide what
have them repeat. Explain any words students have difficulty with. each celebrity’s title should be.
• Elicit other jobs that students know. You can act out certain
professions, or elicit verbally: What do we call a person who
(plays music, designs buildings, puts out fires, etc.)? Teacher’s Note Ms. and Miss
• You could also ask students to think of jobs they know and act
them out for the class, with other students trying to guess what Ms. is the simple title for a woman, just as Mr. is the simple
job it is. It’s preferable to have them guess in English, but this title for a man. It does not give any information about marital
may be difficult. If they share a first language, they can guess in status. Distinguish Ms. (Miz) from Miss, noting the important
that language and then translate it into English. pronunciation difference. Ensure that students have grasped
the differences in pronunciation among Ms., Miss, and Mrs.
• Some other jobs appearing in Blueprint 1: accountant, artist,
(sales) clerk, engineer, host, librarian, mechanic, musician,
secretary, server, waiter, waitress, writer.
D About You
Setup / Demo
 Check the Workbook
Ask students if they know what a visa is or why they might need
To reinforce visual recognition of the occupation words
one. If they don’t, explain. Tell students that many people use
presented in this activity, ask students to do the word search in
English when they travel to other countries, even countries where
Unit 1, Lesson 3 of the Workbook.
English is not the primary language, because both the travelers
and the local people have probably studied some English. For this
reason, many visa forms include English. Therefore, it is useful for
C Vocabulary: Titles Track 09
students to know how to fill out visa forms in English. Visa forms
• Read each title from the chart. Explain that Mr. is always used often ask for information the student has learned to give, such
for a man, Mrs. is used for a married woman, and Miss is used as their title and name. Fill out the form for yourself. Explain your
for an unmarried woman. Ms. is used when the speaker does title and marital status, real or imaginary.
not know whether a woman is married or unmarried. Explain
that Dr. can mean a medical doctor or a person with a PhD.
• Play the audio. Have students repeat the words.

12
 • Note that for 2 and 3, two contractions are possible for the first
E Grammar two blanks.
Short forms (contractions) in negative statements • Check answers as a class.
short forms in negative statements
I’m not we’re not / we aren’t 1. I’m not

Key
you’re not / you aren’t you’re not / you aren’t 2. She isn’t / She’s not, Ms./Miss
he’s not / he isn’t
she’s not / she isn’t they’re not / they aren’t
3. She isn’t / She’s not, She’s, Mrs.
it’s not / it isn’t

F Grammar Practice
Fill in the gaps with a short form or a title. Teacher’s Note Linking
1. I’m Jimmy. I’m a student. a lorry driver. Because of the word not, this lesson is a good place to
2. Angela Wells is single. S married. Wells is a student. introduce the idea of linking. For example, in number 3 of
3. The teacher is a woman. S a man. married. Her name is
the grammar practice, in the sentence She’s not a man, the
Watson.
t sound at the end of not changes to a d sound and moves
G Use the Language
closer to a than to not, forming a series of sounds like /na da
Introducing other people
Brief note
man/. Consider introducing this to students, not to have them
Last name is often used
to mean surname. practice and produce it, but to help them better grasp the
1. Give the people names, jobs, and titles. Are they married?
natural rhythm of English sentences.

G Use the Language: Introducing other people

• Direct students’ attention to the first picture. Ask them to make
up information about the woman. Encourage creativity. Then
First name: First name: First name: have students create and write information for all three pictures.
Surname: Surname: Surname:
Marital status: Married? Yes / No Married / Unmarried
• Creating the information could be a fast process or a slow one,
Job: Occupation: Career: but be ready to help students by giving suggestions. You can
Title: Title: Title: ask leading questions such as Is it a man or a woman? What are
some men’s names? Do you think he’s married? Why? / Why
2. Choose a partner. Take turns introducing the people above to your partner. Use affirmative
and negative statements.
not?
3. Write an introduction about one of your partner’s people. • Make your own model introduction for one of the people
and present it to the class. Use affirmative and negative
statements. Then put students in pairs and have them share
their introductions of the people. Remind them to pay attention
because they will need to recall this information later. Correct
mistakes with the target language, be statements, and
13
contractions.
• Have students write an introduction for one of the people
based on the information from their partner. Monitor and assist
Activity
to ensure students write accurately. Have one or two of the
Have students complete the form for themselves. stronger students share, or ask for volunteers. Give feedback.
Feedback
Ask students to share their work with the class. If they are
reluctant, have them share in pairs first and then ask the more Extension Introduce a Classmate
confident ones to share with the class. • Have students make introductions for a classmate. Put
them in pairs and have them ask their partner the same
information needed to complete 1 in the Use the Language
Extension Filling Out Forms activity.
• As a class, think of other information that might be needed • Once partners have exchanged information, ask students
on a visa form: gender, age, phone number, address, etc. to introduce their partners to the class. At this point in the
• Have students work in pairs and write the information. semester, students should know each other well enough
that the focus can be on speaking and listening fluency
rather than on giving or receiving new information.
E Grammar
• Write the phrase you are not on the board. Below it, write
 Check the Workbook
you’re not and you aren’t.
• Explain that these are contractions, like the ones from Unit More exposure to introductions and the use of titles is
1, Lesson 2. Reiterate that these are extremely common in available in Unit 1, Lesson 3 of the Workbook. The listening
speaking. activities are also meant to test different listening skills and aid
in identifying titles correctly when heard.
• Briefly go over the table, practicing the contractions.
• Further explain that either type of contraction (‘s not or isn’t, ‘re
not or aren’t) may be used, and they both mean the same thing.

F Grammar Practice
• Do number 1 as a class.
• Ask students to fill in the blanks individually or in pairs. If they
seem to be having trouble, tell them they can look back at the
model conversation.

13
 Lesson 4 Where are you from? Lesson 4 Where are you from?

A Model Conversation
Aims
Read the conversation. Then listen. Track 10

- Understand and use country names and nationalities

Advisor: Hi. Are you here for some advice?
- Ask and answer questions about nationality Woman: Y
Yes, I am.
- Ask how, where, and what questions with be verbs Advisor: Great. And your name is Biyu?
Woman: Y
Yes, that’s right.
Vocabulary Advisor: That’s a pretty name. What’s your surname Biyu?
Biyu: It’s Yang.
Countries
Advisor: Oh. Are you from Korea? I have a lot of students from there.
Brazil Canada Chile etc. Biyu: I’m actually from Peru. But my parents are Chinese.
Nationalities Advisor: Chinese Peruvian. That’s interesting. What part of Peru are
you from?
Brazilian Canadian Chilean etc.
Questions and Answers B Vocabulary: Countries and nationalities
V
Where are you from? I’m from (country).
Read the words and phrases. Listen and repeat. Then try to add more countries and
What part of (country) are you from? nationalities. Track 11
Where in (country) are you from? Country Brazil Canada Chile China Colombia Egypt the United Kingdom
What nationality are you? I’m (nationality). Nationality Brazilian Canadian Chilean Chinese Colombian Egyptian British

How do you spell that? (Answer with letters of the alphabet) Country Japan Korea Mexico Peru Spain Thailand the United States
Nationality Japanese Korean Mexican Peruvian Spanish Thai American
Reponses
Other countries:
That’s nice/interesting.
Other nationalities:
That’s a nice / an interesting (noun).
C Common Questions and Answers
Grammar
Read the words and phrases. Then practise with a partner.
be questions with question words
How do you spell that?
Where are you from?
(Answer with letters of the alphabet.)
A: What part of (country name)) are you from?
Warm Up = Where in are you from? That’s nice.
B: I’m from . That’s interesting.
Ask students what country they are in—or from—and how to say A: What nationality are you? That’s a nice (noun).
( ).
B: I’m (nationality).
).
the nationalities of people from those countries. Then, for fun, That’s an interesting .

draw a country on the board and see if students can guess the
country you have drawn. If they do, ask them the nationality of D About Y
You Date of Birth (dd/mm/yyyy) Nationality

people from that country. Continue the visa

Place of Birth Nationality at Birth
application form.

A Model Conversation Track 10 Profession (Please list current position only.)

• Transition by saying that the model conversation uses Employer/organisation

nationalities. 14

• Ask students to read the conversation in pairs.

• Play the audio and listen to the conversation as a class.
• Ask students what country Biyu is from (Peru). Ask the class C Common Questions and Answers
what country her parents are from (China). • Read the expressions as a class.
• Practise by asking the students about themselves and other
B Vocabulary: Countries and nationalities people, such as celebrities. If they don’t know what part of a
Track 11 country a person is from, they can search the Internet for an
• Go over the chart with students. Point out common patterns in answer.
the nationalities (~an, ~ese). Explain that nationalities are often
used before nouns to help describe things from specific places D About You
(for example, Italian food and Korean movies). Setup / Demo
• Play the audio. Have students repeat the words. Tell students they are going to continue the visa application
• Ask leading questions to help students add more countries activity they started in Unit 1, Lesson 3. Demonstrate completing
and nationalities to the list. For example, where are famous the form with your own information or fabricated information.
people such as Christian Bale (the United Kingdom) or Cristiano
Ronaldo (Portugal) from, and how do you say the nationality of Activity
people from those countries (British, Portugese)? Have students complete the form for themselves.
Feedback
Ask students to share their work with the class. If they are
Teacher’s Note Nationalities
reluctant, have them share in pairs first and then ask the more
Be prepared to present the patterns of how nationalities are confident ones to share with the class.
formed from country names (e.g., America  American).
The main categories are: ~n, ~an, or ~ian; ~ese; ~ish; ~i. You
may wish to present these categories on the board to help
students get a handle on the variety. Consider making one
more category, for words that don’t fit into those patterns:
French, Swiss, Peruvian, Thai, Norwegian, etc.

14
E Grammar
E Grammar
be questions with question words
• Go over the table. Practise the exchanges as a class.
question word + be + subject + ... subject + be + ...
• Explain that what, where, and how are all used in questions.
How are you today? I’m very well, thanks. What asks about things (in this case, names). How asks for an
How...? Where is your boss from? She’s from Istanbul.
adjective or adverb, such as good or well. Where asks about
Where...? What is your surname? It’s Demir.
Where are we? We’re in the classroom. places. At this point, stick to these simple explanations as the
What...?
How are you guys? We’re okay. goal here is only to ask and answer these questions using be.
Where in Peru are they from? They’re from Lima.
• Have students practise the exchanges again in pairs.
F Grammar Practice
• In the table, questions and the be verb are not contracted, but
Look at the answers. Use the words in the box to make questions. Remember to
in the model conversation, some are. Draw students’ attention
capitalise the first letter. to this. Ask them to make contractions for the questions in the
from going all right is are you where are you how it
table.

1. Q:
2. Q:
?
?
A: From Ankara, in Turkey.
A: Y
Yes, I am.
F Grammar Practice
3. Q: ? A: Very well, thanks. • Draw students’ attention to the first answer. Ask them what
question word they will need (where, because Turkey is a place).
G Use the Language Do number 1 together, use the words from the box.
Labelling a map • Ask students to fill in the blanks individually or in pairs.
1. Using the internet, label five countries. Try to label countries with English names that your • Check answers as a class.
classmates don’t know.

1. Q: Where are you from?

Key
2. Q: Are you all right?
3. Q: How is it going?

 Check the Workbook

For further practice matching questions and answers, use
Exercise 3 in Unit 1, Lesson 4 of the Workbook.

G Use the Language: Labeling a map

• Have students look at the map and label one of the countries.
2. What countries did you label? Tell your teacher the nationalities of people from those countries. Then ask a few of the students if they know the nationality of
3. Do you have any countries/nationalities that your classmates don’t have? How many? people from the country they labelled.
15
• Put the students in pairs and tell them to label as many
countries as they can. Remind them to write down the
nationalities corresponding to these countries, looking them up
if necessary. Check with each pair to see if they need help.
Extension What is the purpose of your visit? • After each pair has labelled several countries, ask students to
count how many countries they have labelled. Check to see
• Have students look at the bottom of p.12 again, at their
whether the countries and nationalities are correct.
answer to the question What country are you going to?
Ask them if they still want to visit that country or visit
• For nationalities the students don’t know, look them up
another one. together.
• Discuss the process of going through customs and ask
students the question, What is the purpose of your visit? Extension Friends Around the World
Then brainstorm some answers: to sightsee, to visit family,
etc. • Ask students to make a short list of people they know who
• Put the students in pairs. One student will role-play as an live in or are from other countries.
immigration officer in the destination country. The other • Put students in pairs, and have them share their lists.
student is the traveler. Have the students role-play a brief
immigration interview using the information learned in
Lessons 2 and 3. Tell students to include the following two
Teacher’s Note Countries
questions in the interview, Where are you from? and What
is the purpose of your visit? Before class, do your best to learn some country names that
students will likely label. Find a map of the world in English on
the Internet and keep it open during class. The class will look
 Check the Workbook up nationalities together, but it would also be good to have a
list of nationalities available in class.
Unit 1, Lesson 4, Exercise 2 of the Workbook provides a
helpful pronunciation activity that focuses on the syllable stress
in nationalities. Consider covering this in class when you teach
the vocabulary.

15
 Lesson 5 Bye. Lesson 5 Bye.

A Model Conversation
Aims
Read the conversation. Then listen. Track 12

- Understand and use farewells

Woman: Hi. Are you Mr Khalifa?
- Use possessive adjectives, such as his and its Man: I am, yes. And you are…?
Kristina: Kristina. I’m a new student. I’m in your class tomorrow.
Vocabulary
Mr Khalifa: Tomorrow—the
T English for Academic Writing course,
right?
Farewells
Kristina: Y that’s the one. At 12 o’clock. Some of my friends are
Yes,
I should... ...go. in that class, too.
I have to... ...be going. Mr Khalifa: Oh yes? What are their names?
I’ve got to... ...get going Kristina: Ben Tucker, Ian Jameson, and Lisa Wyatt.
That’s all for today. We’ll stop here. Mr Khalifa: Oh, yes. I know them. They’re very good students.
Anyway, I have to be going. See you in tomorrow’s class.
See you later / tomorrow / soon / then. Kristina: All right. Have a good day. Brief note
Have a good morning / afternoon / day / night. Mr Khalifa: Y
You too. We say “anyway” to change the topic.
Good night. Take care. Bye. Goodbye.
Grammar B Vocabulary: Goodbyes
V
Read the expressions. Try to add more. Then practise with a partner.
Possessives
At the end of the class (teacher) Goodbye Other goodbyes
That’s all for today. See you (later / tomorrow / soon / then).
Warm Up We’ll stop here. Have a good morning / afternoon / day /
Before goodbye night.
Ask students how they say goodbye in their first language(s). I should… …go. Good night.
I have to… …be going. Take care.
Explain that there are a lot of ways to say goodbye in English. I’ve got to… …get going. Bye / Goodbye.

Brainstorm a few ways to say goodbye in English. Alternatively,

use the first-language goodbyes and ask for more details about C In Y
Your World

them (when they are used, with whom, etc.). Fill in the gaps to complete the conversation. Then practise with a partner
partner. Pretend it’s
the end of the class.
(Teacher: That’s all for today.)
A Model Conversation Track 12 You: All right. Well, I should . What you?
Partner: Me too. See .
• Transition by saying that the model conversation uses goodbyes.
You: Yep. Have a .
Draw students’ attention to the picture, and ask who the people
 Change roles and practise again. Don’t look at the book—look at your partner.
are. Ask how they might say goodbye to each other.
• Ask students to read the conversation in pairs. D Quick Review
• Play the audio and listen to the conversation as a class. Look back at the brief notes in this unit.
• Ask students how Mr. Khalifa says goodbye (I have to be going. 1. Where are the words? Write the lesson number. aha oh hey
See you in tomorrow’s class.). Ask students how Kristina says 2. Write 4 informal words:

goodbye (Have a good day.). 16

B Vocabulary: Goodbyes
• Go over the chart with students. Say each word or phrase and
Extension Goodbyes
have them repeat.
• Help students add more goodbyes to the list. Explain that many • Continue practising the dialogue that students have
goodbyes are just variations on the ones already in the table: completed. Ask students to move around the room and use
Talk to (instead of see) you later, Later (shortening of See you different goodbyes with different partners.
later), etc. Introduce Good to see you and Good to meet you • Ask students which goodbyes they used a lot and which
and discuss the differences—see is used to greet people you ones they heard a lot. Give feedback.
know, while meet is used when you meet someone for the first
time.
 Check the Workbook
C In Your World Alternatively to the extension, further practice can be found in
Exercise 1 in Unit 1, Lesson 5 of the Workbook.
Setup / Demo
Tell students to use expressions from the table and previous
lessons to fill in the blanks. Briefly demonstrate by writing a D Quick Review
suggested answer for the first line on the board. (Well, I should
get going. What about you?) Ask students to look back through the unit and find the answers.
Check answers as a class.
Activity
Have students fill in the blanks by themselves. Then put the 1. lesson 2, lesson 2, lesson 2
Key

students in pairs and tell them to practise the conversation. Have 2. yep, yeah, nope, hey
the students change partners and practise again without looking
at the book.
Teacher’s Note Formal Goodbyes vs. Casual Goodbyes
Feedback
Model an exchange with two or three students. This part of the lesson provides a good chance to recycle or
reinforce formal and casual speech patterns. Each goodbye
in the table, and the goodbyes you can come up with, could
Suggested Answers
be considered either a formal goodbye (Have a good day.) or
You: get going, about a casual goodbye (See you later.). Mention this to students,
Partner: you tomorrow and ask them which ones they think are formal and which are
You: good night
informal. The Quick Review also draws attention to informal
expressions, such as nope instead of no.

16
E Grammar
G Use the Language: Farewells
Possessives
• Draw students’ attention to the first picture. Ask students the
singular plural
my our Brief note
following questions about the picture: Where are the people?
Brief note
your your It’s is a contraction What are they doing? Where do you think they’re going? Who
Possessives go meaning it is.
before a noun. his / Jameson’s Its is possessive. are they saying goodbye to?
her / Miss Khalifa’s their / my friends’
its / tomorrow’s • Ask the following question about the woman in the photo:
What’s she saying? Once you elicit a farewell, have students
F Grammar Practice write it in the blank below.
Look back at parts A and E. Fill in the gaps with words or letters from the box to complete
the table.
• Put students in pairs. Ask them to talk about the remaining two
pictures and write farewells.
’s class her friends class s’ names ’s their ’s his its
• Ask the pairs what goodbyes they wrote. Give feedback.
name + -’s / -s’ possessive adjective noun

1. Kristina 2. 3.

4. my friend 5. 6. Extension Goodbyes on Different Occasions

7. Mr Khalifa 8. 9. • Brainstorm various situations when people say goodbye—for
10. tomorrow 11. 12.
example, when going on a trip, leaving a party or a store,
etc. Ask students what phrases people might use in these
G Use the Language
situations. Give suggestions if necessary.
Goodbyes
• Put students in pairs. Have them write a short farewell
Talk to a partner. Describe the situations in the pictures.
conversation for one of the situations the class brainstormed
and practise it.

Teacher’s Note Pronunciation of Possessives

How do people say goodbye? Write.

Try not to overlook pronunciation when it comes to
1. The woman: possessives. Possessives can be difficult because of gender
2. The father: and number, but they also sound confusing if not pronounced
3. The mechanic: correctly. This is particularly true with the pronunciation of his,
as /i/ and /i:/ will be difficult to distinguish for most learners.
H Read to Speak
Practise with students so that they consistently pronounce the
English speakers sometimes say goodbye using words from other languages. On the internet
find three of these goodbyes. Write the words below.
possessives and, if they struggle, give examples of other words
that use the same sounds (/i/ it, pick; /i:/ eat, see).
Pick one of these words. Find classmates who have the same word. Form a group and explain
the word to your class. What language is it from? What does it mean?
17

H Read to Speak
• Remind students that English is an international language
E Grammar spoken by many people who are not native speakers of English.
Those speakers sometimes use words from their own language
• Use a student’s book or pencil. Ask other students whose
when they speak English, so English speakers use a lot of words
it is. Elicit responses and give correction. Finally, write the
that aren’t originally from English.
answer using a possessive adjective and a noun on the board
(Farhan’s pencil). Then write his/her pencil. Then ask about the
• Tie this into the lesson by telling students that English speakers
classroom and elicit the phrases the students’ classroom and our sometimes say goodbye using expressions from other languages,
classroom. such as ciao (Italian) or adiós (Spanish). Tell them that they
are going to search online for other international ways to say
• Go over the table. Have students repeat the possessives.
goodbye.
• Remind students that they will have to explain each way of
F Grammar Practice saying goodbye (i.e., what language it is from and what it
• Draw students’ attention to number 1, Kristina. Ask them how means).
to make this a possessive (-‘s). Briefly do 2 and 3 with the class, • Have students search online for ways to say goodbye in other
referring to the model conversation. languages. Tell them to write the expressions in the blanks and
• Ask students to fill in the remainder of the table using the words find out details about each.
from the word box. Remind them to look back at the model • Allow a few minutes for students to search, and assist them in
conversation and grammar table if they get stuck. the research and note-taking process if necessary.
• Check answers as a class. • Ask students to find a partner who has chosen one of the same
words as them. Have them check to see whether they found the
1. ‘s 2. her 3. friends 4. s’ same details about the original language and the meaning of
Key

5. their 6. names 7. ‘s 8. his the expression.

9. class 10. ‘s 11. its 12. class
• Ask a few pairs to report their findings. Write some of the
goodbyes on the board if you think students may benefit.
 Check the Workbook
Exercise 3 in Unit 1, Lesson 5 of the Workbook provides
practice differentiating between types of pronouns. It also
recaps other material. This exercise could be used as a follow-
up activity if time allows.

17
 Active Review
Unit 1 : Active Review
A Chatting
Read the chat and answer the questions below.

Purpose 1. What’s the name of the student who takes a Spanish class?
2. Who’s from Honduras?
The purpose of the Active Review is to give students a chance to 3. When are they meeting?
work with language learned in the unit by applying it in real-
B Write a Chat
life situations. The activities involve some receptive skills, but Mark
Chat with a partner
partner. Use language
the overall focus is on production. Encourage students to be as from the unit to describe yourself, a
Hi Sara.
productive as possible while doing the Active Review. Hi Mark. How are you?
friend, a classmate, or a teacher. Use
your phone or write on a separate
piece of paper. Then copy it here.
A Chatting
I’m good. I’m in my Spanish class right now.
Brief note
Aha. So you can’t talk?
Warm Up Write your partner’s
name here.

Ask students what they see on the page. Then ask them who they No, it’s fine. My professor can’t see me.

chat with and what they chat about. Have them think of various Okay. So how’s class?

software and pieces of hardware that they use for chatting—cell

It’s good. My professor is great.
phones, social networking sites, web discussion boards, etc. Her name is Dr Cruz.

Comprehension Cruz? Where’s she from?

• Put students in pairs. Have them role-play the chat aloud. Then From Honduras.

ask them to switch roles and read it again. Honduras? Wow. So are we
still meeting tomorrow?
• Ask the pairs question 1. Tell them to write the answer in the
Yep. 4 o’clock.
blank. Then tell students to complete the exercise with their Cool. See you then.
partner, writing down their answers.
• When ready, check answers as a class.

1. Mark
Key

2. Dr. Cruz, the Spanish professor

C Reminder
3. tomorrow at 4 o’clock
Some Module 1 Goals in Unit 1

B Write a Chat
Put a tick () next to the things you can do.

Activity Understand and use basic introductions, greetings, and goodbyes

• This is the most important part of the Active Review. Be Ask and answer simple personal questions; describe yourself simply
Ask and answer basic questions
prepared to keep participation going long enough to provide
every student with substantial practice.
• Students may use the book, a separate piece of paper, or their 18

phones if they are willing to exchange phone numbers with

their partner.
• Demonstrate by having a short exchange with a student or the
Extension Chatting Down the Lane
class. Write the conversation on the board. Then have students
pair up and work on their own chat. This is a whisper-down-the-lane-style game. The rules are
• Make sure that students write down their chat so that it can be relatively simple. Every student starts with a piece of paper
read later. with the sentence “Can you talk right now?” written on it.
• Remind students that they need to describe something or Students will then pass the paper to the next person. The
someone in the classroom. This way, when they share later, the receiver should reply to this question and pass the paper
class will understand what they are talking about. along. The game ends when the students all get their original
papers back. Recap by asking for a volunteer to share their
Feedback conversation.
Find a pair of students who are doing well and ask them if they
want to share their chat with the class. After sharing with the
class, give them feedback. C Reminder: Some Module 1 Goals in Unit 1
Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.

18
 Fluency
B Write to Speak
A Read to Speak • List the name of some celebrities from your country for students.
Read the list of popular baby names from 2019.* Listen to their pronunciations. Then • Then ask students to individually think of five more celebrities
choose ten names and look up their meanings. Which name is your favourite? Track 13
and write their names in their book.
Rank Boy Meaning Girl Meaning
1 Muhammad Olivia • Monitor to ensure students have understood the activity. Help
2 Oliver Sophia
with spelling and ideas if necessary.
3 Noah Amelia
4 Harry Lily
5 Leo Ava
6 George Emily C Now Speak
7 Jack Ella
8 Charlie Isla • Tell students that they are all celebrities now. Tell them to make
9
10
Freddie
Arthur
Mia
Aria
up full names for themselves. Demonstrate this by choosing a
11 Alfie Grace name for yourself.
12 Henry Isabella
13 Oscar Isabelle
• Introduce yourself briefly, using your celebrity name and
14 Theo Sophie describing what kind of work you do—I’m a singer, etc. Then
15
16
Archie
Jacob
Charlotte
Evie
ask students to prepare their own introductions.
17 Joshua Poppy • When students are ready, have each of them introduce
18 James Ivy
19 Ethan Elsie
themselves to the class using their celebrity name. Emphasise
20 Thomas Alice that they should do it as quickly as they can, focusing on speed
21 William Daisy
22 Logan Chloe
and sacrificing accuracy if need be.
23 Lucas Freya
24 Jackson Sienna
25 Max Eva
* from babycentre.co.uk

B Write to Speak
Extension Meet My Kids
Who are some popular celebrities in your country? Write five names. Optionally, students can role-play introducing their children.
Tell them to think of names for their kids, two girls and
two boys, and be prepared to discuss why they chose those
names. Their reasons can be as simple as liking the meaning
C Now Speak
or the sound of the name. Give them time to think of reasons,
1. Congratulations. Y
You’re a celebrity! Use the information above to choose a name for
and then put them in pairs to share. At the end of the activity,
yourself. ask a few students to share their work with the class.
What’s your name? (first name and surname)

2. You
Y and your partner are celebrities. You meet at a party. Introduce yourselves to
each other.
3. Stand up with your celebrity partner
partner. Introduce him or her to the class.

19

Fluency

Purpose
The purpose of the Fluency page is to improve students’ speed
(in terms of both productive and receptive skills) and their
pronunciation. They can use language that wasn’t learned in
the unit if they know it—whatever resources assist them in
communicating fluently and successfully.

Warm Up
Ask students to close their books. Then draw a table on the board
for categorising names. You can categorise the headings any way
you want to, but common, rare, and foreign might work best.
Ask students to brainstorm names that fall into each category.
When the class has thought of between 4 and 6 names for each
category, ask a few students whether they like any of the names
and which they like best.

A Read to Speak Track 13

• Have students open their books. Read the list of names one by one
or in batches of five, with students repeating when you pause.
• Put the students in pairs. Ask them to look up the names’
meanings and write them in their book or on a separate sheet
of paper. Then ask students to choose a few names whose
sound or meaning they like.
• End this part of the activity by asking a few of the students
about their favourite names on the lists and ask them why they
like the names.

19
 Unit 2 . The Classroom 
Unit 2 Overview: Lesson 1


What do you have in here?

The Classroom A Authentic T
Text: A shopping list
Read the list. Then listen. Match the pictures with the words on the list. Track 14

Lesson 1: What do you have in here? Start-of-term shopping list Vocabulary What’s on the list?
i
a c
Things I need:
Aims: - Understand and use numbers f
a planner
- Use the indefinite article (a/an) and no article with a rucksack
plurals a pack of pens (4) and a pack of pencils (10)
- Talk about possessions 4 notebooks b
d j
4 folders
Vocabulary: School supplies and numbers highlighters—a yellow, a green, and an orange
g
a USB stick
Grammar: Articles a and an an umbrella
e h
Lesson 2: What do you have outside? some sticky notes

Aims: - Use simple words to describe everyday objects

- Ask and answer basic questions about possessions B Vocabulary: Numbers
V
Vocabulary: People, pets, and everyday objects Read the words. Then practise with a partner.

Grammar: Simple present: have 0 zero 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine
10 ten 11 eleven 12 twelve 13 thirteen 14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen

Lesson 3: Whose is it? 20 twenty

21 twenty-
one
22 twenty-
two
23 twenty-
three
24 twenty-
four
25 twenty-
five
26 twenty-
six
27 twenty-
seven
28 twenty-
eight
29 twenty-
nine

Aims: - Use simple words to describe everyday objects 30 thirty

C Listen and repeat. Track 15 E Say the numbers. Then listen. Track 16

- Ask and answer questions about who things belong 40 forty

1. 13 (thirteen), 30 (thirty) 1. 4.
to 50 fifty 2. 14 (fourteen), 40 (forty)
3. 15 (fifteen), 50 (fifty)
Vocabulary: Colours 60 sixty
4. 16 (sixteen), 60 (sixty)
2. 5.
Grammar: Possessives: pronouns and questions 70 seventy 5. 17 (seventeen), 70 (seventy)
80 eighty 6. 18 (eighteen), 80 (eighty)
Lesson 4: The Things Around You 7. 19 (nineteen), 90 (ninety)
90 ninety
3.
Aims: - Use common classroom language 100 one
D Practise with your partner
partner.
Take turns. Say a number from
- Ask and answer questions using there is and there are hundred
part C. Your partner writes it.
1000 one Is it correct?
Vocabulary: Classroom objects thousand

Grammar: Questions and statements with there is and there are

F In Y
Your World
Lesson 5: Where is it?
Fill in the gaps with numbers and names of things.
Aims: - Understand and use prepositions to describe where What’s in your classroom? I see , , and
things are .
- Use common classroom language 20

Vocabulary: Prepositions of location

Grammar: Prepositional phrases of location and prepositional
phrases A Authentic Text: A shopping list Track 14
Some Module 1 Goals in Unit 2 • Transition by telling the students the items you’ve just talked
- Understand and use simple words in descriptions of objects about are school supplies. The list in the book is a list of school
- Understand and use common classroom language supplies that someone wants to buy (a shopping list).
- Understand and use numbers to count • Read each line of the list as a class.
- Ask and answer basic questions • Play the audio and listen to the list as a class.
• Ask students to look at the pictures and match the items with
words on the list.
Lesson 1 What do you have in here? • Consider giving more examples of using pack of, but be aware
that this is a more advanced grammar point that can be covered
Aims at a higher level.

- Understand and use numbers

- Use the indefinite article (a/an) and no article with plurals
Teacher’s Note Borrowed Words
- Talk about possessions
Vocabulary Many languages use words borrowed or derived from English
to describe school supplies. In cases where this applies to
School Supplies your students, check not for just comprehension but for
planner rucksack pack (of sth) pen pronunciation as well.
pencil notebook folder highlighter
USB stick umbrella sticky note
Numbers B Vocabulary: Numbers
1-20 10, 20, 30, etc. 20-99 100, 1000
• Read each number aloud. Pair students up and have them
Grammar practise.
Articles a and an
C Track 15
Warm Up • Play the audio. Ask students to repeat.
Bring some of the items on the vocabulary list to class, or use • If students struggle to distinguish between the given numbers,
objects that are already in the room. Show students each object write the pronunciations on the board: thir-TEEN and THIR-dee.
and ask questions: What do you call this? Do you have a ? Emphasise the difference in stress, through capital letters, and
How many do you have? the sound change from t to d.
20
 • Ask students to fill in the blanks individually or in pairs.
G Grammar • Check answers as a class.
Articles a and an • Do 2 k as a class. See the note below—either egg or item could
correctly fill in the blank.
Is the noun singular or plural?
Brief note
• Ask student to fill in the blanks individually or in pairs.
See the Grammar
Reference (p. 119)
• Check answers as a class.
singular for more on vowels.
plural
1. a. x b. a c. a d. a e. x
f. an g. x h. a i. a j. an

Key
2. k. egg l. language m. staple n. item
consonant vowel no a
no an (Answers will vary. For example, the answer for k. could be egg or
item.)

 Check the Workbook

H Grammar Practice Brief note
This -s means the noun is plural. For further practice with indefinite articles, use Exercise 3 in
1. Write a, an, or x.
Unit 2, Lesson 1 of the Workbook.
a. articles b. vowel c. consonant d. number e. boards
f. opposite g. boys h. name i. woman j. Australian

2. Fill in the gaps with the words from the box.

Extension Use Your Words
egg item language staple
Practise more by having students come up with nouns to follow
k. an l. a m. a n. an
each article. Write a and an on the board. Choose one and
have students call out words that go with it. List the words
Brief note under that article or, if your class has a strong vocabulary, don’t
I Use the Language See Lesson 2 (next 2 pages) for more
information about have and has. write—just listen and give feedback. When students slow down
Making lists
in giving words for that article, go to the other.
List 1: Ask a partner about his or her List 2: Choose a second partner. Listen to information
items and list them below. about his or her first partner and write.

Do you have a notebook? My partner has a notebook.

Do you have a(n) ? He has a(n) . Teacher’s Note Pronunciation of Articles
Do you have s? How many? She has ten s.
Be sure to teach the pronunciation of a and an. A is
pronounced like /uh/ in front of most consonants but like /ay/
in front of words starting with y. An is pronounced uhn. Both
articles are pronounced seamlessly with the noun that follows.
Maintaining speed and accuracy is challenging. Modeling can help.

21

Teacher’s Note Nationality Nouns (Demonyms)

For 1 j (an Australian), note that nationalities ending in ~an or
D ~i may be used as nouns, but those ending in ~ish or ~ese and
• Demonstrate this with a student. Say a number and have the student most irregular nationalities, such as French, Swiss, etc., should
write it. Then have the student say a number, and you write it. not be used as singular nouns (an English, a Chinese).
• Put students in pairs for this exercise. Ask each pair to change
roles once or twice, depending on the amount of classroom
I Use the Language: Making lists
time you have.
• Model this activity by having a student ask you the given
questions and then answering.
E Track 16
• How many will be covered in Module 2, but model it anyway
• Ask students to say the number they see. as a follow-up question. This will ensure that students will also
• Play the audio and ask students about their pronunciation. Then practise numbers while they are in pairs.
play the audio again and have them repeat. • Put students in pairs. Ask them to fill out the first list with their
partner’s items.
F In Your World • Encourage students to use words that are not part of the lesson.
• Model verbally and/or in writing: Tell students what you see—for • Put students in new pairs. Ask them to fill out the second list
example, “I see three markers.” Write ”I see .” on the with the belongings of their new partner’s original partner.
board, and then write a number and a noun in the blanks. • This time, monitor use of the target vocab and grammar more
• Have students complete the exercise. When they finish writing, closely, give on-the-spot corrections, and note common errors
put them in pairs and have them exchange information. with the target language.
• Ask students what they see in the classroom and give feedback.
Extension Shopping List
G Grammar • Put students in pairs or let them continue with their current partner.
• Go over the chart explaining what the words plural, singular, • Ask students to make a new list. This list should be about
vowel, and consonant mean. the things they need for studying.
• Give examples using articles and singular forms of the words in • Give a clear question and answer pattern on the board: Q:
activity A. Optionally, include plural forms—a pen, an umbrella, What do you need? A: I need …
planners, etc. • Make it clear that students should think about their real
needs and preferences when it comes to school supplies.
H Grammar Practice • Check what items appear on everyone’s shopping list and
• Do 1 a as a class. () give feedback.
21
 Lesson 2 What do you have outside? Lesson 2 What do you have outside?

A Authentic T
Text: A survey question
Aims
Read the instructions and fill out the survey form. Then
- Use simple words to describe everyday objects discuss the questions below.
- Ask and answer basic questions about possessions
a girlfriend a rabbit

Vocabulary a boyfriend a cat

What do you
have? Put a check a bicycle a games console
People and Pets mark () next to
a car a laptop computer
girlfriend boyfriend dog cat all that apply.
an aeroplane a tablet computer
Everyday Objects a travel card a desktop computer
bicycle car aeroplane travel card
1. T
Talk about what you have with a partner.
game console laptop computer tablet desktop computer
2. What does “put a tick next to all that apply” mean?
Grammar
Simple present: have B Vocabulary
Look at the pictures. Fill in the gaps with vocabulary from the survey.

Warm Up
Draw a simple house on the board. Ask students to think about
their own house. What is inside the house and what’s outside the
house? Give praise for answers, but try to direct the conversation
toward words on the vocabulary list.
C About Y
You
A Authentic Text: A survey question Make a list of what you have. Don’t use
words from above.
• Transition by talking about everyday objects, and then tell
students they are going to take a survey to see which ones they
have.
• Read the directions for the survey, and clarify what they mean
by modeling.
• Ask students to fill out the survey for themselves.
• Write I have a(n)… and I don’t have a(n)… on the board. Put
students in pairs, and tell them to use the sentences to talk
about what they have and don’t have. Then ask them to discuss
question 2.
22

B Vocabulary
• Ask students to write the vocabulary words from A under the
correct picture.
• Monitor to ensure that students use mostly words that aren’t
included in the lesson. Offer help if students are stuck.
• Put students in pairs, and ask them to check each other’s
answers. Feedback
• Check answers as a class. Read each vocabulary word aloud and Ask students to share their work with the class. If they are
ask students to repeat. reluctant, have them share in pairs first and then ask the more
confident ones to share with the class.
Teacher’s Note Alternative Terms
Be prepared to explain that there are alternative terms for Extension My Favourite Things
many items (desktop/PC; laptop/notebook) and that the word • Explain what the word favourite means. Suggest something
computer might be skipped, especially for laptop and tablet. you have that is your favourite (a piece of clothing, a dish, a
Also be prepared to note that game consoles might be called pen or pencil, etc.). Model by saying something like, “I have
by their brand names (Wii, PS3, etc.). a black pen. It’s my favourite. I use it a lot.”
• Give students time to think. Ask them to come up with
three things that they consider their favorites.
C About You • Put students in pairs. Ask them to share their favourite
Setup / Demo things. Encourage follow-up questions. Consider writing
On the board, write a short list of three or four things that you some simple follow-up questions on the board, such as:
have. Use words that are not in the lesson. Possible list: - Where is it right now?
- earphones - Do you have another one?
- a coffee cup - Where can I buy one?
- a TV - When do you use it?
- an office chair • Ask students to share their favourite things with the class,
Activity and give feedback.
• Have students write a list of things they have. Tell students to
get ideas by thinking of things they use every day, things they
have in their homes, or things they carry with them. Encourage
them to use any words they know, not just words from the lesson.

22
 • Ask students to do 2 and 3 individually or in pairs.
D Grammar • Note that number 3 recycles yes/no questions with be from the
Simple present: have previous unit.
have questions and answers have statements Brief note • Check answers as a class.
Do I / you / we / they YYes, I do. I have a car. Remember to use an
have a car? I don’t have a car.
 No, I don’t. article with a singular
noun or -s with a 1. Q: Does A: has, s

Key
Does he / she / it have YYeah, it does. It has a computer.
a computer?  Nope. It doesn’t have a computer.
plural one.
2. Q: Do A: Nope
3. Q: Are, a A: Yes, an
E Grammar Practice • Ask students to do 4 and 5. Remind students that they do not
Fill in the gaps with words or letters from the box. Remember to capitalise.
need to use the word box for these questions and that they
has are does yes s do a nope an should try to complete the exercise without looking back in the
lesson.
1. Q: she have a rucksack? A: Y
Yeah, she does. She three
rucksack .
• Check answers as a class.
2. Q: you have a list? A: .
4. Do, do, have, don’t have, want

Key
3. Q: you student? A: . I have English class.
5. have, What’s her name, have
Fill in the gaps and circle the correct answers. Then practise the conversation with a
partner.
• Have students practise the conversations in pairs. Challenge
4. Man: 1 you have a cat? the students to change some of the words so that they can talk
Woman: Yeah, I 2 ( do / have ). I 3 a brown about other things and personalise the language.
one. His name’s Georgie. I love him.
Man: I 4 ( have / don’t have ) one, but I really 5 ( have /
• Challenge students to ask additional follow-up questions in the
want ) one. conversation.
5. Woman: I’m a really lucky girl. I 1 a great
friend.
Man: Oh, yeah? 2 ( What’s her name / Where is she )?
Teacher’s Note Third Person Verb Forms
Woman: It’s a guy, actually. His name is Marco. He’s Italian. Be ready to make on-the-spot corrections when students say
Man: Oh, cool. Y
Yeah, you’re lucky to 3 ( be / have ) a
good friend.
things like “he have” or “he haves.” Many learners struggle
for a long time to form a habit of using third-person verb
F Use the Language forms correctly.
Writing about your things
Look back at part C. Choose 4 things you have. Write two sentences about each one.
 Check the Workbook
1. I have . It’s .
2.
For further practice asking and answering Do you have…?
3.
questions, use Exercise 3 in Unit 2, Lesson 2 of the Workbook.
4.

23
F Use the Language: Writing about your things
• In this activity, students will write sentences about the things
they have based on their answers to activity C. For example, if a
Teacher’s Note Cultures and Status student wrote cell phone on the list in C, they may write I have a
cell phone. It’s new.
In some cultures, possessions can be a sensitive subject • Write an example on the board.
because they indicate wealth and status. Avoid talking about
• Encourage students to write any details that come to mind:
status symbols (for example, cars in a country where the
where the thing is, what colour it is, whether it is old or new,
middle class cannot afford them). Focus on everyday items
cheap or expensive, etc.
you know your students have.
• Ask students about their lists and give feedback.

D Grammar Extension Pyramid: Three Most Useful Things

• Go over the table as a class. • Introduce the word useful. Give a simple definition: you can
• Explain that we use do for all subjects except third person use it for many things, it’s helpful in difficult situations, etc.
singular but that we use does for third person singular subjects. Then give examples of things that are useful, such as pens
• Explain that have is conjugated in third person as has, which is or smartphones, and explain why they are useful.
irregular. • Put students in pairs. Ask them to think of three things that
• For does it have, consider the example of buying something, are useful.
such as a car, house, or other objects that have features. When • Merge pairs into small groups. Ask students to put their lists
you buy a car, you might ask, Does it have power windows / a together and choose the three most useful items.
stereo system? • Finally, come together as a class and vote on the most useful
• Remind them to use a or an with singular nouns, as these are things. Discussion could be started by asking students if they
not in the table. have all three things.
• Practise a few exchanges with individual students or as a class.

E Grammar Practice
• Do number 1 as a class. Demonstrate that students should use
the words from the box and the patterns in the grammar chart
to fill in the blanks correctly.
• Make sure students are using proper capitalisation.

23
 Lesson 3 Whose is it? Lesson 3 Whose is it?

A Authentic T
Text: A descriptive paragraph
Aims
Read the paragraph. Then listen. Track 17

- Use simple words to describe everyday objects

My Rucksack
- Ask and answer questions about who things belong to
My rucksack is special because it’s very colourful. It’s
Vocabulary yellow, pink, red, and blue. Right now it’s really full. There’s
an apple in it. The apple is mine. Some other stuff in it isn’t
Colors mine. There are four colourful pens in it. They’re my classmate
red yellow blue green Juanita’s. The orange and red notebook is hers, too. I have a
brother, Mike. The tablet in my rucksack is ours. We don’t have
purple pink orange magenta
two tablets because tablets are expensive. Anyway, that’s my
grey black white brown rucksack. Tell me about yours.

