English

British English Edition

Starter
TEACHERS BOOK

Paul Seligson
CAMILA ABREU

649905 _ 0001-0003.indd 1 16/12/15 8:44

 No unauthorised photocopying.

58 St Aldates All rights reserved. No part of this book may be reproduced, stored in
Oxford a retrieval system or transmitted in any form by any means, electronic,
OX1 1ST mechanical, photocopying, recording or otherwise, without the prior
United Kingdom permission in writing of the Publisher.
2015, Santillana Educacin, S.L. / Richmond
Richmond publications may contain links to third party websites. We
ISBN: 978-84-668-2184-1 have no control over the content of these websites, which may change
Printed in Spain frequently, and we are not responsible for the content or the way it may
DL: M-33473-2015 be used with our materials. Teachers and students are advised to exercise
discretion when assessing links.

Publishers: Ruth Goodman, Sandra Possas
Content Development: Paul Seligson
ID Caf and Grammar Section: Pamela Vittorio
Editors: Jennifer Wise, Eduardo Trindade
Assistant Editors: Olivia McGrath, Ed Prosser, Sarah Pollard,
Sarah Finch, Hannah Champney
Art Coordinator: Christiane Borin
Art Editor: Lorna Heaslip
Project and Cover Design: Raquel Buim
Design Manager: Lorna Heaslip
Layout: HL Studios, Arbore Editorao, Dave Kuzmicki,
Sarah Finch
Digital Content: Jennifer Wise, Jemma Hillyer, Luke Baxter
We would like to thank the following reviewers for their valuable feedback,
which has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros
de Souza, Brian Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis
Snchez, Diva Maria Abalada Ghetti, Elisabeth Blom, Frank Lcio Couto,
Henrick Oprea, Isabela de Freitas Villas Boas, Jos David Ramos Solano, Jos
Olavo Amorin, Juliana Tavares, Kathleen M. Johnson Scholl, Ktia Andra da
Silva Falcomer, Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia
Loureno Lacerda, Maria Ceclia Prez Gamboa, Maria Luiza Guimares Carmo,
Maria Rute Leal, Mauro Vieira, Pamela Vittorio, Ren F. Valdvia, Ronaldo
Mangueira Lima Junior, Silvana Sanini, Sueli Monteiro, Suzy Teixeira de
Almeida, Thais Musa.
Paul Seligson would like to express his incalculable gratitude to all his
family, friends, fellow teachers, ex-students, co-authors and the entire
Richmond team, without whom ID could never have happened.

The Publisher has made every effort to trace the owner of copyright material;
however, the Publisher will correct any involuntary omission at the earliest
opportunity.

649905 _ 0001-0003.indd 2 16/12/15 8:44

 Contents
n
ic,

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

may
ercise
Introduction ................................................................................................................ 6

Features Presentation ........................................................................................... 15

k,
Unit 1 ............................................................................................................................... 23

Unit 2 ............................................................................................................................... 35
os
da Review 1 ........................................................................................................................ 45
a
mo,
Unit 3 ............................................................................................................................... 49

Unit 4 ............................................................................................................................... 61

Review 2 ........................................................................................................................ 71

Unit 5 ............................................................................................................................... 74
rial;
st
Review 3 ........................................................................................................................ 87

ID Caf ............................................................................................................................. 89

Writing ............................................................................................................................. 94

649905 _ 0001-0003.indd 3 16/12/15 8:44

 ID Language Map
Audio / Video /
Question Syllabus Vocabulary Grammar
Pronunciation
Whats your name? Opening greetings Listen and circle
1.1
1 Where are you from?

Numbers 1-12
Classroom language Article the Listen to the dialogue
1.2
Whats this in English? Classroom objects Articles a or an Listen and complete
1.3
Familiar words Verb be I, you, it

Whats your phone number? The alphabet Verb be Listen and repeat
1.4 Listen to check

Whats your email address? Spelling emails Listen to the blog

1.5 ID Caf 1 First class
Whats your surname? Greetings / Personal information Verb be third-person singular Listen, check and repeat

Whos Natalie Portman? Famous people and things Verb be Listen to check
2 2.1
We, you, they + verb be

Whos your favourite singer? Adjectives Listen and complete

2.2
Countries and nationalities

Is ceviche Mexican? Numbers 13-20 Verb be third-person singular Listen and repeat
2.3 Listen and complete

How old are you? Numbers 20-100 + Verb be Listen and circle
2.4
Is English a global language? More familiar words Listen and order

2.5
How old is Rihanna? Listen and match
ID Caf 2 People, places, passports!
Review 1
What do you do? Jobs A / An + jobs and occupations Word stress
3 3.1
Have you got any brothers and Family members, singular and Present simple verb + have Listen and repeat
3.2 sisters? plural forms Possessive adjectives
Where do you work? Places of work Present simple Podcast
3.3 Prepositions in / at for places
Where does your mother work? Unusual jobs Present simple third-person singular Listen to the interview
3.4
Do you live near here? Listen for specific information

3.5 Have you got any children? ID Caf 3 Job interviews

What are these in English? Personal objects 1 /I/ vs /i/

4.1
4 Are those your books? Demonstrative pronouns
4.2
How many students are there in Personal objects 2 There + be
4.3 this class?

Is there a video camera in your There + be Listen and match the cartoons
4.4 rucksack?
How do you pronounce Technology words
email in English?
4.5 How many people are there Quantifiers ID Caf 4 In the bag
in your house?
Review 2
Do you drink a lot of coffee? Meals, food & drinks Word stress and silent letters
5.1
5 Whats your favourite food? Food words Present simple review
5.2

What do you usually do at the Days of the week Frequency adverbs Newsfeed entry
5.3 weekend? Weekend activities
Do you like football? Famous peoples possessions Object pronouns
5.4
Do you eat a lot of fast food? Fast food
5.5 Anything to drink? ID Caf 5 Its about taste
Review 3

649905 _ 0004-0005.indd 4 01/02/16 12:51

 Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English
Introducing yourself Complete a form Word stress
Saying numbers Contraction: Im
Introducing a friend Prepositions Use the for singular and plural
Asking where people are from Word order
Asking how to say things in English Its / This is A + consonant sounds
An + vowel sounds
Verb be contractions

Asking about phone numbers Writing names and telephone English has 26 letters
Spelling your name numbers Spelling & phone numbers
Talking about personal information

Recognising cognates Bloggers English @ = at / . = dot Words of Latin origin

Greeting / Personal information Personal information form Evening vs night

Talking about who someone is and Headlines A / An Verb be contractions (he, she, it)
what something is What vs who
Objects dont have gender
Talking about your favourite singer / Ordering sentences Adjective placement Adjectives go before nouns and have no plural
actor / actress / film Complete your ID card Use capital letters for nationalities Noun suffixes
and languages
Asking questions with verb be Word order Numbers 13-19 all end with -teen
Saying numbers People from 13-19 are teenagers
Expressing opinions

Saying numbers Saying your age: Im vs I have Saying / Writing numbers

Playing a guessing name Plurals
Asking and answering questions Reading for general
comprehension
Complete the profiles

Sharing information about people Contraction: Ive

ts!
Review 1
Talking about what you do and about What do you do? Articles + jobs
peoples jobs Im unemployed. Regular / Plurals
Theyre doctors.
Talking about family members Game of Thrones Relatives, siblings, parents

Possessive adjectives

Talking about workplaces Prepositions Song lines help you learn grammar
Dont use a / an for adjectives
Asking and answering about family Order the words Shes got a daughter. Present simple forms.
Complete the ID form She doesnt work from home. I, you, we, they have got / He, she, it has got
Talking about what you have in Listening tips
common with another person
Meeting new people Ten questions to ask at a Be positive to show you are interested
Exchanging personal information party
Asking / Answering about objects Whats this? Plurals
These are pens. This is vs These are
Asking / Answering about personal This vs That Here = a place near you
objects There = a place near other people
Talking about whats in your Never lost, but found daily: There + be Certain plurals have special spelling and
partners bag Japanese honesty pronunciation
In vs on

Asking questions to compare Whats in that bag? Use on for digital media
personal belongings
Identifying specific Pronunciation of international A lot of = many
information words
Asking and answering about the How many people are there...?
approximate number of things Are you on Facebook?

Talking about your eating habits and
expressing opinions
Talking about your favourite food
Doing a class survey
Talking about what you do at the
weekend
Talking about possessions
Talking about likes and dislikes
Comparing likes and dislikes
Ordering food
Nutrition tip
What kind of food do you and
your friends like?
Order the words
Weekends around the world
Order the words
Identifying key words
Review 2
Dont use the with nouns to talk Silent letters
about things generically Words of Latin origin spelling / pronunciation
I like chicken very much.
He likes bananas.
She doesnt like fruit.
We go dancing on Friday evening. Syllable stress in days of the week
Prepositions + day / part of the day
Prepositions s has many functions
Object pronouns
Opposites / Associations
Review 3

649905 _ 0004-0005.indd 5 16/12/15 08:25

 Introduction
is Richmonds four-level general English
course for young adults. With an amazing design, lots of
interesting topics and opportunities for personalisation in
all four levels, English will make your students progress
faster and be able to express their own identity in English.
What do young adults most expect from an English
course?
You might want to note down your own answers before
you read on.
Our research suggests that, above all, learners expect:
to become fluent listeners and speakers as fast as possible;
to build confidence, quick results and a strong sense
of progress;
contemporary, interesting content, i.e., real life, adult
relevance with lots and lots of personalisation;
overtteaching of grammar and vocabulary, a systematic
approach to pronunciation, plenty of skills practice, and
useful study tips;
an appropriate, adult teaching style combined with
very strong self-study elements including autonomous
learning tools to speed up their learning;
value both for the time they invest and the money
they spend.
You will find all of these in , and much more.
So Welcome to English ! (AS) too, not just the lesson itself. Frequently, there is
The language-friendly course
Over four-levels, takes young adult and adult learners
from Starter (CEFR A1) to Intermediate (CEFR B1) levels
through rich contexts, careful selection and presentation
of useful new language, informative language tips,
insights, step-by-step rules, practice and, above all,
massive personalisation to help students build their own
identity in English hence the title English .
Students are guided to express their own ideas and
personalities, and learn to be themselves in their
new language.
Methodology
English is in every sense a communicative course,
teaching learners to speak as fast as they can and focusing
on both fluency and accuracy. See, for example, the large
number of speech bubbles and the Common Mistakes (with
anticipated errors that should be avoided) presented in
each lesson.
Learners need to be given opportunities to express their
own ideas and opinions in comprehensible English as often
as possible. progressively adapts as the series evolves to
reflect the best learning practices at each of the learners
6
649905 _ 0006-0014.indd 6
advancing levels. Initially, English Starter relies on lots
of short question and answer exchanges supported by
lots of drilling in the Students Book, to be done in class.
Then, at Elementary and Pre-Intermediate levels, such
drills become more discretionary, moving into both the
Workbook and the Teachers Book.
The same goes for the lexis where the initial simple
matching vocabulary to pictures becomes more abstract
and contextualised and grammar, where spoon-feeding
is reduced as learners confidence and foreign language
learning experience grow.
English provides the tools to allow you, the teacher, to
incorporate your own pedagogical identity into the course,
as well as emphasise what you think will be more relevant
for your learners.
Flexi-lessons
English has a unique flexi-lesson structure because
one lesson is never enough to practise and consolidate all
of its content. gives students more opportunities than
most books to revisit, consolidate or extend what they first
learned in the previous lessons.
Rather than using a strict Present / Practise / Personalise
lesson format, which can be very artificial and restrictive,
students are often exposed to grammar in one lesson but
only taught or drilled in formal rules in the next one.
Noticing grammar is sometimes done in the Audio Script
something extra related to the topic of the previous lesson
in the next one.
Why? Because learning is not linear, its circular and
repetitive. Constant and consistent recycling is essential
for memorisation, making learning much more likely.
regularly builds bridges between lessons rather than
packaging lessons in artificially tidy units just to fit
a notional design. Besides, every lesson / institution /
teacher is different, with its own identity. A lesson
structure where there is little or no connection between
lessons is unlikely to foster efficient, let alone optimum
learning hence our flexi-lessons.
An additional advantage is that students who missed a
lesson can have it explained to them by those who were
there, providing an instant, highly authentic information
gap activity.
Our flexi-lessons also have multiple entry points for you to
choose from. You can begin with:
the lesson question title, to see what students can come
up with;
the suggested Warm-up activity in the Teachers Book;
the Song Line: hum it, play it, elicit it;
Common Mistakes , to highlight what to avoid right from
the start and to maximise opportunities to get things
right throughout the lesson;
16/12/15 08:57
 World of English , to provide a more interesting overview
and / or insights into the lesson;
R box or the Grammar at the back, which also include some
exercises for students to have some extra practice (the key
to the Grammar is available on the Portal);
the books-closed presentation (either of main lexis
or grammar).
Or, of course, you can go straight into the first exercise.
Take a look at the colourful detailed presentation of the
main features of English on pp. 15-22.
Key concepts
English promotes the three friendlies: it is language
friendly, learner friendly and teacher friendly.
Language friendly
English is not just another international series. Its
a language-friendly series, which embraces students
existing language knowledge and background to help them
better understand how English works.
For example, word forms and grammatical concepts are all
familiar to young adult students, and helps them to see
how much and how quickly they can speak by transferring
these patterns into English, and also how to avoid all the
obvious traps.
Learner friendly
respects learners need to be spoken to as adults, so
students learn to speak as fast as possible. It also:
supports students, helping them avoid obvious errors in
form, word order and pronunciation;
uses cognates and familiar language concepts to enrich
texts and add depth and authenticity to language exercises;
motivates
students, as they discover they can recognise
a lot of English, even as beginners, which they already
have inside themselves;
offers a vast range of activities, resources and recycling
to ensure students have enough practice to finally learn
to speak English.
Teacher friendly
respects each teachers need to teach as they want to.
Some wish to teach off the page with little preparation,
others dip in and out, while others largely follow the
Teachers Book. All these options have been built into
from the start.
The flexi-lesson structure helps teachers to individualise,
personalise and vary lessons and also focus on what is
important for their students.
It also helps students in monolingual classes to stay in
English. Without ever forcing first language (L1) in class,
shows what is common / different between students
L1 and English, and helps them to more quickly avoid the
Common Mistakes that a learner from their L1 background
would typically make.
The Teachers Book has a teaching-friendly visual code too,
providing a straightforward quick route or a substantially
longer one. Everything that is essential is clearly
649905 _ 0006-0014.indd 7
separated from all the optional extras, which can be read
between lines, as you can see in the example below.
Tip For any listen and read activity, get students to shadow
the text, i.e., mouthing and quietly saying the words to
themselves to connect with and feel the pronunciation.
Advantaging monolingual classes
Globally, most classes are monolingual, which was how
was conceived to facilitate monolingual classroom learning.
The frequent lack of opportunity to speak English locally
means teachers need to maximise fluency practice, getting
the students to use the language as much as possible in class.
In monolingual classes, learners share both the same L1
and most aspects of a culture, which a teacher can exploit.
They share similar advantages / difficulties with English
too, which should be a unifying strength for anticipating
problems and errors. Accelerating through what is easier
for learners and spending more time on what is difficult
sharpens classes to maximise the learning potential.
Yet, rather than using these strengths to enable more
focused, localised pedagogy, they are often treated as
weaknesses. Most English courses avoid a lot of common
yet tricky words, phrases, notions and structures, simply
because they are difficult to explain to students whose
language background is not the same. To our mind,
that impoverishes a students learning diet, reduces
opportunities to expand vocabulary quickly and can
actually slow down learning.
The approach to teaching adults should be radically
different from that of teaching children, whose mother
tongue is not yet established, and who learn like sponges,
absorbing all the English you throw at them. Teens and
adults minds are different: they cannot help but translate
mentally at least and immediately resort to the mother
tongue when they cannot find the words to express their
thoughts in English. Rather than running against nature,
avoids this trap by gently embracing similar items when
appropriate, but without ever forcing active use of L1,
leaving that option up to you.
To paraphrase Penny Ur, teachers should choose
procedures that lead to best learning by whichever
students theyre teaching (Penny Ur, Vocabulary Activities,
Cambridge University Press, 2011). We believe s formula
can really help native speakers of other languages learn
both more comfortably and more efficiently.
embraces students linguistic strengths. It helps
students to use what they know and helps you, the
teacher, to foresee these automatic transfers and focus
appropriately on them. With , students can easily enjoy
what is easy and, at the same time, the more complex
issues can be made clearer for them.
Tip Especially with lower levels, prioritise, teach and, if
possible, display on your classroom walls words / phrases
students need to speak and interact in English together from
the start. This increases their expectation to actually do so.
The right level of challenge
treats adults with respect throughout, with the
appropriate degree of challenge. Here are four examples:
7
16/12/15 08:57
 1. A question syllabus
Every lesson begins with a question as the title. This
provides one of the task-based elements of . Students are
set a challenge in the form of a question at the start of
each lesson, then they learn to accomplish it by the end.
This gives a constant sense of achievement, crucial to
building and keeping confidence.
There are 30 questions in all, on audio and revised in the
last exercise of each of the Review lessons. These questions
can also form the basis for the oral test at the end of the
course. Tell students that if they learn to ask and answer
the 30 questions well all of which they can see at a glance
in the Language Map on pp. 4-5 they will have completed
the level successfully. You can also use the question
column in this map as the basis of a diagnostic test to
determine where to place new students.
2. A balanced approach to grammar
offers very rich grammar input, blending traditional and
newer approaches, not just the usual elicitation, tables and
rules. It combines an innovative blend of:
inductive grammar, with students discovering patterns
and completing rules for themselves in and around the
lesson-page grammar table;
deductive grammar through interesting facts about
language in the World of English boxes;
regular reminders of key rules through the R box;
a discreet degree of contrastive grammar analysis, by
showing what not to say via the Common Mistakes .
Plus, there is a full ten-page deductive grammar section
at the back of the Students Book, providing a page
of grammar accompanied by a corresponding page of
exercises for each unit. This can be done in class, when
necessary, or assigned as homework. The answer key is
on the Portal, so you dont need to get involved in more
marking unless, of course, you want to.
And there is a wide variety of extra grammar practice in
the Workbook, online and in the Tests, along with lots of
suggestions for oral drills in the Teachers Book.
3. It has to be personal
After providing the extensive oral and aural practice that
students need, each phase of every lesson in (and many
in the Workbook too), ends with a MAKE IT PERSONAL
activity. Imagine language learning without adequate
personalisation: it would be unpleasant as well as
pointless, a bit like trying to learn theoretical Latin!
This is how students take steps to build their English
identity. They learn to say a little bit more about themselves
each time, whether it is to ask and answer about personal
information, to give or share opinions (which in they
do right from the start) or to role-play a situation, dealing
with a series of questions or problems, and thus growing
in both confidence and knowledge. Successfully making it
personal is what makes students believe that they can be
themselves, who they really are, in English.
4. Avoid common mistakes to speak better, more quickly
You will quickly see that almost every lesson includes
Common Mistakes . This is a flexible resource to help
students and teachers anticipate and more quickly avoid,
8
649905 _ 0006-0014.indd 8
review and remember typical learner errors without
reference to or use of L1. Its a key resource in fostering
accuracy of language form. Choice of errors is based on
extensive research and our combined teaching experience
worldwide, but, while obviously referring to typical L1
transfer problems, they never force you or students to
translate. On the contrary, unique to , the point is firmly
made without any need for translation.
Which level should I start from?
Starter has only five units, half the length of the other
levels. It is designed to give a good start for complete
beginners, those who took English a while ago but either did
not learn to speak and listen or have forgotten most of it, and
those who need to get used to attending lessons in English,
comprehending and then responding to basic instructions,
getting used to operating in a foreign language and to the
idea of studying and learning it properly.
Level 1 is ideal for false beginners or real beginners
with a real need and ability to go quickly. If in doubt,
we suggest you begin with Starter. Unlike other books,
Level 1 does not go over exactly the same ground
again in the first few units.
Course structure and components
Nowadays, many English courses tend to be a bit too long,
or inflexible, meaning teachers have to rush to get through
them denying students the practice they need to achieve
an adequate degree of fluency or start chopping out
sections, leaving students frustrated and sometimes even
slightly cheated at not being allowed to use the material
they paid for.
Starter was designed to be flexible, so you can tailor it to fit
your timetable. It provides from 40-50 class hours of teaching.
has
five core units, each comprised of five approximately
one-hour lessons, = 25 lessons of Grammar, Vocabulary,
Speaking and Skills;
five optional video lessons, Caf, to be done at the
end of each unit = 30 lessons including the video;
three one-page Writing lessons, to be done in class and /
or at home;
two two-page Review lessons (in class and / or at home);
one two-page final Review game after unit 5;
Grammar: five pages of Grammar Reference +
corresponding exercises + self-check answer key on
the Portal;
Audio Script: highlighting features of pronunciation;
Sounds and Usual Spellings: a complete pronunciation
reference chart (see TB Introduction pp. 12-13);
Workbook: one page of revision and extra practice
material per lesson;
Phrase Bank: the most important phrases for each
unit / topic;
Portal: a Teachers Area and a Students Area. These
can be accessed using the code that comes with the book
(see TB Introduction pp. 13-14);
Digital Book for Teachers: IWB version of the book.
16/12/15 08:57
 Follow the model using drills
In Starter, the students practise the new language
in class using traditional repetition, substitution and
transformation drills in the Students Book. This is
because students at this level need basic practice
in getting their mouths around structures, to build
confidence and reach some degree of fluency, and doing
such drills in class is great for group dynamics and raising
or changing energy levels.
Teachers can lead the drills themselves and then expand
them with more locally relevant examples; can set them for
homework and / or use them in a language lab if available.
In other levels, these drills appear in the Workbook, as
some teachers prefer not to use them in class. Globally,
they remain one of the worlds most popular basic practice
techniques, which is why we have included them: whatever
your pedagogical beliefs are, many students welcome and
even expect them.

Organisation and timing of a unit

UNIT1 Approximate class time

Students
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book

Every two units +

Review R1 R1 1-2 classes per review
final review

1 every two
Writing units + 1 after W1 1 hour per writing
unit 5

1 episode ID
Caf 1 hour per episode
per unit Caf 1

Homework 1 hour
5 pages per
Workbook WB1 WB2 WB3 WB4 WB5 per page. Not to be
unit
done in class

Students 1 hour per lesson.

Portal Not to be done in class

Workbook
(5 hours)
ID Caf
(1 hour)

W
(1 hour)
R
(1-2 hours)
SB
(5-7 hours)
Total hours of 1 unit (8-10) Total course hours (40-50)

Motivating features
Classic song lines to hook language
Throughout , there is significant use of music: cultural
references, images, and, most obviously, the authentic song
lines situated at the top of the right-hand page of each lesson
1-4 in the Students Book and lesson 5 in the Workbook.
Why music? Because it is possibly the best, most motivating
and certainly most popular source of English listening
practice globally; most students, even beginners, have
picked up a lot of English words through songs but often do
not realise that they know them, or the exact meaning of
what they are singing.
Unique to , the song lines have a direct link to each
lesson, whether to illustrate grammar, lexis or the theme,
and are designed to provide an authentic hook to help
students remember the lesson, the language or just enjoy
the puzzle of trying to remember the song itself. Indeed, a
great warm-up for any lesson is to hum the melody or play
the music and see if students can remember the words.
9

