Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
New
Head way
Elementary
Teacher's Book
OXFORD
UNIVERSITY PRESS
ACKNOWLEDGEMENTS
OXFORD The aulhors and publisher aregrotefiil to those nho have given permission to reproduce
UNIVKRSITY PRESS
Great Clarendon Street. Oxford 0x2 rhe/oUowing tracts and adaptations ofcopyright material: p!39 Colours Words and
Music by Donovan Leitch. Copyright 1965 Donavan (Music) Ud. Reproduced
Oxford University Press is a department of the University of Oxford. by permission. pl44 ljust Colled to Say I lave You Words and Music by Stevie
It furthers the University's objective of excellence in research, scholarship, Wonder, 1984 Black Bull Music Inc. USA Jobete Music (UK) Ltd. London
and education by publishing worldwide in WC2H OQY. Reproduced by permission of International Music Publications
Oxford New York Ltd. All Rights Reserved. pl49 Wonderful Tonight Words and Music by Eric
Auckland CipeTown Dares Salaam Hong Kong Karachi Clapton 1976 Throat Music Ltd Wamer/Chappcll Music Ltd. London W6
Kuala Lumpur Madrid Melbourne Mexico City Nairobi 8BS. Reproduced by permission of International Music Publications Ltd. All
New Delhi Shanghai Taipei Toronto Rights Reserved. pl53 Summertime (from Porgyand Bess) by George Gershwin.
Du Bose and Dorothy Heyward and Ira Gershwin 1935 (Renewed 1962)
With offices in George Gershwin Music. Ira Gershwin Music and Du Sose and Dorothy
Argentina Austria Brazil Chile Czech Republic France Greece Heyward Memorial Fund. Porgyand Bess is a registered trademark of Porgy
Guatemala Hungary Italy Japan Poland Portugal Singapore And Bess Enterprises. Gershwin. George Gershwin and Ira Gershwin are
South Korea Switzerland Thailand Turkey Ukraine Vietnam trademarks of Gershwin Enterprises. All Rights Reserved. Used by
Permission.
OXFORD and OXFORD ENGLISH are registered trade marks of
Oxford University Press in the UK and in certain other countries We would "I" to thank theJoBowing/or permission toreproducethejbHowing
Oxford University Press 2006 photographs: Getty Images pi 38 (portrait ofwoman/Denis FelixfTaxi); Kobal
The moral rights of the author have been asserted Collection p!52 (Johnny DeppfTouchsione): OUP p p l t o (woman in
scarfllmagesource. young family. businessman/Photodisc). 146
Database right Oxford University Press (maker)
(Manhattan/Digital Vision, tropical bcach/Corbis/Digital Stock); Pictures
First published 2006 Colour Library Ltd pl46 (Colosseum/Brian Lawrence Images Ud.
2010 2009 aoo8 paella/Dennis Jackson); Punchstock ppl40 |kids on roundabout/Imagesource,
10 9 8 7 6 5 4 3 2 walking the dog/imageshop).
All rights reserved. No pan of this publication may be reproduced. Hhistnitionshy;MarkDuffinppl36.137
stored in a retrieval system, or transmitted, in any form or by any means. PhotoropiOWe pages designed by: Keith Shaw.
without the prior permission in writing of Oxford University Press {with
the sole exception of photocopying carried out under the conditions stated
in the paragraph headed 'Photocopying'), or as expressly permitted by law. or
under terms agreed with the appropriate reprographics rights organization.
Enquiries concerning reproduction outside the scope of the above should
be sent to the ELT Rights Department. Oxford University Press, at the
address above
You must not circulate this book in any other binding or cover
and you must impose this same condition on any acquirer
Photocopying
The Publisher grants permission for the photocopying of those pages marked
'photocopiable' according to the following conditions, individual purchasers
may make copies for their own use or for use by classes that they teach.
School purchasers may make copies for use by staff and students, but this
permission does not extend to additional schools or branches
Under no circumstances may any part of this book be photocopied for resale
Any websites referred to in this publication are in the public domain and
their addresses are provided by Oxford University Press for information only.
Oxford University Press disclaims any responsibility for the content
ISBS-13:9?8OI947ISU6
Introduction
can/can t/couldkouldn I - was/were - Words that sound the same - On the phone 46
Past Simple 1: regular verbs - Irregular verbs - Words that go together - What's the date? 56
Past Simple 2: negatives- ago - Spelling and silent letters - Special occasions 66
Stop and check 2 156
Count and uncount nouns - / like/Vd like- some/any - much/many- Food - Polite requests 75
Unit 10 Comparatives and superlatives - have got- City and country - Directions 2 85
Progress test 2 165
Unit 13 Question forms - Adjectives and adverbs - Describing feelings - At the chemist's 116
Present Perfect + ever, never, yet, and just- At the airport 125
>p and cl
Progress test 3
PHOTOCOPIABLE MATERIALS
4 Introduction
Grammar Reference practice exercises you can go over it with the whole class, reminding
The Grammar Reference has been extended to include students of the language items covered. It is important
short practice exercises which test students' understanding that, in the translation sentences which come at the end of
of the language areas being studied. These can be used at each Stop and check test, students translate the ideas and
the teacher's discretion - for homework, or as an adjunct concepts, and not word for word.
to the Practice section in the unit. Progress tests
There are three Progress tests which cover Units 1-5,6-10,
Design and 11-14.
The design is completely new. It is cleaner, fresher, and
more modern and lively. Photographs and illustrations What's in the Workbook?
have been carefully chosen not only to enhance and clarify
activities, but also to inform and stimulate students. The Workbook is an important component of the course as
it revises the grammatical input of the Student's Book. Many
What's in the Teacher's Book? of the exercises are on the Student's Workbook CD/cassette
for valuable extra listening practice. The tapescripts at the
Full teaching notes, answers, and suggestions about how end of the Workbook can also be used to complete tasks.
to deal with possible problems; additional guidance on
stress, intonation and connected speech. What are the other materials*
Don't forget! section which refers to relevant exercises in
the Workbook, the Pronunciation book, the Video/DVD, Tests
and to the Word list in the Student's Book. In addition to two versions (A and B) of each Unit Test,
Tapescripts in the main body of the teaching notes. there are six new Review Tests and two separate Exit Tests.
Students also have tapescripts at the end of the Student's There is also a bank of optional Listening Tests,
Book. These can be used in a variety of ways: DVD/Video
consolidation and support: Students often enjoy There is a New Headway Elementary DVD/video with
reading and listening to a script after a task to confirm Student's Book, and Teacher's Book. The video is fresh and
their ideas about the speakers, contexts, or other details, modern, and comprises six short, comic episodes. Each
or to clarify any misunderstandings. Students may enjoy episode consolidates and extends key language presented
listening and reading aloud with the recording. in the Student's Book. The accompanying Student's Book
language work: Students highlight specific examples of and Teacher's Book help to fully exploit video material.
recently presented language (structural or lexical).
Teachers can supply gapped or cut up scripts for Interactive Practice CD-ROM
students to complete or put in order. This would need to This contains a variety of interactive tasks for revision and
be prepared in advance of class and photocopied. In a practice, and exploits materials from the video.
gap fill task, care should be taken not to focus on too
random a set of vocabulary. Lexical sets or key structural Headway online
items (auxiliaries, question words, past tenses, past There is a teacher's website with a comprehensive range
participles, prepositions etc.) are useful items to gap. of additional materials for teachers at
pronunciation and fluency work: Students listen and www.oup.com/elt/teacher /headway. These materials
analyse a particular section or line of a tapescript, listen, further supplement and extend the Students Book.
repeat, and role-play dialogues. There is also a student's site with interactive practice
Photocopiable material: There is a range of new materials exercises and games at www.oup.com/elt/headway.
to further practise and consolidate grammar, vocabulary,
and skills from the Students Book. The activities include Finally!
roleplays, controlled speaking/writing, freer speaking, We try to guide students to an understanding of new
language games, etc. language, rather than just have examples of it on the page.
Extra ideas and songs section: notes on how to use them. We attach great importance to practice activities, both
For use during and after Units 1-4,5-8,9-12, and 13-14. controlled and free, personalized and impersonal. The skills
Stop and check tests work comes from a wide range of material - newspapers,
There are four Stop and check revision tests which cover magazines, biographies, short stories, radio programmes,
Units 1-4,5-8,9-12,and 13-14. These can either beset in songs - and features both British and American English.
class, or given for homework (preferably over a weekend) We hope you and your students enjoy using the books,
and then discussed in the next lesson. Students can work and have success with them, whether using New Headway
in small groups to try to agree on the correct answer, then for the first time, or having learned to trust its approach
from previous use.
Introduction 5
am/is/are my/your/his/her
Countries Everyday objects Numbers
Hello and goodbye
Hello everybody!
NOTE NOTE
Students may query the use of is (third person singular
From the very beginning of New Headway Elementary
the THIRD edition Student's Book, the students are of to be) to introduce two people - Lisa and Mike: This
alerted to the rhythms in spoken English through is Lisa and Mike. Do not go into detail at this stage, just
highlighting of stressed words/parts of words. You can explain that we use This is to introduce one or more
use international words such as computer, Internet, people.
telephone to show students how there are both stressed
and unstressed syllables. It may also show students how [CDl: Track 4] Play the recording and let
English stress patterns vary from their own. students check their answers. Play the recording again.
Students listen and repeat.
Workbook Unit 1
GRAMMAR SPOT Exercises 1 and 2 These practise What's your name?, Wftere
Focus attention on the contractions. Ask students to are you from? I'm from ... .and I'm (a) . . . .
circle the contracted forms in exercise 1.
Countries, his/her
Elicit the word that goes in the first gap (name's) and SUGGESTION
then ask students to complete the conversation. Remind A world map/globe is useful for presenting country
them to use contracted forms. Ask students to point to names.
Mike and Lisa in the photo.
Q Q [CDl:Track3] Play the recording and let Focus attention on the table with the names of the
students check their answers. Ask students to say the countries. Draw students* attention to the bullets and
dialogue in open and closed pairs. stress highlighting. Explain that these show the pattern
of stressed syllables for each column by using LI if
Answers and tapescript possible, or by playing the recording.
A Hello. My name's Lisa. What's your name?
Mike. [CDl: Track 5] Ask students to read the list of
A Where are you from, Mike? countries as you play the recording. Play the recording a
I'm from Boston. Where are you from? second time and ask students to listen and repeat.
A I'm from Boston, too! Practise the countries as a class, then in closed pairs.
Focus students' attention on the example. Ask them
This is a mingle activity. Demonstrate the dialogue first Where is Datikafrom? (She's from Poland.) Ask them
in open pairs, and then get students to move around the what Czeid\ means (Hello in Polish). Ask students in
class and talk to as many people as possible. Monitor and pairs or groups to continue to write where the people are
check for accurate pronunciation. Don't let this activity from, using the countries in the table. Students are not
go on too long. If you have a large class, it will be expected to know how to say Hello! in all the different
impossible for all the students to talk to everyone. languages! This is merely a fun way to introduce
countries and the third person singular and plural.
Encourage students to pool their knowledge.
8 U n i t l Hello everybody!
Answers and tapescript Practise the letters as a class and in closed pairs. Listen to
Tiago the song again and let the students sing it if they want to.
My name's Tiago Costa and I'm a student. I'm 18. I'm not Pre-teach the question How do you spell... ? and the use
married. I have one sister and two brothers. I live in a house of double for spelling (e.g. tipple = , double />, /, e). Get
in Fortaleza, Brazil. I want to learn English because it's an students to practise asking the question and spelling in
international language. pairs, using their own names or the names of famous
people. Do not focus on the use of do to form questions
7 After quite a lot of oral class work, the silent, individual in the Present Simple as in How do you spell... 'This
work in this exercise provides variety and balance. Ask will be covered in full in Units 3 and 4.
students to write about themselves, following the models 2 Check who has a bilingual dictionary and, if possible, hand
in exercises 5 and 6. Students read their writing to the out a copy to pairs of students who don't. Ask students to
class. Don't worry if there are a lot of pronunciation find apple in the dictionary. If appropriate, you could have
mistakes: the aim is for students to show what they can a conversation in Ll to compare the dictionary entries,
do, and to say a little about themselves and their families. but don't let this go on too long. Explain pan of speech as
You can't do everything at once! 'the type of word'. Explain pronunciation by referring to
the phonetic symbols on SB pl59 and explain they are
NOTE/SUGGESTION
sounds, not letters. This will be practised further in Unit 3.
The next section of this unit deals with everyday
objects and introduces dictionary work. Check which 3 Students match the words and pictures. Encourage them
students have their own bilingual dictionary and, if to work in pairs and match the words that they recognize
possible, bring extra copies to the lesson. first. Then they can use a dictionary to complete the
activity. Monitor and check for pronunciation.
10 U n i t l Hello everybody!
am/is/are - questions and negatives
Possessive 's Family
Opposites In a cafe
Meeting people
VOCABULARY (SBpl6)
PRACTICE (SB P15) Opposites
You and your family 1 If dictionaries are available, ask students to use them to
match the adjectives and their opposites. Alternatively,
1 Students ask you questions about the names of people in get students to work in pairs or small groups to pool
your family, i.e. What's your mother's name? not Who's their knowledge.
your mother?
Answers
2 Focus attention on the family photos. Students write big small easy difficult
down the names of some of their relatives on a piece of old young hot cold
paper. Focus attention on the example names in the new old expensive cheap
Student's Book and on the big group photo of the family lovely horrible fast slow
having lunch in the garden. Model the example questions
and answers in the Student's Book in open pairs Point out that old has two opposites (young or new),
following the highlighted stress pattern in the examples. depending on the context. Drill the words to practise
Students then exchange pieces of paper with a partner pronunciation. Ask students to mark the stress on words
and ask and answer questions about each other's families. with two syllables or more.
