PA IntroB 2016

LaCe / Intro B 1
LaCe / Intro B 2
Promise Yourself
The Optimist Creed
Promise yourself to be so strong that nothing can disturb your peace of mind.
To talk health, happiness, and prosperity to every person you meet.
To make all your friends feel like there is something in them.
To look at the sunny side of everything and make your optimism come true.
To think only of the best, to work only for the best, and expect only the best.
To be just as enthusiastic about the success of others as you are about your own.
To forget the mistakes of the past and press on the greater achievements of the future.
To wear a cheerful countenance at all times and give every living person you meet a smile.
To give so much time to the improvement of yourself that you have no time to criticize others.
To be too large for worries, too noble for anger, and too strong for fear, and too happy to permit the
presence of trouble.
HAVE A GREAT SEMESTER!
LaCe / Intro B 3
LaCe / Intro B 4
BOOK INTRO B
UNIT 9- Students discuss food.
CYCLE 1- In cycle 1, they talk about foods they like, have, and need using some/any and
count/noncount nouns.
GRAMMAR: some and any, specific and general nouns (a/an)
VOCABULARY: food
Suggestion for reviewing food vocabulary with likes and dislikes:
CHAIN GAME
AIM: Give students listening practice while reviewing vocabulary.
PREPARATION: None
COMMENT: Use to review vocabulary and practice grammar and listening.
Students sit in circles in small groups.
Explain the task. S1 makes a sentence. S2 repeats the sentence and adds to it. S3 repeats
S2s sentence and adds to it. For example:
S1: I like chicken.
S2: I like chicken and bread.
S3: I like chicken, bread and tomato.
Students continue until a student cant remember what to say. Then the next student continues the
sentence.
Point out that the information in the sentence can be false.
Model the game with one group.
Students play the game.
LaCe / Intro B 5
Book Intro B Unit 9 Cycle 1 Activity 01
Name: Group:
Teacher Date: / /
FRIDGE
Give out the copies of the fridge and ask students what they can see (a fridge). Use the
picture to pre-teach/revise food vocabulary.
Write the following instructions/questions on the board and ask students to work in pairs to
write down the answers:
Find 3 things beginning with B.
How many apples are there?
Find 5 things beginning with C.
How many green vegetables are there?
Find 2 yellow fruits.
Check the answers.

Students work in pairs asking each other similar questions, using How many? or Can you
find something beginning with?
Follow-up
Use the picture either to present or revise some/any with foods. Say examples like Theres
some milk. There isnt jam. There are some apples. There arent any peaches. Get the
students to repeat these phrases chorally then write them on the board. Ask individual
students questions with Is there/ Are there.
LaCe / Intro B 6
LaCe / Intro B 7
Group
Name: :
Teacher Date: / /
1. Find nine foods in the word square.
A P P L E Q L O
T E R H M G E L
O Y O G U R T M
C O R N O I T G
D E M W R C U S
T R Y O B E C Z
O C F I S H E F
N Z R L R E T O
M I L K E E G G
P X Q M T Y I I
2. Complete the table with words from the box.
APPLES BEANS MILK ORANGES STRAWBERRIES BANANAS CHEESE

YOGURT BUTTER LETTUCE PEAS POTATOES
FRUIT VEGETABLE DAIRY
LaCe / Intro B 8
Name: Group:
Teacher Date: / /
NOUNS: COUNT AND NOUNCOUNT
SINGULAR PLURAL A COUNT NOUN
SINGULAR:
oranges a + noun (that starts with a consonant sound)
two oranges an +noun (that starts with a vowel sound
an orange
COUNT NOUN some oranges
a banana PLURAL:
a lot of oranges
noun + -s
many oranges
A NOUNCOUNT NOUN
food
SINGULAR: PLURAL:
NONCOUNT some food
Do not use a/an A noncount
NOUN a lot of food Do not use one noun does
not have a plural
much food form.
COMMON NONCOUNT: bread, cheese, coffee, yogurt, food, fruit, meat, milk, pepper, salt,
rice, soup, sugar, tea, water
1. Read the sentences below and underline the noun(s). Is the noun COUNT or NONCOUNT?
a. Count Noncount He eats an apple every day.
b. Count Noncount Brian likes Italian food.
c. Count Noncount She has eggs for breakfast.
d. Count Noncount She doesnt eat any fruit.
e. Count Noncount She likes cheese.
f. Count Noncount He doesnt eat meat.
g. Count Noncount Potatoes arent good for you.
h. Count Noncount Broccoli is very healthy.
i. Count Noncount Fruit is delicious.
j. Count Noncount I like bananas, oranges and apples.
k. Count Noncount The woman gives us food.
l. Count Noncount Would you like some coffee?
m. Count Noncount Would you like some water with your food?
LaCe / Intro B 9
MEASUREMENTS WITH NONCOUNT NOUNS
a) Id like some water. Units of measure are used with noncount

nouns to express a specific quantity, for
b) Id like a glass of water. example: a glass of, a cup of, a piece of.
c) Id like a cup of coffee. In (a): some water = an unspecific quantity.
d) Id like a piece of fruit. In (b): a glass of water = a specific quantity.
COMMON EXPRESSIONS OF MEASUREMENT
a bunch of bananas
a bag of rice
a can of corn a jar of pickles
a bar of chocolate
a carton of milk a loaf of bread
a bowl of cereal
a glass of water a piece of cheese
a box of candy
a head of lettuce
In British English: a tin of corn.
Bag Jar Bottle Carton Can
Cup Box Glass Bunch

A bowl of cereal
2. Complete the following: Use a piece of, a cup of, a glass of, or a bowl of.
d. ______________________________ bread
You are hungry and

thirsty. What would e. ______________________________ water
you like?
f. ______________________________ coffee
g. ______________________________ cheese
a. ______ a cup of/ a glass of_______ tea
h. ______________________________ soup
b. ______________________________ rice
i. ________________________________ meat
c. ______________________________ fruit
LaCe / Intro B 10
3. What are the things in the pictures? Write a ... of ... for each picture. Use the words from the box.
Milk Bananas Bread
Water Soda Cheese
Beans Coffee Soup
a. _______________________ b. _______________________ c. _______________________
d. _______________________ e. _______________________ f. _______________________
g. _______________________ h. _______________________ i. _______________________
Which is right?
a. I have to buy some fresh breads / bread.

b. We have some pizzas / pizza for dinner.
c. Paula has one dozen of orange / oranges.
d. My mom prepares a lot of food / foods for my birthday party.
e. We need some eggs / egg.
f. Allan always buys some fresh fruit / fruits.
LaCe / Intro B 11
Name: : Group:
Teacher Date: / /
DO YOU LIKE IT OR NOT?
ASK YOUR PARTNER ABOUT THESE FOOD. Answer using short answers: YES, I DO / NO, I DONT
LaCe / Intro B 12
Name: Group:
Teacher Date: / /
SOME / ANY
USING SOME OR ANY

STATEMENT a. Thaty has some soup every lunch. Use some in an affirmative.
NEGATIVE b. Thaty doesnt have any bread. Use any in a negative sentence.
QUESTION: c. Does Thaty have any rice? Use any in questions

e. I dont have any sugar. (noncount noun) Any is used with noncount nouns and plural
f. I dont have any apples. (plural count noun) count nouns.
* you can use some in questions when you are offering someone something. Example: Do you want
some sandwiches?
1. Use some or any to complete the sentences.
a. There are _________________ beautiful vegetables in my garden this year.

b. I dont have _________ milk.
c. Do you have ____ ____ beans?
d. Do you need _________________ sugar?
e. No, thank you. I dont need _________________ sugar.
f. Ken needs _________________ sugar.
g. Anita usually doesnt eat _________________ meat.
h. We dont have _________________ fruit in the apartment.
i. We dont have _____________ apples, _____________ bananas, or _____________ oranges.
j. The refrigerator is empty. There isnt _________________ cheese, ham or butter.
k. I need _________________ food. Do you have _________________ food left?
l. Heidi cant make a cake because she doesnt have _________________ egg.
m. I need to buy _________________ pastries. Do you need to buy _________________ groceries?
n. Im busy tonight. I have to prepare _________________ salad for dinner.
2. Complete the sentences by using a/an or some.
1. I want to buy ________ food.

2. She didnt eat much for lunch, only ________ apple and ________ bread.
3. Lets go to the supermarket to buy ________ vegetables and ________ eggs.
LaCe / Intro B 13
For more practice reviewing vocabulary with count and noncount nouns:
PICTURE IT!
AIM: Help students understand vocabulary in a visual way.
PREPARATION: Make sets of vocabulary cards (one per four students). Put each set in an
envelope.
COMMENT: Use to review vocabulary. After Grammar Focus on page 60.
Students work in groups of four. Give each group a set of cards.
Explain the rules. One student in each group chooses a card and draws a picture of the word
on a piece of paper. The other students try to guess the word. The first student to guess the
word correctly gets a point and chooses the next card.
Point out that the student drawing the picture cannot write numbers or letters, talk, or make
gestures.
Model the task by drawing a picture of a word on the board. The class guesses the word.
Play the game until students use all the cards. The student in each group with the most
points wins.
VARIATION: Use one set of cards. Divide the class into two teams (A and B). One student from
Team A chooses a card and draws the picture on the board. The students in Team A have two minutes to
guess the word. If they guess correctly, Team A gets a point. Repeat with Team B and continue until
students use all cards. The team with the most points wins.
For a new way to teach sentence stress:
WALKING STRESS
AIM: Raise students awareness of sentence stress in an active and fun way.
PREPARATION: None
COMMENT: Use with Pronunciation that focus on sentence stress. After Pronunciation on page 60.
Play the audio program. Focus students attention on the sentence stress.
Explain the task. Students stand up and move to a place where they can move freely. Then
model the task. Say: I always go jogging on Sundays. Step forward on the first syllable in
the words always, jogging, and Sundays.
ACKNOWLEDGMENT: Idea adapted from The Standby Book by Seth Linstromberg, Cambridge
University Press.
LaCe / Intro B 14
End of Cycle 1
For further practice:
Assign.. For more practice in
Workbook Exercises 1 5 on pages 49-52 Grammar, Vocabulary, and Writing
Lab guide exercises 1 6 on page 15 Listening, Speaking and Pronunciation.
CYCLE 2 Students discuss eating habits using adverbs of frequency
TRUE OR FALSE
AIM: Give students practice using grammar in a personalized way.

PREPARATION: None
COMMENT: Use to practice grammar, speaking, and listening.
Each student writes six sentences about themselves. Three statements are true and three
are false. For example: I can sing really well. I have three sisters.
Explain the game. Students take turns reading their statements aloud in groups. The other
students guess which statements are true and which are false. Students get one point for
each correct guess.
Students play the game. The student in each group with the most points wins.
LaCe / Intro B 15
Book Intro B Unit 9
Cycle 2 Activity 01
Name: Group:
Teacher Date: / /
USING FREQUENCY ADVERBS: ALWAYS, USUALLY, OFTEN, SOMETIMES, SELDOM,

RARELY, NEVER.
Always usually often sometimes seldom hardly ever never

100% 99%- 90% 90% -75% 75%-25% 25%-10% 10%-1% 0%
Frequency with simple present Always, usually, often, seldom, rarely and never are
called frequency adverbs. They come between the
subject and the simple present verb. *
SUBJECT + ADVERB + PRESENT VERB
a. Bob always comes to class always

usually
b. Mary usually comes to class
often
c. We often watch TV at night SUBJECT + sometimes + VERB
seldom
d. I sometimes drink tea with dinner
hardly ever
e. They seldom go to the movies never
f. Anne rarely makes a mistake
g. I never eat paper
*Some frequency adverbs can also come at the beginning or at the end of a sentence. For example:
Sometimes I get up at seven. I sometimes get up at seven. I get up at seven sometimes.
Sun. Mon. Tues. Wed. Thurs Fri. Sat.
Ann always drinks tea at lunchtime. X X X X X X X

Bob usually drinks tea at lunchtime. X X X X X X
Maria often drinks tea at lunchtime. X X X X X
Gary sometimes drinks tea at lunchtime. X X X
Ali seldom drinks tea at lunchtime. X X
Georgia rarely drinks tea at lunchtime. X
Joy never drinks tea at lunchtime.
LaCe / Intro B 16
USING FREQUENCY ADVERBS WITH BE
SUBJECT + BE + FREQUENCY ADVERBS
always
usually
often Frequency adverbs follow be.
TOM + IS + sometimes + LATE FOR CLASS
seldom
hardly ever
never
Frequency with other verbs

SUBJECT + ADVERBS + PRESENT VERBS
always
usually Frequency adverbs come before all
often simple present verbs except be.
TOM + sometimes + COMES LATE.
seldom
hardly ever
never
1. Add the FREQUENCY ADVERBS in italics to the sentence.
Ann is on time for class.

always
_________________________________________________________
always Ann comes to class on time.