649905 _ 0006-0014.indd 9 16/12/15 08:57

 Tip If students dont know / like or respond well to the songs
from which we have taken the song lines, a great homework
activity is to get them to research and suggest a better song
line which they like and which links to the lexis, grammar or
theme of any lesson.
In the Teachers Book step-by-step lesson plan, theres
background detail about the song, singer / band and date
of release, plus a tip for getting the most out of each song
line. Theres also an instrumental extract of the songs,
available in the Teachers area of the Portal, for you to
use when appropriate.
Tip As students progress and acquire more English, ask them
What do you associate the song with? See what they come
up with, e.g., a moment, night, dance, film The possibilities
for personalisation and genuine fluency practice are immense.
In lesson 5 in the Workbook, students are asked to look
back at the five songs in each unit and find the link to the
lesson as a way of reviewing the units in a truly fun way.
The answers are in the Workbook answer key.
For both pedagogical and copyright reasons, we have only
reproduced a small key section of each song, but that is
the aim: to hook part of the lesson in a memorable and
motivating way. However, with your own classes you can:
getthem to research the songs, singers / bands, find the
complete lyrics, translations, videos, etc;
use snatches of the songs as a warm-up, review, for fun as
an end of the lesson sing-along, etc.
We are sure you will enjoy this new resource!
Note We do not suggest you use these songs in full. Many
are not actually appropriate for the level when you look at the
complete lyrics, but the lines we have chosen are globally
famous and should be both easy to identify and easy to sing
for at least some students in most classes.
Welcome to World of English
We teachers are used to talking about language with
higher-level students but much less so at Starter level.
Starter helps you to do so right from the start.
World of English boxes built into most lessons talk to
students respectfully, as insiders or language experts,
which of course they all are in their mother tongues.
Easily comprehensible, yet adult in tone, these boxes
give students interesting tips and facts about international
English, and how to learn it faster.
teaches Cyber English
Information technology is responsible for a lot of new
English words, many of which are now international.
Cyber English boxes regularly highlight and teach these
contemporary words and expressions. Research suggests
this is one of the most motivating aspects of language
learning for all age groups.
Vocabulary
Vocabulary teaching is a particularly strong feature of
because of the variety of input and revision options.
10
649905 _ 0006-0014.indd 10
1. A built-in picture dictionary
The most popular way to teach / learn vocabulary is through
some kind of picture + key approach, whether its flashcards,
photos, a picture story or any other resource, where students
can work out the meaning from the visual, without the need
to translate, and then cover and test themselves.
In , every unit begins with a contextualised, lesson-
integrated picture dictionary. Core vocabulary is presented
through various combinations of this basic four-step approach:
1. Match words / phrases to photos.
2. Guess their pronunciation (from the stress / students own
linguistic experience and growing knowledge of English).
3. Listen to the words in context and check / repeat as
necessary, immediately and / or whenever you want to.
Students have the words individually on the Portal
audio, so they can listen to them in and out of context,
whenever they wish to.
4. Cover and test yourself / a partner, either immediately
or any time later for review.
All review lessons begin by sending students back to the
picture dictionary elements in each unit to review and
remember words. Virtually none of the images in are
purely illustrative; almost all of them are contextualised
and reworked to present, review and test vocabulary in our
unique Picture Dictionary System.
Below are some ways you can explore the picture dictionary:
Students cover the list of words. In pairs, they take turns
to point to the photos and ask and answer about all the
objects.
Students cover the short dialogues in in Action. They
look at the photos in in Action and read MAKE IT PERSONAL
to help them act out the five conversations in pairs.
Studentscover the phrases. In pairs, they point to the
photos and ask and answer a question, which depends
on the topic of the unit.
2. A cognate-friendly approach
s lexical syllabus is based largely on frequency. This is due
to our comparative research into a variety of corpus studies.
However, we have not limited our choice to what is common
in native speaker speech as we are not trying to convert
learners into native speakers, but rather help them express
themselves, their ideas and their identities as quickly as
possible using all their existing linguistic resources.
Thousands of words with cognate relationships are
common to English and most Latin languages. Over 1,500
of these are very common. There are also thousands of
recognisable cognate-rooted words. By systematically
building these into , we feel we have created a unique
opportunity for students to progress more quickly and
more comfortably with English. Put simply, they can
both understand and produce more language and more
interesting adult language faster.
Throughout their learning process, students make
cross-linguistic connections, so we have chosen to nurture
this strategy, systematically, throughout . It enhances
both their language awareness and their English lexical
knowledge, and makes learning more efficient.
prides itself on helping students to expand their
vocabulary quickly. Lexical presentations often separate
what is known / easy whether from international
16/12/15 08:57
 English, words already seen in the course, or near
cognates from what is new / unfamiliar, to help students
focus better. Familiar words mainly require attention to
pronunciation and spelling whereas the unfamiliar require
a lot more effort to learn meaning too.
Significant stress or word formation patterns are regularly
highlighted to enable learning leaps.
Once students learn certain suffixes and their associated
stress patterns, their English can literally leap forward by
hundreds of words.
works on developing the confidence students need to
begin to guess how words might be pronounced or spelled
in English. Guessing being willing to have a go, bringing in
words you already know which might work well in English
is a key learning strategy, often ignored elsewhere.
Embracing cognates also allows much more interesting,
more adult speaking and listening tasks too, e.g., asking Any
coincidences / similarities / pronunciation surprises? What do you
have in common? Who is more assertive?, etc. The authors all
feel that a key lesson they have learned from their many
years of teaching is to let students use their brains, and not
be restricted by only seeing over-simplified language.
Tip We do not suggest you drill all these words, nor try to make
them all into active vocabulary. In most cases, cognates are there
just as passive vocabulary, actually helping students understand
more. We see no point in hiding words from students when they
can cope with them, and indeed usually enjoy doing so. The
words which become active differ greatly from group to group
and will always be your choice, not ours. We are simply trying to
give students access to more adult language more quickly.
also uses some contrastive analysis to facilitate
vocabulary learning, where it is obviously appropriate. For
example, in the jobs exercise on p. 28 in Starter students
dont need to work on the meaning of jobs a-e because
they are similar to their mother tongue equivalent, so they
focus only on pronunciation aspects. Then they match the
photos only to the jobs that require work on meaning.
Skills
Speaking
teaches spoken English and prioritises oral fluency.
Why? Because thats what monolingual classes in
non-Anglophone countries need and want most.
In order to learn both fast and well, students should be
given every opportunity to try to express their ideas and
opinions in comprehensible English.
However, the on-page skills headings focus only on
Listening, Reading and Pronunciation. Why? Since every
lesson is full of controlled oral practice and personalised
speaking opportunities even within Grammar, Vocabulary
and other skills sections, had we put headings for Speaking
too, we would have ended up with double headings all over
the book! So we have opted to use speech bubbles on every
page to indicate where there is a speaking task.
Listening
Statistics show that listening makes up approximately
45% of learning any language (speaking 30%, reading 16%
and writing 9%). In other words, we spend almost half
of our time in any language listening. Its the primary
649905 _ 0006-0014.indd 11
skill too just think how babies learn and the one that
needs the most practice.
has a huge amount of recorded material: over 130 tracks
in the Students Book alone, plus over 60 more tracks in
the Workbook, which are available on the Portal. All of the
audio is available for learners on the Portal, so you can
pick and choose what to use in class, and how many times
students need to listen, knowing that they can listen to
all of it as much as they like at home. There is at least
one listening activity in every Workbook lesson too, as we
strongly believe in setting aural homework.
Reading
really provides students with substantial reading
practice in terms of:
amount: there is a lot to read in every lesson, from the
authentic song lines and World of English boxes to the
Audio Script at the back;
complexity of text: through selective use of cognates
to enrich texts. Compare, for example, the texts in
Starter with those in traditional course books. We have
used a very rich range of words, because knowing our
target students language allows us to select a syllabus of
words that are already familiar to them.
Most texts are from authentic sources, mainly the
Internet, magazines and newspapers. Some are
untouched, others adapted to provide the best input for
classroom language learning.
Writing
Research suggests the following formula is what most
teachers and students favour: writing is imposed where
necessary but is not overly forced in class because class
time is precious. Rather, it is drip-fed throughout , as and
when either it is essential or you consider it to be the best
pedagogical option.
The required writing syllabus is primarily covered by the
three writing lessons at the back of the Students Book,
covering three different genres. Here students are given a
clear written model, a variety of tasks to analyse it, specific
writing tips and a structured model they can use to draft and
check their own writing, before sending it on to a classmate
and then finally submitting it to you. The intention is to
protect you, the busy teacher, from having to dedicate time
to excessive marking of avoidable mistakes, as well as help
students to be more in control of their own writing.
Skills and in Action
As you will immediately see, the fifth and final lesson
in each unit is different to the others. It has a different
background, is split in half and has two titles.
The first part, Skills, gives half a lesson on specific
reading or listening skills practice around an adapted
authentic text. At lower levels, we prioritise a variety of
reading skills, because it is generally hard to get students
to read much, and also because our listening focus is so
strong throughout the book. See the Language Map on
pp. 4-5 for a list of sub-skills.
The second part, in Action, provides contextualised
functional practice, usually dialogue led and ending with
some kind of personalised role-play, survey or problem-
solving situation.
11
16/12/15 08:57
 Communicative functions are everywhere in , but we
felt it necessary to have a specific functional outcome in
an authentic context to close each unit because teachers
and students put such value on learning to survive and
operating in familiar situations, with increasingly natural
conversation strategies. See the Language Map on pp. 4-5 for a
list of functions.
Pronunciation
At last a learning-friendly audio script
The audio script section is not just a script to be read
and / or listened to with no clear focus. Its designed to
provide real training with listening and pronunciation;
after all, pronunciation is learned primarily through the
ear.
This section aims to help students learn to listen better as the
course progresses by focusing on features of pronunciation:
noticing sounds, stress, aspects of connected speech,
intonation and spelling relationships;
spoken language (e.g., noticing discourse signals such as
fillers, pauses, repetition, self-correction and interruptions);
sub-skillsof listening like inferring, predicting,
identifying main points in discourse, understanding
attitudinal meaning and all aspects of listening.
Again, it is flexible and both teacher and learner friendly.
All the tasks are noticing tasks, with different aspects to
focus on in each text. The tasks are always highlighted,
making them all free-standing, to avoid the need for
teacher intervention, unless, of course, you wish to spend
time here. So you can choose to do them in class, or
students can do them on their own.
It is a good idea for students to listen, read and notice the
audio script tasks as extra preparation before a role-play.
Rather than just listening (and reading) again and again,
trying to memorise dialogues before role-playing them.
These tasks give a clear focus for additional listening and
pronunciation practice pre-role-play. The Audio Script section
uses relevant noticing tasks designed both to make students
think and to motivate them more towards pronunciation.
Tip An excellent homework activity is to ask students to do the
noticing tasks and then field any questions in the next lesson.
Word stress is shown in pink only the first time a word
appears in either a word list or reading text, but not in
rubrics, nor when it appears again either in the same text,
or later in the book. To include it each time would give no
sense of syllabus or progress to students. The whole ethos
of is to make students use their brains, not spoon-feed
them! We want them to think Ive seen this already and I
need to remember how to pronounce it.
Real help with all aspects of pronunciation
Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and communicate better. However,
this is an area where teachers often struggle, and course
books have often failed to deal with it either systematically
or in a friendly way.
Pronunciation is at the heart of . New words are always
introduced in context, so students at least hear, for
12
649905 _ 0006-0014.indd 12
example, nouns preceded by indefinite articles (a book, an
apple) as they usually would outside a classroom, and are
trained to pick them out in connected speech rather than
unnaturally, one at a time. At the same time, all the basic
listen and repeat drills for new words, which so many
learners love and need, are available in the Workbook for
students to drill themselves outside class.
Phonemic symbols are occasionally used in lexical
presentations to highlight irregular sound and spelling
patterns, when experience shows learners will probably
get it wrong otherwise.
Asignificant breakthrough is the Sounds and Usual
Spellings chart on pp. 80-81. This gives two illustrated
model words for each of the 40 sounds in British English,
and access to the IPA phonetic symbols.
Knowing all the potential sounds in a language sets a
ceiling on students guesses and builds confidence. If they
can learn those two words per sound, they should be able
to have a reasonable guess at the pronunciation of words
in a dictionary and begin to get comfortable with using
phonetics. Remember, learning to guess pronunciation of
new words is a key skill.
The chart also provides model words to illustrate the usual
spelling patterns for each sound. Sensitising students to
sound-spelling combinations is a key part of learning to
read, write and pronounce with confidence.
Initially, just provides example words, but as the course
progresses, these rules are made explicit to students. In
Starter and 1, we model the usual spellings for each sound
in order to begin to familiarise students with predictable
spelling / pronunciation relationships. In levels 2 and 3,
we also provide the exceptions, so this slowly builds into
a complete sounds / spelling reference. All of this aims to
sensitise students to the patterns of English and develop a
sense for English.
However, we have left this page largely optional, only
sending students there from the Review lessons to learn
the model words for each sound. You, the teacher, should
do what you think works best with your students. So, while
you have the option of teaching the sounds and even the
symbols from this chart, does not force this, as it should
depend on individual teacher preference.
The vowels chart on p. 80 of the Students Book is based
on, Sound Foundations: Learning and Teaching Pronunciation
by Adrian Underhill ( R Oxford: Macmillan Publishers
Limited, 1994). This format helps students understand
how the sounds are produced in the mouth considering
the opening of the jaw and the spreading of the lips.
lips spread lips rounded
closed
jaw
open
jaw
16/12/15 08:57
 The organisation of the consonants chart on p. 81 of the
Students Book is based on the articulation points used
for producing those sounds according to author / teacher
Robin Walker.
Both
the vowels and consonants charts are laid out as a
map of the mouth according to where in the mouth the
sounds are produced.
A unique feature is the highlighting of sounds that
are difficult for non-native speakers. This builds up
confidence, as students immediately see what is easy for
them, but also motivates them to focus and facilitates
their efforts to learn what is hard for them. Learning
sounds which do not exist in their L1 largely involves
breaking the habits of a lifetime, finding new articulation
points and different combinations of muscle movement,
voicing and breathing.
Note For students with other mother tongues, we suggest you
spend some time on the chart, marking it up for them in the
same way. A good resource for this is Michael Swan, Learner
English, OUP, 2001; or, more recently, Mark Hancock, English
Pronunciation in Use Elementary, CUP, 2003.
Standard British English is the chosen model for most
listen and repeat-type activities, but students are
exposed to a whole range of accents and types of English,
both native and non-native. We are all aware of the need
to teach international English, and is full of global
accents for precisely this reason.
All new polysyllabic words are introduced in context,
with the stress highlighted for students in pink. Regularly
marking stress on new words (in the book and on the
board) means you progress from just teaching form and
spelling, onto really prioritising teaching, modelling and
recording spoken language.
focuses right from the start on all aspects of
connected speech, and there are exercises throughout,
in all components, on sentence stress, reductions
and intonation, particularly in the Audio Script, as
mentioned above.
Learner autonomy
Learner autonomy, sometimes also called learner
independence, is the ability of a learner to take charge of
his or her own learning. Autonomous learners have an
active role in their learning processes, which means they
make the most out of every learning opportunity, both in
and out of class.
There is never enough time for students to learn a language
in class, even if all students were to come and be fully
attentive for every minute of every lesson. Nor is there ever
time for them to cover every exercise fully. This means that
osed
any good course has to be largely transparent to students
jaw
both in and out of class, and give them really effective and
efficient tools for autonomous study outside of class. Learners
need to be able both to self-monitor and self-evaluate, or
motivation becomes hard to maintain, and success less likely.
is the most student-friendly course yet, as it is very
linguistically accessible to students. Every page is written
in concise, simple, cognate-friendly English, to be easily
understood by students who have missed a lesson. Unlike
pen
other courses, in even the features presentation spread
jaw
on pp. 2-3 is written for students in a language they can
649905 _ 0006-0014.indd 13
understand from the start, to show them how works
and how they can get the most out of it.
really facilitates autonomous learning
Without adequate revision, students are not going to learn
much at all. Throughout the course, they can look forward
and back to find interesting activities to practise on their own.
The Review lessons after units 2 and 4 recycle key
vocabulary and grammar, revise and extend the
Common Mistakes , take students back to re-read and listen
again to selected texts, and finally, revisit and answer all
the questions from the lesson titles.
also has a fully integrated Easy Autonomous Learning
program , mapped out as links to other sections, for
when that option becomes the logical next step. Step-by-
step lesson plans in the Teachers Book also make it clear
which components can be used to further practise or
revise core lesson content.
The components of are:
the
reference to the Grammar section after each
grammar box;
the reference to the Workbook at the end of each lesson;
the reference to the Phrase Bank at the end of each unit;
carefully scheduled links to the Writing lessons;
links to the Sounds and Usual Spellings chart.
Plus all the optional noticing tasks in the Audio Script, and
all the content on the Portal.
Students who regularly have to miss lessons should be
trained to use these routes to catch up. For example, how to:
use the picture dictionary pages to cover the words and
test themselves;
listen
again to texts which they have read in class via the
audio on the Portal;
work on their own pronunciation using the pink word
stress for all new polysyllabic words;
do
the Audio Script tasks and use the Sounds and
Usual Spellings chart;
use the Word List and Phrase Bank from the Portal
for constant revision, e.g., by recording, listening to and
repeating the Phrase Bank on their phones, in their cars, etc;
ask and answer the question titles, plus follow-up questions;
look at and avoid the Common Mistakes ;
investigate and sing the song lines via the Internet, etc;
enjoy all the features of the Portal.
We suggest you spend some class time taking them through
each of these features, and regularly reminding them how
much they can do with on their own.
English Learning Platform
The English Learning Platform is a resource consisting
of a Portal, a Virtual Learning Environment (VLE) and the
Test Studio a test generator.
This amazing blended learning tool has been developed in
parallel with the series and combines the best of formal
and informal learning to extend, review and test core lesson
content. The full range of resources is available to teachers
and students who adopt any of the English levels.
13
16/12/15 08:57
 The English Learning Platform will be regularly updated
with new features and content, and we believe both students
and teachers will enjoy it and benefit from its content.
To access the platform, go to <www.richmondenglishid.com>
and use the access code that comes on the inside front
cover of the Students Book.
Website format
Teachers Area: Download Grammar and Writing sections,
answer keys, teaching tips, and CEF mapping documents.
Teachers have access to the VLE to assign tasks and track
students progress. You can also add your own activities,
such as tests created in the Test Studio.
The Test Studio is a test generator where you will be able
to create unit tests, review tests, end-of-semester tests
or tests for the whole book. You can choose to include
reading, listening, grammar or vocabulary tasks in your
tests. This tool allows you to create printable or interactive
tests that can be uploaded to the VLE. You can also add them
to your own Learning Management System (LMS).
Students Area: Watch all Caf episodes and listen to
all audio material from the Students Book and Workbook.
Download useful lists of Common Mistakes , World of English
tips and more. Launch the VLE with formal extra practice.
Through the Students Area, students can keep up with
Breaking News and access ready-made activities to practise
comprehension of current world news.
Workbook
A single page to correspond to each two-page Students
Book lesson, designed to consolidate and reinforce all of
the main language. Exercises can be used in class, e.g., for
fast finishers or extra practice of specific areas. It includes:
a variety of exercises, texts and puzzles to scaffold,
continue practising and extend the main Grammar and
Vocabulary of each lesson;
Skills Practice: at least one listening activity per lesson
to continue practising the most important skill outside
class too, plus plenty of short, juicy reading texts;
cyber tools references that encourage students to engage
with English beyond the Workbook itself;
an additional song line for every fifth lesson;
a final check-back activity to revisit the song lines from
each lesson in the Students Book unit and look for a
link with the language / topic of the lesson itself as an
additional fun way to review the unit, and facilitate
memorisation. The answer key for these and all the other
exercises is at the back of the Workbook so you can use it
entirely for autonomous study if you wish.
Phrase Bank
After dictionaries, phrasebooks are probably the worlds
most popular language learning tool. In a four-page section
at the back of the Workbook, provides a unique unit-
by-unit Phrase Bank of all the key phrases, expressions
and exchanges students are expected to learn. To provide
context and reduce the need for translation, language is
grouped by theme.
14
649905 _ 0006-0014.indd 14
Students are referred here after each unit to listen and
revise. But, of course, they can come here at any time
before, during or after any lesson to look for phrases they
wish to use.
It is a great resource to download and listen to when
working out or in a car, for example, or to mentally
translate until they feel they have acquired the phrases.
Tip We have not forced learners to translate as that is your /
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to
remember. Then, another day, they should cover the phrase
in English, look at the translations and try to remember the
phrase. Once they can do it, they should erase the translation
to feel a sense of progress. This encourages them to see
translation as a temporary rather than a permanent tool.
Caf
These fun videos consist of five independent episodes
which were specially produced for English . The episodes
present, review, consolidate and extend the main language
content and contexts of each unit and target the key
elements to give students further practice in real situations.
We suggest you watch and teach these lessons at the end of
each unit, or whenever appropriate after that. Remember,
students can watch them on the Portal, so you can assign
them all for homework if you are really pressed for time.
Besides the core unit videos, there is an extra video for
Starter level available on the Portal. The videos use American
English but notes are given to point out any differences in
vocabulary or spelling.
Teachers Book
This book provides a complete step-by-step lesson plan for
every lesson, from start to finish, offering:
unit and lesson overviews;
detailed lesson aims;
a Warm-up for every lesson;
alternative,
books-closed presentations for key new
structures where appropriate;
language and cultural notes;
background information about the song lines;
avast number of teaching tips to bring variety to
your lessons;
regularsuggestions for both stronger and weaker classes
and for fast finishers;
ideas for extra writing and homework;
suggestions for IWB activities and extra material to bring
to class.
Digital Book for Teachers / IWB
The Digital Book for Teachers is a separate medium
containing all the pages of the Students Book.
Teachers can use this resource to promote variety in their
lessons so that students can see the images on the IWB
instead of looking at the book.
On the next pages you will find detailed information about
all the features of English .
16/12/15 08:57
 Finally, an English course
Welcome to you can understand!

Famous song lines

illustrate language
from lessons.

Lesson titles are questions Contextualised picture

students learn to answer dictionary to present
during the lessons. and review vocabulary.

R boxes: extra grammar Speech bubbles:

and pronunciation rules. models for speaking.

15

649905 _ 0015-0022.indd 15 16/12/15 9:06

 Stimulating Cyber English: the English
Grammar practice. of digital technology.

Word stress
in pink on
new words.

Common Mistakes
anticipate and prevent Easy Autonomous Learning
students errors. system integrates all
components for comprehensive
autonomous study.

16

649905 _ 0015-0022.indd 16 16/12/15 9:06

 Skills: extra listening in Action: communication
and reading practice. in common situations.

Make it personal:
personalised speaking for
students to express their
World of English:
identity in English.
interesting facts
and study tips.

17

649905 _ 0015-0022.indd 17 16/12/15 9:06

 Reviews systematically recycle language.

A final dynamic game reviews the language students have learned.

18

649905 _ 0015-0022.indd 18 16/12/15 9:06

 Caf: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

19

649905 _ 0015-0022.indd 19 16/12/15 9:06

 Two illustrated key words
for each sound help Coloured frames identify voiced
and unvoiced consonants.
students memorise them.

Icon ! highlights
difficult sounds for
non-native speakers.

Extra examples of
common spellings Pictures illustrate
for each sound. how and where
sounds are produced.

20

649905 _ 0015-0022.indd 20 16/12/15 9:06

 Audio Script activities to
consolidate pronunciation.

Portal: practice
activities, games, audio,
video... and more!

21

649905 _ 0015-0022.indd 21 16/12/15 9:06

 Workbook to practise and consolidate lessons.

Phrase Bank to practise common expressions.

The opportunity
22 for you to learn English!

649905 _ 0015-0022.indd 22 16/12/15 9:06


Unit overview: The main topics of unit 1 are verb be
article the, indefinite articles a / an, classroom language, the alphabet, classroom objects,
the contraction Im and greetings.
Whats your name?
Lesson Aims: Sts learn and practise introductions through the context of being in an English class and introducing themselves to
the teacher and their classmates. Sts learn numbers 1-12 with a famous rock n roll Song Line.
Function
Lesson 1.1
Listening to a teacher introduce herself.
Introducing yourself.
Noticing and practising sentence and word stress.
Counting 1-12.
Vocabulary: Functional chunks (Hi!, Hello!, Im..., Please call me..., Nice to meet you). Welcome. Teacher / Student.
Numbers 1-12.
Grammar: Verb be + first-person singular.
Warm-up Before sts walk into class, have some international
English words and close cognates written on the board, as
suggested in the list below. Prioritise vocabulary you think
most people in your country / town are likely to recognise
add or leave out words according to the relevance / frequency
they have locally.
Tip If you have an IWB and Internet access in class, you
can make this list more visually attractive to sts. Go to
<www.wordle.net> and create a word cloud: click on Create
and type words randomly. Then, click on Go to see your word
cloud. Edit the layout to your preferences.
50% off diet / light Internet photos taxi
air bag email jeans Photoshop telephone
basketball Facebook laptop shopping video game
club fashion MBA centre website
dance flash drive music smartphone Welcome (to
Mexico)
delivery hot dog no stress sport
design I love you notebook stop yes
Leave the words on display on the board as sts come in (so
they have something motivating to read before the lesson
starts) and make reference to it later, as mentioned
below. As sts walk into class, greet them with Hi! / Hello!,
and see if they can respond to you in English.
Introduce yourself to the class and welcome sts to your
institution. Say: Welcome to (institutions name) School of
English! Im (name), your teacher. Ask one student: Whats
your name? and if necessary, help / prompt: Im.... If a
student comes up with My name is... as an answer, accept
it / gesture equal sign to the class.
As you learn sts names, present the chunk Nice to
meet you (too). Model a mini-dialogue with a student.
649905 _ 0023-0034.indd 23
1
and for I, you and it, numbers 1-12, definite
Language
Hi. Im Isadora Torres, your teacher.
Please call me Dora.
Hello. Im Nice to meet you (too).
Nice to meet you.
Welcome. Hello. Teacher.
1-2-3 oclock, 4 oclock rock
Say: Hi. Im (real name). Nice to meet you. (shake hands if
appropriate). Prompt him / her to reply with Hi / Hello.
Im (name). Nice to meet you too. Briefly drill the dialogue
below, but do not write it on the board:
A Hi!
B Hello!
A Whats your name?
B Im... Whats your name?
A Im... Nice to meet you.
B Nice to meet you too.
Walk around the class and start the dialogue above with
more sts. (Keep interaction to teacher / student pattern at
this stage sts will practise this dialogue in pairs when
books are open, in activity 1C.)
When youve learned sts names, point to the list of
international words on the board ( flash drive, Internet,
hot dog, etc.). Tell them to rate their understanding of the
words on the board from 0% to 100%. If your institution
allows some L1 use in class, use sts mother tongue to give
instructions. Tell them will advance their English quickly
by favouring common international words and cognates.
1 Listening
A Books open. If technology is available, display the
Digital Book for Teachers on the IWB so as to better refer
to images and activities in the book.
Point to the classroom photo and say: This is an English
class. Point to the sts in the photo and say: Theyre students,
and have sts repeat the word students after you. Point to
the teacher in the photo and say: Shes a teacher. Repeat,
please: teacher. (sts repeat teacher).
23
16/12/15 09:00
 1.1
Read out the R box to sts, explaining that Im is a
shortened form or contraction of I am.
Point to the teachers badge in A and ask: Whats her
name? (Isadora.) Point to the dialogue and say: Listen to
Isadora. Show sts the options in the dialogue, point to bold
words and say: Look: teacher or student? Isa or Dora? Listen
and circle. (Gesture or demonstrate circle on the board.)
Play 1.1. Have sts paircheck answers. Classcheck with
answers on the board.
Ask sts to write Isadoras nickname on her badge. Ask:
Whats her nickname? (Dora.) Point to the gap on the badge
and say: Complete.
teacherDora
badge nickname: Dora
Ask sts to listen to the dialogue again and underline the
words that are stressed in each sentence. Play 1.1 again,
pause after each line and have sts repeat the conversation
with the correct sentence stress. At the end, get sts to
practise the dialogue in pairs. Monitor closely for accuracy
and praise whenever possible. Ask one pair to act out the
dialogue to the whole class.
1.1
T = teacher S = student
T Welcome to the New ID School of English!
S Hello.
T Hi. Im Isadora, your teacher. Nice to meet you.
S Nice to meet you too, Isadora.
T Please, call me Dora.
B If you happen to have a nickname or two first names,
provide sts with one more example of the chunk Please
call me.... Say e.g. Im Ana Carla. Please call me Ana. / Im
Caroline. Please call me Caro. Carry out the drill.
Substitution drill
Say Listen to the model and play 1.2 up to Now you do
it, then pause. Say Im Thomas Tom and elicit Please
call me Tom. Say Im Caroline Caro and elicit from the
whole class Please call me Caro.
Play the first prompt in 1.2, Im Isadora Dora and
pause. Elicit from the whole group, Please call me Dora.
Play the sentence for sts to check.
Play the rest of the track and at each pause pick a
different student to say Please call me... with the
prompted nickname. Correct on the spot or go to another
student when one struggles to come up with the right
sentence. Always go back to him / her so he / she has
another opportunity to get it right.
If time allows, play 1.2 again so more sts can
participate. Pick sts to follow the model only after youve
paused the track. Alternate with chorus repetition after
three or four individual ones.
24
649905 _ 0023-0034.indd 24
1.2
T = teacher S = student
T Im Isadora. Dora.
S Please call me Dora.
T Im Ricardo. Ric.
S Please call me Ric.
T Now you do it. Im Isadora. Dora.
Prompts
Elizabeth (Liz), Antonio (Tony), Fernanda (Nanda)
C Point to Marianas badge. Ask: Whats her first name?
Whats her surname? And her nickname? Do the same
for Pedro.
Focus on the dialogue. Read the first line to sts and pause
at / elicit the missing words (Im Pedro Sanchez). Tell sts
to complete the dialogue. Paircheck. Play 1.3 for sts to
check answers. Pause after they hear each missing word or
phrase and classcheck with answers on the board.
Replay the track and have sts repeat the dialogue (pause
after each line and ask for chorus repetition from the
whole group).
In new pairs, sts role-play the conversation between Pedro
and Mariana. Sts swap roles and act out the dialogue once
more. Monitor closely for accuracy and sentence stress.
Tip Add a bit of a challenge. After sts role-play with books
open, ask them to close their books and try to role-play the
dialogue from memory.
At the end, ask a pair of sts to act out the dialogue to the
whole class.
1.3
P = Pedro M = Mariana
P Hi. Im Pedro Sanchez.
M Hello. Im Mariana Braga. Please, call me Mari.
P Nice to meet you, Mari.
M Nice to meet you too, Pedro.
P Hi. Im Pedro Sanchez.
M Hello. Im Mariana Braga. Please, call me Mari.
P Nice to meet you, Mari.
M Nice to meet you too, Pedro.
D Point to World of English and read it aloud to the whole
class. Write an international word or a cognate on the
board, e.g. Internet or basketball and ask: Whats the
pronunciation? Mark the stressed syllable in the words
on the board by either underlining or drawing a small
circle above them. Convey the meaning of word stress by
exaggerating a bit; say each word with extra emphasis on
the stressed syllable, e.g. Iiinternet or baaasketball. Once sts
have grasped the concept of stress, drill the pronunciation
of (and ensure sts repeat) Internet and basketball at
natural speed.
16/12/15 09:00