Grammar
B About Y
You
Possessives: pronouns and questions
Write a descriptive paragraph about something that’s yours.

Warm Up
Bring something with you to class or choose something in the
room. A bag, desk, computer, or an item of clothing would all
be good examples. Elicit descriptions from students by asking C Vocabulary: Colours
V
Brief note
You saw yellow, green
questions such as: What colour is it? Is it black? Is it old? What’s Read the words. Then listen and repeat. Track 18
orange in Unit 2 Lesso
, and
n 1.
inside it? Is it empty? Whose is it? Is it mine? Write their responses
on the board.
red yellow blue green
A Authentic Text: A descriptive paragraph
Track 17

• Transition by saying that the text describes a rucksack. Direct purple pink orange magenta

students’ attention to the picture of the rucksack, and ask them

what words they think they will read. Write some predictions on
the board. grey black white brown

• Ask students to read the paragraph. Brief note

D In Y
Your World
• When students are done reading, play the audio. Answer with a possessive adjective
or a noun ending with -’s / -s’. Look
T
Talk to your partner about what you see. Use these back at Unit 1 Lesson 5 OR preview
• Ask students if any of their predictions were correct, and mark questions and statements: the next page and answer with a
possessive pronoun.
the correct ones on the board. What do you see? I see a(n) . I see .

• Ask comprehension questions about the paragraph: Why is the What colour is it? What colour are they? Whose is it? Whose are they?
24
rucksack special? What colour is it? Is it empty? What’s inside it?
Whose apple is it?

B In Your World Teacher’s Note Colours

Setup / Demo Students may disagree about what colors things are or ask if
Use the phrases from the Warm Up section above to write the there is another word. Try not to focus on rare/unusual colors.
beginning of a descriptive paragraph on the board. If you did Be prepared to explain that there are many words to describe
something different to warm up, choose a new object—for colors, and the ones in the list are just the basic ones.
example, a desk: My desk is very small. It’s brown and black.
There is a pencil on it. The pencil is mine.
Activity D In Your World
Ask students to choose something that they have. Tell them to • Model this activity by telling a student that you see a shirt or
write a descriptive paragraph about it, using the authentic text as something else in the room. Prompt the student to use the
a model. follow-up questions in the book, and answer the student’s
questions.
Feedback • Before you begin, draw students’ attention to the brief note. Tell
Put students in pairs and ask them to share their paragraphs with them that they may look at the next page to see how to answer
each other. After students have shared, ask random students questions with whose. Model one exchange so that students
questions about their partner’s description. can practise.
• Put students in pairs and have them do the activity.
C Vocabulary: Colors Track 18

• Read the names of the colors as a class.

Extension I Spy
• Play the audio. Have students repeat.
• Ask students if they know of any other colors. Write those on
• Teach students how to play I Spy:
the board. - One player picks an object in view and describes it with the
• Check students’ comprehension of colors by pointing to various phrase “I spy something (colour),” without directly stating
things in the room, such as folders, books, clothes, or other what the object is. For example, “I spy something red.”
objects and asking What colour is that? - The other players can then ask the questions to find out
more about what the speaker “spies.”
• After explaining the rules, put the students in pairs or let
them remain in their pairs from the previous activity.
• Have students play the game until both students in each pair
have had two turns.
24
 Brief note
E Grammar For it, don’t use a possessive pronoun. Use the noun. Teacher’s Note Wh- vs. Yes/No Question Intonation
Q: Whose bowl is it?
Possessives: pronouns and questions  A: The dog’s.  A: Its.
As you practise questions throughout this lesson, be sure
questions possessives to introduce/reinforce the difference in intonation between
Whose noun is/are pronoun Ours.
rucksack is it?
Mine.
Yours. [plural] types of questions. While wh- questions usually have a falling
Yours.
Whose Hers. / His.
Theirs.
The students’.
intonation at the end, yes/no questions normally have a rising
tablets are they? The teacher’s.
Mike and Lisa’s. intonation at the end.

F Grammar Practice
Fill in the gaps with a word, an s, or an ’s.  Check the Workbook
1. Q: egg is it? A: It’s your egg. It’s . For practice with the intonation of questions, point students to
2. Q: Is Julia rucksack red? A: Yes,
Y has a red rucksack. Exercise 3 in Unit 2, Lesson 3 of the Workbook.
3. Q: Is it pencil? A: Yes,
Y mine. rubber is yellow.
4. Q: Whose pencil she have? A: She her pencil. It’s .

Put the words in order to make (1) a question and (2) a statement. Use one capital
G Use the Language: Talking about your things
letter in the question and one in the statement. • Demonstrate this activity briefly by asking a student a Do you
(1) ? A: Y
Yes, it is. have…? question—for example, Do you have a notebook? Ask
theirs / is / it
(2) . follow-up question such as where the object is and what colour
it is. Take notes about the student’s answers on the board. Then
Brief note
ask another student a Do you have…? question. Again, ask
G Use the Language Take notes means write follow-up questions and take notes on the board.
things you see or hear.
Talking about your things
T • Put students in pairs, and have them do the activity together.
T
Talk with your partner about things you have and things your partner has. Use vocabulary and Remind them to use vocabulary and grammar from previous
grammar from Lessons 1, 2, and 3. Take notes.
lessons.
Partner Me • Once every student has at least one thing listed, move on to the
second part of the activity. Write the first lines of a dialogue on
the board to demonstrate.
Brief note • Have students work individually, but tell them that they can ask
Remember and write things from your conversation. Circle the speaker. The speaker is the
person who talks. their partners about the conversation they had.
Me / Partner: • Have one or two pairs read parts of their conversation to the
Me / Partner: class, and give feedback.
Me / Partner:

Me / Partner:

Me / Partner:
 Check the Workbook
For further practice writing sentences using possessive
25 pronouns, use Exercise 4 in Unit 2, Lesson 3 of the Workbook.

E Grammar
• Go over the table as a class. Extension Twenty Questions
• Practise a few exchanges with students. • Students can practise describing things freely and asking
• Do not ask Whose is this? or Whose is that? Demonstratives will questions about things by playing twenty questions. The
be covered later. In order to practise exchanges, you should say, I rules are:
see a book. Whose is it? - One person thinks of something but doesn’t say what it is.
For now, tell students to consider only their possessions.
F Grammar Practice - The other person can then start to ask yes/no questions to
• Do number 1 as a class. find out what the object is.
• Ask students to fill in the blanks individually or in pairs. - The goal is to guess the object within twenty questions.
• Point out if necessary that number 3 demonstrates the
• Demonstrate the game with an example, such as a watch, a
difference between it’s and its. rucksack, a computer, or a desk.
• Check answers as a class.
• The game could be quite challenging, so remind students
to try to use any English they know when they guess or ask
1. Q: Whose A: yours questions.
2. Q: ‘s A: she • Monitor the questions that students ask, paying attention
Key

3. Q: your A: it’s, its for errors that relate to the grammar covered before this
4. Q: does A: has, hers point and making notes for explanation after the game is
done.
• For the second part of the activity, ask students to work
individually or in pairs. Ask them to write a question and a
statement.

1. Is it theirs?
Key

2. It is theirs.

25
 Lesson 4 The Things Around You Lesson 4 The Things Around You

A Authentic T
Text: Labelled pictures
Aims
Read the labels. Then listen. Track 19

- Use common classroom language

A classroom A lecture theatre
- Ask and answer questions using there is and there are
ceiling
back
Vocabulary clock
corner
aisle
noticeboard light
Classroom Objects window

table chair/seat floor ceiling blackboard

wall

wall blackboard light window

clock aisle lecture hall back monitor lectern
front keyboard mouse monitor steps

podium corner steps classroom

chair/seat mouse
announcement board
table
Grammar floor keyboard front

Questions and statements with there is and there are

Brief note
B Listening
Look at the words chair and seat.
Warm Up Description of a room Track 20 Ask your teacher about the word sit.

Tell students to study p. 26 of their books while you write two Listen to the description of a room. Is it the classroom on the left or the right?

sentences on the board. Once they begin studying, write There is

(noun) in our room. Below that, write There are (noun) in C In Y
Your World
our room. Tell them to stop studying and close their books. Read 1. Look around your classroom. Ask your teacher about things. Say
Say, “What do you call this in
the sentences aloud, briefly explaining that there is is followed by English?”

a singular noun and there are is followed by a plural noun. Tell the 2. What’s in your classroom? Using the labels above and your teacher’s answers, make a list.

students to give you words to complete the first sentence, and Things in my classroom
write them on the board. When responses slow down, go to the
second sentence. Tell the students to give you words to complete
the sentence. When they slow down, wrap up the activity by
reading each sentence a few times, filling in the blanks with nouns
the students have given.

A Authentic Text: Labelled pictures Track 19

• Ask students to open their books and look at the pictures. Ask
them what the pictures are of (classrooms). 26

• Tell the students they are going to learn to describe classrooms.

• Read the labels aloud as a class.
• Play the audio. Repeat if necessary. Activity
• Ask students which objects in the pictures are also in your • Prompt students to ask you what the things in the classroom
classroom. are called. Continue until you have given words for most of the
common objects in the room (wall, ceiling, floor, light, board,
B Listening: Description of a room Track 20
computer, desk, projector, etc.).
• Then ask students to write a list of things in the classroom.
• Tell students they are going to hear a description of a classroom.
Explain that the description will match only one of the pictures Feedback
from A, and that they should choose which one it is. Put the students in pairs. Have them check their lists together.
• Play the audio. Bring the class back together and ask them to say what is on their
• Check for comprehension by asking what is in the room described lists. Write a list on the board based on what students say.
in the audio. Use is there / are there questions. Each time you ask
about objects from the audio, also ask which of the classrooms Teacher’s Note Functional Phrases
has those things: Is there a(n) in the classroom on the right?
Are there in the classroom on the left? Functional phrases can help students in their daily lives and help
• If students have not already answered, ask them which picture your class flow better. Make sure to teach useful questions and
matches the classroom described in the audio. sentences like What do you call this in English. when you can.

Teacher’s Note Classroom Objects Realia Extension A Good Room

While most classrooms contain similar sets of objects, put Ask students to describe their ideal bedroom or room. This
some thought into what is in your classroom ahead of time. Be exercise will introduce new vocabulary and get students to
prepared to teach words for these items, and consider bringing open up.
other items to class and teaching the words for them. • Tell students that ideal means “perfect for you” and model a
response by describing your ideal bedroom. Talk about specific
things you want—a flat-screen TV, a comfortable sofa, etc.
C In Your World
• Give students a minute to think about their ideal bedroom.
Setup / Demo
• Put the students in pairs. Ask them to tell their partner
Teach students the question “What do you call this in English?” Write things they want in their ideal bedroom. Their partner
it on the board so that students have a model. Explain that we use should make a list.
this question when we want to know the name of an object.

26
 1. is an 2. are x 3. is a 4. are x 5. are x

Key
D Grammar
6. is an 7. is a 8. is a 9. are x 10. is a
Questions and statements with there is and there are
Brief note
singular noun plural noun
Notice the difference between • Do number 11 as a class.
Is there a clock? Are there clocks? their, there, and they’re. Explain
There is a clock. There are clocks. the difference to your teacher. • If necessary, go over the grammar table again to review the
proper word order for questions beginning with Is there or Are
E Grammar Practice there.
Fill in the gaps with is, are, a, an, or x. • Ask students to circle the correct answers individually or with a
1. There umbrella. 6. There egg. partner. Explain that some of the questions are about things the
2. There Australians. 7. There chair. students learned in previous lessons.
3. There question. 8. There case. • Check answers as a class.
4. There questions. 9. There eggs.
5. There answers. 10. There paragraph.
11. Are 12. There 13. is 14. is 15. Are

Key
Circle the correct answers. 16. There are 17. There is 18. Is there 19. Are 20. there
11. ( There / Are ) you a student? 16. ( There is / There are ) eggs in my pencil case.
12. ( There / Y
You ) is a chair. 17. ( There is / Is there ) a folder on my desk.
13. There ( is / am ) a student. 18. ( There is / Is there ) a folder on my desk?
Teacher’s Note Are there any …?
14. Y
Your teacher ( is / there is ) in his chair. 19. ( Are / There ) there pens and pencils? Any is natural and sometimes required in are there questions.
15. ( Are / There are ) you a teacher? 20. Y
Yes, ( there / you ) are.
However, this concept is not taught until the next unit, so for
now, avoid using are there questions that require this word.
F Prewrite
Fill in the gaps with is or are and a noun. Add an article for singular nouns and an -s
for plural nouns. Use numbers, too.

1. In my university classroom, there .  Check the Workbook

2. On my desk, there . For further practice forming statements and questions with
3. On the wall, there . there is and there are, use Exercise 1 in Unit 2, Lesson 4 of the
4. There also . Workbook.

G Use the Language

Writing descriptive paragraphs
Write a short descriptive paragraph about your classroom.
F Prewrite
• Direct students’ attention to the first blank. Elicit possible
answers from the students and write them on the board.
• Have the students complete the exercise.
• Put them into pairs and ask them to share their sentences with
each other.
27
• Ask each pair to share a sentence, and give feedback.

G Use the Language: Writing descriptive

• Have the students change roles, so that the partner is paragraphs
describing an ideal bedroom and the first student is writing.
• Tell students that they will write about their classroom. Tell them
• Have students read the lists about their partners. What items
that you want them to focus less on producing correct English
are named most often? Give feedback.
and more on communicating their ideas.
• Remind students of descriptive language they have learned,
such as colors and possessives. Then elicit descriptions of the
 Check the Workbook classroom and write a few on the board.
For further practice with classroom vocabulary, use Exercise 2 • Let students write paragraphs individually.
in Unit 2, Lesson 4 of the Workbook. • Put students into pairs. Ask them to read each other’s
paragraphs and compare the things that they included in their
descriptions.
D Grammar • Have students tell you what they put in their descriptions. Ask
• Remind students of what they learned about is there / are there follow-up questions and give feedback.
in the Warm Up section above. Go over the table, and then
practise with students using a variety of nouns.
• Explain to students that we use is there to ask about one object, Extension In My Home
for example a projector, and are there to ask about more than
• Ask students to use there is and there are in statements to
one object, such as chairs.
discuss things that are in their homes.
• Avoid using any in your models, as this will be covered later.
• The focus of this activity is on speaking, not writing, and on
getting students comfortable with using these structures in
E Grammar Practice conversation.
• Do numbers 1 and 2 as a class. • Model by talking about things in your home or an imaginary
• Reinforce correct use of a and an, which was covered earlier in one.
the unit. • Put students in pairs. Have them say what is in their home,
• Ask students to fill in the blanks individually or in pairs. Remind and have the partner take notes. Then switch roles.
them that they should think about singular and plural in order • Ask students to describe what is in their partner’s home.
to choose is or are. Give feedback.
• Check answers as a class.

27
 Lesson 5 Where is it? Lesson 5 Where is it?

A Text Mark-up
T
Aims
Read the paragraph. Then follow the instructions below.
- Understand and use prepositions to describe where things are
Describing My Classroom
- Use common classroom language
Now I’m in my classroom. I see things. I see things I have. I see things my classmates have. I see
Vocabulary things my teacher has. My things are on my desk. My English book is on my desk. My pens and pencils
are next to it. There is one pencil. The pencil is to the right of the book. There are three pens to the
Prepositions of Location book’s left. A blue pen is between two black pens. The rucksack under my chair is mine, too. My pencil
on in (inside) next to (beside) in front of case, dictionary, and folder are inside it. But I can’t see them. I can see my classmates’ desks around me.
My teacher’s things are in front of me. The big desk is hers. On it, there is a computer. It’s hers, too.
behind on the left side of between on the right side of
Her chair is behind the desk, and the board is behind the chair. Of course, there are also walls, a floor,
under around and a ceiling in the room. I am between the ceiling and the floor, and the walls are around me.

Grammar 1. Underline the articles once.

Brief note
2. Put a star (*) on the right side of the have verbs.
Prepositional phrases of location and prepositional phrases 3. Underline the possessive pronouns twice.
“Of course” means something
is natural or expected.
4. Put a square around every there is or there are.

Warm Up
B Vocabulary: Prepositions of location
V
Pick up something in the classroom, such as a pen or pencil. Put Listen. Use your hands to practise as you repeat. Track 21

it on the desk and ask students where it is. Try to elicit the word
on. Then put the object in a bag or drawer and again ask where
it is. Try to elicit ”inside.” Continue trying to elicit prepositions of
location. Finish by writing the word prepositions on the board and
on in (inside) next to (beside)
listing some of the words you have elicited.

A Text Markup to the left to the right

behind of between of
• Remind students of the Use the Language activity from the in front of
previous lesson (describing your classroom). Tell them they are
going to read the description and check for things that they
have learned so far in this unit.
• Ask students to read the paragraph. under around
Now circle the prepositions in the paragraph above.
• When students have finished, direct their attention to the
numbered instructions. Explain that they are going to find things C In Y
Your World
in the text and mark them. Talk to your partner about what you see. Use these questions:
T
• Do number 1 as a class. Highlight only the indefinite articles, as What do you see? Where is it?
the definite article has not been covered yet. 28

• Put the students into pairs. Ask them to complete the rest of the
activity.
• Go over the paragraph as a class.
Teacher’s Note Prepositional Phrases
B Vocabulary: Prepositions of location Track 21
Prepositional phrases are a foundational concept in language
• Go over the activity with students. Explain that these words are learning. Try to ensure that students have a good understanding
prepositions of location. They are used to describe where things of the basic prepositions introduced here. Emphasise to students
are, and they are followed by a noun. that there are a lot of prepositions, but that these basic ones
• Play the audio. Have students repeat. are by far the most useful. Consider explaining that next to is a
• Check students’ comprehension of each preposition by putting preposition made up of two words. If you do, tell students that
one object in various positions in relation to other objects. For there are several prepositions like this in English and that they will
example, put a pen behind a desk, then under the desk, etc. be introduced later.
• Ask students to look through the paragraph in the activity A
and circle every preposition.  Check the Workbook
For further practice with prepositions, use Exercise 1 in Unit 2,
C In Your World Lesson 5 of the Workbook.
• Model this activity by having a student ask you, “What do you
see?” Respond that you see a rucksack. Prompt the student to
ask you, “Where is it?” Respond—for example, by saying that Extension Draw My Drawing
the rucksack is on the floor. Then reverse roles with the student.
• Put students into pairs. Have them do the activity, changing • Have students draw a table and a chair on a piece of paper.
roles several times so that they describe the locations of several They can draw these things in any position they want.
different objects. • Explain that they will add to the drawing and tell a partner
• Ask a few different pairs, “What do you see?” Give feedback about it.
that is focused on the correct use of prepositions. • Tell students to add things such as furniture, windows,
books, appliances, or people to the picture. Give them time
to do so.
• Once students have finished their drawings, put them in
pairs. Have them take turns describing their drawings while
their partner tries to draw the same image.
• When they are done, compare partners’ drawings and give
feedback.

28
 • Optionally, look at number 4 as a class. Based on your
Brief note
D Grammar
The noun after the preposition is explanation of number 3, students should recognise that
Prepositions of location and prepositional phrases
called the preposition’s object.
number 4 is correct.
• Put students in pairs. Ask them to do the remainder of the
Prepositions of location tell us where things are. They often come after the verb be and before a noun.

My rucksack is under the chair.

activity. Monitor for comprehension and lend assistance as
subject be prep. noun necessary.
A preposition + noun is called a prepositional phrase. Prepositional phrases tell us where the subject is.
With no noun after the preposition, you don’t know where the subject is.
• Check answers as a class.
My pencil is in a .

Where is the pencil? Do you know? 1. x, between the desks 2. x, between the desks
Between the preposition and the noun, you often see an article or a possessive adjective. 3. x, on the floor 4. correct

Key
on a wall in my rucksack 5. x, My pencil is in [determiner] [noun]
Two (or more) nouns come after the preposition between. 6. x, An egg is in [determiner] [noun] 7. correct
Brief note The blue pen is between the red pen and the white pen. 8. correct 9. correct
n. n. and n.
The “two nouns” after
between can be one The book is between the pens. (Plural -s means more than one pen.)
plural noun. For example,
between the chairs.
chairs
Teacher’s Note Determiners

E Grammar Practice
This lesson will require some use of the, which has not yet
Circle the correct phrases and sentences. Put an X on the left side of the wrong ones. Then
been covered. The is a determiner, a class of words that
rewrite them correctly. comes before nouns and gives information about them. Tell
1. between the desk 6. An egg is in.
students that these are the kinds of words that go between
2. between desks 7. It’s in my hand. prepositions and their objects. They include possessive
3. on floor 8. It’s in my desk. adjectives and articles, and some other types of words that
4. on the floor 9. My classmate is next to me. students will learn later.
5. My pencil is in.

F Use the Language

F Use the Language: Talking about your
Talking about your environment
T
environment
Write sentences about your classroom or campus. Use prepositional phrases.
• Tell students to think of things in the classroom or on campus.
Ask students to write prepositional phrases describing where
these things are. For example, write on teh board next to our
classroom... Then ask students to complete the statement.
• Ask students to work individually to think of things.
• Monitor until every student has written at least four correct
Find a partner. Don’t show your sentences to your partner. Read only the prepositional phrases.
Your partner has to guess the subject of your sentence. It’s okay for your partner to ask questions.
prepositional phrases.
• Put students into pairs. Ask them to read their prepositional
29
phrases to their partner. Explain that the partner should guess
what the things are. Tell students to ask questions if they can’t
guess from the prepositional phrases.
D Grammar • Have students change roles once before giving feedback.
• Go over the grammar explanation with students. Explain further
and give additional examples. To check for comprehension, have Extension My Bedroom
the student give examples as well.
- Give examples that follow the pattern from the grammar • Use the method from the previous activity again. However,
explanation: The computer is on the desk. The bag is under this time tell the students to do it for objects that are in their
the table. The teacher is in front of the board. bedrooms or rooms.
- Explain that knowledge of an object’s location comes from • Go around the room, giving pairs help with ideas and
two words: the preposition and the noun. correcting vocabulary.
- Make it clear to students that between often has a compound
object—it’s followed by a noun, the word and, and another
noun.
- Tell students that the preposition and the noun after it,
along with any words in between, are called a prepositional
phrase. Stress that they are common, important elements of
description in many languages. If possible, give examples from
the student’s language or have the student give you examples.
• Practise with students using objects around the room.

E Grammar Practice
• Explain that in this activity students will circle correct phrases
or sentences. They will put an  next to incorrect phrases and
rewrite them correctly in the blank.
• Do numbers 1, 2, and 3 as a class.
• Numbers 1 and 2 should illustrate proper use of between.
Number 3 is incorrect simply because there is no determiner
before the noun. For some nouns this is okay (in school, at
work), but these are complexities that will be addressed at
higher levels. For now, explain the general rule that there should
be a determiner before the noun.

29
 Active Review
Unit 2 : Active Review
A Notes
Prof. Keats is sick at home. He writes a note to ask his neighbour Mia to get some of his
things from work. Read the note.
A Notes
Hi, Mia.
Warm Up
Thank you so much for doing this. I really have to mark these papers, but
• Tell students to think about their shared rooms or bedrooms. I can’t drive my car right now.
Ask them if they have a computer, a planner, and other My office is Room 243 in the Business Building. You have the key,
key, so you
can unlock it. The light switch is on the wall to the right of the door. On
important things anywhere in their room, and have them the desk, there is a laptop computer. Please bring it. There are two piles

describe where they are. of students’ notebooks on my desk. One is under a red pen. There
Ther are 13
notebooks. Please count them, and please bring all of them. Bring
Bring the pen too,
• Give an example for struggling students, such as, “There is a please. Also, I have four folders on the floor to the left of my chair. Please
bring those, too. There is a rucksack behind the chair next to the wall. You can
laptop in my bedroom. It’s on the table next to my bed.” Offer use it to carry everything.
suggestions with familiar items, including vocabulary from Mia, I have a small fridge on the floor next to the desk. There are drinks
in it. Please help yourself to one. Thanks again for helping!
previous lessons.
Read the Notes Fill in the gaps to make sentences about Prof. Keats’s office. Use have/has or there is/are.
• Transition by telling students that Prof. Keats has to explain 1. Prof. Keats on his desk.
where some important things are in his office. Read the intro to 2. on the floor of the office.
A. Ask students why Prof. Keats is at home, what they think he
needs, and why. Have students guess where these things might
B Write a Note
be.
Pretend you are sick. Write a note. Describe how someone can do something for you.
• Ask them to read the paragraph.
• Ask a few comprehension questions: What’s in Prof. Keats’s
office? Where is his computer? Is there one notebook? Where
are the notebooks? Where are the folders? What’s in the
refrigerator?
Fill in the Blanks
• Put the students in pairs and ask them to complete the activity. C Reminder
• Students are free to write as much as they can in the blanks, Some Module 1 Goals in Unit 2

as there are several things on the desk and on the floor in the Put a tick () next to the things you can do.
reading.
Understand and use common classroom language

1. has a (laptop) computer / two piles of notebooks / Understand and use simple words in descriptions of objects (for example, colours)
Key

13 notebooks / a red pen Understand and use numbers to count

2. There is/are four folders / a rucksack / a fridge

30

B Write a Note
Activity
The goal of this activity is for students to use the language from
the unit by modeling the note in activity A.
• Explain to students that they are sick and need to write a note
asking someone for help.
• Have students write individually.
• Ask a stronger student to read his or her paragraph aloud, or
put students in pairs and ask them to read to each other. Move
around the classroom and give feedback.

C Reminder: Some Module 1 Goals in Unit 2

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a checkmark next to the goals they have achieved.

30
 A

Communication
C Discuss
Track 22

A Warm Up 1. Put
B students in pairs and have them compare drawings.
T
Talk with your teacher or in a group. Ask and answer questions about your classroom. 2. If the technology is available, project the classroom image
Try to use the vocabulary and grammar from the unit.
onto the board and ask students to draw. Give feedback.
B Listen for Information Track 22 Otherwise, ask students to show you their pictures.
1. Listen to a woman describe a classroom. Fill in the gaps or circle the correct answers.

a. tables in the classroom d. students in the room now

b. students in the class e. Which class?
c. What is the teacher’s title? f. What word is on the board?
c hola
( Miss / Mrs / Mr ) ( only / oily / hola )

a
d

Key
b
f e

3. The difference is that in front of means one thing is positioned

near another thing, but at the front of means that one thing is
inside another thing (such as a room or group).
4. This is a final opportunity for students to freely produce
C
language from the unit. You may wrap up with questions,
2. Listen again. Follow the instructions. such as What colour are the chairs in this room? What colour
a. Draw the teacher. d. Draw a purple book on Laura’s desk. are the chairs in the picture? How many desks are there in this
b. Circle Nancy’s chair. e. Draw a pen on Thomas’s desk. room? How many in the picture?
c. Write only, oily, or hola on the board.
only oily f. Draw two apples on Larry’s desk.

C Discuss
1. Look at a partner’s book. Is it the same or different?
2. Now show your teacher your work. Is it correct?
3. What’s the difference between in front of and at the front of
of? Discuss with a partner
or your teacher.
4. What’s the difference between your classroom and the one above? Discuss with a
partner or your teacher.

31

Communication

A Warm Up
Ask questions that force students to describe your classroom.
You have done this throughout the unit, so here ask specific,
challenging questions: What are some things in this room? Where
is the ? What colour is the ? How many are there?

B Listen for Information Track 22

• Direct students’ attention to the blanks and ask what words

could go into them: In the first item, “desks” is plural. What
could go into the blank? The student should answer that a
number can go there to count the desks. Note that items c and
f do not require predictions.
• Play the audio. Monitor to see if students are getting the
answers. If not, play the audio again.
• Once students have answered the questions, briefly check as a
class.

a. Eight d. No
Key

b. Sixteen e. Spanish (class)

c. Mrs f. hola

• Play the audio once more. This time, consider pausing

occasionally to give students time to draw.

31
 Module 1 : Review Module 1 Review

A Vocabulary A Vocabulary
Remember and write...
Choose whether to have students complete this activity in pairs
1. …five colours.
or individually. Ask them to try to fill in the blanks from memory
before flipping back through the module. Once they finish, go
over the activity as a class. 2. …five prepositions.

1. From Unit 2, Lesson 3, p. 24: (possible) red, yellow, blue,

green, purple, pink, orange, magenta, grey, black, white, 3. …three jobs and two titles.
brown
2. From Unit 2, Lesson 5, p. 28: (possible) on, in (inside), next 4. …three countries and the nationalities of people from there.
to (beside), in front of, behind, between, under, around / / /
3. From Unit 1, Lesson 3, p. 12: (possible jobs) doctor,
5. …three things people can have in their rucksacks. Then flip through the module
professor, lorry driver, police officer (possible titles) Mrs., Mr., and write two more.
Ms., Miss, Dr., Prof.
4. From Unit 1, Lesson 4, p. 14 See lesson 6. …three things people can have outside the classroom. Then flip through the
module and write two more.
Note that for 5 and 6, possible vocabulary may be found in
more than one place in the unit.

5. From Unit 2, Lesson 1, p. 20, and Unit 2, Lesson 3, p. 24:

B Grammar
school supplies, electronic devices, and other items in the
Look back at the module. Fill in the gaps.
rucksack description
1. good to meet you. 10. Y
You need rucksack.
6. From Unit 2, Lesson 2, p. 22: electronic devices, pets,
2. Martín, you the tutor? 11. I a boyfriend.
boyfriends, girlfriends, travel card, bicycle
3. Please me Angela. 12. I have a girlfriend.
4. Angela married. 13. cat is he?
B Grammar 5. Where are you , Biyu? 14. are Chinese students in
Allow students to use their book to fill in the blanks. Answers do my class.
6. What are names?
not have to exactly match details of the dialogues in the book 7. a good day.
15. I sit in of you.

as long as students demonstrate understanding of the language 8. I’m in Mr class tomorrow.

16. Y
You sit me.

covered in the module. 9. I need umbrella.

17. He sits next me.
18. I sit between you him.

1. It’s 2. are 3. call 4. isn’t

5. from 6. their 7. Have 8. Khalifa’s 32
Key

9. an 10. a 11. have 12. don’t

13. Whose 14. There 15. front 16. behind
17. to 18. and

32
 E Put It Together
This activity should give students a chance to use language from
the module to express themselves freely. Any sentence the student
C Introductions and the Classroom writes about the picture should be accepted as a possible answer,
and feedback should focus on grammatical acceptability.
1. Your
Y partner is a new student. Introduce yourself and tell your partner about your
class. Then answer his or her questions. • To help students get going, ask them to think of questions they
2. Now change. You are the new student. Ask your partner questions about your class. have about the picture: Who are the people? What do they look
like? Where are they? What do they have?
• Suggest vocabulary categories from the module that students
D Guess the Statement
could use to help them write about the picture—for example,
1. Write a true statement about your class—the room, your teacher, or a classmate. prepositions, words about people, or names of colors.
• Ask a few students to read one of their sentences aloud. Write
2. T
Tell the class what your statement is about—the room, the teacher, a classmate, etc. five sentences on the board and give feedback. Ask students
3. Now your classmates guess your statement. to point out things in the sentences that they learned in this
module, as well as anything they did not learn.

E Put it Together
Write five sentences about the picture below.

1.

2.

3.

4.

5.

33

C Introductions and the Classroom

• Help students think of some information they should give in
an introduction. Give students some time to prepare what they
want to say.
• Put the students in pairs. Tell them to introduce themselves to
their partners and ask questions when their partners introduce
themselves.
• Monitor to ensure that students show understanding of
introductions as taught in the module.

D Guess the Statement

The goal of this activity is to get the whole class saying true
statements about your class.
• Ask the students to write a statement about the room, the
teacher, or a classmate. Encourage creativity and suggest
ideas to students who are stuck or haven’t written something
appropriate. Give some examples, such as There are 12 chairs in
this room. The teacher’s name is Mr. Peterson. Yusef is in front
of me.
• Go around the room and ask each student to say what their
statement is about: the room, the teacher, or a classmate.
• When a student says what their statement is about, students
should take turns guessing what the statement is by making
statements about the chosen topic. To prevent this from taking a
long time, allow students freedom to ask more about the topic
of the statement, what grammar it uses, etc.

33
 2
MODULE
LIFE AND SChOOL

Module 2 Goals
Build a vocabulary of words and phrases about family and personal details

Describe your family in short, simple spoken or written phrases

Understand, ask, and answer simple personal questions such as How old are you?

Understand and use days of the week and months of the year

Understand and use numbers as ages and dates

Give personal information, such as age and basic information about family

Describe your family simply (for example, the members, how old they are, and what they do)

Indicate time using phrases such as in November

34
 Module 2 Overview:
Life and School
Module 2 Goals
- Build a vocabulary of words and phrases about family and personal Module 2 Preview
details
- Describe your family in short, simple spoken or written phrases Scan for Audio

- Understand, ask, and answer simple personal questions like How

old are you?
- Understand and use days of the week and months of the year Preview
- Understand and use numbers as ages and dates Look at pages 36 to 61. What pages are these things on?
- Give personal information, such as age and basic information
about family
plural spelling rules
- Describe your family simply (for example, the members, how old
they are, and what they do) a family tree
- Indicate time by such phrases as in November
a woman practising guitar

Warm Up the names of months

• Draw students’ attention to the title of Module 2: Life and

School. Tell them that this module will help them learn things
they can say to describe their lives, such as their age, their Discuss
family, and their timetable. Talk about the questions with a partner.
T
• Draw a person on the board to represent yourself. Draw some 1. Who do you think the people are?
people around you, such as friends or family members. Write a I think … are …
few words to describe yourself, such as your age, your job, etc.
• Ask students to use a blank sheet of paper and draw a similar 2. In your language, what word means family?

chart about themselves. Let students work alone, but monitor In my …, the word … means family
family.

and assist with vocabulary and ideas.

3. What family members do you have pictures of?
• Ask willing students to share, and have an open question-and- I … of my … and my …
answer exchange about what they drew/wrote on their paper.
4. Who in your family is still at school or university?
My … is still at …
Scan the QR code to watch a preview video.

Extension Picture Talk

Unit 3

• Ask students questions or have them make statements 5. What do students at your school or university do at the
weekend?
about the picture. Set a goal, such as writing ten blanks on
At my …, most students … at the weekend.
the board and asking students to fill them up with things
from the picture.
Unit 4

Extension Three Things about Me

• Say three things about yourself. Age, job, and what you do
on weekends would all be good basic choices, but use other
information if you think the students are capable.
• Write the information on the board. Ask students to use Discuss
the same categories to do the same on their own piece of • Ask a student to read question 1 and reply using the statement.
paper. • Put students in pairs and ask them to ask and answers questions
• Have students go around the room to read and discuss each 1 through 5.
other’s information. • Monitor to make sure students have understood. Help students
• Recap by asking two or three students to report information who are struggling.
about someone they met. • Recap as a class by having exchanges with the students one at a
time.

Preview 1. I think the people are family members.

• Read the first item on the list (plural spellings). As a class, find 2. In my language, the word parivaar means family.
Key

3. I have pictures of my parents and my siblings.

the page where plural spellings are listed (43).
4. My younger brother is still at school.
• Put students in pairs and ask them to find the remaining three 5. At my university, most students go out at the weekend.
items. Monitor to ensure students are looking together.
• Recap by asking students to tell you where each item is.
Teacher’s Note Personal Information
Key

1. p. 43 2. p. 42 & 46 3. p. 50 4. p. 48 A lot of personal information will be exchanged throughout

this module, particularly in Unit 3. Do your best to keep the
atmosphere light and allow students to keep information
private if they wish.

35
 Unit 3 . About Family 
Unit 3 Overview: Lesson 1


In My Family
About Family A Model Conversation
Read the conversation. Then listen. Track 23

Brief note
Lesson 1: In My Family Louis: That’s a nice bag.
We say “actually” to
Carmen: Thanks. It’s my brother’s. correct a previous
Aims: - Describe your family using words for immediate Louis: Ah, you have a brother? statement.

family members Carmen: I have three brothers, actually.

Louis: How many sisters do you have?
- Understand, ask, and answer questions using how
Carmen: I don’t have any sisters. I’m the only girl.
many Louis: You
You must be your mum and dad’s favourite.
Vocabulary: Family members Carmen: What about you? How many siblings do you
have? Brief note
Grammar: how many questions and their answers Louis: Just one. My younger sister. “Mum” and
“dad” are less

Lesson 2: Technology and Media formal ways to

say mother and
B Vocabulary: Family members
V father.

Aims: - Use words for media and devices Listen to the conversation again. Then fill in the gaps with vocabulary words. Track 23

- Use some and any in statements and yes/no questions

Carmen’s family
Vocabulary: Technology and media
Grammar: some and any
Lesson 3: Family Photos Nicolas Patricia Andres Samuel Sebastian Carmen
father mother brother brother brother sister
Aims: - Use demonstrative pronouns to describe people and
Louis’s family
things in pictures
- Understand, ask, and answer questions with who
Vocabulary: Demonstratives
Grammar: Questions with who David
father
Victoria
mother
Louis
brother
Ariana
sister

Lesson 4: That’s his wife. 1. Carmen doesn’t have any . 3. Her ’s name is Patricia.
2. She has an older named Andres. 4. Louis has a younger named Ariana.
Aims: - Use words for extended family members
- Understand and use demonstrative adjectives C In Y
Your World
- Develop fluent use of plurals Write the names of some of your family members below. Then choose a partner.
Tell your partner about your family. Write down the names of some of your partner’s
Vocabulary: Extended family family members.

Grammar: Plurals My family My partner’s family

Lesson 5: Appearance
Aims: - Describe appearance using words for hair and eye
colour and facial hair 36
- Understand and use prepositional phrases describing
appearance
Vocabulary: Appearance
Warm Up
Grammar: Describing appearance using with prepositional
phrases Draw students’ attention to the title of the lesson (In My Family).
Write on the board, My ’s name is . Give a few examples
Some Module 2 Goals in Unit 3
using your own information or Carmen’s, which can be found in
- Build a vocabulary of words and phrases about family and personal the vocabulary presentation below. Ask each student to say the
details name of one of their family members.
- Describe your family in short, simple spoken or written phrases
- Give personal information, such as age and basic information
about family A Model Conversation Track 23

• Transition by telling the students that the model conversation is

about family.
• Ask students to read the conversation in pairs.
Lesson 1 In My Family • Play the audio and listen to the conversation.
• Ask students comprehension questions about the conversation.
(Does Carmen have any brothers? How many? How about
Aims Luis?).
- Describe your family using words for immediate family members • Point out the Brief note about the word actually. Ask students
- Understand, ask, and answer questions using how many which statement it is used in (I have three brothers, actually).
Vocabulary Ask students which statement is being corrected (You have a
brother?)
Family Members
• Mention that mom means mother and dad means father, and
father mother sister brother
sibling dad mum that people use these words a lot.

Grammar
B Vocabulary: Family members Track 23
how many questions and their answers • Read the names of the people in Carmen’s and Louis’s families.
Ask students to say the family member word after you read the
name.
• Play the audio of the model conversation one more time. Ask
students to fill in the blanks.
• Check the answers as a class.

36
D Grammar
D Grammar
how many questions and their answers
• Go over the table. Practise the exchanges. Point out that the
answers all have a number in them unless the answer is I don’t
how many questions answers to how many questions
How many brothers do you have? I have three brothers. Brief note have any. Tell students they will learn about any in the next unit
How many children do you have? I don’t have any children. See Unit 3 Lesson 2 to
learn more about any.
(also indicated by a Brief note).
How many siblings does Louis have? He has one sibling.
How many people are there in your family? There are six people in my family.
• If you would like to practise the grammar more, use the
structure with common nouns such as pencil, pen, notebooks,
chairs, etc. Don’t overwhelm students, but help them generalise
E Grammar Practice the grammar so they know that it is useful.
Put the words in order to make questions with how many. Then check the correct • Point out the inversion of there are to are there. Clarify that this
answers. structure can be used in wh- and how questions.
Questions Answers

1. sisters / you / have / how / many / do

?
Yes, I have a sister.
Y
I have one sister.
E Grammar Practice
2. how / children / many / do / you / have I have two children.
• Do number 1 as a class.
? I have some children. • The Answers column for number 1 can be used to show
3. there / are / how / many / in / your / family / people Four people.
students that how many is an information question, not a
? My family is small. simple yes/no question. Ensure that this distinction is clear.
Explain that Yes, I have a sister is a correct answer for the
question Do you have a sister?
F Use the Language • Ask students to do numbers 2 and 3 together in pairs.
Filling in a table • If needed, lend assistance for number 3 with the inversion of
Talk about your family and your partner’s family. Then fill in the boxes below.
T
there are to are there, which may be hard to grasp at first.
’s family
• Check answers as a class by having one student read the
question and another student say the correct answer.
Name: Name:
Relationship: Relationship:
Other information: Other information: 1. How many sisters do you have?
 I have one sister.
Name: Name:
2. How many children do you have?
Key

Relationship: Relationship:
 I have two children.
Other information: Other information:
3. How many people are there in your family?
Name: Name:  Four people.
Relationship: Relationship:
Other information: Other information:
 Check the Workbook
For further practice with how many questions, use Exercise 5
37
in Unit 3, Lesson 1 of the workbook.

• Point out that the correct answers all have numbers in them.
1. sisters 2. brother
Key

3. mother/mum 4. sister F Use the Language: Filling in a table

• You may wish to teach the words sibling(s), child(ren), and
• Model how to fill out the table. Draw an example table on the
parent(s). Siblings is used in the conversation. Tell students board, hold up a book, or project the page, depending on your
that Nicolas and Patricia are Carmen’s parents. Tell them that classroom’s technology.
Andres, Samuel, and Sebastian are Carmen’s siblings. Siblings • Write a name on the board. Use either a student’s name
and children will be useful later in the lesson for how many (Marco’s Family) if they are okay with it, or Carmen or Louis.
questions. Start by asking questions (How many or Do you have a) about
the family in general before asking for names and other
information.
C In Your World • Demonstrate rather than explain. If a student says, “My
Setup / Demo mother’s name is Erica,” write Erica next to Name: and mother
Model the interaction of the activity with a student. Start by next to Relationship:.
drawing boxes on the board like the ones on the textbook page. • For other information, suggest age, job, and where they live.
Write some of your family members’ names or use Carmen’s Encourage students to say whatever they can.
family. Ask a student for some of their family members’ names. • Review by asking students to recall information about one of
Write these names in the other box.
their partner’s family members.
Activity
Put students in pairs and ask them to exchange names of some
Teacher’s Note Discussing Family in the Classroom
family members. Tell them any family members are okay to talk
about (not necessarily immediate family members only). It is okay • Family can be a sensitive topic. Ask students to avoid
to help students with extended family vocabulary as it could act as sensitive questions and to be quick to drop a topic if the
a preview of Lesson 4: That’s his wife. listener seems uncomfortable. When a student doesn’t want
to answer, teach them the following polite refusal: Sorry, I
Feedback
usually keep that private.
Ask students to name some of their partner’s family members • If a student is an only child, they will not have much to
using the sentence structure from the warm up, but with my
talk about. Help these students out by giving them other
changed to her/his (Her/His name is ).
vocabulary such as aunt, uncle, cousin, etc.

37
 Lesson 2 Technology and Media Lesson 2 Technology and Media

A Model Conversation
Aims
Read the conversation. Then listen. Track 24

- Use words for media and devices

Gabriel: Korea is really far away. Do you miss
- Use some and any statements and yes/no questions your family?
Jihyun: I miss them, but I have some relatives
Vocabulary here. And I talk to my family online.
Gabriel: Do you have any pictures of your family?
Technology and media Jihyun: Yes. I have some on my phone. Just a
Yes.
phone notebook computer headphones digital camera second... Here.
online picture photo selfie Gabriel: Oh, your brother looks clever. What does
he do?
Grammar Jihyun: He’s a student. He studies computer
science. Brief note
some and any “Just
ust a second” means wait
wait..