Answers
SUGGESTION
You could revise the possessive 's at the beginning of difficult expensive lovely
the next lesson by asking ten or so students for a photo horrible
or other personal item of theirs. Put them all in the
middle of the room. Students then have to point to a This exercise practises the vocabulary and revises subject
photo/an object and say That's my sister. That's Maria's pronouns and the verb to be. Students write sentences for
book, etc. each picture.
Q D (CD 1: Track 19] Play the recording so students
This exercise consolidates the verb to be in a range of can check their answers. Students practise saying the
persons, and allows students to make true sentences about sentences in pairs.
themselves. Check comprehension of at home, at work,
Answers and tapescript
and cafe by using pictures or simple explanations.
It's small. It's big.
Answers It's easy. It's difficult.
There can be no set answers for this exercise, but get students He's old. She's young.
to check their answers in pairs. Then check that students They're old. They're new.
haven't made mistakes in the forms of to be. It's lovely. It's horrible.
It's fast. It's slow.
They're hot. They're cold.
Check it It's cheap. It's expensive.
4 This task reviews the key language from both Units 1
and 2. Students work in pairs or small groups to identify SUGGESTION
the correct sentence. You could give students further practice with these
adjectives by giving the names of countries, cities,
Answers famous people, names of cars, etc. and eliciting possible
1 I'm a doctor. 5 She's married. descriptions, e.g. a Ferrari - it's expensive/it's fast,
2 1 am twenty-nine years old. 6 I'm an uncle.
3 I'm not married. 7 1 have two brothers.
4 My sisters name is Michelle. 8 Peter's my sister's son.
1
Picture 1 I have classes... I'm in a class with seven students. Good morning. Simon.
Picture 2 Brighton isn't It's lovely to be near the sea. S How are you all?
Picture 3 I live with an English family ... Fine. Good. OK.
S How are you Danka?
Play the recording a second time and ask students to I'm fine, thank you. And you?
read the email again. Very well. Now listen everybody _
3 If you feel your students would be happy to correct the B-Becky. D=Danka, V-Valerie
false sentences in pairs or small groups, ask them to do 3 Bye, Danka. Have a nice day.
this. Otherwise, answer the questions as a class. D Pardon?
Have a good day at the language school.
Answers D Ah. yes. Thank you.
3 X No, she isn't. She's in Brighton. What's your teacher called?
4 X No. they aren't. They're all from different countries. . D My teacher called?
5 X No, it isn't. It's a small class - eight students (including V What's his name?
Danka). D Ah, yes. His name's Simon.
X No, they aren't. James is a software designer. And is he good?
/ D My teacher good?
/ V Yes. Simon, your teacher, is he a good teacher?
D Oh yes. yes. Very good, very nice.
SUGGESTION
You can consolidate the language in this unit with the
photocopiable activity on 136. Stronger students
may want to try the Unit 3 part of this activity, but judge
if they are ready for this! Photocopy enough pages for
students to work in groups of three or four. You will also
need dice and counters for each group. Students put
their counters on 'Start' and lake turns to throw the dice
and move around the board. They make a sentence with
the cues on the 'square' where they land. If their sentence
is correct, they stay on that 'square'; if not, they move
back one. The first student to reach 'Finish' is the winner.
Oon'tforgetl
Workbook Unit 2
Exercise 13 Adjectives and nouns that go together
Exercise 14 Spelling of plural nouns
Exercise 15 Translation
Exercises 16 and 17 Numbers and prices
Grammar Reference
Look at the exercises on SB pi 37 as a class, or set for
homework. The answers are on pi 76.
Word list
Remind your students of the Word list for this unit on
SB pl52. They could translate the words, learn them at
home, or transfer some of the words to their vocabulary
notebook.
Pronunciation Book Unit 2
DVD/Video
A DVD/Video, Student's Book and Teacher's Book
accompany New Headway Elementary - the THIRD edition.
There are six short, comic episodes which consolidate and
extend grammatical, functional, and lexical language
presented in the Student's Book. The first episode, 'A new
neighbour,' covers language from Units 1 to 4.
NOTE
For the first nine units, the verb have is introduced and practised as a full
verb with its do/does forms. Have got is introduced in Unit 10. This is for
several reasons:
By introducing the do/does forms, the verb have operates like any other
verb in the Present Simple (with the exception of has in the third
person singular).
When students have just learnt the Present Simple and have been
introduced to the auxiliary verbs do/does, it is very difficult and
confusing for them when they come across the verb form have got,
which operates differently.
Although have got is common, especially in the spoken language, the
full verb have with its do/does forms covers all the uses in a way that
have got doesn't. Have got expresses possession, but it cannot express a
habitual action. So students can learn How many children have you got?,
but then it is very confusing when they are introduced to What time do
you have lunch? We cannot say 'What time have you got lunch?
Finally, have with its do/does forms is becoming more common in
spoken British English. It is the standard form in American English.
Focus attention on the Caution Box if students didn't READING AND LISTENING (SBp24)
read it before doing exercise 3.
Ask the gist questions to remind students who Istvin is.
Seumas McSporran - the man with thirteen jobs!
(He's the music professor from p20.) Ask students to guess NOTE
who is in the photo and elicit his wife and his daughter. This is an important activity because it brings together,
Read the first sentence of the text aloud and gel students in one text, much of the grammar your students have
to say what is wrong with it (the repetition of Istvan been studying so far. It should give them great
makes it sound unnatural). Get students to read the first satisfaction to feel that they can already master a piece
sentence of the text and elicit the nouns that can be of continuous prose of this length.
replaced (see Answers). Students read to the end of the It also acts as a preview of the daily routine in Unit 4.
text and underline the relevant nouns. Check the Seumas McSporran is a real person (and a real name),
answers with the class. and the text is based on a newspaper article. It has been
carefully simplified and graded for students of this level.
I Answers
Istvan Kis is Hungarian, but Istvan lives in the USA because
Istvan is married to an American. Istvan is a music professor.
Istvan likes his job because his job is interesting, and Istvan
SUGGESTION
You could begin the lesson by asking students: How
many jobs do you/most people have? What time do
loves playing in concerts. Istvan travels around the world to you/most people start andfinishwork?
play, but Istvan s wife, Stacey, doesn't go with Istvan because
Stacey doesn't like travelling. Istvan and Stacey have a nine- Ask students to look quickly at the photographs on the
year-old daughter. Istvan and Stacey s daughter's name is page and tell you a little about what and who they can
Mary-Jane. Mary-Jane goes to school, and Mary-Jane also see. Do not insist on accuracy at this stage - use this as
plays the piano every day. Mary-Jane wants to be a pianist, an opportunity for students to get into the topic and
too, and travel with Mary-Jane's father. Stacey doesn't want predict what they might read in the text.
to go with Istvan and Mary-Jane. When Istvan and Mary-Jane
travel around the world, Stacey says she wants a dog! Ask students to work in pairs and match the sentences
with the photographs. Tell (hem not to worry about new
vocabulary, but to use the words that they recognize and
Focus attention on the example rewriting of the text and the information in the photographs to help them.
then get students to continue the task. With weaker
Check the answers.
classes, elicit a longer section of the text as a whole-class
activity and write the answers on the board before Answers
students complete the task individually. 1 h 2a 3 e 4 g 5 c 6 b
Check the answers either orally or by collecting in the
Check the key vocabulary by giving short definitions
students' written task,
accompanied by mime and getting students to tell you
the word, e.g. You eat this in the morning - breakfast; the
people who stay in a hotel - guests; you need this in your
car to drive it - petrol, etc.
Pre-teach/check some of the key vocabulary before the
students start to read, so that they do not stop at every
new word and ask for an explanation.
NOTE
The idea of this activity is to give a very short
introduction to and practice of the phonetic script. It
is also an opportunity to start getting your students
familiar with the phonetic symbols chart on SB pi59.
You need to make clear what exactly phonetic script
is, i.e. that it is only the sounds of the words that are
transcribed, and that it is important to know this in
English, because the spellings and the sounds often
do not relate exactlv.
What time is it? [CD 1: Track 39| Read the Music of English box
as a class. Play the recording. Focus students' attention
Introduce the subject of telling the time by asking What on the stress and intonation arrows. Play the recording
time is if now? and What time does the lesson end? Initially again. Students follow the highlighted stress pattern and
you can accept answers in the hour + minutes form, e.g. five intonation. Really encourage a good imitation of the
thirty, but explain that the system used in New Headway recording - this should help them sound very polite.
Elementary - the THIRD edition uses past and to. Practise the dialogues across the class. Keep the activity
NOTE
light-hearted and fun.
To help students learn the time in English the clocks in
exercise 1 are arranged in four groups of four: Ask students to draw three or more clocks on a piece of
o'clock/half past; quarter past/to; minutes past; minutes paper and practise the conversation again in pairs. Ask
to. Each example has a similar time alongside to help one or two pairs to act out the conversations in front of
students write the correct answers. the class. Tell them (in LI if possible) to imagine that
they are stopping a stranger in the street and that they
must use the correct intonation if they want to sound
I Ask students to work in pairs, look carefully at the clocks
polite.
and the examples provided, and write in the times.
O B B [CD I: Track 38] Play the recording for students SUGGESTION
to check their answers. You can consolidate the language in this unit, and also
review Unit 2, with the photocopiable activity on
Answers and tapescript
136. Photocopy enough pages for students to work
It's five o'clock. It's eight o'clock.
in groups of three or four. You will need dice and
It's half past five. It's half past eleven.
counters for each group. Students put their counters on
It's quarter past five. It's quarter past two 'Start' and take turns to throw the dice and move
It's quarter to six. It's quarter to nine. around the board. They make a sentence with the cues
on the 'square' where they land. If their sentence is
It's five past five. It's ten past five.
correct, they stay on that 'square', if not they move back
It's twenty past five. It's twenty-five past five
one. The first student to reach 'Finish' is the winner.
It's twenty-five to six. Ifs twenty to six.
It's ten to six. It'sfiveto six,
ADDITIONAL MATERIAL
Take it easy!
SUGGESTIONS
Students can think of other situations when these
expressions would be useful and write or act out
parallel conversations.
Encourage students to use these expressions in class
whenever appropriate, e.g. apologizing for being late,
asking to borrow something, checking what a new
word means, etc. You could put key phrases on a
classroom poster.
Don't forgeti
Workbook Unit 4
Exercise 8 Listening comprehension practice
Exercise 9 Prepositions of time
Exercise 10 Verbs with opposite meaning, e.g. love/hate
Exercise 11 Translation
Exercise 12 A listening exercise on social situations
Grammar Reference
Look at the exercises on SB pi40 as a class, or set for
homework. The answers are on 176.
Word list
Remind sludents of the Word list on SB pi 53. They could
translate the words, learn them at home, or transfer some of
the words to their vocabulary notebook.
Pronunciation Book Unit 4
DVD/Video Episode 1 A new neighbour
Prepositions Simple prepositions of place, such as on, under, and next to, are
introduced and practised.
some/9ny In this unit, some and /are presented only with count nouns. In
Unit 9, they are presented with both count and uncount nouns.
POSSIBLE PROBLEMS
Some also presents problems of pronunciation with its weak form /sonV.
Some as a concept has a tangible meaning, i.e. a certain, unspecified
number of (something). The same cannot be said of any. It is a determiner
used often (but not exclusively) in questions and negatives. We suggest you
do not go into the deeper areas of any expressing fundamentally negative
ideas. This is unnecessary, and difficult for elementary-level students.
Focus attention on the words and make sure students What's in your picture?
realize that the first set is singular and the second set is 1 Read the instructions as a class. Divide the class into
plural, and that they are going to ask and answer pairs. Make sure students understand that Student has
questions about Suzie's living room. a complete picture and that Student A has to draw in
Get a pair of students to ask and answer the example objects in the correct place to complete his/her picture.
question in open pairs. Elicit an example with a plural These objects are set above Student A's picture so that
word, e.g. Are there any plants? Yes, there are. Drill the he/she knows what to ask about. (The most important
questions and answers and get students to work in closed thing is that they don't look at their partner's picture!)
pairs to ask and answer questions about the things. Go
round the class monitoring, helping as necessary. Look at the speech bubbles. Point out the use of Where
exactly? to get precise information about the position of
Check the answers with the whole class, getting students the different objects and the use of the prepositions to
to repeat their questions and answers in open pairs. give exact positions. Focus attention on the stress
highlighting, and remind students that in English it is
the important words (i.e. those giving important
information) that are stressed.
-teach/check^oorand then ask students to work in
pairs, asking and answering so that Student A can
2 Focus attention on the photos and elicit the rooms shown.
Is there a TV? Yes, there is,
( Answers
living room, dining room, bedroom, kitchen, garden room
Are there any plants?
Are there a lot of kitchen cupboards?
Yes, there are.
No. there aren't.
3 Tell students they are going to read a text about a man
with an unusual home. Pre-teach/check bubble and round
What do you think?
using the photos. Check comprehension of the questions.
Ask students to work in pairs. Tell them not to worry Ask students for a few examples of things they like and don't
about words they do not recognize and just to focus on like about Cyril's home, and then allow them to continue
finding the answers. (You may want to set a time limit for exchanging opinions in pairs.
this to discourage students from reading too intensively.) Ask students for any interesting opinions they or their
Check the answers. Decide according to the speed and partner gave and find out what they both liked and disliked.
ability of your students whether to settle for quick short Focus attention on the next question. Ask students for their
answers or whether you want fuller answers (given in ideas on the perfect home. Write the ideas on the board. If
brackets). students show interest, give them time to discuss their ideas
Answers
in pairs or smaller groups.