Write / Copy the words with pink letters from
World of English on the board (important, pronunciation,
letters, indicate). Elicit the pronunciation from sts.
Point to the dialogue in A and say: Look at the pink letters.
Point to the first word (Welcome) and elicit the correct
pronunciation. Tell sts to practise pronouncing the words
in pairs. Monitor at a distance; let sts experiment and
listen to themselves. Classcheck and conduct chorus
repetition of all words with pink letters in A.
E MAKE IT PERSONAL Model the activity with a student.
Start the conversation.
T Hello. Im (name). Please, call me (nickname).
St A Hi. Im (name). Please, call me (nickname). Nice to
meet you. (Prompt and have st A repeat after you if
necessary.)
T Nice to meet you too.
In new pairs, sts introduce themselves to each other as
in the model above. Do not write it on the board, and
encourage sts not to look at their books. Monitor closely for
accuracy.
Ask the whole group to stand up. Tell sts to walk around
the class and talk to at least three different people. At the
end, check if sts have learned each others names, point to
several or all sts and ask the rest of the group: Whats his /
her name?
2 Vocabulary: Numbers 1-12
A Point to the lesson Song Line on the top of p. 7 and ask
sts: Do you know this song? The band?
Song line:
-2-3 oclock, 4 oclock rock,
1
5-6-7 oclock, 8 oclock rock,
9-10-11 oclock, 12 oclock rock.
Song: Rock Around the Clock
Band: Bill Haley & His Comets (USA)
Year: 1954
649905 _ 0023-0034.indd 25
1.1
Point to the line in A with numbers 1-12 and the clock
and guitar (rock) symbols. Sing / Say the Song Line and
encourage sts to follow you with the aid of the visuals.
Ask sts to match numbers 1-12 to the words one-twelve.
Play 1.4. Classcheck with answers on the board. Drill the
pronunciation of all numbers. Call sts attention to the
pink letters in eleven and seven.
1.4
One, two, three oclock, four oclock rock,
Five, six, seven oclock, eight oclock rock,
Nine, ten, eleven oclock, twelve oclock rock, were gonna
rock around the clock tonight.
8 11 5 4
9 1 7 6
10 3 12 2
B MAKE IT PERSONAL Model the activity. Show a number
between 1-12 with your hands and ask the whole class:
Whats the number? Do the same with two more numbers.
Have sts do the same in pairs. St A shows a number with
his / her hands, st B says the number. After 30 seconds, sts
swap roles. Monitor closely for accuracy and pronunciation.
At the end, have a student show numbers with his / her
hands for the whole class to say.
Workbook p. 87
ID Online Portal
Grammar p. 62
25
16/12/15 09:00
 1.2

Where are you from?

Lesson Aims: Sts are presented with classroom language chunks and practise giving and understanding instructions. They also
learn and practise how to introduce a friend to others.

Function Language
Lesson 1.2

Saying and understanding classroom instructions. Look at the photo.

Repeat the sentence.
Listening to a person introducing two friends. This is my friend Pedro. Pedro, this is Luiza.
Asking and answering about where people are from. Where are you from?
Im from Lima.
Introducing a friend to another / Meeting people. Agata, this is my friend...
Nice to meet you.
Vocabulary: Common verbs in the classroom (read, listen, complete, etc). Dialogue, text, sentence. Chunks This is my friend...
and Where are you from?.
Grammar: Definite article the. Review verb be. First-person  and numbers.

Warm-up Books closed. Write a model for an badge on the
board with the fields first name, surname and nickname
(as on p. 6). Complete it with information about an imaginary
character or a famous person and introduce yourself to the
whole class using the fake : Hello. Im (false names). Please
call me (false nickname). Nice to meet you.
Ask sts to do the same. Provide them with some paper and
tell them to make their own badges with false information.
Explain they can invent a new first name, surname, nickname,
or they can be a famous person.
Tell sts to stand up and mingle around the classroom,
introducing themselves to at least five people with their
new identities. Monitor closely for accuracy. At the end,
check if sts can remember the false names used by their
classmates point to some sts and ask the whole group:
Whats her / his (new) name?
3 Vocabulary: Classroom language
Point to items 1-6 and ask: Whats number 3? (Look at the
photo.) Say: Listen to teacher Isadora and match. (Gesture
matching / linking columns.) Play 1.6. Sts paircheck
answers. Replay the track if necessary. Classcheck with
answers on the board.
1.6
1. Complete the exercise.
2. Listen to the dialogue.
3. Look at the photo.
4. Read the text.
5. Repeat the numbers.
6. Say the sentence.
C Explain that the is pronounced in two different
forms: /i/ before vowel sounds, e.g. the exercise, and //
before consonant sounds, e.g. the sentence. Drill both forms
and provide sts with a clear model to copy from when
conducting the drills below. Carry out the drill.

A Books closed. Write on the board a few examples of Substitution drill

musical bands, films, TV series, etc which start with the
definite article the and which you think your sts may
know, e.g. The Rolling Stones, The Beatles, The Simpsons, The
Big Bang Theory. Ask: Do you know (The Beatles / The Rolling
Stones / etc)? (Yes / No.) Drill pronunciation of all names on
the board.
Write on the board: Open your books. Have sts repeat the
phrase after you and get a volunteer to give the command
to the whole class.
Books open. Point to World of English and play 1.5 for sts to
listen and read. Drill the pronunciation of all words with
pink letters in the box. In pairs, sts practise saying them.
Monitor closely and do on-the-spot correction.
Say Listen to the model and play 1.7 up to Now
you do it, then pause. Say Listen to the dialogue and
prompt The sentence. Elicit Listen to the sentence.
Make sure sts pronounce the correctly. Say Read the
sentence The text and elicit from the whole group
Read the text.
Resume 1.7 and pause when indicated. Elicit
Listen to the sentence from a student. Play the
sentence to check.
Play the next prompt, Read the sentence The text and
pause. Point to a different student and elicit the correct
sentence from him / her. Play Read the text to check.

Play the rest of the track and at each pause pick a

B Point to the photos and drill the words / phrases below different student to follow / transform the model with
each image (read, listen to, look at, say). Make gestures the prompt given.
(listen to) or mime actions (read) to convey meaning and
If time allows, play 1.7 again so more sts can
give commands to check sts understanding, point to the
participate.
board / door and say Look at the board / door, etc.
26

649905 _ 0023-0034.indd 26 16/12/15 09:00


1.7
T = teacher S = student
T Listen to the dialogue. The sentence.
S Listen to the sentence.
T Read the sentence. The text.
S Read the text.
T Now you do it. Listen to the dialogue. The sentence.
Prompts
Complete the text. (The exercise.)
Look at the exercise. (The photo.)
Repeat the exercise. (The numbers.)
Say the numbers. (The alphabet.)
D MAKE IT PERSONAL Demonstrate the activity. Mime one
of the classroom instructions in B to the whole class and
have sts tell you what it means. In pairs, sts take turns
to mime and guess phrases from B. Monitor closely for
accuracy. Prompt / Offer help whenever necessary. At the
end, get a few sts to mime some of the instructions for the
whole group to guess.
4 Listening
A Ask sts to cover the dialogue. Point to the photo and
ask: Are they students or teachers? (Students.) Ask What are
their names? and play 1.8 for sts to notice the names of
the three people. Classcheck what the names are but dont
say whos Mari or Luiza yet. Make sts curious and ask:
Whos Mari? And Luiza? Sts will find out in B.
1.8
1 Hi Lu!
2 Hello Mari! Good to see you.
1 This is my friend Pedro. Pedro, this is Luiza.
3 Nice to meet you, Luiza.
2 Nice to meet you too. Please, call me Lu.
3 OK, and where are you from, Lu? So Paulo?
2 No, Im not. Im from Salvador. And you? (2) ... to see you.
3 Im from Santiago.
1. Mari 2. Luiza 3. Pedro
B Point to the dialogue in A. Say: Listen to the dialogue
again and complete. Replay 1.8. Paircheck. Classcheck.
Point to the photo in A and ask: Whos Luiza? (In the
middle.) Mari is the one who introduces Luiza to Pedro.
Play the track again and pause after each sentence for sts
to repeat. Then, have sts role-play the dialogue in groups
of three. While sts perform the activity, encourage them
to make gestures for introducing (pointing) and meeting
people (shaking hands). Monitor closely for accuracy and
intonation. At the end, get three sts to act out the dialogue
to the whole class.
649905 _ 0023-0034.indd 27
1.2
3 OK, and where are you from, Lu? So Paulo?
2 No, Im not. Im from Salvador. And you?
3 Im from Santiago.
C Carry out the drill. Do chorus and individual repetition.
Substitution drill
Say Listen to the model and play 1.9 up to Now you do
it, then pause. Say Where are you from? and prompt
Santiago. Say Im from Santiago and get the whole class
to repeat after you. Get a few individual repetitions too.
Then, say Where are you from? Lima and elicit from the
whole group Im from Lima.
Resume 1.9 and pause when indicated. Elicit the correct
sentence from a student and play 1.9 to check.
Play the rest of the track and at each pause pick a
different student to say / transform the model with the
prompt given.
1.9
T = teacher S = student
T Where are you from? Santiago.
S Im from Santiago.
T Where are you from? Lima.
S Im from Lima.
T Now you do it. Where are you from? Santiago.
Prompts
Rio de Janeiro, Salvador, La Paz, Caracas
D Do number 1 as an example. Sts match 2-6 to the right
halves. Paircheck. Classcheck. Drill pronunciation of all
sentences.
Read Common Mistakes to sts. Briefly drill both the correct
question and answer in the box and have sts ask each
other in pairs, Where are you from? / Im from....
(1) ... is Lu.
(5) ... you from?
(6) ... from Caracas.
(3) ... teacher, Dora.
(4) ... to meet you.
E MAKE IT PERSONAL In groups of three, sts introduce
one friend to the other. Monitor closely for accuracy. Swap
partners. Have sts do the same in their new group.
Workbook p. 88
ID Online Portal
Grammar p. 62
27
16/12/15 09:00
 1.3

Whats this in English?

Lesson Aims: Sts learn and practise indefinite articles through the context of asking about and naming classroom objects. They
also look at verb be and for persons I, you and it.

Function Language
Lesson 1.3

Naming and asking about classroom objects. Whats number 9?

Its a mechanical pencil.
Listening to a student talk to a teacher. Whats this in English, please?
Look at the photos in the book!
Playing a game / Testing a partner. Whats this in English?
I dont know.
Vocabulary: Classroom objects.
Grammar: Indefinite article a / an. Verb be I, you, it.

Warm-up Review Introducing people. Play some cheerful to check answers. Classcheck with answers on the board.
background music and ask sts to stand up. Say: Were at Replay and have sts repeat the words.
a party! Model the activity. Pair up with a student and say:
Come with me! (get him / her to walk with you). Stop at Tip Ask sts to cover the list of words and, in pairs, test each
another student, say Hello! and introduce your partner to the other. Sts take turns to ask and answer: Whats number 7? /
student (refer to the dialogue below). Encourage them to say Its a pen. Whats number?.
Nice to meet you (too) and ask Where are you from?.
Pair up sts and explain that they have to stay together as 1.10
they walk around the classroom and meet people. Sts greet OK, whats on this list? Lets see, er
classmates and take turns to introduce their partners to 1. a tablet
friends. Monitor and offer help if necessary. 2. a dictionary
3. a rubber
Weaker classes Write this model dialogue on the board and 4. a notebook
leave it there throughout the activity. 5. a pencil
1 Hi Ana. This is my friend Justin. Justin, this is Ana. 6. a flash drive
2 Hi! Nice to meet you, Justin. 7. a pen
3 Hello! Nice to meet you too, Ana. 8. a marker pen
2 Where are you from, Justin? 9. a mechanical pencil
3 Im from And you? 10. an apple. What, an apple? Oops! Oh no!
2 Im from

(10) an apple (2) a dictionary

5 Vocabulary: Classroom objects (3) a rubber (6) a flash drive

A Books closed. Use realia to present or elicit some
classroom objects. Hold up and show sts a classroom
object, e.g. a pen, and ask: Whats this? Say Its a pen and
have sts repeat after you. Repeat the procedure with three
more objects (e.g. a pencil, a marker, a book).
Tip The use of realia(objects from real life) has been
widely employed by language teachers to convey meaning
and strengthen sts associations. Although technology (slide
presentations, Internet images, etc) offers a quick and
practical tool to present vocabulary, bringing in real items
is still a great technique to make words tangible, real and
memorable in the classroom.
Books open. Focus on the photos or display them on the
IWB with the Digital Book for Teachers. Ask: Whats
number 10? Have sts repeat an apple after you and point
to the list of words on the right. Ask Whats number 2?
and get sts to write 2 next to a dictionary. Sts carry on
matching objects 1-10 to the words. Paircheck. Play 1.10
28
(8) a marker pen (9) a mechanical pencil
(4) a notebook (7) a pen
(5) a pencil (1) a tablet
B Point to World of English and play 1.11 for sts to listen
and read. Write a European / an elephant and a university
/ an umbrella on the board and explain that the first
sounds of European and university are not vowels, but
semi-vowels as in yoghurt or you. Drill pronunciation of
all phrases on the board.
Sts complete sentences 1-5 with a or an. Paircheck.
Classcheck.
1. a 2. an 3. a 4. an 5. an
C Say Listen to Pedro talk to his teacher, Dora, and tick four
objects they mention in A (point to the list of words in A). Play
1.12 and pause after the first object is mentioned (a pen).
Classcheck. Play the rest of the track. Paircheck. Classcheck.

649905 _ 0023-0034.indd 28 16/12/15 09:00


1.12
P = Pedro D = Dora
P Whats this in English, please? A pen?
D No, it isnt a pen. Its a mechanical pencil! Look!
P And whats this in English?
D Its a notebook.
P And whats?
D Oh, Pedro! Look at the photos in the book!
P Please! Whats this?
D Erm Its an apple!
P An apple for you!
D Oh! Thanks!
P Youre welcome!
a pen a mechanical pencil a notebook an apple
Point to the lesson Song Line on the top of p. 11 and
check if sts know the song / artist. Ask: Wheres he from?
(England.) Write Im on the board and tell sts its the
contracted form of I am.
Song line:
h, oh, Im an alien, Im a legal alien,
O
Im an Englishman in New York.
Song: Englishman in New York
Singer: Sting (UK)
Year: 1987
Go over the R box for sts to see more examples of
contractions. Also read Common Mistakes with the class and
clarify any doubts sts might have before they do the task.
D Replay 1.12 and ask sts to complete the dialogue.
Paircheck. Classcheck with answers on the board.
Replay the track and pause after each sentence for sts to repeat.
Tip Get sts to role-play the dialogue in pairs. Swap roles.
Sts act out the dialogue once more. Monitor closely for
pronunciation. At the end, have a pair of sts role-play Dora and
Pedro to the whole group.
P Whats this in English, please? A pen?
D No, it isnt a pen. Its a mechanical pencil! Look!
P And whats this in English?
D Its a notebook.
D Erm Its an apple! classcheck who scored more points in the group.
P Youre welcome!
6 Grammar: Verb be
A Read the Grammar box with sts and for and
sentences, prompt / elicit meaningful examples from sts,
e.g. Im from Quito. Im not from Caracas, Youre from Workbook p. 89
Buenos Aires, Its a book. It isnt a notebook. Sts complete ID Online Portal
the gaps in the box with their own examples.
Sts refer to the Grammar table to complete dialogues 1, 2 and
3. Paircheck. Classcheck with answers on the board.
649905 _ 0023-0034.indd 29
1.3
1. A Hello Jos. Where are you from?
B Im from Bogot.
2. A Whats this in English? A pen?
B No, it isnt a pen. Its a marker.
3. A Are you Dora, the teacher?
B No, Im not. Im a student too.
B Carry out the drill.
Substitution drill and guessing game
Say Listen to the model and play 1.13 up to Now you do
it, then pause. Say Now listen and answer. Play the first
sentence / prompt in 1.13 and pause when indicated.
Elicit the correct sentence from the whole group and play
1.13 to check. Make it sound like a game and encourage
as many guesses as possible.
Play the rest of the track and at each pause pick a
different student to answer / guess what the noise is. Ask
for chorus repetition now and then so the whole group
can practise the sentences / vocabulary.
1.13
T = teacher S = student
T Whats this in English?
S Its a pen.
T Whats this in English?
S Its an apple.
T Now you do it. Whats this in English?
Prompts
a dog, a rubber, a car, a marker pen, a computer
C MAKE IT PERSONAL Classcheck with answers on
the board.
Pre-teach I dont know. Show / Point to an object you think
sts are unlikely to know the name of in English and ask:
Whats this in English? or Whats (name in L1) in English?
Write I dont know on the board and gesture to convey
meaning.
Read the model dialogue in speech bubbles with a student
to model the game. In pairs, sts take turns to ask about the
items in the photos and other words in English which they
know. Sts score one point whenever their partner says I
dont know (and he / she knows the answer). At the end,
1 a mouse, 2 a sink / a toilet / a shower, 3 a car, 4 a dog,
5 a taxi, 6 a hotel, 7 a cat, 8 a laptop, 9 a cheeseburger,
10 a banana.
Grammar p. 62
29
16/12/15 09:00
 1.4

Whats your phone number?

Lesson Aims: Sts learn saying the alphabet by listening to a doctors eye-test, saying acronyms and spelling names. Sts practise
phone numbers. They also use verb be questions to ask for and give personal information.

Function Language
Lesson 1.4

Saying the letters of the alphabet in an eye-test chart and in A-H-J-K-8.

acronyms. YMCA. DVD. USA.
Listening to a couple getting to know each other. How are you?
Im fine, thanks.
Whats your phone number?
Spelling names and saying phone numbers. D-E-double B-Y
nine-double oh-seven-three
Asking and answering personal information questions. Are you married? No, Im single.
Whats your name?
Where are you from?
Vocabulary: The alphabet. Marital statuses (single, married, divorced, separated). Oh for zero, double (six), phone numbers.
Chunks How are you?, I'm fine / OK. thanks., Spell that, please?.
Grammar: Verb be questions.

Warm-up Ask sts to put classroom objects on their desks. In BFIU

groups of three, sts take turns to ask and answer Whats this
in English?. Remind sts to use I dont know for items they
havent learned yet. Monitor closely for indefinite articles
a / an and verb be.
7 Vocabulary: The alphabet
A Books open. Point to the lesson Song Line on top of p. 13
and check if sts recognise the words / band. Test if sts know
the melody / Ask them to sing or hum part of the song.
Song line:
B C, its easy as 1 2 3, as simple as do re mi,
A /u/ Q U W.
A B C, 1 2 3 baby you and me girl.
Song: ABC
Band: The Jackson Five (USA)
Year: 1970
The two letters which are not in the chart are O and R.
B Play 1.15 and have sts repeat after each letter.
Ensure sts notice that letters with similar pronunciation
(same vowel sound) are grouped together. Ask: What is
the vowel sound for each group? Classcheck and encourage
sts to pronounce each vowel sound in isolation and then
the letters of the same group, e.g. /e/ A-H-J-K.
/e/ A H J K.
/i/ B C D E G P T V.
/e/ F L M N S X Z.
/a/ I Y.
Cultural note In American English, the final letter of the
alphabet is pronounced /zi/ and would therefore be
included in the /i/ vowel sound group instead.

Point to the doctors chart and play 1.14. Sts listen and
complete. Paircheck. Replay the track. Classcheck with C Sts go to Sounds and Usual Spellings, Vowels and
Diphthongs on p. 80. Write the first group of letters on the
answers on the board. Ask: Which two letters of the alphabet
board, A H J K, and elicit the vowel sound from sts,
are NOT in the chart? /e/. Point to the chart, ask Wheres the /e/ sound? and help
sts find it. Point to each of the two pictures in /e/ and ask:
1.14 Whats this? (Its a plane.), Whats this? (Its a train.) Repeat
D = doctor M = Mr Jones the procedure for the group B C D E G P T V, etc.
D Now, Mr Jones, please read the letters in line 1. Write the rest of the letter groups on the board so sts can
M A-H-J-K-8. refer to them. In pairs, sts find each letter groups vowel or
D OK. Line 2? diphthong sound in the chart and name the corresponding
M B-C-D-E-G picture words. Classcheck.
D And then?
M P-T-V-3. /e/ train, plane (A H J K)
D And line 3? /i/ tree, three (B C D E G P T V)
M Erm F-L M-N um S-X-Z. 7? /e/ pen, ten (F L M N S X Z)
D Next!
/a/ nine, wine (I Y)
M Erm I-Y-5-9
/u/ two, shoe (Q U W)
D And the last line?
M O? No, no. Q. Q-U-W. And erm R? No, no, 2? I dont know! // car, heart (R)
D Thats OK. Thank you! /a/ nose, rose (O)

30

649905 _ 0023-0034.indd 30 16/12/15 09:00

 1.4
D Read World of English to sts. Write the five vowels on the check. Play 1.18 for sts to listen to Part 3 of the dialogue
board and drill their pronunciation. Test sts by pointing at and tick the correct option. Paircheck. Classcheck.
each of them randomly and eliciting the correct sounds.
Write R on the board and tell sts its pronounced as in verb
1.18
be are (get sts to repeat after you). Other associations
Part 3
which may help sts: U = you, O as in OK, I as in I am from
M Amy, er Are you married?
Colombia.
A No, Im not.
Tip If technology is available, use Google Images to search M Divorced? Separated?
eye-test charts. Select a simple chart (with not so many A No! Im single!
letters) and have sts role-play an eye test. Get sts to sit M Good!
opposite each other: st A sits facing the IWB, st B turns A What?!
his / her back to it. St A reads the chart, st B writes down the M Well, its just that Im single too, and, well
lines he hears onto a sheet of paper. At the end, st B looks at
the board and compares his / her notes to the original chart.
Swap roles and play the game once again. Amys single.

E Point to the first photo and elicit the pronunciation / C Elicit the answer to question 1 (Im fine, thanks).
Sts match questions 2-5. Paircheck. Play 1.19 to check
ask: Whats this? (USAs flag). Sts take turns to say the
acronyms in the photos. Classcheck. answers. Classcheck.

Point to the film poster in World of English and ask: Whats

USADVDSMSFTPUKRSS
8 Listening
A Tell sts theyll hear a conversation between Mike and
Amy, in two parts. Play 1.17 Part 1 and pause. Ask: Is it
about picture 1 or 2? Play Part 2 and have sts match the
pictures to the correct dialogue parts. Classcheck. Ask: Are
they old friends?
the name of the film? (The poster could be for any of the James
Bond films starring Daniel Craig as 007, i.e. Skyfall, Casino Royale,
Quantum of Solace.) Teach sts how to say 007 in English (double
oh seven). Read World of English with the whole group. Call
their attention to the fact that all letters are pronounced in
acronyms (the word double is not suitable in this case). Tell
students that if there are three of the same digits in a row, we
can use triple, e.g. triple five. Replay the track and pause after
each sentence for sts to repeat.

1.17
Tip Swap partners. Get sts to briefly role-play the questions
A = Amy M = Mike
and answers (1-5). At the end, ask five pairs to role-play a
Part 1
mini-dialogue each to the whole class.
A Mike!
M Amy! Hello. Good to see you.
A How are you? 1.19
M Im fine, thanks. And you? 1. A How are you?
A Im OK. Please, sit down. M Im fine, thanks.
M Is this seat free? 2. M Whats your phone number?
A Yes, it is. A Its 07700 900972.
M Thanks. Coffee? 3. M Are you married?
A Yes. Two coffees, please. A No, Im not.
4. M Whats your surname?
Part 2
A Hart.
A Yes, yes! Please call me!
5. M Spell that, please.
M OK! Whats your phone number?
A H-A-R-T.
A Its 07700 900972.
M And whats your surname?
A Hart. 41532
M Hmmm. Spell that, please.
A H-A-R-T. D Model the activity with the whole class. Point to the list of
M OK! Thank you! names and say: Listen but dont say the name, OK? D-E-double
B-Y. Ask Whats the phone number? and have sts tell you
Part 1 picture 2 Debbys phone number. Ask a student to spell another name
Part 2 picture 1 from the table and ask the class: Whats the phone number?
Theyre work colleagues. In pairs, sts take turns to spell the names and say
the phone numbers. Monitor closely for spelling and
B Point to the pictures and teach / drill pronunciation numbers and ensure sts use the words double and oh
of all words. Ask: Is Amy single? Married? Say: Listen and appropriately.
31

649905 _ 0023-0034.indd 31 16/12/15 09:00

 1.4
E MAKE IT PERSONAL In pairs, sts dictate phone numbers
1.20
for their partners to write down. Tell sts to use real phone T = teacher S = student
numbers, e.g. their own, a relatives, best friends (encourage
T Double 2-7-4-3-6-9-0. Question.
them to choose numbers from / show the contacts on their
S Whats your phone number?

Lesson 1.5
mobile phones to check their partners notes).
T Now you do it. Double 2-7-4-3-6-9-0. Question.

9 Grammar: Verb be questions Prompts

Jessica (Whats your name?)
A Sts order words a-e to form questions and match them Im from Australia (Where are you from?)
to the answers. Paircheck. Classcheck with answers on Its a pen (Whats this?)
the board. Drill pronunciation of all questions. In pairs, sts
practise the mini-conversations.
C MAKE IT PERSONAL Point to the table and elicit the

a. Whats this? Its a rubber.
b. Are you married? No, Im single.
c. How are you? Im OK, thanks.
d. Whats your name? Pablo.
e. Where are you from? Im from Valparaso.
question for each of the headings in the table (refer sts
to the questions in the speech bubbles). Ask sts to stand
up and walk around the class, interviewing at least three
classmates to complete the table.