_________________________________________________________
often Sue is late for class.

_________________________________________________________
often Sue comes to class late.

_________________________________________________________
never Ron is happy.

_________________________________________________________
never Ron smiles.

_________________________________________________________
usually Bob is at home in the evening.

_________________________________________________________
LaCe / Intro B 17
usually Bob stays at home in the evening.
_________________________________________________________
seldom Tom studies at the library in the evening.

_________________________________________________________
seldom Tom is at the library in the evening.

_________________________________________________________
Hardly ever I eat breakfast.

_________________________________________________________
Hardly ever I am hungry in the morning.

_________________________________________________________
never Sue drinks coffee.

_________________________________________________________
sometimes She drinks tea.

_________________________________________________________
LaCe / Intro B 18
Book Intro B Unit 9
Cycle 2 Activity 02
Name: Group:
Teacher Date: / /
1. Choose the most suitable adverb to complete the sentences:
1. John and I (30%) ___________________ go out for a drink together.

( ) never ( ) sometimes ( ) often
2. Sarah (90%) ___________________ has chocolate cake for dessert.

( ) usually ( ) sometimes ( ) hardly ever
3. My niece (100%) ___________________ eats meat.

( ) never ( ) usually ( ) always
4. I (20%) ___________________ drive my car to work.

( ) never ( ) often ( ) hardly ever
5. It (0%) ___________________ rains here in the summer.

( ) never ( ) sometimes ( ) does not
6. We (5%) ___________________ take the dog off his leash at the beach.
( ) never ( ) rarely ( ) hardly ever
7. Gareth (10%) ___________________ goes to Spain with his parents.

( ) always ( ) hardly ever ( ) very often
8. Mark is an excellent student. He (100%) ___________________ does his homework on time.

( ) never ( ) hardly ever ( ) always
9. Liz goes to the gym only two or three times a year. She ___________________ goes to the gym.
( ) usually ( ) hardly ever ( ) never
LaCe / Intro B 19
Put the words in the correct order.
Example: get always up you 7.30 at. You always get up at 7.30.
1. sometimes / at / We / restaurant / a / eat.

_____________________________________________________________________________
2. always / Brian/ takes / the bus.
_____________________________________________________________________________
3. usually / well / do / I / math / tests / in.

_____________________________________________________________________________
4. often / listen / music / Mandy / John / to / and.

_____________________________________________________________________________
5. happy / always / Poppy / is.

_____________________________________________________________________________
LaCe / Intro B 20
VOCABULARY TENNIS
AIM: Help students review categories of words in a fun way.
Preparation: None
Comment: Use to review vocabulary
Divide the class into two teams (A and B).
Explain the game. Call out a category (e.g: breakfast foods) Team A serves by saying a
word in that category (e.g: bread). Team B returns the serve by saying a different word
from that category (e.g: cereal). The teams take turns saying words from the category.
The game continues until one team cant think of any more words. The other team gets a
point.
Call out a different category (e.g: drinks, vegetables, fruit, desserts) and play the game
again.
The team with the most points wins.
VARIATION: Bring a balloon to class. Teams A and B stand on opposite sides of the room. When
Team A says a word, it serves the balloon to Team B. Team B must say a different word before the balloon
reaches its side of the room. If Team B doesnt say a word or drops the balloon, Team A gets a point.
SUGGESTION FOR INTERCHANGE 9:

Make a chart on the board with MOST POPULAR and LEAST POPULAR for the same
categories from the book activity.
Elicit or explain the meaning of most popular and least popular. Then elicit answers from the
class and write them on the board.
For a new way to teach the reading on page 63:
JIGSAW READING
AIM: Give students practice reading a text collaboratively.
PREPARATION: Make one copy of Photocopiable 9 for every two students. Cut the copies in half.
COMMENT: Use with part A of the Reading on page 63.
Books open. Students work in six groups. Ask each group to read a different paragraph.
Encourage students to help each other with vocabulary.
Books closed. Students work in new groups of six. Each group has one student from each
original group.
Give each student a copy. Students share information to answer the questions.
Books open. Students read the article to check their answers. Then go over the answers
with the class.
LaCe / Intro B 21
ANSWERS:
1. Southern states of the US
2. For a sweet new year
3. Japanese rice cakes
4. Because they are round, like years
5. Greek bread with a coin inside
6. Coins
7. Luck and money in the new year
8. Spain and some Latin American countries
9. Strength in the new year
10. tangerines
ACKNOWLEDGMENT: Original idea from Alex Martinez, Cambridge University Press, Mexico.
LaCe / Intro B 22
Book Intro B Unit 9
MOVIE ACTIVITY
An Elementary Video class
This lesson uses the scene when mother

and daughter first move into the old pastry shop.
They have a conversation just before bedtime when
the little girl asks her mother to read her a story.
From What a nice town this is. To okay.
Pre viewing Tasks

Tell the Ss that they are going to watch a movie clip where mother and daughter have a
conversation just before bedtime. Ask your Ss to predict some of the words they think might
appear in the conversation. Write the words or phrases on the board.
Ss then put the cut-up conversation in a logical order (a cut up version of the worksheet).
There are several possibilities; it only has to make sense at this stage.
While viewing Task
Ss then watch the scene paying close attention to the dialogue. (At this stage they shouldnt
be re-arranging the cut up conversation but watching the movie)
Post-viewing Task
Ss now put the jumbled conversation into the correct order. You may have to re-play the
scene a few times while they do this.
Cooler
Watch the scene again. Elementary Ss enjoy this, it gives them lots of confidence to watch a
real movie clip and understand it
Role-play
Ss act out the role-play in front of the class.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: What a nice town this is.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: Dont you think so, Maman?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mother: Its a lovely town.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: Maman, Partoufle wants to know how long we can stay.
LaCe / Intro B 23
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mother: Oh, you tell Partoufle not to worry. Time for bed.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mother: What story tonight?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: Partoufle wants to hear about Grandmre and Grandpre.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mother: Not tonight, Anouchka.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: You always say that.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: Tell about Grandmre and Grandpre.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mother: Not tonight.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mother: How about the Princess and the Pirates?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Daughter: Okay.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
LaCe / Intro B 24
End of Cycle 2
Workbook Exercises 6-8 on pages 53-54 Grammar, Vocabulary, and Writing
Lab guide exercises 7-8 on page 15 Listening, Speaking, Pronunciation and Grammar
Video activity Book Unit 9 Listening, Speaking and Cultural Awareness
CD-ROM Unit 9 Grammar, Vocabulary, Reading, Listening and Speaking.
LaCe / Intro B 25
UNIT 10 Students discuss sports, skills, abilities, and talents.
CYCLE 1 They talk about sports they watch and play using simple present Wh-questions.
VOCABULARY: Popular sports in US and Canada.

GRAMMAR: Wh- questions with simple present.
For more practice with sports vocabulary, try:
MIME
AIM: Help students personalize and review vocabulary and grammar in an active way.
PREPARATION: Make sets of vocabulary cards (one per four students). Put each set in an
envelope.
COMMENT: Use to review vocabulary and grammar.
Students work in groups of four. Give each group a set of cards.
Explain the rules. One student in each group chooses a card and mimes the activity (e.g:
wash your hair, watch a comedy on TV). The first student to guess the activity correctly
keeps the card and chooses the next one.
Point out that students cannot speak while they are miming words.
Students continue until they use all the cards. The student with the most cards wins.
VARIATION : Students make sets of vocabulary cards in small groups. Then they exchange cards
with another group, and mime the activities on the new cards.
For more practice with sports vocabulary, play:
SCULPTURES
AIM: Give students practice reviewing vocabulary in an active way.
PREPARATION: List vocabulary you want to review.
COMMENT: Use to review vocabulary and grammar.
Divide the class into teams of three.
Explain the task. Whisper an activity to one student (e.g: play soccer). This student whispers
the activity to the other students on his or her team. The team has one minute to form a
sculpture that illustrates the activity (e.g: student 1 pretends to kick a ball, student 2 pretends
to be a goalkeeper). The other teams guess the activity. The first team to guess correctly
gets a point.
Model the task with one team.
Play the game until you use all the vocabulary. The team with the most point wins.
For a new way to practice this conversation on page 64, try:
LaCe / Intro B 26
LOOK UP AND SPEAK!
AIM: Encourage students to look at their partners while practicing Conversations.
PREPARATION: None
COMMENT: Use with Conversations
Point out that its important to look at your partner when speaking.
Explain the task. Students work in pairs. S1 looks briefly at the first line of the conversation
and tries to remember it. Then S1 looks up at S2 and says the line. S2 looks briefly at the
next line of conversation, tries to remember it, and then looks up and says it.
Model the task with one or two students.
Students complete the task in pairs.
NOTE: This technique works best when students stand up and face each other. Its a useful way to
help students develop eye contact while speaking.
LaCe / Intro B 27
Book Intro B Unit 10
Cycle 1 Activity 01
Name: Group:
Teacher Date: / /
1. Make questions according to the answers:
1. ____________________________________________________________________________?
I play soccer and baseball.
2. ____________________________________________________________________________?
We play soccer in the park near my house.
3. ____________________________________________________________________________?
Our game starts at 4 oclock!
4. ____________________________________________________________________________?
We always play with our friends from the club.
5. ____________________________________________________________________________?
We practice volleyball twice a week.
6. ____________________________________________________________________________?
We play soccer on Mondays and Wednesdays.
2. Complete the Wh questions according to the answers:
a. What time __________________________________ every day? - I start work at 7 every day.

b. What __________________________________? - Well, I am not doing anything.
c. And what __________________________________ now? - She is doing some shopping, I think.
d. Who __________________________________ with shopping bags? - Our son helps her.
LaCe / Intro B 28
Cycle 1 Activity 02
Name: Group:
Teacher Date: / /
A. What, When or Where? Choose the correct WH- word to complete the questions.
_____ is the name of the President of the United States of America?

a. What b. When c. Where
_____ month is the Chinese New Year?

_____ is Christmas Day?

_____ is New York City?

_____ is that called in English?

_____ are the Hawaiian islands?

_____ are you doing this afternoon?

B. Make present simple Wh questions:
a. (where / you / go to school?)

_____________________________________________________________________________
b. (what / you / do?)

_____________________________________________________________________________
c. (where / John / come from?)

_____________________________________________________________________________
LaCe / Intro B 29
d. (how long / it / take from London to Paris?)
_____________________________________________________________________________
e. (how often / she / go to the cinema?)

_____________________________________________________________________________
f. (how many children / you / have?)

_____________________________________________________________________________
g. (when / you / get up?)

_____________________________________________________________________________
h. (how often / you / study English?)

_____________________________________________________________________________
i. (what time / the film / start?)

_____________________________________________________________________________
j. (where / you / play tennis?)

_____________________________________________________________________________
C. Fill in with: who, why, what, how, when, where, what time, how often:
a. _______________ are you so happy? Because I have a birthday party.

b. _______________ do you go to school? I go by bus.
c. _______________ does the first lesson begin? At 8.00 o'clock.
d. _______________ is the police-station? Its in front of the park.
e. _______________ is the weather like in Israel? It's hot.
f. _______________ does your mom go to work in the morning? She goes by taxi.
g. _______________ does he usually have for lunch? He has rice and fish.
h. _______________ wants to sing this song? Tamara.
i. _______________ do you have the longest holidays? In summer.
j. _______________ can translate this word in English? I can.
k. _______________ is your address? Main Street 16.
l. _______________ are you crying? Because I lost my keys.
D. Circle the correct Wh - word.
1. Who / Why / Where are the kids? 5. What / Where / Who color is the dress
They are outside now. It is green.
LaCe / Intro B 30
2. How / Who / Why is the baby in bed? 6. Where / What / When are my shoes?
Because he is very tired. They are under the chair.
3. What / When / How old is the test? 7. Why / What / When are you home?
On Friday At about 5:00 p.m.
4. How much / How old / When is your sister? 8. How / Where / What is on the shelf?
She is 17 years old today. The radio.
LaCe / Intro B 31
End of Cycle 1