B Vocabulary: Technology and Media

V
Warm Up Read the words. Then listen and repeat. Track 25

Ask students if they have a phone (cell phone / smartphone).

Write smartphone on the board. Ask students to look at the
picture. Ask them what the woman has (a tablet). Write tablet
on the board. Ask students for more examples of these kinds of
phone laptop computer headphones digital camera
things and brainstorm a short list as a class. You can stop here, or
extend the warm up to include old technology (mp3 players, CD
players, etc.) depending on students’ level and familiarity with the
topic.
online picture photo selfie
A Model Conversation Track 24
C In Y
Your World
• Tell students that the conversation is about family pictures. The
Write the four pieces of technology from part B in the gaps below. Use an article if
people keep these pictures on their devices like the ones listed in necessary. Put a tick next to the ones that you have. Then choose a partner and ask
the warm up. which ones he or she has.
• Ask students to read the conversation in pairs. I have... My partner has...

• Play the audio and listen to the conversation as a class.

• Ask students comprehension questions about the model
conversation (Where is Jihyun from? Does she have pictures of
her family? Whose picture does Jihyun show Gabriel? Where
does she have the picture?). 38
• Don’t forget the Brief note on Just a second. Explain that this is
a friendly way to tell someone to wait. You can also present Just
a moment and Just a minute as alternatives.
C In Your World
Teacher’s Note Talking About Technology Setup / Demo
Technology is a useful topic in an English class because it Write the four pieces of technology from the vocabulary on the
affects everyone. Take advantage of chances to talk board (a phone, a notebook computer, headphones, a digital
about things that most of your students are familiar with, camera). Ask students if they have a phone. If they say yes, put a
such as social media or digital photography. check next to phone. This will demonstrate what students should
do during the activity. You may chat a little bit more (What kind
of phone? Do you like it? etc.) to show students that they may do
this as well.
 Check the Workbook
Activity
For more practice with vocabulary, use Exercise 1 in Unit 3, • Ask students to write the pieces of technology in the blanks
Lesson 2 of the workbook. on both lists (I have… and My partner has…). Students have
learned the indefinite article, so be sure that students write this
for the three items that require it.
B Vocabulary: Technology and media Track 25 • Tell students to ask their partners if they have each item on the
• Ask students to look at the pictures and read the vocabulary list.
words aloud. Feedback
• Play the audio. Have students repeat. Ask students, “Does your partner have a…” using different nouns
• Point out the Brief note above the vocabulary. Explain that a from the list. Give feedback. To make it a bit more interesting, try
notebook computer and a laptop computer are the same thing, to find what the most and least common items are.
and that many people simply say laptop.
• Provide clarification for other items if necessary.
- Online means on the Internet. Give examples such as, I watch
videos online.
- A picture can be any image (photograph, drawing, painting,
etc.), but a photo is a specifically an image from a camera.

38
D Grammar
Brief note
Use some in affirmative statements
Teacher’s Note Use of any in Questions
and any in negative statements.
some and any
As you teach the grammar, remember that any is used only
questions with any answers statements with some and any to ask about things people have more than one of. In most
Do you have any pictures of YYes, I do.  I have some pictures on my tablet.
your family?  No, I don’t.  I don’t have any pictures on my tablet. cases, we wouldn’t ask Do you have any…? about parents,
Does she have any relatives YYes, she does.  She has some relatives here. boyfriends, girlfriends, or large items such as houses—
here?  No, she doesn’t.  She doesn’t have any relatives here.
normally people have only one of these. There may be no
need to mention this to students, but be prepared to correct
and explain if a student asks a question like this.
E Grammar Practice
Is the grammar in these sentences correct or incorrect? Write correct
correct, or underline the
mistake and write the sentence correctly.

1. Do you have some brothers? E Grammar Practice

• Do number 1 as a class. Ask the students if the sentence is right
2. I have some pictures of my family.
or wrong (wrong). Ask students where the mistake is (some).
Ask them what word should be there instead (any). Ask them to
3. He doesn’t have any children.
write the correct sentence in the blank.
4. I don’t have some siblings.
• Ask students if number 2 is right or wrong. They should answer
that it’s right. Tell them to write correct in the blank.
5. Does he have some sisters?
• Put the students in pairs and ask them to do the remaining three
sentences together.
• Check answers as a class. Ask students which sentences are
wrong (2 and 3). Ask students to read the correct versions of all
F Listen to Speak
of the sentences aloud.
Listen to two conversations. Which conversation matches the picture? Who are the
speakers in each conversation? Track 26
1. Do you have any brothers? 2. correct
Tell your partner. Does your partner agree?
Why or why not? Write. Key 3. correct 4. I don’t have any siblings.
5. Does he have any sisters?

 Check the Workbook

For more practice with any in questions, use Exercise 3 in Unit
3, Lesson 2 of the workbook.

F Listen to Speak Track 26

39
• Have students look at the picture. Ask them what the woman
has (tablet), what she is doing (video chatting / calling), and who
they think she is chatting with. We don’t know, but students may
Extension Technologically Speaking guess that it’s her daughter. This word wasn’t covered in the unit,
but if they seem to be guessing at this relationship, teach them
• Ask students what devices they have and what they use the word.
them for. • Tell students they will hear two conversations and that they need
• Write a few activities on the board, such as surf the Web, to choose which conversation matches the picture.
read Facebook, watch YouTube, etc. Use your own ideas or • After playing the audio once or twice, put students in pairs.
those that you know will be relevant to your students. Tell them to discuss which conversation they think matches the
• Write What do you do on your on the board. Tell picture and why.
students they can use the question with smartphone or • Review the conversation by asking comprehension questions:
computer. What does the woman talk about? Who does she talk to first?
• Model the activity by practicing with a student. Who does she talk to second? How do you know? What words
• Put students in pairs and have them ask each other what does she use?
they use their devices for. • Have students write their opinions and reasons in the space
provided. Move around the room giving assistance.
• Finish by asking one of the students to read his or her opinion.
D Grammar Ask the class whether they agree.
• Go over the table with students. Practise the exchanges.
• Draw attention to the Brief note, as it explains an important
point about the difference between some and any.
Extension Making Questions
• For many students, these negative forms are still relatively
unfamiliar. While working through the grammar table and • Have students write five questions using any. Encourage
grammar practice, keep the focus on accuracy. them to think of nouns not used so far in the lesson.
• Ensure that students are using the plural form after any and • Monitor their writing to ensure accuracy, and give help
some. when needed.
• You can easily extend the table to make the practice include a • Put students in pairs and have them ask and answer the
wider range of things. questions they wrote.
• Review the activity briefly by asking a few students what
questions they asked and how their partner responded.

39
 Lesson 3 Family Photos Lesson 3 Family Photos

A Model Conversation
Aims
Read the conversation. Then listen. Track 27

- Use demonstrative pronouns to describe people and things in

Antoni: Do you have any pictures of your family
pictures on your computer?
- Understand, ask, and answer questions with who Eisha: Err. Well,
W here’s one. Brief note
We say “err”
Antoni: Who is this next to the chair? when we’re
Vocabulary Eisha: That’s my sister. thinking.

Antoni: Wow, she looks like you.

Demonstratives Eisha: A lot of people say that. Oh, and there’s
this that these those this one too.
Antoni: Who are they?
Grammar Eisha: They’re my parents, and that’s our cat.

Questions with who

B Vocabulary: Demonstratives
V
Read the words. Then listen and repeat.
Warm Up
Track 28

• Draw students’ attention to the title of the unit, Family Photos.

Explain that when we show photos to people, we need to say
who the people are. those

these
• Find a photo that can be used as a family photo. this that
Brief note
You can abbreviate
- Use a real one if you’re comfortable. that is to that’s, but
don’t abbreviate the
C Demonstratives in Conversation other demonstratives.
- Use one from the Internet.
Read. Then listen and repeat. Track 29

- Choose a photo from the unit, such as Carmen’s family in

Lesson 1 or the picture on the Unit Preview page. “This is my sister.”
“That’s our chair.”
• Ask students the question Who is this? After they answer, ask
Who is that? Students should rapidly get the hang of these “These are my parents.”
“That’s our cat.”
exchanges. Finish by asking who the people in the picture next
to the model conversation are (Eisha and Antoni).
Practise using this, that,
that these, and those with the classroom vocabulary from Unit 2.

A Model Conversation Track 27

D About Y
You
• Tell students that they will listen to a conversation about family Do you have a picture of a friend or family member?
photos. Yes: Present the picture to your partner.
No: Choose one of the pictures from Modules 1 or 2. Pretend you know the people.
• Ask students to read the conversation in pairs. Use demonstrative pronouns to introduce the person or people in the picture.
• Play the audio and listen to the conversation as a class.
• Ask the students if they have figured out what pictures the 40

speakers are looking at (the pictures in C). Use Who’s this? and
Who’s that? Elicit answers such as That’s Eisha’s sister.
• Point out the Brief note. Explain that in writing that is the only
demonstrative that can be contracted.
Teacher’s Note Pronunciation of Demonstratives
C Demonstratives in Conversation Track 29
The demonstratives this and these are difficult for many
learners to pronounce. The voiced th /ð/ may be pronounced
• Ask students to read the sentences next to the pictures aloud.
/d/ or /z/ depending on the L1. Also, the /ı/ in this and the /i/ • Play the audio. Have students repeat.
in these are conflated in almost every L1. Finally, if the /z/ at • Ask students to look back at the classroom vocabulary in Unit 2,
the end of these is wrongly pronounced /s/, combined with Lesson 4. Put students in pairs and have them make sentences
the other problems, this and these will be indistinguishable. If using the vocabulary. Give an example before you start. (That’s
necessary, do pronunciation drills. Model for students as much the ceiling. That’s her chair. This is my desk. Those are lights.)
as possible.
D About You
Setup / Demo
 Check the Workbook • Ask students if they have a picture of a friend or family member.
For further practice recognising the difference between /ı/ and If they do not, ask them to choose a picture in Module 1 or 2
/i/, use Exercise 5 in Unit 3, Lesson 3 of the workbook. and pretend.
• Demonstrate the activity by showing students a picture (either
your own or from the book) and telling them who it is (This is
B Vocabulary: Demonstratives Track 28 my mother / best friend / dog / etc.).
• Tell the students that if they finish one picture quickly, they may
• Go over the pictures with your students. Ask them to read the
demonstrative pronouns aloud. find and use other pictures.
• Play the audio. Have students repeat. Activity
• Ask students if the cup labelled this is close or far away. Ask Put students in pairs and ask them to show their pictures to each
them about the cup labelled that. Do the same for the loaves other and say who the people are. Encourage students to use a
of bread (these) and the cookies (those). Explain that this and picture with more than one person in order to get more practice.
these are used for closer things, while that and those may be Feedback
used for something farther away. Explain that this is a general Ask students who they saw in their partner’s picture.
rule, but it’s common to ignore location and distance in real
conversations.

40
E Grammar
G Use the Language: Talking about photos
Questions with who
• Tell students they are going to do something similar to the
previous activity, but this time they should try to give more
subject question answer
information about the pictures. Ask them to come up with
Who is the person in this picture?
singular Who is this next to the chair?
This
That
is my mum. details about the people, such as names, marital statuses, and
Who is that?
jobs.
These
plural
Who are they?
Those are my parents.
• Model by prompting a student to ask you about the first
Who are those?
They
picture. Answer with something such as This is my cousin
Jonathan. He lives in California. He’s a student, and he really
likes skateboarding. That’s his girlfriend Shelli. She likes
F Grammar Practice
skateboarding, too.
Use demonstrative pronouns to write who questions about each picture. Then think
about answers. Practise asking and answering the questions with a partner. • Give students time to come up with information. Encourage
them to say as much as possible, and be ready to help students
who want to say something but don’t know how.
1. Who ? 3. Who ?
• Put students in pairs. Tell them to talk about the pictures.
• Once students have exchanged information, tell them to write
one sentence about each picture in the blanks. Tell them they
2. Who ? 4. Who ? may write what they said or what their partner said.

G Use the Language

Extension Photo Album
Talking about photos
T
Choose a partner. Look at the first picture. Ask your partner about the picture. Who are the
• Ask students to find more pictures in the book, on their
people? After your partner tells you, change roles and talk about the second picture. phones, or on the Internet.
• Put students in pairs and have them write captions for the
photos.
• Monitor and help individual students correct their writing.
• Write some specific errors on the board and correct them as
a class. Then wrap up by asking willing students to present
their photos and captions.
So, who are the people in the pictures? Write a sentence about each person.

Picture 1:

Picture 2:

41

E Grammar
• Go over the table with students. Practise the exchanges.
• Explain to students that the demonstrative in the question and
answer need not match. (If someone asks, “Who is this,” the
other person does not have to use this in their answer. They can
use that.)
• We use they like a demonstrative pronoun when asking about
people. The table covers this, but emphasise the point. If
necessary, return to the previous activity to clarify and/or ask
comprehension questions (for example, Can I use “Who are
those” to ask about people?) Tell students that when answering
questions about people, they can use these, those, or they.

F Grammar Practice
• Do number 1 as a class. Ask students what they should write in
the blank (are they).
• Let students complete the remaining three items.

1. are they 2. is this/that

Key

3. are they 4. is this/that

• Ask students to work alone to come up with fake answers for

the questions (for example, Those are my brothers for number 1).
• Put students in pairs and have them practise asking and
answering the who questions and demonstratives.

41
 Lesson 4 That’s his wife. Lesson 4 That’s his wife.

A Model Conversation
Aims
Read the conversation. Then listen. Track 30

- Use words for extended family members Noah: Thanks for coming, Lili! How’s the party?
- Understand and use demonstrative adjectives Lili: It’s very nice. Thank you for inviting me. Your family
- Develop fluent use of plurals are interesting. Who are those women?
Noah: The two women with long brown hair? They’re my
Vocabulary cousins.
Lili: Oh, okay. Who is the older woman they’re with? Their
Extended family mum?
grandparents grandfather grandmother parents Noah: Right. My aunt. But her husband Jim isn’t here. And the
man at the table is my uncle.
uncle aunt cousin divorced Lili: Who’s that woman with him, holding the glass?
children Noah: That’s his wife, my Auntie Sue.

Grammar
B Vocabulary: Extended family
V
Plurals
Read the words. Then fill in the gaps below.

Grandparents
Warm Up
Perrin Rina
grandfather grandmother
Start two lists on the board, one labelled immediate family and
one labelled extended family. Elicit and write words like mother, Parents

father, sister, brother, etc. on the board under the immediate

family list. Ask students if they know other family relationships.
Camille Arthur Caspar Sue Julie Jim
Ask what we call your father’s brother, father’s sister, etc. Try to mother father uncle aunt aunt uncle

get a list of seven or eight words for various relatives. Children

no children Olivia Nina

Noah
cousin cousin
A Model Conversation Track 30

• Tell students that they will listen to a conversation about 1. Noah has two , Nina and Olivia. 4. Caspar is Noah’s .
2. He also has two . They are called 5. Both Julie and Caspar are .
extended family. Sue and Julie. 6. Noah’s are Perrin and Rina.
• Ask students to read the conversation in pairs. 3. Julie’s is not at the party.

• Play the audio and listen to the conversation as a class.

• Ask the students where the speakers are (at a party). Ask C Demonstrative Adjectives

who Noah introduces (his extended family). Continue asking Listen and fill in the gaps with the demonstrative adjectives that you hear
hear. Track 31

comprehension questions to cover the vocabulary used (ex- singular

demonstrative adjectives
this person that person
1. Who are men?
2. Can I see picture?
husband, uncle, ex-wives). plural these people those people

• Finally, point to the pictures next to the conversation and 42

ask who the people are. This will provide an opportunity for
students to show understanding.

C Demonstrative Adjectives Track 31

Teacher’s Note Further Vocabulary • The goal of this activity is to help students recognise the sounds
Extended family opens up a surprising amount of new of demonstrative adjectives in conversation. It also introduces
vocabulary that students may ask for. Words for in-laws, demonstrative adjectives as distinguished from demonstrative
stepbrothers / stepsisters, and half-brothers / half-sisters pronouns.
are all things you should be prepared to explain, but avoid • Tell students they will hear sentences using one of the four
presenting them at this early stage. demonstrative pronouns in the table. Ask them to fill in the
blanks.
• Check answers as a class.
B Vocabulary: Extended family
• Tell students that they are looking at a family tree. This is a
Key

1. these 2. this
chart that shows someone’s immediate and extended family
relationships.
• After checking answers, have students repeat the phrases in the
• Read the words for family members and have students repeat.
table in order to practise pronunciation.
• Explain terms such as divorced (not married anymore), ex-wife
(a woman was your wife but isn’t now), and ex-husband as
necessary.  Check the Workbook
• Do number 1 as a class. Ask students to find Nina and Olivia and For further vocabulary practice, use Exercise 1 of Unit 3, Lesson
check how they are related to Noah. Elicit the answer (cousins) 4 in the workbook.
and write it in the blank.
• Put students in pairs and have them do 2–6 together. Remind
them that they may refer to the conversation.
• Check answers by having students take turns reading the Extension Using Demonstrative Adjectives
sentences aloud. Ask students to write down as many phrases with
demonstrative adjectives as they can about things in the
1. cousins 2. aunts 3. husband
Key

classroom. This will help preview plural spellings, covered in

4. uncle 5. married 6. grandparents
the second half of this lesson.

42
D Grammar 1. glasses 2. children 3. grandparents 4. a wife

Key
Plurals 5. cousins 6. babies 7. families 8. women
plural spellings irregular plurals
+s
cousin cousins  Check the Workbook
grandparent grandparents
-x
-x
x,, -s, -ch, -sh  +es For further practice recognising demonstratives and plurals
child children
box boxes
person people
in conversation, use Exercises 3 of Unit 3, Lesson 4 in the
glass glasses
-  +ies
-y man men
workbook.
family families
woman women
baby babies
-f, -fe  +ves
wife
yourself
wives
yourselves
F Listen to Speak Track 33

• Tell students they will listen to a conversation about extended

E Grammar Practice family. Ask students to write the number of aunts and uncles
Fill in each blank with the correct form of the words in brackets. Then listen and check the man has.
your answers. Track 32 • After listening once, check how many students are sure of
1. Who are the women holding (glass) 5. I have more than 20 (cousin) . their answers. If necessary, play the audio again and pause
? 6. Yuki just had twins—two (baby)
2. Do you have any (child) ? at once! immediately after the answers. Ask students for the correct
3. All of my (grandparent) 7. Several (family) live in my answers.
live nearby. area.
4. Casper has (wife) called 8. My teachers are all (woman) .
• If you do not need to replay the track, check answers as a whole
Sue. class.

F Listen to Speak

Key
1. three aunts 2. two uncles
Listen to the man. Answer the questions. Track 33

1. How many aunts does the man have?

2. How many uncles does he have?
G Use the Language: Interviews
G Use the Language • Demonstrate how this activity should be done by prompting a
Interviews
student to ask you the first interview question (How many aunts
Using language from this unit and other (English) language you know, interview your partner
about his or her extended family. Take notes on what your partner says. Then open your book do you have?). Answer the question and continue the interview,
and fill in the table below. making sure that students know how to ask for names and
Relation How many? Names Other details other information (jobs, marital status, etc.).
Aunts • Put students in pairs. Have them interview each other. They
Uncles should take notes but not fill in the table.
Cousins • Have students work alone to write the interview information in
43
the table.
• Finish by asking students about their partner’s extended family.

D Grammar Extension Continue the Interview

• Go over the table with students. Practise saying the plurals. • If you’d like to practise more, let students continue the
• Explain that, for plurals formed with s, the only pronunciation interview by adding other relationships inside or outside
difference is between adding /z/ or /s/ and adding /ız/ or /əz/. their family. Anything that is plural would be okay, such as
But in terms of spelling, there are several different patterns. friends, roommates, coworkers, grandparents, classmates,
• Explain that some nouns have their own special rules (irregular etc.
plurals). Let students know that these can be memorised, but • The students can continue in the same manner as in the Use
the more they practise, the better they will remember them. the Language activity and skip the step that requires them
• If time allows and if the students seem capable, ask them if they to take notes or fill in the chart.
can add any nouns to the categories.

Teacher’s Note Consonant Combinations

Plurals introduce some difficult consonant combinations that
are necessary for students to practise. In this lesson, there will
be chances to practise /ts/ and /vs/. Help students pronounce
these correctly by modeling and drilling.

E Grammar Practice Track 32

• Do number 1 as a class. Ask the students for the plural of glass

(glasses).
• Put the students in pairs and ask them to complete the activity
together.
• Play the audio. Ask students to check their answers as they
listen.
• Check spelling—ask the class to spell the words together, or ask
a confident student to spell them aloud. Write correct answers
on the board to demonstrate the spellings.

43
 Lesson 5 Appearance Lesson 5 Appearance

A Authentic T
Text: A descriptive paragraph
Aims
Read the paragraph. Then listen. Track 34

- Describe appearance using words for hair and eye colour and
Hanging Out with Friends
facial hair
These are my friends. Actually
Actually, the woman
- Understand and use prepositional phrases describing appearance
with long brown hair is my younger sister. She’s 22
Vocabulary years old. That man next to her with the hat is her
boyfriend. He’s also my friend. This guy, with the
Appearance beard and the grey T-shirt, is my friend Seth. He’s an
artist and a musician. The woman with short hair is
Hair colour
another friend. I work with her at a university. We
blond red brown black meet at this coffee shop to talk and laugh. It’s always
Hair length fun to meet up together.
Brief note
long short “Meet up” means spend time
relaxing and having fun.
Facial hair B Comprehension
beard goatee moustache Listen again and fill in the gaps. Track 34

Height 1. The man with is an artist.

short tall 2. The woman with hair is her sister.
3. The woman with works with her.
Grammar
C Vocabulary: Appearance
V
Describing appearance using with prepositional phrases
Read the words and phrases. Then listen and repeat. Track 35

Brief note
Warm Up We often write
Colour blonde to describe
women’s hair and
blond to describe
blond/blonde red brown black men’s hair. The
Hair
Teacher’s Note Appearances pronunciation
stays the same.

This unit will cover individual’s physical appearance. Take care Length
to avoid potential situations where someone may become
long short
offended by a comment.
tall
short
Facial hair Height

Ask students to look at the picture at the top of the lesson. Ask beard goatee moustache
if anyone knows the hair colours of the people and can say how
long their hair is. Tell students that they are going to learn words D In Y
Your World
about appearance. Work with a partner. Describe the appearance of one of your classmates.

44

A Authentic Text: A Descriptive Paragraph

Track 34

• Tell students that the paragraph describes the people in the D In Your World
picture. • The goal of this activity is to help students personalise the
• Ask students to read the paragraph. language and apply it to their lives. It’s okay if conversations are
• Play the audio one time. short, but encourage students to say as much as they can—
• Confirm that students have understood by asking including language that they’ve just covered.
comprehension questions: Who is the woman with the long • Put students in pairs. Ask them to take turns describing the
brown hair? (younger sister) Who is the woman with the short appearance of other people in the class.
hair? (friend) Where does she work? (university) • There will be opportunities to teach additional vocabulary for
• Point out the Brief note, and emphasise that meet up means not students who want to describe more than just hair and facial
doing anything special, but just spending time together. hair. Remind them of the colours they learned earlier, which
can be used to describe clothes. However, try not to overwhelm
B Comprehension Track 34 students.
• Play the audio again. Ask students to fill in the blanks. • Ask individual students to describe the hair colour, hair length,
• Check answers as a class. and facial hair of their classmate for the class and give feedback.
Key

1. the beard 2. long 3. short hair Teacher’s Note Describing Appearance

• Some English words for hair colour are not entirely intuitive
C Vocabulary: Appearance Track 35 (red, blond, grey). Help students learn these words and
• Go over the chart with students. Read the words aloud and avoid describing hair as gold, yellow, white, etc.
have students repeat.
• Confirm comprehension by quizzing students on the hair colour
and length, as well as the facial hair, of people in photos from
previous lessons.
• Ask students to describe their classmates’ hair colour and facial
hair to transition into the next activity.

44
 • Check answers as a class. Ask students to read their phrases
Brief note
E Grammar
Notice when to use a and
aloud. Write the answers on the board so that students can self-
Describing appearance using with prepositional phrases when to use the.
check.
statement + who question who question using with • For number 2, students may use either a goatee or the goatee in
A man has a beard. Who is the man?  Who is the man with a beard? natural English. If they are following the table and the authentic
A woman has red hair. Who is the woman?  Who is the woman with red hair?
two statements one statement using with
text, they should use a. At this level, you should explain that the
A man has brown hair. He’s my friend.  The man with brown hair is my friend. isn’t wrong, but it’s better to use a. (The technically means we
A woman has glasses. She’s my mum.  The woman with glasses is my mum. know which goatee is being discussed, implying that the goatee
simple description description using with
is somehow noticeable.)
that man, the one who has long hair  the man with long hair
there is there are
There is a man with a beard.. There are women with long hair.
1. the girl with blonde hair

Key
2. the man with a/the goatee
F Grammar Practice 3. the teacher with black hair
Using the chart above, fill in the gaps.

1. that girl, the one who has blonde hair 

2. that man, the one who has a goatee   Check the Workbook
3. that teacher
teacher, the one who has black hair  For further practice describing appearance using the and with
prepositional phrases, use Exercises 1 and 2 in Unit 3, Lesson 5
G Write to Speak
of the workbook.
Look at the picture below. Write a description.

G Write to Speak
H Use the Language
• Ask students to look at the picture in H.
Describing a picture
• Help students write a description of the picture. Get started by
1. Choose a picture from Units 1–3 of this
writing There are three people on the board.
book. Write the page number below. • Continue by asking about the people’s appearance in the photo
My picture is on page . and asking about what they are doing.
2. Remember what the people in that
picture look like. Then close your book.
• Let students work alone. They may produce sentences such as
3. Choose a partner and describe the
There are three people. There is a woman with long black hair,
picture. Y
Your partner flips through the a man with black hair, and a woman with brown hair. The man
book and guesses the page that the
picture is on.
has some facial hair. They are students.
4. Now change roles. Try to guess which
• Encourage students to write as much as they can, but don’t
picture your partner is describing. Write force them to write more than what has been covered.
the page number below.

My partner’s picture is on page

.
H Use the Language: Describing a Picture
45 • Tell students they are going to describe a picture from unit 1-3.
• Demonstrate by finding a picture of a person in unit 1-3
and describing it. Ask students if they can find the person.
Depending on how challenging it is for the students, make the
Extension Guess Who range of units bigger or smaller.
• Explain Guess Who-style rules: one student thinks of a • Put students in pairs. Have them find a picture, without showing
person in the room and others ask questions to uncover their partner.
who the person is. • Have students close their books and describe the person. Have
• Model a short round with a student. the partner find the picture.
• Put students in pairs and have them play Guess Who about • Tell students to change roles once.
their classmates and celebrities they are familiar with. You • Finish by asking students what page their partner’s picture was
could also prepare a sheet with photos of several people to on.
use in class as well.

Extension Family Traits

E Grammar • To wrap up the unit, combine appearance and family
• Go over the table with students. vocabulary in a speaking activity. Ask students to look back
• For the left column, explain that these are long versions of to the family members they talked about earlier in the unit.
sentences, and people don’t normally talk like this. Tell them they are going to describe the appearance of their
• For the right column, explain that this is the actual way people family members.
would say the information on the left. Read these sentences and • Put students in pairs. Have them describe a family member
have students repeat. they are close with.
• Point out the Brief note. Explain that the is used when the • Ask students to think of similarities they share with their
listener will be able to see who you are talking about. Explain chosen family member.
that a is used when you are talking about a new person, and • Encourage students to use all the English they can.
the listener will not know who it is until you explain more. • Finish the activity by asking some students about their
partner’s family traits.
F Grammar Practice
• Do number 1 as a class. Ask students to use the chart to help
you make a phrase about the girl.
• Put the students in pairs and ask them to do numbers 2 and 3
together.

45
 Active Review
Unit 3 : Active Review
A Family T
Tree
Read Jason’
Jason’s family tree and answer the questions.

A Family Tree
John Emma
1. Circle Jason.
Warm-Up
• Draw a stick figure on the board. Say that it’s you. 2. John is Jason’s
• Draw parents using a family tree structure. Ask who they are. Try .
to elicit parents, father, and mother. Peter Monica 3. Who is Jason’s aunt?

• Draw a sibling or two. Use your family information or make Ted Sharon
it a made-up family. Ask who the people are and try to elicit 4. What are the names of Jason’s siblings?

brother, sister, and maybe sibling.

5. How many cousins does Jason have?
• Tell students that they will be reading a family tree and drawing
their own.
Joel Christina Jared Jason Melissa

Read the Notes

• Ask students to find Jason and circle him. This is number 1. B Draw a Family T
Tree
Now draw your own family tree. Tell your partner about each person. Are they single
• Ask students what John’s relationship to Jason is (grandfather). or married? What do they do?
• Put students in pairs and have them answer the rest of the
questions. My Family

Fill in the Blanks

• Put the students in pairs, and ask them to answer the questions.
• Check answers as a class.

2. grandfather 3. Sharon
Key

4. Jared and Melissa 5. two

B Draw a Family Tree C Reminder

Some Module 2 Goals in Unit 3
Activity
Put a tick () next to the things you can do.
• Tell students to work alone and draw their family tree. Students
may need help. Give guidance on the board to get them started
Build a vocabulary of words and phrases about family and personal details
if necessary. Let students know that they can leave out some Describe your family in short, simple spoken or written phrases
people if there are too many. Give personal information, such as age and basic information about family
• Once students have completed their family trees, put them in
pairs. 46

• Have students talk about their families together, asking follow-

up questions about marital status, ages, and jobs.

Feedback
• Ask students about their partner’s family.
• Instead of asking one student to thoroughly explain his family
tree, try to get a sentence or two from as many different
students as possible.
• Consider asking specific questions to random students (to
one student: Does Christina have any cousins? How many? to
another student: How about Carlos’s family? Is it big? Does he
have any uncles? What does his uncle do?).

C Reminder: Some Module 2 Goals in Unit 3

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a checkmark next to the goals they have achieved.

46
 Fluency
C Now Write
A Read to Write • Tell students that they have three minutes to write a paragraph
Read Jason’
Jason’s paragraph about his family. using the information from the prewriting.
My Family
• Tell students to write alone.
My parents’ names are Monica and Peter. My dad, Peter, is an accountant. My mum, Monica,
• During the three minutes, check on students to make sure they
is a teacher. I have two siblings. Jared is my older brother. He is 25 years old, and he works as an are writing. The focus here is on speed, so it is important that
engineer. He isn’t married, but he has a girlfriend. My younger sister’s name is Melissa. She’s 19, every student is trying to write.
and she’s still a student, so she isn’t married. She’s at university, studying business.
• After three minutes, stop the students.
• Come up with an order for the students to present in (birthday
B Prewrite order, alphabetical order, by order of where they’re sitting,
Prepare to write by answering the questions. popcorn, etc.). Have students read their paragraph.
Question My answers
• If time allows and if you think the class is comfortable enough,
What are your parents’ names?
let students ask the presenters questions.
What does your father do?
• Finally, figure out whose paragraph is the longest. Don’t make
What does your mother do?
a big deal out of this, but give praise and note that speed is an
How many siblings do you have?
important part of gaining fluency.
What are their names?

How old are they?

What do they do?

Are they married?

C Now Write
Write a short paragraph about your family. Write everything you can write in three
minutes. Then stop.

Read your paragraph to the class. Listen to your classmates. Whose paragraph is the
longest?

47

Fluency

A Read to Write
• Tell students they are going to read about the family on the
previous page. It is a paragraph Jason wrote about his family.
Let students know that they will have to write a similar
paragraph.
• Ask students to read the paragraph by themselves.

B Prewrite
• Ask students to answer the questions about their families. They
should do this by themselves as well.
• Ensure that students know they are preparing to write. The
sentences they make in this activity will be the main content of
their writing, so it’s important to think the answers through.
• Encourage students to use all the language they can, not just
answer the questions as quickly as possible with words covered
in the unit.

47
 Unit 4 . School Life 
Unit 4 Overview: Lesson 1


Ages and Birthdays

School Life A Model Conversation
Read the conversation. Then listen. Track 36

Brief note
Lesson 1: Ages and Birthdays Fuad: Hey, you two. How are you doing?
Hey When we speak,
Salma: Well, I’m great. Today’s my birthday! we say the date
“23rd April” as
Aims: - Express dates by using the names of months and Fuad: Oh, really? “the twenty-
third of April”.
ordinal numbers Salma: Yeah, 23rd April.
Fuad: Well,
ell, happy birthday! How old are you?
- Use when and how old in questions with the verb
Salma: I’m 21.
to be Fuad: Great! Do you have any special plans?
Vocabulary: Months, dates, and ordinals Salma: Nope, just a family party. When’s your birthday, Fuad?
Fuad: It’s on 14th October. It’s a long time from now.
Grammar: Questions with when and how old
Lesson 2: Studying B Vocabulary: Dates
V

Aims: - Talk about study-related activities Read the words. Then listen to the dates below and practise. Track 37

- Use simple present to make affirmative statements Months Dates (1st–19th) Dates (20th and 30th)
Vocabulary: School-related verbs and verb phrases January - Except for 1, 2, and 3, add -th. (change -y to -i and add -eth)
February - Sometimes the spelling changes. 20 twentieth
Grammar: Simple present in affirmative statements March 1 first 11 eleventh 30 thirtieth
April 2 second 12 twelfth
Lesson 3: Do you have classes on Friday? May
June
3 third 13 thirteenth
4 fourth 14 fourteenth Dates (21st–29th & 31st)
July
Aims: - Learn the days of the week and understand a August
5 fifth 15 fifteenth (say “twenty” or “thirty” and the
6 sixth 16 sixteenth ordinal number)
weekly schedule September 7 seventh 17 seventeenth 21 twenty-first
- Ask and answer yes/no questions in present-tense October 8 eighth 18 eighteenth 22 twenty-second
November 9 ninth 19 nineteenth
using the auxiliary verb do December 10 tenth
...
31 thirty-first
Vocabulary: Days of the week
1. 21st January 3. 13th June 5. 11th November
Grammar: Simple present questions and answers 2. 18th October 4. 26th March 6. 2nd August

Lesson 4: Going to University C Ordinal Numbers

Aims: - Understand school grades and years Change the numbers to ordinals. Some are done for you.
- Use subject-verb agreement for 3rd person in simple one  first two  three  third
nine twelve seventeen 
present  
twenty  twenty-six  twenty-sixth thirty-one 
Vocabulary: Schools and grade levels
D About Y
You
Grammar: Simple present in affirmative statements
Write your birthday below. Then choose a partner. Tell him or her when your birthday
Lesson 5: I study at night. is. Ask when your partner’s birthday is.
My birthday: _____________________ My partner’s birthday: _____________________
Aims: - Talk about different times of day 48
- Use on, in, and at to specify when something happens
Vocabulary: Parts of the day (morning, etc.) and daily activities
Grammar: Prepositional phrases of time • Present a couple of examples of dates to the student, such as
today’s date and your birthday. Write example sentences on
Some Module 2 Goals in Unit 4
the board, such as “Today is October 9th.” Then ask students if
- Understand and use the days of the week and months of the year they know the dates of any special days or holidays. Correct any
- Understand and use numbers as ages and dates errors, especially relating to ordinal numbers.
- Describe your family simply (for example, the members, how old
they are, and what they do)
- Indicate time by such phrases as in November
Teacher’s Note Common Problems with Ordinals
Check to be sure students stress the second syllable in teens,
such as thir-teenth, as distinct from thir-ti-eth. This has a
strong influence on comprehensibility.
Lesson 1 Ages and Birthdays

Aims
A Model Conversation Track 36

• Transition by telling students they will read a dialogue with

- Express dates by using the names of months and ordinal numbers
- Use when and how old in questions with the verb to be several dates.
• Ask students to read the conversation in pairs.
Vocabulary
• Listen for correct pronunciation and give corrections if needed,
(truncated) including attention to contractions today’s and when’s.
January February March April • Play the audio and listen to the conversation as a class.
first second twenty-third thirty-second
Grammar B Vocabulary: Dates Track 37

Questions with when and how old • Instruct students to read through the vocabulary lists and note
the differences between cardinal numbers (counting numbers)
and ordinal numbers.
Warm Up
• Have students read each of the months and ordinal numbers
• Ask students, “What is the first month of the year?” After aloud to practise pronunciation.
getting a response, write “January is the first month” on the • Have students read the example dates aloud. Dates should be
board. Ask, Does anyone know the third month?
read as month + ordinal only. However, if some students express
dates in alternative ways (e.g., January the twenty-first; the
twenty-first of January; Twenty-one January) let them know that
48 these are acceptable variations in parts of the world.
E Grammar
E Grammar
Questions with when and how old
• Briefly go over the table with students
questions with when and how old + be
• When you get to the answers column, point out to students
question word(s) be verb subject answer that the word order for questions and answers is different: “Is
When is
your birthday? It’s on the 23rd. it...?” versus “It is...”
the party? It’s on 14th October.

are you? I’m 21.

• Check to see if students understand the contractions. “What
How old
is your dad? He’s 65 years old. does he’s mean? That’s he .”
• Ask a volunteer to answer in another way. For example, “I’m
F Grammar Practice 21” could be “I am 21,” or “I’m 21 years old.”
Choose the correct answers. Then listen and check. Track 38

Questions Answers
Teacher’s Note When is/are + noun
1. When is your mum’s birthday? It’s on the eighteenth.
It’s on eighteen. The emphasis in the table is on When is + noun. Students are not
2. How old is your brother? He’s twenty-nine.
yet expected to understand more sophisticated syntax such as
He’s twenty-ninth. “When is he arriving?” or “When are you going to graduate?”
3. When is the test? It’s on the three.
It’s on the third.

4. How old are you? I’m 20 years.

F Grammar Practice Track 38

I’m 20 years old. • The questions and answers give examples of the grammar point
in the table, but successful completion requires memory of the
G Use the Language ordinal-numbers vocabulary lesson. Students should be able
Invitations to distinguish between ordinals used for dates and cardinal
Make a birthday party invitation. Write the date of the party, the date of your birthday, and numbers used to state age.
your age on the invitation. Add other information, too. Use the internet for ideas. Show the
invitation to your classmates, and invite them to the party. Fill in the table with classmates’ • Ask students to place a check mark next to the correct answer
names, birthdays, and ages. to each question. They should work individually and then
INVITATIONS compare answers with a partner.
Classmate’s name Birthday Age • When ready, go over the answers as a class.

1. It’s on the eighteenth. 2. He’s twenty-nine.

Key

3. It’s on the third. 4. I’m 20 years old.

 Check the Workbook

For further practice matching questions to answers, use
49 Exercise 3 in Unit 4, Lesson 1 of the workbook.

C Ordinal Numbers G Use the Language: Invitations

Make sure students spell the ordinals correctly. • Have each student write an invitation for himself or herself.
• Check the students’ written work, and suggest additional
first second third
information that might be useful to include on an invitation.
Key

ninth twelfth seventeenth

twentieth twenty-sixth thirty-first • Then allow the students to show their invitations to one
another. This is a mingling activity, so students must move
around and work with several partners.
D About You • Students may ask each other questions as they go around with
Setup / Demo their invitations. If students are too quiet while mingling, prompt
Read the activity’s instructions aloud to the class. Optionally, have them with a few ideas, such as “What do you eat on your
students spell out the dates (not 23rd, but twenty-third). Check birthday?” or “Where is a good place to go on your birthday?”
that students understand. If they don’t, give examples on the • You can close the activity by asking whether anyone had the
board. same birthday as a classmate or who had birthdays in the same
Activity month. Which month has the most birthdays? Whose birthday
Ask students to do the activity in pairs. When they read their was not long ago, and whose birthday is soon? The teacher can
birthdays aloud, ensure that they express themselves in complete tell his or her birthday to the class as well.
sentences.
Feedback
Extension When Is It?
Recap by asking students to report their own birthdays or their
partners’ birthdays to the class. Get students to use the grammar point by asking their own
questions and answering them. You can prompt them by
supplying noun phrases for them to work with, but let them
Extension What Do You Do? construct the questions.
• Ask students to talk more with their partner about the Examples:
things they do on their birthdays. As they speak, make note • Your next day off, or school holiday
of any common errors that students make so that later you • The last day of the year
can give corrective feedback. • The best day of the year
• For a more challenging task, have students discuss what • A major sporting event (league championship, or a local
they do first, second, and third in various other contexts. team’s game against a rival)
For instance, they may ask, What do you do first in the
morning? or …after school?
49
 Lesson 2 Studying Lesson 2 Studying

A Model Conversation
Aims
Read the conversation. Then listen. Track 39

- Talk about study-related activities

Marcus: Do you have an English class this term, Sabrina?
- Use simple present to make affirmative statements Sabrina: Y
Yes, I do. I learn a lot in that class.
Marcus: What do you do in there?
Vocabulary
Sabrina: Normal things, really. We learn new grammar and
vocabulary, and we practise speaking all the time.
study read write learn
Marcus: Do you read a lot?
discuss take notes practise take a test Sabrina: No, not that much. But I take a lot of notes, and we
discuss interesting topics. How’s your Arabic class?
Grammar Marcus: It’s difficult, but good. It’s a beginners’ class. We
write Arabic letters and learn to read new words.
Simple present in affirmative statements
Sabrina: Wow. That sounds hard.

Warm Up B Vocabulary
Listen to the conversation again. Then fill in the gaps with vocabulary words or phrases.
Tell students that you will talk about studying and the things Track 39

people do in class. Brainstorm with the students to see if they can

tell you some of the things that students do in class. Write the
verbs and phrases they know on the board. See if any student can
use one or two of the phrases in a complete sentence. If not, give
study read write learn
a simple example such as “We read in class.”

A Model Conversation Track 39

• Tell students they will read a conversation about studying. discuss take notes practise take a test
• Ask students to read the conversation in pairs. 1. We a new grammar and vocabulary, and we b speaking all
• Play the audio and listen to the conversation as a class. the time.
2. I a a lot of b , and we c interesting topics.
• Ask students to close their books and summarise as well as they 3. We a Arabic letters and learn to b new words.
can what Maria and Sabrina study and some of the things they
do in class. C About Y
You

• On the board, write some of the sentences and phrases that Check off the activities that you do every day. Exchange information with a partner.
You: I practise English every day. What about you?
students use in their summary. Make any necessary corrections. Brief note
Your partner: I practise it every day, too.
When you and you
r
practise English take notes partner do the sam

B Vocabulary
e
thing, say “too”
Track 39 at the
learn something new write emails end of the sentenc
e.

• Tell students that you will play the dialogue again and it will help discuss interesting topics read the news

them answer the questions that follow. 50

• Instruct student to use the given vocabulary to fill in the blanks

in the sentences.
• Begin playback of the dialogue. Check answers as a class. Teacher’s Note Using too
1. (a) learn (b) practise Pay attention to students’ responses to see that they are not
Key

2. (a) take (b) notes (c) discuss making errors in the use of too. If a student incorrectly uses
3. (a) write (b) study too with a negative statement or to disagree—such as “I
don’t take notes too”—then you can instruct them not to use
 Check the Workbook too in these cases.
For further practice with verbs, use Exercise 1 in Unit 4, Lesson
2 of the workbook.
Extension What Do We Do In This Class?
Tell students that they will now apply what they’ve learned to
C About You talk about what they do in class.
• Put students in pairs • Have students work in pairs.
• Tell students to place check marks next to the activities that they • They are not to use their books for this activity—only what
do every day and complete this individually before speaking with they remember.
a partner. • Tell students that it is their goal to give more correct answers
• Now have students exchange information orally only. Discourage than their partners.
them from looking at one another’s books while doing this • Students will take turns making a sentence that answers the
exercise so they focus on speaking and listening. question “What do we do in this class?”
• You can encourage students to extend the conversation by • They will continue until one partner surrenders by:
talking about other things they do every day.
- Saying “I don’t know,” or
- Repeating an answer that has already been given, or
- Saying something that they do not actually do in class.
• Correct students’ errors, but a student does not lose for a
grammatical error.