B Carry out the drill. Workbook p. 90

ID Online Portal
Substitution drill Grammar p. 62

Say Listen to the model and play 1.20 up to Now you

do it, then pause. Say Double 2-7-4-3-6-9-0. Question?
and elicit Whats your phone number? from the whole
class. Say Im (your name). Question? and have sts ask you
Whats your name? Say Im from Lima. Question? and get
a student to ask you Where are you from?

Resume 1.20 and at each pause pick a different student

to ask the question. Ask for chorus repetition after three
or four individual ones.

32

649905 _ 0023-0034.indd 32 16/12/15 09:00

 1.5

Whats your email address? / Whats your surname?

Lesson Aims: Sts continue to practise verb be personal information questions through the context of completing forms.

Function Language
Lesson 1.5

Reading two blog entries about the English language. English is an incredible language.
Recognising cognates and saying international phrases. Made in China
Listening to a student talk to a school secretary. Whats your email address, please?
Saying email addresses. juan (dot) soares (at) englishidmail (dot) com
Greeting people and asking for personal information. Hello. Good evening.
Bye for now. See you.
How are you?
Whats your ID card number?
Vocabulary: Cognates (flexible, receptive, incredible, respect, devotion, etc). Dot (.), at (@), greetings (good morning /
afternoon / evening / night, goodbye, see you).
Grammar: Review verb be questions.

Warm-up Before class, prepare some paper cards with words
from unit 1. Write one word onto each card / slip of paper.
Suggested words:
(your computer rubber meet single
surname) dictionary flash drive notebook tablet
(your name) divorced four (4) pencil three (3)
apple eight (8) good phone two (2)
banana email pen photo what
book English married seven (7) where
Give out three cards to each student and teach How do
you spell ? as a chunk (do not give grammatical
explanations about do or present simple). Write the question
on the board and drill pronunciation with a few prompts, e.g.:
How do you spell book / computer / your name?
In pairs, sts test each other, asking and answering How do
you spell? with words on the paper cards. Monitor
closely for accuracy. Encourage peer correction. At the end,
have sts spell one of their words for the whole class to guess.
B English is an incredible language. I adore it! Theres a
perfect word or expression for anything a person can
imagine. For example, adore Its a splendid word! It
transcends love. It contains respect, devotion and a sense
of eternity. Wow
C Read World of English with the whole class. Ask: Which
words are similar to (sts mother tongue)?
In pairs, sts try to remember some other words or
expressions they know, which are either similar in L1 or are
used internationally. Classcheck with answers on the board.
D Explore the photo. Ask: Where are they? (At a language
school, talking to the receptionist.) Say: They are new students.
The secretary is completing a form. (Point to the form and allow
sts some time to read it.) Write an example email address on
the board to pre-teach the symbols dot (.) and at (@), e.g.
juan.soares@englishidmail.com and elicit / say it in English.
Show sts that part of the email is already written in the form.

Play 1.22 for sts to complete the form. Paircheck. Replay the
Skills: Recognising cognates track if necessary. Classcheck with answers on the board.

A Books open. Point to the blog posts and ask: Whats the 1.22
blog about? Allow sts a few seconds for gist reading. (Its about
R = receptionist A = Antonio
the English language.) Say: There are two people writing. Ask:
R Next!
What are their names / nicknames? (wallyjoe and Roxanne.)
A Good morning. How are you?
Ask sts to re-read the text and answer: Who likes English R Fine, thanks. Your surname, please?
more, wallyjoe or Roxanne? Paircheck. Classcheck. A Chaves. Antonio Chaves.
R Is that C-H-A-V-E-Z?
Roxanne. (She shows more admiration and emotion towards A No, C-H-A-V-E-S.
English. Hint words: adore, splendid, devotion, etc.) R Oh, are you from Caracas?
A No, Im from Braslia.
B Play 1.21 for sts to listen and read the blog entries in A. R Whats your email address, please?
Ask sts to underline words they dont understand. In pairs, A Its toni.ch@gvr.com.
sts guess the meaning of new words. Classcheck. Elicit R Can you repeat that, please?
pronunciation of the words with pink letters. A Sure! Toni thats T-O-N-I, dot C-H, at G-V-R dot com.
R Thanks. Phone number?
1.21 A 21 8977 4053.
A English is an incredible language. Its flexible and R Thank you. Heres your student ID card.
receptive. English is, in effect, a collection of languages. A Thanks. Bye.
About 60% of its vocabulary is Latin-based! R Goodbye.

33

649905 _ 0023-0034.indd 33 16/12/15 09:00

 1.5

Last name: Chaves Conversation 4

City / country: Braslia, Brazil G OK, Im off. Good night, everyone.
Email: toni.ch@gvr.com H Bye!
Phone number: 21 8977 4053 I Good night!

E Sts listen to 1.23 and read Cyber English . In pairs, Conversation 1

sts practise saying the email addresses 1-3. Classcheck Hello!, ... hi...
below in F. Conversation 2
Good evening.
1.24 Conversation 3
A Your email address, please? Bye for now! See you! Bye!
B email.account1234@portmail.com.mx Conversation 4
C eccentricname@cpg.net Bye! Good night!
D neveralone@fishers.org.uk
D Sts listen to 1.26 again and match dialogues 1-4 to
F Play 1.24 to check answers in E. pictures a-d. Paircheck. Classcheck.

1. c 2. d 3. a 4. b
G MAKE IT PERSONAL Get all sts to write an email address
book (on their notebooks or a separate sheet of paper).
Write a model on the board: E Ask sts to complete gaps 1-7 with the words from the
box. Paircheck. Play 1.27 to check answers. Classcheck
Name Email with answers on the board if necessary. Replay the track
1. Yasmine and get sts to repeat after each sentence.
2. Pierre
3. Nevin 1.27
4. Clara A How are you?
etc B Whats your surname?
Get one student at a time to say his / her email address in C Bye-bye! See you!
English to the whole class. Do not write on the board while D Whats your email address?
theyre performing the activity. At the end, complete the E Where are you from?
table on the board for sts to check. F Hello! Good evening.
G Whats your phone number?

in Action: Greetings and personal information

A Point to column A and to pictures 1 and 2 and ask: Is it 2. Whats your surname?
picture one or two? (Picture 1.) Ask: What about column B? 3. Bye-bye! See you!
(Picture 2.)
4. Whats your email address?
5. Where are you from?
Read Common Mistakes with sts and explain the difference 6. Hello! Good evening.
between good evening and good night. 7. Whats your phone number?

Column A picture 1
F MAKE IT PERSONAL Point to the form and elicit from sts
Column B picture 2 the questions theyll need to interview each other. Tell sts
to start their conversation with the phrases in the speech
B Play 1.25 and have sts repeat all phrases in activity A. bubbles (Hello, whats your name?, Hello, Im) but also
encourage them to use one of the hello phrases from A
C Tell sts theyll hear four dialogues. Ask them to tick (column A). Remind sts to end the conversation with one of
the expressions they hear from A. Play 1.26. Paircheck. the bye-bye expressions from A (column B).
Replay the track if necessary. Classcheck. Encourage sts to use the chunk Spell that, please or How
do you spell that? if they cant spell their partners first
1.26 name or surname.
Conversation 1
In pairs, sts interview each other and complete the form
A Hello! Its so good to see you!
about their partner. Monitor closely for accuracy.
B Oh, hi
Conversation 2
C Good evening. A table for two?
D Yes, please. Workbook p. 91, 117, 119
Conversation 3 ID Online Portal
E OK, good to see you! Bye for now! Grammar p. 62
F See you! Bye! ID Caf Video p. 72

34

649905 _ 0023-0034.indd 34 16/12/15 09:00

 2
Unit overview: The main topics of unit 2 are countries and nationalities, opinion adjectives, verb be
third-person singular and numbers 13-100+.

Whos Natalie Portman?

Lesson Aims: Sts learn and practise verb be for persons he, she, it via the context of naming famous people and things.

Function Language
Lesson 2.1

Reading newspaper headlines. Oscar nomination for American actress.

Naming famous people and things. Hes Colin Firth. Hes an actor.
Asking and answering about famous people and things. Whos Thalia?, Shes a singer.
Whats a BMW?, Its a car.
Vocabulary: An actor, an actress, a car, a film, a singer, a video game, a song, a camera.
Grammar: Verb be + he / she / it. Interrogative pronouns Who / What. Review indefinite article a / an.

Warm-up Briefly review verb be questions, spelling names
and saying phone numbers and email addresses. Write the
question prompts below on the board. Elicit and drill all
questions. Get sts to ask and answer them in pairs. Swap
roles. Monitor closely for accuracy.
Hello. How / you?
What / your surname? Spell that, please?
Where / you from?
What / your phone number?
What / your email address?
Hello. How are you? (E.g., Im fine / OK, thanks.)
Whats your last name? (E.g., Rodrigues) Spell that, please?
(R-O-D-R-I-G-U-E-S.)
Where are you from? (E.g., Im from So Paulo.)
Whats your phone number? (E.g., Its 25146670.)
Whats your email address? (E.g., Its
almir.rodrigues@hotmail.com.)
Tip When classchecking the Snoop Dogg photo, refer sts
to the Song Line on the top of p. 17. Ask: Do you like Snoop
Dogg? Do you know this song? If possible, play part of the
song on YouTube.
Song line:
B eautiful, I just want you to know.
Oh, oh, youre my favorite girl.
Song: Beautiful
Singer: Snoop Dogg (USA)
Year: 2003
Cultural note American English spells favourite without the
u, which is why Snoop Doggs lyrics contain this spelling.
There are many other differences between British and
American English, in spelling, grammar and vocabulary.
2.1 Notice different ways to say Yes.
W = woman M = man

1 Vocabulary: Famous people and things
A Books closed. Pre-teach the words newspaper, online
news and headlines. If possible, show the class a real
newspaper and ask: Whats this in English? Say Its a
newspaper, and have sts repeat newspaper after you. If
technology is available, display an online news website in
English and ask sts: Do you read / prefer the newspaper or
the online news? Point to the headlines on both / either the
newspaper and / or the online news website and tell sts they
are headlines. Say: Lets see the headlines in our books
Books open. Point to the headlines on p. 17 and read aloud
the one in the middle to sts (Multimillion dollar contract
for football player.). Point to the photos on p. 16 and elicit
which photo the headline is about (photo 5). Sts read
the headlines and match them to photos 1-9. Paircheck.
Classcheck with 2.1 say: Listen to two students correcting
the exercise. Replay the track if necessary.
W So I read the headlines, and you guess the photos. OK?
M Sure! Go on.
W New Film of Famous Comic Book. Whats the photo?
M Photo 8?
W Correct! Next: Oscar Nomination for American Actress.
M Photo 4!
W Yeah! Ern Scandal for Hollywood Actor.
M Thats photo 3!
W Yesssss! Good! Famous Politician at the Olympic Games.
M Ah, this is easy! Photo 9.
W Yep. Multimillion Dollar Contract for Football Player.
M Its photo 5, obviously.
W Mmm-hmm. Snoop Dogg Song is Big Hit.
M The song? Oh, of course Photo 6?
W Whooo, yes! Fatal Video Game for Korean Man.
M Photo 2!
W Yes! Italian Car is Incredible Success.
35

649905 _ 0035-0044.indd 35 16/12/15 08:58

 2.1

M Photo 7. Say: Brad Pitts an actor. Ask He or she? and elicit the full
W 2,000 Fans Welcome Beautiful Mexican Singer. sentence, Hes an actor. Say Madonnas a singer and
M Thats photo 1. elicit from the whole class, Shes a singer.
W Right! Wow, youre a genius! Say: Mercedes is a car. Prompt / Help sts say Its a car.
M Hmpf!
Say Now listen to the model and play the rest of 2.4.

Lesson 2.2
After each pause, pick a different student. Vary with
843956271
chorus repetition after three or four individual ones. If
time allows, play 2.4 again so more sts can participate.
B Point to the words in bold in A and play 2.2 for sts to
listen and repeat. Ask: What are the two extra words?
2.4
2.2 T = teacher S = student
A film. A football player. A car. T Thalias a singer.
An actress. A teacher. A camera. S Shes a singer.
An actor. A song. A singer. T A Ferraris a car.
A politician. A video game. S Its a car.
T Now you do it. Thalias a singer.
The extra words are a teacher and a camera. Prompts
Barack Obama, politician
C Play 2.3 for sts to listen and read World of English . Yesterday, song
If your institution allows L1 comparison, elicit the Penlope Cruz, actress
translation of phrases / nouns which have gender in the Justin Bieber, singer
sts mother tongue but not in English, e.g., a cat, a table The Sims, video game
or the telephone. Avatar, film
Sts rewrite sentences 1-6 using he, she, it + indefinite article
a or an + a word in bold from A. E MAKE IT PERSONAL Write bold words from A (film,
Refer sts to the R box and tell them to rewrite all the actress, car, etc) on the board. Elicit examples / names for
sentences using contractions. some of the words, e.g., Say the name of a film. Tell sts to

Paircheck. Classcheck with answers on the board. write down one name for each of the words on the board,
as if they were playing categories. When theyre done,
2. Shes a singer. 5. Its a film. read the R box with the whole class and elicit questions
3. Hes an actor. 6. Hes a football player. and answers, e.g., Tom Cruise (Whos Tom Cruise?, Hes
4. Shes an actress. an actor.), Star Wars (Whats Star Wars?, Its a film.),
Madonna / BMW / Will Smith / Skyfall.
D Point to Common Mistakes and read it aloud to the whole In pairs, sts test each other and take turns to ask What /
class. Carry out the drill.
Who questions about their names and to answer with bold
words 1-9, as in the model dialogue. Monitor closely for
Transformation drill
accuracy. At the end, ask some sts to test the whole class.
Say Listen to the model and play 2.4 up to Now you do it,
then pause. Test sts with a few prompts to get them ready.
Say Hillary Clintons a politician and ask sts to repeat after
you. Say Shes a politician and ask for chorus repetition. Workbook p. 92
ID Online Portal
Grammar p. 64

36

649905 _ 0035-0044.indd 36 16/12/15 08:58

 2.2

Whos your favourite singer?

Lesson Aims: Sts learn opinion adjectives and practise them via the context of talking about celebrities and things. They are also
presented with countries and nationality words, and then ask and answer Yes / No verb be questions to guess where famous
objects or people are from.

Function Language
Lesson 2.2

Listening to people talk about famous people and things. I think shes an excellent singer!
Giving and asking for opinions. Whos your favourite actor?
Charlie Sheen. I think hes a fantastic actor.
Agreeing and disagreeing with others opinions. I disagree. I think hes a bad actor.
Doing a quiz about places and countries. I think this cathedral is in Spain.
Asking and answering about which country ones from / Are you Colombian?
nationality one is. Are you from Venezuela?
Vocabulary: Opinion adjectives (fantastic, excellent, brilliant, terrible, etc). Agree / disagree.
Countries and nationalities. Review famous people and things (singer, actress, film, etc).
Grammar: Word order for adjectives + nouns. Review verb be questions and short answers.

Warm-up Review What / Who questions. Tell sts to open their the lesson Song Line on the top of p. 19 and draw their
books to p. 16. attention to adjective + noun order in American Woman.
Model the activity. Point to one of photos (e.g., Thalia) and
show it to the class. Ask: Whos Thalia? (Shes a singer.) Song line:
In pairs, sts ask and answer about famous names on photos merican woman, stay away from me.
A
1-9. Monitor closely for accuracy. At the end, have some sts American woman, mama let me be.
test the whole class.
Song: American Woman
Singer: Lenny Kravitz (USA)
Year: 1999
2 Listening Song originally recorded by Canadian rock band The Guess Who
in 1970.
A Books still open on p. 16. Tell sts theyll listen to
a conversation about three of the photos. Play 2.5.
I think shes an excellent singer!
Paircheck. Classcheck.
I think hes a fantastic actor!
2.5 Notice the connecting sounds. I think its a terrible film!
W Look! Thalias a big success at the airport. Two thousand
people!
C Read question 1 and elicit the answer. Individually,
M Yes! I think shes an excellent singer!
sts match questions 2-4 to the best answers. Paircheck.
W I agree.
Classcheck with answers on the board.
M Shes my favourite singer.
W And whos your favourite actor?
(2) I agree. Shes good!
M Charlie Sheen.
(4) I disagree. I think its excellent!
W Yeah, I think hes a fantastic actor!
M OK, and whats your favourite film? (1) Meryl Streep. I think shes fantastic!
W Er... thats difficult. I dont know... The Amazing Spider-Man (3) The Lord of the Rings.
2, I think.
M NO!!! I think its a terrible film! D Play 2.6 and carry out the drill.

Thalia photo 1 Substitution drill

Charlie Sheen photo 3
The Amazing Spider-Man 2 photo 8
B Drill pronunciation of all adjectives. Use thumbs up /
down and facial expressions to convey meaning. Play 2.5
again and ask sts to circle the three opinion adjectives they
hear (excellent, fantastic, terrible). Paircheck. Classcheck.
Have sts complete the gaps in the speech bubbles.
Read World of English and Common Mistakes with the whole
class. If your institution allows L1 use or reference,
compare word order and singular / plural rules for
adjectives and nouns in both L1 and English. Refer sts to
Say Listen to the model and play 2.6 up to Now you do
it. Pause and test sts with a few prompts, say: Mary is a
brilliant actress. Get chorus and individual repetitions
of the model sentence. Then prompt Horrible,
transforming the sentence yourself: Mary is a terrible
actress. Get sts to repeat it. Prompt Good and have sts say
Mary is a good actress. Say Singer and elicit Mary is a
good singer.
Resume 2.6 and pause when indicated. Elicit the first
sentence from the whole group. Play the sentence to
check. Play the rest of the track and at each pause, pick a
different student for individual repetition / substitution.
37

649905 _ 0035-0044.indd 37 16/12/15 08:58

 2.2
2.6
T = teacher S = student
T Shes an excellent singer. Terrible.
S Shes a terrible singer.
T He.
S Hes a terrible singer.
T Actor.
S Hes a terrible actor.
T Now you do it. Shes an excellent singer. Terrible.
Prompts
he, actor, brilliant, Tom, politician, horrible
E Read number 1 with sts. Sts order sentences 2-4.
Paircheck. Classcheck with answers on the board. At the
end, conduct chorus repetition of all sentences.
2. Whats the name of your favourite song?
3. I think hes a terrible politician.
4. Whos a horrible singer?
F MAKE IT PERSONAL Model the activity with an open
pair, that is, get two sts to act out the dialogue to the
whole class. Refer them and the class to the prompts in the
speech bubbles, e.g., Whos your favourite singer /
actor / actress? or Whats your favourite film / book /
video game?, Meryl Streep. I think shes an excellent
actress. Encourage sts to agree or disagree.
In pairs, sts take turns to ask for and give opinions about
their favourite people and things at the moment. Monitor
closely for accuracy and offer help whenever necessary. At
the end, ask some of the pairs: Are your opinions similar or
different?
3 Vocabulary: Countries and nationalities
A With the aid of photos a-g, pre-teach the following
vocabulary items from 2.7: a palace, a waterfall, a telephone box,
a pyramid, a festival, a cathedral. Point to each of the photos on
p. 19 or use the Digital Book for Teachers and ask: Whats this?
Prompt / Present the new items, saying, e.g., Its a cathedral /
a palace / etc. Have sts repeat the new words after you.
Ask: Wheres this cathedral? Is it in China? (Its in Spain.)
Ask sts to write the letter g next to Spain in the Countries
column. (Nationalities will be dealt with later on in B.) Ask:
What about the telephone box? Where is it? Sts match photos
a-g to the correct countries. Paircheck. Elicit their guesses
and the pronunciation of each country. Do not correct
them at this stage ask them to check answers and notice
pronunciation while listening to 2.7. Play the track once.
Replay it if necessary. Classcheck with answers on the
board. Drill pronunciation of all countries in the table.
2.7 Notice the intonation at the end of each question.
M And this is the photo of a palace in China.
W Its beautiful! And what about this one? Is it in the USA?
M Mmm-hmm. Hollywood. The next one is Angel Falls, in
Venezuela. Fantastic place!
W Wheres this incredible pyramid?
M Its in Mexico, near Mexico City.
38
649905 _ 0035-0044.indd 38
W Wow! And whats this festival?
M Its Carnival in Brazil. Brilliant!
W Oh, I love this telephone box! Is it in the UK?
M Yes, in London.
W What about this enormous cathedral? Is it in Italy?
Lesson 2.3
M No. Its in Barcelona, Spain.
W I love your photos. Theyre excellent!
1. Brazil e 2. China a 3. England (the UK) f
4. Mexico d 5. Spain g 6. the USA b 7. Venezuela c
B Have sts read the Common Mistakes box. Ask: Wheres
she from? (UK.) Write UK and British on the board under
the headings Countries and Nationalities. Write USA
under Countries and elicit the nationality from sts. Point
to World of English and read it to the whole class. Conduct
chorus repetition of all nationalities in the box (Costa
Rican, Peruvian, etc).
In pairs, sts complete the nationalities in A, using
World of English as a reference. Play 2.8 to check answers.
Classcheck with answers on the board. Replay 2.8 and get
sts to repeat after each word.
2.8
M One. Brazilian. B-R-A-Z-I-L-I-A-N.
M Two. Chinese. C-H-I-N-E-S-E.
W Three. English. E-N-G-L-I-S-H. British. B-R-I-T-I-S-H.
W Four. Mexican. M-E-X-I-C-A-N.
M Five. Spanish. S-P-A-N-I-S-H.
W Six. American. A-M-E-R-I-C-A-N.
M Seven. Venezuelan. V-E-N-E-Z-U-E-L-A-N.
1. Brazilian 4. Mexican 5. Spanish 6. American
7. Venezuelan
C MAKE IT PERSONAL Sts play Guess Who or What! Model
the activity. Pick a celebrity name, e.g., Thalia, and keep it
secret. Say: Im not (your name) anymore. Ive got a new identity. p
Im a famous person. Point to the model question in the speech
bubbles and get sts to ask you Are you Colombian?. Point
to the nationalities in A and B and elicit more Are you (+
nationality)? or Are you from (+ country)? questions until sts
guess you are Mexican. Pretend / Gesture you are singing or
acting. Elicit the questions Are you a singer / actor / actress?.
Then, when theyve discovered you are a singer, get sts to ask
you Are you Selena Gomez?, Are you Thalia?. Ensure they ask
you verb be Yes / No questions throughout the activity.
Sts choose a famous person or object and complete their
new badge. Tell them not to show their badges to their
partners. In pairs, sts take turns to ask and answer Are
you (+ nationality)? or Are you from (+ country)? to guess
who or what their partners are. Monitor closely and offer
help if necessary. Round off by asking the class to ask
questions to a few sts and guess their identities.
Workbook p. 93
ID Online Portal
Grammar p. 64
16/12/15 08:58
 2.3

Is ceviche Mexican?
Lesson Aims: Sts are exposed to the verb be and short answers for persons he, she, it, and practise with a guessing
game. Sts also learn numbers 13-20 in the context of flat numbers, measurements, money and TV channels.

Function Language
Lesson 2.3

Listening to people talk about magazine photos. Oh, whats her name?
Shes from Mexico, I think.
Asking and answering about famous people and places. Is she Brazilian?, Yes, she is.
Is she a singer?, No, she isnt.
Saying and listening to numbers 13-20 in various contexts. Channel 17; 20 pounds; 13 litres.
Vocabulary: Numbers 13-20. Flat, litres, (TV) channel, kilos, pounds, miles per hour (mph), happy birthday. Review countries,
nationalities and opinion adjectives.
Grammar: Verb be third-person singular.

Warm-up Review giving opinions / opinion adjectives and B Read Common Mistakes to sts. Help them complete the
he / she / it + verb be. Before class, choose some photos of Grammar table with s, is or isnt. Drill pronunciation of all
famous people and things and either have them printed out sentences in the table.
or displayed digitally on the IWB. Show the first photo, e.g.,
Robert Downey Jr, and say: I think hes an excellent actor. Tip For extra practice, ask sts to go to Grammar on p. 65.
What about you? Encourage sts to agree or disagree with you,
e.g., I agree. Hes a brilliant actor.
In pairs, sts give opinions about the selected photos.
Hes American. He isnt from the UK.
Encourage them to agree / disagree with their partners.
Monitor closely for accuracy. Ask sts to refer to opinion Shes from Argentina. She isnt Cuban.
adjectives on p. 18, activity 2B. Its Mexican. It isnt from Brazil.
Short Answers
he he he
4 Grammar: Verb be third-person singular Is she from the USA? Yes, she is. No, she
s not.
isnt.
A Books open. Point to the magazine page and ask sts: it it it
Whats this? Is it a newspaper? Teach / Drill the word
magazine. Elicit what sts can see in the photos, point to
C Play 2.10 and carry out the drill.
one at a time and ask: What / Whos this? Wheres she /
he / it from?
Transformation drill
Ask sts to cover the dialogue. Tell them theyre going to
Say Listen to the model and play 2.10 up to Now you do
listen to Ela and Ben talk about the magazine. Ask: Which
it, then pause. Before continuing with the the drills on
photos do they mention? Play 2.9. Paircheck. Replay the
the track, test the whole group and some sts individually
track. Classcheck.
with your own voice. Suggested prompts: Hes Brazilian.
Sts uncover the dialogue. Replay 2.9 for sts to listen and Question. / Its from Japan. Question. / Shes Argentinian.
complete the gaps. Paircheck. Classcheck with answers Negative. / He isnt American. Positive.
on the board.
Classcheck. Play the rest of 2.10 and at each pause, pick
a different student to say / transform the model with the
2.9 Notice interjections Oh!, What?, Hey, Wow! and their prompt given.
intonation.
E = Ela B = Ben
E Look. 2.10
B Hmmm! Nice! T = teacher S = student
E Whats her name? Oh, I dont remember. Shes a fantastic T Hes Chilean. Question.
actress. S Is he Chilean?
B Yes, and beautiful! Shes from Mexico, I think. T Negative.
E No, she isnt! Shes American. Oh, whats her name?! S He isnt Chilean.
B Sorry, I dont remember. Hey, and whats this? T Now you do it. Hes Chilean. Question.
E Its the berimbau, a musical instrument. Prompts
B Wow! Is it Chinese? Its from China.
E No, it isnt! Its from Brazil. Shes Venezuelan.
Hes Mexican.
Mexico American Chinese Brazil Its American.
39

649905 _ 0035-0044.indd 39 16/12/15 08:58

 2.3
D Tell sts to use the photos on p. 16, 18, 19, 20 and 25 to bhdfegca
test their partners. Have two sts read the model dialogue
in the speech bubbles. In new pairs, sts take turns to ask
and answer about famous people and things in unit 2.
B Drill pronunciation of all words. Point to the photos in
A and ask: Which photo is about happy birthday? (Photo c.).
Monitor closely for verb be third-person singular. At the
Sts match other words to photos a-h in A. Paircheck. Play

Lesson 2.4
end, ask a couple of sts to test the whole class on a photo of
2.12 to check answers. Classcheck with answers on the
their choice.
board.