1 In the south of France. 40 The aim is to generate some personalized discussion, so do
France. It's 40 years old.) not insist on complete accuracy.
2 Because it's (completely) round. (Because the house is
(completely) round.)
3 He's a designer. LISTENING AND SPEAKING (SBP42)
4 Old records, clocks, and round furniture. (He collects old
records, clocks, and round furniture.) Homes around the world
5 Six. (The living and dining room is one room. There's also a
POSSIBLE PROBLEMS
kitchen, garden room, music room, bedroom and bathroom.)
6 Yes, there is. The listening texts contain quite a lot of words that may
be new, or that students might not remember. The
4 Give students time to read through the questions and listening task is designed to get students to pick out key
check the vocabulary. Get them to answer the questions in information, so they should be encouraged not to
pairs. Check the answers with the whole class. Encourage worry about unknown words.
students to correct some of the false answers.
I
Answers
House
Candy
and Bert
house
Alise
house
wan
flat
Manola
flat
Extra information
Candy and Bert from New England: house is about fifty
years old, near the church; all the houses are white; have a
living room, quite a big kitchen, three bedrooms, and a big
verandah; children aren't at home now. both have jobs in the
or flat? city; in summer do bed and breakfast for tourists, have lovely
Old or quite old in the old we don't old visitors from all over world
modern? style know Alise from Samoa: house doesn't have any walls because is
very, very hot in Samoa; have blinds to stop the rain and sun;
Where? in centre near the in centre old town,
one room for living and sleeping; have rugs - sit and sleep on
of village sea of city near the
the floor
sea
Kwan from Seoul: lives and works in Seoul, capital city of
How many three one one one Korea; big, modern, exciting city, but quite expensive;flatis
bedrooms? very, very small - three rooms: a small kitchen, a bathroom,
Live(s) each other her family alone alone {with and a room for sitting, eating, and sleeping; a lot of shops,
with? her cat) restaurants and bars near flat work place is near too; lives
alone at the moment, but wants to marry girlfriend next yea,
Manola from Lisbon: lives in an old town called the Alfama;
has beautiful flat - one very big room with one very big
Homes around the world window; bed next to window so can see the sea and lights of
Candy and Bert from New England city when she goes to sleep; has a cat and lives near shops;
Our house is quite old, about fifty years old. It's in the lots of friends visit her; loves flat
centre of the village near the church. All the houses here
are white. We have a living room, quite a big kitchen and 3 Focus attention on the example about Candy and Bert
three bedrooms, and a big verandah all around the house. and Alise. Elicit further examples, using the information
Our children aren't at home now. They both have jobs in in the table and making sure students produce the
the city, so most of the time it's just Candy and me. correct third person singular forms when talking about
Yes, so in summer we do bed and breakfast for tourists. We Alise, Kwan, and Manola. Divide the class into pairs and
have lovely visitors from all over the world. get students to continue talking about the people.
Remind students to stress the'important' words as
shown in the example.
I
EVERYDAY ENGLISH (SBp43)
Answers
I like New York and I like Chicago. Directions 1
I like New York, so I go there a lot.
1 Remind students of Suzie and her new flat from
I like New York, but I don't like Los Angeles.
pp36-38. Make sure they understand the names of the
I like New York because it's an exciting city.
places and shops on the map. As a class, ask where you
can do the things on the list.
2
Students write similar sentences about where they live
starting as shown. You could ask one or two students to
read their sentences to the class.
POSSIBLE PROBLEMS
Again pronunciation is a problem. The vowel sounds in was and were have
both weak and strong realizations: was // and /D/; and ivere// and /:
He was at home, /hi: woz ! /
Was he at home? /waz hi: at haom/
Yes, he wasJNo, he wasn't /jes hi: WDZ/ / hi: WDznt/
Were they at home? /wo del at /
Yes, theywereJNo, they weren't, /jes 6ei W3l/ / 6ei w3:nt/
The pronunciation is focused on and practised in the unit.
Vocabulary and pronunciation We focus on words that sound the same but
have a different spelling and meaning, i.e. homophones; for example see and
sea. This provides the opportunity to give more practice of phonetic script.
I Sample answers
They c a n . . .
translate (but word for word, not overall meaning), check
spellings, speak English (only in limited fashion with unnatural
in open pairs across the class. Use the opportunity to check
and correct them carefully. You can move on to practice in
closed pairs, unless you think this may prove too laborious.
intonation}, make music (but not like Mozart!), play chess, GRAMMAR SPOT
have conversations (but limited and misunderstanding
context), hear (they can recognize some speech, but limited)
ted) 1 Focus attention on the examples. Then put your
They can't... students into pairs to complete the table with the
write poetry, feel ill, laugh, think (because they work past of to be. Quickly check through the answers with
completely in numbers), fall in love the whole class.
Answers
Conduct a feedback session with the whole class. Elicit
Positive Negative
other examples of what you can/can't do with a
1 was wasn't
computer, e.g. You can buy things, but you can't touch the
You were weren't
things you want to buy.
He/She/It was wasn't
Ask students to imagine they live in 2050. In small We were weren't
groups or pairs students think of examples of what They were weren't
computers can do in 2050. e.g. have interesting
conversations, organise the home and housework, Pronunciation
look after the children.
2 [CD 1: Track 621 This is a repetition exercise
ADDITIONAL MATERIAL with some more questions and answers to help
consolidate the pronunciation. As with can, focus
Workbook Unit 6 attention on the stress highlighting. Ask When are
Exercises ! and 2 These practise can and can't. was/were pronounced /waz/. /wa/? (Wlien they are
unstressed.) Insist on accurate pronunciation of the
strong and weak forms.
WHERE WERE YOU YESTERDAY? (SBp46)
3 Students complete the positive and negative forms of
was/were, can/could the past of can.
This is a very direct presentation of the past of the verbs Answers
to be and can. It revises the present of the verbs and then Positive could (all persons)
moves straight to the past tense equivalents. Negative couldn't (all persons)
Pre-teach/check yesterday, by looking at the first example
with the class.
4 Tell each student to find a partner from the other group 6 Assign roles of the journalist and Joss or Christopher, or
and go through the questions and answers together, allow students to choose the role they want. Focus
telling each other about the teenager in their article. Try attention on the examples in the Student's Book and
not to offer help at this stage - let students exchange the then get students to prepare the interview, using the
information themselves as far as possible. questions in exercise 3 to help them. Allow sufficient
SUGGESTION
time for students to make notes, but discourage them
from writing out the interview word for word. Get
If possible, play a short section of a song by Joss Stone
students to practise the interview in pairs and then act it
and/or show students the cover of a CD by loss Stone
out in class. (If time is short, use the alternative approach
or a book by Christopher Paolini. This will help to put
in the Suggestion above.)
the information in the texts into a broader context.
I
Joss is 17 but Christopher is 15. Joss goes to school but but also to highlight the fact that there is often no relation
Christopher's parents teach him at home. Christopher lives in between sounds and spellings in English.
the USA, but Joss lives in England.
1 This is to illustrate what is meant by words that sound
Conduct a general feedback session with the whole class. the same. Ask your students to read aloud the sentences
If appropriate, ask students if they know of any other to themselves and then ask for suggestions about the
very talented teenagers, or to comment on Joss's and words in bold. They should easily notice that the words
Christopher's lifestyle. sound the same but are spelt differently and have
different meanings.
POSSIBLE PROBLEM
/rait/= write and right
If students become involved in discussion activities, they
/ai/ = eye and /
often start to talk in LI in their frustration to get their
point across. Don't worry too much if this happens, at // = and know
least it shows that they are interested! Gently encourage 2. Ask students to work in pairs to do this. Most of the words
them to try and express something in English as this is are taken from previous units and should be familiar, but
such good practice, and don't correct them too much. allow them to check new words. Whilst they are doing the
The aim of this activity is fluency, not accuracy.
exercise, write the words in A on the board in a column.
Bring the class together to go through the exercise and
invite students, in turn, up to the board to write the
words that sound the same next to each other.
Answers and tapescript 1 Give students time to read the advertisement and answer
the questions.
A Hello. Answers
Hello. Can I speak to Jo, please? The job is a receptionist.
A This /sJo. It's at The Oxford Internatio
Oh! Hi, Jo. This is Emma. Is Sunday still OK for tennis?
A Yes. That's fine. Focus attention on the information about Carol and ask
Great! I'll see you on Sunday at ten, then. students if they think she is the right person for the job.
Bye! Elicit reasons (Carol is a good candidate, because she has
A Bye! experience of working with people, she speaks two foreign
A Hello. languages, she knows Oxford well, and she probably used a
Hello. Is that Emma? computer in her last job.)
A No, it isn't. I'll just get her.
Focus attention on Carol's letter and elicit the answers to
Hello, Emma here.
the first two gaps as examples. Then give students time
Hi, Emma. It's Marco. Listen! There's a party at my house
to complete the letter, using the information about
on Saturday. Can you come? Carol. Check the answers with the class.
Oh sorry, Marco. I can't. It's my sister's wedding.
Oh, never mind. Perhaps next time. Bye! Answers
Bye! 1 Road s live 9 can
A Good morning. Barclays Bank, Watford. How can I help 2 Street 6 am a 10 languages
you? 3 receptionist 7 was 11 use
Good morning. Can I speak t o the manager, please? 4 am 28 8 like 12 was
A I'm afraid Mr Smith isn't in his office at the moment.
Can I take a message? Briefly review the content of Unit 4 on SB p 115 by
Don't worry. I'll ring back later. eliciting the key parts of a tetter: dale, address(es), Dear
A All right. Goodbye. .... ending, signature. Focus atteniion on the model
Goodbye. letter and on the guidance notes about formal letters on
SB pi 17 again. Give students time to read through each
note and then ask check questions, e.g. How many
MUSIC OF ENGLISH
addresses are there? (two), Which one is on the right? (the
[CD 1: Track 67] Read through the Music of writer's), Wheredoes the date go? (under the reader's
English box as a class, focusing on the stress highlighting, address), How do you begin the letter? (Dear...), How do
linking lines, and intonation arrows. Play the recording. you end the letter? (Yours sincerely).
Students listen and repeat, producing the stress, word Ask students why Carol uses Ms in the greeting (because
linking and intonation in a natural way. she doesn't know if Anne is married or not). Elicit the
difference between Miss (for a single woman) and Mrs
(for a married woman). At this stage, do not explain the
Students practise the conversations in pairs, then invent difference between Yours faithfully and Yours sincerely as
more telephone conversations, based on the ones in the this is covered in Unit 9.
Student's Book. They can change the names, times,
arrangements, etc. but should keep the basic format of Focus attention on the paragraph labels. Point out that
each conversation. / look forward to hearing from you is a standard
expression that can be used in any formal letter to
request a reply.
Don't forget!
Workbook Unit 6
Exercise 8 Prepositions
Exercise 9 Translation
Exercise 10 Listening practice on telephone language
Grammar Reference
Look at the exercises on SB pi 41 as a class, or set for
homework. The answers are on pi 76.
Word list
Remind students of the Word list on SB pl54. They could
translate the words, learn them at home, or transfer some
of the words to their vocabulary notebook.
Pronunciation Book Unit 6
Video/DVD Episode 2 To the rescue
Vocabulary and listening The focus of this section is words that go together,
i.e. high-frequency collocations or word groupings. This includes verb + noun
collocations, prepositions, and compounds nouns.
Everyday English This section introduces and practises ordinals and dates.
POSSIBLE PROBLEMS
The main problem that students face with ordinals is pronunciation. The
sound /9/ always causes difficulty, and there are a lot of consonant clusters,
for example, sixth /siks9/, twelfth /twelfB/. In rapid speech, sounds are often
dropped, for example /twelG/ instead of/twelfO/ and /0/ instead of /fif8/.
Saying dates also causes problems of form. We can begin with the month
Past Simple - regular verbs 3 Students work in pairs and find the Past Simple of
start, dance, like, and retire. Get them to work out the
1 Focus attention on the photos of Shirley Temple Black rule for forming the Past Simple of regular verbs.
and ask students if they recognize her. Elicit any
information/guesses about her as a child and now as an Answers
adult. Pre-teach/check retired ())> retire (v), politician, To form the Past Simple of regular verbs, add -edor -dXo
foreign, discuss, movie star, act. the infinitive.
[CD 1: Track 68] Ask students to read and listen Read Grammar Reference 7.1 on pl42 together in class,
about Shirley Temple Black in test A and complete the and/or ask students to read it at home. Encourage them
text. (This text is about her life now and revises the to ask you questions about it.
Present Simple before moving to the introduction of the
Past Simple.) Play the recording and then check the [CD 1: Track 70] Check comprehension of look
answers. Make sure students have spelt goes correctly. after, earn, and study. Students work in pairs to decide on
Answers and tapescript the past form of the verbs in the box and practise the
Shirley Temple Black is a retired politician. She lives with her pronunciation. The order of the verbs reflects the
husband in California. She likes cooking and playing with her pronunciation of the endings in the Past Simple (see
grandchildren. Also, she sometimes works at Stanford Answers below).
University for the Institute of International Studies. She goes
there every month and meets foreign ministers. They discuss
world
w< problems.
Play the recording again so that students can complete 4 Ask students to give the first question and answer as an
or check their answers. Elicit any further information example. Students work in pairs to ask and answer the
students can remember.
rest of the questions. Insist on full answers so that they
Answers get practice with the irregular past forms. Check for
James: left. came, got Science: made, bought accurate question formation and falling intonation. If
Politics: was, began, died Music: sold, sang, had students have problems, drill the questions and answers
Sports: won. became in open pairs and then in closed pairs.