50
D Grammar
E Grammar Practice
Simple present in affirmative statements
• Read through the directions carefully with the class, and confirm
understanding.
singular subject plural subject
subject verb more information subject verb more information • The given words in the box are to be used to complete the first
I
take notes. We discuss interesting topics. three sentences only.
write stories.
read well.
You
study hard.
• In the correct answers, the core of each sentence is a predicate
practise often.
You
learn quickly. They take a test every month. that does not vary: practise speaking, learn grammar, take
Brief note
notes. Answers will only vary in that the subjects can be
See Unit 4 Lesson 4 to learn about statements with interchanged freely.
E Grammar Practice he, she, and it.
• Practise grammar is a possible predicate, but the instructions
Use the words in the box to make statements. Use each word once. Then make a
statement without using the verbs in the box. (Hint: Check other lessons. For example, require students to use each word only once, and learn speaking
in Unit 4 Lesson 1, there are make, show,
show invite, etc.) is not a natural construct. Students don’t yet know that learn
notes they speaking I take learn we grammar practise + infinitive is common, and learn + gerund is not. They can
understand the answers as fixed phrases which are familiar from
1.
(words from the box)
the dialogue on the previous page.
2. • Note that the fourth sentence is essentially a separate exercise,
(words from the box)
but that it mimics the form of the previous sentences.
3.
(words from the box)

4. • (I / They / We) practise speaking. • (I / They / We) learn grammar.

Key
(verb not in box)
• (I / They / We) take notes. • (Original sentences will vary.)

F Use the Language

Good study habits
 Check the Workbook
Look at the list of good study habits. Add to the list, and put a tick next to those that you have.
Then interview a partner and put a tick next to the habits that your partner has. For a more challenging exercise that reinforces correct syntax,
Good Study Habits
Brief note use Exercise 2 in Unit 4, Lesson 2 of the workbook.
A habit is something
Me My partner Habit that you do often.
taking notes in every class
reading everything again after class
writing a list of the things you need to learn F Use the Language: Good study habits
practising all the time
• Have students write their own survey items individually first.
• Let them know that it’s okay to write some good study habits that
they don’t actually do themselves!
• When surveys are complete, they can interview their partners.
• We have not yet taught students to ask “Do you…” questions.
The teacher can allow or encourage students to ask in this way
51
if they are able, or the survey could be presented as affirmative
statements “You take notes in every class,” to which the partner
can reply yes/no or true/false.
D Grammar • This exercise is also an opportunity for students to practise using
• Read through the table with the students. Read each complete too for things that both partners do.
sentence and have students repeat the complete sentences. • In the end, you may want to open up some of the survey
• Ask students to try changing one of the sentences by using a questions to the whole class and get a show of hands from
different subject from the table: “I take notes… What if we students who answered yes. Is there anything that everyone
change it to we?... We take notes. Does anything change with does? Is there anything that no one does?
the verb? The verb stays the same.”
• Ask “Are there any subjects missing from this table?” Some Extension Guess What I Do
students may notice: he, she, and it are missing.
For additional practice, students can work in pairs and take
• Explain that he, she and it will be covered in a later lesson in this
turns guessing about their partners. The guesses can be
module.
expressed as affirmative statements: You come here by bus.
You live in an apartment. Partners can answer simply yes or
no, but they can be encouraged to try complete sentence
Teacher’s Note False Beginners and Common Errors responses.
Depending on students’ prior experience, some may already
know how to use 3rd-person singular. This is not to be a
significant focus in this lesson. An important thing to watch
for at this stage is false beginners—students with prior English
experience whose errors keep them at close to a beginning
level in their development. Make sure they are not introducing
-ing endings inappropriately in sentences such as “You
practicing often,” and give immediate correction if needed.

51
 Lesson 3 Do you have classes on Friday? Lesson 3 Do you have classes on Friday?

A Authentic T
Text: A planner
Aims
Read the weekly planner.
- Learn the days of the week and understand a weekly schedule
timetable
- Ask and answer yes or no questions in present-tense using the
auxiliary verb do. Monday Tuesday Wednesday Thursday

- history - business - history - business

Vocabulary - maths - English - maths - English
- revision group

(truncated) Brief note

Friday Saturday Sunday
Monday Tuesday Wednesday Thursday Revision is when
you practise
Friday working week weekdays weekend - history
- maths
- yoga - homework
something you
already learnt in
- revision group class.
Grammar
Simple present questions and answers B Vocabulary: Days of the week
V
Read the words and abbreviations. Then listen and repeat. Track 40

Warm Up
Monday tuesday wednesday thursday friday saturday sunday

Ask students what day it is today, and write the answer on Mon tue wed thur fri sat sun
the board in a sentence: “It is .” Then write a three letter
abbreviation for another day of the week (for example, SAT). Ask
C Vocabulary: Words with week
V
“If you see this on a schedule, what day do you think it means?”
Read the words and phrases. Then fill in the gaps below.
Give students a chance to answer and supply the correct answer if
they don’t know. Weekdays Weekend Working Week

MON TUE WED THUR FRI SAT SUN MON TUE WED THUR FRI

A Authentic Text: A planner Brief note

1. The a starts on Monday and ends on b .
• Have students read through the days first. Read them aloud and To talk about the same
day of every week, you
2. Monday is a a , but Saturday isn’t.
have students repeat. can make the -day
I like Tuesdays.
day plural:
3. Saturday and a are the b .
• Ask students to look quickly at the text. Ask them what this is.
Some may know it as a schedule. If not, direct their attention to
D In Y
Your World
the activity title and explain that this shows what a person does
Choose a partner
partner. Ask and answer the questions below. Then write your partner’s answers.
each day of the week.
Q: What day of the week do you like most? What do you do on that day?
• Now have students read aloud the activities that are planned for
each day.
• Tell students: “This is my schedule. Tell me, when do I do yoga?”
Seek a volunteer to answer. The target answer is “You do yoga 52
on Saturday,” though students may only be able to answer
“Saturday” initially. You can model a correct sentence again by
responding, “Yes, I do yoga on Saturday.”
• Try a couple of more items, such as “When do I study history?” 1. (a) working week (b) Friday
Key

2. (a) weekday
The planner does not include verbs, so the teacher’s model
3. (a) Sunday (b) weekend
sentences can show how to use the material as a basis for a
more complete expression.
D In Your World
B Vocabulary: Days of the week Track 40 • Put your students in pairs and have them ask and answer the
• Have students listen to an audio recording of the days of the questions.
week. • Also have each student write his or her own answers as
• Have students repeat. Take time to get the most accurate sentences so you can give correction.
pronunciation. • Note that students are not yet ready to write one another’s
• You can reinforce what the students have learned by having answers because they haven’t covered 3rd person singular.
them close their books for a few minutes and writing a few of
the abbreviations on the board to see if students can remember
the pronunciation. Extension My Routine
If students need additional practice with days of the week and
Teacher’s Note Pronunciation Tips activities, have them talk about what they do on various days
of the week. Possible questions could include:
Students will have different pronunciation challenges, but give
• When do we study English together?
special attention to Wednesday (two syllables, /ˈwɛnzdeɪ/), the
• What do you do on Sundays?
th in Thursday (θ), and the t in Saturday.
• When do you exercise?

C Vocabulary: Words with week

• Ask students to explain the chart. Then fill in the blanks.
E Grammar
• If the chart’s meaning remains unclear, explain to students that
• Have students look over the table, and answer any questions
Monday is a weekday, Thursday is a weekday… Each of the days they have.
from Monday to Friday is a weekday. The workweek is all of the • Explain briefly how do can be used before the subject to make
workdays taken together, and the weekend is both Saturday questions. However, this doesn’t work with all verbs (such as be
and Sunday. and can, which students will learn in later lessons.)

52
E Grammar  Check the Workbook
Simple present questions and answers For further practice, use Exercise 1 in Unit 4, Lesson 3 of the
simple present questions workbook. Exercises 2-4 on the same page will introduce a
answers
Do/Does subject main verb more information more complex reading-comprehension activity applying the
I need a better mark? Yes, you do. / No, you don’t.
you have classes on Friday? Yes, I do. / No, I don’t. same grammar.
Do we have a test tomorrow? Yes, you do. / No, you don’t.
you [plural] need some help? Yes, we do. / No, we don’t.
they take notes in classes? Yes, they do. / No, they don’t.
she study at weekends? Yes, she does. / No, she doesn’t.
Does
he work on Thursday? Yes, he does. / No, he doesn’t.
G Use the Language: Filling out a timetable
• Put your students in pairs, read the directions, and confirm
F Grammar Practice understanding.
Change the simple present statements into simple present questions. • Most of the conversation will be in the form of simple
1. Sarah studies every weekend.
declarative statements about what the students do each day.
?
• You can prompt the students to ask for more detail with
2. Esteban goes to parties on Saturdays.
follow-up questions. Listen to students as they talk and suggest
?
questions for them to ask. Emphasise “Do you…” questions.
3. We take a quiz every Monday.
Examples of possible follow-up questions are:
?
- I exercise on Thursday.  Do you run? Do you lift weights? Do
4. I have classes on Friday.
you exercise for a long time?
?
- I cook every day.  Do you cook well? Does your family eat
your food?
G Use the Language
Filling out a timetable
- I go to work on Saturday.  Do you take the bus? Do you like
Work with a partner. Fill out the weekly timetable with your partner’s information.
your job?

Extension Guess Who I Am!

MON
A challenging but fun exercise is to play a guessing game
TUE
in which one student pretends to be a famous person and
WED other students ask Do you...? questions about that person,
THUR until they can guess who the other student is. If they need a
FRI
hint, then the student can give a hint. For the first round, it
would be good for the teacher to participate and model good
SAT
questions such as, Do you live in Europe? Do you sing? and
SUN Do you have long hair?

53

• This is their first exposure to the 3rd-person singular subjects,

so point out to them that he and she use does, while other
subjects use do.

F Grammar Practice
• Read the instructions aloud and confirm understanding. Explain
that students are to write only yes/no questions.
• When students have completed their work, check question
number 1 as a class. Correct students, and then give the class
another minute to check their other answers and attempt to
self-correct.
• Finally, check the remaining answers as a class.

1. Does Sarah study every weekend?

2. Does Esteban go to parties on Saturdays?
Key

3. Do we (or you) take a quiz every Monday?

4. Do you (or I) have a class on Friday?

Teacher’s Note First Encounter with 3rd-person

Affirmative
Students may deduce the correct way to write questions
based on the presentation in the table, but some students
are likely to try “Does Sarah studies every weekend?” in their
first attempts. By correcting this as a class and encouraging
students to self-correct based on feedback, students should
start to pick up the pattern. Does agrees with the subject, so
the main verb is just the root.

53
 Lesson 4 Going to University Lesson 4 Going to University

A Model Conversation
Aims
Read the conversation. Then listen. Track 41

- Understand school grades and years

Davi: So, do both of your brothers go to university too?
- Use subject-verb agreement for 3rd person in simple present Isabel: No, my younger brother is at secondary school.
He’s in his final year. My older brother works for a
Vocabulary tech company. He’s a software engineer.
Davi: Oh, that’s great.
infant school primary school secondary school university Isabel: What about your family? How many siblings do
year seven first-year third-year you have?
Davi: I have two older sisters. Alice goes to this
Grammar university, actually. She’s in her final year.
university
Isabel: Oh. What does she study?
Simple present in affirmative statements Davi: Maths. And she plays sport here, too.
Isabel: Nice.
Davi: Yeah,
Y and Giovanna is a tutor. But she also attends
Warm Up university part-time.

• Ask students how many years a student usually goes to school

B Vocabulary: School year groups
V
(up to and including secondary school). Do they number their
Read the words. Then listen and fill in the gaps.
years one through twelve, or do they have another system? Track 42

Explain that in the British and American school systems, years Levels in School (United Kingdom)

are usually described as one through twelve. primary school

(infant)
primary school
(junior)
secondary
school
sixth form college university

• Tell students, “Year one is first grade. Year two is second nursery school reception
year 7
year 4 year 8 first year
grade.” Then ask, “What is year three?… Does anyone know year 1
year 2
year 5
year 6
year 9
year 10
year 12
year 13
second year
third year
which grade is the last grade in secondary school?...” year 3
year 11

• If you know anything about another school system, you can 1. Markus is in his of university. 3. Valentina is in at primary school.
share a few details about that as well. 2. Seohyeon is in at secondary 4. Elizabeth is in at sixth form
school. college.

A Model Conversation Track 41

C About Y
You
• Pair up students and have them read through the dialogue, each Choose a partner
partner. Tell her or him what year you are in or your job. Then think of a
reading one of the roles. family member or relative and give the same information.
Brief note
• Play the audio and have students read along one more time. Use in with years and a
or an with other nouns.
I’m a(n) / in at .
• Can any student guess the meaning of sibling from the context? (job or year) (company, university, or school name)
(company

If not, explain that Davi’s sisters are his siblings. Isabel’s brothers My
(family member)
is a(n) / in
(job or year)
at
(company, university, or school name)
(company
.

are her siblings. Siblings are brothers or sisters.

• Ask the students a few comprehension questions about the rest
of what they heard, and answer any questions they may have. 54

B Vocabulary: School & year levels Track 42

• Look over the table as a class.

Teacher’s Note Not In School?
• Explain what the different levels are in school and point out
that these may differ in various parts of the world. Answer any If any participant in this class is not currently a student, or if
questions students have. they have no relatives in school, then prompt them to answer
• Bring attention to how ordinal numbers are used for years 1 differently:
through 12. • My last year of school was: .
• Have students read and repeat infant, junior, primary, and • (For graduates) I am a graduate of .
secondary for correct pronunciation. And they can do the same for relatives.
• Explain that students will now hear some recorded sentences,
and they should use the audio to help them complete the
sentences beneath the table. Extension The Best Years

1. third year 2. year 7 Have students briefly discuss the best years in school. They can
Key

3. year 4 4. year 13 even speculate about higher-level education that they haven’t
completed yet. Simple questions include:
• Do you think secondary school is better than primary school?
C About You • Do you think primary school is fun or boring?
• Have students pair up. • Do you think university is exciting?
• Ask students to write their own information in their books and • Do you think third-years have more fun than first-years?
report their answers to their partners.
• Students may follow up by talking about how their relatives feel
about school (Do you like...? Does she like...?).
• Check what students have written and give correction.

54
D Grammar Brief note
 Check the Workbook
Simple present in affirmative statements Look back at
p. 43. Verbs
For further practice writing sentences with 3rd-person subjects,
3 person singular subjects
rd
other subjects
with 3rd person
singular subjects
use Exercise 4 in Unit 4, Lesson 4 of the workbook. Exercise
My older brother works for a tech company. I work for a tech company.
follow the same
spelling rules as 1 on the same page gives practice with listening and correct
Alice goes to this university. plural nouns.
You go out at weekends. pronunciation of verbs ending in -s.
It sounds difficult.
We study a lot.
She plays sport here, too.
Giovanna also attends university part-time. They play football a lot.

E Grammar Practice
F Language: Giving personal details Track 43

Are the sentences correct or incorrect? Write correct, or underline the mistake and write
• Briefly instruct students that they will hear an audio clip to help
the sentence correctly. them complete the information in the first table.
1. He go to this university. • Play the audio once and give the students time to write out the
information.
2. My sister studies biology.
• Have volunteers repeat back what they heard and check their
3. Jonathan are a doctor.
answers as a class.
• Put students in pairs.
4. She work for a finance company. • For 2, remind students to only use the chart on the left-hand side
with the first person they speak to. They will use the other chart
after changing partners. Students can ask for the same kinds of
F Use the Language
information that Jihoon answered in problem 1.
Giving personal details
• Now switch partners so everyone has someone new to work with.
1. Listen to a student introducing Jihoon. Write the missing information. Track 43
• Ask students to interview their new partners about what their
Jihoon
Year/Grade
previous partners said.
Age 19 • Students should write down the information that is reported to
Major
them.
- from Korea
Other - on weekends, goes out
• Listen as students report the information and make on-the-spot
information with friends, reads, or corrections for any errors. Pay close attention to errors related to
_________________
subject-verb agreement.
2. Talk
T to a partner. Write information about them in the My partner table. Then choose another
classmate and exchange information about your partners.

My partner: _________________ My classmate’s partner: _________________ Extension What Do They Do?

• Continue with activity F, but have students make up
different people. Have them create unique characters and
personal information as a class. Write their ideas on the
55
board. Students may have a limited vocabulary, but try to
include things such as profession and family.
• Have students make statements regarding what these
people do. For example, Frank is a farmer. He grows
D Grammar vegetables.) Give correction for subject-verb agreement.
• Go over the table, reading each of the sentences aloud and
prompt students to repeat.
• Ask students what difference they see between sentences in
third-person and second and first person.
• Ask students to attempt changing the subjects in a few of the
sentences. Can they produce the complete sentence correctly?

Teacher’s Note Irregularities

There are a few irregularities to watch out for in the table,
which students may need help with. These include: the
irregular present tense have, which some may incorrectly
change to haves; the be verb, which they have encountered
before; plus the spelling of study  “studies” in 3rd-person.

E Grammar Practice
• Have students work independently on exercise E.
• Go over the answers as a class.
• Be sure to write the corrected sentences on the board so
students can confirm spelling as well as syntax.

1. He goes to this university.

2. Correct
Key

3. Jonathan is a doctor.
4. She works for a finance company.

55
 Lesson 5 I study at night. Lesson 5 I study at night.

A Model Conversation
Aims
Read the conversation. Then listen. Track 44

- Talk about different times of day

Marisa: So, most of your classes are in the morning?
- Use on, in, and at to specify when something happens Bhavin: Actually
Actually, all of them are.
Marisa: Then what do you do in the afternoon?
Vocabulary
Bhavin: Well, I have a lot of homework. I’m really busy this month. I have a big test on the 21st.
morning afternoon evening night Marisa: Don’t you ever go out?
Bhavin: Nope. I study at night, too. And on Friday
Friday, I plan my homework timetable for the weekend.
go out get ready have lunch wake up On Saturday and Sunday, I study even more.
go to class go to bed go home have dinner Marisa: Wow
w. Brief note
We say “wow” whe
Bhavin: How about you? Don’t you study?
Grammar Marisa: Of course I do. But mostly in May
May, before exams.
we’re surprised.
n

Prepositional phrases of time

B Vocabulary: Times of day
V
Read the phrases. Then listen and repeat.
Warm Up
Track 45

Start class with a couple of brief questions:

• Who here is an early bird? (Explain if necessary that an early bird
likes to wake up early.) in the morning in the afternoon in the evening at night

• Who is a night owl? (A night owl stays up late at night.)

C Vocabulary: Daily activities
V
• What do you do in the morning? Read the words and phrases. For each activity, write the time of day when it is usually
done. Use the times of day from part B.
• What do you do at night?

A Model Conversation Track 44

• Have students read through the dialogue with partners. go out get ready have lunch wake up

• Play the audio and have students listen with their books closed.
• Ask students a few comprehension questions, including:
Which of them studies more?
Who do you think is a good student? go to classes go to bed go home have dinner

Do you study like Marisa, or Bhavin?

D Quick Review
Look back at the brief notes in this module.
B Vocabulary: Times of day Track 45
1. What word or phrase means... “nice”? “wait”?
• Have students open their books again, listen to the audio, and 2. A habit is something that you do .

repeat what they hear. 56

• Ask students to identify which of the four times of day is

different. They should notice that we say at night while all of
the other times use in the…
Extension That’s Cool!
C Vocabulary: Daily activities Tell students that they will practise making sentences about
• Read the directions aloud and confirm understanding. doing different things at different times of the day.
• Have students complete the exercise independently. • Explain that the sentences do not have to be true. They are
• In some cases, there may be more than one correct answer, so just making sentences for fun, and they can be strange.
use your common sense. • Put students into small groups of two, three, or four for this
exercise.
D Quick Review • Write an example sentence on the board to get them
started:
• Ask students to look over the Brief notes throughout the
module to find answers to the given questions - I eat ice cream in the morning.
• Tell students to take turns with their partners making

1. cool, just a second sentences with this model. Start with what they do and
Key

2. often when they do it.

• Partners should react in one of three ways:
- That’s cool.
- That’s strange.
Teacher’s Note Habit and Routine - That’s typical.
Other adverbs besides “often” may also be acceptable to Students can discuss more depending on their abilities.
complete the sentence, “A habit is something that you do
.” You can model another example of a routine
adverb by asking students: “What do you frequently do?” E Grammar
• Go over the table with students.
• Explain that some of this is review but adds specific dates and
seasons.
• Also bring attention to how day and time of day can be
combined into phrases such as “on Monday morning…”

56
 • When a student finishes reading his or her timetable, ask a
E Grammar classmate to repeat back one of the items from the timetable in
Prepositional phrases of time a complete sentence. Check to be sure the correct subject-verb
time of day days & dates agreement is used for third-person singular (the report should
in on begin He or She).
I have classes in the morning. I exercise on Monday, Wednesday, and Friday.
She works in the afternoon. Sofia studies on Saturday.
We have dinner together in the evening.. We always have quizzes on Monday.
at The party is on the 16th. Extension Don’t Lie To Me
Alejandro goes out at night. The test is on Friday, 21st December.
day + time of day months & seasons Have students practise all that they’ve learned by making
on in original sentences about routine behaviour.
I have maths class on Monday morning. I study hard in December.
• Put the students in pairs.
I do all my homework on Sunday night. Classes start in January.
She always does yoga on Saturday afternoon.. Every year, we visit Japan in the summer. • Have students make statements about the things they do
and things that other people do.
F Grammar Practice • The statements can be true, or they can be lies.
Write the correct preposition in each blank. Then check your answers with a partner. • After each statement, the student’s partner should say either
1. Most of my classes are the morning. 5. Classes end May. “That’s true,” or “That’s a lie!”
2. The school year starts August. 6. We practise speaking Wednesday.
• The student who made the statement should reveal whether
3. I usually read Sunday morning. 7. The picnic is Saturday.
4. I don’t go out night. 8. I meet friends Friday night. he or she was lying or telling the truth.

G Use the Language

Summarising a timetable
Write your timetable for a normal weekday. Then write one for a normal Sunday.

My Normal Weekday My Normal Sunday

Morning Morning

Afternoon Afternoon

Evening Evening

Choose one of the timetables. Briefly tell your class about it.

57

F Grammar Practice
• Have students complete the activity individually using
prepositions from the table.
• Allow them to compare their answers with a partner only after
each of them has completed the exercise.
• In cases where two partners arrived at different answers, allow
them time to work out which is correct together.
• Finally confirm the correct answers with the entire class.

1. in 2. in 3. on 4. at
Key

5. in 6. on 7. on 8. on

 Check the Workbook

For further practice with prepositions, use Exercises 1, 2, and 3
in Unit 4, Lesson 5 of the workbook.

G Use the Language: Summarising a timetable

• Have students write timetables for a typical weekday and typical
Sunday. Make sure they use complete sentences.
• Go around and correct the students’ sentences before they report
to class.
• Allow students to report either the weekday or Sunday timetable
to their classmates.

57
 Active Review
Unit 4 : Active Review
A Surprise Party
Hana’ birthday is soon. Her friend Chris writes a note to their friend Alicia to invite
Hana’s
her to Hana’s party. Read the note and answer the questions. Use complete sentences.
A Surprise Party Hi Alicia,

Warm-Up You know, Hana’s birthday is on 12th May. That’s this Saturday. It’s a special birthday. She’s a first
year, so it’s her first birthday at university! She’s only 18! I want to have a surprise party for her. She
• Ask students if they know what a surprise party is. always practises violin on Saturday afternoon, so the party is in the evening. Do you want to come?
Chris
• Ask students what kind of information they would expect to see
on a birthday party invitation. 1. When is Hana’s birthday?
• See if they can give a couple of example sentences or phrases 2. When is the party?
and write them up on the board. 3. How old is Hana?
4. What year is Hana in university?
Comprehension
Plan a surprise party for your friend or classmate. Work with a partner to answer
Have students read through the invitation and answer the questions about the person.
questions. Go over the answers, and ask a couple of additional 1. When is her/his birthday?
questions to confirm understanding, such as What time of day is 2. What day and time is the party?
the party starting? and Why? 3. How old is she/he?

1. Hana’s birthday is on 12th May. B Write an Invitation

2. The party is on Saturday.
Key

Following Chris’
Chris’s example, write a note. Invite people to your surprise party.
3. She’s 18.
4. She’s a first-year.

Put your students in pairs and have students write out complete
sentences about their partners’ birthdays in preparation for
writing an invitation.

B Write an Invitation
Activity C Reminder

Check these sentences and have students write out their complete Some Module 2 Goals in Unit 4

invitations. Put a tick () next to the things you can do.

Feedback
Understand and use days of the week and months of the year
Remember as you go to listen to students’ conversation with Understand and use numbers as ages and dates
one another to check their writing. Be sure they are using correct Indicate time by such phrases as in November
subject-verb agreement when switching between “I…”, “My
birthday…”, “She…”, etc. 58

C Reminder: Some Module 2 Goals in Unit 4

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a checkmark next to the goals they have achieved.

58
 Communication
D Present
A Listen for Information Students will now take turns presenting the information about the
Listen to the description of Brad Pitt. Then fill in the gaps. Track 46
celebrities they’ve chosen to describe in B.
• Ask classmates not to call out their guesses about the identity
1. He’s an man. 4. His hair is usually
2. He’s around
. of a celebrity until the presenter has finished the complete
years old. 5. Sometimes he has a description.
.
3. He has hair. • Students are free to use any language they are comfortable with
6. He’s .
in the presentation.
• At the end of a presentation, allow classmates to guess. If none
B Brainstorm can guess correctly, the presenter should come up with an
Think of two celebrities. Don’t write their names. Write three sentences to describe additional clue and speak without any more preparation time.
each of them.

1.

A 2.

3.

1.

B 2.

3.

C Organise
Listen to the description of Brad Pitt again. Number the details in the order that you
hear them. Then write the same details about one of your celebrities. Track 46

# Detail My Celebrity # Detail My Celebrity

Hair colour Hair length
Facial hair Profession
1 Nationality Age

D Present
Describe your celebrity to the class. Don’t say his or her name.

When a classmate presents, ask questions. Then guess the celebrity.

When you present, answer your classmates’ questions.

59

Communication

A Listen for Information Track 46

Read the instructions and then play through the audio so that
students can fill in the missing information.

1. American 2. 53
Key

3. blond 4. short
5. beard 6. an actor

B Brainstorm
Read the instructions. Confirm that students understand what
a celebrity is and that they know what they are expected to do.
As students write sentences about their selected celebrities, go
around to confirm their sentences are correct. Do not ask or say
anything that would reveal who the celebrity is.

C Organise Track 46

Students will now have one more chance to listen to the audio
as a model for their own presentations. Have them complete the
activity by noting the order in which the information is presented
in the audio recording.

# Detail # Detail
3 Hair colour 4 Hair length
Key

5 Facial hair 6 Profession

1 Nationality 2 Age

59
 Module 2 : Review Module 2 Review

A Vocabulary A Vocabulary
Remember and write...
Do as a class or put students in pairs. Make sure that all the
1. …five family members.
students fill in the blanks. Ask students to fill in the blanks from
memory. They may write vocabulary words that were added to the
lesson when it was covered. 2. …four technology or media devices.

1. From Unit 3, Lesson 1, p. 36: (possible answers) father,

mother, sister, brother, aunt 3. …four demonstrative pronouns.

2. From Unit 3, Lesson 2, p. 38: (possible answers) tablet,

phone, desktop computer, laptop computer 4. …five months of the year.
3. From Unit 3, Lesson 3, p. 40: (possible answers) this, that,
these, those
5. ...two levels of education in the UK. Then flip through the module, if necessary
4. From Unit 4, Lesson 1, p. 48: (possible answers) June, July, and write two more.
August, September, October
5. From Unit 4, Lesson 4, p. 54: (possible answers) infant, 6. …three activities people do at school. Then flip through the module, if necessary
necessary,
junior, primary, secondary, university and write two more.

6. From Unit 4, Lesson 2, p. 50: (possible answers) read,

write, discuss, take notes, learn
B Grammar

B Grammar Look back at the module. Fill in the gaps.

1. How sisters do you have? 10. The man brown hair is
Students should be flipping through the module as they complete my friend.
2. I three brothers.
these, but the answers do not need to match the exact details 11. He’s 65 old.
3. Do you have pictures of
from the dialogues. However, they should show understanding of your family? 12. We interesting topics.
the language covered in the module. 4. She doesn’t have relatives 13. Do they notes in classes?
here.
14. he work on Thursday?
5. Who is next to the chair?
1. many 2. have 3. any 4. any 15. Isabella to this
6. Caspar has a called Sue. university.
5. this 6. wife 7. women 8. with
Key

9. When 10. with 11. years 12. discuss 7. My teachers are all . 16. She maths.

13. take 14. Does 15. goes 16. studies 8. Who is the woman red 17. I study hard December.
hair?
17. in 18. on 18. The party is the 16th.
9. ’s the party?

60

60
 E My Imaginary Family
In the final activity, students will not need much specific guidance.
They should write freely.
C Family Members • Read the instructions and confirm understanding.
1. Write the names of four of your immediate family members and four extended • The main thing is to ensure students are pretending that the
family members below.
family in the picture is their own.
Immediate Family Extended Family
• Give on-the-spot correction as you observe the sentences
students are writing.
• Have students take turns sharing a few of the sentences they
wrote so classmates can see the variety of descriptions used.

2. Your
Y partner is at your house for a dinner party. The family members above are also
there. Tell your partner who each person at the party is (their name, age, what they
do, and any other information).

3. Now change roles. Ask questions about your partner’s family members.

D What We Do

1. Write down two things you do every week and when you do them. Tell a classmate.
In / On ,I .
In / On ,I .

2. Write down two things your classmate tells you.

In / On , she / he .
In / On , she / he .

3. Now find a partner. Ask your partner about his or her classmate’s weekly activities.
Answer questions about your classmate’s weekly activities.

E My Imaginary Family
Pretend the people below are your family. Write four sentences to explain their
appearance, age, year in school, or birthday.

The man with short black hair is my brother Eric.

He is 33 years old.

1.
2.
3.
4.

61

C Family Members
In this exercise, students will have an opportunity to review what
they have learned about family and share basic information about
people.
• Have students complete the tables with information about their
families
• Put students in pairs and read the instructions. The partners will
role-play introductions. They may need prompting to help them
respond with appropriate questions.

D What We Do
Here, students will practise asking and answering questions,
using simple present, including some use of 3rd person singular
to confirm the correct use of subject-verb agreement. Language
should make correct use of prepositions for days and time of day.
• In the first question, students write information about
themselves.
• In the second question, students will need partners. They will
write information based on interviewing their partners.
• In the third question, students will work with a new partner.
They will report and take notes on information about their
partner’s previous partner.

61
 3
MODULE
AROUND CAMPUS

Module 3 Goals
Understand and use numbers in times

Understand simple words and phrases like excuse me, sorry, and thank you

Use short, memorised phrases for specific purposes with reasonable accuracy

Indicate time using phrases such as three o’clock

Build a basic vocabulary of words and phrases about personal details and simple everyday
situations

Very simply describe where you go to school

Write about yourself and where you go to school using short, simple phrases

Ask and answer simple questions on very familiar topics (for example, student life) with
help

62
 Module 3 Overview:
Around Campus
Module 3 Goals
- Understand and use numbers in times Module 3 Preview
- Understand simple words and phrases like excuse me, sorry, and
thank you Scan for Audio

- Use short, memorised phrases for specific purposes with

reasonable accuracy
- Indicate time by such phrases as three o’clock Preview
- Build a basic vocabulary of words and phrases about personal Look at pages 64 to 89. What pages are these things on?
details and simple everyday situations
- Very simply describe where you go to school
four clocks
- Write about yourself and where you go to school using short,
simple phrases a long bridge
- Ask and answer simple questions on very familiar topics (for
example, student life) with help phrases used on the phone

things outside on a university campus

Warm Up
• Draw students’ attention to the title of Module 3: Around
Campus. Tell them that this module will teach them how to
Discuss
describe their daily timetable and the places around them.
Talk about the questions with a partner.
T
• Tell students to think about their schedules. Write the words
1. Where do you think the people are?
morning, afternoon, and evening on the board. This will I think the … are …
reinforce what the students were learning at the end of the
previous module (times of day). Write what you usually do in 2. Which subject do you study most?
each of those times or ask the class to suggest activities. I study … most.
• Have students write their own loose timetable like this on a
sheet of paper. Then go around the room and find out what 3. What else is in the building where you have classes?
In the …, there is/are …
others wrote. Tell them to add to their schedules as they go.
• Ask the class who has the most activities written on their paper.
4. Who do you talk to on the phone?
I talk to … on the phone.
Scan the QR code to watch a preview video.
Unit 5

Extension Picture Talk 5. Where do you go to spend your free time?

I go to … to spend time outside.
• Ask students questions or have them make statements
about the picture. Set a goal, such as writing ten blanks on
the board and asking students to fill them up with things
Unit 6

from the picture.

Extension Time and Place

• Write times of day on the board in number format, such as
10 a.m., 4 p.m., 9 p.m., etc. • Put students in pairs and ask them to ask and answers questions
• Ask students to think of places on or near campus, and 1 through 5.
write them on the board as well. • Monitor to make sure students have understood. Help students
• Ask students to make a statement about their timetable who are struggling.
using the time of day, location, and activity. For example, • Recap as a class by having exchanges with the students one at a
I am eating lunch at the student centre at 11 a.m. time, with about three different students per question.

1. I think the people are in a library.

Preview 2. I study history the most.
Key

3. In the building where I have classes, there is a computer lab.

• Read the first item on the list (four clocks). As a class, find the 4. I talk to my friends on the phone.
page where four photos of clocks appear (p. 64). 5. I go to the park to spend time outside.
• Put students in pairs and ask them to find the remaining three
items. Monitor to ensure students are looking together.
• Recap by asking students to tell you where each item is. Teacher’s Note Saying Times
In this module, students will express more specific times than
Key

1. p. 64 2. p. 85 3. p. 78 4. p. 84 before. On the whole, make sure that you help them build a
solid foundation for how to say times, as this can continue
to be a problem area throughout lower levels. Ensure that
Discuss students can say oh in times like 5:01, and that they grasp
• Ask a student to read question 1, or read it yourself and model terms like quarter to and half past. Other issues may come up,
a pair. Reply using the given sentence: I think the people are in a depending on students’ L1s.
library.

63
 Unit 5 . Doing Things at School 
Unit 5 Overview: Lesson 1


Telling the Time

Doing Things at School A Model Conversation
Brief note
“Around” me
ans
Read the conversation. Then listen. Track 47 not exactly. It
means a little
before or a littl
Lesson 1: Telling Time Sophia: Hi Miguel, what time is it? after.
e

Miguel: It’s quarter past three.

Aims: - Ask for and tell the time Sophia: Then I should go. My English class starts at 3.30.
- Talk about time and everyday routines Miguel: My maths class starts then, too. So what time do
you finish today?
Vocabulary: Words and phrases related to times of day, including Sophia: Around seven o’clock.
things done at those times Miguel: Wow, that’s a really long day!
Sophia: Yeah.
Y I need some coffee, but I don’t have time
Grammar: what time questions and their answers right now. Perhaps after this next class.
Miguel: Then I’ll meet you at quarter to five at the café.
Lesson 2: What do you do after classes?
Aims: - Talk about school subjects B Vocabulary
- Use go and do to talk about everyday routines Listen to the conversation again. Then fill in the gaps with vocabulary words or phrases.
- Talk about routines using before and after Track 47

1. It’s now.
Vocabulary: Names of classes/subjects.
2. Sophia and Miguel’s classes start at
Grammar: Simple present: go and do; before and after phrases .
3. Miguel’s class is .
Lesson 3: Where do you go after classes?
3.15 p.m. 3.30 p.m. 4. Sophia’s class is .
quarter past three half past three
Aims: - Use adverbs of frequency to talk about daily 5. They are meeting at at
.
routines
6. Sophia’s classes finish at
- Understand, ask, and answer questions with how today.
often
4.45 p.m. 7.00 p.m. Brief note
Vocabulary: Adverbs of frequency quarter to five seven o’clock
Times before noon end in a.m.;
Grammar: how often and adverbs of frequency times after noon end in p.m.

Lesson 4: In That Building

Aims: - Use words about a school campus maths English
- Understand and use prepositions of place
- Ask for and give directions
C In Y
Your World
Vocabulary: Parts of a building Fill in the gaps. Then practise saying the times by discussing the questions with a partner.
Grammar: More where questions and their answers 1. What time is it now? It’s .

Lesson 5: Directions 2. when you finish your class? It’s .

Aims: - Describe the location of places 64

- Understand and use prepositional phrases describing
location
Vocabulary: Verbs and phrases used to give or get directions
Warm Up
Grammar: More how questions and their answers
Write the name of the lesson (Telling Time) on the board. Ask
Some Module 3 Goals in Unit 5 the students what they think this means. Elicit answers and write
- Understand and use numbers in times them on the board. Don’t correct any mistakes at this point. Ask
- Indicate time by such phrases as three o’clock the students what the time is now. Write the correct answer on
- Build a very basic vocabulary of words and phrases about personal the board. Afterwards, tell students about your daily routine (I
details and simple everyday situations wake up at 6 o’clock. I eat breakfast at 6:30, etc.). Ask them
- Very simply describe where you go to school some questions about your routine to check understanding.
- Ask and answer simple questions on very familiar topics (for
example, student life) with help
A Model Conversation Track 47

• Transition by telling the students that the model conversation

is about telling time and daily routines (write the word routine
on the board and tell them it means things you do every day
Lesson 1 Telling Time —remind them of your routine that you told them in the warm
up).
• Ask students to read the conversation in pairs.
Aims
• Play the audio and listen to the conversation as a class.
- Ask for and tell the time • Ask students comprehension questions about the conversation.
- Talk about time and everyday routines
(Who is talking? What is their relationship? Where are they? What
Vocabulary time is it?).
Telling the time and school subjects • Ask students if they have any questions about the dialogue.
quarter past half past o’clock
quarter to maths English B Vocabulary Track 47

Grammar • Read the times in the chart on the left. Ask students to repeat
after you. Point out that there are two ways to read each time
Questions with what time; numbers as times
(For example, 3:15 and quarter past 3).
• Write a.m. and p.m. on the board. Explain that a.m. is used to
talk about time in the morning and p.m. is used to talk about
time in the afternoon/evening.

64
D Grammar
D Grammar
what time questions and their answers
• Go over the table. Practise the exchanges with students. Point
out that they can use the word after instead of past (except for
what time questions answers
What time is it? It’s 6.15.
Brief note the expression half past , which always uses past
You can also say times using
What time does your class finish? It finishes at half past one. only numbers. For example, • If you would like to practise the grammar more, write some
What time do you start your class? I start at quarter to nine. 6.15 is “six-fifteen.”

What time do you want to meet? Let’s meet at quarter past six.
different times on the board and have students ask for and
tell you the time. Correct any mistakes you hear. Answer any
questions they have.
E Grammar Practice
Put the words in order to complete the question/answer pairs. Then listen and check.
Track 48
E Grammar Practice Track 48

1. Q: What time do you wake up? A: at / I / up / wake / past / seven / quarter

• Do number 1 as a class.
.
• Point out that the given question or answer is a clue/hint to
2. Q: class / time / does / what / your / start / history A: It starts at 11.30 a.m. help them.
?
• Ask students to do the rest individually.
3. Q: eat / what / do / time / you / lunch A: I usually eat at noon.
• Check answers as a class, perhaps by having one student read
? the question and another student say the answer.
4. Q: What time do you finish for the day? A: half / usually / past / I / three / at / finish
1. Q: What time do you wake up?
.
A: I wake up at quarter past seven. 
2. Q: What time does your history class start?
A: It starts at 11.30 a.m. 

Key
F Use the Language
Talking about when things happen
T 3. Q: What time do you eat lunch?
A: I usually eat at noon. 
Discuss the pictures below using the given words and (English) language you know.
4. Q: What time do you finish for the day?
A: I usually finish at half past three. 

 Check the Workbook

For further practice, use Exercise 2–4 in Unit 5, Lesson 1 of the
sunrise wake up shower workbook.

F Use the Language: Talking about when things

happen
sunset dinner club/party • Assign students to groups of 3 or 4.
• Ask them to look at the pictures and the words.
65
• Ask them to discuss each picture as much as they can. They can
talk about what time each of the things happen and any other
• Play the audio of the model conversation one more time. Ask information they want to share. Encourage them to keep the
students to fill in the blanks. conversation going by asking follow-up questions.
• Check the answers as a class.
• Review by asking students in each group to share what they
talked about.
1. 3.15 / quarter past three 2. 3.30 / three thirty
3. math 4. English
Key

5. the café / quarter to five / quarter to five / the café

6. 7.00 / seven o’clock
Teacher’s Note Encouraging Follow-Up Questions
Explain that asking follow-up questions using question words
like how, when, where, why, etc. shows the listener that you
C In Your World are interested in what they are saying. Nodding and smiling
Activity are other ways to keep a conversation going.
Tell students to read the questions and fill in the blanks. Give
students some help with other times (10 past 3, 25 to 5 etc.) Put
students in pairs and ask them to practise asking and answering Extension What Time Do You…?
the questions. If you have time, put students in new pairs and
have them practise again. Walk around the class and correct
• Give the groups of 3 or 4 some old magazines they can cut.
mistakes you hear and answer any questions students may have.
• Ask them to choose 5 – 6 pictures from each magazine that
can be used to tell a story about someone’s daily routine.
They should draw a clock for each event/activity with the
Extension Picture Talk time that it happens.
• Ask them to create a storyboard of the person’s day by
Have students write a dialogue based on the model conversation
cutting out the pictures and placing them on the board.
and practise it.
The students can then share their stories with the rest of
the class. Encourage them to be creative!
• Students can vote on which story they liked most.

65
 Lesson 2 What do you do after classes? Lesson 2 What do you do after classes?

A Model Conversation
Aims
Read the conversation. Then listen. Track 49

- Talk about school subjects

Anna: So, what other classes do you have?
- Use go and do to talk about everyday routines T
Travis: I take biology
biology, history, computer science, and economics.
- Talk about routines using before and after You?
Anna: Chemistry French, philosophy, and maths. So I guess we only
Chemistry,
Vocabulary have English together.
Travis: Seems so. Well, anyway, what do you usually do after classes?
Names of classes/subjects Anna: I usually just go home. I take the bus. But on Tuesdays I go to
philosophy history biology economics work first. What do you do?
french chemistry computer science geometry Travis: On Tuesdays and Thursdays I play football after classes.
Maybe we can study on Mondays after classes sometimes.
physics music geography art Anna: Sounds like a great idea.
literature astronomy
Grammar B Comprehension
Listen to the conversation again. Write the name of the student (Anna or Travis) next to
Simple present: go and do; before and after phrases the subject they take, or write both. Track 49

Subject Student Subject Student Subject Student

Warm Up philosophy history biology
economics maths French
Ask students what their favourite school subject is. Write down chemistry computer science English

the subjects they mention, and help them with any that they
need the word for. Point out that these are called school subjects C Vocabulary: University subjects
V
(write school subjects on the board). Ask them to talk about their Read the words. Listen and repeat. Then try to add more subjects. Track 50

favourite subject with their partner and when they have that class Other subjects
geometry art
(day of the week, time of the class, etc.).
physics biology

A Model Conversation Track 49 music literature

• Tell students to look at the picture next to the conversation. Ask geography astronomy

them to guess who the people are and what they are talking
about. D About Y
You
• Ask students to read the conversation in pairs. Answer each question with a sentence. Then talk about your day with a partner
partner.
• Play the audio and listen to the conversation as a class. 1. What do you do before this class?
• Ask students comprehension questions about the model
conversation (Who are Anna and Travis? What are they talking 2. What do you do after this class?

about? What do they do on Tuesdays?)