E MAKE IT PERSONAL In groups of three or four, sts play

2.12
10 Questions. Use the model in the speech bubbles to
A Twenty pounds, please.
model the activity. Have a beautiful actress or actor in
B Thirteen litres!
mind and read the first line in the dialogue, I think he /
shes beautiful! Get sts to ask you the next line, Is he / she C Youre nineteen! Happy birthday!
Brazilian?. Carry on until sts guess your mystery actor or D Fifteen miles per hour.
actress. Explain sts can ask up to ten questions. Elicit Is he E Only here: on channel seventeen.
/ she...? questions if necessary, with the prompts singer / F Sixteen kilometres is ten miles.
actor / Colombian / British / American / etc. G Eighteen kilos. Wow!
H And this is flat fourteen.
Within their groups, each student chooses a famous
place, person or thing. Other group members ask up to ten
questions and try to guess who / what the mystery thing (h) flat
is. Walk around the classroom and keep a record of sts
(e) channel
mistakes for delayed correction. At the end, ask which place
(a) pounds
/ person / thing was the most difficult to guess in each group
and provide sts with feedback on their language production. (c) happy birthday
(g) kilos
(b) litres
5 Vocabulary: Numbers 13-20
(d) miles per hour
A Books closed. Review numbers 1-12. Use the board (f) kilometres
or show numbers with your hands and elicit their
pronunciation. If time allows, ask How do you spell
eight / eleven / twelve? and write the words for these
C Ask sts to cover the words in A and B. Point to photo h
in A and ask sts: Do you remember the phrase? (Flat 14.). In
numbers only.
pairs, sts take turns to say the numbers and phrases for
Continue the sequence on the board and present numbers each photo. Monitor closely for pronunciation. Correct on
13-20. Do not write the words. Drill pronunciation of all the spot. At the end, ask the class: Which phrase was the
items before sts look at written forms in the book. most difficult to remember?
Get sts to look at the lesson Song Line at the top of p. 21.
Check if sts know the song / can sing it, and draw their D MAKE IT PERSONAL Ask a student to stand up, facing

attention to the line Im eighteen.
Song line:
I m eighteen and I dont know what I want.
Eighteen. I just dont know what I want.
Song: Im Eighteen
Singer: Alice Cooper (USA)
Year: 1971
Books open. Point to photos a-h and get sts to match them
to the words. Paircheck. Play 2.11 twice to check answers.
Classcheck with answers on the board.
Read World of English with the whole class.
the board with his back to the class. With your finger,
write, e.g., 3 on his back. Make it visible to the rest of the
class, but ask only him / her: Whats the number? Try again
if he / she cant guess it.
In pairs, sts do the same. Tell them to write numbers
between 1 and 20 only. Walk around the classroom and
keep a record of any pronunciation mistakes sts might
make. After three minutes, ask sts to swap partners and
play the game again, or round off the activity by asking
sts which numbers are easy / difficult to guess. Drill
pronunciation of numbers sts mispronounced while
playing the game.

2.11 Workbook p. 94
thirteen fifteen seventeen nineteen ID Online Portal
fourteen sixteen eighteen twenty Grammar p. 64

40

649905 _ 0035-0044.indd 40 16/12/15 08:58

 2.4

How old are you?

Lesson Aims: Sts learn and practise numbers 20-100+ and How old verb be questions via the context of guessing / saying
how old people and objects are.

Function Language
Lesson 2.4

Saying numbers 20-100+. I think shes 54 years old.

Asking and answering about how old people and things are. How old are you? How old is she?
Hes about 34 years old.
Guessing about a classmate. I think hes about 23 years old.
Is he Louis?
Vocabulary: Numbers 20-100+. Age, years old, about.
Grammar: Verb be and short answers.

Warm-up Review the alphabet. Tell the sts they are going 2.14 Notice th // or //.
to play a spelling game in pairs. Ask each student to choose A W This cars twenty-three years old and its horrible!
five words from units 1 and 2 to test their partner. Each word M How old? Twenty-three? Wow, thats old. Really old!
spelled correctly is worth one point. In pairs, sts ask and
B W2 How old are you, guys?
answer How do you spell?. At the end, ask: Which word
M2 Were thirty-eight and were single.
was difficult / easy for you?
C W3 How old is she?
M3 Shes forty-nine!
D M4 Theyre antiques, arent they? How old are they?
6 Vocabulary: Numbers 20-100+ M5 Theyre about ninety-five years old. And so beautiful!
A Books closed. Write 20 on the board and ask: Whats
this in English? How do you spell it? Write twenty as sts spell a. 23 b. 38 c. 49 d. 95
it for you. Write / Teach 30 (thirty) and underline the suffix
ty in both words.
C Read Common Mistakes to sts, play 2.15 and carry out
Books open. Have sts complete the table with numbers 30- the drill.
90. Point to the underlined suffixes on the board and elicit
the words for 40-90. Sts complete words for 30-90 with ty.
Game drill
Play 2.13 to check answers. Ask sts to complete 101. Drill
pronunciation of all numbers. Write on the board 15 + 2 = 17 and elicit the sum from
sts. Say Listen and play 2.15 up to Now you do it,
2.13 then pause. Say: Now listen and answer. Play the first
Twenty dogs. addition in 2.15 and pause. Elicit the correct answer
from the whole group and resume 2.15 to check.
Thirty apples.
Make it sound like a game and set a time limit, e.g., five
Forty pens.
seconds to come up with the final sum.
Fifty cats.
Sixty bananas. Play the rest of 2.15 and, at each pause, pick a different
Seventy rubbers. student to say the correct result. Ask for chorus
repetition now and then, e.g., after a student gets a
Eighty tablets.
number right, the whole class repeats it after him / her.
Ninety cars.
One hundred notebooks.
One hundred and one flash drives. 2.15
T = teacher S = student
20 twenty dogs 70 seventy rubbers T 12 + 3.
30 thirty apples 80 eighty tablets S Fifteen.
40 forty pens 90 ninety cars T 24 + 10.
S Thirty-four.
50 fifty cats 100 one hundred notebooks
T Now you do it. 12 + 3.
60 sixty bananas 101 one hundred and one flash drives
Prompts
21 + 6 (27), 33 + 11 (44), 54 + 2 (56), 9 + 9 (18),
B Show sts a very old object (or a photo of it) and say: This 85 + 3 (88), 98 + 3 (101), 13 + 6 (19), 55 + 22 (77)
(e.g.) pen is very old Its 100 years old! Point to the photo of
the car and ask: How old is it? Listen and circle. Play 2.14
and pause after Really old!. Paircheck and classcheck. D MAKE IT PERSONAL Play 2.16 for sts to listen and
Play the rest of the recording. Paircheck. Replay the track if read World of English . Ask the whole class: What year is it?
necessary. Classcheck with answers on the board. (Current year.)
41

649905 _ 0035-0044.indd 41 16/12/15 08:58

 2.4
Ask sts to stand up and, in order to form an age line, mingle Short Answers
and ask How old are you?. Indicate the line starting point
Are you over 18? Yes, I am. No, Im not.
in the classroom for the youngest person in the group and
an ending point for the eldest one. When theyve finished, Are we all teenagers? Yes, we are. No, were not or
briefly have each student tell you and the whole group how Are they 100 years Yes, you are. arent.
old he / she is to check line order. old? No, youre not or

Lesson 2.5
Yes, they are.
arent.

7 Grammar: Verb be No, theyre not or

arent.
A Read the R box with sts. Point to questions 1-5 and
get sts to match them to pictures a-e. Play 2.17 to check C Play 2.18 and carry out the drill.
answers. Paircheck. Classcheck with answers on the board.
Drill pronunciation of all questions. Transformation drill

Say Listen to the model and play 2.18 up to Now you do

2.17
it, then pause. Say 18. Im 18. Repeat and elicit repetition
Conversation A W1 How old is she?
from sts. Then say She. Shes 18. Repeat and elicit
W2 I dont know... twenty-two?
repetition from sts.
Conversation B M1 How old are you?
W3/W4 Were eighteen. Play the rest of 2.18 and at each pause, pick a different
Conversation C M2 How old is it? student to transform the sentence and sometimes have
M3 About fifty years old. the whole class do it. Correct on the spot.
Conversation D M4 How old are they?
W5 I think theyre one hundred years old!
2.18
Conversation E W6 How old is he?
T = teacher S = student
W7 Eight.
T 22.
S Im 22.
1. b 2. e 3. a 4. c 5. d T He.
S Hes 22.
B Focus on the Song Line at the top of p. 23. Check if sts T Question.
know the band / song and draw their attention to verb be S Is he 22?
forms in Im, youre and were. Elicit other (positive) T Negative.
forms of verb be for he, she, it and they. S He isnt 22.
T Now you do it. 22.
Song line:
aybe Im crazy. Maybe youre crazy.
M Prompts
Maybe were crazy. Probably. He, Question, Negative, Affirmative, We, 35, Negative, It,
Song: Crazy Question, Affirmative, 49, She, Negative
Band: Gnarls Barkley (USA)
Year: 2006
D MAKE IT PERSONAL Tell sts to complete the form
about a classmate. Ask them not to say who the person
Sts complete the Grammar table. Paircheck. Classcheck with
is. Read the model text in the speech bubbles and tell
answers on the board and drill pronunciation of all sentences.
sts to guess information they dont know. Sts take
Tip For further practice, ask sts to go to Grammar on p. 65. turns to tell the class about their classmate. Encourage
the class to ask Is he / she (name)? to guess who the
person is.

Im 17. Im not 18 years old.

Youre 21 years old. You arent 30.
Workbook p. 95
Were 18. We arent 25 years old. ID Online Portal
Theyre 100 years old. They arent 80. Grammar p. 64

42

649905 _ 0035-0044.indd 42 16/12/15 08:58

 2.5

Is English a global language? / How old is Rihanna?

Lesson Aims: Sts continue to practise verb be for persons he, she, it by means of asking and answering about celebrities
personal info, as well as sharing opinions of them.

Function Language
Lesson 2.5

Reading a text about English as a global language. Its the international language of this planet.
Listening to people talk about celebrities. Whos he?, Ive got no idea.
Asking and answering about other people. How old is she? Wheres she from?
Sharing information about famous people. How old is Ricky Martin?
Vocabulary: Cognates (official, government, communicate, scientists, artists, curriculum, etc). Chunks Youre right, I dont
know, No idea, Im not sure.
Grammar: Review verb be questions in third-person singular.

Warm-up Tell the class youre thinking of a number. Write 20-50 M Are you sure?
on the board and say: My secret number is between 20 and 50. W Hmmm. No. Hmmm. Hes American!
Write it on a piece of paper but dont let the class see it. Sts try M How old is he?
to guess the secret number. Ask each student to write down one W Hes about 57.
guess only, between 20-50. Sts say their guesses. The student M Is he married?
whose guess is closest to your number is the winner. If theres
W No, hes divorced.
time, play the game again with a number between 50-100.
M Er, who are the two girls?
W Theyre Ami and Yumi, of the Puffy band.
M Ami and Yumi? Where are they from?
Skills: Reading for general comprehension W Theyre from Japan, of course!
A Books open. Point to the text and ask: Whats the text M How old are they?
about? (English.) Read titles 1-3 and ask: Whats the correct W I dont know. No idea!
title for the text? Sts read and choose the best option. M Are they married?
Paircheck. Classcheck. W Yes Ummm. I think they are yes.
M And whos she?
2. a global language W Im not sure, but shes, er, familiar
M Hmmm, wait. I know! Shes a tennis player!
B Play 2.19 for sts to listen and re-read the text in A. W Youre right! Shes Maria Sharapova.
Ask sts to underline words they dont understand. In pairs, M Sharapova? Wheres she from? Russia?
sts guess the meaning of new words. Classcheck. Elicit W Yes, shes Russian. And shes about 28! And shes married,
pronunciation of the words with pink letters. I think! OK?
M OK!
2.19
English is an essential language in the modern world. In
(3) Who are the two girls?
over 100 countries it is part of the school curriculum, and
the most important international language for government, (6) Whos she?
education, business, media and art. Chinese politicians use (4) Where are they from?
English to communicate with American politicians, Brazilian (2) How old is he?
artists with Nigerian artists, Russian scientists with Japanese
(1) Wheres he from?
scientists. Globally, over two billion people speak or study
English. Its the international language of this planet. (5) How old are they?
(7) Wheres she from?

C Point to the photos in D and tell sts theyre going to

hear two friends talk about the famous people in them. D Sts listen to 2.20 again to complete profiles 1-3.
Have sts briefly read the questions and ask them to Paircheck. Classcheck with answers on the board. At the
number the ones they hear, 1-7. Play 2.20. Paircheck. end, ask sts: Are they famous in (your country)?
Replay the track if necessary. Classcheck.
1. American, 57, divorced.
2.20 2. Japanese, no idea, (I think) married.
W Look. This is Viggo Mortensen, the actor. 3. Russian, about 28, married.
M Wheres he from?
W Hes from Denmark. E Play 2.21 and carry out the drill.
43

649905 _ 0035-0044.indd 43 16/12/15 08:58

 2.5

Substitution drill 2.22

1 M Wheres he from?
Say Listen to the model and play 2.21 up to Now you do
W Hes from Denmark.
it, then pause. Test sts with a few prompts to get them
ready. Say How old. They and say: How old are they? Say 2 M Are you sure?
it again and get one more repetition from them. Say Im W Hmm. No. Hmm. Hes American!
(your name). Question and have sts ask you Whats your 3 M How old is he?
name?. Say Im from Lima. Question and get a student to W Im not sure.
ask you Where are you from?. 4 M Is he married?
W No, hes divorced.
Resume 2.21 and at each pause, pick a different student
5 M How old are they?
to ask the question.
W I dont know. No idea.
6 M Shes a tennis player.
2.21 W Youre right.
T = teacher S = student
T How old. She. (6) Youre right.
S How old is she? (5) I dont know. No idea.
T Where from. She. (4) No, hes divorced.
S Wheres she from? (1) Hes from Denmark.
T Now you do it. How old. She. (2) Hmm. No. Hmm. Hes American!
(3) Im not sure.
Prompts
How old. He.
Where from. They. B In pairs, sts take turns starting mini-dialogues with
How old. Ana. sentences 1-4 and responding with phrases from A.
Where from. Bob and Paul. Monitor closely for appropriacy. Ask some sts to act out
their dialogues for the whole class.

F MAKE IT PERSONAL Point out the R box to sts,

explaining that Ive is the contraction of I have. In pairs,
sts interview each other to complete the form. Refer sts to
the questions in the speech bubbles. Swap partners. Sts
ask each other about previous partners. Monitor closely
for accuracy. At the end, ask sts to tell the class about the
classmate in their partners form, e.g., His / Her name is,
He / Shes Colombian, He / Shes about years old etc.
C MAKE IT PERSONAL Model the activity. Point to
questions and responses in A and have sts ask you / the
class about, e.g., Laura Pausini. Encourage the use of
phrases I dont know, Ive got no idea, etc.
In groups of three or four, sts ask and share information
about the celebrities. Round off by having each group talk
about a different celebrity to the whole class.

in Action: Sharing information about Workbook p. 96, 117, 118, 119

other people ID Online Portal
A Get sts to read both columns and play 2.22 so they can
Grammar p. 64
ID Caf Video p. 73
match questions 1-6 to the answers. Paircheck. Replay the
Writing Bank p. 77
recording and classcheck with answers on the board.

44

649905 _ 0035-0044.indd 44 16/12/15 08:58

 Review 1
Units 1-2
Grammar and Vocabulary Sts test each other
St A: Brazil.
in pairs. St B closes
A Picture dictionary. Pairwork. Sts test each other and the book, st A looks
St B: (books closed)
review the main vocabulary items learned in units 1 and 2. Brazilian.
at the countries and
nationalities table in 3A. St A: China.
Tip In order to provide sts with as much fluency practice Countries St A says a country, St B: (Books closed)
as possible, expand the activity into the mini-dialogues and st B has to come up with Chinese.
suggested below. nationalities the correct nationality. ...
p. 19 Then swap roles. Books Swap roles
closed for st A. St B says St B: Brazilian.
the nationality, and st A
St A: (books closed)
Picture Mini-dialogues / has to remember the
Procedures Brazil.
dictionary Suggested language country. Monitor closely
...
for pronunciation.
St A: (points and says)
Sts cover the words in One. St A: (points to photo a)
Numbers
2A. In pairs they take St B: (points and says) Sts cover the words in St B: Nineteen. (points
1-12 Numbers
turns to point to and say Two. 5A and take turns to to b)
p. 7 13-20
numbers 1-12. St C: (points and says) point to photos a-h to St A: Fifteen. (points to c)
p. 21
Three. test a partner. St B: Fourteen. (points
St A: (points to read to...)
Give sts a minute to look photo)
Classroom
at phrases 1-6 in 3B. Sts
language
cover the phrases and
St B: Read the text. (points
to look at photo)
B MAKE IT PERSONAL Split the class into six groups.
expressions Assign each group a different verb from the box.
point to photos to test a St A: Look at the photo.
p. 8 Individually, sts write their own lists of possible classroom
partner. (points to listen to
photo) instructions with the group verb. Within their groups,
sts compare lists and score one point for each correct
St A: (points to the photo
sentence. Ask sts to refer to p. 8 when checking answers.
of an eraser) Whats this?
Sts cover the actions in Classcheck and ask: Whos the winner in your group?
Classroom St B: Its an eraser. (points
5A. In pairs they take
objects to the photo of an apple)
p. 10
turns to point to photos
and testing their partner.
Whats this? C Point to question 1 and elicit the correct answer from
St A: Its an apple. (points sts. Sts complete the gaps with the verb be. Ask sts to use
to the photo of...) contractions where possible. Paircheck. Classcheck with
answers on the board.
Sts look at the eye-test
The alphabet chart in 7A and take turns St A: A H J K 8
p. 12 to say a line each. Then St B: B C D E G... 1. s 2. are 3. Are 4. s 5. s 6. Is 7. are 8. Is
swap roles and restart.

St A: (points to photo 3) D Sts complete answers with verb be. Paircheck. Sts
Sts cover p. 17. In pairs Whos he? match questions 1-8 in C to the best responses. Paircheck.
Famous Play R1.1 for sts to check answers. Elicit / Write the
they point to photos 1-9 St B: Hes Charlie Sheen.
people and
and ask each other Whos (points to photo 1) answer key sequence numbers on the board.
things
she / he? and Whats Whos she?
p. 16 R1.1
this? questions. St A: Shes Thalia. (points
to photo 8) Whats this? 1
M Whats your name?
W My names Carmen.
Sts test each other in 2
pairs and take turns to W How old are you?
say opinion adjectives in St A: Fantastic. M Im 23 years old.
Opinion
descending order. Then St B: Excellent. 3
adjectives
swap roles (st B St A: Brilliant.
p. 18 W Are you married?
starts this time) and St B: Good.
M Yes, I am.
repeat activity in
ascending order. 4
M Whats your phone number?
W Its 41-8777-4883.

45

649905 _ 0045-0048.indd 45 16/12/15 08:31

 R1
5 I Point to Common Mistakes and say that there are two
W Whos Vladimir Putin?
M Hes the president of Russia.
6 now their turn to correct the sentences. Call sts attention
M Is Robert Pattinson from London?
W Yes, he is.
7
M Where are the Rolling Stones from?
W Theyre British. From London, I think.
8
W Is this a pen or a pencil?
M Its a mechanical pencil!
Yes, he is. 6
Yes, I am. 3
Hes the president of Russia. 5
Its a mechanical pencil! 8
Theyre British. From London, I think. 7
Im 23 years old. 2
My names Carmen. 1
Its 41-8777-4883. 4
E MAKE IT PERSONAL In pairs, sts ask and answer
questions 1-4 in C. Classcheck by asking sts about their
partners, e.g. Whats his name? How old is he? Point to
question 5 and demonstrate how to adapt it with local
examples. Ask: Whos (name of a local president / actor /
singer)? Explain that sts have to change questions 5-8 and
test each other in pairs. Monitor closely for accuracy. Have
some sts ask their questions to the whole class.
F Test the whole class. Point to each flag and ask: Which
country is this? Model the activity. Spell China and ask
the class to come up with the nationality, not the country.
Do it once again with Spain. In pairs, sts test each other
on countries and nationalities. Refer them to the model
dialogue in speech bubbles. Monitor closely for accuracy.
G Model the activity. Write 4 + 7 + 18 on the board. Say
Four plus seven plus eighteen and elicit the result from the
whole class. Ask sts to write four addition sums onto a
piece of paper. Explain that they should use numbers 1-20.
Swap partners. In pairs, sts test each other. Ensure sts do
not show their notes to each other but actually say their
addition sums, using the word plus. Monitor closely for
accuracy and, at the end, have some sts test the whole class.
H Ask sts to go to pp. 10-11. Model the activity. Mime
one of the objects on the pages and have sts guess it, e.g.
pretend youre driving a car or using a computer mouse. In
pairs, sts take turns to mime objects on the pages for their
partner to guess.
Tip Fast-finishers can carry on testing each other by asking
How do you spell? about some of the objects theyve Eva is also a model and a businesswoman. And shes a
guessed.
46
649905 _ 0045-0048.indd 46
mistakes in number 1. Copy the sentence onto the board
and elicit the corrections from the whole class. Tell sts its
to the number of mistakes in brackets. In pairs, sts correct
sentences 2-10. Whenever sts are uncertain, encourage
them to flick back through pp. 6-25 and check their
answers in units 1 and 2. Classcheck with answers on the
board.
1. Please look at the text and listen to the dialogue.
2. Im from Brazil. Where are you from?
3. Hello, good evening! Good to see you!
4. Madonnas a singer.
5. Whos this? Shes a British actress.
6. This is a car.
7. Whats this? Its my new tablet.
8. Are you a doctor?
9. Shes a fantastic singer!
10. Im 35 years old.
Skills Practice
A Books closed. Play track 1.21. Then, sts go to p. 14
to read the text in ID Skills A and check how much they
understood. Ask sts to rate their listening comprehension
from 0 to 100%.
Books closed. Play 2.1. Then, sts go to p. 17 to read the
headlines in 1A and check how much they understood. Ask
sts to rate their listening comprehension from 0 to 100%.
Books closed. Play 2.19. Then, sts go to p. 24 to read the text
in ID Skills A and check how much they understood. Ask sts
to rate their listening comprehension from 0 to 100%.
At the end, ask the whole class: Do you think youre making
progress with listening?
B Point to the photo and ask the class: Whats the text
about? Allow sts to briefly skim through the text. Ask: Do
you know Eva Longoria? Wheres she from? Ask sts to read
and complete the gaps. Play R1.2. Paircheck. Classcheck
with answers on the board.
First name: Eva
Middle name: Jacqueline
Surname: Longoria
Year of birth: 1975
Short Bio: Eva Longoria is a Mexican-American actress.
Shes from Texas, USA, but her family is from Mexico.
Eva is a very beautiful woman, and shes in a number of
films. But shes internationally famous for her part in the
ABC television series Desperate Housewives as Gabrielle
Solis. In the series, Gabrielle is married, then divorced, then
married again. But Eva is divorced now.
philanthropist too.
16/12/15 08:31
 R1
C Ask question 1 to the whole class. Classcheck. Sts G Ask sts to swap into different groups. In new groups
decide whether sentences a-e are true (T) or false (F). of three, sts act out the situation described, using the
Paircheck. Classcheck with answers on the board. dialogue in F as a reference. Explain that they will use
their real names and pretend they dont know one of the
a. T b. T c. T d. F e. T group members. If necessary, demonstrate by role-playing
a dialogue with two sts. Swap partners again to form new
groups. Sts act out the dialogue once more. Monitor closely
D MAKE IT PERSONAL Elicit / Drill pronunciation of all for accuracy and intonation. At the end, get a trio to act out
four words in the box. Ask the whole class What do you their conversation to the whole class.
think of / Whats your opinion about the BMW? and point to
example sentence 1. Refer sts to p. 18 in order to review
opinion adjectives. Prompt other opinion adjectives and
H Tell sts theyll listen to an interview with a student.
Point to column A and explain that they need to complete
elicit / drill possible answers, e.g, say excellent, and sts say
it with the information they hear. Play R1.4. Paircheck.
I think its an excellent car; you say good, they say I think
Replay R1.4 if necessary. Classcheck with answers on the
its a good car.
board.
Point to number 2 (Katy Perry) and elicit a couple of
opinions from sts. Then they write their opinions about R1.4
people and things 2-4. Monitor closely for accuracy. R = receptionist P = Pablo
Paircheck. Ensure sts speak to each other and do not R Next!
simply read their partners sentences. Classcheck by P Good morning.
listening to some sts opinions. R Hello. Whats your name, please?
P Im Pablo Capello.
E Books closed. Model the activity. Give clues about a R Please spell your last name.
famous person, read from the model about Johnny Depp P OK. Its C-A-P-E-L-L-O.
or talk about any other celebrity you know well for sts to R Where are you from, Mr Capello?
guess his / her name. P Im Chilean, from Valparaso.
R Are you married?
Books open. Have sts read the model dialogue. Tell them
to select a celebrity from unit 2 and write three sentences P Yes, I am.
about him / her. In pairs, sts tell each other about their R How old are you, Mr Capello?
celebrity. Encourage sts to come up with more information P Im 36.
if their partners cant guess who theyre talking about. R And whats your phone number, please?
Monitor closely for accuracy and offer help when necessary. P 312-8977-0346.
Classcheck by having a few sts test the whole class. R And your email address?
P Its pabcap@qhy.net.
F Elicit pronunciation of all the words in the box. R Thank you.
Sts complete the conversation with the words given.
Paircheck. Play R1.3 for sts to check answers. Classcheck
Column A
with answers on the board.
First name: Pablo
Tip In groups of three, sts role-play the conversation. Monitor Surname: Capello
closely for intonation. At the end, ask one group to act out Nationality: Chilean
their dialogue to the whole class. Marital status: married
Age: 36
Phone number: 312-8977-0346
Eddy Good evening, Paul. Good to see you. Email: pabcap@qhy.net
Paul Hello, Eddy. How are you?
Eddy Im fine, thanks. Paul, this is my friend Alessandra. I Pair up sts with classmates they dont usually sit next
Paul Nice to meet you, Alessandra. to. Elicit questions sts will need in order to interview a
Sandra Nice to meet you too. Please, call me Sandra. classmate. In pairs, sts ask questions to complete column B
about their partners. Classcheck.
Paul Where are you from, Sandra? Italy?
Eddy Yes, youre right. Shes Italian.
Paul Are you from Rome?
J Question Time.
Sandra No, Im from Siena. 1 Tell sts theyre going to hear 12 questions. Ask them to
write their own answers briefly into their notebooks / on a
Paul Wow! Sienas a beautiful city!
sheet of paper. Explain they are not supposed to write the
Sandra Yes, I agree! question, but answers only. Play R1.5. If necessary, pause

47

649905 _ 0045-0048.indd 47 16/12/15 08:31

 R1
after each question but not for long ensure sts only jot
R1.5
down very brief notes, e.g. yes, no, etc.
Whats your name?
2 Sts look at the Language Map on pp. 2-3 and take Where are you from?
turns to ask and answer the lesson question titles from
Whats this in English?
units 1 and 2. Monitor closely for accuracy and encourage
Whats your phone number?
sts to ask follow-up questions when suitable. At the end,
ask them how they felt performing the task: Do you feel
Whats your email address?
comfortable with all questions? Which ones are easy? Which Whats your surname?
ones are difficult? Whos Natalie Portman?
Whos your favourite singer?
Is ceviche Mexican?
How old are you?
Is English a global language?
How old is Rihanna?