Lab guide exercises 1 4 on page 16 Listening, Speaking, Pronunciation and Grammar
CYCLE 2 They discuss skills, abilities, and talents using can and cant.
For a new way to practice making statements with can and cant, try:
CIRCLE TALK
AIM: Give students practice pronouncing can and cant while talking about their abilities.
PREPARATION: Make one copy of Photocopiable 10 for every six students. Cut each copy into
cards and put them in an envelope.
COMMENT: Use with part C of the Grammar Focus on page 67.
Students work in groups of six. Each group sits in a circle. Give one envelope to each group.
Explain the task. Student chooses and uses it in a sentence that begins with I can or I cant.
If S1 makes a sentence with cant, he or she chooses a new card.
If S1 makes a sentence with can, he or she gives the card to S2 to the right. The card moves
to the next student to the right until a student uses it in a sentence with I cant. Then this
student chooses a new card, the circle talk changes direction, and the card moves to the
left.
Model the activity with a group. Students complete the activity. Go around the class and
check students pronunciation of can and cant.
ACKNOWLEDGMENT: Idea adapted from Lessons from Nothing by Bruce Marshland, Cambridge
University Press.
For more practice asking and answering questions with can and cant, play:
HOT POTATO
AIM: Give students practice asking and answering questions.
PREPARATION: Write questions on ten pieces of paper (one per paper). Then wrap the papers
around each other to make a paper ball. Bring music and a CD player to class.
COMMENT: Use to practice grammar and speaking.
Students sit in a circle.
Explain the game. While you play music, students throw the paper ball to each other. When
you stop the music, the student holding the ball takes off the outside piece of paper, reads
the question, and answers it. Then start the music and the students throw the paper ball
again.
LaCe / Intro B 32
Model the game, then play the game until students answers all ten questions.
For more practice with abilities and talents, play:
CHANGE CHAIRS
AIM: Review vocabulary and improve listening in an active way.
PREPARATION: None
COMMENT: Use with classes of six or more students to review vocabulary and improve listening.
Ask students to move their chairs in a circle, facing the center. Stand in the middle.
Explain the task. Give an instruction that starts with change chairs (e.g change chairs if
you can swim. All students who can swim stand up and change chairs.
Model task a few times.
Ask one student to stand up. Take away his or her chair.
Explain the task. Then the student without a chair stands in the center and gives the next
instruction (e.g change chairs if you can play the guitar.) This time, the student in the
center also tries to sit down. The student left without a chair stands in the center and gives
the next instruction.
Model the task.
LaCe / Intro B 33
Can and Cant Cycle 2 Activity 01
Name: Group:
Teacher Date: / /
FIND SOMEONE WHO NAME
CAN PLAY A MUSICAL INSTRUMENT
CAN COOK WELL
CAN SPEAK THREE LANGUAGES
CAN PLAY A RACKET SPORT
CAN SKI OR WATER SKI
CAN DRIVE
CAN RIDE A BIKE
CAN SWIM
I am ZQ2. I can talk and I count but I cant fly.
I can jump and I can speak English but I cant play the piano.
I can laugh but I cant run.
LaCe / Intro B 34
1. Read the text and answer the questions as in the example.
a. Can ZQ2 talk? __Yes, it can__

b. Can ZQ2 fly? _______________________________________________
c. Can ZQ2 count? _______________________________________________
d. Can ZQ2 jump? _______________________________________________
e. Can ZQ2 play the piano? _______________________________________________
f. Can ZQ2 run? _______________________________________________
g. Can ZQ2 laugh? _______________________________________________
2. Answer these questions.
Can it talk? __________________________________
Can it fly? __________________________________
Can it run? __________________________________
Can he skate? __________________________________
LaCe / Intro B 35
Can it fly? __________________________________
Can they run? __________________________________
Can it jump? __________________________________
Can she read? __________________________________
LaCe / Intro B 36
End of Cycle 2
CD-ROM Unit 10 Grammar, Vocabulary, Reading, Listening, and Speaking.
UNIT 11 students discuss future plans.
VOCABULARY: Months and Dates.

GRAMMAR: Ask and answer questions using the future with be going to
CYCLE 1- students talk about evening, weekend, and birthday plans using statements and yes/no
questions with be going to.
For more practice with months and dates, play:
LINE UP!
AIM: Give students practice using a variety of skills in an active way.
PREPARATION: None
COMMENT: Use to review vocabulary and practice grammar and speaking.
Write a question on the board. For example: When is your birthday?
Explain the task. Students go around the class and ask each other the question on the
board. Then they stand in line according to the answers (e.g.: in time order). Point out that
the board is the beginning and the other end of the classroom is the end (e.g.: of the day).
Model the task with a few students.
Explain that when two answers are the same, students stand in alphabetical order of their
first names.
Students complete the task.
Ask students to explain their position in line. For example: Im number 1. My birthday is in
May.
LaCe / Intro B 37
Months and Dates Cycle 1 Activity 01
Name: Group:
Teacher Date: / /
LaCe / Intro B 38
Cycle 1 Activity 02
Name: Group:
Teacher Date: / /
1. What are these people thinking?
a. b.
Paul is going to play basketball. He isnt going to Mark _________________________ and Bella
ride a bike. _______________________________________
c. d.
I______________________________________
He ____________________________________
_______________________________________
________________________________ soccer.
LaCe / Intro B 39
2. Complete the sentences. Use going to + one of these verbs:
Eat do give lie down stay walk wash watch wear
a. My hands are dirty. Im going to wash them.

b. What are you going to wear to the party tonight?
c. I dont want to go home by bus. I _________________________________.
d. John is going to London next week. He _______________________ with some friends.
e. Im hungry. I _____________________________________ this sandwich.
f. Its Sharons birthday next week. We __________________________ her a present.
g. Sue says shes feeling very tired. She __________________________ for an hour.
h. Theres a good film on TV this evening. ________you _________________________ it?
i. What is Rachel _____________________________________ when she leaves school?
3. Look at the pictures. What is going to happen?
a. b. c. d.
a. Its going to rain ___a___

b. The shelf ____________________________________________________________________
c. The car ____________________________________________________________________
d. He ________________________________________________________________________
4. What are you going to do today or tomorrow? Write three sentences.
a. Im ________________________________________________________________________
b. _____________________________________________________________________________
c. _____________________________________________________________________________
5. Complete the sentences. Use be going to + the following expressions (or your own words).
Call the landlord Go to the bookstore See a dentist

Call the police Go to an Italian restaurant Stay in bed today
Get something to eat Lie down and rest for a while Take a long walk in the park
Go to the beach Look it up in my dictionary Take it to the post office
Go to bed Major in psychology Take them to the laundromat
LaCe / Intro B 40
a. I need to buy a book. I am going to go to the bookstore
b. Its midnight now. Im sleepy. I ____________________________________________________
c. Sue is hungry. She _____________________________________________________________
d. My clothes are dirty. I ___________________________________________________________
e. I have a toothache. My wisdom tooth hurts. I _________________________________________
f. Im writing a composition. I dont know how to spell a word. I ____________________________
g. George has to mail a package. He _________________________________________________
h. Rosa lives in an apartment. Theres a problem with the plumbing. She _____________________
i. Sue and I want to go swimming. We _______________________________________________
j. I have a headache. I ____________________________________________________________
k. Its late at night. I hear a burglar! I _________________________________________________
l. I want to be a psychologist. When I go to the university, I _______________________________
m. I feel terrible. I think Im getting the flu. I _____________________________________________
n. Ivan and Natasha want to go out to eat. They ________________________________________
o. Its a nice day today. Mary and I ___________________________________________________
LaCe / Intro B 41
1. Oral Exercise: Pair up with a classmate. Switch roles.
Example: go downtown.
STUDENT A: Are you going to go downtown tomorrow?
STUDENT B: Yes, I am. Im going to go downtown tomorrow. OR:
No, Im not. Im not going to go downtown tomorrow.
1. get up before eight oclock 11. get up early

2. come to class 12. get up late
3. stay home all day 13. walk to school
4. eat lunch 14. study grammar
5. eat lunch with (someone) 15. get some physical exercise
6. get a haircut 16. eat dinner
7. watch TV in the evening 17. eat dinner alone
8. do something interesting in the evening 18. listen to music after dinner
9. go to bed early 19. go shopping
10. go to bed late 20. do something interesting and unusual
2. Oral Exercise: Answer the questions.
example: tomorrow?.
TO STUDENT A: What are you going to do tomorrow?
STUDENT A: Im going to (go shopping).
TO STUDENT B: What is () going to do tomorrow?
STUDENT B: Hes/Shes going to go shopping.
What are you going to do:

1. tomorrow? 6. at 9:00 tomorrow morning?
2. tomorrow morning? 7. at noon tomorrow?
3. tomorrow afternoon? 8. at 5:00 tomorrow afternoon?
4. tomorrow night? 9. around 6:30 tomorrow evening?
5. at 7:00 tomorrow morning? 10. after 8:00 tomorrow night?
LaCe / Intro B 42
What on Earth? Unit 11
Language: going to.
Material: Board and dice (one per group), counters (one per student).
Groups: groups of two to six.
Time: 20 minutes.
Procedures
Bring to class pictures of objects that are large enough for the whole class to see. Give one
of them to a student, step back, and ask: What are you going to do with that? Elicit an
answer from that student and other possible funny answers from the rest of the class. Draw
students attention to the use and meaning of going to. Repeat this procedure to make sure
students can use this form appropriately and understand the idea of the game.
Divide the class into groups and hand out the material.
Rules
Players place their counters at START.
The first player casts the dice and moves his or her counter accordingly. If it lands on a
square with an object in it, the person to his or her left initiates interaction with him or her, as
shown. If the counter lands on a square with instructions in it, he or she must follow them.
Players take turns proceeding in this way. The first player to get to (but not beyond) the
FINISH point wins the game.
LaCe / Intro B 43
WHAT ON EARTH...?
LaCe / Intro B
44
End of Cycle 1
Lab guide exercises 1 6 on pages 18-19 Listening, Speaking, Pronunciation and Grammar
CYCLE 2 They discuss how they plan to celebrate holidays, special occasions, and festival using
Wh- questions with be going to.
For a new way to practice the conversation on page 75, try:
MOVING DIALOG
AIM: Give students more speaking practice with different students.
PREPARATION: None
COMMENT: Use with Conversations.
Explain the task. Students stand in two lines (A and B), facing each other. Then they practice
the conversation.
When you clap, the students in line A all move one step to their right. One student at the end
of line A will not have a partner. He or she runs quickly to the beginning of the line A.
Students practice the conversation with new partners.
Continue as many times as needed.
Line A Line B

LaCe / Intro B 45
Cycle 2 Activity 01
Name: Group:
Teacher Date: / /
GOING TO - Plans for the Future!
Make the questions to the answers below using these words to start. Some of the words may be
used more than once.
WHAT - WHERE - WHEN - WHO - WHY
1. _____________________________________________________________________________
She is going to study Law next year.
2. _____________________________________________________________________________
Philip and Sam are going to go to Paris.
3. _____________________________________________________________________________
Tomorrow? I am going to study!
4. _____________________________________________________________________________
I'm going to study at the Library.
5. _____________________________________________________________________________
Paul is going to go to the Library with me.
6. _____________________________________________________________________________
I am going to give up smoking because it is bad for me.
7. _____________________________________________________________________________
Mary is going to bring a cake.
8. _____________________________________________________________________________
John is going to travel to Rome next month.
LaCe / Intro B 46
Cycle 2 Activity 02
Name: Number: Group:
Teacher Date: / /
A. Can you find the correct month?
1. ___________________________ takes its name from Julius Caesar.

2. ___________________________ has the fewest days.
3. ___________________________ has Christmas on the twenty-fifth.
4. ___________________________ is the month of Halloween.
5. ___________________________ is the first month of the year.
6. ___________________________ is when people celebrate Thanksgiving Day.
7. ___________________________ is the month we celebrate Mothers Day.
8. ___________________________ is also a verb (soldiers do it).
9. ___________________________ starts with A and ends with L.
10. ___________________________ the eighth month of the year.
11. ___________________________ Spring ends and summer begins in the Northern Hemisphere.
12. ___________________________ starts with the letter S.
For further practice with going to future:
A Role-Playing Activity
INSTRUCTIONS FOR THE TEACHER
Students will practice asking and answering questions about the future in this role-playing activity.
You will need enough copies of the Student A Worksheet for half the class, and enough copies of the
Student B Worksheet for the other half of the class. Divide the students into pairs and distribute the
worksheets. One student in each pair is Student A, and the other student is Student B. Tell the students they
must use the information on their worksheets to ask and answer the questions.
Give each pair six minutes to complete the activitythree minutes for Student A to ask about
Student Bs weekend, and three minutes for Student B to ask about Student As weekend. (You may want to
use a timer to let the students know when three minutes are up.)
Wrap up the activity by asking one Student A volunteer and one Student B volunteer to tell the class
about their partners weekend.
Example:
Student A: Paula is going to go shopping this weekend. She is going to go with her sister Wendy
and her friend Linda.
LaCe / Intro B 47
Cycle 2 Activity 03
Name: Group:
Teacher Date: / /
Student A Worksheet
Ask your partner this question:
What are you going to do this weekend?
Then ask the questions in the box.
When are you going to go?