• Ask them to underline all the school subjects in the text. 66

Teacher’s Note Talking About Subjects

Teacher’s Note Specific Vocabulary
In some ways, talking about school subjects is a good way for
students to create connections in class. They can use English Students may want to know more specific words like
to talk about subjects and classes that interest them and photography, etc. Give them the answers, but remind them
meet others who are like-minded. School is a safe topic and not to worry about remembering all of them.
everyone has something to say about what classes they enjoy
(or don’t enjoy!).
D About You
• Ask students to write the answers to each question in complete
 Check the Workbook sentences.
For further practice using the vocabulary, use Exercise 1 in Unit • Ask students to ask their partners the questions and to talk
5, Lesson 2 of the workbook. about their days.
Feedback
Use this opportunity to teach the structure I take . Take here
B Comprehension is used to talk about something you study/learn. Point out the
examples in the model text: I take biology, history, computer
• Ask students to look at the list of the school subjects in the table
science, and economics.
and read them aloud.
• Ask them to look back at the conversation text and fill in the
table with the name of the person that takes each subject. Extension A New Subject?
• Ask them to compare their answers with a partner. • Put students into groups of 4. Ask students to think of a
subject that they don’t have in their school.
C Vocabulary Track 50 • Encourage them to be creative.
• Ask to read each school subject. If they do not know the • Ask them to write 5 reasons why they think it would be a
meaning, have the students try to guess it based on the picture. good subject to include.
• Then, ask them to listen to each word and repeat. Remind them • Have each group present their subject and their 5 reasons.
of the proper stress in each word (e.g., biOlogy, geOmetry, • Vote for the best subject!
geOgraphy).
• Ask students to list other subjects.

66
E Grammar
F Grammar Practice
Simple present: go and do; before and after phrases
• Do number 1 as a class. Remind the students of the correct form
Brief note
of each verb, depending on the subject (I go/do, He goes, does,
subject verb and information before or after
Some words with similar spellings have I go to work before classes. etc.).
different sounds. For example, the -o in go
and the -o in do sound different.
You do your homework after dinner. • Ask students to write the correct word in the blank.
He/She goes to a café after classes
Brief note It does get busy before 8.00 a.m. • Ask them to check their answers with a partner. Walk around
The things you usually do and the order We do the laundry after exercising. and address any concerns/questions they may have.
you do them in are your routine. They go to the library before lunch.
• Check answers as a class.
F Grammar Practice
1. We go to the library after classes.
Circle the correct answers.
2. What do you do on Thursdays after work?
1. We ( do / go ) to the library after classes.
3. Where do you go after English class?
2. What ( do / go ) you do on Thursdays after work?
4. I exercise early in the morning, before classes.

Key
3. Where ( do / go ) you ( do / go ) after English class?
5. He goes to work after classes two nights a week.
4. I exercise early in the morning, ( before / after ) classes.
6. I brush my teeth after breakfast, just before leaving home.
5. He ( does / goes ) to work ( before / after ) classes two nights a week.
7. What bus do you take in the morning? Do you take the same
6. I brush my teeth ( before / after ) breakfast, just ( before / after ) leaving home.
one after school?
7. What bus ( do / go ) you take in the morning? Do you take the same one ( before / after )
school?

G Use the Language  Check the Workbook

Your class timetable
Y For more practice, use Exercise 2 in Unit 5, Lesson 2 in the
Write the names and times of some of your classes. workbook.

Class Days Start End

G Use the Language: Your class timetable

• Ask students to think about their classes. They can fill in the chart
with a list of the classes they take, the day or days they take
them, and what time the classes start and finish.
Now choose a partner. Tell your partner about your classes. Write down your partner’s classes. • Ask students to stand up, move around the room, and choose a
Class Days Start End
partner.
• Students should interview their partner about their classes and
write the information down in their book.
• If there is time, you can ask students to share any similarities with
the class.

67

Extension
• Ask students to write a short summary of their partner’s
E Grammar class timetable.
• Remind students of the word routine and its meaning (from the • They must write in complete sentences with correct
previous lesson). punctuation.
• Tell them that when you talk about routine, you use the simple • This can be done either on the computer or by hand.
present tense of the verb (I take the bus to school every day, I • They can then exchange their writing for peer-assisted
eat breakfast at 8 a.m.). editing.
• Tell the students that they are now going to focus on the verbs • The peer-editor should check spelling, grammatical
go and do. Refer to the Brief note about the pronunciation of structure, and punctuation.
the ‘o’ sound in both words. These verbs are very useful when
you talk about routines.
• Ask students to look at the chart. Read the first example  Check the Workbook
together. For further practice, have students complete Exercises 3–4 in
• Take this opportunity to explain the concept of before and after. Unit 5, Lesson 2 in the workbook.
Draw a timeline on the board if you need a visual representation
of each concept.

 Check the Workbook

For further practice, use Exercise 1 in Unit 5, Lesson 2 in the
workbook.

Teacher’s Note Use of do to Emphasise an Action

The last sentence in the chart is a good example of using do
to emphasise an action: They do like to study before they go
home. Tell students that when you say a sentence like this,
you need to stress the verb do. Practise reading the sentence
with them a few times.

67
 Lesson 3 Where
Family do
Photos
you go after classes? Lesson 3 Where do you go after classes?

A Model Conversation
Aims
Read the conversation. Then listen. Track 51

- Use adverbs of frequency to talk about daily routines

Emma: Where do you study after class, Stefan?
- Understand, ask, and answer questions with how often Stefan: I always study here at the library in the evenings.
Emma:
Vocabulary
Y
Yeah, I see you come in sometimes when I leave. I’m usually
Adverbs of frequency here in the afternoon. I hardly ever find a desk, though.
Stefan: It’s usually pretty busy in the afternoon.
never hardly ever occasionally
Emma: Y
Yeah. So sometimes I go home early and study there.
sometimes often usually always Stefan: Going home early is nice. I try to go home by nine o’clock,
but occasionally I don’t go until around ten.
Grammar Emma: Wow! That’s a long day.
Stefan: Y
Yeah. I’m always tired. But I never let it slow me down!
how often and adverbs of frequency
B Vocabulary
Read. Then write the adverb of frequency next to the percentage of time it represents.
Warm Up
never hardly ever sometimes always
• Write the title of the unit Where do you go after classes? on the
board. Ask the students to ask you this question all together occasionally often usually

aloud.
0% 35% 70%
• Share what you do after class/school every day. Make up 20% 50% 90%
100%
something funny/creative to gain more interest in the topic.
C Comprehension

A Model Conversation Track 51

Listen to the conversation again. Then fill in the gaps using vocabulary from above. Track 51

1. Stefan studies at the library.

• Ask students to look at the photo next to the conversation. Ask 2. Emma visits the library in the afternoon.
them to guess where the people in the photo are and what they 3. She gets a desk.
might be talking about (they are in a library, talking about what 4. Emma studies at home.
they do after class). 5. Stefan goes home at ten o’clock.
6. He lets tiredness slow him down!
• Ask students to read the conversation to themselves—were they
right about where they are and what they are talking about? D About Y
You
• Play the audio and listen to the conversation as a class. Write down one thing you never do, one thing you always do, and one thing you
sometimes do. Then share with a partner.
I never .
Teacher’s Note Use of though at the End of a Sentence I sometimes .
I always .
Students usually ask about the use of though at the end of
a sentence since it is quite common in conversations. In the 68

text, the example is: I hardly ever find a desk, though. You
can explain that though has the same meaning as but. It
can come either at the beginning or the end of the sentence
1. Stefan always studies at the library.
– it is common to hear it at the end of a sentence in North
2. Emma usually visits the library in the afternoon.
American English. 3. She hardly ever gets a desk.
Key

4. Emma sometimes studies at home.

5. Stefan occasionally goes home at ten o’clock.
B Vocabulary 6. He never lets tiredness slow him down!
• Ask students to take a look at the adverbs of frequency in the
diagram on the page. Tell them that this line represents the
frequency (or how many times) things happen.  Check the Workbook
• Read each word aloud and have the students repeat after you to For more practice, use Exercise 3 in Unit 5, Lesson 3 of the
practise correct pronunciation. workbook.
• Ask students to fill in the chart with the correct adverb that
matches the percentage of frequency. Tell them to use the
diagram for help. D About You
• Ask students to check answers with a partner and do a quick Setup / Demo
check as a class. • Ask students to think about their daily or weekly routines.
• Tell them to complete each sentence in the activity.
 Check the Workbook • Ask them to share their answers with a partner. Do they have
For more practice, use Exercises 1–2 in Unit 5, Lesson 3 of the the same ideas?
workbook.

Extension
C Comprehension Track 51
Ask students to talk about how they relax after a busy day.
• Tell the students you are going to play the model conversation
What kinds of things do they do to feel better? How often do
again and that they need to put the correct adverb of frequency
they exercise? Do they do yoga? Do they take a hot bath? Do
in the blank.
they meditate?
• Play the audio.

68
E Grammar
Brief note
With adverbs of frequency, placement can be flexible. See the
G Use the Language: How often do you...?
how often and adverbs of frequency
Grammar Reference (p. 122) for more information on how to use
them with verbs that are not be. For be verbs, see Unit 6 Lesson 3.
• Tell the students they are going to think about their own daily
routines before, during, and after class.
How often questions are often, but not always, answered with adverbs of frequency.
How often do you go to the cinema? We go to the cinema often. • Ask them to fill in the chart with as many activities as they can.
How often do you study in the library? I usually study there.
How often does your study group meet? On Mondays and Thursdays. / Twice a week.
• Give students time to come up with information. Encourage
other words for usually other words for hardly ever them to write whatever they can, and be ready to help students
a lot seldom who want to write something they don’t know the words for.
often rarely
• Put students in pairs. Tell them to discuss their answers.
• Encourage students to ask each other follow-up questions to
F Grammar Practice
keep the conversation going.
Put the words in order to make sentences.
1. we / to / often / café / after / go / classes / the .
2. cinema / sometimes / I / go / the / to .
3. often / work / do / go / how / you / to ?
4. study / past / I / midnight / seldom .
5. how / you / break / do / your / together / often / take ?
6. frequently / home / get / I / late / Fridays / on .

G Use the Language

How often do you…?
Consider the following questions, and then fill in the table below.

• What are some things that you do?

• Where do you go?
• How often?

Adverb Activities

always

usually

often

sometimes

occasionally

hardly ever

never

Now discuss your activities with a partner.

69

E Grammar
• Go over the table with students. Practise the exchanges.
• Call attention to the Brief note about the positions of adverbs of
frequency.
• Ask the students to practise the exchanges with a partner.

Teacher’s Note Use of a lot instead of usually

• Explain to students that a lot comes at the end of the
sentence since it is technically not an adverb. For example: I
usually study in the library. I study in the library a lot.

F Grammar Practice
• Do number 1 as a class.
• Let students complete the remaining items.

1. We often go to the café after classes.

2. I sometimes go to the cinema.
3. How often do you go to work?
Key

4. I seldom study past midnight.

5. How often do you take your break together?
6. I frequently get home late on Fridays.

 Check the Workbook

For further practice, use Exercise 4 in Unit 5, Lesson 3 in the
workbook.

69
 Lesson 4 In That Building Lesson 4 In That Building

A Model Conversation
Aims
Read the conversation. Then listen. Track 52

- Use words about a school campus

Man: See that building? The science labs and classrooms are in there.
- Understand and use prepositions of place Woman: Oh, right. Just where the map says it is. How many floors does
- Ask for and give directions it have?
Man: The lab tower has five floors, and the classroom tower has
Vocabulary three.
Woman: Do you know if there are toilets nearby?
Parts of a building Man: Yes, they’re in reception near the lifts.
Y
reading room common room office reception Woman: Oh. Well, my class is on the second floor of the classroom wing.
lifts stairs corridor lobby Man: Just so you know
know, each floor has men’s and women’s toilets
opposite the lifts.
tower floors
Woman: That’s great to know. Are there stairs too?
Grammar Man: Y the stairs are down the corridor from the lifts. There are
Yes,
signs on the doors.
More where questions and their answers
B Vocabulary
Warm Up Read the words. Listen and repeat. Then try to add more vocabulary about buildings.
Track 53

Put students in pairs. If possible, ask them to take 5 minutes and common room
walk around the inside of the building. Ask them to write down
stairs
all the rooms/places they see. If this is not possible, ask them to reception

picture the building in their minds and make a list of places/rooms corridor

they can remember. Elicit their answers, and write them on the lobby
board. Tell students that today they are going to talk about their Other words
school campus. (Explain that campus means the grounds/land and tower

buildings of a university or college.) floors

A Model Conversation Track 52

• Tell students that they will listen to a conversation about a

C In Y
Your World
school campus.
Think of a building on your campus. Write three sentences to describe it. Then your
• Ask students to read the conversation in pairs. partner asks questions and tries to guess which building your sentences describe.
Some examples are below.
• Play the audio and listen to the conversation as a class.
• Ask students quick comprehension questions like: What building Sentences Questions
It’s a tall building. How many floors does the building have?
are they talking about? Where are the restrooms? There are two lifts. Does it have a large lobby?
• Finally, point to the pictures next to the conversation and
70
ask who the people are. This will provide an opportunity for
students to show understanding and will recycle language from
the previous lesson.
C In Your World
Setup / Demo
Teacher’s Note The Use of the Word wing • Demonstrate the activity by using the building you are in. Read
In the conversation, the woman refers to the classroom wing. each question with the students and elicit the answers.
Here, the meaning of wing is section. We use the word wing • Now, explain the activity to students. They must think of a
to refer to a large part of a larger space. Sometimes, it can different building than the one you described and have their
refer to a part of a very large house. Perhaps the students partner guess which building it is by asking questions about it.
have heard of the show The West Wing, which refers to the • Do a class check of the activity by giving some examples
offices of the President of the United States, located in the of buildings and features that students mentioned in their
White House. discussion and eliciting responses.

B Vocabulary Track 53  Check the Workbook

• Ask students to look at the images and the words. Have For further vocabulary practice, use Exercises 1-2 of Unit 5,
students read each word aloud. Lesson 4 in the workbook.
• Play the audio and ask students to repeat each word.
• Ask students to try and list other places on a campus. Refer back
to the warm-up activity for ideas.
• Walk around and provide names for other places on campus if Extension World Campuses
students ask. • Ask students to go online and find a map or image of
• Put students in pairs and have them discuss their list. another school campus. Encourage them to look at other
• Check answers by having students take turns reading the words countries and cities.
aloud. • They should choose one and look through images of the
campus.
• Students must then describe the campus to a partner,
noting things that they thought were impressive, surprising,
or different from their campus.
• Share their experiences as a class.

70
 1. in 2. in 3. on 4. inside

Key
D Grammar
5. beside 6. in 7. from 8. inside
More where questions and their answers

where questions answers

Where are the toilets? They are across the hall. Brief note

Where are the offices? They are on the third floor. Use at for a place: Teacher’s Note in vs. inside
It’s at the bus stop.
Where is it? It’s beside the library. Use in for a place with boundaries:
Where is that? It’s inside the Science Building. It’s in the classroom. These two prepositions are often interchangeable, with some
Use on for surfaces:
prepositions often used to answer where questions It’s on the wall. exceptions. It is best to explain the concept as follows.
across beside on inside outside from
to down through up at in Inside: Includes the idea that someone or something is
Brief note
surrounded by walls (For example, The class is inside the lab
Look back at pages 15 and 28. This page reviews today is correct. She is inside Brazil is incorrect. Brazil has no
and adds to information on those pages.
walls; she is not enclosed in Brazil).
E Grammar Practice
In: Much more general than inside. She is in Brazil is correct.
Circle the correct prepositions.
1. The science lab is ( in / at / on ) the building beside the cafeteria.

2. The swimming pool is ( in / on / from ) the sports centre.

 Check the Workbook
3. The clock tower is ( in / on / up ) the Student Building.

4. The fountain is ( inside / through / on ) the courtyard.

For further practice, use Exercise 3 in Unit 5, Lesson 4 in the
5. Are the toilets ( up / down / beside ) the information desk?
workbook.
6. The geography lecture is ( in / beside / from ) the lecture theatre.

7. How do we get to the library ( down / from / on ) the Student Building?

8. The theatre is ( across / through / inside ) the Performing Arts Building.

F Use the Language: Library tour
• Put students into groups (3 or 4 people per group).
• Ask a student to read the instructions aloud.
F Use the Language
• Ask another student to read the questions aloud. Answer any
Library tour
questions that they have about vocabulary related to libraries.
Work with a group. Imagine you are giving a
tour of your school’s library to new students.
• Give students time to complete the activity. Walk around and
Think about the following questions: assist when needed.
• How many floors does the library have? • When they have finished, ask one group to role-play their
• Where are the lifts and the stairs?
• Where are the toilets?
conversation at the front of the class.
• Where are the classrooms?
• Where are the reading rooms?
• Where is the issuing desk?

Tell them where things are in the building.

Then switch roles.

71

D Grammar
• Ask students: Where are the restrooms in this building? Elicit
their answers.
• Explain that they are now going to learn how to ask and answer
questions about where places are.
• Refer to the chart, and go through it with students. Ask them to
practise asking and answering the questions with a partner.
• Explain that prepositions of place show where something is
located.
• Refer to the Brief note about at, in, and on.

Teacher’s Note Prepositions of Place

Prepositions of place can be tricky to teach. The sentence
structure is quite different from many L1s. The key is
demonstration and practice using real-world locations and
things. Take time to introduce these and practise often.

E Grammar Practice
• Do number 1 as a class. Remind students of the Brief note from
the grammar introduction section.
• Put the students in pairs and ask them to do the remaining
seven sentences together.
• Monitor pairs as they work. Explaining why certain prepositions
are used rather than others will probably lead to more
confusion. Many of the wrong answer choices are intentionally
obvious to help students choose the correct prepositions by
ruling out the ones that don’t make sense.

71
 Lesson 5 Directions Lesson 5 Directions

A Model Conversation
Aims
Read the conversation. Then listen. Track 54

- Describe the location of places Woman: Excuse me. Can you help me find the Psychology Building?
- Understand and use prepositional phrases describing appearance Man: Of course. This is the Humanities Building. Go back out of the main
doors, and walk past the fountain to the footpath. Turn left and
Vocabulary follow the footpath until you see a large, brick building on your
right. That’s the Psychology Building.
Asking for and giving directions Woman: Thanks. That sounds easy. Do you know what floor the main lecture
back/behind at the top /at the bottom / at the end theatre is on?
Man: Sure. It’s on the second floor. Go through the main doors, and at the end of the hall, go
until in front up the stairs. The lecture theatre is just at the top of the stairs.
How do I get to…? Do you know where…? Woman: Thanks very much!
to/on the left/right
Excise me. / Pardon me. How do I find...? / How do I get to...? B Vocabulary
follow turn
Read the words, phrases, and expressions. Then listen and fill the gaps below. Track 55
pass find
Verbs
Grammar go get take turn walk (past) pass find follow

More how questions and their answers Phrases

Excuse me. / Pardon me. How can I help you? to the left
I can’t find... / Can you help me find...? How may I help you? to the right
How do I find...? / How do I get to...? First... Then... Next... on the left
Warm Up Do you know where...? Then / Next, take the... on the right
Prepositions and prepositional phrases
Display a map of your school campus. Elicit from students the back behind at the top of / at the bottom of / at the end of until in front of

word map. Discuss the features of the map (buildings, landmarks,

Man: Excuse me. 1 the football pitch?
etc.). Place an X on the map where the class is located. Then,
Woman: It’s 2 this building, so 3 through
ask students how you can get to another location on campus. the main lobby 4 you get to the back doors.
Encourage them to give you as many directions as they can. 5 turn 6 . 7 the

Put students in pairs and ask them to discuss what their first day tennis courts. The football pitch is 8 .
Man: Okay. Thanks!
was like on campus. Were they lost? How did they find their
classrooms?
C In Y
Your World
Choose a place below. Tell your partner how to get to that place from your classroom.
A Model Conversation Track 54

• Ask students to read the conversation in pairs.

• Play the audio.
• Confirm that students have understood by asking them
the toilets the stairs the exit the lift
comprehension questions. (Where does the woman want to
go? (the psychology building) What floor is the lecture hall on? 72

(second))
• Ask students to underline any words they don’t know and to ask
their partner if they know the meaning. Then check as a class. C In Your World
• Put students in new pairs.
B Vocabulary Track 55 • Ask them to choose one of the 4 places in the activity and
• Explain that they are now going to look at different words and create a small conversation with their partner asking for and
phrases to ask for and give directions. giving directions to that place from the classroom.
• Go through the chart together and ask students to read each • If there is time, have them think of two more places on campus.
word or phrase aloud.
• Explain that students are now going to complete the dialogue
using vocabulary from the box.

1. how do I find / how do I get to 2. behind 3. go

Key

4. until 5. Then 6. left

7. Walk past 8. on your right

• Check answers as a class.

• Tell students to go back to the model conversation and
underline the words/phrases that ask for and give directions.

 Check the Workbook

For further practice, use Exercise 1 in Unit 5, Lesson 5 in the
workbook.

72
D Grammar
Brief note F Use the Language: Your campus
More how questions and their answers
Put the verb first when giving directions, advice, or
commands. The subject is assumed to be you. • Put students into groups of 3. Ask them to draw a map of their
campus in their book. They should discuss where each building
using how to ask for directions using imperatives to give directions
How do you get there? Go down the corridor. is and draw a dot to indicate where they are now.
How do I find the cafeteria? Take the stairs up to the next floor. • After they finish drawing their map, ask students to imagine
How do I reach the issuing desk? Walk past the lift.
How do we find the library? Head to the Science Building. It’s on your left. that they are new students. Tell them to practise asking for and
How do I get to the women’s toilets? Go halfway down the corridor. Look to your right. giving directions from one place to another.

E Grammar Practice
Teacher’s Note Giving Directions
Put the words in order to make sentences.
1. lift / take / down / the / floor / first / to . Some people find it challenging to give directions in their first
2. the / how / I / to / bookshop / get / do ? language! Be patient and encourage lots of practice outside
3. down / walk / corridor / the / turn / and / right . the classroom as well.
4. footpath / the / past / follow / fountain / the .
5. find / I / Student / how / do / the / Building ?

Extension Guess Where

F Use the Language
Your campus
Y Give the class directions to a place from the classroom. The
In groups of three, draw a map of your campus. Discuss where each building is, and then first student who guesses the place has the next turn. Keep
label the buildings. Put a red dot on the building where your classroom is. the activity relaxed and game-like.

Choose a building—not the building you are in now. Write directions about how to get there
from where you are now.

73

D Grammar
• Explain to students that there are specific grammatical structures
that you use when you ask for and give directions: questions
with how and imperatives. Refer to the Brief note about
imperatives.
• Go through the chart with the class.

E Grammar Practice
• Ask the students to unscramble the sentences. Do the first one
as a class.
• When students are finished, ask them to compare their answers
with a partner.
• Then check as a whole class.
1. Take the lift down to the first floor.
2. How do I get to the bookshop?
3. Walk down the corridor and turn right. / Turn right and walk
Key

down the corridor.

4. Follow the footpath past the fountain.
5. How do I find the Student Building?

 Check the Workbook

For further practice, use Exercises 2-3 in Unit 5, Lesson 4 in the
workbook.

73
 Active Review
Unit 5 : Active Review
A Directions
Listen to the conversation. Fill in the missing words. Then
practise the conversation with a partner. Track 56
A Directions Track 56
Man: Excuse me. Hi, I’m a new student here.
• Have students preview the script. Ask them what they think the Building?
the Science

conversation is about, based on the title of the exercise and the Woman: Actually,
Actually I’m a science student, so I know the building well.
image. Give feedback and discuss. It’s that tall tower over there. It has ten .
Just past the library and
• Play the audio. Then tell the students that they must listen again a right. the
and walk the fountain, and you’re there.
and fill in the missing words. Man: Great. Do you know where the is?
• Play the audio again. You may have to play it once more since Woman: It’s the security in the .

there are many blanks. Man: Okay. I also have to meet someone in the common room there.
the common room?
• Check the answers as a class. Woman: It’s on the . Take the up. Then walk
down the , past the room. The common room is
, next to the .
Man: Excuse me. Hi, I’m a new student here. How do I find Man: Brilliant! Thanks for your help!
the Science Building? Woman: Y
You’re welcome. Have a nice day.
Woman: Actually, I’m a science student, so I know the building
well. It’s that tall tower over there. It has ten floors. Just
B A Map of Campus
walk past the library and then take a right. Go down
Now write down some places on your school campus that you know how to get to. Imagine
the stairs and walk past the fountain, and you’re there. you are a new student, and ask your partner how to get to those places. Your partner can check
Man: Great. Do you know where the reception desk is? online for a campus map and use it to give you directions. Are the directions good?
Key

Woman: It’s beside the security office in the lobby.

Man: Okay. I also have to meet someone in the common room
there. How do I get to the common room?
Woman: It’s on the third floor. Take the lift up. Then walk down
the corridor, past the study room. The common room is
on the right, next to the toilets.
Man: Brilliant! Thanks for your help! Switch roles and practise again.

Woman: You’re welcome. Have a nice day.

C Reminder
Some Module 3 Goals in Unit 5
• Ask for two volunteers to read the conversation aloud.
Put a tick () next to the things you can do.
• Answer any questions that may come up.
Understand and use numbers in times
B A Map of Campus Indicate time by such phrases as three o’clock

• Ask students to either go online or to the school office to get a Build a basic vocabulary of words and phrases about personal details and
simple everyday situations
copy of a campus map.
• Have students write down a few places they know how to get 74

to in their books.
• Ask students to imagine that they are new students. They must
ask their partner how to get to the places on their list.
• Then have them switch roles and practise again.
• Remind students to give clear directions. Walk around and
check to see the directions are clear and orderly. Encourage the
students to use words from the conversation.

C Reminder: Some Module 3 Goals in Unit 5

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a checkmark next to the goals they have achieved.

74
 Fluency
C Now Write
A Read to Write • Tell students that they will have three minutes to describe one
Read the paragraph about Martin Stein. of the routines from B in a paragraph. Give students a little bit
of time to choose one of the people from B and gather their
My Friend Martin’
Martin’s Routine
thoughts about that person’s routine.
My friend Martin has an interesting job. He is a television news reporter. He usually wakes
up early and goes to the television studio by 8.00 a.m. Then he reads and watches the news or • Tell students to write the routines. Let students work alone for
makes phone calls to get ideas for stories. After he gets an idea, he often goes out to meet and three minutes.
interview people. Then he goes back to the studio to write and edit the story. It airs on the news
at 6.00 p.m. Martin watches the story and takes notes. He wants the next story to be better.
• While students write, walk around the room to check students’
Martin usually doesn’t go home before 8.00 p.m. He works a lot, but he enjoys his job. writing, but don’t interrupt the students. Give help if asked.
• After three minutes, call students’ attention back. Put students
B Prewrite in pairs and have them read their writing aloud to each other.
Make notes about the routines of people in your life. Monitor the pairs and check paragraphs for accuracy.
• Help students correct some of their mistakes, but remind them
A family member
that the goal was to write a paragraph about a routine in three
Name:
minutes.
A friend
Name:

A classmate Extension A Home Away From Home

Name:
• Have students go online and find a picture of a place they
A famous person
would like to live. It could be in their country or another
Name:
one.
Brief note
Use your imagination for this last one.
• Have students work in pairs to imagine a routine in the
place they chose. Tell them to note down their ideas.
C Now Write • As a class, talk about the places students chose and the
Choose one of the people above. Write a short paragraph about that person’s routine. various routines they came up with.
Write everything you can write in three minutes. Then stop.

Title :

Whose paragraph sounds the most correct? Does your teacher agree?

75

Fluency

Warm Up
• Write the word routine on the board. Elicit actions that are
part of most people’s daily routines, such as reading the news,
drinking coffee, having lunch, going to class, etc. Come up with
a typical routine based on students’ ideas.
• Ask students to write down their daily routine. You may want to
limit it to weekdays to keep things simple.
• Have two or three students share their routines with the class.

A Read to Write
• Tell students they are going to read a short piece describing
Martin’s routine. Give them a time limit (90 seconds) to finish
the reading.
• Ask the student to underline the key words and phrases that
describe Martin’s routine (for example, He usually wakes up
early, After he gets an idea… etc.).

B Prewrite
• Ask students to think of four people (a family member, a friend,
a classmate, and a famous person) and to describe their daily
routines. Encourage student to be as creative as they can when
describing the famous person’s routine.
• Have students share their answers with a partner. Ask for a
couple of volunteers to share their famous person’s routine with
the class.

75
 Unit 6 . Places on Campus 
Unit 6 Overview: Lesson 1


The computer lab smells new.

Places on Campus A Model Conversation
Brief note
Read the conversation. Then listen. Track 57
Sometimes we use short
forms of names. “Steph”

Lesson 1: The computer lab smells new. Stephanie: Hi, Y

Yakov. is short for Stephanie.

Yakov: Oh, hi Steph. How are you?

Aims: - Describe locations in your school Stephanie: Not great. I have to write an essay tonight. Actually
Actually, I need
a place where I can type it up. Is there a computer lab in this
- Use adjectives as complements after linking verbs building?
Vocabulary: Places and things in a building Yakov: Y
Yeah, there’s one on the fifth floor. It’s at the end of the
corridor, near the professors’ offices and the reading rooms.
Grammar: Adjectives and linking verbs Stephanie: Oh, right. I think I know that lab. It looks big.
Y
Yakov: It is. It’s also quiet—great for writing! And it’s new. It even
Lesson 2: Could I speak to Dr Roberts? smells new because the computers are new. They’re fast, too.
Stephanie: It sounds nice. Is it crowded?
Aims: - Asking and receiving information over the phone Y
Yakov: Sometimes, but it’s empty at night.
- Use adjectives before nouns
Vocabulary: Expressions for asking for information over the phone B Vocabulary

Grammar: Adjectives before nouns Read the words and phrases. Listen and repeat. Then try to add more things that are
in your building. Track 58
Lesson 3: In the Lounge Other things

Aims: - Describe locations of items in a room

- Use adverbs of frequency water reading computer
office floor
fountain room lab
Vocabulary: Things in a lounge or common area
Grammar: Adverbs of frequency with be C Common Adjectives
Listen to the conversation again. Fill in the gaps with adjectives from the top row.
Lesson 4: At the Student Centre Then write the opposites from the bottom row. Track 57

Aims: - Ask and answer information questions with how quiet clean big long new fast empty
dirty small loud slow crowded short old
- Describe how to get to a specific location
Vocabulary: Object and items in a student centre 1. The computer lab looks . 1.

opposites
2. The lab is —great for writing! 2.
Grammar: More how questions: how + adjective/adverb
3. And it’s . 3.
Lesson 5: It’s a really nice day. 4. So the computers are . 4.
5. At night, the lab is . 5.
Aims: - Make small talk about the weather
- Describe outdoor locations D In Y
Your World
- Use intensifiers to describe people and things Choose a room in this building or another building you know. Write three adjectives to
describe it. Choose a partner and talk about your room. Then change roles.
Vocabulary: Weather
The is , , and .
Grammar: Intensifiers
76

Some Module 3 Goals in Unit 6

- Very simply describe where you go to school
- Write about yourself and your school using short, simple phrases • After students have listened, give them a minute to compare
- Ask and answer simple questions on very familiar topics (for their answers with a partner before getting the attention of the
example, student life) with help class and getting the answers.
• Have students listen one more time for any additional
information or to clarify any questions they have about the
questions you gave them.
Lesson 1 The computer lab smells new. • Elicit additional information from the students, then give
students time to read the conversation individually.
Aims • Alert students to the intonation pattern of Yes/No vs wh-
- Describe locations in your school and how questions. Yes/No questions generally have rising
- Use adjectives as complements after linking verbs intonation at the end. Wh- and how questions have falling
intonation. The conversation has examples of both, so if there is
Vocabulary time it would be useful for students to practice the difference.
water fountain reading rooms office computer lab floor
Grammar B Vocabulary Track 58

Adjectives and linking verbs

• Before students look at the vocabulary exercise, ask them what
rooms or areas they know in English. Write any words that
students know on the board.
• Look at each picture and say the word below it. Ask students
Warm Up to repeat. Ask comprehension questions to ensure students
• If the school has new and old buildings, ask students what understand. For example: What do we do here? Who uses this
differences they notice between the buildings. area? How many floors are in this building?
• Ask students what buildings and facilities they use the most at • In North American English, the ‘t’ in water is pronounced as a
their school. d-flap: wadder. When the first syllable in a two syllable word is
followed by a ‘t’, the /t/ is pronounced like a /d/. Students don’t
A Model Conversation Track 57 need to pronounce it this way, but is useful for them to know
that it happens. Other examples: butter, fatter, platter
Transition by telling students they will listen to a conversation
• Ask students to brainstorm a list of other things and places that
happening on a school campus.
are in their building.
• Tell students to close their books. Play the audio and ask
students to listen to the conversation. Then ask students who is
speaking and what room are they describing?
76
E Grammar
D In Your World
Adjectives and linking verbs Put students in pairs. Give them two minutes to complete their
sentences. Then they can share them with their partner.
be + adjective
subject be verb adjective
The library quiet.
is
Our classroom small.
The lifts in this building
are
slow. Extension Guess Which Room/Place/Location.
The computers in the lab fast.
• Have students work in pairs or small groups of 3-4.
linking verb + adjective
Linking verbs are not action verbs. They are used with adjectives to describe things. • Each student must choose a location in the school. They
subject linking verb adjective
Brief note should not tell their partner the location.
The reading rooms look clean.
This test seems difficult. When we talk abo
food, fine is norm
ut • The partner can ask yes/no questions using common
These French fries taste fine. / delicious! al.
My bed feels warm.
Delicious means
very good.
adjectives to try to guess which location their partner has
The computer lab
The other classroom
smells
sounds
new.
loud.
chosen. (For example, Is it big? Yes, it is. / No, it isn’t.)
• If students are working in pairs, they can switch partners
F Grammar Practice after each person has had a chance at guessing. This will
Put the words in order to make sentences. give them the opportunity for more speaking and listening.
1. students / those / are / loud 3. lab / the / is / computer / empty
. .
2. pizza / my / tastes / great 4. classroom / hot / this / feels E Grammar
. .
• Review is/are for singular and plural subjects.
Now use the noun and adjective to make your own sentences.
5. house / big 6. lift / slow
• For linking verbs, point out to students that when a verb is
. . followed by an adjective, that verb is working as a linking verb.
Some verbs can be action verbs and linking verbs. For example:
G Use the Language
The food smells bad. (linking verb) The dog smelled the tree.
Describing rooms
(action verb)
Write simple descriptions of the pictures. Then choose a partner and talk about your descriptions.
• Briefly go over table. Note that the linking verb ‘to be’ is
not stressed in sentences. Have students practise saying the
sentences and putting stress on the nouns and adjectives.

 Check the Workbook

For further practice with linking verbs, use Exercise 4 in Unit 6,
Lesson 1 of the workbook.

77
F Grammar Practice
• Do number 1 as a class.
• Then ask students to fill in the blanks individually. When they are
C Common Adjectives Track 57
done, ask them to check their answers with a partner.
Setup / Demo • When answers as a class.
This activity provides practice using common adjectives to describe
locations with vocabulary used in the Model Conversation. 1. Those students are loud.
Activity 2. My pizza tastes great.
3. The computer lab is empty.
Key

• Ask students to do the activity in pairs.

4. This classroom feels hot.
• First ask them to see if they can remember what word should fill in 5. Example answer: The house is big.
the blank. 6. Example answer: This lift is slow.
• Then have them listen to see if they are correct.
• With their partner, they can choose the opposite word.
G Use the Language: Describing rooms
1. big 2. quiet 3. new 4. fast 5. empty
• Give students time to work on their own written descriptions of
Key

Opposites: 1. small 2. loud 3. old 4. slow 5. crowded the pictures.

• When they are done, put students in pairs so that they can
compare descriptions.
Feedback • Students are likely to have fairly similar sentences for the
Ask students to use the adjectives from the exercise to describe some pictures.
of the rooms or locations they talked about in Part B. Then give • Bring the class together and elicit sentences from the class
feedback.
about the pictures.

77
 Lesson 2 Could I speak to Dr Roberts? Lesson 2 Could I speak to Dr Roberts?

A Model Conversation
Aims
Read the conversation. Then listen. Track 59

- Asking and receiving information over the phone Lisa: Good morning. This is Lisa in the English Department. How can I help you?
- Use adjectives before nouns Jesse: Hi. My name is Jesse Robles. I’m in one of Dr Roberts’ classes. May I speak to him, please?
Lisa: I don’t think he’s here at the moment. Can I take a message?
Vocabulary Jesse: Yes,
Y I have a question for him about the essay due this
afternoon. Could you ask him to call me back, please?
Good morning. This is / Hello. speaking. Lisa: Sure. Could I have your phone number
number, please?
Hello. My name is / Hello. This is . Jesse: Y
Yes, it’s 0123 826 941.
May I speak to , please? / Is he in? Lisa: 0123 826 941?
Jesse: That’s right.
I don’t think is here right now. / Sorry, isn’t available.
Could I take a message? Brief note

Could I have your phone number please? B Vocabulary: On the phone

V When you know the person you’re talking
to, say “This is…” When you don’t know
It’s / My (phone) number is . Read the expressions. Then listen and practise. Track 60 the person, say “My name is…”

Thank you. Have a good day. / Thanks. Talk to you later. Answering Asking for a message

Grammar Good morning. This is Lisa. / Hello. Lisa speaking. Can I take a message?
Calling Asking for a phone number
Adjectives before nouns Hi. My name is Jesse Robles. / Hello. This is Jesse Robles. Could I have your phone number, please?
Asking to speak to someone Giving your phone number
May I speak to him, please? / Is he in? / Is he there? My (phone) number is 0123 826 941.
Warm Up Saying someone is busy Saying goodbye
I don’t think he’s here at the moment. / Sorry, he isn’t Thank you. Have a good day. / Thanks. Talk
Ask students if they have ever made a phone call in English. Who available. to you later.

did they call? Who might they need to call in the future? How do
they feel making phone calls in English? C Pronunciation Brief note

Phone numbers We often say oh instead

of zero when saying
Read. Then listen to the phone numbers below and practise. Track 61 phone numbers.

Teacher’s Note The Value of Sample Dialogues Numbers for counting are spoken like this: Phone numbers are spoken using just the numbers:
103  one hundred and three 103  one zero three

Many students feel nervous making phone calls in a second Sometimes people say repeated numbers as ‘double’ or ‘treble’:
3551  three-double-five-one 0144  oh-one-double-four 01444  oh-one-treble-four
language because they do not have any non-verbal cues
available to them. Knowing a script for simple exchanges 1. 0205 686 8021 2. 0307 503 9843 3. 01388 775 6846

can help them build confidence because they know what

to expect. Even if the phrases used by the other speaker are D In Y
Your World

slightly different, the exchange is likely to be similar. With a partner

partner, write a short phone conversation on a separate piece of paper. Include
a simple question, like What time does the class start? Also include a greeting and a
goodbye. Then role-play the conversation. Try to do it without reading.

A Model Conversation Track 59

78

• Transition by telling students they will practise leaving and

taking messages in this lesson. First, they will listen to a
conversation between a student and a receptionist. C Pronunciation: Phone numbers Track 61

• Ask students to listen to the audio once with their books Setup / Demo
closed. Try to identify who the student is asking for and what Listening for phone numbers can be challenging. This activity
information he wants. gives students practice recognising the difference between how
• Give students a minute to share their answer with a partner, and English speakers say phone numbers (as opposed to numbers in
then go over the information as a class. other contexts).
• Play the audio to check, and have students listen for the phone Activity
number. Check the number with the class. • Draw students’ attention to the phone number in the dialogue.
• Put students in pairs and have them practise the dialogue from Ask them if they notice anything unusual about how the phone
the book, taking turns playing the student and the receptionist. number is said.
• Ask students to read the information in the exercise, and then play
B Vocabulary: On the phone Track 60 the audio.
• This activity provides some alternative ways of expressing • Have students work in pairs and practise saying the numbers.
information. Feedback
• Have students listen to the phrases and repeat them. • Ask random students to read a specified number for the class.
• Encourage them to vary their intonation. Please sounds more
polite if it has a rising intonation, for example.
• After practicing each phrase, play the audio again. Extension Practicing Phone Numbers
• Have students work with their partner again. This time, • Ask students to make up a phone number.
substitute alternative phrases in the model conversation. • Have students stand up and circulate through the classroom
• Have one or two pairs perform their conversations for the class. to collect 5 phone numbers from classmates. They can use
the language from the dialogue to ask for the numbers.
• Give students a few minutes to circulate. When time is up,
 Check the Workbook
have them return to their seats. Ask them to share a few of
For further practice with questions for telephone the numbers to wrap up the activity.
conversations, use Exercise 2 and 3 in Unit 6, Lesson 2 of the
workbook.

78
E Grammar
F Grammar Practice
Adjectives before nouns
• In this activity, students must choose words from the box to make
Other adjectives grammatically correct sentences with an adjective + noun. Go
forming phrases
article/demonstrative adjective noun over the directions with students, reminding them to add is to
a polite woman their statements. Also explain when to use a and an.
that big building
a quick question • Do number 1 as a class.
(none) crowded classrooms
in statements • Then ask students to write their sentences individually or in pairs.
The teacher is a polite woman.
Our classroom is in that big building.
• When ready, check answers as a class.
I have a quick question.
Crowded classrooms are usually loud.
(Answers will vary.)
1. Dr. Roberts is a busy professor.

Key
F Grammar Practice 2. She is a friendly woman.
Use the words in the box with is and a or an to make statements.
3. This chair is comfortable.

chair comfortable she friendly Dr Roberts this busy professor woman

G Listen to Speak Track 62
1. .
2. .
• Tell students they will listen to a description of Dr. Robert’s
3. . office. Play the audio.
• Now, tell students they will hear the description again. This time,
G Listen to Speak they must fill in the missing adjectives.
Listen to a description of Dr Roberts’ office. Fill in the missing adjectives. Track 62
• Read the description aloud. Speak clearly and slowly to help
students with the exercise. Pause briefly at the end of sentences.
Dr Roberts’ office is nice. He has 1 bookshelves along the wall.
• If necessary, read through a second time. Then ask students if
There are two 2 chairs for students to sit in. He also has a lot of
3 pictures on the wall. There is a 4 lamp they have questions or need something repeated.
on his desk, and a window behind his chair. It helps to make the room bright. On the other • Have students check their answers with a partner. Then, play the
wall, there is a table with 5 books and magazines on it. The only audio again so the class can check their answers.
sound is the fish tank in the corner. Otherwise, it’s a very 6 room.
Key

big, comfortable, old, beautiful, interesting, quiet

Describe the office in three sentences to your partner.

• For the second part, put students in pairs. They will talk about
the picture and write three sentences describing it. If there is
time, students can draw a room and describe it to their partner.
Then write three sentences about their partner’s room. This can
be assigned as homework if there is no time for it in class.
79

Extension Dream Room

D In Your World Have students choose a room that they like from a magazine
• Put students in pairs. Each pair must write a short dialogue or book and write 3-5 sentences describing it.
asking a simple question.
• When students have completed their dialogues, give them a few
minutes to practise. Have students perform their dialogues
for the class. If the class is large, you can limit the number of
presentations, or get a certain number of volunteers to perform.