48

649905 _ 0045-0048.indd 48 16/12/15 08:31

 3
Unit overview: The main topics of unit 3 are jobs, family words, places of work, and the present simple
and for persons I, you, they, he and she.

What do you do?

Lesson Aims: Sts are first exposed to present simple via the chunks What do you do? and I want to be to talk about
occupations. They also listen and talk about TV-series characters jobs.

Function Language
Lesson 3.1

Listening to a radio commercial. Dont miss FABULOUS FAMILIES tonight!

Listening to a TV programme and noticing participants jobs. My names Tessa. Im a hairdresser.
Asking and answering about jobs. What do you do?, Im an engineer.
Talking about TV-series characters and their jobs. Ross Gellers a university professor.
Vocabulary: TV series, characters. Jobs (cognates: bank cashier, doctor, engineer, police officer, university professor;
non-cognates: lawyer, waiter, hairdresser, shop assistant, IT professional). What do you do? is introduced and practised as a
chunk / usual question for occupations. Sts are also exposed to What does he / she do? as a chunk.
Grammar: Review indefinite articles a / an and chunks Youre right / wrong, I dont know, and Im not sure.

Warm-up To set the context of famous TV-series characters and
their jobs, start off the class with an informal chat about the
topic. Ask sts: Do you like TV series? Whats your favourite?
Elicit some programmes from sts and write them on the board,
e.g., Doctor Who, Downton Abbey, Sherlock, Mad Men. If
technology is available, show photos of episodes / characters
and ask the group: Whos your favourite TV character? What
does he / she do? / Whats his / her job? Use this opportunity to
pre-teach some jobs sts will see in the lesson.
Focus on photos 1-5. Point to the waiter and ask: What
does he do? Prompt the answer and have sts repeat after
you, Hes a waiter. Repeat procedures with the rest of the
photos. Then, get sts to quickly match jobs f-j to photos 1-5.
Paircheck. Classcheck with answers on the board.
f. 3 g. 2 h. 4 i. 5 j. 1
Drill pronunciation of all jobs. Read World of English with
sts. Drill questions and answers in the box.

Cultural note North Americans often use the word college

1 Vocabulary: Jobs interchangeably with university. In the UK, college is a
separate type of educational institution, where you can
A Books open. Read the lesson Song Line on p. 29 with sts. receive vocational training and / or prepare for university.
Elicit the name of the song / band and focus on get a job.

Song line:
B Read Common Mistakes and World of English with the
hy dont you get a job?
W whole class. Sts complete the gaps in A with a / an.
Say no way, say no way, no way. Paircheck. Classcheck with answers on the board.
Song: Why dont you get a job?
Band: The Offspring (USA) a. a b. a c. an d. a e. a f. a g. a h. a i. a j. an
Year: 1998

Point to the first column of words. Ask: How do you
pronounce jobs a-e? Have sts guess pronunciation of
cognates a-e in pairs and ensure they notice the pink
letters. Elicit guesses but dont correct them just yet. Tell
sts theyll hear a radio commercial about a TV programme
and ask them to notice / check pronunciation of a-e. Play
3.1. Replay for chorus repetition of each item.
3.1
M = man
M Dont miss FABULOUS FAMILIES! Tonight, the topics
are TV-series characters and their jobs. What does your
favourite TV character do? Is he or she a bank cashier, a
doctor, an engineer, a police officer, a university professor?
Tonight at eight oclock on KYZ TV.
C Point to the picture and ask: How many people (are there)
in team A? What are their names? And how many participants
in team B? Names? What do they do? Tell sts theyll listen
to the TV programme and match jobs a-j in A to each of
the participants. Play 3.2 twice. Paircheck. Replay 3.2 if
necessary. Classcheck with answers on the board.
3.2 Notice the rhyming sounds.
M = man W = woman
M Good evening and welcome to FABULOUS FAMILIES.
I am Louie Green. And these are tonights FABULOUS
FAMILIES. Hello, everyone, how are you tonight?
All Good evening. / Hi. / Great. / Fine.
M Heres team A, The Smiths. Can we have your names,
guys? Who are you, and what do you do?
49

649905 _ 0049-0060.indd 49 16/12/15 08:35

 3.1
W1 My names Tessa. Im a hairdresser.
M Hah! Tessa, the hairdresser!
M2 Im Paul and Im a shop assistant. And this is my wife,
Gloria.
W2 Yes, thats right! And Im a lawyer.
M What? Gloria, the lawyer?
M3 Hello, everybody. Im Fred. Im a waiter.
M Thank you! What about FABULOUS FAMILY team B,
The Andersons? Who are you? What do you do?
W3 Im Maria. Im an engineer.
M Maria, the engineer!
W3 And this is my husband
M4 Thank you, Maria, dear. My names Roger, and Im a
police officer.
W4 Im a bank cashier. My names Sophia.
M No way! Sophia, the cashier too?
M5 Im James, and Im very happy to be here.
M Great, James! And what do you do?
M5 Oh, sorry! Im an IT professional.
M Thank you all! And now lets start our quiz with the first
question
Tessa (h) Maria (c) Paul (i) Roger (d) Gloria (f)
Sophia (a) Fred (g) James (j)
Doctor and university professor are not mentioned.
D Play 3.3 and pause after each job. Get sts to repeat full
sentences.
3.3
1 Ladies and gentlemen of the jury. This is impossible.
(Shes a lawyer. )
2 OK, guys. This is great. Good job! (Hes an engineer.)
3 One hundred, two hundred, three hundred and fifty-five.
Thank you. Have a nice day! (Shes a bank cashier.)
4 OK. One coffee, one tea and a Coke with lemon.
(Hes a waiter.)
5 W OK, say Ah!
M Aaaagh.
W Thanks. Oh, dont worry, youre OK. (Shes a doctor.)
6 Mmm-hmm, ooh, no, ooooh! There! Beautiful! (Hes a
hairdresser.)
7 W1 Er, this shirt? Its 100. Its beautiful, isnt it?
W2 Have you got it in black? (Shes a shop assistant.)
8 OK, OK. Good morning, everybody. Todays topic is the
history of feminism. (Shes a university professor.)
9 Yes, yes, yes! It works. This new program works! Im
rich! (Hes an IT professional.)
10 Stop! Stop! Stop that man! Stop! Got you. You horrible man!
(Shes a police officer.)
1. Shes a lawyer. 2. Hes an engineer.
3. Shes a bank cashier. 4. Hes a waiter.
5. Shes a doctor. 6. Hes a hairdresser.
7. Shes a sales assistant. 8. Shes a university professor.
9. Hes an IT professional. 10. Shes a police officer.
E Point to Tessa in C and say: Tessas a hairdresser. Point to
Paul and elicit the full sentence, Pauls a sales assistant. In
50
649905 _ 0049-0060.indd 50
pairs, sts take turns saying what each participant in C does.
Classcheck by having different sts say a sentence each.
F MAKE IT PERSONAL 1 Write on the board Im a teacher
and ask a student: What about you? What do you do? Ask
sts to complete the sentence about themselves. Remind
them to use a / an and offer help to sts whose jobs arent in
the lesson. Walk around to monitor spelling.
2 In pairs, sts ask and answer about their own occupations.
Refer the class to the model dialogue in speech bubbles. Swap
partners and repeat the activity. Monitor closely for accuracy.
At the end, ask sts about their partners: What does he / she do?
Then, read the R box with the whole class.
2 Listening
A Point to photos a-d and check if sts know the
programmes / characters. Elicit what sts know, e.g., ask:
What does Sheldon Cooper do? Point to options 1-4. Play 3.4
for sts to listen and match the characters and their jobs.
Tell sts that only two photos are mentioned. Paircheck.
Replay 3.4 if necessary. Classcheck.
3.4 Notice the intonations of surprise and encouragement.
M OK, the next topic is television. Heres question one.
Ready? In the famous NBC sitcom, Friends do you
remember Friends? In Friends, whats David Schwimmers
occupation? Is he: a) a university professor, b) an actor or
c) a lawyer? Yes! Paul?
M2 Hes a university professor.
M Thats absolutely correct! David Schwimmer plays Ross
Geller, a university professor at New York University.
Question two is about the Fox series House. Ready?
Whats the occupation of actors Lisa Edelstein and Jesse
Spencer on House? Are they: a) IT professionals,
b) doctors or c) engineers? Yes! Fred?
M5 C! Theyre engineers!
M No, they arent! Yes, Maria?
W3 Theyre doctors, obviously!
M Yes, they are, Maria! The characters are doctors Dr Lisa
Cuddy and Dr Robert Chase. The next question is about
b. a university professor d. doctors
B Play 3.5 and carry out the drill.
Transformation drill
Play the model in 3.5 and pause. Say Messi football
player and get sts to say Hes a football player. Say Juliana
teacher and elicit from the whole class, Shes a teacher.
Play the rest of 3.5 for drills. Pick one student at a time
and have chorus repetition now and then. Replay 3.5 so
more sts can participate.
3.5
T = teacher S = student
T Ross. University professor.
S Hes a university professor.
16/12/15 08:35
 3.1

T Cuddy and Chase. Doctor. Sheldon Coopers a scientist.

S Theyre doctors. Elliot Stabler and Olivia Belson are police officers.
T Obama. Politician.
S Hes a politician.
D MAKE IT PERSONAL Ask sts to think about their
T Now you do it. Obama. Politician. favourite TV or film character. In groups of three or
Prompts four, sts talk about their favourite characters and their
Beckham and Messi, football player. occupations. Monitor closely for accuracy. Classcheck by
Anne Hathaway, actress. asking some sts to share information with the whole class.
If technology is available, use Google Images or the official
Adele and Madonna, singer.
website of the TV series sts mentioned.
Ivo Pitanguy, doctor.
Maria Sharapova, tennis player.

Workbook p. 97
C Draw sts attention to photos a and c in A. In pairs, sts ID Online Portal
take turns to say what the characters in A do. Encourage
Grammar p. 66
sts to use the chunks in the model. Classcheck.

51

649905 _ 0049-0060.indd 51 16/12/15 08:35

 3.2

Have you got any brothers and sisters?

Lesson Aims: Sts learn and practise present simple and for persons I and you via the context of asking and answering
about family.

Function Language
Lesson 3.2

Listening to and reading about a TV programme. HBOs Game of Thrones is a fantasy TV series.
Giving information about a family member. Antonios 31 years old and hes married. Hes a taxi driver.
Guessing which family member is being described. Is he your husband? Is he your brother?
Listening to people ask and answer about family. Do you live alone? Have you got any children?
Asking and answering about family. Have you got any brothers or sisters?, Yes, I have / No, havent.
Vocabulary: Family members (wife, husband, brother, sister, children, father, mother, parents).
Grammar: Present simple: I, you . Review verb be questions and short answers.

Warm-up Ask the class to stand up. Tell sts theyve got B Get sts to read the text again. Draw their attention to
three minutes to ask classmates about their jobs. Say: the highlighted words. Ask them to read Common Mistakes .
When we finish, you need to remember the professions of five Elicit the female equivalent to husband and get sts to
people. Drill the question What do you do? and answers Im complete the table with family words from the text.
a / an (job). If necessary, write and leave them on the board Paircheck. Classcheck.
for reference.
Sts mingle and interview as many classmates as possible Woman Man Both (Man & Woman)
about what they do. When the time is up, ask sts to sit mother father parents
down. Write this sentence on the board: (Your name) is a wife husband couple
teacher. Ask sts to write similar sentences about five different daughter son children
classmates from what they remember, e.g., Julia is a lawyer, sister brother siblings
Marco is a doctor, Patricia is an engineer, and so on. Sts
paircheck to see what sentences they have in common and C Point to Cersei Lannisters name on the family tree
correct / help each other. At the end, ask sts to read some of on p. 30 and the empty box next to it and ask: Whos
their sentences and check with the whole class if information her husband? Get sts to look for the answer in the text.
is correct, e.g.: Is Julia a lawyer? Is Patricia an engineer? Classcheck. Sts re-read the text to complete the Game of
Thrones family tree with all the missing names. Paircheck.
Classcheck with answers on the board.
3 Reading
Tywin Lannister
A Books closed. Show a picture of a famous family to Tyrion Jaime Cersei Lannister Robert Baratheon
pre-teach vocabulary, e.g., The Simpsons. Point to Homer
Joffrey Tommen Myrcella
Simpson and ask Is Homer married or single? Start
introducing family words, say: This is Marge. Shes his wife.
Point to the children and say: Theyve got three children: two D Play 3.7 for chorus repetition. Replay for individual
daughters (Lisa and Maggie) and a son (Bart). Additionally, repetitions. Correct sts on the spot.
you may also draw your own family tree on the board
or show a personal photo to exemplify husband / wife, 3.7
mother / father, son / daughter. W Mother. M Son.
W Wife. M Brother.
Books open. Point to the Song Line on p. 31 and elicit the
W Daughter. W Parents.
song title / band. If possible, play a bit of the song in case
sts dont remember / know it. W Sister. M Couple.
M Father. W Children.
Song line: M Husband. M Siblings.
ere a happy family, were a happy family,
W
Were a happy family, me, mom and daddy. E MAKE IT PERSONAL Model the activity. Give information
Song: Were a Happy Family about a relative. Say, e.g.: (Your mothers name) is 52 years
Band: The Ramones (USA) old and shes divorced. Shes a doctor. Ask Whos this person?
Year: 1977 and elicit / prompt Is she your sister / mother? questions. A
Do the same with another relative. Drill Is he / she + your A
Sts look at the family tree and text. Ask: Do you know this TV
+ (family word)?
programme? What channel is it on? Play 3.6 for sts to listen
and read about the programme. Sts answer questions 1-4. In pairs, sts take turns to play roles A and B, as in the
model. Monitor closely for accuracy.
1. HBO. 2. Politics, war, love and family. Round off by asking a couple of sts to play the game with
3. Myrcella. 4. Joffrey and Tommen. the whole class.
52

649905 _ 0049-0060.indd 52 16/12/15 08:35

 3.2

4 Grammar: Present simple
Tip Before sts listen, encourage them to predict conversations 1-3
and elicit what they think people are talking about in pictures a-c.
Point to a and ask: Whats the question? Do the same with b-c.
A Tell the sts theyll hear three conversations. Say: Listen
to conversation 1 and tell me, is this picture a, b or c? Play 3.8
and pause after 1. Ask: Whats the picture? Replay in case sts
didnt get it. Play the rest of 3.8. Paircheck. Classcheck.
Write on the board Im Brazilian. Elicit the negative form
from sts: Im not Brazilian. Write I live alone and elicit /
prompt the negative, I dont live alone.
Point to the two underlined auxiliaries on the board and
tell sts to complete the Grammar table with do or dont.
Paircheck. Classcheck and drill all sentences.
Tip For further practice, tell sts to go to Grammar on p. 67.

I have two brothers. I dont have a big family.

3.8
I live with my parents. I dont live alone.
1 M1 Do you live alone?
Short answers
W1 No, I dont. I live with my mother.
M1 Whats her name? Have you got siblings? Yes, I have. No, I havent.
W1 Her names Anna. Do you live alone? Yes, I do. No, I dont.
2 M2 Have you got a big family?
W2 No. I havent got any siblings. Im an only child.
E Play 3.10 and carry out the drill.
3 W3 Have you got any children?
W4 Yes, I have. Ive got a son.
Transformation drill. Play 3.10 up to Now you do it,
W3 Whats his name?
then pause. Say: Now you do it. Children. Question. Have
W4 His names Daniel.
you got children? Repeat. Elicit Do you have children?.
Play the sentence for sts to check.
a. 1 b. 2 c. 3 Play the rest of the track and at each pause, pick a
different student to say the sentence.
B Sts complete the extracts 1-3 with the words given.
Paircheck. Play 3.9 to check answers. Replay and pause
3.10
after each sentence for chorus repetition.
T = teacher S = student
Tip Get sts to act out dialogues in pairs. Swap roles. Monitor T Children. Question. T Negative.
S Have you got any children? S I havent got any children.
closely for pronunciation and intonation. Then, have three
T Affirmative. T Now you do it. Children.
pairs role-play a dialogue each to the whole group.
S Ive got children. Question.
Prompts
3.9 Affirmative. Negative. A son. Question. Affirmative.
1 A Have you got any children? Negative. A daughter. Question. Affirmative. Negative.
B Yes, I have. Ive got a son. Alone. Question. Affirmative. Negative.
2 A Do you live alone?
B No, I dont. I live with my mother.
3 A Have you got a big family?
F Elicit the correct answer for 1. Sts match questions 2-6
to the best responses. Paircheck. Classcheck with answers
B No. I havent got any siblings. Im an only child.
on the board.

1. son 2. live / with 3. family / havent
C Get sts to read the text Mystery Man on their own.
Then, ask them to circle the best options in 1-3. Paircheck.
Classcheck with answers on the board and clear up any
doubts sts might have.
Tip Swap partners. In pairs, sts role-play all six questions
and answers.
(4) His names Nando. (6) Yes, I am. (1) Yes, I have. Two
brothers and one sister. (3) Yes. Ive got a son. (2) Fred,
Brian and Sofia. (5) No, I dont. I live with my partner.

1. His 2. Her 3. Their

G MAKE IT PERSONAL Point to the lesson title question
and ask the whole class: Have you got any brothers and
D Write the following questions on the board: sisters? In pairs, sts take turns to ask and answer about
their own families, using questions from F. Monitor closely
Are you married? for accuracy. At the end, ask sts to report their partners
Are you from Brazil? answers by asking: Who has more relatives?

Have you got any children?

Do you live alone?

Workbook p. 98
Elicit / Circle the main verbs in each question and ensure ID Online Portal
sts notice do and have as auxiliaries. Grammar p. 66
53

649905 _ 0049-0060.indd 53 16/12/15 08:35

 3.3
Where do you work?
Lesson Aims: Present simple Yes / No and Wh- questions are presented and practised through the context of places of work
and jobs.
Function
Lesson 3.3
Identifying cognates in places-of-work phrases.
Listening to a podcast about people with two jobs.
Asking and answering about jobs and places of work.
Vocabulary: Prepositions + places of work. Review jobs.
Grammar: Present simple Yes / No and Wh- questions.
Warm-up Write JOBS on the board. Circle the word. Then draw
a line from it and write a lawyer. Elicit more occupations from
sts and keep a record of their contributions, in the shape of a
diagram.
a lawyer
JOBS an engineer
Elicit / Drill pronunciation of all jobs and add vocabulary from
lesson 3.1, activity 1A, which sts did not mention, until there
are about ten jobs on the board. Have sts briefly ask each other
in pairs the questions What do you do? and What does your
sister / brother / father / mother do? Leave the questions on the
board to help them.
5 Vocabulary: Places of work
A Books closed. Say: Im a teacher. I work in a school. Point
to one of the occupations on the board (from the warm-up
activity above) and ask: Where does a doctor work? Prompt
In a hospital.
Books open. Point to the phrases in group 1. Draw sts
attention to the pink letters and encourage them to guess
the pronunciation.
Point to photo a and the phrases in group 2. Ask: Whats
this? (a city centre). Sts match photos a-e to group 2.
Paircheck. Classcheck with answers on the board.
(a) in the city centre (b) in a pharmacy (c) from home
(e) in an office (d) in a travel agents
B Tell sts theyll hear a podcast. Show them in a school
in A is numbered as 1. Sts listen and number expressions
in A in the order they hear them, 1-9. Play 3.11 and pause
after in a restaurant (number 2). Pause after every two
places, or play 3.11 twice. Paircheck. Replay to check
answers. Ask the class: Whats the podcast about? Do you
work in one or two places?
3.11
F Many people havent got a job. But on todays programme
we talk to people whove got not one, but two jobs. Where
do they work? In a school and in a restaurant? In a hospital
and in a pharmacy? Or in a travel agents and in a bank
or an office? Do they work in the city centre? Do they work
from home? Lets hear their stories.
54
649905 _ 0049-0060.indd 54
Language
In a hospital. In a restaurant.
Do they work from home?
Do you work in an office? Do you want to be a doctor?
1. in a school 4. in a pharmacy 7. in an office
2. in a restaurant 5. in a travel agents 8. in a city centre
3. in a hospital 6. in a bank 9. from home
The podcast is about people who have two jobs / work in two
different places.
C Focus on Common Mistakes . Ask sts to cover the phrases
from A and, in pairs, try to remember all the places of
work. Ensure sts say prepositions / complete phrases.
Monitor closely and correct on the spot.
6 Listening
A Explore the webpage. Point to the questions Who are
they?, What do they do? and Where do they work?.
Get sts to answer about Hanna and Victor in pairs.
Classcheck.
Tell sts theyll hear an interview with Hanna and Victor.
Ask: Whats Hannas second job? Is she a secretary and a
doctor? Elicit some guesses and then play 3.12. Pause after
Hanna says shop assistant. Classcheck and ask sts to
complete the informatiton on the webpage. Ask: Whats her
favourite job? Play the rest of her interview and get sts to
tick Hannas preference.
Say: Now listen to Victor and complete. Play the interview
without pausing. Paircheck. Classcheck with answers on
the board.
3.12
W What do you do, Hanna?
H Ive got two jobs. Im a secretary and ashop assistant.
W A secretary? Do you work in an office?
H Yes, I do. I work in a law office in the city centre. But only
in the mornings.
W And where do you work as a shop assistant?
H In a pharmacy but only in the afternoons.
W Which do you prefer?
H Oh, a shop assistant. Its great.
W What do you do, Victor?
V Im a web designer. And Im a waiter too.
W I see. Where do you work as a web designer?
V Well, Im freelance, and I work from home. Its fabulous!
W And a waiter? Do you work in a restaurant?
V Yes, I work in an Italian restaurant in London. Its a terrible,
horrible job!
16/12/15 08:35

Hanna: secretary shop assistant
Victor: freelance web designer waiter
3.3
Have sts read the Song Line on the top of p. 33. In case
they dont know / remember it, tell them who sings it and
which year the song was released.

B Say: Hanna works at two different places. Victor too. Song line:
He works at two places. Point to the phrases in 5A and Y ou dont have to be rich to be my girl.
ask: Where do Hanna and Victor work? Listen and check. You dont have to be cool to rule my world.
Replay 3.12. Sts tick in 5A four places-of-work phrases Song: Kiss
mentioned. Paircheck. Classcheck below in C. Singer: Prince (USA)
Year: 1986
in a restaurant (V) in a pharmacy (H) from home (V)
in an office (H) Ask a student question 2 from A, and prompt / ask for
short answer Yes, I do. or No, I dont. Point to questions
1-6 in A and ask sts to match them with the appropriate
C Play 3.13 for sts to check answers. Replay and pause answers. Paircheck. Classcheck.
after each sentence for chorus repetition.
In pairs, sts role-play, asking questions from A and
3.13 answering using responses from B.
H I work in a pharmacy.
H I work in an office. (2) No, I dont. I want to be a lawyer.
V I work from home. (4) Im a bank cashier.
V I work in a restaurant. (6) I want to work from home.
(3) Yes, flat 61.
(1) Yes, I do. I work freelance.
7 Grammar: Present simple (5) I work in Ventura.
A Write the gapped question on the board ____ you live
alone? and ask the whole class to complete it. C Play 3.15 and carry out the drill.

Point to the Grammar table and get sts to complete 1-6.

Transformation drill
Paircheck. Play 3.14 to check answers. Classcheck with
answers on the board. Replay 3.14 and pause after each Say Listen to the model and play 3.15 up to Now you do it,
question for chorus repetition. then pause. Say: Now you do it. Work. Question. Elicit Where
do you work? then play the sentence for sts to check.
Tip For further practice, ask sts to go to Grammar on p. 67.
Play the rest of the track and at each pause, pick a
different student to make the question to fit the prompt.
3.14
1 Do you work from home?
2 Do you want to be a doctor? 3.15
3 Do you live here? T = teacher S = student
4 What do you do? T Work. Question.
5 Where do you work? S Where do you work?
6 Where do you want to work? T An office.
S I work in an office.
T Work. Question.
Yes / No questions A-S-I Wh- questions Q-A-S-I S Where do you work?
A S I Q A S I T A bank.
1. Do you work from 4. What do you do? S I work in a bank.
home? T Now you do it. Work. Question.
2. Do you want to be a 5. Where do you work?
Prompts
doctor?
the city centre, a school, home, a hospital, a restaurant,
3. Do you live here? 6. Where do you want to
a travel agents
work?

D MAKE IT PERSONAL 1 Read the R box with sts. Remind

B Read World of English with sts. Check if they recognise
them to use a / an before nouns, e.g., a doctor, a teacher. Ask
the Song Lines in the box or know other ones with
sts to answer question 1 in the table. For question 2, ask
auxiliaries do or dont.
sts to complete column A about themselves, writing or .

Cultural note Do You Really Want to Hurt Me? is a hit If sts dont have jobs, remind them to consider want to in
released in the 80s by British band Culture Club, led all questions.
by singer Boy George. Boys Dont Cry was written by
2 In pairs, sts interview each other and write their
The Cure.
partners answers in column B.
55

649905 _ 0049-0060.indd 55 16/12/15 08:35

 3.3
3 Classcheck to see if there are any coincidences between
pairs. Ask several pairs of sts: What about you? Where do
you (want to) work? Workbook p. 99
ID Online Portal
Extra writing Ask sts to write down a brief introduction to Grammar p. 66
themselves, saying what they do and where they work. If

Lesson 3.4
possible, display their sentences on the school / class wall.
Provide them with models, e.g.:
Im Andrew and Im married. Im 34 years old. I live with my
wife and two sons in Buenos Aires. Im an engineer and I work
in an office in the city centre.
Im Renata and Im single. Im 21 years old. I live with my
parents in Bogot. I want to be a doctor or a nurse. I want to
work in a hospital.