Who is going to go with you?
What are you going to (do, buy, see)?
Where are you going to go?
How are you going to get there?
You must ask questions (and listen to your partners answers) until your teacher says to stop.
Read the following situation. This is your plan for this weekend. Your partner is going to ask you
some questions about your plans for this weekend. Give short answers to all of your partners questions.
You are going to go skiing at Crystal Mountain this weekend. Your friends Gail and
Steve are going to go with you. You are going to stay in a hotel. You are going to drive your Jeep
to Crystal Mountain
Student B Worksheet
Read the following situation. This is your plan for this weekend. Your partner is going to ask you
some questions about your plans for this weekend. Give short answers to all of your partners questions.
You are going to go shopping this weekend. Your sister, Wendy and your friend Marylou
are going to go with you. Your sister is going to drive her new Toyota car. You are going to buy a
sweater, and your friend Marylou is going to buy a dress.
Now its your turn to ask questions! Begin by asking your partner:
What are you going to do this weekend?
Then ask some of the questions in the box.
LaCe / Intro B 48
When are you going to go?
Who is going to go with you?
What are you going to (do, buy, see)?
Where are you going to go?
How are you going to get there?
You must ask questions (and listen to your partners answers) until your teacher says to stop.
LaCe / Intro B 49
End of Cycle 2
Workbook Exercises 7 on page 66 Grammar, Vocabulary, and Writing
Lab guide exercises 7-9 on page1 9 Listening, Speaking, Pronunciation and Grammar
CD-ROM Unit 11 Grammar, Vocabulary, Reading, Listening, and Speaking
UNIT 12 Students discuss health
VOCABULARY: Health problems; medicine

GRAMMAR: use have+ noun, and feel + adjective
Cycle 1 They talk about the body and common ailments using Have+ Noun and Feel+ adjective
For more practice with this vocabulary play:
SIMON SAYS
AIM: Give students active practice developing listening skills.
PREPARATION: None
COMMNENT: Use to review vocabulary and practice listening.
Students stand up.
Explain the task. Give an instruction. If you start the instruction with Simon Says (e.g.,
Simon says touch your toes), students follow the instruction. If you give the instruction
without Simon Says (e.g., touch your toes), students do nothing.
Explain that students sit down if they follow the instruction when you dont say Simon Says.
They also sit down if they do the wrong action (e.g., they touch their knees instead of their
toes).
Model the game with a few instructions.
Play the game. The last student standing wins.
LaCe / Intro B 50
QUESTION EXCHANGE
AIM: Give students practice making and answering questions.
PREPARATION: Write one verb or phrase for each student on pieces of paper.
COMMENT: Use with GRAMMAR FOCUS
After presenting the Grammar Focus, write the grammar structure on the board.
Give each student a piece of paper with a different verb or phrase.
Explain the task. Students go around the room and find a partner. They take turns asking
and answering questions using the structure on the board and the word or phrase on their
piece of papers. For example: How do you feel today? The students exchange papers and
find a new partner.
Students complete the task. Continue until students exchange papers with most of their
classmates.
Elicit interesting answers from the class
Encourage students to ask follow-up questions.
SCRAMBLED DIALOGS
AIM: Give students practice putting conversations in order and listening for correct answers.
PREPARATION: Make one copy of Photocopiable 12 for every two students. Cut each copy into
strips and put them in envelopes.
COMMENT: Use before Listening on page 80.
Students work in pairs. Give an envelope for each pair.
Set the scene and explain the task. One conversation is between Doctor Young and Ben.
The other conversation is between Doctor Young and Alison. Students arrange the strips to
make two conversations.
Students complete the tasks in pairs. Then they join another pair and compare answers.
Play the audio program for the first two conversations. Students listen and check the order of
their conversation.
LaCe / Intro B 51
Cycle 1 Activity 01
Name: Group:
Teacher Date: / /
LaCe / Intro B 52
Cycle 1 Activity 02
Name: Group:
Teacher Date: / /
The Body Game Unit 12

Aim: To draw a complete body.
Language: Parts of the body.
Materials: one copy for each pair/group, dice, a counter for each player, pencil and paper for each
player.
Groups: Groups of two or more.
Rules
Choose a counter each and place it on START.
Throw the dice and the one with the highest number goes first.
Take it in turns to throw the dice and move your counter around the board in a clockwise
direction.
When you land on a square, draw that part of the body if you can.
Note: you must draw the body first and you must draw the head before the eyes and the leg
before the foot, etc.
If you throw a 6, have another go (a maximum of 3 times).
The winner is the first student to draw a complete body.
LaCe / Intro B 53
LaCe / Intro B 54
Name: Group:
Teacher Date: / /
HEALTH AND ILLNESS
What's the matter with her? She has ______________________________________
What's the matter with him? He's has ______________________________________
What's the matter with him? He's has ______________________________________
What's the matter with him? He has _______________________________________
What's the matter with him? He has ______________________________________
LaCe / Intro B 55
4. Complete the conversation with the words from the box:
Cold - stomachache - feel (2x)
Teacher- Good morning, boys and girls.

Susan- What's the matter teacher?
Teacher- I dont ___________ well. I have a ____________. I think I stayed out in the cold too long.
Ralph- I don't feel well either. I have a _____________________. My stomach hurts a lot.
Michael- I ___________ fine. So Ill help you!!!!
LaCe / Intro B 56
End of Cycle 1
Assign For more practice in
CYCLE 2
VOCABULARY: Learn the names of common medications for health problems
GRAMMAR: Positive and negative imperatives
Suggestion for a new way to practice part C of this Grammar Focus.
Substitution dialogue!!!
Aim: Give Ss controlled practice with new structures.
Preparation: Choose four to six words or phrases to substitute.
Comment: Use with grammar focus, part C, on page 82.
Tell students to underline I have a terrible toothache! And Call a dentist.
For example: A: I feel terrible today!

B: Whats the matter? (1)
A: I have a terrible toothache (2)?
B: I have an idea. Call a dentist. (3)
Write substitutions for the underlined words on the board. For example:
(1) Whats wrong?

(2) Headache / stomachache/earache/sore throat
Explain the task. Ss practice the conversation twice using the substitutions on the board.
Then they practice it using their own ideas.
Model the task. Then Ss complete the task in pairs.
Option for Interchange 12

Students sit in a circle, write a problem at the top of a piece of paper, and pass it to the left.
Then they write advice for the problem on their new paper and pass it to the left. Students
continue the activity for ten minutes, and then find the papers with their original problems.
Elicit problems and advice from the class.
LaCe / Intro B 57
For a different way for teaching the reading, try:
CLOUD PREDICTION
AIM: Develop students ability to predict content from key words.
PREPARATION: List six to ten key words from the text.
COMMENT: Use with Reading on page 83.
Write the key words on the board, inside a large cloud
Explain the task. Students work in pairs. They use the key words on the board to predict the
main ideas.
Point out that all predictions are acceptable.
Students complete the task. Elicit students predictions.
Students listen to the audio program and check their prediction.
LaCe / Intro B 58
Name: Group:
Teacher Date: / /
Imperative Sentences
In (a): Close the door is an imperative sentence.

(a) Close the door, Jimmy. Its cold outside. The sentence means, Jimmy, I want you
Okay, Mom. to close the door. I am telling you to close
the door.
(b) Sit down. An imperative sentence uses the simple form of a

(c) Be careful! verb (close, sit, be, etc.)
(d) Dont open the window.

Negative: dont + the simple form of a verb.
(e) Dont be late.
(f) ORDERS: Watch out! Imperative sentence give orders, directions, and
(g) DIRECTIONS: Open your books on page 24. advice. With the addition of please, as in (i),
(h) ADVICE: Dont worry. imperative sentences are used to make polite
(i) REQUESTS: Please, close the door. requests.
1. COMPLETE THE SENTENCES with an imperative form from the box. Use the affirmative or the
negative forms, accordingly. There is an extra word in the box.
Watch Dont speak Speak Practice Read Do Memorize
Cant speak English well?

Improve your skills!!
a. ____________________ the new vocabulary.
b. ____________________ the conversations in your course book.
c. _____________________movies without subtitles.
d. _____________________Portuguese in class.
e. _____________________books in English.
f. _____________________English all the time in class.
LaCe / Intro B 59
2. Underline the IMPERATIVE VERBS in the following dialogues.
CINDY: Were leaving.

BETH: Wait for me!
CINDY: Hurry up! Well be late.
BETH: Okay. Okay. Im ready. Lets go.
MICHELLE: (knock, knock) May I come in?

PROFESSOR: Certainly. Come in. Please have a seat.
MICHELLE: Thanks.
PROFESSOR: How can I help you?
MICHELLE: I need to ask a question about yesterdays lecture.
PROFESSOR: Okay. Whats the question?
MARY: We need to leave soon.

IVAN: Im ready.
MARY: Dont forget your house keys.
IVAN: I have them.
MARY: Okay.
TOM: Whats the matter?

JIM: I have the hiccups.
TOM: Hold your breath.
BOB: Drink some water.
JOE: Breathe into a paper bag.
KEN: Eat a piece of bread.
JIM: Its okay. The hiccups are gone.
HEIDI: Please close the window, Mike. Its a little chilly in here.
MIKE: Okay. Is there anything else I can do for you before I leave?
HEIDI: Could you turn off the light in the kitchen?
MIKE: No problem. Anything else?
HEIDI: Ummm, please hand me the remote control for the TV. Its over there.
MIKE: Sure. Here it is.
HEIDI: Thanks.
MIKE: Ill stop by again tomorrow. Take care of yourself. Take good care of that broken leg.
HEIDI: Dont worry. I will. Thanks again.
LaCe / Intro B 60
Name: Group:
Teacher Date: / /
1. Write an IMPERATIVE SENTENCE in the empty space above the speaker.
Use the verbs to help you OPEN BE WATCH
2. Write imperative sentences with the words below.
a. step / grass (negative) ___________________________________________________________

b. sell / old books (affirmative) _______________________________________________________
c. eat / pancakes / Monday (negative) _________________________________________________
d. drive / fast (negative) ____________________________________________________________
e. speak / loud / here (negative) _____________________________________________________
f. buy / a magazine / today (negative) _________________________________________________
LaCe / Intro B 61
STUDY the example:
I can hear. Turn down the volume
I cant hear. Turn down the volume
3. Rewrite the sentences. Make them negative or affirmative orders.
a. The door is closed. Pat can open it. _________________________________________________

b. I dont want to go out with you tonight. _______________________________________________
c. Leo is going to touch the knife. Its dangerous. ________________________________________
d. We want to be quiet. ____________________________________________________________
e. Its time for Alex to get up. ________________________________________________________
f. I have to do my homework. Chris can help me. ________________________________________
g. I dont want Bob to drink wine. _____________________________________________________
h. Id like to go to the movies with the girls. _____________________________________________
i. Frank drives too fast. I dont like it. _________________________________________________
j. I need a new dress. Kate can buy it for me, ___________________________________________
4. Choose the correct alternative.
a. Dont (open, wait) the window. _____________________________________________________

b. Lets not (invite, buy) her. _________________________________________________________
c. (Wait, Go) for me. ______________________________________________________________
d. Dont (read, disturb) her. _________________________________________________________
e. Lets not (call, sit) the girls. _______________________________________________________
f. (Put, Wait) the magazine on the table. _______________________________________________
g. Dont (eat, drink) that milk. ________________________________________________________
h. (Sit, Wash) on the sofa. __________________________________________________________
i. Lets (listen, buy) to him. _________________________________________________________
5. Complete the sentences with phrases from the box.
Stop Lets go (2x) Dont sit Dont forget

Open Dont open Dont listen
a. _________________________________________ the windows. Its cold.

b. _________________________________________ in and have a cup of coffee.
c. _________________________________________ there and help him
d. _________________________________________ the train leaves at 7 oclock.
e. _________________________________________ there. The couch is all wet.
f. _________________________________________ to him. Hes lying.
g. _________________________________________ your books on page twenty.
h. _________________________________________ the car and rest. You look tired.
LaCe / Intro B 62
Name: Group:
Teacher Date: / /
1. Read the problems and circle the correct piece of advice.
I. Ive got a headache.

a. Take some aspirin.
b. Wear a hat.
II. I have sunburn.

a. Put some cream on it.
b. Take a hot bath.
III. Ive burned my hand.

a. Put it under cold water.
b. Put butter on it.
IV. Ive pulled a muscle.

a. Apply heat to it.
b. Use antiseptic cream on it.
V. Ive cut my finger. Its bleeding a little.

a. Call an ambulance.
b. Stop the bleeding with a tissue.
VI. I have pimples.