Teacher’s Note Intonation

Encourage students to vary their intonation patterns as
they practise. You can even allow them to exaggerate the
intonation as it will help them to internalise the patterns. A
varied intonation pattern sounds less abrupt and friendlier.

E Grammar
• This grammar table points out the common sentence pattern
of subject + verb + noun phrase (with an adjective preceding a
noun). In many languages, descriptive adjectives are placed after
nouns, so this pattern may seem strange to some students.
• Go over the table with the students. If necessary, review the
parts of speech. Tell students that the adjective tells us more
about the noun. It answers the question, What kind?
• Have students read the sentences aloud. For pronunciation
practice, you can remind them that content words (nouns,
verbs, adjectives, and adverbs) are usually the stressed words in
sentences.
• For extra practice, have the students substitute different
adjectives in the sentences.

79
 Lesson 3 In the Common Room Lesson 3 In the Common Room

A Vocabulary: Things in a student common room

V
Aims
Read. Then listen and repeat. Track 63

- Describe locations of items in a room

- Use adverbs of frequency
Vocabulary noticeboard

pool table noticeboard coffee maker vending machines pool table

armchairs coffee table sofa / couch TV vending machines

coffee maker

Grammar
Adverbs of frequency with the verb be
coffee table
TV sofa/couch/settee
armchairs
Warm Up
Ask students if they ever use the student common room (or B Listening
equivalent area) at their school. What is in the common room? Listen. Match the locations with the vocabulary words. Track 64

What do they do there? 1. in my building a. pool table

2. at the front of the room b. noticeboard
3. in front of the chairs c. vending machines
A Vocabulary: Things in a student common room 4. in the kitchen area d. coffee maker
Brief note
A common
Track 63 5. in the corner e. coffee table room
is a shared
space
where stu
6. hanging on the wall f. sofa can relax
dents
The target vocabulary in this lesson focuses on objects that can be 7. at the back of the room g. TV have a snac
and
k.
found in school lounges or student centres. 8. along the back wall h. common room

• Transition by telling students they will listen to the names of

C Pronunciation
objects that they might find in a typical student common room. Compound noun emphasis
• Play the audio and have student point to the items as they hear Listen and put a tick next to the emphasis you hear
hear. Track 65

the word. Play the audio again, pausing to give students time to 1. ARMchairs armCHAIRS 4. vending maCHINES VENding machines
repeat the vocabulary. 2. COFFee table coffee TAble 5. noticeBOARD NOTiceboard

• Put students in pairs. Ask them to circle the items that they have 3. coffee MAker COFFee maker 6. POOL table pool T
TAble

in their school common room. Ask them to put a check by items

D In Y
Your World
they want to have.
Look back at part A. Which things are in your building? Write two, and add one more
thing not from the lesson.

B Listening Track 64

• Give students a minute or two to read the list of places and

items. 80

• Put students in pairs. Then tell them they will hear a description
of a student common room. Ask them to listen carefully and
wait to start writing until after listening.
Teacher’s Note Tip
• Play the audio file. Give students time to do the activity based
on what they remember from the audio. Adding movement to a pronunciation exercise can help
• Play the audio file a second time. Let students check and correct students with rhythm and stress in English. For practicing
their answers with a partner, and then play a third time if stress pattern, you can have students stand up and stomp
necessary. their feet or wave a pen or pencil on the stressed syllable.
• Go over the answers with the class.

D In Your World
Key

1. h 2. g 3. e 4. d 5. c 6. b 7. a 8. f
Students have had the chance to discuss the items they have in
their common room in previous activities. Have them write two
of the items in the boxes. Then add another item that was not
C Pronunciation: Compound noun stress Track 65
discussed in class.
Activity
• This activity raises students’ awareness of the stress patterns in
spoken English. Extension Map of The Common Room
• For each pair of words, read the phrase with the correct stress. • Ask students to review the description given in Exercise B.
Tell students to listen and put a check mark by the phrase they
hear. You can overemphasise the stressed syllable if necessary.
• Have students work individually or with a partner to draw a
floor plan of the lounge based on the description.
• Go over the answers as a class.
• Put students in groups of 3 or 4 and have them compare
their drawings.
1. ARMchairs 2. COFFee table 3. COFFee maker
Key

4. VENding machines 5. NOticeboard 6. POOL table

80
E Grammar 1. There are always people in the lab.
2. The common room is never crowded.
Adverbs of frequency with be
3. There are never events at weekends.

Key
Adverbs of frequency usually come immediately after be.
4. I am seldom at the library.
subject be verb adverb of frequency more information
5. Our tests are usually easy. / Usually our tests are easy.
There is always food in the vending machines.
There are usually people in the common room.
6. There is usually someone on the sofa. / Usually someone is on
I am often in classes. the sofa.
Our tests are sometimes difficult.
The lab is rarely/seldom crowded.
We are never late.

The words usually and sometimes can also appear at the beginning of a sentence.  Check the Workbook
usually or sometimes subject be verb more information For further practice with adverbs of frequency, use Exercises 2
Usually there are people in the lounge.
Sometimes our tests are difficult.
and 3 in Unit 6, Lesson 3 of the workbook.
Brief note
Adverbs of frequency can come in different places.

F Grammar Practice
You can learn more later in the Blueprint series!
G Use the Language: Describing Places
Underline the error in each sentence. Write the correct sentence on the line below. • Ask students where they usually go on the weekend. Ask them to
1. Always there are people in the lab. 4. Seldom I am at the library. think about one place. Tell them they are going to describe that
place to a partner
2. The common room never is crowded. 5. Our tests are easy usually. • Have students write about their location individually.
• Put students in pairs. Each student will take turns describing his/
3. There are events at weekends never. 6. There is someone usually on the sofa.
her location. The partner will listen and take notes.
• Remind students that they do not need to use complete
G Use the Language sentences when they are taking notes. They need to write enough
Describing places details to help them remember key information.
What do you do on the weekend? Think of a place where you spend time. Take notes in the top
box, and use them to describe the place to a partner. Then listen to your partner’s description and
• Encourage students to ask each other questions and extend the
take notes. interaction.
• As a class, students can volunteer to tell everyone what they
I am usually at…
learned from their partner.

My partner is usually at… Extension My Favourite Place

For homework or in class, students can write a description
of their favourite place. Encourage them to expand on the
description by adding when or how often they go there,
81
and what they do there. If the students have pictures, the
descriptions and pictures could be posted on the classroom
wall or bulletin board so that other students can read them.
E Grammar
• Give students 1-2 minutes to read over the grammar chart. Ask
them what pattern they notice in the first chart. Where is the
adverb of frequency placed in the sentence? Draw students
attention to the placement of the adverb after the verb be.
• If necessary, review adverbs of frequency: never (0%), rarely/
seldom (5-10%), sometimes (20-40%), often (40-70%), usually
(70-90+%), and always (100%).
• Have students read the sentences in the chart aloud.
• Have students read the sentences aloud. Emphasise the
differences between usually and sometimes.
• Give additional oral practice by asking questions and having
students answer with responses that are true for them. For
example: Are our tests always difficult? Example responses: Yes,
they are. No, they are usually easy.

F Grammar Practice
• Give students time to read the instructions. Ask them what they
need to do in the activity after they have read the instructions.
• Do number 1 as a class.
• Have students work individually, and then check their answers
with a partner.
• Question 3 may be challenging as the error is in the verb and
students will be expecting an error in the adverb placement.
• Correct with the class by having students read answers aloud or
write on the board.

81
 Lesson 4 At the Student Centre Lesson 4 At the Student Centre

A Model Conversation
Aims
Read the conversation. Then listen. Track 66

- Ask and answer information questions with how Student: Excuse me.
- Describe how to get to a specific location Woman: Hi, how can I help you?
Student: Is there a shuttle bus to the train station?
Vocabulary Woman: Yes,
Y there’s one outside. It stops in front of the student
centre—right at the front door.
front door front entrance ATM mailboxes Student: Oh, I see. How often does it come?
cafeteria announcement board coffee shop gift shop Woman: Here’s the timetable. Let’s see… The next one is at 4.30.
office/school supply store bookshop Student: How much does it cost? Brief note
Woman: It’s free with a student ID. “Free”” means you don’t
Grammar Student: Oh, okay. Great. Thanks! pay money for it.

More how questions: how + adjective/adverb

B Vocabulary
What else is usually in a student centre? Think of some things and add them to the list.
Warm Up
Things in a student centre
• Ask students where they go to get information about what is - information desk - bus timetable
happening around campus. Try to elicit the word student centre. -
-
Ask what else student can do at the student centre. front door / -
front entrance
-

A Model Conversation Track 66 Then listen to the words your teacher says. How many did you think of?

• Transition by telling students they will listen to a conversation C Common How Questions
between a student and the worker at an information desk. Match the beginnings and endings to make how questions. Then fill in the gaps to complete
the answers.
• Tell students to close their books, and then play the audio. After,
ask students what information the student is looking for and 1. Q: How many a. is it to the city? A:
what information he wants. 2. Q: How much b. does it take?
three siblings.
A: It £7.00.
• Give students a minute to discuss with a partner, and then go 3. Q: How old c. does it cost? A:
21 years .
over information as a class. 4. Q: How often d. siblings do you have? A: It every thirty
minutes.
• Play the audio again to check their information. Make sure 5. Q: How far e. does the bus come?
A: It’s thirty miles from here.
6. Q: How long f. are you? A: It ten minutes.
students note the time stated in the dialogue. Ask to check
comprehension.
D About Y
You
• Put students in pairs and have them practise the dialogue from
Complete the how questions. Then ask and answer them with your partner.
the book. Have them take turns playing the student and the
How far is it from your house to...? It’s... from my house to...
receptionist. How much does it cost to...? It costs... to...
82

B Vocabulary
• Ask students if there is an information desk at their school or
student centre. • Look at the next box. Students should fill in the blanks so they
• Put students in pairs and have students create a list of things correctly answer the questions. Give students time to fill in the
they might find in a student centre. blanks and check their answers as a class.
• Once students have had time to create their list, start reading
• Have the students take turns asking the questions and
your own list aloud. Use the key below to help. Tell students to answering with their partners.
put a check by anything that they listed. • Check the exercise as a class by selecting students or getting
• Next, ask students if they thought of any words to add to the volunteers to read the questions and answers aloud.
list. Write all the suggestion on the board and go over them as a
class. Teacher’s Note Tips for Exercise C

ATM / mailboxes / cafeteria / noticeboard / coffee shop / gift shop

• Students may have difficulty with sibling (column 2, point
Key

/ office supply store / school supply store / bookshop d). Explain that it means brothers and sisters.
• Using take to express length of time is highly idiomatic and
• Wrap up by asking how many students had each word. may be confusing for students. Provide additional practice
with this question after completing the exercise by asking
C Common How Questions students How long does it take…? questions. Examples:
How long does it take you to do your homework? How long
• Draw students’ attention to the target language focus of how
does it take you to get ready for school in the morning?
questions by referring back to the model conversation. Ask
How long does it take you to make dinner? etc.
if the students in the conversation need to pay for the bus.
(No, it’s free.) What question did the student ask to get that
information? (How much does it cost?) Can you think of any
other questions we can ask with How? 1. Q: How many siblings do you have? A: I have three siblings.
• Have students look at the first column in Exercise C and read the 2. Q: How much does it cost? A: It costs $7.00.
‘how + adverbs’. Then have them read the words in the second 3. Q: How old are you? A: I am 21 years old.
Key

column. 4. Q: How often does the bus come?

A: It comes every thirty minutes.
• Have students work individually or in pairs to complete the
5. Q: How far is it to the city? A: It’s thirty miles from here.
questions in the first box. Do the first one together.
6. Q: How long does it take? A: It takes ten minutes.
• Have students complete the rest of the questions. When they
are done, check their answers as a class.

82
E Grammar
F Quick Review
More how questions: how + adjective/adverb
• Put students in pairs. Ask them to look at the units and find the
words or phrases that go in the blanks.
with do
adj./adv. do/does subject verb
• Remind students to check the entire unit, including the Brief
often do you study? notes for the answers.
often the bus come?
How • When ready, check answers as a class.
long does take to get into town?
it
much cost to get a taxi?

Key
with be F Quick Review
many / old / often
adj./adv. be verb more information
Look at the how questions in the two
far it to the city? grammar tables. Which how question
is
crowded the lounge? is covered in...
How often you late?
Unit 3 Lesson 1? How ...? G Grammar Practice
old are you?
many there?
Unit 4 Lesson 1? How ...? • Do number 1 as a class.
Unit 5 Lesson 3? How ...?
• Then ask students to fill in the blanks individually or in pairs.
G Grammar Practice • When ready, check answers as a class. If students are working
Fill in the gaps to form how questions. individually, give them a minute or two to check their answers
1. How much it cost? 4. often we take with a partner before checking with the whole class.
2. How far to tests?
the train station? 5. does it take to
1. does 2. is it 3. How … is

Key
3. big your get to the campus?
4. How … do 5. How long 6. How many … do
university? 6. siblings
you have?

H Use the Language

Asking for information
 Check the Workbook
Choose a place nearby for your partner to go to. Write it on a piece of paper. Give the paper to
your partner. For further practice with How + adverb questions, use Exercise
When you receive your paper, ask your partner questions to find out where the place is and how 2 in Unit 6, Lesson 4 of the workbook.
to get there.
Write some of your conversation below.

A:
H Use the Language: Asking for information
B:
• Tell students that they must choose a nearby location and write it
on a piece of paper. Put students in pairs. Each student must give
A: his/her partner the piece of paper.
• Students must ask each other questions to find out where their
B: given location is and how to get there.
• Once they have finished their exchange. Students must work in
83
pairs to create a dialogue using the language they used in order
to complete the task.

D About You
Extension In the Neighborhood
Have students work individually to complete the questions. When
they are done, put students in pairs. Students will take turns • Locate copies of school or neighborhood maps. You will
asking and answering each other’s questions. need at least one for each pair of students.
• Put students in pairs. Each student must choose a location
on the map. Do not let them tell their partners the location.
Extension Mingle The student must ask questions to help him/her find the
• Have students stand up and mingle. They must ask and right location.
answer the questions they came up with in Exercise D. Have • Once the student guesses the location correctly, they may
students speak with at least 5 different people. switch partners.
• To add some fun, you can set a timer. Students must try
to complete the question exchange with as many other
students as possible before the timer rings.

E Grammar
• Tell students they are going to look at the grammar for how
questions: how + adjective/adverb. Give them a few minutes to
read over the tables.
• Ask students which how questions they practised with already in
the previous activities. Allow them to look back in their books to
check if necessary. Clarify any difficult vocabulary if needed.
• Compare how questions with is/are and do/does. Identify the
main verb in the do/does questions. Remind students that
when there is a verb other than be, we need do/does to make a
question.
• Ask students relevant questions from the charts and get answers
that reflect their real lives.

83
 Lesson 5 It’s a really nice day. Lesson 5 It’s a really nice day.

A Model Conversation
Aims Brief note

Read the conversation. Then listen. Track 67 “What are you up to?”
- Make small talk about the weather Jessica: Hi, Ben.
is a casual greeting
similar to “How are
- Describe outdoor locations Ben: Hey,, Jessica. What are you up to?
Hey
you?” A common
answer is, “Not much.”
- Use intensifiers to describe people and things Jessica: Not much. Y
You?
Ben: Uh, well, exams start next week. I like to study out here on the lawn.
Vocabulary Jessica: Great idea. It’s a really nice day. It’s very sunny, though.
Ben: Oh, I usually sit under a tree so I don’t feel hot. Sometimes there are empty benches
courtyard room halls in the shade.
flowers / flower bed bench pavement / footpath Jessica: Ah, that sounds nice.
Ben: Would you like to join me?
Grammar Jessica: Well, I should be going. I have a really big test, too. But I usually study in my room.
Ben: Okay. Well, have a good day. Enjoy the weather.
Intensifiers
Jessica: Y
You too! Talk to you later.

Warm Up B Vocabulary
Read the words and phrases. Then listen and repeat.
Start the class with some small talk about the weather. What kind
Track 68

grass tree
of day is it? Do the students like this kind of weather? What kind
of weather do they like? shade

flowers/ pavement/
courtyard room/halls bench
flower bed footpath
Teacher’s Note Small Talk
Which of the things above can be found on your university campus? Where are they?
In many English-speaking countries, talking about the weather
C Vocabulary:
Vocabulary: Weather
is an important part of small talk or phatic speech. Weather
Listen and practise saying the weather phrases.
is a very safe and usually non-controversial topic that enables Track 69

people to be friendly with each other in a casual situation. It’s sunny. There’s a storm.
It’s windy.
The sun is out/shining. It’s stormy.
English speakers will often ask visitors how they like the
weather. It’s cloudy. It’s foggy.
It’s hot.
It’s warm.

It’s snowy. It’s cold.

It’s raining.
It’s snowing. It’s cool.
A Model Conversation Track 67
D Quick Review
This conversation takes place on the school campus between two
Look back at the brief notes in this unit. Find words or phrases that mean...
students.
• Transition by telling students they will hear a conversation ...food is really good: ...announcement board:

between two people. ...something doesn’t cost anything: ...”How are you?”:
84
• Tell students to keep their book closed. Play the audio one time.
Ask students to listen for any words they hear that are weather
related. Give students a minute to check with a partner, and
then check as a class.
Extension On a Sunny Day
• Play the audio again and pause after each weather word or
phrase. Ask students, if possible, to repeat the word or phrase. • Ask students, What do you like to do when it’s .
• Play the audio again while students read along. • They should answer, When it’s , I like to . Or I like to
• Put students in pairs and have them practise the dialogue, when it’s .
taking turns speaking each role. • After you have done a few exchanges with the class,
• If there is time, have one or two pairs perform the dialogue for say a weather expression plus a student’s name. That
the class. student must make a question with the expression and ask
someone in class. That person should answer with the given
expression. Repeat to check other student’s comprehension.
B Vocabulary Track 68

• Transition into this activity by having students refer to the Model

Conversation again and asking them if the students are inside or D Quick Review
outside. • Put students in pairs and tell students that they will do a review
• Have students look at the pictures and identify which things race.
they would see on their campus. Play the audio for the • Give students about five minutes to look through the unit to
vocabulary words and ask students to repeat them. Remember find the words or phrases that mean the same as the words or
to pay attention to word stress. phrase given.
• After practicing each word, play the audio again. • The first pair to finish gets to lead the whole class correction
• Transition into the next activity by asking what type of weather when all the students have finished.
is shown in the pictures.
Key

delicious / noticeboard / free / What’s up

C Vocabulary: Weather Track 69

Ask students to read the phrases for weather aloud. Then play the
audio and have students listen and repeat.

84
E Grammar
F Grammar Practice
Intensifiers
• In this activity students will put the scrambled words in order to
We use intensifiers to make words stronger. We can put them before adjectives and adverbs. make sentences.
really/very/so + adjective
• Do number 1 as a class.
subject + be verb intensifier adjective Brief note • Then ask students to complete the activity individually or in
really sunny. So is used this way only in
It’s very hot.
casual speaking and writing, pairs.
not in formal writing.
so windy. • When ready, check answers as a class.
Very and really can also be used between an article and an adjective before a noun.
really/very + adjective + noun
1. Marie is a very kind person.
subject + be verb article intensifier adjective noun 2. These flowers are so nice.
3. Our classroom is really hot.

Key
He’s very smart professor.
a
It’s really nice day. 4. My halls are very old.
5. The campus is really/very/so big.
F Grammar Practice
6. The trees on campus are really/very/so tall.
Put the words in order to make sentences.

1. person / very / a / kind / Marie / is 3. is / hot / classroom / really / our

 Check the Workbook
. .
2. are / these / nice / flowers / so 4. very / my / old / halls / are For further practice with intensifiers, use Exercise 3 in Unit 6,
. . Lesson 5 of the workbook.
Rewrite the sentences with intensifiers to make them stronger and more descriptive.

5. The campus is big. 6. The trees on the campus are tall.

. . G Listen to Write: Describing the outdoors Track 70

• Tell students that they are going to hear a description of a

G Listen to Write
woman’s favourite place.
Listen to a woman describing her favourite place to spend time outdoors. Which place is
she describing? Track 70
• Before you play the audio, give students time to look at the
pictures. As a class, brainstorm vocabulary and phrases relating to
the pictures. Write these on the board.
• Put students in pairs. Play the audio once. In pairs, students
should decide which picture was described.
• Ask the students if they heard any of the brainstormed words in
the description. Put a check mark by any that students heard.
Think of an outdoor place where you like to spend time. Write a description. Then tell a partner.
• Play the audio again. Pause to address any confusion or questions
that arose during the activity.
• If necessary, play the audio again to make sure students
85 understand.

Extension Tourist Ad
E Grammar
Have students create an advertisement for an outdoor tourist
• The grammar chart explains how intensifiers can be used to
spot. They can find images from a magazine or online. They
qualify adjectives and adverbs in order to make their meaning
must write a brief description of the location and try to
stronger.
make it sound as appealing as possible. When all the ads are
• Give students a few minutes to read the chart. Ask completed, the class can vote on the location they would like
comprehension questions to ensure their understanding. For to visit.
example: It’s really hot. Does that mean it is a little hot or a lot
hot? You can use gestures to emphasise the difference.
• Have students practise saying the sentences with extra emphasis
on the intensifier in each sentence.

Teacher’s Note Using so as an Intensifier

• So is used as an intensifier in casual conversation or informal
writing but is rarely used in formal or academic contexts.
• Make sure students understand that intensifiers cannot be
used with a noun by itself. Read the sentences in the second
chart without the adjective with a questioning expression.
Ask students if that sentence is okay. When they say no, ask
them for the correct expression. Then ask them why. They
should say that you need an adjective (or adverb) with very,
really, and so.

85
 Active Review
Unit 6 : Active Review
A University Prospectus
Read the university prospectus and answer the questions below. Brief note
hrs is short for hours.
A College Brochure Academic Buildings University of Wessex Halls of Residence

Warm-Up The Science Centre Sunnybrook Hall

- New chemistry & biology labs - Men’s & women’s rooms
Ask students why they chose this (your) school or university. What - Media centre
- Computer science lab
- Common and reading rooms

made them decide to come here. If they do not understand, you The Humanities Building
The West Hall
- Women only
can make a list of local schools and circle the school you are in. - Philosophy Department - TV/film lounge
- History library
Ask students, Why here? What do you like? Student Centre The East Hall
The Language
Language Building
Comprehension - Classrooms with media/technology
-
-
Gym (open 24 hrs.)
Meeting rooms for student clubs
- Men’s & women’s rooms
- Common room with game room &
- Library of foreign literature - Cafeteria & cof
coffee shop kitchen
• Ask students to open their book to the review page and look at - International common room - School supplies store
- Lecture theatre Beautiful Campus
the college brochure. - Shuttle bus to city centre. with open, green space

• Put students in pairs and have each pair review the brochure
1. Which building has a computer lab? 3. Which halls don’t have rooms for men?
and circle and unfamiliar vocabulary. The following words may
be challenging: humanities, media, auditorium, shuttle. 2. Which building has a place to exercise? 4. Which halls have places to do schoolwork?
• Go over any unfamiliar words, then have pairs answer the
questions. B Write a Brochure
• Go over answers with the class. Work with a partner. Make a similar prospectus for your university.

1. The Science Centre 2. The Student Centre

Key

3. The West Hall 4. Sunnybrook Hall

B Write a Brochure
Activity
• Tell students that now they will create a brochure for their C Reminder

university. Some Module 3 Goals in Unit 6

• Put students in small groups of 3 or 4. Tell them that the Put a tick () next to the things you can do.

brochure needs to tell students about the university and why it

Very simply describe where you go to school
is a good place to study.
Ask and answer simple questions on very familiar topics (for example,
Feedback student life) with help
Use short, memorised phrases for specific purposes with reasonable accuracy
• When all the groups have completed their brochures, students
can walk around and view the other students’ work.
86
• While students are viewing the work, take note of any common
errors. When students have returned to their seats, go over the
common errors with the whole class.

C Reminder: Some Module 3 Goals in Unit 6

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a checkmark next to the goals they have achieved.

86
 Communication
nouns: desk, chair, bookshelves, computer, window

Key
A Warm Up
adjectives: small, comfortable, bright, cool, clean
(picture described is on the left)
In part B, a student describes his favourite place to study
study. Put a tick next to the words
you think he’s going to use. Then write two more words.

quiet comfortable TV C Prepare

hot desk clean
coffee maker window sofa
• Tell students to think about their favourite place to study and to
write some notes about it. The notes could be noun + adjective
phrases as in the previous activity.
B Listen for Information
• When students have finished writing, give them a few minutes
Listen to a student describe his favourite place to study
study. Make a list of the things the
student mentions and the adjectives he uses. Track 71 to prepare their description by thinking about what they will say
using their notes.
nouns adjectives

D Speak
• Put students in pairs. Students will take turns describing their
favourite study location to their partner.
• If there is time, some or all students can share their description
with the rest of the class.
Listen once more and make sure your list is complete. Check your guesses from part A.
Are they correct? Which picture does the student describe? Track 71

C Prepare
Think of a place where you like to study. Write some notes about it, and prepare to
describe it.

D Speak
Share your description with a partner.

87

Communication

A Warm-Up
• Tell students that they will listen to a student describe his
favourite place to study.
• Before students listen, they need to make predictions about
what they will hear by checking the words they think they will
hear in the description.
• Students then need to think of two additional words they think
they will hear and write those words in the blank spaces.
• Go through the vocabulary items and take a quick tally of how
many students have chosen each word. Ask for the words they
have generated themselves and write these on the board.

B Listen for Information Track 71

• Play the audio once. Tell students to circle the words they
guessed right in the Warm Up.
• Play the audio again. Tell students to write down the nouns
(things) they hear. Put students in pairs and have students check
their answers with a partner. Then check as a class.
• With their partner, tell students to try and remember what
adjectives the speaker used to describe each noun.
• Play the audio again so that students can check and write down
any answers that they missed.
• Have students choose the picture that the student described.

87
 Module 3 : Review Module 3 Review

A Vocabulary A Vocabulary
Remember and write...
Put students in pairs or do these as a class. Make sure that all the
1. …two ways to say 3.30 p.m.
students fill in the blanks. Ask students to try to fill in the blanks
from memory. They may write vocabulary words that were added
2. …five school subjects.
to the lesson when it was covered.
1. From Unit 5, Lesson 1, p. 64: half past three, three thirty
3. …five adverbs of frequency.
2. From Unit 5, Lesson 2, p. 66: (answers will vary) philosophy,
chemistry, biology, history, computer science, etc.
4. …five common adjectives.
3. From Unit 5, Lesson 3, p. 68: (answers will vary) always,
usually, often, sometimes, hardly ever, never, etc. 5. …two things that are in a university building. Then look through the module and
4. From Unit 6, Lesson 1, p. 76: (answers will vary) cold, hot, write three more.

quiet, dirty, clean, big, etc.

5. From Unit 5, Lesson 4, p. 70: (answers will vary) toilet, lift, 6. …two things that are outside on a university campus. Then look through the
module and write three more.
sofa, common room, computer lab
6. From Unit 6, Lesson 5, p. 84: bench, room / halls, tree,
flowers / flower bed, pavement / footpath
B Grammar
B Grammar Look back at the module. Fill in the gaps.

Students should flip through the module as they complete 1. What do you start classes? 10. These French fries good.
this exercise. However, the answers will not always match the 2. Let’s meet at past six. 11. May I to him, please?
exact details from the dialogue. However, they should show 3. My class is / 12. Could I your number
lunch. please?
understanding of the language covered in the module.
4. He to work two days a 13. My is 0308 445 6721.
week.
14. Our tests sometimes
1. time 2. quarter 3. before / after 4. goes 5. I usually home after classes. difficult.
5. go 6. do 7. across [down] 8. lift / stairs 6. Where you go before 15. Usually are people in
Key

9. are 10. taste [are] 11. speak 12. have classes? the common room.
13. number 14. are 15. there 16. much 7. The toilet is the corridor. 16. How does it cost?
17. long 18. really / very / so 8. T
Take the to the fifth floor. 17. How does it take?
9. The computers in the lab 18. It’s windy today.
fast.

88

88
 D Phone Role-Play
• Tell students that they will review telephone conversations. With
the whole class, brainstorm what expressions they remember
C Schedule Interview from the lesson and write these on the board.
First, prepare an interview. Look back to Unit 5. Find questions about habits and
routines (for example, What do you do after classes?). Write the questions below, or
• Put students in pairs. Ask them to take turns being the caller
make your own questions. Then interview a classmate about his or her daily routine. and the person answering the phone. Students must role-play
the conversation using the prompts in the book.
Questions Partner’s Answers
Partner’
• Remind students that they can refer back to Lesson 2, Unit 6 for
1.
help.
2.
• To wrap up the activity, have some students perform their
3.
dialogue for the class.
4.
• Do a brief intonation or pronunciation review at the end to
address any issues that you noted during the activity.
D Phone Role-Play
Role-play a phone conversation using the instructions below. Change roles once. Refer
back to Lesson 2 of Unit 6 for help. E Describe the Pictures
Student A (caller) Student B • Put students in pairs. Give them five minutes to try to remember
Answer the phone. as much as they can about what they learned in this module
Ask to speak to T
Tom. Say that T
Tom isn’t here. Ask for a message. without looking in their texts.
Ask for T
Tom to call you back. Ask for the caller’s phone number.
Give your number. Say thanks and goodbye.
• Have the whole class share what they remember.
• Tell students that they are at the end of the module, and for a
E Describe the Pictures
final activity they will write five sentences about the pictures.
Write five sentences about the pictures below.
• Some students may benefit from having time to discuss it with a
partner before writing on their own.
• When students have completed their sentences, they can share
them with a partner.

1.

2.

3.

4.

5.

89

C Schedule Interview
• Put students in pairs. Tell them that they will be interviewing
each other about their daily routines and writing the questions
in their textbook.
• Ask them to open their textbook to Unit 5 to find examples of
question to include in their interview. Students can also create
their own questions.
• When students have prepared their questions, the pairs must
take turns asking and answering the questions.
• To wrap up the activity, have each student share one thing they
learned about their partner’s activities and routines.
• Review any common errors that came up during the activity.

89
 4
MODULE
DONE FOR ThE DAY

Module 4 Goals
Understand and use numbers in prices

Buy things in shops where pointing and gestures can support what is said

Ask and answer questions about things shops have

Ask people for things and give them things

Very simply describe where you live

Join simple phrases with words like and

Describe what you like and don’t like

Describe what you can and can’t do

90
 Module 4 Overview:
Done for the Day
Module 4 Goals
- Understand and use numbers in prices Module 4 Preview
- Buy things in shops where pointing and gestures can support what
is said Scan for Audio

- Ask and answer questions about things shops have

- Ask people for things and give them things
- Very simply describe where you live Preview
- Join simple phrases with words like and Look at pages 92 to 117. What pages are these things on?
- Describe what you like and don’t like
- Describe what you can and can’t do
tigers playing

Warm Up two kinds of sports

• Draw students’ attention to the title of Module 4: Done for the a No Parking sign
Day. Tell them that this module will help them learn things they
a house with a white door
can say to describe things they do outside of class and after
class at the end of the day.
• Tell students to think about what they do outside of class. Start
a mind map: Write the phrase “free time” in a circle in the Discuss

middle of the board. Draw lines out from that circle, and draw Talk about the questions with a partner.
T
circles at the ends of those lines. Write “food,” “shopping,” 1. Look out of your classroom window. What are you seeing?
and “home” in these circles. Use student suggestions to keep I’m seeing …
drawing the mind map.
2. What do you want, and where can you get it?
I want …
Extension Picture Talk I can get it …

• Ask students questions or have them make statements

3. What do you have at home?
about the picture if they can. Set a goal, such as writing ten
I have … at …
blanks on the board and asking students to fill them up with
things from the picture. 4. What food do you like? What food don’t you like?
Scan the QR code to watch a preview video.
Unit 7

I like … but I …
Extension Three Things about Me
• Write three sentence beginnings on the board: 5. What can you do well?
I … well.
I live in …
I live with … / by myself.
Unit 8

In my house, there is/are …

• Finish the sentences with information about yourself. Draw
a simple picture of your home and explain it as you go. Try
to draw the things that you mentioned in your sentences.
• Ask students to do the same thing on their own. Make sure • Put students in pairs and ask them to ask and answer questions
they know that the point isn’t to draw well but to connect 1 through 5.
words with real life. Tell them they can draw their house • Monitor to make sure students have understood. Help students
however they want. who are struggling.
• Ask students to show their work and read their writing in • Recap as a class by having exchanges with the students one at a
pairs. time, with about three different students per question.
• Recap by having one or two stronger students share.
(Example answers)
1. I’m seeing students on campus.
Preview 2. I want a hat. I can get it at the campus store.
Key

3. I have a desk, bed, and lamp at home.

• Read the first item on the list (tigers playing). As a class, find the
4. I like shrimp, but I don’t like crab.
page where there’s a picture of tigers playing (93).
5. I can ski very well.
• Put students in pairs and ask them to find the remaining three
items. Monitor to ensure students are looking together.
• Recap by asking students to tell you where each item is. Teacher’s Note Broadening Target Language
As the last module in the book, this is where students can
Key

1. p. 93 2. p. 99 3. p. 106 4. p. 108
start to branch out more. The range of what they will be
expected to say will grow wider rapidly. Moving forward, be
sure to give students a strong grounding in the fundamentally
Discuss important language they will learn here, including new tenses
• Ask a student to read question 1, or read it yourself and act out. and the verbs want and like.
Reply using the parts of the sentence: I’m seeing students on
campus.

91
 Unit 7 . Study or Eat? 
Unit 7 Overview: Lesson 1


Are you going to the cafeteria?

Study or Eat? A Model Conversation
Read the conversation. Then listen. Track 72
Brief note

Samantha: Hi Ethan! Are you coming to the cafeteria? “Off to” is informal.
Lesson 1: Are you going to the cafeteria? Ethan: Oh, hi Samantha. No, I’m not. I’m just going to the library.
It means going.

Where are you off to?

Aims: - Understand and use words related to activities on
Samantha: I’m meeting Kelly and Philip for lunch.
campus Ethan: It’s 3 o’clock. Are you having a meal together?
- Use present continuous in yes/no questions Samantha: No, just a snack. Anyway
Anyway, come with us.
- Talk about what people are doing Ethan: Sorry. I want a book for my African literature class.
Samantha: Oh, are you studying African literature?
Vocabulary: More places and things on campus Ethan: Y
Yeah. I’m taking Professor Dayo’s class. We’re discussing
Western African writers this month.
Grammar: Present continuous tense
Samantha: That’s great. Well, they’re waiting for me. I should get going.
Lesson 2: In the Library Ethan: All right. See you later.

Aims: - Understand and use words for things and actions in

libraries B Vocabulary

- Use want and would like to ask for things Listen to the conversation again. Then fill in the gaps with vocabulary words or
phrases. Track 72
Vocabulary: Language used in the library
Grammar: want and would like
Lesson 3: At the Cafeteria cafeteria / canteen alone / by himself literature

Aims: - Understand and use words related to food and cooking

- Form questions using what and what kind of
Vocabulary: Kinds of food and ways of cooking
meal snacks together writer
Grammar: Questions with what and what kind (of)
Ethan and Samantha are discussing their plans. Samantha is off to the a .
Lesson 4: At the Restaurant She’s meeting her friends Kelly and Philip there. They’re having a b
together, not a c . Ethan is going to the library d .
Aims: - Understand and use words for things and actions in
He’s e a book for his African f class.
restaurants
- Form questions using which and what C About Y
You looking for

Vocabulary: Language used in a restaurant or with purchases With a partner

partner, answer the questions about what you’re doing right now and nowadays.

Grammar: Questions with what and which • How are you feeling? Brief note
• Is your English improving? Right now means at this exact time;
Lesson 5: At the Café • Are you studying any other languages? nowadays means in the recent past
and the near future.
• Are you reading anything interesting lately?
Aims: - Understand and use words for things in cafés and • Are you living by yourself nowadays?
their costs 92
- Develop fluent use of how many and how much
- Distinguish between how many and how much
Vocabulary: Food and prices
Grammar: Questions with how many and how much; Teacher’s Note Present Continuous for Future
uncountable nouns
Learners vary in how straightforward present continuous
Some Module 4 Goals in Unit 7 for future is for them. Be aware that it is used in the model
- Understand and use numbers in prices conversation, but it shouldn’t be taught or discussed at this
- Buy things in shops where pointing and gestures can support what level, except to say simply that we can also use be –ing about
is said a very sure plan, usually with another person.
- Ask and answer questions about things shops have

A Model Conversation Track 72

Lesson 1 Are you going to the cafeteria? • Transition by telling students they will read and hear a
conversation where students talk about campus activities. Point
out the picture to students, and have them predict what the
Aims people are doing.
- Understand and use words related to activities on campus • Ask students to read the conversation in pairs.
- Use present continuous in yes/no questions • Play the audio and listen to the conversation as a class.
- Talk about what people are doing • Ask comprehension questions to check students understanding
Vocabulary and get them to use the target language a little bit: What is
Ethan doing today? (Meeting friends.) Where? (The library.)
cafeteria look for meal snacks
alone / by himself together literature writer
What is Samantha doing today? Where? etc. Try to phrase
questions to use the present continuous rather than future.
Grammar
Present continuous tense B Vocabulary Track 72

• Look at each picture and say the word below it. Ask students to
Warm Up repeat. Ask students to explain what each word means, or at least
demonstrate that they know by making an example sentence or
Elicit the word campus from students. (Ask students where
giving contextually related words (for example, “eat” for cafeteria).
they are right now—classroom, where the classroom is, etc.)
Ask students to think of things they do on campus besides take
• After practicing each word, play the audio again.
classes. Make a list on the board. Tell students that today they will • When ready, check answers to the vocab/comprehension activity
focus on activities that people do on campus. below the pictures as a class or in pairs.

92
D Grammar
D Grammar
Present continuous tense
• Go over the table and practise the exchanges.
questions answers statements
• Make it clear to students that this grammar is used for actions
Be + subject + -ing...? Yes/No, subject + be (not)
not) (+ -ing...)
not ...) Subject + be + -ing... that are happening right now (in progress). Distinguish this
Am I dancing well? Yes, you are (dancing well). You’re dancing very well. from present simple. Also say that we use present continuous to
Are you going home now? No, I’m
I’ not (going home). I’m not going home just now.
describe the actions in a picture we are looking at.
Is Jessica studying history this
semester?
Yes, she is (studying history). She’ studying history.
She’s • Be sure that students are saying the –ing on the end of the
Are the children sleeping?
? No, they’re
they’ not (sleeping).
They’re not sleeping. They’re participles.
playing.
• Practise more freely by asking what students are doing right now.
E Grammar Practice You can also act out simple things like sitting, dancing, sleeping,
Use be and the -ing forms of the verbs to make questions and answers. reading, etc., and have students say what you are doing.
1. read
Q: you a book? A: No, I .
E Grammar Practice
2. run
Q: the dog ? A: Y
Yes, it in the park. • Do number 1 as a class. Using the word read as the action,
3. speak show that the be verb and a participle form the present
Q: speaking too loudly? A: No, you speaking too loudly. continuous.
4. play • Then ask students to fill in the blanks individually or in pairs.
Q: those two a game? A: Yes,
Y chess.
• When ready, check answers as a class.
F Use the Language
What are they doing? 1. Q: Are... reading A: ‘m not
2. Q: Is... running A: ‘s running

Key
1. With a partner
partner, look at the pictures below and say what the people and animals are doing.
3. Q: Am I A: aren’t
Group A Group B
4. Q: Are... playing A: they’re playing

Stella Andrew and Lev a bird the Alvarez family

Teacher’s Note Tenses

a couple Beth Douglas Wanda This is a lesson where students will build their familiarity with
other tenses. Do your best to ensure that tenses remain clear
in the students’ minds, since tenses are very important in
Mr and Mrs Scott tigers tourists Angela
English. Reiterate as often as possible that the use of present
2. Student A, close your book. Student B, quiz your partner about all of the Group A pictures. continuous is for things that are happening now, in progress,
Ask yes/no questions about what the people are doing. Can your partner remember?
Examples: “Is Stella eating soup?” “Are the tigers sleeping?” not finished, etc. This tense is distinct from present simple,
3. Switch roles. Student B, close your book. Student A, look at your book and quiz your partner which is used for facts, recurring actions, and states.
about the Group B pictures.

93

 Check the Workbook

• If students seem to be struggling with any of the words, give For further practice with present continuous in statements
examples to clarify, or help place the word in a set (for example, and yes/no questions, use Exercise 4 in Unit 7, Lesson 1 of the
literature is a school subject) workbook.

a. cafeteria b. snack c. meal

Key

d. now e. looking for f. literature F Use the Language: What are they doing?
• Show students the picture of Stella. Ask them what she is doing
(eating salad). Tell the students they will ask each other what
C About You the people or animals in each of the pictures are doing. Remind
Setup / Demo them to use are for plural subjects.
Tell students that this activity uses the grammar from the lesson: • Put students in pairs and have them do part 1 of the activity.
present continuous. Model an exchange and write it on the board • Monitor to ensure accuracy or to provide vocabulary as students
so that students have a model: Is your English improving? Yes, it will encounter some language that hasn’t been covered yet.
is. / No, it isn’t. Practise the exchange with one or two students. • Once students have talked about all the pictures, assign one
Activity student from each pair a letter, either A or B. Tell the students to
Ask students to do the activity in pairs. Monitor and give study the pictures for their group.
assistance, especially when it comes to lately and nowadays. • Have students follow the instructions for parts 2 and 3, with
Explain that these mean now, but over a long period of time. Give each student closing their book in turn and trying to recall from
examples if necessary. memory what was happening in the pictures.
Feedback
Recap by asking students to report what their partner’s answers
were. You may wish to have students make sentences, but Extension Describe Your Own Picture
be content to ask yes/no questions (Is John studying other Ask students to do a similar activity to the previous one, but
languages?) in third person and get a simple answer. this time choose a picture that they have or that they can find
on the Internet. They may try more than one picture and take
turns. Recap by asking students to briefly show their picture
Extension Making Yes/No Questions
to the class and explain what the people or animals in it are
Go further in previewing the grammar by asking students to doing.
make three of their own simple questions using the vocabulary.
Help by suggesting Are you looking for...? After students make
the questions, have them ask and answer in pairs.

93
 Lesson 2 In the Library Lesson 2 In the Library

A Model Conversation
Aims
Read the conversation. Then listen. Track 73

- Understand and use words for things and actions in libraries

Ethan: Excuse me. Could you help me find a book?
- Use want and would like to ask for things Librarian: Possibly. Which one are you looking for?
Ethan: I’m preparing for my African literature class, so I’m doing
Vocabulary some research. I’d like a book called Things Fall Apart
Apart, but
I don’t remember the author’s name.
In the library Librarian: It’s Chinua Achebe. I’m just going to check the computer... Oh,
librarian shelf library card waiting list we don’t have it right now. I’m sorry.
title subject author call number Ethan: Oh dear! Well, can I reserve the book? I’d like it by
Wednesday. I want it before the first day of classes.
check out / borrow return look for reserve
Librarian: I can put you on the waiting list. Until then, would you like a
due on loan due date check-out date study guide for the book?