56

649905 _ 0049-0060.indd 56 16/12/15 08:35

 3.4

Where does your mother work?

Lesson Aims: Sts are exposed to present simple third-person in the context of remembering information from an
interview. They also practise third-person by asking and answering about their own family members.

Function Language
Lesson 3.4

Listening to an interview. Yes, thats right. I live in Queens.

Asking and answering about the interview. Where does he live?
Asking and answering about a family member. What does she do? Has she got any children? Shes got a son.
Vocabulary: Review family words and jobs.
Grammar: Present simple third-person and short answers.

Warm-up Review verb be Yes / No questions (he / she). Before W Oh. OK. Are you married, Natesh?
class, write on the board 5-7 verb be sentences about your M No, Im not, but I have a girlfriend. Her names Reva.
family and friends, mixing true and false facts, e.g.: Shes from India.
My brother is from Guadalajara. W I see Youre a limo driver, right? Where do you work?
My father is a lawyer. M I work in the Manhattan area, 13 hours a day.
My sister is a fantastic actress. W Thats a lot, isnt it? And what do you think of your job?
My best friend is German. M Oh, I think its very interesting! I love my limo!
My boss is 85 years old.

In pairs, sts briefly decide if sentences are true or false. 1. T

Classcheck by having sts ask you Yes / No questions. Say: 2. T
Lets check. You ask me questions. I say yes or no. Each
3. F (He lives with his parents and his brother.)
correct answer is one point! Model / Prompt the question
if necessary, say Is your brother from? and elicit the 4. T
complete question from sts. Ensure each question is asked 5. F (He hasnt got a sister.)
by a different student. Encourage sts to guess the correct 6. F (He works 13 hours a day.)
information when sentences are false. The pair(s) with the 7. T
most points are the winners.

B Point to question 1 and elicit the answer. Sts order

questions 2-8 and match them to answers. Paircheck.
8 Listening Play 3.17 to check answers. Write answers on the board.
A Books open. Point to the photos and ask: Where is it? Replay 3.17 and pause after each question / answer for
Do you know New York City? Explore the images and check chorus repetition.
if sts recognise the places. Point to the limo and ask the
class: What type of car is this? Pre-teach limousine and 3.17 Notice the use of auxiliaries with words that are not
limo. Focus on the text title and ask: Is it common to see / pronouns.
be a limo driver? Say: Its an unusual job. Not common. 1 M Wheres he from?
W Hes from Pakistan.
Say: Natesh is a limo driver in New York City. Tell the class
theyll listen to an interview with Natesh. Read sentences 2 M Where does he live?
1-7 with sts and ask them to mark true or false as they W He lives in New York City.
listen. Play 3.16. Paircheck. Replay 3.16. Classcheck with 3 M Does he live alone?
answers on the board. W No, he lives with his parents.
4 M Has he got a sister?
3.16 Notice the intonation at the end of each sentence / question. W No, he hasnt. Hes got a brother.
W Where are you from, Natesh?
5 M Is he married?
M Im from Islamabad, Pakistan.
W No, but hes got a girlfriend.
W And you live here in New York City, right?
6 M What does he do?
M Yes, thats right. I live in Queens.
W Hes a limo driver.
W Do you live alone?
7 M Where does he work?
M No, no. I live with my parents and my brother Arul.
W He works in Manhattan.
W What do your parents do?
M My parents dont work. Theyre retired. 8 M Does he like his job?
W And your brother? What does your brother do? W Yes, he does.
M My brother doesnt have a job. Hes erm
unemployed. See AS 3.17 for the answer.
57

649905 _ 0049-0060.indd 57 16/12/15 08:35

 3.4
C Swap partners. Sts cover answers in A and B and take B Play 3.18 and carry out the drill.
turns to ask and answer questions 1-8 from B.
Transformation drill
Tip Monitor for content and fluency at this stage, as sts have
Say Listen to the model and play 3.18 up to Now you do
just been exposed to third-person -s and are only focusing on
it, then pause. Say: I live alone. He. Elicit He lives alone
the form below in 9A.

Lesson 3.5
and play the sentence for sts to check.

Play the rest of 3.18 and at each pause, pick a different

9 Grammar: Present simple third-person student to transform the model with the prompt given.

singular
A Get sts to look at the Song Line on p. 35 and elicit the
name of the song / band. Focus on the line How does it feel?.
Song line:
ow does it feel? How does it feel?
H T Ive got a brother. She.
To be on your own, with no direction home?
Song: Like a Rolling Stone
Singer: Bob Dylan (USA)
Year: 1965
Raise the comparison between Do vs Does. Write Where do
you live? on the board and ask: What about Natesh? Point
to the questions in 8B and ask: Whats the question (for
Natesh)? (2 Where does he live?). Do the same for Do you
live alone? and question 3, Does he live alone?.
Read Common Mistakes with sts. Write Ive got a brother on
the board and invite sts to transform / complete the same
sentence with He... (s got a brother). Repeat procedure with
I havent / He hasnt got a sister and make sure sts notice
the -s for third-person singular is only used in affirmative
sentences.
Focus on the Grammar table. Sts complete it with does,
doesnt, has, hasnt or -s when appropriate. Paircheck.
Classcheck with answers on the board. Drill pronunciation
of all sentences as you classcheck them.
3.18
T = teacher S = student
T I live alone. He.
S He lives alone.
S Shes got a brother.
T Now you do it. I live alone. He.
Prompts
I work from home. She.
I havent got a sister. He.
I live with a friend. She.
C MAKE IT PERSONAL Ask sts to read World of English .
1 Model the activity. Display the page using the Digital
Book for Teachers or the board and complete an form
about a member of your family. Sts do the same. Walk
around to monitor their production.
2 Swap partners. Refer sts to the Lesson Question Title on
top of p. 34. Elicit questions sts will need for the activity.
Get sts to read the model dialogue in speech bubbles. In
pairs, sts interview each other about their chosen relatives.
If possible, ask sts to show a photo of their selected family
member on their smartphone picture gallery or online, e.g.,
on Facebook.

Classcheck by asking sts to tell the class about their

partners relative.
has got a
brother.
hasnt got a sister.
He works in New He
doesnt work from home. Workbook p. 100
She York City. She
doesnt live alone. ID Online Portal
lives with a Grammar p. 66
friend.
Short Answers
hegot any he he
Has Yes, has. No, hasnt.
she sisters? she she
work
in an
he he he
Does office? Yes, does. No, doesnt.
she she she
live with
a friend?
What does he do? Contractions:
Where does he work? doesnt = does not
Where does she live? hasnt = has not

58

649905 _ 0049-0060.indd 58 16/12/15 08:35


Do you live near here? / Have you got any children?
Lesson Aims: Sts continue to practise grammar and vocabulary of this unit in the context of meeting new people and responding
positively in conversation, using the expressions Nice!, Really?, Right!, Cool!, etc.
Function
Lesson 3.5
Reading about listening strategies.
Listening for specific information.
Saying what you have in common with other people.
Listening to people meeting for the first time.
Exchanging personal information and responding positively.
Vocabulary: Review vocabulary for personal information (marital status, jobs, family). Phrases to respond positively (Right! Cool!
Wow!).
Grammar: Review present simple and .
Warm-up Books open to Sounds and Usual Spellings on p. 80.
Focus on vowels. Ask sts to cover the words and look at the
pictures only. Point to the tree / three drawing and elicit
vocabulary from the whole class. In pairs, sts take turns to
point and name pictures in all eleven vowel sounds. Monitor
closely for accuracy. Classcheck briefly.
Tip Encourage sts to visit the pronunciation section on
Skills: Listening for specific information
A Books open. Ask sts to read World of English and play
3.19 for them to listen. Explore the photo. Ask: Are they
married? Or boyfriend and girlfriend? Friends? Do they work
together? Say: This is Laura and this is Charlie. Go over 1-3
with sts and have them predict 1) four questions from
Laura and Charlies conversation, 2) where they are and 3)
the relationship between them. Paircheck. Classcheck in B.
B Say: Listen and check (answers from A). Play 3.20.
Paircheck. Classcheck.
3.20
W Nice party!
M Yes, it is
W Hi. My names Laura.
M Oh, hello. Im Charlie. Nice to meet you.
W Nice to meet you too. Do you live near here?
M No. I live in the city centre. What about you?
W I live near here.
M What do you do, Laura?
W Im unemployed at the moment. But Im a university
student.
M I see. What do you study?
W I study Information Technology IT.
M Oh, thats interesting. Im an IT professional.
1. d Do you live near here? 2. a a party
h What do you do? 3. c strangers
g What about you?
i What do you study?
649905 _ 0049-0060.indd 59
3.5
Language
Before you listen, imagine the context.
Im unemployed at the moment. But Im a university student.
Laura is unemployed. Im not unemployed, I have a job.
Do you have a girlfriend?
What does she do? Does she have any children? She has a son.
C Point to the list of words and the photo in A and
say: Remember their conversation. Do they say / mention
beautiful? What about car? Have sts tick eight words
used by Laura and Charlie from what they remember.
Paircheck. Play 3.20 to check answers. Replay if necessary.
Classcheck.
Nice, hi, hello, do, unemployed, university, student, interesting.
Portal.
D Point to 1 and ask: Who lives in the city centre, Laura or
Charlie? Say: Listen to the complete conversation and write L
for Laura or C for Charlie. Allow sts 30 seconds to read 1-10
and then play 3.21. Paircheck. Classcheck with answers
on the board.
3.21 Notice the sentence stress and weak forms in the
questions.
W Nice party!
M Yes, it is
W Hi. My names Laura.
M Oh, hello. Im Charlie. Nice to meet you.
W Nice to meet you too. Do you live near here?
M No. I live in the city centre. What about you?
W I live near here.
M What do you do, Laura?
W Im unemployed at the moment. But Im a university student.
M I see. What do you study?
W I study Information Technology IT.
M Oh, thats interesting. Im an IT professional.
W Really? Where do you work?
M I work for a bank.
W Cool! Are you married, Charlie?
M No, I
W Do you live alone? Do you have a girlfriend?
M ... I live with my partner.
W Oh, I see Well, OK. Great talking to you. Bye!
M Bye
1. C 2. L 3. L 4. L 5. C 6. C 7. C 8. C 9. L 10. L
E Tell sts: Im going to play the conversation again. Circle
how much you can understand, 50, 60, 80 or 100%. Play
59
16/12/15 08:35
 3.5
3.21. Sts circle the percentage that applies to them. Ask
sts to go to AS on p. 84 and look for words / parts they
didnt get from the listening. Ask: Which words are difficult
to understand? Check if they share the same difficulties
and drill the pronunciation of words or even phrases they
couldnt understand while listening to the track.
F MAKE IT PERSONAL Model the activity. Compare
yourself to Charlie and Laura and say, e.g.: Charlie lives in
the city centre. I dont live in the city centre. Laura lives near
here and I Refer sts to the model in the speech bubbles.
Swap partners. In pairs, sts take turns to say what they
have / dont have in common with Charlie and Laura.
Monitor closely for accuracy. Classcheck by having sts talk
about their partners, e.g., Charlie lives with his partner.
Jose lives with his parents.
in Action: Meeting new people exchanging
personal information
A Books closed. Write Places on the board and elicit
vocabulary from the whole class, e.g. a hospital, a school,
a bank, an office, a pharmacy (lesson 3.3) or other
places sts might know in English, especially cognates such
as a restaurant and a bar / pub. Once there are about ten
places on the board, ask the group: Which is a good place
to meet / find a partner? When you meet new people, what
do you say in English? What questions do you ask? Elicit as
much as possible from sts.
4 6 2 8 9 3 1 5 10 7
Books open. Sts look at the questions and match them to
the appropriate answers. Paircheck. Classcheck in B.
B Say: Listen and check. Play3.22. Classcheck with
answers on the board. Replay 3.22 and pause after each
question and answer so sts can repeat in chorus. Monitor
closely for intonation.
3.22
M Do you live near here?
W No. I live in the city centre.
W Do you live alone?
M No, I live with my parents.
M Have you got any brothers and sisters?
W Yes, Ive got one brother.
W Have you got any children?
M Yes, Ive got two sons.
W Have you got a girlfriend?
M Yes, I have. Her names Emily.
W What do you do?
M Im an engineer.
M Where do you study?
W At LSE.
W Where does your father work?
M Hes retired.
W What does your wife do?
M Shes a housewife.
M How old is your daughter?
W Shes ten.
60
649905 _ 0049-0060.indd 60
C Point to the questions in A and say: If a person is
married, which questions can you ask? If the person is single,
which questions can you ask? Point to the table and have
sts write three questions in each column. Encourage sts to
also come up with questions which are not in A. Paircheck.
Classcheck. Drill pronunciation of some of the questions
sts come up with.
Possible answers:
If a person is married, you can ask:
Have you got any children? Where does your wife / husband
work? Where does your wife / husband study?
If a person is single, you can ask:
Where do you live? Where do you work?
D Role-play a conversation with a student in front of the
whole class. Pretend you are meeting him / her for the first
time: introduce yourself, find out if the student is married
or single and ask questions (from A and C). Get the student
to ask you a few questions back, to make conversation
sound natural. Show interest in his / her answers and
ensure you take this opportunity to present some of the
phrases in World of English , e.g., Oh, I see. / Cool! /
Really? / Nice! and use Great talking to you. Bye! to end the
conversation. Encourage the student to use a few simple
responses to your answers, e.g., prompt / ask him / her to
say Nice! when you say something about yourself.
Get the whole group to look at World of English . Play 3.23
for sts to listen and repeat. Demonstrate facial expressions
and gestures that could go along with each phrase, so its
more meaningful and memorable for sts. Encourage them
to repeat the phrases with the right intonation and a bit of
humour, if possible.
Tip When sts go over the phrase Heres my number, check
if they know the song Call Me Maybe by Carly Rae Jepsen, in
which she sings But heres my number, so call me maybe If
time allows, you could even play part of the song /
video so sts can sing along, either at this stage or at any time
towards the end of the lesson.
E MAKE IT PERSONAL Have sts walk around the classroom
and mingle as if they were at a party. If technology is
available, let them choose some background music on
the Internet. Before sts perform the task, elicit language
theyll need for meeting new people. Ask them to use
questions from A and remind them to respond to their
partners answers with phrases from World of English .
Monitor without much interference jot down some of sts
utterances for delayed correction, but ensure you provide
them with positive feedback as well, e.g., at the end also
tell them what was right / good about their production:
I could hear Erol using Really?, Nice! and Mariam said
Heres my number to Sarah.
Workbook p. 101, 117, 118
ID Online Portal
Grammar p. 66
ID Caf Video p. 74
16/12/15 08:35
 4
Unit overview: The main topics of unit 4 are personal objects, demonstrative pronouns and
there + be .

What are these in English?

Lesson Aims: Sts review verb be and learn demonstrative pronouns this and these through the contexts of checking contents in a
bag and naming personal objects.

Function Language
Lesson 4.1

Asking about and naming personal objects. Whats this?

Its a lipstick.
What are these?
These are coins.
Identifying and practising vowel sounds. Repeat, please.
Aspirins and mints.
Vocabulary: Personal objects (earphones, an ID card, keys, a nail file, a wallet/purse, a comb).
Grammar: This vs These + verb be.

Warm-up Ask sts to flick back through units 2 and 3 and B Ask sts to point to the objects they hear. Play 4.2 and
choose five questions from the lesson titles. In pairs, sts ask get sts to repeat after each item.
and answer their selected questions. Ask some sts to tell the
class their partners answers. 4.2
M An ID card.
W Mints.
1 Vocabulary: Personal objects 1 M Pills.
W Keys.
A Books closed. If possible, bring realia to class and show M Coins.
sts some of the objects from p. 38. Show the class your own
W A wallet.
ID card and other objects you might have in your bag (or
M A comb.
borrow them from another teacher), e.g., a nail file, a comb,
W A nail file.
earphones, a wallet /purse, etc. Show each object one at a
time, and present and drill the plural vocabulary items in
M Earphones.
isolation, and singular ones with articles a / an. Ask Whats W A lipstick.
this? / What are these? and answer a wallet / earphones,
then ask for chorus repetition. C Play a quick game with the whole class and say: I say
Books open. Point to the photos on p. 38 and elicit / test sts singular, you say plural! Use the prompts an aspirin, a
memory about items youve just shown them. Ask: Whats key, a lipstick, a wallet, and elicit / have sts say plural
letter 1 / 2 / 3 etc? Point to the words in A and get sts to forms after each item. Then, do the opposite: I say plural,
match them to photos 1-10. Paircheck. Classcheck with you say singular! Use the prompts keys, nail files, coins,
answers on the board. etc.

Tell sts theyre going to listen to a woman looking inside Model the activity. Now mix plural and singular prompts
her bag. Ask: Which object is not in the photos? Play 4.1. and elicit the opposite forms. Carry on until you feel sts
Classcheck. are confident enough to play the game on their own.

In pairs, sts test each other as in the speech bubble model.

4.1
OK, do I have everything? Hmm My pills, coins, a comb, my
earphones, my ID card, my keys, a lipstick, mints, a nail file,
my mobile phone and whats this? Oh! My wallet, of course!
(3) pills (5) coins (7) a comb (9) earphones (1) an ID card
(4) keys (10) a lipstick (2) mints (8) a nail file (6) a wallet
Mobile phone is not in the photos.
Remind sts to use a / an with the singular. Monitor closely
for accuracy. Offer help if necessary.
2 Pronunciation: /i/ vs /i/
A Play 4.3 for sts to listen and read World of English . Drill
pronunciation of this and these and have sts repeat the
example sentences for /I/ and /i/ sounds in the box.
61

649905 _ 0061-0070.indd 61 1/2/16 14:47

 4.1
Tip Refer sts to Sounds and Usual Spellings on p. 80 and have /i/ /i/
them practise the sound /i/ as in three, tree, key, and /i/ as in 6. Rick is rich and single.
six, mix, it.
7. Think of six big things.
8. We see three teachers.

Read the Song Line on the top of p. 39 with the whole class.
Elicit the name of the song / band and encourage sts to
sing along if they know the lyrics.
Song line:
I s this love, is this love,
Is this love that Im feeling?
Song: Is This Love?
Band: Bob Marley & The Wailers (Jamaica)
Year: 1978
B Play 4.4. Pause after sentence 2 and ask sts to tick
/I/ or /i/ for each sentence they hear. Play the rest of the
recording. Pause after each sentence or replay the track
if necessary. Paircheck. Classcheck with answers on the
board. Play the track again and pause after each sentence
for sts to repeat.
Lesson 4.2
C Write This is a / an and These are on the board.
Point to photo 1 on p. 38 and elicit the correct sentence
(This is an ID card.). Do the same for photos 10 and
4 (This is a lipstick., These are keys.). Play 4.5 and
after sts hear 1, point to the prompts on the board and
elicit the correct sentence before the beep. Pause only
if necessary but ensure sts understand they must race
the beep.
g
d MAKE IT PERSONAL Sts look at units 1-3 and test each
other, asking Whats this?/ What are these? Monitor
closely for accuracy.
E Sts turn to p. 80 and take turns to test each other on
the picture words for the vowel sounds in pairs.

/i/ /i/
3. Big pills and little mints.
Workbook p. 102
4. Listen to this Swiss singer. ID Online Portal
5. Read and complete these forms. Grammar p. 68

62

649905 _ 0061-0070.indd 62 1/2/16 14:47

 4.2

Are those your books?

Lesson Aims: Sts continue to practise this vs these and learn that vs those, asking and answering about personal objects.

Function Language
Lesson 4.2

Listening to a couple look for and find objects. Over there. Whats that?
Referring to objects that are near you. These are earphones.
Referring to objects that are near other people. What are those?
Vocabulary: Review personal objects.
Grammar: Demonstrative pronouns this / that / these / those.

Warm-up Before class, prepare sets of six word cards for
each group of sts. In groups of three, sts play Draw and
guess! They draw the words on the cards for the group to
guess, or, alternatively, prepare just one set of cards and ask
some sts to draw objects on the board for the whole class to
guess. Suggested words: a lipstick, a wallet, a purse, coins,
an aspirin, earphones, a key. Remind sts to say articles a / an
with singular items.
3 Grammar: Demonstrative pronouns
A Books closed. Use the drawings sts produced in the
warm-up above. Hold a students drawing in your hands
and ask the whole class Whats this? / What are these? or
let the student hold it while you point and ask: Whats
that? / What are those? Repeat the procedure with about
five drawings. You can also use objects in the classroom.
Ensure your gestures and positioning are clear enough
for sts to notice the change of reference between here
and there, near me or near other people, but do
not give explanations about the use of demonstrative
pronouns or those concepts. Just expose sts to the items
in a natural way.
and holding objects to exemplify concepts of near you and
near other people. Hold a pen and say: This is a pen. Place
the same pen onto a students desk and say: Thats a pen.
Repeat the procedure with a plural object.
4.7
M OK. Uh, lets see. Hmm Whats this?
W Oh, come on! Its a lipstick!!!
M Oh yeah! And what are these here? Mints?
W No, theyre not mints! Theyre pills... I guess.
M Oh yes! And heres a nail file.
W Is there a purse?
M No, no purse, and no ID card but look here these are
coins.
W Yep. What are those? Earphones?
M Yes, they are. And look! Theres a mobile phone here!
W Great! Lets phone one of her friends.
M Ah! OK!
They find: a lipstick, pills, a nail file, coins, earphones and a
mobile phone.

Books open. Point to the cartoon characters in the photo

C Sts match questions 1-4 to the correct answers. Play
4.8 to check answers. Classcheck.
and say: This is Marty and Amy. Read questions 1-3 with
sts and play 4.6. Paircheck. Replay the track. Classcheck
with answers on the board. 4.8
1 W Whats that?
4.6 M Its a bag.
W Look! 2 M Whats this?
M Where? W Its a lipstick.
W Over there. Whats that? 3 M What are these?
M Er its a bag. W Theyre pills.
W Oh no! 4 W What are those?
M Yes. Open it! M Theyre earphones.
W No! You open it.
M What? See AS 4.8 for answers.
W Yes. To find a name? An ID card?
M OK. Er, lets see. Hmm Whats this? Get sts to read the Song Line on p. 41 and check if they
recognise the words / band. Tell them the song was a hit in
the seventies.
1. A bag. 2. Marty. 3. Open answers.
Song line:
B After sts tell you their guesses for question 3 in A, T hats the way, ah ha ah ha,
say: Lets check. Listen to the rest of the conversation. Play I like it, ah ha ah ha!
4.7. Paircheck. Replay audio. Classcheck. Ask: How many Song: Thats The Way (I Like It)
correct guesses? Band: KC and The Sunshine Band (USA)
Read the R box with sts. Move around the class pointing to Year: 1975
63

649905 _ 0061-0070.indd 63 16/12/15 09:02

 4.2
d Point to and read question 1 in C and ask: Singular or T Mints.
plural? Get sts to write S next to the question. Sts write S2 Theyre mints.
S for singular or P for plural next to the questions in C. T Now you do it. This. Question.
Paircheck. Classcheck.
Prompts
Help sts complete the Grammar table. Read Common Mistakes
That. A pen.

Lesson 4.3
with the whole class.
These. Earphones.
Use this and these for objects that are with you. Those. Pills.
This. A book.
Use that and those for objects that are not with you, but
with other people, or distant from you.
This / That = singular. F Sts complete sentences with this, these, that or those.
Paircheck. Play 4.10 to check answers. Classcheck with
These / Those = plural.
answers on the board. Replay 4.10 and pause after each
sentence for chorus repetition.
Tip Tell sts to go to Grammar on p. 68 for extra practice.

4.10
E Play 4.9 and carry out the drill. 1. This is a delicious apple.
2. Whats this?
Transformation drill 3. Those are my books.
Say Listen to the model and play 4.9 up to Now you do 4. Whats that?
it, then pause. Test sts with a few prompts to get them 5. Hey! Thats my car!
ready. Say, e.g.: This. Question. Elicit Whats this? from 6. What are these?
sts. Then say, e.g., A lipstick and elicit the full sentence
from sts, Its a lipstick.
1. This 2. this 3. Those 4. that 5. That 6. these
Say Now you do it and play the rest of 4.9. After each
pause, pick a different student. Vary with chorus
repetition after three or four individual ones.
G MAKE IT PERSONAL Swap partners. In pairs, sts test
each other, performing tasks 1 and 2. Ask sts to point to
their own objects, their partners, or objects around the
4.9 classroom, as well as photos in the book. Monitor closely
T = teacher S = student for accuracy. At the end, ask some sts to test the whole
T This. Question. class.
S1 Whats this?
T A lipstick.
S2 Its a lipstick. Workbook p. 103
T Those. Question. ID Online Portal
S2 What are those? Grammar p. 68

64

649905 _ 0061-0070.indd 64 16/12/15 09:02


How many students are there in this class?
Lesson Aims: Sts learn and practise there + be via contexts of reading about a Lost and Found Centre, naming more
personal objects, and asking and answering about quantity.
Function
Lesson 4.3
Listening to and reading an article about Japanese honesty.
Agreeing / Disagreeing with opinions.
Naming more personal objects.
Asking and answering about quantity.
Vocabulary: Personal objects 2 (a ring, toothbrushes, sunglasses, watches).
Grammar: There + be + prepositions in / on.
Warm-up Tell sts theyre going to play a game. In groups of two
or three, sts have one minute to write as many words as possible.
All sts contribute with words but only one writes them down.
Write the topic on the board: Objects. Sts have a minute to write
their vocabulary list. The winner is the group with the longest
list. Classcheck by asking the winners to say their list to the
whole class. Write their words on the board and ask other groups
to check the items they have in common. Ask other groups What
other words do you have? and write them on the board too.
4 Vocabulary: Personal objects 2
A Books open. Point to the text title and ask: Which
country is it about? (Japan.) Play 4.11 and ask sts to read as
they listen. Ask: Wheres the Lost and Found Centre in our
school? (If your school has one.) If your institution allows,
elicit the L1 equivalent for the term.
Point to photos and sentences 1-4 in the text and get sts to
match them. Paircheck. Classcheck.
3421
B MAKE IT PERSONAL Ask the whole group: Are Japanese
people honest? What about in our country? Is it similar or
different? Read sentence 1 and elicit some opinions, asking:
Do you agree with number 1? In pairs, sts share their
opinion about sentences 1-5. Refer sts to the model in the
speech bubbles. Offer help if necessary. Classcheck.
C Point to photo a and ask: Whats this? Then say: Lets
listen. Have sts repeat a ring. Point to the list of words and
ask sts to match them to photos a-h. Paircheck. Classcheck
and drill all items.
a. a ring b. an umbrella c. sweets d. watches
e. sunglasses f. toothbrushes g. a rucksack h. rulers
Say: Listen to two men who work in the underground. They
are at the Lost and Found Centre. All objects are in a box.
Whats in the box? Listen and check. Play 4.12. Replay it
if necessary. Classcheck.
4.12 Notice the sentence stress.
M1 So, Wally, whats in that box today?
M2 Oh, the usualThere are sunglasses, watches
M1 How many?
649905 _ 0061-0070.indd 65
4.3
Language
Hundreds of people lose their mobile phones, keys, combs
People are honest here too.
Theres one umbrella in the box.
How many toothbrushes are there?
M2 Sunglasses, one pair. And two watches.
M1 What else?
M2 Oh, theres an umbrella. A big umbrella.
M1 Only one umbrella?! Thats unusual!
M2 I know!
M1 Is there anything really unusual?
M2 Well, there are three toothbrushes! And theres a ring!
M1 A ring? Hmm Maybe someone is not married anymore!
Objects in the box: sunglasses, watches, an umbrella,
toothbrushes and a ring.
Not mentioned: a rucksack, sweets and rulers.
D Read World of English with sts. Play 4.13 for sts to listen
to the objects in C and have them repeat after each item.
4.13
a W A ring.
b M An umbrella.
c W Sweets.
d M Two watches.
e W Sunglasses.
f M Three toothbrushes.
g W A rucksack.
h M Four rulers.
E MAKE IT PERSONAL Sts tell the whole class which
objects in C they have with them. Monitor closely for plural
forms and pronunciation.
5 Grammar: There + be
A Point to and have sts read the lesson title, How many
students are there in this class? Start counting and let sts finish
and tell you the number of sts in class. Prompt them to say /
drill a complete answer: There are X students in this class.
Point to 4C and ask: Do you remember the objects in the box?
Sts look at the Grammar table and read the first question,
How many toothbrushes are there in the box? Elicit what
they remember from the listening in C. In pairs, sts match
questions and answers in the table. Play 4.14 to check
answers. Classcheck. Replay audio for chorus repetition.
65
16/12/15 09:02
 4.3
Explore Common Mistakes and the R box with sts. Elicit more S How many watches are there in the box?
examples from sts using classroom objects. E.g., Theres a T Two.
TV / an IWB in our class, etc. S There are two watches in the box
Point to the Song Line on top of p. 43 and ask the whole T Now you do it. Sweets.
class: Whats the name of the song? Whats the band? If
Prompts

Lesson 4.4
there is time available, play part of the song online so sts
pencils, umbrellas, earphones, wallets
can check it.