a. Put some cream on them.
b. Go to the hospital.
LaCe / Intro B 63
2. Do the word search. The theme is body.
I W C J U J F O K J
L U E Q L N O S E W 1. __ __ __ __
D I E I F W O D H O 2. __ __ __ __
R I M M O U T H L L 3. __ __ __ __
U J Z N K C X M T N 4. __ __ __ __
V K H L H A I R W W 5. __ __ __ __
Y Q I H A N D O R L 6. __ __ __ __ __
R S N E C K X F Q I 7. __ __ __ __ __
I V F H H L N R D N 8. __ __ __ __ __ __
V F I N G E R Z I K
3. Match the sentences with the pictures. Write the correct picture letter next to each sentence.
a. ( ) I have a backache. f. ( ) I have a pain in my arm.

b. ( ) I have a burn on my hand. g. ( ) I have a cut on my leg.
c. ( ) I have a cold. h. ( ) I have a toothache.
d. ( ) I have a pain in my shoulder. i. ( ) I have a headache.
e. ( ) I have an earache.
A B C D E
F G H I
LaCe / Intro B 64
4. Underline the correct word in each sentence, a, an or zero article ( --- ).
a. Shes got a / an / --- headache

b. Ive got a / an / --- sorethroat.
c. Hes got a / an / --- pain in his arm.
d. Ive got a / an --- cold.
e. Hes got a / an / --- earache.
f. Shes got a / an / --- stomachache.
g. Shes got a / an / --- sunburn.
h. Hes got a / an / --- burn.
5. Write the words in the correct order to make sentences.
a. an / headache / awful / have / I

_____________________________________________________________________________
b. mom / a / My / toothache / has / bad

_____________________________________________________________________________
c. a / finger / has / on / Jean / her / cut

_____________________________________________________________________________
d. in / pain / has / chest / a / Mary / her

_____________________________________________________________________________
e. his / burn / has / He / a / hand / on

_____________________________________________________________________________
f. his / cut / has / He / a / hand / on

_____________________________________________________________________________
g. awful / dad / My / stomachache / an / has

_____________________________________________________________________________
LaCe / Intro B 65
End of Cycle 2
Lab guide exercises 6-9 on page 21 Listening, Speaking,Pronunciation and Grammar
UNIT 13 Students discuss places, things to buy there, and how to get there.
CYCLE 1 They talk about stores and their locations using prepositions of place.
VOCABULARY: Places and things
GRAMMAR: preposition of places ( on / on the corner of / across from / next to / between), giving
locations in a city map.
For more practice with vocabulary for places:
SCULPTURES
AIM: Give students practice reviewing vocabulary in an active way.
PREPARATION: List vocabulary you want to review.
COMMENT: Use to review vocabulary
Divide the class into teams of three.
Explain the task. Whisper an activity to one student (e.g: aspirin). This student whispers the
activity to the other students on his or her team. The team has one minute to form a
sculpture that illustrates the activity (e.g: student 1 pretends to have a headache, student 2
pretends to be a pharmacist giving him or her a bottle of aspirin). The other teams guess the
activity. The first team to guess correctly gets a point.
Model the task with one team.
Play the game until you use all the vocabulary. The team with the most point wins.
Another suggestion for vocabulary practice use:
VOCABULARY TENNIS
Preparation: None
Explain the game. Call out a category (e.g: places) Team A serves by saying a word in that
category (e.g: aspirin). Team B returns the serve by saying a different word from that
LaCe / Intro B 66
category (e.g: bandages). The teams take turns saying words from the category.
point.
LaCe / Intro B 67
Numbe
Name: r:
Teacher Date: / /
1. Look at the map and mark the sentences T (True) or F (False):
Example: The bank is across from the auditorium ( )T ( )F
a. The restaurant is next to the hotel ( )

b. Theres a supermarket on the corner of Lincoln Avenue and Main Street. ( )
c. Theres a cafe near the bank. ( )
d. Theres a movie theater on Jefferson Street. ( )
e. The park is near the museum. ( )
2. Look at the map and complete the sentences using: on the corner of; next to; on, across from;
and between.
a. Theres a bank ______________________________________ Main Street and Jefferson Street.

b. The supermarket is ____________________________________________ the hotel.
c. Theres a museum ____________________________________________ the caf.
d. Theres a bar ____________________________________________ First Avenue.
e. Theres a restaurant _________________________________ the music store and the bookstore.
LaCe / Intro B 68
3. Find ten places in a city in the word square.
M U S E U M S Y U O
U P R U L K U S K B
S C E B B O P Q T O
I E S H O T E L I O
C Z T X C G R U D K
S C A F E O M J I S
T L U H F D A W S T
O A R L P A R K C O
R A A B A N K M O R
E C N Q U X E Y A E
D H T K F U T E R W
4. Where am I? Write the names of the places. They are all in the word square in exercise 1.
Example: You look at very old objects here -- a museum.
a. You buy food here. ______________________________________________________________

b. You go for a walk here. __________________________________________________________
c. You have dinner here. ___________________________________________________________
d. You buy CDs here. ______________________________________________________________
e. You keep money here. ___________________________________________________________
f. You can buy books here. _________________________________________________________
g. You can stay here. ______________________________________________________________
LaCe / Intro B 69
End of Cycle 1
Lab guide exercises 1 5 on pages 22 and 23 Listening, Speaking,Pronunciation and Grammar
CYCLE 2- They ask for and give directions to different tourist attractions.
GRAMMAR: Asking for and giving directions.
For a new way to teach this conversation, try:
HEAR THE DIFFERENCES

AIM: Give students practice listening for differences between a conversation they read and a
conversation they hear.
PREPARATION: Make one copy of photocopiable 13 for every two students. Cut the copies in half.
COMMENT: Use before the Conversation on page 89.
Books closed. Give each student a handout. Students read the conversation silently.
Explain the task. Students listen to the audio program and find the differences between the
audio recording and the handout. When they hear a difference, they circle it.
Play the audio program three times. The first time, students circle the differences. The
second time, they correct them. The third time, they check their corrections.
Books open. Students read the conversation to check their answers.
ANSWERS
Fifth Avenueon the rightnear Rockefeller Centeracross from Rockfeller

Centerfar from hereright behind youlook up!
LaCe / Intro B 70
Name: Group:
Teacher Date: / /
1. Look at the map. Ask and give directions:
1. The Jewelery Store is behind the Italian Restaurant. ( )T ( )F

2. The Bar is on Second Avenue. ( )T ( )F
3. The Police Station is on the left of the Fire Department. ( )T ( )F
4. The Toy Store is across from the Chinese Restaurant. ( )T ( )F
5. The Movie Theater is opposite the Book Store. ( )T ( )F
6. The Sporting Goods Store is behind the Furniture Store. ( )T ( )F
7. The Bar is next to the Chinese Restaurant ( )T ( )F
Task 2. Look at the map. Choose the correct name of the building!
1. Take the first street on the left. Take the next street on the right. Go straight on and cross the
road. It's on the left. ____________________________________________________________
2. Take the first street on the left. Go down the street. Turn on the right. Take the next street on the
right. Go straight on and cross the road. Go straight on. It's in front of you on the other side of the
road. ________________________________________________________________________
LaCe / Intro B 71
Task 3. Fill in the missing preposition.
1. The Women's Wear is _________________________________ the Jewelry Store.

2. The Movie Theater is_________________________________ the Book Store.
3. The Women's Wear is _________________________________ the Jewelry Store and the Bar.
4. The Toy Store is _________________________________ of Main Street and Forest Street.
5. The Jewelry Store is _________________________________ the Italian Restaurant.
LaCe / Intro B 72
Say More Unit 13
YOUR WEEKEND
Ss practice using the simple past and giving extra information in a communicative way.
Rationale: Movement and fun reduce anxiety and facilitate learning.

Material: Photocopiable page and box or bag
Comment: This exercise replaces part A of Your Weekend.
Photocopy page below(one copy per 16 Ss). Cut them up into question cards, shuffle them,
and put them in the box or bag.
Write this conversation on the board:
A: Did you read any books last weekend?
B:Yes, I did. I read John Grishams new book. Did you see any friends weekend?
A: No, I didnt. But I saw my family.
Go around the class and have each S choose a card from the box. Ask them to put the cards
face down on their desks.
Focus attention on the conversation on the board. Ask: Do the speakers only answer the
questions or do they give extra information? (They give extra information.) Which sentences
give extra information? (I read John Grishams new book. But I saw my family.)
Explain the task. Ss will move around the room and ask each other the questions on the
cards. When answering, they give extra information, as in the example on the board. Once
theyve asked their questions, they exchange question cards, go up to other classmates, and
ask their new questions. They continue until you tell them to stop.
Ss carry out the task. Ask volunteers to give examples of the extra information they provided
when answering the questions.
TIP: You can use this fresh idea for Last Saturday on page 96.
LaCe / Intro B 73
Did you read any Did you write any Did you work around the Did you play any sports
books last weekend? letters last weekend? house last weekend? last weekend?
Did you go shopping Did you buy any Did you see any friends Did you go to a restaurant
last weekend? clothes last weekend? last weekend? last weekend?
Did you meet any

Did you go dancing Did you talk on the Did you sleep late last
interesting people last
last weekend? phone last weekend? weekend?
weekend?
Did you study last Did you see any Did you use the Internet Did you listen to music last
weekend? movies last weekend? last weekend? weekend?
LaCe / Intro B 74
Follow the leader
Ages: All
Class time: 15 minutes
Goal: To follow the leader using the same sound and action as the leader.
To change leaders, so that each person in the group can have a chance to lead.
Application: Present continuous phrases or sentences.
Group Division: Whole group standing in circle, or if group is large in two or three separate circles.
Rules:
1. The teacher should be in the circle, but lead as little as possible, explaining that he or
she will start an action and say a phrase at the same time. Everyone must follow the
action and phrase. The action and phrase must be repeated until someone changes
them by doing a new action and phrase.
2. It is important to repeat each action and phrase until it is changed. This maintains the
rhythm of the game and prevents the students from winding down or stopping to think.
3. If two people start a new action/phrase and at the same time, they are simply to choose
one and follow it, until the whole group is doing the same.
4. In a beginners group, it is better to let anyone lead. (A st. who wants to). Eventually
everyone will lead.
5. Every phrase should be accompanied by a mime action. If someone forgets, the
teacher can help.
Examples:
Beginners: phrase only, using the ing form of the verb plus an object: digging a hole,
eating an apple, painting a wall, etc.
Intermediate: Sentences: We are getting dressed. They (or you) are driving a car.
Questions and answers with half the circle asking the question to the other half while
pointing at them: What are you doing? The second half of the circle answers and performs
a mine action.
Advanced: Same as intermediate but add more complicated grammar structures:
A. In a whole circle: After he had buried the body, he drank a cup of tea.
B. With the circle divided in two: Half 1: If you werent combing your hair, what could you be
doing? Half 2: We could be drinking a cup of coffee.
LaCe / Intro B 75
End of Cycle 2
UNIT 14 Students discuss their activities in the recent and distant past.
VOCABULARY: Talking about things people have to do
GRAMMAR: Past simple (regular and irregular verbs)
CYCLE 1 They talk about their weekend activities using simple past statements with regular and
irregular verbs.
Onion Ring
Aim: Give students more practice speaking with different students.
Preparation: none
Divide the class into two groups, A and B.
The groups stand in two circles, one inside the other. Students in group A bring their books
and make a circle around the classroom, facing inward. Students in Group B bring their
books and make an inside circle. Each student in Group B faces a student from group A.
Explain the task. Students practice the conversation in pairs. When you say Change!
students in group B move to the left and practice the conversation with new partners from
group A.
Students practice the conversation. Call out Change! when most students complete the
conversation.
For more practice with regular and irregular simple past verbs, play:
CHAIN GAME
AIM: Give students listening practice while reviewing vocabulary.
PREPARATION: None
COMMENT: Use to review vocabulary and practice grammar and listening.
Students sit in circles in small groups.
Explain the task. S1 makes a sentence. S2 repeats the sentence and adds to it. S3 repeats
S2s sentence and adds to it. For example:
S1: Last weekend, I saw a movie.
LaCe / Intro B 76
S2: Last weekend, I saw a movie and cooked dinner.
S3: Last weekend, I saw a movie, cooked dinner and washed the dishes.
Students continue until a student cant remember what to say. Then the next student continues the
sentence.
Point out that the information in the sentence can be false.
Model the game with one group.
LaCe / Intro B 77
Name: Group:
Teacher Date: / /
1. Put the verbs into the correct form of the simple past tense:
EXAMPLE: Last year I (spend) __spent__ my holiday in Ireland.
1. It (be) ____________________ great.