Grammar
B Vocabulary
Simple present: want and would like, including would like
Read the words and phrases. Fill in the gaps below. Then listen.
contractions Track 74

Things in the library

librarian shelf (shelves) library card waiting list
Warm Up Book information
title subject author catalogue number
Ask students where they would go if they needed a book for a Actions
short time. Elicit the word library. Ask students what else people check out / borrow return look for reserve
Statuses Dates
do in the library. You may want to cover certain vocabulary words due on loan due date check-out date
in advance because there is a lot of vocabulary in this lesson.
Use context to quickly show what words mean (draw a process 1. There are many books on this library’s . Brief note

of check out → return, or draw a book and list the information 2. When you want help, the can help you. Remember (see p. 43), the plural of shelf is shelves.

about it). Tell students they will learn words that are commonly 3. The book you want is right now. The is 28th September.

used in libraries. 4. The of my favourite book is War and Peace, and the is Leo Tolstoy.
5. At our library
library, a book is exactly twenty-one days after the .

A Model Conversation Track 73

C Vocabulary Comprehension
V
• Transition by telling students that they will read and listen to a Listen to the descriptions of words related to the library. For each question below,
conversation that happens in a library. Ask them to predict a few choose the word that best fits the description: Track 75
words they might hear, such as book, check out, author, etc. 1. a. subject b. library card 3. a. waiting list b. subject
c. due date d. shelf c. due date d. catalogue number
• Ask students to read the conversation in pairs.
2. a. author b. subject 4. a. reserve b. look for
• Play the audio and listen to the conversation as a class. c. catalogue number d. title c. borrow d. return
• Ask comprehension questions. What does Samantha need? (A
book.) What’s the title? (Things Fall Apart.) Does she get the 94

book? (No.) Why not? (The library doesn’t have it.) Etc.

• Play the audio. Monitor to make sure that students are

B Vocabulary Track 74
answering, and pause the audio if they need time.
• Go over the chart with students. Read the words and ask • Put students in pairs and ask them to check each other’s
students to repeat. answers.
• Explain some of the difficult words by eliciting. Most of the • Play the audio one more time if necessary. Then, check answers
words can be covered with an imaginary situation where a as a whole class.
person visits the library. Elicit library by asking who they talk
Key

to when looking for a book, what word is used for the name 1. b 2. b 3. d 4. d
of a book (title), what we need to show when we take a book
(library card), etc.
• Put students in pairs. Ask them to fill in the blanks with the
vocabulary words. Monitor and actively assist students. Extension We Don’t Have It
• Check answers as a class. • Ask students to think of a book that they want to check out
1. shelves 2. librarian from the library. Have them note all the details of the book
Key

3. checked out... due date 4. title... author they can think of. They may look up the information they
5. due... check-out date need.
• Put students in pairs.
• Have students ask their partners if they have the book. The
 Check the Workbook
partner has to say they don’t have it, give a reason, and say
For further practice with vocabulary related to the library, use when they expect the book back.
Exercise 2 in Unit 7, Lesson 2 of the workbook.

D Grammar
C Vocabulary Comprehension Track 75 • Go over the table with students. Explain that want and would
• Demonstrate this activity by telling students to guess the word like mean virtually the same thing, but want is a simple feeling,
you are explaining. Say, “This is a person who works in a and would like is basically a polite way to ask for something.
library.” Prompt students to respond. • Note to students the difference between third person verbs
• Tell students that they will hear descriptions like this, and they and verbs used with any other subject. This should be getting
should choose the correct answer. familiar, but it is always good to remind students as this is a very
common mistake for most learners.

94
 Brief note  Check the Workbook
D Grammar
We use would like when we want something, but we
want and would like
don’t use wouldn’t like when we don’t want something. For more practice with any in questions, use Exercise 3 in
affirmative negative
Lesson 2 of the workbook.
I / You / We / They want ice cream. I / You / We / They don’t want these shoes.
He / She / It wants a toy. He / She / It doesn’t want sugar.
I / You / We / They /
He / She / It
would like some coffee. (See the brief note above.) F Use the Language: In another place
The short form of would is often used: I’d
I’d like ice cream. / We’
We’dd like some coffee. • This is a rather free activity that allows students to choose what
questions and answers
Do I / you / we / they want ice cream? Does he / she / it want some coffee?
they want to talk about. Demonstrate by saying you are at the
Yes, do. / No, don’t. Yes, does. / No, doesn’t. beach and you want a glass of ice water. Encourage students to
Would I / you / we / they / he / she / it like some coffee? ask for more information.
Yes, would. / No, wouldn’t. • Put students in pairs and have them follow your example for
each of the pictures. Again, encourage students to ask for more
E Grammar Practice
information using wh- questions. Assist students in coming up
Fill in the gaps using a pronoun, want
want, or would like. For some questions, more than
with the vocabulary they need in order to say what they want to
one answer is possible. say.
1. Isabelle and Esther are hungry. some spaghetti. • Recap by asking students what their partner wanted in one of
2. Peter is not thirsty. any water. the three situations (Where is Rachel? She’s at the supermarket.
3. I a book about Columbus. I need it for my history class.
What does she want? She wants bananas.)
4. They coats because it is very hot today.

Fill in the gaps to make questions and answers.

5. Q: Nancy and Owen want chicken? A: Y

Yes, they . Extension What You Really, Really Want
6. Q: want new shoes? A: No, I .
• This is an extension of the previous activity, but it allows
7. Q: she like an umbrella? A: Y
Yes, I’m sure she .
more input from students.
8. Q: Do we all soup with dinner? A: No, . David a salad.
• Begin by asking the students to list situations that they
don’t like, find unpleasant, etc. Start the brainstorming
F Use the Language for them by writing things like I have a test, the weather is
In another place hot, I’m sick, etc. on the board. Write all the suggestions as
Now imagine that you and your partner are at the beach, the supermarket, or the bookshop. independent clauses.
Practise asking your partner what he or she wants or would like. Then report your partner’s
answers to the class. • Tell the students that they can put when before the clauses
to say what they want in that situation.
• Write a scaffold on the board: I really want... when...
• Have students work in pairs and make sentences using the
board material.
• Recap by asking students to report some of their partner’s
95
sentences using third person.

• Ask students to read the example sentences aloud.

• Practise more freely by making a few sentences as a class.

E Grammar Practice
• Do number 1 as a class (They want / would like). Explain that
students need to fill in the blanks to form a correct sentence
with want or would like. Remind them that this is freer than
most grammar practices and there will be more than one
possible answer.
• Then ask students to fill in the blanks individually or in pairs.
• When ready, check answers as a class.

1. They would like / They want 2. He doesn’t want

Key

3. want / would like 4. don’t want

• For the second part, do number 5 together as a class once again

(Q: Do A: do).
• Then ask students to fill in the blanks individually or in pairs.
• Help with number 6, as student must add the subject of the
question themselves (you).
• When ready, check answers as a class.

5. Q: Do A: do
6. Q: Do you A: don’t
Key

7. Q: Would A: would
8. Q: want A: we don’t … wants / would like

95
 Lesson 3 At the Cafeteria Lesson 3 At the Cafeteria

A Model Conversation
Aims
Read the conversation. Then listen. Track 76

- Understand and use words related to food and cooking

Samantha: Hi, Ken. Where’s Philip?
- Form questions using what and what kind of Ken: He’s studying for an important test.
Samantha: Oh. Well, I’m hungry. What are they serving today?
Vocabulary
Ken: Let’s see… It looks like salad or sandwiches here. There are
noodles, stir-fried meat, and some kind of soup over there.
Food and cooking
Samantha: What kind of soup is it?
pasta drink/beverage meat noodles Ken: It’s green. I don’t know. Pea soup, perhaps.
stew fruit soup stir-fry Samantha: Oh, I don’t like that. What about the stir-fry? What kind of
cook bake boil chop meat is in it?
Ken: The sign just says ”meat.” I don’t know what kind.
Grammar Samantha: I like to know what kind of food I’m eating. Let’s try the
Chinese restaurant on the other side of the campus.
Questions with what and what kind (of)
B Vocabulary

Warm Up Read the words. Then listen and repeat. Track 77

Ask students where they usually eat lunch. If the university has
a cafeteria, elicit the kinds of foods they have from students and
write them on the board. Otherwise, ask students what they pasta drink/beverage meat noodles

most often eat for lunch and where they eat it. List the foods and
locations on the board. Explain that students will learn words for
foods that are normally served in school cafeterias. stew fruit soup stir-fry

A Model Conversation Track 76

cook bake boil chop
• Transition by telling students that they will read and listen to
a conversation that happens in a university cafeteria. Tell the Now circle the kinds of food (or drink) and put a tick next to the methods of cooking.
students that Ethan and Kelly are talking about the types of (Hint: stew and stir-fry are both foods and ways of cooking.)

food. C About Y
You Brief note
• Ask students to read the conversation in pairs. Discuss food, cooking, and eating with a partner
partner. In questions, use kind and a singular
noun when
you want only one answer; use
kinds and a plural
• Play the audio and listen to the conversation as a class. Conversation starters: noun when you want two or more
noun food is uncountable. See
answers. (The
Unit 7 Lesson 5 to
• What kinds of food do you eat a lot? learn more about uncountable
• Ask comprehension questions. What food is the cafeteria • What kinds of food can you cook?
nouns.)

serving? (Salad, noodles, meat stir-fry, and soup.) Does the man • What kinds of restaurants do you like?
• Write another question about food: ?
like the soup? (No.) Does he like the stir-fry? (No.) Etc.
Ask your partner the question.

96

Teacher’s Note Basics of Food

This is the first lesson that covers only food-related vocabulary.
Try not to get carried away with explanations of specific C About You
kinds of food, and rather focus on giving students a solid Setup / Demo
foundation in basic food types, such as meat, pasta, bread, First, ask students to write a question in the blank. If students
salad, etc. struggle to think of something, help out by giving parts of
questions on the board such as favourite or do you not like. Try to
help students write these individually so there is a bit more variety
B Vocabulary Track 77
in the questions.
• Look at each picture and say the word below it. Ask students to
Activity
repeat. Ensure comprehension by asking students to say related
words, similar foods, places where they can eat these foods, etc. Put students in pairs. Ask them to discuss the questions, including
the ones they’ve made. Model this with a student briefly. Help
The four words in the bottom row are related to cooking.
students get used to the idea of chatting and having more open-
• Explain that cook is a general word that means prepare food, ended discussions.
while the others are actions that might be part of cooking. Ask
students to explain what each word probably means based on Feedback
the picture. Recap by asking students for their partner’s answers. Ask what
• After practicing each word, play the audio and have students questions the students wrote in the blank. Ask how their partner
repeat. Monitor pronunciation. answered.

Extension I Think I’ll Have Soup Today

 Check the Workbook
For further practice with want vs. would like and what
• Tell students that you’ve talked about what they often eat
vs. what kind of, use Exercise 4 in Unit 7, Lesson 3 of the for lunch. Tell them to imagine that they can have whatever
workbook. they want. What would they like? Ask them to prepare a
few things to say.
• Put students in pairs. Have them ask each other, “What
would you like for lunch?” Tell them to answer this question
also using would like.
• Recap by going around the room and finding out what
everyone’s ideal lunch is.

96
D Grammar
F Use the Language: Questions with What kind
Questions with what and what kind (of)
of...
What…?
• Model what students are supposed to do on the board. For
Questions with what can have general answers (A: What is it? B: It’s a piece of fruit.) or specific example, for Clothing and accessories, write the questions
answers (A: What is it? B: It’s an apple.). Sometimes the answer doesn’t give enough information.
What kind of clothes do you wear and What kinds of shoes are
What kind of...?
What kind of asks for a description or for more information. The answer can be a description, or it can
you wearing. This will illustrate that students can use a variety
be a kind or type of thing. For example, there are many kinds of fruit. Apples are one kind. of nouns in the category, and also use the tenses that they’ve
example questions and answers
A: What do you want A: What kind of soup
learned so far.
B: I want soup. B: I want chicken soup.
to eat? do you want? • Let students work individually at first in order to give them time
C: What kind of animal
C: What is that? D: It’s an animal.
is it?
D: It’s a squirrel. to think of some questions.
E: What are you
F: A magazine.
E: What kind of
F: A fashion magazine.
• Once every student has at least three questions (not including
reading? magazine?
your examples), put students in pairs. Tell them to ask and
answer their questions. Encourage them to ask for more
E Grammar Practice information.
Fill in the gaps to make questions and answers. • Recap by asking students to say one of their questions, who
1. Q: job do you want? 4. Q: _______________ place does he live in? they asked, and how that person responded.
A: I a safe, easy . A: a small flat.

2. Q: _______________ would you like? 5. Q: are they shopping for?

A: I _______________ something to drink. A: for meat and vegetables.
Extension My Favourite Genre
3. Q: What _______________ are you reading? 6. Q: cat do you want? • Explain to students what the word genre means (type of
A: I _______________ a mystery novel. A: I don’t want a cat. I want a rabbit. book, movie, song, etc.). Tell them that genres are also
answers to questions that use What kind of.
F Use the Language • Write songs, books, movies, and any other things you want
Questions with What kind of...? to add (perhaps games) on the board.
Choose one of the questions below and ask your partner general questions. Then use what kind
of questions to get more information. Take notes on your partner’s answers.
• Ask students to ask each other What kind of questions using
• Classes
the genre words.
Notes:
• TV and films • Recap by asking students what kind of books / movies /
• Things you spend money on
music their partner likes. You could make it more interesting
• Things you want
• What you do every day by checking if anyone has the same favorites.
Using your notes, write a paragraph about your partner.

97

D Grammar
• Go over the first two sections of the table with students.
• Explain that what asks about things. Give examples, such as
What’s your name, What’s your major, What’s your job, etc.
• Explain that what kind of asks about types of things. Give more
examples, such as What kind of food do you like, What kind
of music do you like, What kind of clothes does he wear, etc.
Give answers to these questions, if necessary, to illustrate the
meaning of what kind of.
• Go over the remainder of the table with students.
• Note to students that if the noun after kind of is plural, the
word kind itself should also be plural in most cases.

E Grammar Practice
• Do number 1 as a class (Q: What kind of A: want... job). Explain
that safe and easy describe a type of job, not a specific job.
There are many jobs that are safe and easy.
• Then ask students to fill in the blanks individually or in pairs.
• Be prepared to give assistance and guidance because the blanks
intentionally allow for a bit more freedom.

1. Q: What kind of A: want … job

2. Q: What A: would like
3. Q: kind of book A: ‘m reading
Key

4. Q: What kind of A: He lives in

5. Q: What A: They’re shopping
6. Q: What kind of

97
 Lesson 4 At the Restaurant Lesson 4 At the Restaurant

A Model Conversation
Aims
Read the conversation. Then listen. Track 78

- Understand and use words for things and actions in restaurants Waiter: Welcome to Hunan Delight. We have a lunch buffet until 2.00 p.m. Would you like
- Form questions using which and what that, or do you want something from our lunch menu?
Samantha: I don’t know. Kelly, which would you like?
Vocabulary Kelly: I think I’d like something from the menu.
Waiter: Okay. There are a few tables free. Which table would you prefer?
At the restaurant Kelly: One by the window
window, please.
serve order greet select Waiter: How’s this one?
seafood dessert salad meat dish Samantha: Perfect.
buffet menu server/waiter item Waiter: Great. I’ll just get you some water. I’ll be back over to
take your order shortly.
Grammar Samantha: Thank you. Wow, Kelly. There are so many things on
the menu. Do you know what kind of food you want?
Questions with what and which Kelly: I think I’d like some seafood.
Samantha: Which seafood dish?
Kelly: Maybe the grilled fish.
Warm Up
Ask students if they like to go out to eat. Brainstorm a list of B Vocabulary

restaurants nearby. Focus this warm up on the process of ordering Read the words and phrases. Then listen and repeat. Track 79

and the standard things in restaurants. Ask what students do Actions Kinds of food Things in the restaurant
when they sit down. (Order.) What do they look at? (Menu.) Who serve order seafood dessert buffet menu item
greet select salad meat dish waiter (man) waitress (woman)
do they talk to? (Waiter/server.) Tell students they will learn words
and grammar that are useful in restaurants.
C Vocabulary
Vocabulary Comprehension
Fill in the gaps with words from above.
1. Give food to guests: 6. Y
You can use many vegetables in a(n) .
Teacher’s Note Gender Inclusion 2. Decide what you want: 7. Steak is a kind of .

The word waiter is on a long list of words that are becoming 3. A list of food or drinks: 8. One thing on a list or menu:
4. This person serves customers in a 9. Many items on a table; customers put items onto
outdated because they are not necessarily gender inclusive. restaurant: a plate and carry it to their table:
Some of these words (like actor) have become gender 5. Fish is a kind of . 10. Meet customers and welcome them: .
inclusive on their own, while others (waiter/waitress) may be
waning in favor of neutral words, like server. Regardless, be D In Y
Your World

mindful of gender inclusion and tell students to use a word How does it taste? With a partner
partner, arrange the food items according to their taste.
Then discuss what kinds of food you prefer.
like waiter to mean a female or male.
Sweet Sour Spicy Salty Food items
popcorn vinegar curry crisps
ice cream cola chocolate chilli peppers

A Model Conversation
peanuts lemon lime hot sauce
Track 78 98

• Transition by telling students that they will read and listen to a

conversation that happens at a restaurant. Point out that there
are three people. Two of them are from the last lesson (Ethan 1. serve 2. select 3. menu 4. waiter / waitress
and Kelly, who wouldn’t eat at the cafeteria). Ask students who
Key

5. seafood 6. salad 7. meat dish 8. item

the third person might be. Explain, if necessary, that hosts bring 9. buffet 10. greet
people to their seats, while servers bring the food.
• Ask students to read the conversation in groups of three.
• Play the audio and listen to the conversation as a class.
D In Your World
• Ask comprehension questions. Ethan and Kelly have a choice • Do an example quickly by putting popcorn under the salty
between something from the menu and the buffet. What do category. Ask students to do one or two more.
they choose? (Menu.) Where do they sit? (Near the window.) Etc. • Ask students to work individually to put the words in the
Again, phrase questions in present rather than future or past. categories. Monitor closely and give assistance.
• Put students in pairs. Ask them to compare their results with a
B Vocabulary Track 79 partner’s, but emphasise that differences in opinion are okay.
For example, some people may say that curry is spicy, and they
• Go over the chart with students. Read each word and have
wouldn’t be wrong. But it could also be salty.
students repeat.
• The categories of words should be self-explanatory, but remind
students if necessary that actions are things you do. The other Sweet Sour Spicy Salty
things are nouns. chocolate, vinegar, chilli popcorn,
Key

• Explain that menu and item often go together to mean ice cream, lemon, lime peppers, crisps,
something on the menu / a food you can order. cola curry, hot peanuts
• If students seem to be struggling with any of the words, give sauce
examples to clarify or help place the word in a set (for example,
seafood is a kind of food on a menu including fish, lobster, crab,
etc.)
Teacher’s Note Tastes of Food

C Vocabulary Comprehension Taste, even more so than colour, can be very subjective.
Differences in perception are compounded by cultural and
• The goal of this activity is to help students solidify their language differences. Let students decide what they think
understanding of the vocabulary words. It should be brief. things taste like, but use your judgment to ensure that students
• Do number 1, as a class (serve). have understood the taste words and what they refer to.
• Use part of speech matching, process of elimination, or other
hints to help students figure out the answers if they need help.

98
 Brief note
E Grammar Limit is used to reduce the answer you will get. For example,
the question What do you want? has many answers; Which
Teacher’s Note What vs. Which
Questions with what and which shirt do you want? asks for a specific shirt.
What is used when there is an unlimited number of
What...? Which...?
possibilities. Which is used when there is a limited number of
does not limit the answer limits the answer to certain choices or a category
What do you want? Which shirt do you want? choices. However, notice that in many cases, what can replace
I want chocolate.
What do you read in your spare time?
I want the red shirt.
Which book are you reading?
which. (What/Which city do you live in?) It depends on the
I read my emails.
What do you usually watch?
I’m reading Oliver Twist.
Which TV show do you want to watch?
size of the group in the speaker’s mind. To be as helpful as
I watch sport. I want to watch The Jonathan Ross Show possible, use examples with a very limited number of choices
with which.
F Grammar Practice
Look at the answers. Use the words in the box to make questions.

country visiting does want which what are

F Grammar Practice
serves which restaurant seafood you he • Do number 1 as a class. Explain that countries are a limited set,
1. Q: ? A: I’m visiting Portugal. so students can use which.
2. Q: ? A: Some pizza. • Ask students to do 2 and 3 individually or in pairs.
3. Q: ? A: The Seven Seas Buffet. • Help students with number 2 by asking them to think if pizza is
one of a limited group, or if food is basically unlimited in variety.
G Use the Language
A question like, How many kinds of food are there?, can help
Which do you prefer?
clarify.
Look at the pairs of pictures. Write a word for each picture. Then find a partner. For each pair,
tell your partner which one you like more. Give reasons. • When ready, check answers as a class.

1. Which country are you visiting?

Key
2. What does he want?
3. Which restaurant serves seafood?
Sports Homes

 Check the Workbook

For further practice forming questions with and distinguishing
between which and what, use Exercise 2 in Unit 7, Lesson 4 of
Food Fruit
the workbook.

G Use the Language: Which do you like more?

Films Clothing items
• Demonstrate how this activity is to be done by modeling an
exchange on the board and then practicing a bit with students.
99
• Draw students’ attention to the first pair of pictures. Write
on the board Which one do you like? Below that, write I like
basketball. Ask students what they would say to know more. Try
to elicit a Why question.
Extension There’s No Accounting for Taste • It may help to go through the pairs of pictures before starting
• Have students list three foods that they like. Tell them to the activity to make sure students have the words for each
think of special or rare foods they like, as they will have to picture.
get their partner to guess. • Practise the exchange with students. Prompt them to ask you
• Once they list three foods, put students in pairs. Have the questions so that you are coming up with the language to
students describe the foods without saying the names of the express preferences and reasons.
foods. The other student has to guess. • Put students in pairs and ask them to do the same thing you just
• Continue as long as students find it interesting. Recap briefly did and take turns. Encourage them to try to say whatever they
by asking some students what their partner’s favourite food can.
was.
Extension Which One
E Grammar • Tell students to think of more pairs of things they want to
• Go over the table with students. Make sure that students check preferences about. Things like soda flavors, chain
understand that which is used when asking for a choice. restaurants, clothing brands, smartphone brands, types of
• Give examples (Which colour of the rainbow do you like? Which shoes, modes of transportation, etc. all work well.
member of [music group] is your favourite? Which Premier • Ask them to follow the same method as before, this time
League team do you cheer for?) Note to students that these are doing it using their own ideas.
all groups that are relatively small and therefore have choices. • Recap by asking students what they talked about and which
• This can be hard to grasp, but don’t let student get discouraged. things they liked.
See the teacher’s note.

99
 Lesson 5 At the Café Lesson 5 At the Café

A Model Conversation
Aims Brief note

Read the conversation. Then listen. Track 80 We say “in fact” to add

- Understand and use words for things in cafés and their costs detail to a statement.
Samantha: Hey
Hey, Ethan. What are you drinking?
- Develop fluent use of how many and how much Ethan: I’m having an Americano. Join me. The coffee is really good here.
- Distinguish between how many and how much Samantha: How much is it?
Ethan: Three pounds for an Americano. I don’t know what the others
Vocabulary cost.
Samantha: I’d like an espresso. In fact, I think I want more than one.
Food and Prices Ethan: How many are you going to have?
coffee tea cake pizza Samantha: Two
T for now. Maybe more later. I’d also like some cake. No,
I think I want a doughnut. Actually, I need to go to the toilet.
cup of tea piece of cake bowl of soup bottle of wine Could you order for me?
cost pay expensive cheap Ethan: Uhh, sure. How many doughnuts?
Samantha: Just one for me. No, two. Sorry. Order one for yourself too.
Grammar It’s on me!

how many and how much

B Vocabulary
Read the words and phrases. Then listen and repeat. Track 81

Warm Up
Ask students if they like coffee. Ask them where they get good
coffee (café or coffee shop). Ask what else is sold in cafés. Ask coffee tea cake pizza
them how much each of these costs. Write a list of items and their
prices on the board. Use quantity expressions (cup of coffee, not
simply coffee). Explain to students that they will learn words that
cup of tea piece of cake bowl of soup bottle of wine
will be useful in coffee shops / cafés and how to talk about prices.

Teacher’s Note Currency cost pay cheap expensive

Depending on what country you are in, currency may be

C About Y
You
harder to teach. Use what is comfortable for the students, but
1. With a partner
partner, make a list of things you sometimes buy and a list of things you want.
note that students only need to produce prices in dollars for
the purposes of this book. I buy... I want...

A Model Conversation Track 80

2. Which of these things are cheap, and which are expensive? How much do you think they cost?
• Transition by telling students that they will read and listen to a
conversation that happens in a coffee shop / café. Ask students 100

to predict what the people might order. Ask them to predict

prices.
Activity
• Ask students to read the conversation in groups of three.
Let students work individually at first. Ask them to fill the boxes
• Play the audio and listen to the conversation as a class.
with things they buy and things they want. Then, put students in
• Ask comprehension questions. What is Samantha having? (An
pairs and have them ask each other the questions from part 2.
Americano.) Is it cheap or expensive? (Expensive.) What food do
Feedback
they talk about? (Chocolate cake.) How does it look? (Good.) Etc.
Recap by asking each student to say one thing their partner buys
or wants. Then ask them how much it usually costs.
B Vocabulary Track 81

• Look at each picture and say the word below it. Ask students to
repeat. Extension Everything Must Go
• For the top row, foods, ask students to make example sentences Ask students to set prices for everything they currently have
or show that they understand by saying where, when, or in on them. Once they’ve set all the prices, they can try to sell
what situations they would have the foods (e.g., party for pizza). everything. If you want to make a game out of it, tell them
• The second row is quantities. Explain to students that we use that the person who makes the most money wins.
these words sometimes when we order food or when we talk
about the amount of the food. Ask students to come up with
other examples for each quantity (water, coffee, etc. for cup, D Grammar
pizza for piece, etc.) • Go over the table with students.
• The third and final row is related to price. Explain that cost is • Explain that some nouns can be counted but others can’t. Make
a verb. Students will already be familiar with the phrase How
two lists on the board of nouns, including those from the table,
much does it cost?
in both categories.
• Explain that we use how much to ask about amounts for
C About You uncountable nouns and how many to ask about numbers for
Setup / Demo countable nouns.
Draw boxes on the board like the ones in the book. Tell students
that you sometimes buy soup. Tell them that you happen to want
coffee right now. Write soup under buy and coffee under want.
Explain that the purpose is to come up with a lot of foods. Then
ask students if soup is cheap or expensive. Tell them this is the
question in part 2.

100
D Grammar
F Use the Language: How much do you need?
Questions with how many and how much; uncountable nouns
• Model this activity procedure by writing on the board that
Brief note
you want to learn how to speak Chinese. Ask students what
how many how much units Units generally

We use how many to We use how much to ask Most uncountable things
occur in this
structure:
you need. (Time.) Ask yes/no questions if necessary (Do I need
ask about items that can
be counted. Few is the
about things that cannot
be counted. Little is the
can be measured using
units. To ask about units,
number or article +
unit(s) + of + item money? Do I need friends? Do I need … ?) Once you elicit time,
opposite of many. opposite of much. we use how many.
Remember, the item ask students How much time do I need? (A lot.)
Examples: birds, fingers, Examples: water, time, Examples: bottles of is singular but the
restaurants, children, money, pasta, cake water, hours, pounds unit can be plural,
depending on the
• Write on the board that many and few are used for countable
books sterling, bowls of
spaghetti, pieces of cake
word(s) before it.
For example, we say
nouns, much and a little for uncountable nouns, and a lot of
How many birds...? How much water...? How many bottles of
water...?
a cup of coffee and
three cups of coffee. is for both. Emphasise that a lot of is the most useful. (This is
because it works for countable, uncountable, negative, and
affirmative, and it usually sounds natural whereas the other
E Grammar Practice words tend to have some restrictions.)
For each question, decide which answer choices are correct and which are wrong. • Ask students to write down four things they want to do. While
(Hint: More than one answer could be correct.) With your teacher, talk about why.
they’re writing, write How do I need? on the board.
1. How much do you have?
a. free time b. library books c. British money • Put students in pairs and have them ask and answer the
2. How bottles of water are you buying? question on the board about the activities they wrote.
a. much b. many c. little • Recap by asking students what their partner’s activities were,
3. How many does Hector have? what they need to do them, and how much of it they need.
a. sisters b. homework c. cake

F Use the Language

Extension Family Traits
How much do you need? • Practise quantities a bit more by asking students to work in
1. Write down four things you want to do. pairs and make a list of things they have. They may want
to look at past units where they’ve had to produce lists of
belongings.
2. Ask and answer questions about how much time, money
money, or energy you need to do these
things.
• Change pairs and have students ask each other how much
3. Y
You can answer using “a lot,” “a little,” “not much,” or units. or how many of each item they have based on whether it’s
4. Look at the things you want to do and at the pictures below. To do these things, what do you countable or uncountable.
need besides time, money, and energy?
• Give assistance to help with quantities.
• Recap by asking students what their partner has, and how
much or how many of it they have.

101

• Talk briefly about units, and remind students that this was
covered in the vocabulary. Many uncountable nouns have
standard “containers,” or units, that can be used to count
them. If you have time, expand the list of nouns to include an
appropriate unit for each uncountable noun.
• Practise more freely by finding things around the room or
thinking of random things and asking students to form how
many/much phrases (pencils → how many pencils; water → how
much water / how many bottles of water).

E Grammar Practice
• Do number 1 as a class. Ask whether much is used with each
of the given nouns. Then ask students to find the uncountable
nouns of the three choices.
• Then ask the students to do 2 and 3 individually. Give assistance
when necessary.
• When ready, check answers as a class.
Key

1. a, c 2. b 3. a

 Check the Workbook

For further practice with countable and uncountable nouns,
use Exercise 1 in Unit 7, Lesson 5 of the workbook.

101
 Active Review
Unit 7 : Active Review
A A Restaurant’s Menu
Listen to a conversation between a waiter and two customers. Fill in the gaps with the
words that you hear. Track 82
A A Restaurant’s Menu Track 82
Waiter: to order?
Ask students about restaurants in the area. Ask them what’s on Mr Jones: Not yet. We’re having trouble . My wife would like
something spicy. I anything spicy, but I would like some seafood.
the menu. Ask them how much the items cost. Continue listing Waiter: All right, I’m happy to help. First, we have three items
menu items and prices for a little bit, and then tell students that that are spicy. We have many
spaghetti is very good.
. The Arrabbiata

they’re going to listen to people talking about a menu and then Mrs Jones: I’m not in the for pasta. else do you have?
Waiter: We have a spicy stew, and chicken with chilli.
make their own menu. Mrs Jones: do they cost?
Waiter: The chicken with chilli costs . The stew is fifteen pounds. It’s a
Listen and Complete , and it’s very spicy. Do you know you would like?
Mrs Jones: I think I want the stew.
Have students listen to the audio and fill in the blanks. Monitor Waiter: Very good. And now for the seafood. many kinds. There’s the
lobster…
and be ready to pause the track or play it again. Mr Jones: Is that expensive?
Waiter: It’s pounds.
Would you like, selecting our meals, don’t want, on the menu, Mr Jones: What other kinds of seafood do you ?
Key

Waiter: We have pasta and—if you look at your menu here—this grilled fish with
kinds of pasta, mood, What, How much, seventeen pounds, beef lemon is very good.
stew, which, We have, thirty-seven, serve, seafood, Please give us Mr Jones: Is it a salty fish?
Waiter: It’s a salty fish, yes.
Mr Jones: I like that. the spicy beef stew and the fish with lemon.

Comprehension
Answer the following questions about the conversation above.
Answer question 1 as a class. Put students in pairs and ask them 1. Why does the waiter help Mr and Mrs Jones?
to answer the remainder of the questions. Monitor and assist. 2. What kind of food does Mrs Jones want?
3. Why doesn’t she order the pasta?
4. Which is the most expensive item, and how much does it cost?
1. They are having trouble choosing what to order. 5. Which item would you like to order
order, and why?
2. She wants something spicy.
Key

B Design a Menu
3. She is not in the mood for pasta.
4. The lobster costs thirty-seven pounds. Find a partner. On a separate piece of paper, design this restaurant’s menu.
• Use all of the items from the conversation, and add some items of your own.
5. (Answers vary)
• Include prices for each item.
• When you finish, play the roles of waiter and customer, and try ordering from the menu you
designed.

B Design a Restaurant’s Menu C Reminder

Application Some Module 4 Goals in Unit 7

Put a tick () next to the things you can do.
First, ask the pairs of students to design their own menus with
some items from the dialogue and some items that they think Buy things in shops where pointing and gestures can support what is said
of. Remind them to include prices. Then, change pairs and ask Ask and answer questions about things shops have
students to order something from their new partner’s menu. Describe what you like and don’t
don’t like

Feedback 102

Recap by asking students what they put on their menu, and what
their new partner ordered from it.

C Reminder: Some Module 4 Goals in Unit 7

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a checkmark next to the goals they have achieved.

102
 Fluency • Let the customer students work individually to choose a book
from the list that they want. Ensure that customers fill out all
A Prepare
epare
the information and are ready to use it in a conversation.
Do you want to be a customer or a sales assistant? Choose one role. Then find a partner
who wants the other role.
C Practice Speaking
B Read to Speak
• Tell students to work with their initial partner and ask and
Look at the boxes below. Prepare for your role as a sales assistant or a customer.
answer questions to see if the clerk has the customer’s desired
Clerk
• Choose three books. Your store does not have those books. Put an X through their titles.
book.
• Write in a price between £7.50 and £40.00 for each book.
• Do not show your final list to your partner.
• Tell students to keep looking for new partners until they find
Title Author Kind of book Price Other information someone who has the book they want at the desired price.
War and Peace
W Leo Tolstoy Novel Russian literature
Things Fall Apart Chinua Achebe Novel African literature
• Encourage customers to use all the information about their
A History of Britain Simon Schama History book Subject: British History book in the conversation. Likewise, encourage clerks to ask as
A Little History of
the World
Ernst Gombrich History book
Subject: World history, Easy to
read
much as possible about the book the customer is looking for.
The Road to Wigan
George Orwell Sociology You want it for a history class.
D Now Speak
Pier
The Life of Elizabeth I was Queen of
Alison Weir Biography
Elizabeth I England 1558-1603
Subject: Leonardo da Vinci,
• Put students in pairs.
Lives of the Artists Giorgio Vasari Biography
Michelangelo, and other artists
Autobiogra- James Dyson started the Dyson
• Ask each pair to role-play the conversation for the class.
Against the Odds James Dyson
phy vacuum cleaner company.
Feedback
Customer
• Select three books from the list above. Write their information in the space below. • Ask students for positive feedback in response to questions A
• Select one kind of book you want more information about.
• You do not know the price of any books until you ask your partner. and B in section D. Who do we think was fastest? Who do we
Book you want: What you know about this book: think made the fewest mistakes?
1. Title: Author: You know the title and author.
2. Title: You know the title only.
• Use this discussion to transition into a discussion of how
3. Author: Other information: You don’t remember the title. speaking faster means you will be less accurate and being more
4. Kind of book:
You want to know the titles of books
of this kind.
accurate means you’ll be slower.
• Explain to students that fluency is being able to speak and
C Practise Speaking understand fast. This should be their goal rather than being
Use the information from part B to role-play a conversation between a customer and a
100% accurate all the time. However, students should also be
clerk in a bookstore. Continue until the customer uses all of his or her information from told that losing too much accuracy will make it so people won’t
part B. Then practise again.
be able to understand them.
D Now Speak
Stand up in front of the class with your partner. Role-play your conversation, asking
about only two books. After all the pairs finish, discuss these questions:
A. Which pairs were fast? Did they make many mistakes?
B. Which pairs didn’t make many mistakes? Were they fast?

103

Fluency

Warm Up
Ask the students if they know of any bookstores nearby. Briefly
discuss these bookstores. What kinds of books do they have?
What else do they have? What are the prices like? Write the
names of the bookstores and the information students give you
about them on the board.

A Prepare
Tell students they are going to practise being clerks at their own
bookstores. Ask them to choose the role of clerk or the role of
customer. Ask students to find a partner with the other role.
Students may have to change roles in order for there to be an
equal number of both roles.

B Read to Speak
• Help students set up the activity. They should cross out three
books of their choice and write prices for the remaining books.
• Ask comprehension questions to make sure students have
understood the other information about the books. (What kind
of book is In Cold Blood? Who wrote Things Fall Apart? What’s
the title of Walter Isaacson’s book? Etc.)
• Let the clerk students work individually to write in the prices.
• Encourage clerks to read all the information for the books they
have and be ready to talk about the books with their customers.

103
 Unit 8 . Away from School 
Unit 8 Overview: Lesson 1


Going home
Away from School A Model Conversation
Read the conversation. Then listen. Track 83

Lesson 1: Going Home Student: Taxi! Thanks for stopping.

T
Taxi driver: No problem. Where are you going?
Aims: - Give your address Student: To Oxford Road. The address is number 12 Oxford Road.
T
- Use present continuous forms Taxi driver: Is that a house or a flat?
Student: It’s a house. Roughly how much will it cost to get there,
- Ask and answer basic questions and how long will it take?
Vocabulary: Modes of transportation Taxi driver: I can’t say for certain. It’s really going to depend on the
traffic. So, are you a student?
Grammar: Present continuous in information questions, including Student: Yes, I am.
Y
subject questions Taxi driver: What are you studying?
T
Student: I’m studying business and maths.
Lesson 2: On the Way
Aims: - Describe everyday signs B Vocabulary
- Make rules for situations such as in the classroom Listen to the conversation again. Then fill in the gaps with vocabulary words. Track 83

and in the home

- Join simple phrases with words such as or
Vocabulary: Everyday rules
Grammar: Negative imperatives; conjunction or road address house flat

Lesson 3: Arriving Home Taxi driver: Hi. Where are you going?
Student: I’m going to Oxford 1 . What’s your address?
Aims: - Describe where you live
Taxi driver: What’s your 2 ?
- Join simple phrases with words such as and and but
Student: My address is 3 .
Vocabulary: Rooms/items in the house Taxi driver: Is that a 4 or a 5 ?
Grammar: Conjunctions and and but Now find a partner
partner. Take turns being the taxi driver and the student. Then try again
with your own address.
Hobbies at Home
Brief note
Aims: - Describe what one likes and doesn’t like C Vocabulary: Modes of transport
V
In London the subway is known
- Talk about hobbies How are you getting (home, to school, to work, etc.)? as the underground or tube.

- Ask questions about hobbies Going now Going later

Vocabulary: Hobbies I’m in a taxi, car, etc.

I’m going on foot.
I’m going by bus, underground, taxi, car,
I’m driving. etc.
Grammar: Simple present: like in statements and questions I’m on a bus, the underground, etc. I’m walking. I’m taking a bus, underground, taxi, etc.
I’m on foot, my motorbike, my bike, a I’m taking my car, motorcycle, bicycle,
Lesson 5: Dinner Time horse, etc.
I’m driving.
etc.

Aims: - Describe what one can and can’t do 104

- Ask simple questions about what people are able to do
Vocabulary: Activities at home
Grammar: Simple present: can A Model Conversation Track 83

Some Module 4 Goals in Unit 8 • Transition by telling the students that the model conversation is
- Very simply describe where one lives an example dialogue between a taxi driver and customer (giving
- Join simple phrases with words like and directions).
- Describe what one can and can’t do • Ask students to read the conversation in pairs.
• Play the audio and listen to the conversation as a class.
• Ask students what the student in the conversation studies.
Lesson 1 Going home (business and maths).

Aims B Vocabulary Track 83

- Give your address • Look at each picture and say the word below it. Ask students
- Use present continuous forms to repeat. Ask students to explain, in their own words, what
- Ask and answer basic questions each vocabulary word means. Give simple explanations and
Vocabulary examples when students don’t seem to understand a word or to
supplement their understanding.
Modes of Transportation
on foot taxi car underground
• After practicing each word, play the audio again.
bike motorbike • When ready, check answers to the activity below the pictures as
Address a class or in pairs.
street house flat address
1. Road 2. address 3. number 12 Oxford Road
Key

Grammar
4. house 5. flat
Present continuous in information questions, including subject
questions
 Check the Workbook
Warm Up For further practice with this vocabulary, use Exercise 1 in Unit
8, Lesson 1 of the workbook.
Draw students’ attention to the title of the lesson: Going Home.
Ask what ways we can get home. Direct this discussion toward
modes of transportation and taxis in particular. If necessary, act C Vocabulary: Modes of transportation
out getting into a taxi with a student. Make a point to give an • Write the question How are you getting home?
address, and ask about prices and time to destination.
104
 • Check for understanding by using people in the room and
D Grammar asking students to say the correct pronoun and be form.
Present continuous in information questions, including subject questions • After going over the table, point out the word order for:
present continuous in information questions questions (question word + be + S + -ing verb); and answers
Information questions are sometimes called wh- questions. They ask for details. The answer is never (S + be + -ing verb)
just yes or no.
information question short answer complete sentence
• Ask students about possible contraction forms in answers.
What is she studying? Business and maths. She is studying business and maths. • Ask students to practise questions and answers in pairs.
Where are you going? To Oxford Road. I’m going to Oxford Road.
How are you doing? Fine. I am doing fine. Tell them to use complete sentence answers and then short
When are we going home? Soon. We are going home soon.
information questions: subject questions
answers.
One kind of information question is a subject question. Subject questions ask about the person (or
thing) that is doing the action. These questions often start with who or what.
subject question short answer complete sentence Teacher’s Note Present Continuous vs. be
Cathy. / Cathy is.
Who is studying business?
(Cathy is the subject; we know
Cathy is studying business.
• Point out the questions asking about the situation now. We
what Cathy is doing from the
question.) use the present continuous form to do this.
• Don’t get into describing the differences between the present
E Grammar Practice continuous and simple present yet. That is addressed in book 2.
Fill in the gaps with words from the box to make questions and answers.

about going is where who is

what thinking going what I’m reading  Check the Workbook
1. Q: are you ? A: to maths class. For further practice with continuous forms, use Exercise 2 and
2. Q: sitting next to you? A: Mike . That’s his desk. Exercise 3 in Unit 8, Lesson 1 of the workbook.
3. Q: are you ?
A: About lunch—I’m hungry!
4. Q: she right now? E Grammar Practice
A: A new book. She says it’s good.
• Do number 1 as a class.
F Use the Language • Then ask students to fill in the blanks individually or in pairs.
What are they doing? • When ready, check answers as a class.
With a partner
partner, discuss the people’s names and what they’re doing. Then tell your class. Does
everyone have the same story as you? 1. Q: Where … going A: I’m going
2. Q: Who is A: is
Key

3. What ... thinking about

4. What is … reading

F Use the Language: What are they doing?

• Ask students to look at the people in the pictures. Elicit some
105
background information about them to set the scene: name,
age, nationality, job, etc.
• Draw on the board to elicit on foot, by taxi, subway, bus, car, • Ask students to think of wh- and how question words and write
bike, and others relevant to possible modes of transportation for them on the board.
students. • Tell students to write five wh- or how questions to ask the
• Ask students if we use going, taking, driving, or riding for each person in the picture. Encourage the students to write some
mode of transportaiton. questions using the present continuous form. They can use
• Read through the table of verbs and modes of transportation. other forms in their questions.
• Check understanding using miming to elicit correct verbs and
• Students should write answers to their partner’s questions.
transportation. Ask students to mime transportation types and • Finish by asking one or two stronger pairs to read their questions
elicit responses in pairs if further practice is necessary. and answers for the class. Ask other students if they agree with
the answers or if they have different answers.

Extension How Is the Class Getting Home?