Check the answers with the whole class.
1984 The year I was born
Answers
J=James, D=Dad, M=Mum
When did James and his parents leave Hong Kong? They
J Dad. tell me about when I was born. When did you leave
left Hong Kong in 1984.
Hong Kong?
Where did his father get a job? He got a job in London.
D Erm._ you were born in January, and we left later that year
How many medals did Carl Lewis win? He won four gold
and came back to Britain.
medals.
M Yes, you got a job in London, didn't you, Robert?
What did Apple Macintosh make? They made a personal
D That's right. Remember Margaret Thatcher was Prime
Minister, then. computer.
M Of course. She was Europe's first woman Prime Minister, Which song did Madonna sing? She sang Holiday.
James. How many albums did Michael Jackson's Thriller <,e\\? It
) I know that, Mum. But who was in the White House? sold 43 million albums.
D Ronald Reagan. Actually, he began his second four years
then. SUGGESTION
M He was an actor before. Did you know that, James? You could ask students to bring in photos of when they
J No, I didn't. Mum! were babies to use as a springboard for exercise 5.
D And that was the year that the Soviet leader. Yuri
Andropov, died. 5 Tell students where you were born and give examples of key
M Oh, yes. He was only leader for a year. Oh. and I rememmber people/events/trends in that year, e.g. world leaders, sports
- the Soviet Union didn't go t o the Olympic Games that events, science, popular songs/artists/films, trends in
year. Isn't that right, Robert? The 1984 Games - were they cars/fashion/design, famous people, etc. Write the above
in Los Angeles? categories on the board and get students to find out
D Yes, they were. Remember Carl Lewis won four gold information about the year they were born for homework.
medals that year. If you have access to online computers, students could do
J That was in athletics, wasn't it? this during class time.
M That's right.
With weaker classes, build a skeleton on the board with
D Oh, and remember little Tiger Woods?
J The golfer?
the students to help them with the writing task, e.g.
D Yes. He became junior champion that year. He was only 7 was born on ... in .... In that year... was the leader of
eight years old.
my country. Other important leaders were.... In sport...
J Wow. Hey, 1984 was a busy year. Did anything else happen? won ... and... became world champion in ... .In science
M Well _. Apple Macintosh made a new computer. I ... made.... Millions of people bought a .... In music,.,.
remember because I bought one. Millions of people bought sang... and ...all had hit records.
one. When students have written about the year they were
J And what about music? Was Michael Jackson famous born, put them into pairs or small groups to exchange
then? information. Elicit any interesting examples during class
D Yes, he was. His album Thriller came out that year. It sold feedback.
millions.
J 43 million, actually. It's the best-selling album of all time!
Students work in small groups and list other major 3 Focus attention on the examples, and then get students
events of the 20th century, both nationally and to complete the questions and give short answers.
internationally. They then form questions to'test' the Answers
other groups. 2 When did she go? Last October.
Pre-teach expressions like in the (1950s), in about (1995) 3 How long did she stay? Three weeks.
to enable students to give an answer if they can't give an 4 How did she travel? By plane.
exact year. Get students to ask their questions to another 5 Where did she stay? With friends.
group. Conduct brief feedback with students saying 6 What did she do? She visited Tokyo and Kyoto.
sentences about the most interesting/popular events. 7 What did she see? Some beautiful temples, but not
Mount Fuji,
What did you do? 8 Did she enjoy the holiday?
Focus attention on the phrases in the box, pointing out
4 This task puts the information about Daniella into a
that we can't use last with parts of a day, except night.
connected paragraph and consolidates Past Simple
Check pronunciation and then get students to give a few
forms. It also provides a model for exercise 5. Elicit the
examples of the phrases in context, e.g. / went to the
answer to the first gap and then get students to complete
cinema last night.
the task. Check the spelling of the Past Simple forms, as
2 Check comprehension of the vocabulary in the list of students will need to use them in their own writing.
verb phrases. Drill the questions chorally and
individually, and then get students to ask and answer in Answers
pairs. You could suggest that they take notes about each 1 had 5 met 9 took
other. Go round the class monitoring and helping. 2 went 6 drove 10 saw
Bring the class together and briefly check the past form 3 travelled 7 stayed 11 enjoyed
of the verbs, as students will need these to report back. 4 was 8 visited 12 didn't see
Students say what they learned about their partner. 5 Give a brief description of your last holiday as an
example. In pairs, get students to talk about their last
Check it holiday. Give students time to write their description in
class or set it for homework. If possible, display the
3 Ask students to do this exercise on their own and then descriptions on the classroom wall or noticeboard to
check with a partner before you go through the exercise allow students to read each other's work. You could ask
as a class. them to vote for the most interesting holiday. When you
Answers check the students' descriptions, point out errors but
1 He bought some new shoes. allow students to correct them themselves and try to limit
2 Where did you go yesterday?
correction to major problems to avoid demoralizing.
3 Did you see Jane last week?
ADDITIONAL MATERIAL
4 Did she get the job?
5 I went out yesterday evening. Workbook Unit 7
6 He studied French at school. Exercises 3-5 Past Simple: irregular verbs
7 What did you have for breakfast? Exercise 6 This practises question formation.
8 I was in New York last week. Exercise 7 This contrasts Present Simple and Past Simple.
A date to remember
Did you know that Shakespeare spelled his name in eleven
2 They went out for a year. 6 They had two children.
different ways?
J They fell in love. 7 They got divorced.
He didn't! Really? That's incredible!
4 They got engaged.
Did you know that in 1979 it snowed in the Sahara Desert?
It didn't!
2 Focus attention on the photos and elicit some basic
Did you know that King Louis XIV of France had a bath only
information about ihe two couples: What are their
three times in his life?
He didn't! I don't believe it!
Did you know that it took 1.700 years to build the Great Wal
names? (Ned and Carly; Eric and Lori) How old are they?
(in their 20s). Students read the introductions to the
stories. Elicit a range of ideas as to what happened next,
of China? e.g. Ned went away to study/Carly met a different
It didn't! person; Eric's mom introduced him to a lot of
Did you know that Walt Disney used his own voice for the girls/found a dating agency for Eric, etc. Point out that
character of Mickey Mouse? students arc not expected to give correct answers at this
He didn't! stage, so any suggestions they make are valid.
Did you know that Shakespeare and Cervantes both died on
23 April 1616? 3 :* [CD 1: Track 85] Tell students they are going to
They didn't! Really? listen to each couple talking and they should try to
Did you know that King Francis I of France bought the understand just what happened next in each relationship
painting The Lisa to put in his bathroom? and not to panic if they don't understand every word.
He didn't! That's incredible! Pause the recording after Carly and Ned and allow
Did you know when Shakespeare was alive, there were no students to check in pairs. Then play the recording of
actresses, only male actors? Eric and Lori and again let students check in pairs.
There weren't! I don't believe it!
SUGGESTION
Try to get students used to listening for gist from this
ADDITIONAL MATERIAL first extensive listening exercise and so only repeat the
recording if students have really failed to follow what
Workbook Unit 8 happened next in the stories. They will probably tell
Exercises 1-4 Past Simple: regular and irregular verbs, you they didn't understand anything, but get them to
positives and negatives pool their ideas in pairs or small groups before feeding
Exercise 5 Past time expressions back, as this will help build their confidence.
Exercise 6 ago
i
Get students to feed back briefly, encouraging them to talk
Answer
about their partner and so practise the third person -$, e.g.
The sentences in Would you like some tea? and I'd like a
Ana likes fruit, but I don't. Correct mistakes in grammar
biscuit mean Do you want... and / want...
and pronunciation carefully.
Point out that when we talk about things in general,
GRAMMAR SPOT we do not use an article/determiner with plural
count nouns or with uncount nouns. You could write
Focus attention on the Grammar Spot and look at the these examples on the board:
questions as a class. Don't hurry this part. Allow
students time to think. If one student knows and wants / like biscuits. (NOT "/ like some biscuits.)
to give the answer before the others have had time to I don't like tea very much. (NOT "I don't like any tea
think, ask him or her to wait a little. very much.)
Do you like Chinese food? (NOT ' Do you like any
Answers Chinese food?)
1 We cannot count the things in the sentences on the
left, but we can count the things in the sentences on
2 Question 2 focuses on the use of some with count
the right. (You might want to feed in the terms count
and uncount nouns when saying what you want.
and uncount nouns.) 3 Question 3 demonstrates the special use of some in
requests and offers, and any in other questions and
We cannot count apple juice, but we can count apples.
negatives.
Read Grammar Reference 9.1 on pi 43 together in class, Read Grammar Reference 9.2 on pl43 together in class,
and/or ask students to read it at home. Encourage them and/or ask students to read it at home. Encourage them
to ask you questions about it. to ask you questions about it.
I
Book following the stress patterns in the examples.
Briefly revise realistic prices for a small amount of Answers
shopping. Then students continue in pairs. You could ask Paragraph 2: What do we eat?
some of the pairs to act out the dialogue. Paragraph : How do we eat?
Paragraph 4: Where does our food come from?
ADDITIONAL MATERIAL
Students read the text again, matching lines to the
Workbook Unit 9 photos. Get class feedback photo by photo, and keep
Exercise 8 some or any*. up the pace.
Exercise 9 How much ... ?or How many... ?
Pon't forget!
Workbook Unit 9
Exercise 10 Translation
Grammar Reference
Look at the exercises on SB pl43 as a class, or set for
homework. The answers are on pi 76.
Word list
Remind your students of the Word list for this unit on SB
pi 56. They could translate the words, learn them at home,
or transfer some of the words to their vocabulary notebook.
Pronunciation Book Unit 9
Video/DVD Episode 4 Dinner for two
cheap
/'demcfearas/ safe /seif/ important moment and that this is the structure in
/'d3:ti/ clean /kli:n/ English that compares things. If necessary and possible,
Avn'frendli/ friendly /'frendli/ use translation to do this.
/'nDizi/ quiet /kwaiot/ Ask students to work in pairs to make sentences
exciting /ik'saiim/ boring /'bo:nrj/ comparing life in the city and country. (You may need to
busy /bizi/ relaxing /n'Ucksin/ point out the use of more with longer adjectives, but don't
go into the rules in too much detail at this stage. They are
Ask students to think about which words describe city dealt with more fully later on.) Get students to discuss
life and country life. You could put the headings CITY their opinions in pairs. Monitor and check for accurate
and COUNTRY on the board and write in your students' use of comparatives and acceptable pronunciation.
suggestions as to which adjectives belong where, or you
This is the comparative usually given by dictionaries, but A New York is safer than Los Angeles.
more unfriendly is also often used.
Answers Introduce the past of have and have got. Elicit a few
Andy moved to the village of App examples from the class of things they had when they
were younger, e.g. / had a dog. I had a bike.
2 Pre-teach/check cottage and go surfing. For the moment,
don't focus on the examples of have got in the text - just Ask your students to study the conversation and
tell students to complete the conversation with the underline all the examples of have got and had. Make
missing adjectives. Make it clear that some of them are it clear that they are looking for questions and
comparatives and some are not. negatives, and not just the positive. Ask students to
check in pairs, and then check with the whole class.
Play the recording for students to check their answers.
Play the recording again for students to add in any Answers
answers they missed. Check the answers with the whole have got
class. I've got a better job
I've got a nicer place here.
Answers and tapescript How many bedrooms has it got?
J=Joel, A=Andy And it's got a garden.
J So, Andy, tell me, why did you leave London? You had a But you haven't got any friends!
good job. I've got a lot of friends here.
A Yes, but I've got a better job here. I've got a surfboard now.
J And you had a nice flat in London. Appleton has got a cinema...
A Well, I've got a nicer place here. It's a cottage! had
J Really? How many bedrooms has it got? You had a good job.
A Three. And it's got a garden. It's bigger than my flat in
And you had a nice flat in London.
London and it's cheaper.
J But you haven't got any friends! Read the Grammar Reference 10.2 on pi 44 together in
A I've got a lot of new friends here. People are much class, and/or ask students to read it at home. Encourage
friendlier than in London. them to ask you questions about it.
J But the country's so boring!
POSSIBLE PROBLEMS
1 You will have to draw attention to the in
Twelve. I've got this one, four in the Mediterfg^ean,
superlatives. It is common for students to omit this.
2 You will need to pre-teach/check earand^ras
two in the South Pacific, two in the Caribbeai opposites. Point out that the comparative and
superlative forms of far are irregular: further, the
furthest.
Draw attention to the prepositions in sentences 10
and W-.the nearest to, and the furthest from.
I Answers
Group 1-Buenos Aires
1 3 million (10 million including Gran Buenos Aires).
2 River Plate.
7 Arabs and gypsies.
8 buy things in beautiful shops X
visit Ernest Hemingway's house X
see a famous fiesta /
3 It's called 'the Paris of the South' because of its lovely learn to dance in a club X
European buildings. It is also a big commercial centre and hear music by Piazzolla in his home country X
visitors love its beautiful shops. visit the Alcazar Palace /
4 It became independent from Spain in 1816. More than 4
million European immigrants came between 1840 and 1940 Tell each student to find partners from the other two
to work on the railways. groups and compare the cities, using their answers from
5 Astor Piazzolla lives there now. exercise 4. Encourage students to exchange information
6 Tango. using comparative and superlative forms and have/have
7 Flamenco guitar. got where possible, e.g.
8 buy things in beautiful shops / Buenos Aires has got the biggest population.
visit Ernest Hemingway's house X Buenos Aires is more commercial than the other cities.
see a famous fiesta X
Seville has a fiesta, but the other cities don't.
learn to dance in a club X AH three cities have got beautiful buildings.
hear music by Piazzolla in his home country / However, do not stop the group work to insist on these
visit the Alcazar Palace X forms, as this will limit students' confidence.