2. I (travel) _____________around by car with two friends and we (visit) ____________________
lots of interesting places.
3. In the evenings we usually (go) ____________________ to a pub.
4. One night we even (learn) ____________________ some Irish dances.
5. We (be) ____________________ very lucky with the weather.
6. It (not / rain) ____________________ a lot.
7. But we (see) ____________________ some beautiful rainbows.
8. Where (spend / you) ____________________ your last holiday?
Write the past forms of the irregular verbs.
Infinitive Simple Past
1. meet
.
2. drive
.
3. speak
.
4. put
.
5. write
.
6. sing
.
7. do
.
8. sit
.
9. stand
.
10. run
.
LaCe / Intro B 78
Complete the table in the simple past.
Affirmative Negative Interrogative
He wrote a book.
He did not sing
Did she go there?
Put the sentences into simple past.

1. We move to a new house. ________________________________________________________
2. They bring a sandwich. __________________________________________________________
3. He doesn't do the homework. _____________________________________________________
4. They sell cars. _________________________________________________________________
5. Does he visit his friends? _________________________________________________________
Write sentences in the simple past.

1. Janet / miss / the bus ____________________________________________________________
2. she / clean / her room __________________________________________________________ ?
3. Nancy / watch / not / television_____________________________________________________
4. she / read / a book ______________________________________________________________
LaCe / Intro B 79
Name: Group:
Teacher Date: / /
END OF VERB -ED FORM
END OF VERB : A CONSONANT + -e ADD -d

Rule 1 Smile smiled
erase erased
ONE CONSONANT + ONE VOWEL + ONE CONSONANT*

DOUBLE THE CONSONANT ,ADD ed
Rule 2
Stop stopped
Rub rubbed
TWO VOWELS + ONE CONSONANT
ADD ed; DO NOT DOUBLE THE CONSONANT
Rule 3
Rain rained
Need needed
TWO CONSONANTS ADD ed; DO NOT DOUBLE THE CONSONANT

Rule 4 Count counted
Help helped
CONSONANT + -y CHANGE y TO i, ADD ed

Rule 5 Study studied
Carry carried
VOWEL + -y ADD ed; DO NOT CHANGE y TO i
Rule 6 Play played
Enjoy enjoyed
*EXCEPTIONS: Do not double x (fix + -ed = fixed). Do not double w (snow + - ed = snowed). NOTE:
* adMIT- admitted
*VIsit - visited
1. Give the ed.
-ED
a. count counted h. rub _____________________________
b. stop _______________________ i. yawn ____________________________
c. smile ______________________ j. study ____________________________
d. rain _______________________ k. stay _____________________________
e. help _______________________ l. worry ____________________________
f. dream ______________________ m. enjoy ___________________________
g. clap _______________________ n. erase ___________________________
LaCe / Intro B 80
2. Complete the sentences with the VERBS in the list. Use the ed forms. Use each verb only one
time.
admit listen open answer occur permit happen offer visit
a. The teacher answered a question for me in class.

b. Yesterday I ______________________ my aunt and uncle at their home.
c. We ______________________ to some music after dinner last night.
d. It was okay for the children to have some candy after lunch. Mrs. King
______________________ them to have a little candy.
e. I ______________________ the window because the room was hot.
th
f. A car accident ______________________ at the corner of 5 Street and Main yesterday.
g. A bicycle accident ______________________ on Forest Avenue yesterday.
h. My friend poured a glass of water and held it toward me. She asked me if I wanted it. She
______________________ me a glass of water.
i. A man unlocked the gate and ______________________
3. Use the correct form of the words in the list to complete the sentences. There are some extra
ones.
carry finish stay clap learn stop cry rub taste enjoy
smile wait fail
1. I finished my homework at nine last night.

2. We _______________________ some new vocabulary yesterday.
3. I _______________________ the soup before dinner last night. It was delicious.
4. Linda _______________________ for the bus at the corner yesterday.
5. The bus _______________________ at the corner. It was on time.
6. We _______________________ the play at the theater last night. It was very good.
7. Ann _______________________ her suitcases to the bus station yesterday. They werent heavy.
8. The baby _______________________ her eyes because she was sleepy.
9. I _______________________ home and watched a sad movie on TV last night.
10. I _______________________ at the end of the movie.
11. Mike _______________________ his examination last week. His grade was F.
12. Jane _______________________ at the children. She was happy to see them.
4. ORAL/ WRITTEN (BOOKS CLOSED): This is a spelling test. Give the ed form of each word.
a. stop f. rain k. carry p. occur
b. wait g. permit l. open q. stay
c. study h. listen m. fold r. help
d. smile i. rub n. offer s. drop
e. enjoy j. visit o. happen t. count
LaCe / Intro B 81
End of Cycle 1
CYCLE 2- They discuss their vacation activities using simple past yes/no questions and short
answers.
For a new way to practice this conversation, try:
Musical Dialog:
Aim: Give students conversation practice in natural and fun setting.
Preparation: Bring party music and a CD player to class.
Comment: Use with conversations that could take place at a party (e.g., introductions).
Explain the task. Students move around the room while you play music. When you stop the
music, they begin conversations with the student closest to them. They use the conversation
in the Student Book as a model, substituting information about them.
Play the party music. Stop the music every 20 seconds for students to complete the task.
Continue as many as needed.
Variation: Play the music without stopping. When you turn up the volume, students shout to begin
conversations with the student closest to them.
For more practice with simple past yes/no questions, play:
HOT POTATO
AIM: Give students practice asking and answering questions.
PREPARATION: Write questions on ten pieces of paper (one per paper). Then wrap the papers
around each other to make a paper ball. Bring music and a CD player to class.
COMMENT: Use to practice grammar and speaking.
Students sit in a circle.
Explain the game. While you play music, students throw the paper ball to each other. When
you stop the music, the student holding the ball takes off the outside piece of paper, reads
the question, and answers it. Then start the music and the students throw the paper ball
again.
Model the game, then play the game until students answers all ten questions.
LaCe / Intro B 82
For a new way to teach this Word Power, try:
QUESTION EXCHANGE
AIM: Give students practice asking each other about their weekends in an active way.
PREPARATION: Make one copy of Photocopiable 14 for every 12 students. Cut the copies into
cards and put them in an envelope.
COMMENT: Use with parts B and C of the Word Power on page 96.
Give one card to each student. Explain the task. Students go around the class and ask their
classmates the questions on their cards. Their classmates answer each question and give
extra information. Students then exchange cards and ask different classmates the questions
on their new cards.
Model the activity with a student.
Students complete the activity. Go around the class and encourage them to give extra
information.
Elicit things students learned about their classmates summers.
Acknowledgment: Idea adapted from Teaching Multilevel Classes by Natalie Hess, Cambridge
University Press.
LaCe / Intro B 83
Name: Group:
Teacher Date: / /
LaCe / Intro B 84
Detective Game Unit 14
Ages: All
Class time: 10-15 mins
Goal: To trace the clues and find the thieves.
Application: Prepositions and do/did: Did you find it? Where did you see it? It was under the
window. It was next to the desk.
Group Division: Whole class.
Rules:
1. Whole class stands in a circle with their backs to the circle. Eyes closed with hands
stretched out behind them, open to receive things.
2. The teacher has three small objects, for example: a piece of red or bright colored
chalk, a small spool of thread or a small role of adhesive tape. These are the clues.
The teacher goes around the circle and pretends to put something in each students
hands, but really puts the objects into three different students hands. These students
then become the thieves. The objects used must be things which can leave a mark on
the thief student. With the red chalk, the teacher marks the students palm, then drops
the chalk into it. With the thread the teacher leaves a piece of thread over one of the
buttons on the students shirt, then drops the thread into the hand. With the adhesive
tape, the teacher sticks a piece of it on to the back of the students shirt, then drops it
into the hand.
3. Students then turn around, move around the room and pretend to hide something. All
students must pretend to hide something or the game does not work. The three real
thieves with the objects also try to hide them. Everyone must be moving for one minute
during this hiding time.
4. The teacher then calls time, or sounds the freeze sound. Teacher then says: OK,
detectives. The three clues are: A piece of red chalk. A spool of green thread and a
small roll of adhesive tape. When leaving the scene of the crime, the three thieves
were marked in some way by these clues. Go!
5. Thieves may not touch or remove the clues which the teacher left on them. Clever
thieves will try very hard to make others seem suspicious.
6. A successful detective must find all three thieves before accusing anyone! When a
detective thinks he/she knows who all three thieves are, they can call freeze, stop and
accuse. Give Happy $$$ if correct. Take happy $$$ if wrong.
7. Detectives who find the clues but not the thieves should also win something. The
biggest winners are those who find the clues and the thieves.
8. Practice the do/did questions. It is fine for detectives to tell each other what they have
seen. They can trade information.
LaCe / Intro B 85
Greedy George Unit 14
George was very greedy.

On Sunday his grandma gave him some money.
On Monday he bought one bar of chocolate and ate it all up.
On Tuesday he bought two lollipops and ate them all up.
On Wednesday he bought three ice creams and ate them all up.
On Thursday he bought four cakes and ate them all up.
On Friday he bought five biscuits and ate them all up.
On Saturday he bought one sandwich, one sausage, one pizza, one apple, one apple pie and one
melon.
He ate them all up and then he had a tummy ache!
On Sunday his grandma gave him some money.
He put it in his piggy bank!
Language Focus:
Food vocabulary
Days of the week
Numbers
Past tense
Story-telling
Materials:
A copy of page 1 and a copy of page 2 for each student
Paper and crayons/colored pencils
Procedure:
Give each student a copy. Divide them into two teams and play a quick game to revise
vocabulary: shout out a letter (e.g. A). The first student to shout out the corresponding food
wins their team point. If they are incorrect the other team gets a turn.
Tell them they are going to hear a story about a greedy boy called George and they have to
tick the food that he/she eats.
Read the story opposite, then check the answers.
Tell them you are going to read it again, but this time they have to number the foods in the
order that he eats them e.g. chocolate = 1, lollipops = 2. Read the story as often as
necessary before checking the answers.
Read the story again but change some words e.g. On Tuesday he bought six lollipops.
Students shout Stop! when they hear a mistake and then tell you the correct word,
e.g. two.
Finally, ask some simple comprehension questions, e.g. What did he eat on Tuesday?
LaCe / Intro B 86
Follow-up
Put students into pairs and give each a copy.
They now write their own version of the story by filling in a childs name plus days, numbers,
prepositions and foods (these dont have to be in the same order as the original story).
When they have finished, ask them to draw pictures to illustrate their story. Then each pair
goes to the front of the class, reads their story while they hold up their drawings.
LaCe / Intro B 87
LaCe / Intro B 88
LaCe / Intro B 89
End of Cycle 2
UNIT 15 Students discuss personal history and childhood memories.

CYCLE 1- They talk about celebrity, family, and personal history using the past of be.
MOVING DIALOG
AIM: Give students more speaking practice with different students.
PREPARATION: None
COMMENT: Use with Conversations.
Explain the task. Students stand in two lines (A and B), facing each other. Then they practice
the conversation.
When you clap, the students in line A all move one step to their right. One student at the end
of line A will not have a partner. He or she runs quickly to the beginning of the line A.
Students practice the conversation with new partners.
Continue as many times as needed.
Line A Line B

For more practice with the past tense of be, play:
Run for It!

Aim: help students practice past tense of verb to be
Preparation: Prepare a list of sentences with missing verb to be. Write each missing verb to be on a
separate card and post the cards around the classroom walls.
LaCe / Intro B 90
Comment: Use to practice grammar.
Divide students into 2 teams ( A and B). Assign each member of the teams a number.
Read out the first sentence without saying the verb to be (e.g Shakira _____ born in
Colombia.). S1 from each team runs to find the card containing the missing verb to be. The
first S to reach the correct card gets a point for his or her team.
Play the game until you use all the sentences. The team with the most point wins.
For a new way to teach this Pronunciation, try:
STAND UP, SIT DOWN!

AIM: Focus students attention on listening for specific sounds.
PREPARATION: None
COMMENT: Use with the Pronunciation on page 102
Students listen to the sentences.
Explain the task. Students listen to the audio program again, focusing on a specific sound
(e.g., didnt, dont, wasnt). They stand up and sit down whenever they hear a sound.
Model the task. Play a little of the audio program and demonstrate when to stand up and sit
down.
Play the audio program. Students carry out the task.
LaCe / Intro B 91
Name: Group:
Teacher Date: / /
A. Complete the sentences with WAS-WASN`T-WERE-WEREN`T.
1. Paul _____________ in the cinema yesterday. He _____________ at his grandparents house.