Extension Asking Questions
• Tell students to find out how class members are getting
home.
• Remind students what it means to mingle. Elicit some
situations where mingling is a useful skill, such as parties,
• Tell students to compare results in pairs when they are
conferences, etc.
finished.
• Tell students to mingle and ask people who they are and
• Discuss the results as a class when everyone has finished.
other follow-up questions. Encourage them to use the
Ask students about the results: Where are students catching
present continuous form in some of their questions.
a train? Who is taking the subway? Why is nobody walking
home? Etc. And so on.
• Model one interaction for the class:
• Hello. Who are you? I’m John.
• Ask students to imagine the teacher is another person in
• How are you doing? I’m fine.
another part of the city/town. For example: ‘a banker in the
city centre’ or ‘a shop worker in a shopping mall’. Ask them • Where are you studying? I’m studying at the university.
to say how the person is getting home. • What are you doing here? I’m studying English.
• How are you getting home? By car.
• After students have mingled with a few other students. Ask
D Grammar them to remember what other students have said. They
• Briefly go over the table, practicing the exchanges. First ask can discuss what other students said in pairs or write other
students for complete sentence answers and then short answer students’ answers.
forms.
• Draw students’ attention to the changes in be forms with
different subject pronouns.
105
 Lesson 2 On the Way Lesson 2 On the Way

A Authentic T
Text: Signs
Aims
Read the signs. Discuss their meanings with a partner
partner.
- Describe everyday signs
- Make rules for situations such as in the classroom and in the home
- Join simple phrases with words such as or
Vocabulary No
Give Way
Parking
Signs
yield enter litter parking No Smoking No Parking

stop smoking litter bin Stop

Everyday rules No Entry No Littering

No smoking / Do not smoke No littering / Don’t litter

No eating or drinking B Vocabulary
Grammar Read the words and phrases. Then fill in the gaps below.

Negative imperatives: conjunction or

Warm Up
parking give way smoking litter
Draw a (humorous) made-up sign on the board, such as: no
talking, don’t wear hats, etc. Establish the idea of a sign and rules. 1. There is no on this street from 3 p.m. to 5 p.m.

Ask students what signs a tourist can see around their city/cities. 2. ”No ” means do not go into a street or place.
3. It is not nice to the park with rubbish.
These can include pictures / L1 words. Discuss what these mean
4. There is no in this restaurant.
for a tourist/someone visiting their country for first time.
5. Don’t litter. Use a .
rubbish bin entry
6. To means to let another person go first.
A Authentic Text: Signs
• Transition by telling the students the signs in the book are C Vocabulary in Context
V
common signs in the US. Write words for each sign.
• Read each sign aloud.
• Ask students to repeat. Model pronunciation.
No
• Ask students to describe the first sign and say what its it means. 1. 2. Parking 3.

Describe the concept of ‘yield’ to them with pictures.

Which signs can you see on your school campus? Where are they?
• Put students in pairs to discuss the meanings of other signs.
• Ask different pairs to describe a sign and what the sign is asking
106
people to do/not do.
• Finish by asking pairs to cover the words and guess/remember
the meaning for each sign.
C Vocabulary in Context
Extension How Many Places • Ask students to write the meaning of each sign.
• Share and check answers as a class.
• Ask students to work in teams/pairs. Students need to list as
many places as possible (with a time limit) where each sign
Key

can be found. 1. No Entry 2. No Littering / Do Not Litter 3. No Parking

• Teams/pairs get one point for a correct answer and lose one
point for a wrong answer (answers that the class disagrees
with).
Teacher’s Note Sign Conventions
Point out that in many Western countries negative signs (don’t
B Vocabulary / do not) are usually red or have a line through an action. Ask
• Read the first sentence to the class. Ask the class for the best students what the conventions are for expressing this negative
answer using the pictures and words. meaning in their country.
• Tell the students to write the correct words in the sentences.
• Tell students to check answers in pairs and then as a class.
• Ask students to suggest places where the signs can be found. Extension What Do the Signs Mean?
• Ask students to work in teams/pairs. Students need to draw
1. parking 2. Entry 3. litter
Key

5 signs that can be seen in their country. They can be traffic

4. smoking 5. rubbish bin 6. give way
signs, street signs, school signs, etc. Their signs should have
no words and be real.
 Check the Workbook
• Put each teams’ sheet of signs on the wall around the
classroom.
For further practice using words and phrases for signs, use
• Teams/pairs should circulate and write the meanings of the
Exercise 2 in Unit 8, Lesson 2 of the workbook.
signs (in English) of each sheet in the classroom.
• Ask each team to present the meanings of the signs to the
class. Award points for correct answers and find a winner.

106
 Brief note
• Go through the conjunction or part of the table. Highlight the
D Grammar
On signs, sentences starting with Do not or Don’t don’t need
choice in each sentence and emphasize that only one option is
Negative imperatives; conjunction or a full stop (.), but when you write them, they need one.
possible (not both).
negative imperatives • Go over the use of or with No and Don’t in the table. Show how
Do not / Don’t + verb Don’t smoke; Don’t drink; Do not litter; Do not enter
or is used to list actions that are not allowed.
No + -ing No smoking; No drinking; No talking; No parking
conjunction or
• Highlight how it joins nouns and verbs describing actions/things
The word or introduces a choice: that are not allowed.
Do you want coffee or tea? (Which one?)
Let’s watch TV or go to a movie. (not both)
I want to play cricket, football, or rugby. (only one of them, not all
three)
Teacher’s Note Adding Items with or in Rules
With No and Don’t,
Don’t or joins nouns and verbs:
No dogs, cats, or other pets. No smoking or drinking.
Don’t talk or make noise. Don’t smoke or drink. Point out how we use or to add information about rules.
Do not eat or … in class.
E Grammar Practice
Do not play football or … in the street.
Fill in the gaps with the correct forms of the verbs.
Add more examples and elicit the second part of sentences
1. No or . (talk, text) 3. Do not here! (park)
from the class. Use the example sentences to come up with
2. Don’t just there. 4. No , , or
something! (stand, do) . (eat, drink, litter)
alternative verbs/nouns for the rules.
Now write the correct words.

5. smoking in this room! 6. work too much.

E Grammar Practice
F Use the Language • Do the first sentence as a class.
Making rules • Ask students to work through the questions individually and
On a separate piece of paper, write ten rules for your classroom. Share your rules with classmates. check in pairs.
Then, with your class, agree on ten rules. Write the final list below.
• Ask individual students to write the complete sentences on the
board.
Rules • Elicit/discuss any corrections that need to be made as a class.
1. • Alternatively, write incorrect answers on the board and ask
2.
students to correct them. Then discuss.
3.
4.
1. talking, texting 2. stand, do 3. park
Key

5.
6. 4. eating, drinking, littering 5. No 6. Don’t or Do Not
7.
8.
9. F Use the language: Making rules
10.
• Set the scene for this activity by drawing two simple, identical
107
signs with someone eating. One sign has a line through it to
show it is a negative.
• Under the heading of ‘Good Class’ ask students to choose which
sign they think is the correct one. Ask them to write this idea in a
D Grammar sentence. No eating in class. Ask them to expand on this using or
• Go through the negative imperatives sections in the table. to add a similar action, such as drinking.
• Highlight the three forms: Do not + base verb / Don’t + base • This then forms the start of a list for rules for the classroom.
verb / No + -ing verb • Tell students to write 10 rules for the class for pairs.
• Highlight the lack of subject in these phrases. This tells us it is a • Ask pairs to come together to form larger groups. The new group
general command/rule. must choose the 10 best rules.
• Elicit verbs in the base form / -ing verb form to highlight the • Each group must present/read its rules for the class.
difference. • Ask the class to choose the 10 best rules. These can be given
added meaning by producing a poster that can be referred to
Teacher’s Note during future class sessions.
Formality Do not vs. Don’t
Point out that Do Not is used for emphasis. It highlights the
importance of a rule. It is used more in writing but can be  Check the Workbook
used in speech when the rule is very important. For further practice, ask students to complete exercises 2 and
3 in Unit 8, Lesson 2 of the workbook.

Extension Changing Negative Imperatives

• Tell students to look back over the previous exercises and Extension New Rules
activities in this lesson to find uses of negatives imperatives • Ask students to write out rules for their home that address
used with signs. things/actions that annoy them personally. They should tell
• Ask students to write alternative versions of the same the class / a partner about these.
negatives using different negative imperative forms. • Alternatively, they can write new rules for society by
• Let students check in pairs as the teacher monitors and gives imagining they are a new government.
pairs feedback.

107
 Lesson 3 Arriving home Lesson 3 Arriving home

A Model Monologue
Aims
Read the monologue. Then listen. Track 84

- Describe where you live Sylvia: My house is small, but it’s warm and comfortable. It has a
- Join simple phrases with words such as and and but kitchen, a living room, and two bathrooms. Upstairs there
are three bedrooms, but there are only two people living
Vocabulary here. The third bedroom is our study. We use it to do
homework, watch TV, or just relax. There is no smoking in
Rooms my house, and no parking next to the front door. We don’t
litter, and we don’t play loud music. We eat downstairs, in
kitchen living room upstairs home office / study the kitchen or in the living room. Sometimes I have a snack
downstairs bedroom house bathroom in my bedroom. I like my house. Do you like your house?
Items in house
TV sofa bed window B Vocabulary
chair table mirror shower Read the words and phrases. Then listen and repeat. Track 85

Grammar
Conjunctions: and and but
up
sta
irs
Warm Up
kitchen living room
irs
sta
Draw a quick floor plan of a house or apartment. Write the names do
wn

of the rooms at the side. Ask students to guess which room is

which. Have each pair of students guess a room in the house.
Then ask them to guess what items are found there and what
bedroom bathroom home office / study
actions happen there.
To make the warm up more interesting, tell students the home
C Vocabulary
Vocabulary Comprehension
belongs to a celebrity. Choose a celebrity to connect with students,
Where do people do these things? Fill in the gaps below with vocabulary words. There can
and then ask them what they think can be found in each room. be more than one correct answer, and sometimes you need prepositions or articles, too.
1. eat 4. brush teeth

A Model Monologue Track 84 2. sleep 5. cook

3. do homework 6. have a shower
• Transition by saying that the text is someone describing the
woman’s house shown in the picture. D In Y
Your World
• Before reading, elicit predictions about the house – number of Ask about a partner’
partner’s house. How many bedrooms are in it? How many bathrooms? Is
bedrooms, number of people, house rules, where people eat, there a kitchen? A living room? A study? Stairs? Is your partner’s bedroom upstairs or
downstairs? Are there any other rooms in the house? After you finish, tell your partner
where people do homework, etc. Write some of the predictions about your house.
on the board.
• Discuss possible new vocabulary items: homework, study, front 108

door, loud music, etc.

• Ask students to read the paragraph.
• Add a little real-life practice by asking students to say if they
• When students are done reading, play the audio.
have these things in their house. If so, ask them to describe them
• Ask students if any of their predictions were correct and mark briefly.
the correct ones on the board. • Ask comprehension questions about the paragraph. This can
• Ask students what information they remember from the text. be done with books closed, listening to the audio, or simply
from memory. (They have listened to the audio several times
Extension Running Dictation already.) Ask: What three words describe the house? How many
bathrooms does it have? How many bedrooms does it have?
Use the text to do team running dictations. Divide the class How many people live there? What do they do in the third
into small teams. Each team chooses a runner who is told a bedroom? Where do they eat? What are the house rules?
sentence from the text and has to run to the board and write
it accurately. The runner returns to listen to the next sentence
and run to the board again to write it. This is repeated until
C Vocabulary Comprehension
the text is finished. The winning team is the one with the least • Read the directions as a class.
errors in their written text and the fastest time. • Do number 1 as a class: eat. Elicit in the kitchen. Remind
students that describing where something happens often
involves a preposition.
• Have students complete the rest of the exercise on their own.
Teacher’s Note Word Stress
• Check the answers as a class.
This lesson is an opportunity to introduce ideas about word
stress. Demonstrate how each word has a stressed syllable. 1. kitchen 2. bedroom
Key

Let the students listen and mark the longer words. Check 3. bedroom/living room/home office/study
4. bathroom 5. kitchen 6. bathroom
these as a class. Ask the students to read the text to each
other.

 Check the Workbook

B Vocabulary Track 85 For further practice using and and but, use Exercise 3 in Unit 8,
• Look at each picture and say the word below it. Ask students to Lesson 3 of the workbook.
repeat. Give simple explanations and examples when necessary.
• After practicing each word, play the audio again.
• Check answers as a class or in pairs. D In Your World
• Put students in pairs.

108
E Grammar
 Check the Workbook
Conjunctions and and but For practice with and/but, use Exercise 1 in Unit 8, Lesson 3 of
and but
the workbook.
joins a list of two or more words joins opposite phrases and ideas
burger, chips and cola He was tired, but he kept studying.
work, study, and sleep It was cold, but we went outside anyway.
joins related phrases or ideas means except for Extension Find Someone
He’s living in London, and he’s learning English. Every student knows the correct answer but Mary.
It’s very hot and sunny today. I like every subject but history. • Ask students to write the following sentences.
I like apples, but I don’t like bananas.
F Grammar Practice
I like bananas, but I don’t like apples.
Write correct next to the correct sentences. Next to the incorrect ones, write the correct I like apples and bananas.
conjunction.
I watch movies, shows, and football on TV.
1. He likes football, and his son does not. 4. Everyone but Diego is here. I watch movies, but I don’t watch football on TV.
2. We want to go swimming, but it’s raining 5. They love to travel, but they’re • You can substitute food and media for other topics (school
right now. going to Africa next month.
subjects / weather / days / etc.).
3. Carlos but Jorge are coming for dinner. 6. Get me a sandwich, salad, crisps,
but a drink. • Tell students to ask other class members what sentences
apply to them and write their name next to those sentences.
G Use the Language Then have them compare the results when they have
Find the differences finished. They should have the same names next to the
Work with a partner. Find twelve differences in the sets of pictures. Make a list and share it with different sentences.
your class. Do any groups have anything on their list that you don’t have on yours?
• Discuss the results as a class.

F Grammar Practice
• Do number 1 as a class.
• Ask students to mark the correct sentences.
• Tell them to correct the other sentences by changing one word.
• When ready, check answers as a whole class.

1. incorrect – change and to but 2. correct

H Quick Review
Key

3. incorrect - change but to and 4. correct

Look back at the brief notes in this module.
5. incorrect – change but to and 6. incorrect - change but to and
1. What is an informal way to say “going”?
2. List three things we can ride:

109
G Use the Language: Filling out a timetable
Setup / Demo
Draw two stick people. Make sure there are a few differences
• Ask students to quickly skim the questions and think about their between the two. For example, one has a hat / umbrella / football
own homes. / bag / skateboard / etc. Write two model sentences under the
• Tell the students that one partner should ask the other person drawings: A has a...., but A doesn’t have a.... / B has a.... and a....,
these questions and any similar ones they can think of. but A doesn’t have a....
Encourage them to ask follow-up questions and to give as much Ask the students to talk about the differences between the
detail as possible in their answers. Then they should switch roles. drawings using the sentences.
Activity
E Grammar Tell the students to find the differences between the two similar
• Go over the table section by section. Model the sentences using pictures.
your own ideas. Feedback
• Go through examples for joining a list of two or more nouns/ Ask for differences from different pairs. Write down the sentences
verbs. Ask students to talk about (food) I like... and.... / (sport) I as they say them on the board. Ask for classroom feedback on
play..., ..., and.... Ask for more examples. which sentences are factually correct and grammatically correct
• Do the same with listing ideas using and: (free-time) I read..., (and/but).
and I watch.... / (shopping) I go shopping in..., Etc.
• Go through but, comparing with and. Show how items/ideas
are in contrast/opposite in some way. Give more sentences to  Check the Workbook
elicit personalised responses from students: I like..., but I don’t For more practice with and/but and house descriptions use
like.... / I have a..., but I don’t have... / etc. Exercise 2 in Lesson 3 of the workbook.
• Go through the exception section with but. Elicit an exception
in a group using sentences: I like my classes but.... / I like every
day but.... / etc. Let students discuss their exceptions and try to H Quick Review
express their reasons. • Ask students to look back through the unit and find the
answers.
• Check answers as a class.
Teacher’s Note Using a Comma
We tend to use a comma before and in lists when there are
Key

1. off to 2. (examples) horse, bicycle, bus, taxi

three or more items. However, we don’t use a comma if there
only two items. We use a comma before and and but if it
comes before an idea or phrase.

109
 Lesson 4 hobbies at home Lesson 4 hobbies at home

A Model Monologue
Aims
Read the monologue. Then listen. Track 86

- What one likes and doesn’t like Andre: When I get home from classes, the first thing I like to do
- Talk about hobbies is relax. I usually listen to music. Sometimes, after hearing
- Ask questions about hobbies the music, I want to play my guitar. Sometimes I ride my
bike. I like exercise, but I don’t like jogging. My roommate
and I always have a big dinner. After that, we often play video games.
Vocabulary Sometimes we watch TV or a film. Before going to bed, I usually just read a book or
magazine. I love reading! It’s one of my favourite things to do at home.
Hobbies
relax jog exercise
read a book/magazine watch a movie/TV listen to music B Vocabulary: Hobbies
V
play video games play guitar ride a bike Read the words and phrases. Then listen and repeat. Track 87

like to swim/swimming
Questions and answers
Do you like to…/-ing Does he like to…/-ing
I like to …/I don’t like to … She likes … / She doesn’t like …
go to the
relax play guitar watch TV read a magazine
Grammar cinema

Simple present: like in statements and questions

Warm Up play video

listen to music ride a bike jog
meet up with
games friends
• Draw 5 to 10 simple items that are clues to activities on the Brief note

board (e.g., a soccer ball). Elicit the activities and drill their Bike is a short, easy way to say bicycle.
C Comprehension
ehension
names by pointing. Now, tell your students a story about what
Look back at part A. Follow the instructions below. Then answer the questions.
you do when you are at home. Use the activities you mentioned
1. In the vocabulary section, put a tick next to the pictures of things Andre likes to do.
on the board, and mime them when you can. You can make up 2. Put an X next to the pictures of things Andre doesn’t like to do.
a story or use real information. Ask students if they can recall 3. Put a question mark (?)
??) next to the things Andre doesn’t discuss.
the story’s sequence once the story is finished. 4. Do you have a tick, an X
X, or a question mark next to go to the cinema? ( yes / no ) Explain.
5. Do you have a tick, an X
X, or a question mark next to meet up with friends? ( yes / no ) Explain.
6. Andre discusses hobbies that are not in the vocabulary section. What are they?
A Model Monologue Track 86

• Ask students to look at the picture and elicit what the man is D Vocabulary in Context: Charades
V

doing. Ask the students to predict what other activities he likes. Play in groups. Take turns acting out a hobby while other students try to guess what
your hobby is. The first student who guesses correctly takes the next turn.
Write the predictions on the board.
Example answers: You are watching TV. You’re riding a bike. You are jogging.
• Tell students to read the text.
• Discuss possible new vocabulary items: relax, ride, exercise, jog, 110

roommate, favourite, before, usually, other times, etc.

• When students are done reading, play the audio.
• Ask students if any of their predictions were correct, and mark
the correct ones on the board. Ask students what information Extension Finishing Sentences
they remember from the text. Put students in pairs. Student A reads the text and stops at
some point in each sentence. With his/her book closed, Student
Teacher’s Note Talking about Sequences and Habits B tries to finish the sentence. The students then swap roles.

Point out to students that we can talk about sequences of

actions using words and phrases such as: first, then, before,
C Comprehension
and after that. We can also use other words to talk about how
often we do things, such as: always, sometimes, other times, • Tell students to read the exercise and than look at over the
usually, and often. We use them with the simple present to monologue again. Put students in pairs and have them follow
talk about things we do a lot. the exercise’s instructions.
• Ask comprehension questions about the paragraph. What does
Andre like to do when he first gets home? What does he like
 Check the Workbook to play? What does he listen to? Does he like to ride a bike or
jog? Does he love reading or exercise? What does he always
For further practice using like, use Exercise 1 in Unit 8, Lesson
have with his roommates? What does he like to do after dinner?
4 of the workbook.
Does he like watching movies? When does he like reading? etc.

1/2. When I get home from classes, the first thing I like to do is
B Vocabulary: Hobbies Track 87 relax []. I usually listen to music. Sometimes, after hearing
• Ask the students to look at the pictures and phrases. Model the the music, I want to play my guitar []. Sometimes I ride
my bike []. I like exercise, but I don’t like jogging []. My
pronunciation and ask the students to repeat.
roommate and I always have a big dinner. After that, we
• Let the students listen to the monologue one more time and often play video games []. Sometimes, we watch TV or a
complete the sentences. film []. Before going to bed, I usually just read a book or
Key

• Ask the students to check answers in pairs and then check as a magazine []. I love reading! It’s one of my favourite things to
class. do at home.
3. go to the cinema, meet up with friends [?]
4. [?], yes, Andre says he likes to watch films, but that doesn’t
mean he goes to the cinema.
5. [?], yes, Andre meets up with his roommate but doesn’t say if
he meets up with other friends often.
6. exercise, read a book, eat a big dinner
110
E Grammar Brief note
Teacher’s Note like and love
Simple present: like in statements and questions TV means television.
Be prepared for students to ask about when we use I like
like / don’t like + noun like / don’t like + to + verb reading and I like to read. There is no difference – we can
I like books. I like to read.
She likes Chinese food. Does Amanda like to go shopping? use both. But like + -ing verb is probably more common. Also
I don’t like jogging.
He doesn’t like films.
Do you like to play video games?
Does Roberto like watching television?
point out that when we really like doing something we can
When we really like something, we often say we love it: use I love …ing / to …
I like reading, but I love watching films!
When we really don’t like something, we often say we hate it:
I like reading magazines, but I hate reading books!

F Grammar Practice
F Grammar Practice
Put the words in order to make sentences or questions. In the last blank, write your
• Do number 1 as a class.
answer to the question. • Let students complete the other questions.
1. and / writing / like / reading / I • Check the answers as a class. Ask a student to write the
.
complete sentences on the board. Tell them to write the words
2. to / doesn’t / Pablo / sing / like singing / he / hates
in order by listening to the class consensus.
. .
• Review the sentences and ask for alternative ways to write them
3. English / do / like / you / book / your
(-ing verb or to + base form).
?

Your answer:
Y 1. I like reading and writing (writing and reading).

Key
. 2. Pablo doesn’t like to sing. He hates singing.
3. Do you like your English book?
G Use the Language
What are your hobbies?

1. List five hobbies below

below, on the left side. Use two from part B, and write three other
hobbies that you know.
2. Talk
T to a partner or in a group. Do people in your group like the hobbies on your list?
Teacher’s Note Pairs
Take notes about their answers below, on the right-hand side.
We often talk about common pairs of items in certain orders,
3. When you’re finished, report your results to the class.
such as: reading and writing; fish and chips; burger and fries;
Five hobbies Notes
cooking and cleaning; and brothers and sisters. These are
cultural conventions.
1.

2.

3.
 Check the Workbook
4.
For further practice with like, use Exercise 2 in Unit 8, Lesson 4
5. of the workbook.
111

G Use the Language: What are your hobbies?

D Vocabulary in Context: Charades • Introduce the activity by asking everyone in the class if they like
• Ask the students to write down their favourite hobbies (three or an activity. Make sure it is a little unusual/humorous so that it
more). is unlikely to be used by students later. Add up the number of
students and present the results using: X students like ...ing / to....
• Give assistance to any students that need it.
and Y students don’t like ...ing / to....
• Organise the students into small groups. Ask them to take turns
• Tell students to write five hobbies they enjoy: two from the
acting out a hobby on the list. The other students should try to
vocabulary section and three of their own.
guess what they are doing by using the pattern You are ...ing.
Model the activity by acting out a few activities for the class. • Put students in pairs or in a group. Students will take turns asking
people if they like activities on their list. Students should take note
• After finishing, move students into new groups so they can
of people’s responses.
continue the activity.
• Students will report their results to the class. Write the hobbies
• Ask students to review the activity in pairs by recalling the
on the board and find the most and least popular hobbies among
hobbies in pairs.
classmates.
• Elicit all the class hobbies and who does them.

E Grammar Extension 1 Memory Game

• Go over the table. Practise the statements with students using • Ask students to write and say one thing they like doing and
a variety of activities. Model the statements using your own one thing they don’t like doing. Model the sentences for the
preferences. For example, I like to... / -ing. I don’t like to... / -ing. students.
Go around class asking for sentences about what students like • The next student should repeat what the student before
doing / don’t like doing. List items on the board.
them said (changing forms from I to he/she) without making
• Go through question form examples and structure. Let students any mistakes.
ask the teacher about activities written on board.
• Let students ask each other about activities on the board. Extension 2 True/False Game
• Ask students one thing they like doing and one thing they
don’t like doing. One sentence should be true and the other
false. Model the sentences for the students.
• The class decides which is true and which is false.

111
 Lesson 5 Dinner Time Lesson 5 Dinner Time

A Model Monologue
Aims
Read the monologue. Then listen. Track 88

- Describe what one can and can’t do James: When we cook dinner at my house, we all help. Every
- Ask simple questions about what people are able to do person has a different job. I can cook vegetables, but I
can’t cook meat. I often burn it. One of my roommates,
Vocabulary Jongwon, is Korean. He can cook meat very well! He
usually barbecues it. My other roommate, Henry, can’t
Activities at home cook meals, but he makes great desserts. We have big dinners—we eat a lot! After
dinner, we do the dishes and clean the kitchen. We have a rule in our house: no
make dinner/dessert cook vegetables/meat moaning! After all that work, we’re tired. We usually go to the living room and
use a barbeque wash dishes watch TV for a while.
Brief note
clean the kitchen/living room do the laundry “A while” means a short time
time.. But not too short—for a

Questions and answers B Vocabulary

really short time, use a few seconds or a few minutes.

Can you cook? Can she swim? Listen to the monologue again. Then match a vocabulary word on the left with a word
I can cook. / I can’t cook. She can swim. / she can’t swim. or phrase on the right. Track 88
Brief note
Grammar
Barbecue can be a noun or a verb. As
a noun, it can be a kind of party or the
Simple present: can thing you cook the meat on. As a verb, it
means to cook food in a barbecue style.
Grill can also be a noun (see the picture)
or a verb meaning to cook on a grill.
grill barbecue burn
Warm Up
1. laundry a. dirty clothes
Ask students about food they eat for breakfast, lunch, and dinner. 2. moan b. do
Brainstorm foods/dishes typically eaten for those meals in their 3. barbecue c. grill

countries. Explain how one simple dish is cooked, with support 4. wash d. cook too much
do/wash the
from actions and/or drawings. Ask the class about how other dishes
dishes
clean 5. burn e. complain

dishes are prepared.

A Model Conversation Track 88

Brief note
Remember, do doesn’t always mean wash.
But in these phrases, the two words have
• Transition by saying that the model monologue is about a laundry
do/wash the
laundry
moan/complain the same meaning.

student cooking dinner and doing other jobs at home. Draw

students’ attention to the picture and ask who the person is, C In Y
Your World
what he is doing, what kinds of food he likes or cooks, what With a partner
partner, discuss the questions below. Then report your partner’s answers to
the class.
jobs does he do in the house. Make a note of student responses
on the board. Which of the things in the vocabulary section can you do? Notes
Which of those things do you do?
• Ask students to read the conversation in pairs. How often?
• Play the audio and listen to the conversation as a class.
112
• Ask students to review their predictions on the board. Ask them
to make additions and corrections as a class.

B Vocabulary Track 88 C In Your World

• Go over the vocabulary in the pictures with students. Setup / Demo
• Ask students to practise saying the words with a partner. Pairs Write a vocabulary word on the board, such as grill. Then write I
can quiz each other by pointing to pictures and eliciting the can before it. Tell students that you know how to cook things on
correct words. a grill. Ask students to find other verbs in the vocabulary. Tell them
they are going to write down the things from the vocabulary that
• Ask students to match items 1-5 with a-e.
they can do and how often they do them.
Activity
Key

1. a 2. e 3. c 4. b 5. d
Ask students to use words from the vocabulary to write sentences
like I can grill and I grill every week in the summer. Then, put
students in pairs and have them say their sentences to each other.
Extension Question Dictation Tell students that they will report their partner’s information to the
• Ask some comprehension questions about the paragraph. class. Note any common mistakes with the target vocabulary to
The questions can be dictated to the students if they are cover in a later correction stage.
capable. Write the questions on the board if they are not. Feedback
Students should be allowed to answer the questions with Recap by asking the students what their partners can do and how
their books open. often they do it. Make simple questions. (What can you do? I can
How many people live in the house? What can Jongwon do laundry. How often do you do laundry? Every weekend.) If you
cook? What can’t Henry cook? Who can cook great meat? noted any errors during the activity, briefly do an error correction
Who can make great desserts? What do they do after on the board before continuing to the grammar.
dinner? What is the house rule?
• As a lead in to the team cooking task to follow, ask the class D Grammar
what James, Jongwon, and Henry can and can’t do.
• Ask students to recall (again) what James, Jongwon, and Henry
can and can’t do. Write a list of their ideas on the board.
• Go over the table for can – meaning people are able to do
something. Highlight the form: can + base form. Do the same
for can’t.
• Go through the question form: Can + S + base verb

112
D Grammar
 Check the Workbook
Simple present: can For further practice using can and can’t, use Exercise 2 in Unit
can can’t
Brief note 1, Lesson 5 of the workbook.
Questions beginning
Can means able to do something. Can’t means unable to do something. with can’t are a
I can speak English. I can’t speak Chinese. little different from
questions beginning
She can run fast. He can’t run fast.
with can. You can
Birds can fly. People can’t fly. learn about these
questions later in the
In questions: Can + subject + verb + ...?
Blueprint series! Teacher’s Note He/She with can
Can you swim? Can Theresa cook? Can he write well?

Point out the common mistake students make using can with
E Grammar Practice he and she. We do not use ‘s’ on the auxiliary verb or the
Fill in the gaps with can or can’t. main verb. Present a few sentences with additional mistakes
1. I’m usually late to work in the morning. I just wake up on time.
(involving ‘s’ on can and main verbs) to the class and ask them
2. I love this spaghetti, Mum. Y
You really taste the garlic! to correct the sentences as a class.
3. He play the guitar very well. In fact, it sounds awful!
4. Birds fly, but many birds also swim.
5. Felicia is a good student. She speak English, and she write it, too.
F Read to Write
• Ask students to look at the picture of an omelette. Ask them if
F Read to Write they know what it is. Tell them that they can find the word in
Read the paragraph. Highlight the words you don’t know. Discuss their meanings the text and look it up in a dictionary if they don’t know. Ask
with your teacher or look them up in a dictionary.
them if they know what the omelette is being cooked in (skillet).
Sometimes I like to eat breakfast food for dinner. I really like
omelettes, so I can cook them really well. Do you know that you can
Again, illustrate that they can find the word in the passage and
cook an omelette on a grill? First, turn the heat to medium. Then then look it up in a dictionary.
grill your meat. I like bacon. I cook it on the grill, and then I put a • Ask students to work alone and read the paragraph. Tell them
frying pan onto the grill. I put butter into it, but you can also use
oil. After mixing some milk, eggs, and pepper (you can add salt, too) to highlight words they don’t know and look those words up in
in a bowl, pour it into the pan. Move the pan while the eggs cook. the dictionary.
You can see when the omelette finishes cooking—it looks wet but
the liquid doesn’t move. Then I put the bacon on one side. I add
• When everyone has finished reading, put students in pairs. Ask
cheese, fold the egg, and then add more cheese. You can sprinkle them to go over the words they didn’t know together and make
vegetables on it, too. Then enjoy!
sure they came up with the same definitions.
• Briefly recap by writing some of the most commonly looked-up
G Use the Language
words on the board and making sure every student understands
A how-to paragraph
what they mean.
What can you cook? Write a short paragraph about how to cook it.

G Use the Language: A how-to paragraph

• Ask students what the paragraph from F explains (how to cook
something). Ask students if they know how to cook anything.
113
Write a few of the students’ answers on the board. Briefly discuss
as a class how the students make certain dishes.
• Tell the students they are going to describe how to cook
 Check the Workbook something by writing a paragraph similar to the one in F.
For further practice using can and can’t, use Exercise 1 in Unit • Give students time to write alone. Go around the room checking
8, Lesson 5 of the workbook. the students’ writing for accuracy and ideas. Lend assistance if
necessary.
• Find two or three students who are willing to share their
paragraphs with the class. Ask them to read their paragraphs
Extension can and can’t drill aloud. Talk about each paragraph as a class.
Write some verb/activities encountered this unit, such as:
ride a bike, cook desserts, make dinner, do laundry, clean the Extension Class Survey
house. Elicit how to write the positive form (I can ride a bike),
the negative form (I can’t ride a bike), and the question form • Ask students to write Can you questions for 3 hobbies/
(Can you ride a bike?). Do this for each activity. Drill students activities. Let them decide on the hobbies/activities for their
on the sentences. individual survey.
• Write a question on the board: Can you swim/dance/play
Tell students use the question form of activities to ask you Angry Birds / etc. Ask each class member the question and
questions. Answer students questions and encourage follow- tally the results. Write the results using X (number) students
up questions. can..., but Y (number) can’t....
• Students ask other students their questions and add up the
results. Tell them to present the results to the class. Use the
E Grammar Practice results for further discussion if possible.
• Do the first question as a class.
• Ask students to fill in the questions and check in pairs.
• When ready, check answers as a class.

1. can’t 2. can 3. can’t

Key

4. can/can 5. can/can

113
 Active Review
Unit 8 : Active Review
A A House for Sale
Read the advert for a house. Then answer the questions.

A A House for Sale FOR SALE: A two-bedroom house. It has two

bathrooms, a kitchen, a living room, and a study.
Ask the students to look at the picture and predict what rooms It is small but very clean. It is near schools and
and items they can find inside the house. Ask the students to parks. The address is 34 Green Street. Phone Mr
Jennings on 0203 467 1921
identify what the text is (an ad). Tell the students to read the
text and check their predictions. Tell the students to answer the 1. Which information is NOT included in the advert?
comprehension questions. Check the answers as a class. a. the number of bedrooms b. the address c. the price

2. Which is true about this house?

Key

a. It is very large. b. It has a study. c. It is far from schools.

1. c 2. b 3. a
3. What should a buyer do first?
a. phone Mr Jennings b. pay money c. drive to the house

B Write an Ad
B Write an Ad
• Look at the ad again as a class. Ask students: What is for sale? Pretend you are selling your home, or that your parents are selling their home.
What does the house have? Can you describe the house? Is Write an advert in the space below. Share your advert with a classmate. Discuss the
differences between them.
the house near other things/places? Where is it? How can you
contact Mr. Lopez? FOR SALE:

• Answering these questions will give students a breakdown of

what is required in the ad they will write.
• Tell the students to pretend they are selling their house and
write an ad based on the model.
• Put students in pairs. Tell students to discuss their ads and note
differences between their houses/apartments.

Optional follow-up: post the ads on the wall of the classroom and C Reminder
ask students to browse the ads. Students choose a place they like. Some Module 4 Goals in Unit 8

Finish by asking students their housing preferences. Put a tick () next to the things you can do.

C Reminder: Some Module 4 Goals in Unit 8 Very simply describe where you live
Join simple phrases with words like and
Read each goal with the class. For each goal, ask students to look Describe what you can and can’t
can’t do
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have 114
them put a checkmark next to the goals they have achieved.

114
 Communication
A Warm
arm Up
C Interview Classmates
What comes next? Write noun or verb. Students are going to interview another student about what he or
can like like to she can do, can’t do, likes, and doesn’t like. Model the activity by
telling students to ask you questions to complete the table. Ask a
student to keep a note of your answers on the board.
B Listen for Information Now ask students to interview each other in pairs. Try new
Listen to the description of Donna. Then fill in the gaps. Track 89 pairings as they may have asked similar questions to their usual
1. She to play guitar. 4. She likes to read and to . partners.
2. She run fast. 5. She cook.

3. She to watch TV. 6. She to eat. D Describe

Refer to the teacher’s interview answers. Ask the class to make
sentences about the teacher using the information.
C Interview Classmates Ask students to tell the class about the student they interviewed.
Interview four classmates. Ask one about three things he or she can do. Ask another They should not say his or her name. Ask the students to guess
about three things he or she can’t do. Then ask two others about what they like and the person they are describing when they have finished.
don’t like.
My classmate 1.

2.

can: 3.

My classmate 1.

2.

can’t: 3.

My classmate 1.

2.

likes: 3.

My classmate 1.

2.

doesn’t like: 3.

D Describe
T the class about one of your classmates, but don’t say your classmate’s name. The
Tell
class will try to guess who it is.

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Communication

A Warm Up
Ask students to look at the blanks on the page and the words
next to the blanks. Start with can. Ask students if a noun or a verb
comes after can. Ask students to suggest examples of things that
could go in the blank and write them on the board. Continue to
do the same with like and like to. Note that like is followed by
a noun which could also be a gerund, but like to is followed by
a verb. Tell students that are going to practise using these three
words in interviews and descriptions.
Key

verb, noun, verb

B Listen for Information Track 88

Ask the students to look at the picture and ask them who the
woman is: nationality? job? hobbies? age? etc. Tell them to
predict information about Donna by discussing the sentences with
gaps. Ask students to listen and complete the information about
Donna.

1. likes 2. can’t 3. doesn’t like

Key

4. watch films 5. can 6. loves

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 Module 4 : Review Module 4 Review

A Vocabulary A Vocabulary
Remember and write...
Put students in pairs, or do these as a whole class, making sure
1. …four messages written on signs.
that all the students fill in the blanks. Ask students to fill in the
blanks from memory. They may write vocabulary words that were
added to the lesson when it was covered. 2. …two library book statuses and two actions involving library books.

1. From Unit 8, Lesson 2, p. 106 (possible) No parking, give

way, no smoking, stop 3. …four ways of cooking food.

2. From Unit 7, Lesson 2, p. 94 due, on loan, check out, return

3. From Unit 7, Lesson 3, p. 96 cook, bake, boil, chop 4. …three ways of getting home.
4. From Unit 8, Lesson 1, p. 104 (possible) on foot,
underground, ride a bike 5. …four rooms in a house.
5. From Unit 8, Lesson 3, p. 108 (possible) kitchen, bathroom,
bedroom, living room
6. …two types of houses and two hobbies people do in their houses.
6. From Unit 8, Lesson 1+4, pp. 104, 110, (possible) house,
flat, relax, play guitar
B Grammar
B Grammar Look back at the module. Fill in the gaps.
Students should be flipping through the module as they complete 1. She a book. 10. How are you home?
these, but the answers do not need to match the exact details 2. the boys a 11. I’m by taxi.
from the monologues and dialogues. However, they should show game? 12. I’m a bus.
understanding of the language covered in the module. 3. I want these shoes. 13. Would you like coffee
4. you want to watch TV? tea?
1. is reading 2. Are/playing 3. don’t 4. Do 5. Would a cup of coffee? 14. He likes reading writing.
5. you like 6. What kind 7. Which 8. much
6. of food do you want to 15. Everyone Helen is
Key

9. many 10. getting 11. going 12. taking/going by eat? coming.

13. or 14. and 15. but
7. shirt do you like, blue or 16. No, she like cake.
16. doesn’t 17. can/can 18. can/can’t red? 17. She speak English, and
8. How money do you have? she write it, too.
9. How kinds of food can you 18. He read, but he
name? write.

116

116
 E About a Menu
Setup / Demo
Set up the activity by eliciting basic themes in a restaurant and in
C Chain Game: I can… a customer-waiter dialogue. For example, include things like cost,
Play in groups or as a class. The first person says, “I can .” The second person want, would like, what kind, price, and taste. Elicit questions and
repeats and adds a new verb: “I can (first person’s word) and .” The third statements associated with these food ordering themes from the
player says, “I can (first person’s word) and (second person’s word) and ,” etc. unit, including:
Play until you can’t remember your classmates’ verbs. Then try again.
What kind of... is it?
D Shopping Role-Plays
I’m going to try...
Would you like/want...?
Choose six food and drink items from Unit 7. Choose a price
for each item. Work in pairs. Do not show your items and Do you know what you want?
prices to your partner. Take turns “shopping.”
How does it taste? It tastes...
Do you have…? Yes, I do / No, I don’t…
Y
What do you want?
How much…? It costs…
The price is…
Which dessert do you want? I want...
What would you like? I’d like...
Now work in a group of three. TTake turns being a waiter How much is it? X costs ...
and customers in a restaurant. Use words from Unit 7.
Discuss who asks the questions and who gives the answers.
Do you want…? Would you like…? I want… I’d like…
Which kind…?
Activity
1. Ask the students to study the menu and write questions
and statements that customers and waiters might use in the
situation.
E About a Menu
2. Check in pairs and then as a class for any issues.
Write two sentences and a question about the items on the menu. 3. Ask the students to work in threes and prepare a conversation
set in a restaurant with two customers. The customers can be
Side
Main dishes dishes Drinks Desserts anyone: friends, husband/wife, teachers, etc. (anything that
Chicken £10 Salad £5 Coffee £3 a cup Cake £6 a slice could add humor to the situation). Let students prepare a
Fish £12 Soup £4 T
Tea £2 a cup Ice cream £5
Steak £15 chips £3 Lemonade £3 a bottle Pie £7 a slice conversation that includes: greetings, small talk, ordering, and
Stew
Spaghetti
£8
£7
Orange Juice £3 a glass
Milkshakes £4 each
Fruit £8
paying.
4. Ask student groups to perform for the class.
1. Feedback
2.
Offer global language feedback covering any issues that arise.
3.
Ask the class which conversation they preferred and why.
117
Another option is to take brief notes on the conversations as they
are performed and ask comprehension questions after each one.

C Chain Game: I can…

• If students are not already familiar with the chain game,
demonstrate how it is played: Ask a student to say something
they can do (I can swim). Now say I can swim and cook. Now
ask another student to say they can swim, cook, and do one
more thing of their choosing.
• Start the game officially and allow students to freely say things
they can do. Encourage the students to see how long a chain
they can make.
• At the end of the game, explain that this is done to help them
remember that can is always followed with the base form of a
verb (not a past form or a participle, or a noun).

D Shopping Role-Plays
• Help students work through the instructions by example.
Brainstorm food and drink items with the class. Write the
phrases on the board and ask students to finish them orally.
• Put students in pairs. Ask them to take turns shopping using
the phrases given. They can write out the conversations if it is
helpful and if there is time.
• Monitor conversations and give feedback on language accuracy
and other issues.
• Ask better pairs to perform for the class.
• Ask students to follow the same procedure for the second
dialogue and give feedback when necessary to the class.

117
 Teacher’s Class Kit
The Teacher’s Class Kit includes interactive e-book versions of Blueprint Student
Book and Blueprint Workbook that can be used in the classroom to facilitate teaching.
The e-books are accessible through the Compass homepage. The Blueprint Teacher’s
Guide grants access to this tool through a serial number, which allows for one year of
access to the Teacher’s Class Kit.

How to Enter
access the JOIN LOGIN Serial e-Book

Number
Teacher’s
Class Kit Click
Class Booster

1 Go to the Compass homepage at www.compasspub.com and sign in.

Click LOGIN if you are already a member or JOIN if you need to sign up.
2 Click the Class Booster icon.
3 Click the Enter Serial Number button.
4 Enter the serial number for the Student Book or Workbook. (See next page.)

Anytime you want to use the e-books, simply return to the

Teacher’s Class Kit by repeating steps 1 and 2, above.
Teacher’s Class Kit features
 Interactive whiteboard
 Full-colour page view of student books and workbooks
 Embedded audio and video files
 Simple tool bar with page finder, zoom in and zoom out, annotation,
and bookmark tools

Intuitive navigation tools

Zoom in Previous page Next page Search by unit Annotation

To page 1 Final page Full screen Bookmark

Easy-to-use annotation tools

Embedded video-play function that

links to the Compass YouTube channel

How to get your serial number

To get your serial number for the Teacher’s Class Kit, contact your local distributor.
You can also email [email protected] to get your serial number.