Conduct a full class feedback and get information about
Group 2 - Havana all three cities, encouraging your students to compare
1 2.2 million.
and contrast. This way you might get some freer use of
2 No. it doesn't have a river. comparatives, superlatives, and have got, but don't force
3 It is one of the oldest cities in Latin America. It is a very
this; just be pleased if it happens! The aim of this
cultural city and has lots of beautiful old Spanish feedback is to encourage some fluency practice.
buildings.
4 In the 16th century it was Spain's most important port and
city in Latin America. VOCABULARY AND PRONUNCIATION (SBP80)
At the beginning of the 19th century it was one of the
richest cities in the West. City and country words
Ernest Hemingway lived there from 1940. Focus attention on the photographs and elicit the correct
In 1960 Fidel Castro led a socialist revolution and became
words for numbers 1 and 2 {theatre, museum). Students
president work in pairs and continue matching. They can use
5 Ernest Hemingway.
their dictionaries or they can ask you about words they
6 Salsa.
don't know.
7 Spanish guitar and African drums.
Check the answers and correct pronunciation as you go.
Workbook Unit 10
Exercise 11 Translation
Exercise 12 Listening and writing practice on places and
giving directions
Grammar Reference
Look at the exercises on SB pi 44 as a class, or set for
homework. The answers are on pi 76.
Word list
Remind your students of the Word list for this unit on
SB pi 56. They could translate the words, learn Ihem at
home, or transfer some of the words to their vocabulary
notebook.
Pronunciation Book Unit 10
Video/DVD Episode 4 Dinner for two
POSSIBLE PROBLEMS
The question Whose ... ? and possessive pronouns present few problems of
concept, but learners do confuse who's and whose. Possessive pronouns
simply have to be learned. They are practised in this unit in conjunction
with Whose ... ? and there is also a complete overview of subject and
object pronouns, and possessive adjectives and pronouns in the Grammar
Spot on p85.
Drill the examples in the Student's Book. Get students Say the names of two or three people in the photos and
to give two or three examples in open pairs to practise get students to describe what they are wearing. Drill the
the /and you forms. Students continue in closed pairs sentences and then get students to continue in pairs.
and then get a few students to tell the whole class about Get students to continue practising the he/she form by
themselves and you. talking about the other students, e.g. Mario's wearing
jeans and a white T-shirt.
DESCRIBING PEOPLE {SBp82) GRAMMAR SPOT
Present Continuous Read the notes with the whole class. Elicit other
examples by pointing to people and objects in the
i This exercise introduces simple descriptions with be and
class, e.g, He's tall. It's new. We're happy, etc.
have got. Pre-teach/check prettyand fair/dark/grey (hair).
Explain the difference between good-looking (general), Read the notes with the whole class and then get
handsome (for men), and pretty (for girls/women). Focus students to complete the table, using contracted
attention on the photo of Sofia and on the description. forms. Check the answers with the whole class.
Elicit one or two other descriptions from the whole class Answers
and then drill the sentences chorally and individually. 'm (am)
1
Students continue in pairs. 're (are)
You learning English.
Possible answers He/She 's(is) sitting in a classroom.
Andy's tall. He's got short grey hair. We 're (are) listening to the teacher.
Alison's tall. They re (are)
Alison and Ella have got dark hair. Alfie has got fair hair.
Poppy's pretty She's got long hair and blue eyes.
Name the tense and then get students to work out the
Kate and Sofia are good-looking. Kates got long fair hair.
negative and question forms. Get students to do this
in pairs and then write up the answers on the board,
Dan, John, Clifford, and Albert are tall. John's got short grey
or refer students to Grammar Reference 11.1 and
hair.
11.2onpl45.
Simon is tall and handsome.
PRACTICE (SB p8J) Monitor and check for accurate use of the Present
Continuous. Point out errors and drill the new forms
Talking about you and pronunciation as necessary.
Workbook Unit 11
SUGGESTION Exercises 1-5 Present Continuous
You might want to get some further practice of the two Exercises 6-7 Present Continuous and Present Simple
present lenses from this exercise. You could ask
questions such as the following:
Where is Harry silting? Wliere does he work?
Wlmt is Mandy wearing? Where does she live?
Wliat is Fiona drinking? What does she write?
I
examples of your own favourite things/people and then
Answers and tapescript
give students time to write their own answers. Elicit a
Everybody's looking for that something sample exchange, e.g.
One thing that makes it all complete What's your favourite food? Chocolate.
You find it in the strangest places
What are your favourite things to do at weekends?
Places you never knew it could be Relaxing and being with my family.
Some find it in the faces of their children Who's your favourite film star or actor? Johnny Depp.
Some find it in their lovers eyes
Drill exchanges in open pairs as necessary, highlighting
Who can deny the joy it brings
the falling intonation in the wh- questions.
When you find that special thing
You're flying without wings Get students to stand up and try to find other students
Some find it sharing every morning with the same answers. If they don't find anyone, ask
Some in their solitary lives them to move on to the next question so that the activity
You find it in the words of others doesn't go on too long.
A simple line can make you laugh or cry
3 Give a brief example by describing the similarities and Focus attention on the example and elicit one or two
differences between your brothers and sisters and/or your more answers. Students work in pairs to match the
parents/children. Briefly review some structures, e.g. My words that rhyme. Check the answers with the class.
(brother and sister) both (have blue eyes); My (mum) likes
(classical music), but my (dad) prefers (jazz); Although my
(sister) is sometimes (annoying), I love (her) very much.
Divide the class into pairs to talk about their family.
Sample answers
Vowels EVERYDAY ENGLISH (SB p89)
1 lei bread, head, when, again, ten
2 /x/ ham. cat. sat, stamp, map In a clothes shop
3 /i/ fish, give, lived, his. it
SUGGESTION
4 IvJ meat, feet, leave, see, be
The final activity works best if you have some props!
5 /a:/ heart, part, start, large, card
Bring in clothes for students to try on.
6 /u:/ boot, suit, you, true, blue
7 foj ball, door, caught, floor, or 1 Focus attention on the example and then get students to
Diphthongs look at the other lines of the conversation and decide
1 /ai/ buy, light, right, shy, die who says them. You could do this as a class to sort out
2 /is/ here, dear, clear, real, hear any unknown vocabulary. Point out that I'm afraid can
3 lei/ say, way, main, game, shake also mean I'm sorry, as it does in this exercise. This is the
4 1 where, fair, care, pear, rare first time that students may have come across the use of
5 // clothes, soap, hope, no, show will for spontaneous decisions. Do not go into a full
6 /ao/ hour, shower, now, how, cow presentation of this use of will at this stage.
Answers
SA i m SA
n SA
H SA I SA SA
f SA
MUSIC OF ENGLISH
Read through the Music of English box as a class. Play the
recording again, pausing at the end of each line.
Encourage students to follow the intonation and
highlighted stress patterns in the Students Book.
Students practise the conversation in pairs.
Song
The song Wonderful tonight appears in photocopiable
format on 149. You will find the song after mm on
the Class Cassette/on CD2 Track 37. Students do a range of
different activities on the song. The answers are on pi 71.
Get students to work out the question and negative Questions about you
forms in pairs, and then write the answers on the
board or refer students to the Grammar Reference 3 Now we move away from lack and Danny and get
on pi 46. students to talk about themselves. Drill the example in
the Student s Book individually and chorally following
1 Ask your students to look at the weather symbols. Elicit Answers and tapescript
words for symbols students already know and then get A What's the weather like today?
them to continue working in pairs to match the It's snowy and it's very cold.
remaining symbols and words. If students have access to A What was it like yesterday?
dictionaries, get them to look up words they don't know. Oh, it was cold and cloudy.
A What's it going to be tike tomorrow?
Go through the answers with the class.
I think it's going to be warmer.
Answers
1 foggy 2 snowy 3 windy 4 rainy 5 sunny 6 cloudy
Storytime
Drill the questions around the class. Make sure that 3 Ask students to look back at exercise 1 and find the
students use the correct intonation - falling on the irregular adverbs. Check the answers.
Wh- questions and rising on the Yes/No questions as
practised in the Grammar Spot on SB p99. Answers
In pairs, students ask and answer the questions about well and hardaxe irregular
themselves. Remind them that they can use short
answers where appropriate. Monitor and check for Read Grammar Reference 13.2 on pl46 together in class,
correct intonation and for acceptable short answers. and/or ask students to read it at home. Encourage them
to ask you questions about it.
Sample answers
1 Yes, I do. 6 No, I came by bus. 2 This activity focuses on adverbs that collocate with
2 I played tennis. 7 About six hours a week. common verbs and phrases. Elicit adverbs that can go
3 Two (French and Italian). 8 Laura. with get up as an example {get up slowly/quietly/carefully/
4 A week ago. 9 Because I need it for my job. early/fast/quickly).
5 Lazio. Students work in pairs and continue the activity.
Remind them to decide which adverbs in the box are
ADDITIONAL MATERIAL irregular. Check the answers with the whole class.
Workbook Unit 13
Exercises 1-5 Question forms including What (sort)?. How
(old)?. Which one?
Unit 13 Storytime
Answers that will fit with the adverb fortunately, e.g.... / had a
get up slowly/quietly/early/carefully/quickly/fast umbrella./... we were inside./... the rain didn't last long.
walk slowly/quietly/carefully/fast/quickly Students continue working in pairs. Monitor and check
work slowly/quietly/carefully/hard/fast/quickly if their answers fit with the adverbs given. Where
run slowly/fast/quickly possible, elicit a range of answers for each sentence that
speak slowly/qu i etly/fast/quickly highlight the meaning of the adverb.
speak English slowly/fluently/fast/quickly
pass the exam easily Possible answers
do your homework slowly/quietly/early/carefully/easily/ 1 Fortunately, I had an umbrelta./we were inside./the rain
fast/quickly didn't last long.
2 Unfortunately, I couldn't go./l was ill./l was on holiday.
//and fast are irregular.
6
3 ... the phone rang./l heard a loud noise./the dog started
to bark.
4 ... I called the police./l told a police officer.
PRACTICE (SBplOO)
If you want to double-check that students have
Order of adjectives/adverbs understood the adverbs, explain or translate them. You
could get them to look up the definitions in dictionaries.
1 Elicit the correct answer to number 1 as an example.
Students put the word in brackets in the correct place in [CD 2: 51] Students listen to the story and
the sentences, changing the adjective to an adverb if number the adverbs in the correct order. Check the
necessary. Tell them that sometimes more than one answers.
answer is possible. Students can work in pairs, or alone
and then check with a partner. Answers and tapescript
8 quickly
POSSIBLE PROBLEM 4 quietly
We do not overtly give the rules for the order of 2 slowly 7 fortunately
adverbs (front position, mid-position, end position), 5 immediately
because the rules are rather complicated. We do not Noises in the night
suggest that you try to go into them at this stage. You
could perhaps point out that adverbs usually follow the
verb and object if there is one, whereas adjectives go It was about two o'clock in the morning, and... suddenly I woke
before the noun (unlike many other languages). up. I heard a noise. I got out of bed and went slowly downstairs.
Otherwise let students see how they get on without There was a light on in the living room. I listened carefully. I
rules, and simply correct any mistakes. could hear two men speaking very quietly. 'Burglars!' I thought.
Two burglars!' Immediately I ran back upstairs and phoned the
police. I was really frightened. Fortunately the police arrived
Answers quickly. They opened the front door and went into the living
1 We had a holiday in Spain, but unfortunately we had room. Then they came upstairs to find me. 'It's all right now, sir,'
terrible weather. they explained. 'We turned the television off for you!'
2 Maria dances well.
3 When I saw the accident, I phoned the police immediately 4 In pairs, students retell the story either one sentence at a
(or I immediately phoned...). time each, or one student first, then the other. Remind
4 Don't worry. Justin is a careful driver. them to use the order of adverbs to help them. With
5 Jean-Pierre is a typical Frenchman. He loves food, wine, weaker classes, you could write up key words on the
and rugby. board as prompts.
6 Please speak slowly. I can't understand you.
7 We had an easy test today. Check it
8 We all passed easily.
9 You speak good English./You speak English well. 5 This exercise focuses on common mistakes in question
formation and the use of adverbs. Elicit the correct
answer to question 1 as an example. Students work in
Telling a story pairs to correct the mistakes.
2 Point out that adverbs are often used in storytelling to
make the actions sound more vivid. Focus on sentence 1 as
an example with the whole class. Elicit a range of endings
I Answers
bored
tired
d
e
worried
excited
a
annoyed
interested
b
f
How do you feel ifyour friend is late?(A bit annoyed.)
Do you like football? (No, it's very boring.)
Do you like learning English? (Yes, it's interesting, but a
' bit tiring.)
2 Demonstrate the activity by getting students to find ihe
correct reason for bored (I am bored because I have
ADDITIONAL MATERIAL
nothing to do.). Students continue the activity in pairs.
Then check the answers with the whole class. Workbook Unit 13
Exercises 8 and 9 Adjective suffixes, and -edl-ingadjectives
Answers
I am bored because I have nothing to do.
I am tired because I worked very hard today. READING AND LISTENING (SBpl02)
I am worried because I can't find my keys.
I am excited because I'm going on holiday tomorrow, A s h o r t story
I am annoyed because I want to go to the party but I can't.