2. _____________ they happy at the party? Yes, they _____________
3. _____________ Paul at school yesterday? No, he ______________.He ______________ sick.
4. Kate ___________with her friends all afternoon. They _____________ very happy together.
B. Complete the gaps with WAS-WASN`T-WERE-WEREN`T.
1. Tom _____________________ very romantic yesterday.
2. The kids _____________________ at a birthday party.
3. Jane _____________________ very sick.
4. Peter _____________________ late for work.
LaCe / Intro B 92
5. Jack_____________________ at a party. He _____________________ at work.
6. Paul _____________________ very happy. He _____________________ angry.
7. John and Pat _____________________ very happy.
8. Peter _____________________ in a big hurry.
9. Susan _____________________ tired of cooking.
10. They _____________________ singing very loud.
11. Jack _____________________ sad. He _____________________ happy.
12. Tim _____________________ a priest. He _____________________ a musician.
LaCe / Intro B 93
13. Mr.Parker _____________________ a great painter.
14. They _____________________ happy with the concert.
15. Andrew _____________________ playing computer games.
16. The mother _____________________ really desperated.
17. The cat _____________________ afraid of the small mouse.
18. Jim _____________________ completely exhausted.
19. Mr. Smith _____________________ very hungry.
20. Tom ____________________ with his friends. He ___________________ alone.
LaCe / Intro B 94
Name: Group:
Teacher Date: / /
PRESENT TIME PAST TIME

(a) I am in class today. (b) I was in class yesterday.
(c) Alice is at the library today. (d) Alice was at the library yesterday.
(e) My friends are at home today. (f) My friends were at home yesterday.
SIMPLE PAST TENSE OF BE
Singular Plural SHE
+ was
I was We were HE
You were (one person) You were (more than one person) IT
She was They were WE
He was YOU + were
It was THEY
1. Write about today and yesterday.
Example: Im in class.
Response: Im in class today. I was in class yesterday too.
Example: The teacher is in class.
Response: The teacher is in class today. She/He was in class yesterday too.
a. Were in class._________________________________________________________________
b. () and () are in class. ________________________________________________________
c. () is here. ___________________________________________________________________
d. () is absent. _________________________________________________________________
e. Im tired. _____________________________________________________________________
f. () and () are (in the front now). ________________________________________________
g. The door is open/close. _________________________________________________________
h. Its hot/cold. __________________________________________________________________
LaCe / Intro B 95
PAST OF BE: NEGATIVE
(a) I was not in class yesterday. Negative was + not = wasnt
(b) I wasnt in class yesterday. contractions: were + not = werent
(c) They were not at home last night. I we
(d) They werent at home last night. she you + werent

+ wasnt
he they
it
1. Study the time expressions. Then complete the sentences. Use wasnt or werent. Use a past
time expression.
PRESENT PAST
today yesterday
this morning yesterday morning
this afternoon yesterday afternoon
tonight last night
this week last week
1. Ken is here today, but he wasnt here yesterday

2. Im at home tonight, but I wasnt at home last night
3. Olga is busy today, but __________________________________________________________
4. Were in class this morning, but ___________________________________________________
5. Tom is at the library tonight, but ___________________________________________________
6. Its cold this week, but __________________________________________________________
7. Alex and Rita are at work this afternoon, but _________________________________________
8. Mr. and Mrs. Jones are at home tonight, but _________________________________________
9. Youre in class today, but ________________________________________________________
10. Dr. Ruckman is in her office this afternoon, but _______________________________________
LaCe / Intro B 96
Cycle 1 Activity 03
Group:
Teacher Date: / /
PAST OF BE: QUESTIONS

YES / NO QUESTIONS SHORT ANSWER + (LONG ANSWER)
(a) Were you in class yesterday? Yes, I was. (I was in class yesterday.)
(be) (subject) No, I wasnt. (I wasnt in class yesterday.)
(b) Was Carlos at home last night? Yes, he was. (He was at home last night.)
No, he wasnt. (He wasnt at home last
(be) (subject)
night.)
INFORMATION QUESTIONS SHORT ANSWER + (LONG ANSWER)
(c) Where were you yesterday? In class. (I was in class yesterday.)
Where (be) (subject)
(d) Where was Jennifer last night? At home. (She was at home last night.)
Where (be) (subject)
1. Make questions and give short answers.
(you / at home / last night)

A: Were you at home last night?
B: No, I wasnt
(Alex and Sue / at home / last night)

A: _____________________________________________________________________________
B: Yes, _________________________________________________________________________
(you / nervous / the first day of class)

A: _____________________________________________________________________________
B: No, __________________________________________________________________________
(Mr. Shin / in class / yesterday)

A: _____________________________________________________________________________
B: No, __________________________________________________________________________
A: Where ________________________________________________________________________
B: At home. ______________________________________________________________________
LaCe / Intro B 97
(you and your wife / in Canada / last year)
A: _____________________________________________________________________________
B: No, __________________________________________________________________________
A: Where ________________________________________________________________________
B: In Ireland. _____________________________________________________________________
2. Make questions and give short answers.
a. (you / in class / yesterday)

A: Were you in class yesterday?.
B: Yes, I was
b. (you / tired / last night)

A: ___________________________________________________________________________
B: Yes, I went to bed early.
c. (the weather / hot in New York City / last summer)

A: ___________________________________________________________________________
B: Yes, it was very hot.
d. (Tony and Benito / at the party / last night)

A: ___________________________________________________________________________
B: No, ________________________________________________________________________
A: Where _____________________________________________________________________
B: ___________________________________________________________________________
e. (Anna / out of town / last week)

A: _____________________________________________________________________________
B: Yes, _________________________________________________________________________
A: Where _______________________________________________________________________
B: _____________________________________________________________________________
3. Put in am/is/are (present) or was/were (past).
a. Last year she was 22, so she is 23 now.

b. Today the weather _____________ nice, but yesterday it _____________ very cold.
c. I _____________ hungry. Can I have something to eat?
d. I feel fine this morning but I _____________ very tired last night.
e. Where _____________ you at 11 oclock last Friday morning?
f. Dont buy those shoes. They _____________ very expensive.
g. I like your new jacket. _____________it expensive?
LaCe / Intro B 98
h. This time last year I _____________ in Paris.
i. Where _____________ the children? I dont know. They _____________ in the garden ten
minutes ago.
4. Put in was/were or wasnt/werent.
a. We werent happy with the hotel. Our room was very small and it wasnt very clean.
b. George ___________ at work last week because he ___________ ill. Hes better now.
c. Yesterday ___________ a public Holiday so the shops ___________ closed. Theyre open today.
d. ___________ Sue and Bill at the party? Sue ___________ there but Bill ___________.
e. Where are my keys? I dont know. They ___________ on the table but theyre not there now.
f. You ___________ at home last night. Where ___________ you?
5. Complete the sentences. Use my/his/their etc. with one of these words:
coat homework house husband job key name
a. Jim doesnt enjoy his job . Its not very interesting.

b. I cant open the door. I havent got ____________________.
c. Sally is married. ____________________ works in a bank.
d. Its very cold today. Put on ____________________ when you go out.
e. What are the children doing? Theyre doing ____________________.
f. Do you know that man? Yes, but I dont know ____________________.
g. We live in Barton Street. ____________________ is at the end on the left.
6. Look at the pictures. Where were these people at 3 oclock yesterday afternoon?
a. George was in bed
b. Carol and Jack _________________________________________________________________
c. Sue __________________________________________________________________________
d. Andy and I ____________________________________________________________________
LaCe / Intro B 99
7. Write the questions. Use the words in brackets (...) in the correct order + was/ were.
1. (late / you / this morning / why?)

Why were you late this morning? The traffic was bad.
2. (difficult / your exam?)
No, it was easy.
3. (last week / where / Ann and Chris?)
They were on Holiday.
4. (your new camera / how much?)
Sixty pounds.
5. (angry / you / yesterday / why?)
Because you were late.
6. (nice / the weather / last week?)
Yes, it was beautiful.
LaCe / Intro B 100

End of Cycle 1
Lab guide exercises 1 3 on pages 6-8 Listening, Speaking, Pronunciation and Grammar
CYCLE 2- They discuss school experiences and memories using Wh- questions with did, was and
were.
For a new way for practicing asking and answering Wh- questions with did,
was, and were, try:
Line Up!
Aim: Give Ss practice asking and answering past tense questions with did, was, and were.
Preparation: Make one copy of photocopiable 15 for every four students. Cut the copies in four. Put
the cards in four separate envelopes (one for each question).
Comment: Use with classes of sixteen or more students after the Gammar Focus on page 103.
Students work in four groups. Each group has four to seven students and a different part of
the room. Give one envelope to each group. Each student takes a card from the envelope.
Explain the task. As a group, students ask the question on their card and write down the
information. Then each group stands in line in order of the answers (e.g., in time order).
Point out that the board is the beginning and the other end of the classroom is the end.
Model the task with a few students from one group. Explain that when two answers are the
same, students stand in alphabetical order of their first names.
Students complete the task. Then ask them to explain their position in line. For example:
Im number 4. I was born in 1998.
For more practice with Wh-questions and answers, play:
Concentration
Aim: give students practice reviewing vocabulary and grammar in a fun way.
Preparation: make one set of cards for each group of students. Two cards in each set match.
Comment: use to review vocabulary and grammar.
Students work in groups of four. Give each group a set of cards. Ask the students to put all
their cards face down on a desk.
Explain the task. Students take turns choosing two cards, turning them over, and saying the
words. If the two cards match, they keep the pair of cards and take another turn. If the cards
dont match, they put them faced down again, and the next student takes a turn.
The students in each group with the most card wins.
LaCe / Intro B 101

For more practice with words about school, play:
VOCABULARY TENNIS
Preparation: None
Explain the game. Call out a category (e.g: places) Team A serves by saying a word in that
category (e.g: aspirin). Team B returns the serve by saying a different word from that
category (e.g: bandages). The teams take turns saying words from the category.
point.
For a new way to teach this Reading, try:
CLOUD PREDICTION
AIM: Develop students ability to predict content from key words.
PREPARATION: List six to ten key words from the text.
COMMENT: Use with Reading on page 105.
Write the key words on the board, inside a large cloud
KEY WORDS: Puerto Rico, the U.S, Mexico, performer, television commercials, soap
operas, band, Spanish-language Albums, English-language Albums.
Explain the task. Students work in pairs. They use the key words on the board to predict the
main ideas.
Point out that all predictions are acceptable.
Students complete the task. Elicit students predictions.
Students listen to the audio program and check their prediction.
LaCe / Intro B 102

Teacher Date: / /
Then and Now

th
Think about your school when you were in 4 grade, and compare it with now (or your last year of
high school:
THEN NOW
FAVORITE SUBJECT
FAVORITE TEACHER
MOST DIFFICULT SUBJECT
FAVORITE CLASS
SPORTS GOOD AT
FAVORITE SNACK
LaCe / Intro B 103

Teacher Date: / /
Our Hometown Unit 13
Aim: To discuss about your hometown.

Language: Present tense, has / hasnt got, places.
Materials: A copy fr each student.
Groups: Pairs, then whole group.
Rules
Students work in pairs to complete the information in the worksheet on HO/03.
Ask them to change pairs and to check their answers.
Go through the answers with the class.
Ask students to bring in a photo of their hometown (or a picture from a tourists brochure) to
stick onto the worksheet.
Follow-up
This can lead into a class discussion on whether students like their hometown, what would
they like their town to have, what would they change about their town, etc. If you wish to
introduce an element of British Culture, you could get them to compare their hometown with
a British town that they know, e.g. There may be a British town featured in their course book
or if they have been on holiday in Britain.
LaCe / Intro B 104

LaCe / Intro B 105
End of Cycle 2
UNIT 16 Students make plans to do different activities together.

GRAMMAR: Subject and object pronouns
CYCLE 1 They make phone calls and leave messages using subject and object pronouns.
Disappearing Dialog:
Aim: Give students confidence using new vocabulary and grammar.
Preparation: None
Comment: Use with Conversations or Grammar Focus exercises that involve conversations.
After completing the Conversations or Grammar Focus conversation, write all or part of it on
the board.
Explain the task. Students work in pairs. They take turns practicing the conversation on the
board repeatedly. As they practice, gradually erase words from the board.
Students practice the conversation. Erase one word per line each time they practice. For
example:
A: Good Morning. How are you?
B: Im just fine. Thank you
Becomes
A: Good morning. ________ are you?
B: Im just fine. ________ you.
Erase more words. Gradually students will be able to practice the

conversation without support.
Variation: Divide the class into two teams. One student from each team reads the conversation
while you erase the words. When a student cant remember a word, the other team gets a point. The team
with most points wins.
LaCe / Intro B 106

For a new way to practice prepositional phrases, try:
PREPOSITION BOARD GAME

AIM: Give students practice reviewing prepositional phrases.
PREPARATION: Make one photocopiable page 16 and bring dice for every three or four students.
COMMENT: Use after the Word Power on page 106.
Students work in groups of three or four. Give each group a handout and dice. Students can
use small objects( e.g., coins or rings) as counters.
Explain the game. Students put their counters on START. Take turns throwing the dice and
moving their counters to the indicated number of squares in any direction. Then they
complete the sentenceJennifer cant come to the phone because shes using the
correct prepositions and the phrases in the square. If they complete the sentences correctly,
they write their initials in the square.
Model the game with a group. Students play the game until all the squares have initials. The
student with the most initialed squares wins.