I am interested because we have a good teacher. NOTE
Notice that in many of the exercises in this section, a lot
Focus attention on the Caution Box. Read the notes with of the questions are in the Present Simple, not the Past
the whole class. Using LI if possible, explain that adjectives Simple. This use of the Present Simple is called the
ending in -ed often describe a person's feeling or reactions, Historic Present, and it is common when talking about
and that adjectives ending in -bigoften describe the stories,films,etc. We do not suggest that you point this
person or thing that provokes those feelings or reactions. out to students, and don't worry too much if students
want to reply using the Past Simple.
3 Focus on the pair of sentences in number 1 as an example
(Life in New York is very exciting. The football fans were
very excited.) Students complete the rest of the exercise. 1 Pre-teach/check presents. Demonstrate the activity by
telling the class about your Christmases and best and
Check the answers with the whole class.
worst presents. Then get the students to talk about
themselves in pairs or small groups.
I
She buys a gold watch chain, because his watch didn't have Part two
one. Paragraph 1
She thinks she looks like a schoolboy (and she is worried Adjectives: small, fat
what Jim is going to think). Adverbs: slowly {Quidd is also used informally as an adverb;
the standard form would be Quickly!)
B
A
No, that's all. How much is that?
Four pounds twenty.
There you are.
Exercise 10 Translation
Exercise 11 Listening practice on the language of shopping
Grammar Reference
A Ten pounds. Thank you. And here's five pounds eighty
Look at the exercises on SB pi 47 as a class, or set for
change.
homework. The answers are on !57.
Thanks. Bye.
A Bye-bye. Thank you very much. Word list
Remind your students of the Word list for this unit on
SB pi57. They could translate the words, learn them at
MUSIC OF ENGLISH
home, or transfer some of the words to their vocabulary
|CD 2: Track 55] Read through the Music of notebook.
English box as a class. Play the recording again pausing
Pronunciation Book Unit 13
where relevant to drill key expressions. Encourage
students to follow the stress and intonation in the Video/DVD Episode 6 A long weekend
recording. Students practise the conversation in pairs.
This section is a fun way of gelling students into the topic of 2 [CD2: 57] Students read and listen to the
places people have visited. sentences. Remember that they will probably never have
1 Focus attention on the first two flags and elicit the names seen the Present Perfect tense before, and been will be
of the corresponding countries. Students continue unfamiliar. Using LI if possible, explain that been is the
matching the countries and flags. past participle of the verb to be, and sometimes to go, and
Check the answers with the whole class. If students have that have been is an example of the Present Perfect tense.
problems with the pronunciation of the countries, drill Don't try to do a full presentation at this stage, but just
them chorally and individually. explain that the sentences refer to the idea of'some time
in your life*.
Answers Ask students to repeat the sentences on the recording
1 Germany Brazil 8 the USA (whether they are true for them or not). Do this chorally
2 Italy Japan 9 Australia and individually, be sure to remind students to follow the
3 Spain Great Britain 10 Canada highlighted stress patterns. Correct mistakes carefully.
France Demonstrate the activity yourself with true information
about the countries you have visited. Then ask students
Tell students the countries you have been to. Students to make similar sentences, saying which countries they
then tick ( / ) the countries they have visited. have/haven't been to. Elicit examples from the whole
class, so you can check students' accuracy in the use and
pronunciation of the structure. Students continue the
IN MY LIFE (SBpl06)
activity in groups. Monitor and check.
Present Perfect + ever and never 3 Q E B (CD 2: Track 58| This activity i Iroduces the
question form and addresses the 'experience' use of the
POSSIBLE PROBLEMS Present Perfect in contrast to the Past Simple. Students
1 Students find the difference between I've gone to read and listen to the conversation focusing attention on
Paris, and I've been to Paris, quite confusing. This is the stress highlighting as they listen. They can practise
dealt with in exercise 9 of the Workbook. We do not saying each sentence, either after the recording or with
suggest that you attempt to sort this out at this stage you modelling each one. Draw students' attention to the
of the presentation. question form of the Present Perfect, then to When did
you go? and Did you like it? and ask what tense this is
2 Students have already seen a Present Perfect form (Past Simple). Just name the tenses at this stage and do
with the structure have got, but we do not suggest not try to explain the different uses. (These are given in
that you mention this at all. It would be very the Grammar Spot on pi 07.)
confusing for students, as have got expresses an
essentially present-time concept. Get students to ask you questions about countries you
have been to, following the model in exercise 3.
[CD 2: Track 56] Focus attention on the photo Encourage them to ask When did you go? and Did you
and elicit what students can see (Steve and Ryan looking like it? and give appropriate answers.
at travel brochures). Play the conversation between Steve Students continue in open pairs asking and answering
and Ryan and elicit the answers. about countries they have been to, when, and if they
liked them. This might sound repetitive and laborious,
Answers and tapescript but remember you are introducing students to a very
They are talking about Ryan and Tara's honeymoon and places new concept with the Present Perfect tense and they need
they could go. practice with forming questions, answers, and negatives.
is Ryan's fiancee/girlfriend.
4 Students write down the names of four cities, and in
pairs make similar conversations. Go round and check as
S=Steve, R=Ryan
they do this. Monitor for accuracy in the use and
S Ryan, where are you and going for your honeymoon?
pronunciation of the two tenses.
R Somewhere in Europe, we think. France, maybe, or Spain.
I've been t o Paris, but I haven't been t o Barcelona. 5 This practises the third person singular for the first time,
S Yes, Paris is beautiful. But what about Venice? It's very so students will need to make the change from have to has.
romantic. Focus attention on the examples and on the contracted
R Mmm. that's an idea. I've been t o Italy, but I've never been form's = has. Drill the examples chorally and individually.
:e. Ask three or four students to talk about their partner.
This activity gives further practice in the question forms. A HONEYMOON IN VENICE (SBpl08)
Drill the example questions in the Students Book
focusing attention on the highlighted stress patterns. Present Perfect + yet and just
Make sure students use rising intonation on the Yes/No
questions SUGGESTIONS
in the Present Perfect and falling intonation on the wh- 1 The concepts expressed by yet and just are very
questions in the Past Simple. Students ask you the rest of subtle and they are realized by different structures in
the questions. Make sure they remember to include ever different languages. We do not ask any questions in
in the Present Perfect questions. Answer their questions. the Grammar Spot that test concept (only form),
because the language required would be more
Students then ask a partner the same questions as in complex than the target item itself. Students should
exercise 1. Monitor and check for correct pronunciation be able to get the meaning through context and use,
and formation of the questions.
Answers Answers
yet comes at the end of a sentence. 2 Have you done the shopping yet?
just comes before the past participle. Yes, I've just done it.
3 Have you washed your hair yet?
3 Allow students time to work out the rules for the use Yes, I've just done/washed it.
of yet. Check the answer. 4 Have you cleaned the car yet?
Yes, I've just done/cleaned it.
Answer
5 Have you made the dinner yet?
We can use yet only in questions and negative sentences,
Yes, I've just done/made it.
not in positive sentences.
6 Have you met the new student yet?
Read Grammar Reference 14.2 on pl47 together in class, Yes, I've just met him/her.
and/or ask students to read it at home. Encourage them 7 Have you checked your email yet?
to ask you questions about it. Yes, I've just done/checked it.
8 Have you given your homework to the teacher yet?
Refer students back to the'things to do' list. Elicit the Yes, I've just given it to her/him.
past participle of each of the verbs in the list, making 9 Have you finished the exercise yet?
sure students give been as the participle of go. Remind Yes, I've just finished it.
students that the ticks refer to things that and Ryan
have done. Drill the examples in the Student's Book and
elicit one or two more examples.
Unitl
Hello and goodbye ( plO)
1 Read the conversations. Put the lines in the correct order.
2 Where are the people in each conversation: on the phone or in the street?
3 Practise the conversations with a partner. Use your own names and phone numbers.
1
i >s
! A Hello, 778214. Hi, Tony! It's A Very well, B I'm OK, thanks. A They're all fine,
i
i i me, Rachel.
i
i
i
i
thanks. And And the family? thanks.
i i
How are you? you?
2
X
! A Have a nice day, ; B Thanks, Dave, i A Yes, at 8.00. B Great! Bye, ; A Bye, Helen.
Helen! and you! See Dave. i
i
i
i
i i i
i
i you later at the i
i
i
i
i i i
i
i restaurant! i
i
i
i
-g-
1 Read the conversations. Put the lines in the correct order.
2 Where are the people in each conversation: on the phone or in the street?
3 Practise the conversations with a partner. Use your own names and phone numbers.
1
X
A Hello, 778214, Hi, Tony! It's A Very well, I'm OK, thanks. A They're all fine,
me, Rachel. thanks. And And the family? thanks,
How are you? you?
Z
A Have a nice day, Thanks, Dave, A Yes, at 8.00. Great! Bye, A Bye, Helen.
Helen! and you! See Dave.
you later at the
restaurant!
1 Complete the questions. For questions 9 and 10 use your own ideas.
go to the cinema
go running
listen to music
watch TV
cook
go s w i m m i n g
sunbathe
1 A magazine called Weekend interviewed a Complete the questions or answers from the
businesswoman, Angela Franklin. Read about her. interview with Angela Franklin.
1 A What's your name?
6 A
Mike.
7 A What does your husband do?
8 A Do you have any children?
I'm from York, in the north of England, and I'm
thirty-eight years old. I'm married, and my 9 A
husband's name is Mike. He's a teacher in a Yes. I have two brothers.
Me and my work
10 A
11 A
Do you enjoy your job?
Donovan Leitch
(1) Yellow/Grange is the colour of my true love's hair i (1) Yellow/&# is the colour of my true love's hair
In the (2) morning / evening when we rise 2 In the (2) morning / evening when we rise 2
In the (3) morning/eveningwhen we rise3 3 In the (3) morning /evening when we rise 3
That's the time, that's the time I love the best 4 That's the time, that's the time I love the best 4
(4) Grey/Green is the colour of the sparklin' corn 5 (4) Grey/Green is the colour of the sparklin' corn 5
In the morning when we rise 6 In the morning when we rise
In the morning when we rise 7 In the morning when we rise
That's the time, that's the time I love the best 8 That's the time, that's the time I love the best
Mellow is the feelin' that I (5) nave /get 9 Mellow is the feelin' that I (5) have/get
When I see her mm-hmm 10 When I see her mm-hmm
When I see her uh-huh li When I see her uh-huh
That's the time, that's the time I love the best 12 That's the time, that's the time I love the best
Freedom is a word I (6) rarely /never use 13 Freedom is a word I (6) rarely /never use 13
Without (7) talkin'/thinkin'mm-hmm 14 Without (7) talkin'/thinkin'mm-hmm 14
Without (8) talkin'/thinkin' mm-hmm 15 Without (8) talkin'/thinkin'mm-hmm
Of the time when I've been loved. 16 Of the time when I've been loved. 16
2 Choose the correct definition for these words from 2 Choose the correct definition for these words from
the song. the song.
1 true love best friend / girlfriend or wife 1 true love best friend / girlfriend or wife
2 rise get up / go to bed 2 rise get up / go to bed
3 sparklin' shiny / old 3 sparklin' shiny / old
4 mellow relaxed / sad 4 mellow relaxed / sad
3 Who does her refer to in lines 10 and IR 3 Who does her refer to in lines 10 and IP.
Oxford University Press Photocopiable Extra ideas Units 1-4 Photocopiable material 139
Unit 5 If
Suggestion ( 40)
- /
-3--
D Simon Fisher is a young
businessman. He has a lot of
money, but no free time. He wants A new, luxury block of flats. All rooms
to buy a beautiful flat with modern have designer furniture and a new fridge,
furniture. He only needs one
cooker and washing machine in the
kitchen. One-, two-, or three-bed roomed
bedroom, but he needs a garage for
flats for sale, with space for two cars.
his sports car.
-s<-
D Laura, Keiko. Dave, and Karl are all
students. They want to share a
house or flat for next year. They A small, but comfortable fla-t in the heart
don't have cars, so they need good
of -the crttj. has one bedroom,
transport to the university. They
don't smoke and Dave has a cat. -there's a lar^e yuta^e next -to -the flat -
areai as a Workshop or home office.
-<
>3
0 Hello, 1 Can I (1) you a few 0 Hello, ! Can 1(1) you a few
questions? questions?
Q Yes, of course. 0 Yes. of course.
0 And (4) do you live with? 0 And (4) do you live with?
i in
o_ in
I see. And what could you do when you (6) 0 I see. And what could you do when you (6)
very young? very young?
Well, We",
0 I can't believe it! Tell me, (7) do your 0 I can't believe it! Tell me, (7) do your
parents think about your talent? parents think about your talent?
They They
0 Oh! And do you (8) to different places? 0 Oh! And do you (8) to different places?
Q Yes, last month I _ in 0 Yes. last month I _ in
0 Really? Why? 0 Really? Why?
Q I was there I was there
0 Fantastic! That's all the time we have. Thank you very Fantastic! That's all the time we have. Thank you
much and good luck in the future! very much and good luck in the future!
win a medal
A Why you
I love very fast planes.
break a record 2 I'm late for my train. Can you drive me to the
?
3 A Can you
Yes, and I have a new sports car.
park
-
4 A Would you like an
No thanks. I'm not thirsty."
orange juice 5 Mum is 40 on Saturday. Don't forget to buy her
6 A Can you
news paper No, but I'm quite good at the piano.
9 A Carl Lewis
itm ar
in the Olympics?
Yes, he won four golds.
railway station
Oxford University Press Photocopiable Extra ideas Units 5-8 Photocopiable material 143
Extra ideas Units 5-8 Revision
Reading and speaking WORLD CHAMPION MEMORY MAN
1 Work in groups. How good is your memory? Answer Dominic O'Leary is the man with the best memory in
the questions. the world. He can tell you the day of any date in any
1 When is your best friend's birthday? year. What day was April 21, 1876? 'Wednesday,' says
2 What did you have to eat last night? Dominic. He can remember the teams and the scores of
3 Where were you ten days ago? What did you do? every football match in every World Cup. And he
4 Where were the Olympic Games in 2004? became world champion memory man when he
5 When was your mother born? remembered the order of thirty-five packs of playing
6 How many phone numbers can you remember? cards!
2 Read the newspaper article about Dominic O'Leary. At school, Dominic was a pupil who couldn't
Then answer the questions. remember his lessons. 'My maths and English teachers
said 1 was stupid because I could never remember what
1 What are some of the things he can remember? Ihey taught me.' But four years ago he saw a programme
2 How did he become world champion? on television which showed people how to improve
3 Was he good at school? Why not? their memory, and last October he became world
4 What did his teachers say about him? champion. 'I remembered the order of thirty-five packs
5 When did he start to improve his memory? What of cards,' said Dominic. 'It was quite easy.'
did he see? Dominic, 34, can earn 800 a day on European TV
6 Why isn't he popular with casino managers? programmes. He lives with his wife, Alison, a clothes
7 How many clubs did he visit with the designer, in a small village near Bath, and he is the
interviewers? manager of an office cleaning company.
8 How many clubs did he play in? Why?
9 What do you think of his suggestions for a good Winning
memory? Casino managers don't want Dominic to visit their
casinos, because he can remember every card. '1 played
Try his ideas to remember some words in English! as a professional gambler for a few months, and I won
3 Here are the answers to some questions. Write the 1,000 a night, but then the managers asked me to
questions. Read the article again to help! leave.'
We went with Dominic to seven clubs in London and
1 Brighton. He started with 500, and four hours later, he
Wednesday. had 1,250 in his pocket. He won 750.
He played in just three clubs for four hours. The
other four clubs knew his face and didn't want him to
Last October. play.
In his free time, Dominic loves number games and
Eight hundred pounds a day. crosswords, writing music, and playing the piano. He
says children can learn to improve their memory from
the age offive.'Then they can do anything,' he says.
She's a clothes designer.
How to improve your memory
Dominic says anyone can have a good memory. These
Seven hundred and fifty pounds.
are his suggestions:
1 When you go to bed, remember everything you did
He loves number games, crosswords, writing that day.
music, and playing the piano. 2 Remember things in pictures, not words. 'Words arc
4 What do these numbers from the article refer to? difficult to remember, but pictures are easy.' For
lple, if you want to remember the name Kate,
1 1876 April 21,176 was a Wednesday.
of a cat. For the number 8814, think of two
2 35 4 1,000 6 1,250 snowmen, a tree and a bird.
3 34 5 7 7 5 If you forget something, remember where you were
when you could remember it.
Oxford University Press Photocopiable Extra ideas Units 5-8 Photocopiable material 143
Song Song
Choose the correct words to complete the song. Choose the correct words lo complete the son;;.
Listen and check. Listen and check.
144 Extra ideas Units 5-8 Photocopiable mat Oxford University Press Photocopiable
Unit 9
Plan a party (TBp75)
1 Imagine you want to have an end-of-term party. 2 Work in groups of three. Discuss your preferences.
Complete the lists. You can include three famous Decide on five things to eat, three things to drink and
people in the guest list. three famous guests.
[
Hello, thanks for coming. Thank you for a great
party. See you soon.
1 Complete the questions with the correct form of the adjectives. Then write the
answers for your country. You cannot choose your own city / region!
Which city is (
2 Work in groups and discuss your answers. Give reasons for your choices.
3 Work as a class. Which is the best / worst place to live in your couniry?
xg
>g
xg
-xg-
xg
xg
xg
Language work
dream house in the
A
country
Amy and Phil King had a modern house in London with three
I Here are some answers. Complete the questions.
1 Where did the King family live?
They lived in a modern house in London.
bedrooms, but with only a small garden. It was on a busy road, 2 What ?
so it was very noisy and the air wasn't very clean. 'We wanted It was very noisy and the air wasn't very clean.
a quieter and more relaxing life in the country,' they explained.
3 Why ?
'We looked at a lot of cottages, then one evening we saw an old
house in a beautiful country village. We fell in love with it They wanted a quieter and more relaxing life in
immediately - the only problem was that it didn't have any the country.
windows, electricity, or water, and there were some holes in the 4 Where ?
roof!' In a beautiful country village.
They arrived back in London and described the house to 5 Did ?
their teenage children. Their son Daniel said, 'Are you mad? We
can't live in a house without electricity or water!' and their No, they didn't. They hated it.
daughter Vicky said. 'I'm not going to live in that house. I'm 6 What like?
going to stay in London!' Amy then said, 'There is a lot of work The green fields, a clean river, and a beautiful
to do on the house, but let's visit it together. We can go next wood.
weekend and you can see if you like it.'
7 What ?
The following Saturday the family drove to the village. The
children looked at the scenery and they couldn't believe their She gave piano and guitar lessons
eyes. There were green fields, a clean river, and a beautiful 8 How many ?
wood. The family had lunch in the local pub before they went Eleven - five downstairs and six upstairs.
to see the house. The people were all so friendly. They told the
9 When ?
family about the history of the house. The local music teacher
lived there all her life. She died ten years ago. It was a very One month later.
happy house when she was there. She gave piano and guitar 10 When ?
lessons, and the house was always full of people and music. It's In six months.
so sad to see the house empty now.'
2 Find and underline the following in the text...
The family then drove to the house. The children saw the
number of rooms - five downstairs and six upstairs - and the 1 the past of have got
size of the garden. There was so much space! 'We can have a 2 a comparative sentence
music room where I can play my guitar,' said Daniel, 'And I can 3 three irregular past tenses
have a big bedroom and a horse in the field next to the house,' 4 an example of any
said Vicky. One month later, the family sold their house in 5 an example of some
London and bought the one in the country. Local builders are 6 two examples of going to
repairing the old house and the family hope to move there in 7 a suggestion
six months, 8 a description of what is happening now
148 Extra ideas Units 9-12 Photocopiable material Oxford University Press
Song
VERSE 2 VERSE 4
Underline the correct word in italics. Think about the Number the lines of this verse in the correct order.
rhyme to help you.
As I turn out the light
We go to a (1) dinner / party
You were wonderful tonight.'
And everyone turns to (2) see /find
So I give her the car keys,
This beautiful (3) woman / lady
That's walking around with me
And I've got an aching head
It's time to go home now
And then she asks me,
She helps me to bed
Do you feel (4) all right / OK?
And I say4Yes,
And then 1 tell her
I say, 'My darling, D
I fed wonderful tonight/
Oxford University Press Photocopiable Extra ideas Units 9-12 Photocopiable material
i
Unit
Suggestion ()
-S-c-
Student A Student
1 Write the words in the correct order. Add capital 1 Write the words in the correct order. Add capital
letters where necessary. letters where necessary.
Have you ever eaten Greek food? Yes/No Have you ever been abroad? Yes/No
What was it like? Where did you go?
_ Si
Have you ever watched a film in English? Yes/No Have you ever hitch-hiked? Yes/No
What was it? Why did you hitch-hike?
Reading
DEPP
1 Read the text about Johnny Depp and choose the
correct words. JOHNNY DEPP (1) /?as/(was)born on June 9, 1963 in
2 Answer the questions about Johnny Depp. Owensboro, Kentucky. His parents (2) has moved/moved
their four children to Florida when Johnny was young. At
1 When was he born?
the age of 12, his mother bought him a guitar and music (3)
2 What happened when he was 12?
quick/quickly became his love. Johnny decided to leave
3 Which actor helped him at the start of his career?
school at the age of 16 to follow a career in music. He
4 Did he enjoy being popular with teenage girls?
played guitar for a band called 'The Kids' and moved with
5 Does he like to play the same type of character in
the band to Los Angeles. They didn't have (4)
each of his films?
immediate/immediately success and so Johnny started a
6 Which was one of his most popular films?
job as a salesman to earn some money.
7 How many times has he been married?
He (5) has got/got married at the age of 20 to a make
8 Who is the mother of his children?
up artist, Lori Allison. They got divorced quite soon, but
Lori introduced Johnny to the actor Nicholas Cage. He saw
Language work
a future for Johnny in films and persuaded him to try
1 Put the words in the right order to make a question. acting. Johnny (6) made/has made his first film A
Nightmare on Elm Street in 1984. After a couple of other
1 born where he was ? small parts in films, Johnny worked for three years in a TV
series for teenagers called 21 Jump Street. Teenage girls
became big fans and Johnny appeared in popular
In Owensboro, Kentucky.
magazines and on posters. He was (7) annoyed/annoying
2 he school why did leave ?
by this, because he wanted to be a serious actor.
Johnny has (8) ever/never appeared in just one type of
To follow a career in music. film and he has always been (9) interested/interesting in
3 money did he how earn ? playing different characters. In the early 1990s he played a
series of eccentric characters including Edward
Scissorhands in the film of the same name. Johnny has
He became a salesman. continued to act in a big range of films and has won the
4 film his what was first ? respect of Hollywood, critics and of film fans round the
world. In 1996 he (10) has taken/took the time to write,
direct and appear in The Brave, which appeared at the 1997
Nightmare on Elm Street. Cannes Film Festival. In 2003. Pirates of the Caribbean
5 has he many how children got ? became one of his most popular films,
Johnny Depp has also had an (11) interesting/interested
life outside films. He has had a series of famous girlfriends
Two - a boy and a girl.
including American actress Winona Ryder and the British
6 music continued interest has he his in ? model Kate Moss. In 1988 Johnny began to go out with
Vanessa Paradis, the French actress and singer. Their first
child, a daughter, was born in May 1999 and their second, a
Yes, he plays in a music club.
son, in April 2002. And he (12) didn't ever forget/hasn't
Find and underline the following in the text... ever forgotten the world of music - he plays in a club in
1 three verbs in the Past Simple in the first paragraph Los Angeles that he owns and he has also directed music
2 three verbs in the Present Perfect in the last videos for Vanessa.
paragraph
154 Units 1-4 Stop and check 1 Oxford University Press Photocopiable
2 Here are the answers to some questions. Write the
Thinjs Jobs Things Activities Verbs
questions. Use the words in brackets. Adjectives
t o read t o eat
1 What do you do?
(you/do) I'm an architect.
2
(Helen/start work) At 8.00.
156 Units 5-8 Stop and check 2 Oxford University Press Photocopiable
Questions and negatives Vocabulary - verb + noun
Write the statements as questions arid negatives. Match a verb in A with a noun in B.
There is a mistake in each sentence. Find it and correct it. Complete the chart.
1 Where you live? Where do you live? Adjective Comparative Superlative
2 It's very hot today - do you like something to drink? big
3 Peter has got a lot of books, because he'd like more intelligent
reading. worst
4 How many brothers and sisters do you got? popular
5 How many money has he got? noisy
6 Who's is that new car?
7 I'm go home now, because it's late. 10
8 Last night I went to the pub for to meet my friends.
9 We're going have a test next week. Comparing hotels
10 I'm wear my old clothes because I'm going to clean 1 Look at the information about the two hotels. Write
the car. five sentences about the hotels using the comparative
11 Juan is Spanish, he's coming from Madrid, forms of the adjectives in the box.
12 What you doing this evening? good big expensive near far modern
13 My brother is more old than me.
14 I think is going to rain. The Strand The Ritz
15 Your flat is bigger than my. Number of stars * * * * *
16 Who is the most rich person in the world? Number of rooms 102 ss
Price 804100 120-140
15
How many minutes to the sea? 10 minutes IS minutes
How many minutes to the 20 minutes 8 minutes
Questions and answers
town centre?
Match a question in A with an answer in B. Old or new? New-1990 Old-1870
A
1 The Ritz is a better hotel than The Strand.
Where does your sister work? ^ Yes, of course. What can
2
Whose is this mobile phone? \ 1 do for you?
3
How many dogs have you got? \ Yes. 1 think he's very nice. 4
How much did your bike cost? \ To buy some fruit.
5
Could you help me, please? \ To Mexico.
Would you like some more to eat? \ n an office.
6
Do you like Henry? 1 stayed at home. 10
Whore are you going on holiday? Two.
Why are you going to the market? It's Sally's.
What did you do last night? 295.
2 Look at the information about The Star hotel. Write
Her name's Mrs Taylor.
five more sentences, comparing the three hotels. Use
Who's the new teacher?
the superlative form of the adjectives above.
No. thanks. I'm full.
10
10
Vocabulary
some/any/a Put the words in the correct column.
Complete the sentences with some, any, or a. cake wine chips dress meat suit carrots milk shirt
cheese jumper water juice jeans beer
I don't have any brothers or sisters.
Would you like glass of wine? Clothes shop Food Drinks
You have _ _ lovely pictures on ihe walls!
Is there petrol in the car?
Can I have strawberries, please?
I'd like hamburger and chips,
please. 15
7 Do you want sandwich?
8 The shop doesn't have brown bread. TOTAL
9 There a r e . eggs in the cupboard, but there
TRANSLATE
isn't . sugar. Translate the sentences. Translate the ideas, not word by
10 word.
1 I like coffee. I'd like a coffee.
Present Simple and Present Continuous
Complete the sentences with the correct form of the 2 There is some bread on the table. There isn't any coffee.
verbs in brackets.