Acknowledgment: Idea adapted from Time Pieces, the grammar Activity Book, by Bob Obee,
Cambridge University Press.
For more practice with prepositional phrases, play:
Run for It!

Aim: help students practice prepositions of time.
Preparation: Prepare a list of sentences with missing prepositions. Write each missing preposition
on a separate card and post the cards around the classroom walls.
Comment: Use to practice grammar.
Divide students into 2 teams( A and B). Assign each member of the teams a number.
Read out the first sentence without saying the preposition (e.g I always get up BLANK 6
A.M.). S1 from each team runs to find the card containing the missing preposition. The first
S to reach the correct card gets a point for his or her team.
Play the game until you use all the sentences. The team with the most point wins.
LaCe / Intro B 107

Teacher Date: / /
1. Write the sentences with the words in the correct order:

a. the / me / book / bring / today
b. bag / in / it / put / the
c. he / tomorrow / telephone / will / me
d. soon / see / youll / them
e. speak / her / to / dont
f. leave / your / me / car
g. them / come / with / dont
2. Circle the correct pronoun:

a. Look at she / her.
b. Help me / I.
c. My brother likes them / they.
d. Listen to he / him.
e. Call she / her tonight!
f. Can he / him drive us / we to school?
g. Please, write to us / we as soon as possible.
h. Can she / her tell them / they to bring the keys?
3. Match the word or group of words on the left with the corresponding pronoun on the right.
________ 1. Pat and I a. he
________ 2. Joseph b. she
________ 3. Alyssa c. we
________ 4. the big truck d. they
________ 5. Kevin and Martin e. it
4. Write a pronoun that could replace the word(s) in bold in each sentence:
1. Joseph and I love to sing. ____________________________
2. Jennifer and Carl enjoy listening to Joseph's singing. ____________________________
3. Joseph is going to sing a duet with Olivia. ____________________________
4. Olivia has a beautiful voice too. ____________________________
5. The concert is going to be tomorrow evening. ____________________________
6. Freddy and I are going to sit in the front row. ____________________________
7. Freddy is going to go with Joseph's parents. ____________________________
LaCe / Intro B 108

Name: Group:
Teacher Date: / /
Preposition Board Game Unit 16
Rationale: Games and game-like activities help maintain student motivation.

Material: Board game, dice (one for every three to four Ss), counters (one for every student)
Comment: This exercise replaces part B of the word power.
Photocopy of the board game. One copy for every three to four Ss.
Divide the class into groups of three or four. Give each group a game board and a dice. Ss
can use a small object (e.g., a coin or ring) for a counter.
Explain the game. Ss put their counters on Start. They take turns throwing the dice and
moving their counter the indicated number of squares in any direction. They complete the
sentence Jennifer cant come to the phone because shes using the correct preposition
and the phrase in the square. For example, if the number on the dice is 5, the S can move 5
squares to the shower and say Jennifer cant come to the phone because shes in the
shower. Ss write their initials on the squares with the phrases they answer correctly.
Explain that Ss should say the sentences, not write them.
Ss carry out the task. The game ends when there are initials on all the squares.
LaCe / Intro B 109

Jennifer cant come to the phone because shes
Kates a friends
the bathtub Chile Bed the beach the shower
house house
a
the mall Asia
conference
the U.S.A barbecue the hospital
the yard a trip Mikes START a meeting the library her office
the Peters
class
dentists office
the
Rons her parents
drugstore
the South
a party school work Mexico vacation
bathroom Africa
LaCe / Intro B 110

Name: Group:
Teacher Date: / /
1. Complete the chart with the missing pronouns (YOU, HER, HIM, THEM, IT, US). Use capital
letters:
SUBJECT PRONOUNS OBJECT PRONOUNS
I ME
YOU
HE
SHE IT
WE YOU
YOU
THEY
2. Complete with an OBJECT PRONOUN:
a) Where's Sam? David is with _________________.

b) Have you seen Alice? Yes, I saw _________________ in the park yesterday afternoon.
c) Can you ask Kevin if he wants to come to the supermarket with _________________? I don't
want to go alone.
d) Would you like to play with _________________? We need another player.
e) I think this activity is very difficult. I don't understand _________________!
f) Robert and Theodore are speaking in class. Can you tell _________________ to be quiet?
g) Our teacher is so sweet and elegant. Her clothes are cool! We'll give _________________ a nice
birthday present.
h) I love Peter and he loves _________________. We're so happy together!
i) Lucas works in a bank. I see _________________ every morning when he goes to work.
j) Pat and Tom live in Oxford. We never see _________________.
k) Anna studies in Rome. We telephone _________________ every week.
4. Answer the questions using a SUBJECT and an OBJECT pronoun:
a) Does Peter like Italian food? Yes, ___________ loves ___________.

b) Do you listen to American pop songs? No, ___________ don't like ___________.
c) Are those flowers for you? No, ___________ aren't for ___________.
d) Did I give you the keys? Yes, ___________ gave ___________ to me.
e) Does Anne love Peter? Yes, ___________ loves ___________.
LaCe / Intro B 111

End of Cycle 1
Cycle 2 They make, accept, and decline invitations using Do you want to.?, Would you like..?,
and verb+to
VOCABULARY: Popular activities
GRAMMAR: invitations ; Would you like? / Do you want?
For a different way to practice this Snapshot, try:
Vocabulary Steps
Aim: Help Ss review and personalize vocabulary in free time activities
Preparation: Choose four to six words from snapshot from 108
Comment: Use with Snapshots
After presenting the snapshot, write the words you chose on the board.
Then draw steps on the board:
Explain the task. Students rank the words individually according to a criterion (e.g., favorite).
They write their favorite at the top of the steps and theirs least favorite at the bottom of the
steps.
Students complete the task. Then they compare their answers in pairs.
Say it with feeling!:

Aim: improve Ss pronunciation, intonation, and understanding of a Conversation in an enjoyable
way.
Preparation: None.
Explain the task. Ss listen to the audio program, focusing on the speakers intonation and
emotions (e.g. anger, surprise).
Play the audio program. Ask Ss to repeat selected phrases with the correct intonation.
LaCe / Intro B 112

Encourage them to exaggerate the intonation. They can also add gestures, if appropriate.
Ss practice the conversation in pairs, using lots of intonation. Then they change roles and
practice again.
Option: Ask pairs of Ss to perform the conversation in front of the class. The class votes for
the best performance.
For a new way to teach this reading, try:
Reading Race
Aim: Give students practice reading for specific information.
Preparation: Photocopy and enlarge the text. Cut the copy into paragraphs and post them around
the classroom walls. Prepare and copy a handout with 6 to 12 comprehension questions about the text (one
handout per student).
Comment: Use with Readings on page 111.
Books closed. Distribute the handout and explain the task. Students go around the class with
their handouts, scan the texts, and answer the questions. The first student to correctly
answer all the questions wins.
Students check their answers by reading the texts in their Student's Books.
Option: If you have a large group of students you can divide them in pairs or groups of three.
LaCe / Intro B 113

Name: Group:
Teacher Date: / /
1. Put the words in order to build sentences.
1. Are/Friday/you/on/free/dinner/for
_____________________________________________________________________________
2. the / to / restaurant/ What / about / going / Japanese/ ?
_____________________________________________________________________________
3. on / party / a / I'm / having / Saturday /?
_____________________________________________________________________________
4. doing / you / Are / anything/ afternoon / on / Sunday /?
_____________________________________________________________________________
5. about / swimming / to / pool / What / going/ the /?
_____________________________________________________________________________
6. you / Are / at / home / on / Sunday / ?
_____________________________________________________________________________
7. would/ like / to / you / What / do / this / evening / ?
_____________________________________________________________________________
8. you / TV / Would / like / watch / to
_____________________________________________________________________________
9. about / having / drink / a / work / What / after?
_____________________________________________________________________________
2. Now answer the invitations:
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
5. _____________________________________________________________________________
6. _____________________________________________________________________________
7. _____________________________________________________________________________
8. _____________________________________________________________________________
9. _____________________________________________________________________________
LaCe / Intro B 114

Name: Group:
Teacher Date: / /
Lets go together
Material: Cards (one per student)

Language output:
A: Do you like Middle-Eastern food?
B: Well, not really.
A: Oh, OK, maybe someone else. Or A: Do you like Middle-Eastern food?
B: Oh, yes, I do.
A: Great! Would you like to go to Alis restaurant with me?
B: Sure. Id love to. When?
A: How about tonight, at 8?
B: Sounds fine. See you then.
Class Time: 10-20 minutes
Procedures:
Before class, cut out the cards, one for every student.
In class, model the interaction above using the names or real places or events in town. While
modeling, encourage students to practice declining an invitation as well.
Hand out the cards.
Set the context by telling your class: You want to go to the place in your card, but you also
want company. Invite your classmates to go with you. Every time someone accepts, write his
or her name on the card, plus the date and time.
1. Doing the activity:

Students move around talking to their classmates. They may accept as many invitations as
they wish, provided they are not for the same date and time!
Stop the activity when you feel they have had enough practice. Find out from the class which
were the most popular places or outings.
LaCe / Intro B 115

LaCe / Intro B 116
LaCe / Intro B 117
LaCe / Intro B 118
End of Cycle 2
Workbook Exercises 5-9 on pages 94-96 Grammar, Vocabulary,and Writing
LaCe / Intro B 119

LaCe / Intro B 120

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LaCe / Intro B 1

HAVE A GREAT SEMESTER!

Suggestion for reviewing food vocabulary with likes and dislikes:

Check the answers.

1. Find nine foods in the word square.

2. Complete the table with words from the box.

APPLES BEANS MILK ORANGES STRAWBERRIES BANANAS CHEESE

FRUIT VEGETABLE DAIRY

NOUNS: COUNT AND NOUNCOUNT

SINGULAR PLURAL A COUNT NOUN

b. Count Noncount Brian likes Italian food.

c. Count Noncount She has eggs for breakfast.

d. Count Noncount She doesnt eat any fruit.

e. Count Noncount She likes cheese.

f. Count Noncount He doesnt eat meat.

g. Count Noncount Potatoes arent good for you.

h. Count Noncount Broccoli is very healthy.

i. Count Noncount Fruit is delicious.

j. Count Noncount I like bananas, oranges and apples.

k. Count Noncount The woman gives us food.

l. Count Noncount Would you like some coffee?

a) Id like some water. Units of measure are used with noncount

COMMON EXPRESSIONS OF MEASUREMENT

In British English: a tin of corn.

Bag Jar Bottle Carton Can

Cup Box Glass Bunch

You are hungry and

Milk Bananas Bread

Water Soda Cheese

Beans Coffee Soup

a. _______________________ b. _______________________ c. _______________________

d. _______________________ e. _______________________ f. _______________________

g. _______________________ h. _______________________ i. _______________________

a. I have to buy some fresh breads / bread.

DO YOU LIKE IT OR NOT?

USING SOME OR ANY

QUESTION: c. Does Thaty have any rice? Use any in questions

1. Use some or any to complete the sentences.

a. There are _________________ beautiful vegetables in my garden this year.

2. Complete the sentences by using a/an or some.

1. I want to buy ________ food.

For a new way to teach sentence stress:

For further practice:

Assign.. For more practice in

Workbook Exercises 1 5 on pages 49-52 Grammar, Vocabulary, and Writing

Lab guide exercises 1 6 on page 15 Listening, Speaking and Pronunciation.

CYCLE 2 Students discuss eating habits using adverbs of frequency

AIM: Give students practice using grammar in a personalized way.

USING FREQUENCY ADVERBS: ALWAYS, USUALLY, OFTEN, SOMETIMES, SELDOM,

Always usually often sometimes seldom hardly ever never

a. Bob always comes to class always

Sun. Mon. Tues. Wed. Thurs Fri. Sat.

Ann always drinks tea at lunchtime. X X X X X X X

Frequency with other verbs

1. Add the FREQUENCY ADVERBS in italics to the sentence.

Ann is on time for class.

always Ann comes to class on time.

often Sue is late for class.

often Sue comes to class late.

never Ron is happy.

never Ron smiles.

usually Bob is at home in the evening.

seldom Tom studies at the library in the evening.

seldom Tom is at the library in the evening.

a. ___________ b. _ c. _____________

d. ___________ e. _ f. _____________

g. ___________ h. _ i. _____________

a. Can ZQ2 talk? Yes, it can