1 I often watch (watch) TV in the evenings, but 3 You're older than me, but Tim is the oldest in the class.
tonight I'M going (go) to the cinema.
2 Pierre _ (smoke) twenty cigarettes a day, but 4 My sister has got three children.
he (not smoke) now because he's in class.
Alice and Peter (look) for a new house.
They (not like) living in London. 5 I usually wear jeans, but today I'm wearing a suit.
I always , (wear) nice clothes for work.
Today I _ (wear) a blue jacket and skirt. 6 'Whose is this book?' 'It's mine.'
'Why you (go) to bed? It's only
10.00/ T always (go) to bed early.' 7 We're going to have a party.
6 lane (work) in a bank, but today she's at
home. She (write) emails.
I went into London to buy some books.
10
160 Units 13-14 Stop and check 4 Oxford University Press Photocopiable
Word order Vocabulary - word groups
Put the words in the correct order. Put the words in the correct column. Each column has a
different number of words.
1 letier you yei have written ?
soap quiet walk annoying luggage departure lounge
Have you written the latter yetP
wotfied aspirin cycle suncream arrival hall hitch-hike
2 many got you how cousins have? tiring plasters flight toothpaste boarding pass gate
ride surprised
3 Rome ihey just have in arrived
Travel verbs Travel by plane Adjectives Chemist's
4 well speak you very English
She's 28.
9 any Is milk the there fridge in ?
She's a teacher.
11 Sue going Dave and the cinema like to
University Press Photocopiable
Exercise 4 some, any, a, and an Exercise 6 be and do
Complete the sentences with some, any, a, or an. Complete the sentences with a verb from the box.
1 There are some flowers in the garden. am / am not does / doesn't is / isn't
2 There are magazines on the coffee table. do / don't are / aren't
wrong
old
left
young
S listen
watch
by bus
Italian
[TOTAL
What are the past tense forms of the verb to be? Write the Past Simple of these verbs.
Positive Negative Regular Irregular
4 We 4 decide 9 sell
]
Exercise 2 can and can't Exercise 4 Past Simple and Present Simple
Read the information, then complete the sentences with Complete the text with the correct form of the verb in
can or can't and a verb. brackets: the Past Simple or the Present Simple.
swim play speak speak
My friend Jack is 40. He (1) (leave) Britain when he was
tennis German Italian
20 and (2) (go) to Italy. He (3) (work) in
Sylvia / X /
Naples for ten years, then he (4) (move) to Rome.
Unda / / X / There he (5) (meet) Antonella. They (6)
Marianne X X / / (get) married in 1995 and now they (7) (live) in
Florence. Jack (8) (teach) English in a language school.
1 Linda can swim and she can play tennis .
And what (9) (do) Antonella do? She (10)
2 Sylvia can swim, but she . (sell) computer software.
3 Marianne . and she
4 Linda , but Sylvia and Marianne
can.
5 Everybody
6 Only Linda
7 Sylvia and Linda .but Marianne
can't.
7 Her father died when she was 14. 1 Do you have any rice?
2 I've got stamps in my bag.
8 I lost 20 last night. 3 Can I have glass of water, please?
4 There isn't sugar in this coffee.
9 People flew by plane 100 years ago. 5 Have you got photographs of Jim?
6 I'd like fruit, please.
10 That book was very interesting. 7 Peter put water and glasses on
the table.
11 We arrived at school at eight o'clock. 8 There wasn't petrol or oil in the car.
A
10
Exercise 9 How much and How many
Exercise 6 would like Complete the questions with How much or How many.
Tick ( / ) the correct sentence.
1 How many students are there in your class?
1 A Would you like / 2 bread is there in the cupboard?
a drink?
Do you like 3 emails do you send every day?
No, thanks, I'm not thirsty. 4 people were there at the party?
2 A Would you like 5 cola is there in the fridge?
some fruit?
Do you like 6 money did you spend
Yes. An apple, please. last month?
3 A Would you like
Do you like
windsurfing?
Yes, but I prefer swimming.
I do you like
4 A What ' for dinner this evening?
I would you like
Steak and salad.
5 A Would you like your new boss?
Do you like
No. He isn't very nice.
6 A Can I help you?
Yes. Hike a bottle of mineral water, please.
I'd like
nits 6-10 Progress test Oxford Universi Photocopiable
Exercise 10 Comparatives and superlatives 1 Exercise 11 Comparatives and superlatives 2
Read about the castles. Complete the chart.
Abergoran Castle Adjective Comparative Superlative
^S 4 * 111^"^"^ *
Rooms: 0 best
bad
interesting
Footleby Castle
Price: 10 million
Built: 1835 Exercise 12 Ordinal numbers
Rooms: 160 Write the ordinal numbers in words.
1 6th sixth
2 1st
3 2nd
Haywood Castle 4 3rd
Price: 2 million 5 12th
Built: 1450 6 20th
Rooms: 20
S
Exercise 13 Opposites
Choose a word from the box and write it next to its
These sentences are false. Correct them. opposite.
1 Abergoran Castle is more modern than
interesting old fast relaxing friendly
Haywood Castle.
quiet cheap dirty new safe
No. it isn't It's older
1 big small
2 Footleby Castle is cheaper than Haywood Castle. boring
unfriendly
3 Abergoran Castle is bigger than Footleby Castle.
clean
slow
4 Abergoran Castle is the biggest.
dangerous
5 Abergoran Castle is more expensive than Footleby
noisy
Castle.
8 old
6 Footleby Castle is the cheapest. 9 modern
10 expensive
7 Footleby Castle is older than Haywood Castle. 11 busy
TOTAL
Exercise 1 Present Continuous: -ing form Exercise 3 Present Simple and Continuous
Write the correct -ing form. Complete the sentences with the Present Simple or the
Present Continuous form of the verbs in brackets.
1 walk walking
6 you / architect?
9 Henry went to Japan because he wanted to visit
Kyoto.
7 1/ not / lawyer
10 Chris went to the chemist's because he wanted to
buy some aspirins.
we / footballers
10 he / singer?
H
11 I / accountant Exercise 7 Adverbs
Write the adverbs next to the adjectives.
12 he /not /chef
1 quick quickly, 6 hard
2 slow 7 sudden
13 you / music teacher?
3 early 8 fast
4 careful 9 bad
10 5 good
lull
home. cake
Illll
newspaper washing machine
boyfriend Who's the new teacher? Her name's Mrs chips
Taylor. meat
Vocabulary - verb * noun carrots
Comparatives and superlatives cheese
speak German
drink a cup o f coffee Adjective Comparative Superlative
Translate
w i n a medal
big bigger biggest Sec note about translation on pi 72.
earn a lot o f money
cook a meal intelligent more most
ride a bike
intelligent intelligent
bad worse worst
Stop and check 4
break a record
popular more most
play the guitar Correct the mistakes
become a pilot
popular popular
2 Why do you want to learn Italian?
eat a sandwich noisy noisier noisiest
3 She hasn't ever been to New York. /
Comparing hotels She has never been to New York.
Translate 4 I've written to her three times and
1 2 The Strand is bigger than the Ritz.
See note about translation on p i 7 2 . she hasn't answered yet.
3 The Ritz is more expensive than the
5 I didn't enjoy thefilm.lt was very
Strand.
boring.
Stop and check 3 4 The Strand is nearer the sea than
6 How many times have you been to
the Ritz.
Spain?
Correct the mistakes 5 The Strand is further from the
7 I'm very excited about my holiday.
2 It's very hoi today - would you like town centre than the Ritz.
8 The students worked very hard.
something to drink? 6 The Strand is more modern than
the Ritz. 9 'Whose keys are these?'
3 Peter's got a lot of books because he 'They're Linda's.*
likes reading. 2 2 The Strand is the biggest.
10 What kind of books do you like
4 How many brothers and sisters have 3 The Star is the most expensive.
reading?
you got/do you have? 4 The Star is the nearest to the sea/
The Ritz is the furthest from the sea. 11 Have you ever been to Ireland?
5 How much money has he gol?
6 Whose is that new car? 5 The Strand is the furthest from the
town centre/The Ritz is the nearest Questions and tenses
7 I'm going home now, because it's late.
to the town centre. 2 Why arc you tired?
8 Last night I went to the pub to meet
my friends. 6 The Strand is the most modern. 3 How do you go to work?
9 We're going to have a test next week. 4 Whose is this mobile phone? /
10 I'm wearing my old clothes because some/any/a Whose mobile phone is this?
I'm going to clean the car. 2 a 5 some 8 any 5 Who did you meet?
11 Juan is Spanish, he comes from 3 some 6 a; some 9 some; any 6 What kind of car did she buy?
Madrid. 4 any 7a 7 Where did you see him?
12 What are you doing this evening? 8 What is she watching?
13 My brother is older than me. Present Simple and Present Continuous 9 Where are they going?
14 I think it is going to rain. 2 smokes; isn't smoking 10 Why did he leave?
15 Your flat is bigger than mine. 3 are looking; don't like 11 How much (money) did she spend?
(fall
Exercise 4
5 met 9 does better best
1 left
worse worst Exercise 6
2 went 6 got 10 sells
more most 2 I'm going to Moscow to learn
3 worked 7 live interesting
4 moved 8 teaches interesting Russian.
3 Paul is going to London to buy some
Exercise S Exercise 12 clothes.
2 first 5 twelfth 4 Roger went to India to visit the Taj
2 We didn't enjoy the film.
3 second 6 twentieth Mahal.
3 I didn't take a photograph of my
family. 4 third 5 Tracey goes to the gym to get fit.
4 Angela didn't send an email to her 6 Tim is going to the USA to see his
friend. Exercise 13 family.
5 Yuri Gagarin didn't become an 2 interesting 7 quiet 7 Mario is learning English to get a
astronaut in the 1970s. 3 friendly 8 new better job.
6 England didn't win the World Cup in 4 dirty 9 old David is saving money to buy a car.
2000. 5 fast 10 cheap Henry went to Japan to visit Kyoto.
7 Her father didn't die when she was 14. 6 safe 11 relaxing Chris went to the chemist's to buy
8 I didn't lose 20 last night. some aspirins.
9 People didn't fly by plane 100 years Brian and lane are going to Venice to
ago. Progress test 3 see the Grand Canal.
10 That book wasn't very interesting.
Exercise 1 Exercise 7
11 We didn't arrive at school at
eight o'clock. 3 driving 8 getting 2 slowly 6 hard
4 stopping 9 buying 3 early 7 suddenly
Exercise 6 5 working 10 thinking 4 carefully 9 fast
6 using swimming 5 well 9 badly
2 Would you like ...
7 looking 12 crying
3 Do you like ...
4 would you like... Exercise 8
Exercise 2 2 How 5 Whose 8 Where
3 Do you like ...
6 I'd like... 2 am not going 6 is... cooking 3 What 6 Who 9 When
3 are... smiling 7 are... doing 4 Why 7 What 10 Which
Exercise 7 4 is standing am writing
5 aren't sitting 8 isn't working Exercise 9
3C 4 U 5U 6 C 7C 8U 9U
3 drank drunk 7 did done
Exercise 3 4 won won S played played
Exercise 8
2 go; are going 5 lived lived 9 went gone
2 some 6 some
3 a 3 d o . . . go 6 had had 10 wrote written
7 some; some
4 any 4 arc... working; have
8 any
5 do ... live; Do . ..like Exercise 10
5 any
6 do ... have; am having 2a 3a 4b 5a 6a 7a 8a
Exercise 9 7 is ringing
2 How much 5 How much Exercise 11
3 How many 6 How much Exercise 4
4 How many 3 It's yours. 6 They're ours. Feelings Clothes Weather
iltft
jumper
Exercise 10 5 It's hers. tie
2 No, it isn't. It's more expensive. T-shirt
3 No, it isn't. It's smaller. Exercise 5 suit
4 No, it isn't. It's the smallest 4 They're going to be pilots. skirt
5 No, it isn't. It's cheaper. 5 He isn't going to be an actor.
6 No, it isn't. It's the most expensive. 6 Are you going to be an architect?
New
Elementary
Teacher's Book
Liz and John Soars
Amanda Maris
h * > :
NEW
OXTORD www.oup.com/elt/headway
the T H I R D edition
Teachers around the world comment on
the THIRD edition of New Headway New Headway Elementary
Elementary... The world's most trusted English course
New Headway is the course teachers and learners can rely
'An inspiring and well-written book that
on. Why? An authoritative integrated syllabus, motivating
perfectly suits the needs of both topics, and clearly focused tasks combine with a real
teachers and students. * understanding of what works in the classroom. It all makes
for effective teaching and effective learning.Tried and tested
all over the world, it's probably the most popular course
'An international approach reflecting ever written I
the global village.*
In the T H I R D edition Teacher's Book, full support
*... more action, more colour... in for the teacher:
good accordance with today s Crystal-clear lesson plans
Thorough and informative coverage of grammar points
accelerated world.' Hints and ideas for preparation and remedial work
How to deal with likely problems and common errors
95% new photocopiable materials. Stop and check
reviews and Progress Tests
* . . .attractive, well-organised,
and easy to u s e . '
PLUS
- Class CDs/cassettes
Workbook (with or without key)
Student's Workbook CD/cassette
Free-standing pronunciation course with CD/cassette
DVD/Video, with student's activity book
Headway pnlme: interactive exercises for students
available at
www.oup.com/elt/headway
1
Online ideas and materials for teachers at
www.oup.com/elt/teacher/headway
Teacher's Resource Book, with photocopiable activities
for every unit
www.oup.com/elt 9 78Q194"715126