Song line: C Elicit question 1 (How many students are there in this
T here are many things that I would like class?). Sts complete questions 1-6 with theres, there are or
to say to you but I dont know how. are there. Paircheck. Classcheck.
Song: Wonderwall
Band: Oasis (UK) 1. are there 2. There are 3. theres 4. Theres
Year: 1995 5. are there 6. There are

Tip Ask sts to go to Grammar on p. 68 for further practice. D Point to the flash drive photo and role-play the
dialogue with a student. In pairs, sts ask and answer How
many is there / are there? questions. Monitor closely for
4.14 accuracy. Offer help with vocabulary if necessary.
M How many toothbrushes are there in the box?
W There are three. How many dogs are there? There are five.
M How many umbrellas are there in the box? How many lipsticks are there? Theres one.
W Theres one. How many apples are there? There are nine.
M How many watches are there in the box?
How many games are there? There are four.
W There are two.
How many marker pens are there? There are seven.
How many tablets are there? Theres one.
231
How many mechanical pencils are there? There are six.
How many boxes are there? There are three.
B Play 4.15 and carry out the drill.
How many notebooks are there? There are two.
How many wallets are there? There are three.
Substitution drill
How many paperclips are there? There are eight.
Say Listen to the model and play 4.15 up to Now you do
it, then pause. Say: How many sweets are there in the box?
Repeat. Elicit How many sweets are there in the box? E MAKE IT PERSONAL Model the activity. Role-play the

and play the sentence for sts to check. model dialogue with a student and try to guess whats in
his / her rucksack / bag / pocket.
Play the rest of the track and at each pause, pick a
different student to ask the question. Have sts work with partners they usually dont work
with. In pairs, sts try to guess whats in their partners
rucksack / bag / pocket. Monitor closely for accuracy and
4.15 ensure sts use affirmative sentences to guess, and
T = teacher S = student not questions.
T Sweets.
S How many sweets are there in the box?
T Four. Workbook p. 104
S There are four sweets in the box. ID Online Portal
T Watches. Grammar p. 68

66

649905 _ 0061-0070.indd 66 16/12/15 09:02

 4.4

Is there a video camera in your rucksack?

Lesson Aims: Sts continue to practise there + verb be in the context of talking about contents of bags, computer viruses,
films on TV, etc.

Function Language
Lesson 4.4

Asking and answering about whats in a bag / on TV / on a Is there a virus on your computer?
website / on a computer. Is there a good film on tonight?
Listening and reading about the contents of a celebritys bag. There are always two phones in my bag.
Describing whats in your bag and comparing it to other bags. Picture A is similar. Theres a lipstick, a mobile phone
Vocabulary: Review personal objects (dental floss, film, virus, make-up).
Grammar: There + be .

Warm-up Review vocabulary and spelling. Ask sts to open their
books to pp. 42-43 or, if an IWB is available, display the same
pages with the Digital Book for Teachers. Model the activity.
Spell an object from lesson 4.3 to the whole class, e.g., U-M-B-
R-E-double L-A, and ask: Whats the object? In pairs, sts do the
same to test each other. St A chooses objects from pp. 42-43
and spells them for st B to guess. After a minute, sts swap roles
and play the game again. Monitor closely for accuracy. At the
end, ask a few sts to spell words to challenge the whole class.
6 Grammar: There + be
A Books open. Point to the words in the box and elicit
their pronunciation. Elicit the missing words in the first
cartoon. Sts complete the gaps with words from the box.
Tell sts not to write in the boxes now, as theyll be used in
B. Paircheck. Classcheck.
Draw sts attention to the prepositions used in each
question (on your computer, on TV, etc) and read Cyber English
with the whole class.
Is there a virus on your computer?
Is there a good film on TV tonight?
Are there any free photos on this website?
Are there any mints in your purse?
Is there a virus on your computer? 4
Is there a good film on TV tonight? 1
Are there any free photos on this website? 3
Are there any mints in your bag? 2
C Play 4.17 for sts to repeat the questions and answers.
Tip Ask sts to role-play the mini-dialogues in pairs. Monitor
closely for pronunciation and intonation. Then, ask four different
pairs of sts to act out a dialogue each to the whole group.
4.17
W Is there a virus on your computer?
M No, there isnt.
M2 Is there a good film on TV tonight?
M3 Yes, there is!
M4 Are there any free photos on this website?
W2 Yes, there are.
W3 Are there any mints in your bag?
W4 No, there arent.
D Sts complete the Grammar box with s, is, are, isnt or
arent. Paircheck. Classcheck. Drill pronunciation of all
sentences.

Focus on the Song Line on p. 45 and elicit the name of the

B Get sts to read Common Mistakes and link it with song / singer.
information from Cyber English . Read number 1 with sts
and elicit the right match in A (Is there a good film on TV Song line:
tonight?). Sts match answers 2-4 to the cartoons in A. I magine theres no heaven,
Paircheck. Play 4.16 to check answers. Its easy if you try.
Song: Imagine
4.16 Singer: John Lennon (UK)
1 W Is there a virus on your computer? Year: 1971
M No, there isnt. The problem is its old!
2 M2 Is there a good film on TV tonight?
M3 Yes, there is! Sherlock Holmes is on Film4. Singular Plural
3 M4 Are there any free photos on this website? There is a good film There are free photos
W2 Yes, there are. And theyre beautiful! There isnt on TV. There arent on this blog.
4 W3 Are there any mints in your bag? Is there an apple in your Are there any mints in your
W4 No, there arent. But there are sweets. Here, take one! rucksack? bag?
67

649905 _ 0061-0070.indd 67 16/12/15 09:02

 4.4

Short Answers Objects which are not in her bag: sweets, a toothbrush, a
Yes, there is. Yes, there are. flash drive and sunglasses.
No, there isnt. No, there arent.
Contractions: theres = there is. B Ask sts to complete sentences 1-6 about Lily Collins
bag with theres, there isnt, there are or there arent. Paircheck.
Classcheck with answers on the board. Drill pronunciation
E Play 4.18 and carry out the drill. of all sentences.

Transformation drill
Say Listen to the model and play 4.18 up to Now you do
it, then pause. Say Theres a lipstick in my bag and get
chorus repetition from sts. Say Question and have sts ask
you Is there a lipstick in your bag?. Say Negative and get
a student to say There isnt a lipstick in my bag.
Lesson 4.5
1. There arent 2. Theres 3. There isnt 4. There isnt
5. There are 6. There arent
C Explore the contents of bags a-d. Ask Whats in bag a?
What about b? and get sts to notice / say as many items as
possible.

Resume 4.18 and, at each pause, pick a different student Tell sts theyre going to hear two sts talk about two photos.
to ask the question. Ask Which bags are they talking about? and play 4.20.
Paircheck. Replay the recording. Classcheck.

4.18 4.20
T = teacher S = student W Photo... is similar to my bag. In my bag theres a
T Theres a film on TV. Question. toothbrush, a flash drive, sweets and earphones!
S Is there a film on TV? M I dont have a bag, but photo... is similar. I just have a
T Negative. wallet with some coins and a credit card.
S There isnt a film on TV.
T There are mints in my bag. Question. Theyre talking about photo b and photo a.
S Are there any mints in my bag?
T Negative.
D MAKE IT PERSONAL 1 Point to photos a-d in C and ask
A
S There arent any mints in my bag. sts: Which one is similar to your bag? Read the model in
A
T Now you do it. Theres a film on TV. Question. the speech bubbles with sts. In pairs, sts compare and say
which bag is similar to theirs. Ensure they say why, using
Prompts
there + be sentences to describe bag contents. At the end,
umbrella in my car
have some sts share their discussion with the whole class.
coins in my rucksack
virus on my computer 2 Swap partners. Model the activity. Point to Lily Collins
bag items in A and have sts ask you if you have the same
items in your bag. Refer to the model question, Do you

7 Reading have an apple in your bag too?. In pairs, sts do the same.
Monitor closely for accuracy. At the end, ask some sts: Is
A Point to the photo of Lily Collins and ask: Whos she? (partners name)s bag similar to Lily Collins bag?
Point to her bag and ask: Whats this? Read the text title
Whats in that bag? with sts and elicit some guesses. Refer
to the objects next to the text and get sts to say what they Workbook p. 105
think is in Lily Collins bag. ID Online Portal
Grammar p. 68
Play 4.19 for sts to listen and read. Ask sts to cross four
Writing Bank p. 78
items which are not in her bag. Paircheck. Classcheck.

68

649905 _ 0061-0070.indd 68 16/12/15 09:02


How do you pronounce email in English? / How
many people are there in your house?
Lesson Aims: Sts learn how to pronounce international technology words in English and different ways of answering a How
many question in the context of talking about tablets, apps, Facebook, Twitter and other IT items.
Function
Lesson 4.5
Reading a text about technology words.
Comparing / Noticing the pronunciation of international words
of English.
Listening to different ways to answers How many questions.
Asking and answering How many questions.
Vocabulary: International technology words. None, a few, a lot, only.
Grammar: How many + there + be questions.
Warm-up Write Internet on the board and elicit related
words from sts, e.g., email, website, Facebook, Twitter, blog,
computer, etc. Write the following questions on the board and
get sts to ask each other in pairs:
Do you have a smartphone?
Do you have Internet on your phone?
Are you on Facebook?
Are you on Twitter?
Skills: Identifying specific information
A Books open. Read the text title with sts. Ask them to
find the words on the board (from the warm-up above) as
they listen and read the text. Play 4.21. Classcheck.
Point to statements 1-5. Sts look for specific information in
the text and decide whether sentences 1-5 are true or false.
Paircheck. Classcheck with answers on the board.
1. T 2. F 3. T 4. F 5. T
B Sts re-read the text in A to find the answers for 1 and 2.
Paircheck. Classcheck with answers on the board.
1. Applications or apps.
2. Facebook and Twitter.
C Point to the text in A and ask: Which words are in
italics? Tell sts theyre going to listen to a conversation and
underline six words mentioned in A. Play 4.22. Paircheck.
Replay audio. Classcheck with answers on the board.
4.22
W Hey, whats that?
M Its my new tablet. Look!
W Wow! Its beautiful!
M Yes, it is! And it has 4G Internet access.
W Thats nice! And how many apps are there on it?
649905 _ 0061-0070.indd 69
4.5
Language
Applications are apps.
Facebook. Twitter. Megabytes.
How many apps are there on your tablet? A lot / A few /
None / About ten.
How many contacts are there on your Facebook?
M Oh, I dont know. A lot! About 40! But theres an app for
emails, one for Facebook, another one for Twitter
W Oh, no! So youre online all the time!
M Is that a problem?
W Yes! Its probably impossible to talk to you now!
Tablet, Internet, apps, emails, Facebook, Twitter.
D Sts listen to 4.22 again and tick the correct tablet.
Paircheck. Classcheck.
a
E Write 512 MB on the board and ask sts to say it. Read the
rubrics with sts and play 4.23 for them to listen and read
Cyber English . Elicit the English pronunciation of megabytes,
gigabytes, a Facebook post, a tweet and characters.
F Write Internet on the board and ask: How do people in
(sts country) say it? How many syllables are there in (L1)?
(Usually four. Many non-native speakers tend to add
a vowel sound / an extra syllable, saying Internete or
Interneti.)
Ask: And how do you say it in English? Drill the correct
pronunciation and ask: How many syllables are there in
English? (Three.) Point to number 6 in the table and have
sts tick S for same or D for different in the number of
syllables column.
Ask: What about the stressed syllable in English and in (L1)?
Are they similar or different? Encourage sts to say it in both
languages and make comparisons.
Play 4.24 so sts can listen to the English pronunciation of
words 1-6. Replay audio if necessary. In pairs, sts decide
whether the number of syllables and word stress for 1-6
are similar or different to their mother tongue. Classcheck.
Answers will vary according to sts L1.
69
16/12/15 09:02
 4.5

in Action: Ways of answering a How many 4.26

question T = teacher S = student
T How many apps are there on your tablet? A lot.
A Read the question with sts: How many apps are there
S There are a lot.
on your tablet? Point to the tablets in D and have sts match
them to answers 1-5. Paircheck. Play 4.25 to check answers. T How many sweets are there in the box? A few.
S There are a few.
Photo a 3, a lot Photo b 1, about ten Photo c 4, T Now you do it. How many apps are there on your tablet?
a few Photo d 5, only one Photo e 2, none A lot.

Prompts
B Play 4.26 and carry out the drill. Books in your bag. Only one.
Apples in the class. None.
Substitution drills

Say Listen to the model and play 4.26 up to Now you do
it, then pause. Say a lot and get sts to say There are a
lot. Say a few and have sts say There are a few.
Play the rest of 4.26 and, at each pause, pick a
different student. Correct on the spot and monitor
closely for intonation.
C MAKE IT PERSONAL In groups of three or four, sts take
turns to ask and answer How many questions. Refer sts
to Common Mistakes and encourage them to use words from
A. Monitor closely for accuracy. At the end, ask each group:
Do you have a lot of things in common?

If time allows, conduct some meaningful drills, that

is, ask some sts How many apps are there on your Workbook p. 106, 117, 118
smartphone? How many books are there on your desk? How ID Online Portal
many students are there in class? How many pens are there Grammar p. 68
in your pencil case? and get true replies from them. ID Caf Video p. 75

70

649905 _ 0061-0070.indd 70 16/12/15 09:02

 Review 2
Units 3-4

Grammar and Vocabulary B MAKE IT PERSONAL Point to question 1 and elicit the
missing word. Sts complete questions 1-5 with do or does.
A Picture dictionary. Pairwork. Sts test each other and Paircheck. Classcheck with R2.1. Use answers on the
review the main vocabulary items learned in units 3-4. board. Replay R2.1 for chorus repetition.

Swap partners. In pairs, sts take turns to ask and answer

Tip In order to provide sts with as much fluency practice as
questions 1-5. Monitor closely for accuracy and intonation.
possible, expand the activity into the mini-dialogues suggested
At the end, test some sts memory on their partners
below.
answers by asking e.g. (Marlene), What does Jeremys
father do?
Picture Mini-dialogues /
Procedures
dictionary Suggested language R2.1
1
Ask sts to cover the St A: (points to photo 2) W Where do you live?
words in 1A. Drill the What does he do?
question What does
2
St B: Hes a waiter. (points M Does your mother have a job?
he / she do? Point to
Occupations to 4) What does he do?
photos 1-5 and elicit 3
p. 28 St A: Hes a hairdresser.
the question about the W What does your father do?
(points to 3) What does
woman in photo 1. In 4
she do?
pairs, sts test each other M How many children have your parents got?
about five occupations. St B: Shes a...
5
Swap partners. Assign sts W Do you live alone?
roles A and B. Ask sts B
to close their books. Sts St A: Mother.
A look at the table in 3B 1. do 2. Does 3. does 4. have 5. Do
Family St B: (Books closed)
and test their partners.
members Father.
p. 30
Ask them to focus on
St A: Husband. C Ask the whole class: Where does a housewife work?
the first two columns.
St B: (Books closed) Wife. Point to the options and have sts write 1 next to home.
After a minute, sts swap
Sts match jobs 2-5 to the places. Then, get sts to paircheck
roles. Monitor closely for
pronunciation. by asking each other Where does a (lawyer) work?. Refer
sts to the model dialogue in the speech bubbles. Monitor
Allow sts 30-60 seconds St A: (points to picture e)
closely for preposition use in places-of-work phrases.
to review / look at places Where does he work?
Write down any mistakes sts make and give them delayed
of work phrases in 5A. In St B: He works in an
correction / feedback.
pairs, sts ask and answer office. (picture b) Where
Places of about the jobs of people do they work? 25413
work in photos a-e. Drill / St A: In a pharmacy.
p. 32 Model the question (picture a) Where does
Where does he / she she work? D Sts complete the text about the photo. Paircheck.
work? Monitor closely St B: She works in the Classcheck with answers on the board.
for accuracy. Correct on city centre. (picture d)
the spot. Where... Tip Ask sts if they have photos of family or friends on their
St A: (points to photo 3)
mobile phones. If they do, ask them to talk about them in
Sts cover the words in small groups or to the whole class.
What are these?
Personal 1A on p. 39. In pairs,
St B: Theyre pills. (points
objects 1 they take turns to ask and
to photo 10) Whats this? ThesethisThatthosethat
p. 38 answer about photos
1-10. St A: Its a lipstick. (points
to...)
E MAKE IT PERSONAL Read number 1 with sts and elicit
St B: (points to photo a) the correct answer. Sts circle the correct options in
Whats this? sentences 2-5. Paircheck. Classcheck with answers on the
Personal Swap partners. Repeat
St A: Its a ring. (points to board.
objects 2 procedures above with
photo b) Whats this?
p. 42 photos a-h in 4C. Model the activity. If you have a brother, say whats true
St B: Its an umbrella.
for you, e.g, My brother doesnt work in an office. If not, say
(points to...)
I havent got a brother, point to / change number 2 and say

71

649905 _ 0071-0073.indd 71 16/12/15 08:37

 R2
e.g, There isnt a child in my family. Ive got a sister. Ask sts to
talk in pairs. Explain they have to say 1-5, changing them
to make true sentences. Ask pairs to find two things in
common while they speak. At the end, ask sts: What do you
have in common?
1. works in 2. is 3. doesnt / her 4. has / hasnt
5. hasnt
F Write sweet on the board. Say One sweet, two and let
sts finish (sweets). Ask How do you spell that? and write it
on the board as sts spell it for you. Point to the list of words
and ask sts to complete the gaps with plural forms. You
can make it a race game in pairs, and ask the winners to
write the key on the board. Classcheck with answers on
the board and elicit pronunciation of all plural forms.
Point to the photo of coins on p. 38. Ask How many coins are
there? and elicit the full answer from sts, There are seven
coins. Refer sts to the question-answer model in speech
bubbles. In pairs, sts ask and answer about all the photos on
pp. 41-43. Classcheck by having open-pair dialogue, that is,
ask sts to ask How many? questions to classmates from
other pairs.
9 apples 8 paper clips
5 dogs 9 pencils
2 burgers 3 toothbrushes
2 notebooks 2 watches
G MAKE IT PERSONAL Sts work in groups of three. Each
group completes the form about a famous TV or film
character of their choice. Walk around the class and
monitor / offer help. Ensure all sts complete their forms
in the Students Book. When theyve finished, one person
from each group talks to the class about their chosen
character. Other groups must guess who she / he is. Refer
sts to the model in the speech bubbles.
H Point to Common Mistakes and tell sts there is one
mistake in number 1. Copy the sentence onto the board
and elicit the correction from the whole class. Ask them
to correct sentences 2-10 individually. Call sts attention
to the number of mistakes in brackets. Whenever they are
uncertain, encourage them to flick back through pp. 28-47
and check their answers in units 3 and 4. Classcheck with
answers on the board.
1. Shes a teacher. Were students.
2. Have you got any children?
3. My father lives in the city centre.
4. She lives with her husband.
5. Do you work from home?
6. Anna has got a son.
7. John doesnt live here.
8. What are these objects?
9. There is a book on the table.
10. Are you on Twitter?
72
649905 _ 0071-0073.indd 72
Skills Practice
A Books closed. Play 3.6. Then, sts go to p. 30 to read the
text in 3A and check how much they understood. Ask sts
to rate their listening comprehension from 0 to 100%.
Books closed. Play 4.11. Then, sts go to p. 42 to read the
text in 4A and check how much they understood. Ask sts to
rate their listening comprehension from 0 to 100%.
Books closed. Play 4.19. Then, sts go to p. 45 to read the
text in 7A and check how much they understood. Ask sts to
rate their listening comprehension from 0 to 100%.
Books closed. Play 4.21. Then, sts go to p. 46 to read the
text in ID Skills A and check how much they understood.
Ask sts to rate their listening comprehension from 0 to
100%.
At the end, ask the whole class: Do you think youre making
progress with listening?
B Point to the photo and ask: Whats this? What can
you see? (A family, parents and a daughter.) Tell sts
theyre going to listen to a radio programme. Say its an
interview, but theyll just listen to the introduction first.
Read questions 1-3 with sts and play R2.2. Paircheck.
Classcheck with answers on the board.
R2.2
M And here is Helen Rivers with todays edition of Common
People, Uncommon Lives. Today Helen interviews Antonio
Costa, not a celebrity, but another common person with an
uncommon life. Mr Costa is a Brazilian diplomat living in
Bogot, Colombia, for the past three years.
Over to you, Helen!
1. Antonio Costa.
2. Hes from Brazil.
3. He lives in Bogot.
C Tell sts theyll now listen to the interview with
Antonio Costa. Point to the questions and ask sts to tick
the ones they hear. Allow them 20 seconds to look at the p
questions. Play R2.3. Paircheck. Replay R2.3 if necessary.
Classcheck.
R2.3
H = Helen A = Antonio
H Thank you, Johnny. Im Helen Rivers and Im here in
Bogot with Antonio Costa. Hello, Antonio.
A Hello, Helen. Nice to talk to you.
H So youre a Brazilian diplomat, right?
A Thats right.
H Where are you from in Brazil?
A Im from Rio de Janeiro.
H How old are you, Antonio?
A Im 43.
H Are you married?
A Yes, I am. My wifes names Rosa.
H Is Rosa from Rio too?
A No, shes from Montevideo, Uruguay.
16/12/15 08:37

H What does she do? Is she a diplomat too?
A No, Rosas an English teacher.
H Really? Where does she work?
A In a big school in the city centre.
H Have you got any children?
A Yes, weve got a daughter. Her names Marcela.
H How old is she?
A Shes four years old.
H Where do you live here in Bogot?
A We live in Chic, a very nice part of the city.
H What do you think of Bogot and Colombia?
A Oh, I think Colombia is a beautiful country, and Bogot is
an excellent city to live in.
H Whats your favourite thing about Colombia?
A My favourite thing? Hmmm. I think its the fruit!
H The fruit?!
A Yes. And my favourite Colombian fruit is lulo. Its delicious!
All questions are asked except How old is your wife? and
Whats her name?
D In pairs, sts circle the correct answers in sentences 1-9
using what they remember from C. Classcheck with R2.3.
1. is 2. 43 3. isnt Paircheck. Classcheck with answers on the board.
4. teacher 5. in the city centre 6. daughter
7. live 8. thinks 9. fruit
E Swap partners. In pairs, sts role-play Antonios
interview. Tell sts to use the questions in C and refer to
the information in D. Swap roles. Sts act out the interview
once again.
F Point to the blog photo and ask: Whats this? (A
museum.) Where is it? (In Portugal.) Let sts look for
information in the text. Pre-teach some museum-related
words, cognates or easily guessable nouns, e.g., sculptures,
photographs, paintings. Write them on the board and
drill pronunciation. Point to the photo and ask: Are there
paintings in this museum? Are there sculptures?
649905 _ 0071-0073.indd 73
R2
Sts read the text and complete the gaps with affirmative
forms only, there is or there are. Paircheck. Play R2.4 to
classcheck. Use answers on the board.
R2.4
F If youre in Lisbon, Portugal, a visit to MUDE (Museum of
Design and Fashion) is essential. Its a fantastic collection
of objects. They show the evolution of industrial design in
the past 150 years! There are paperclips, combs, lipsticks,
sunglasses, some 100 years old, and a lot of other common
objects we use every day. Its fascinating to see the
differences in style and design from the past to the present.
There are very old personal computers over 20 years
old and very recent technology, like tablets. Theres a
toothbrush from 1938 and a pen from 1945, together
with flash drives and bluetooth earphones. Theres even a
Vespa motorbike!
And there are T-shirts, purses, tables, chairs and a lot of
other fashion and furniture items.
Dont miss MUDE its fun, it teaches you a lot and you
dont have to pay for the lesson!
There are There are There is There is there are
G Read sentence 1 with the whole class and ask: Is it true
or false? Sts decide whether sentences 1-5 are true or false.
1. F 2. F 3. T 4. F 5. T
H Question time.
1 Tell sts theyre going to hear 12 questions. Ask them to
write their answers briefly into their notebooks / onto a sheet
of paper. Explain that they are not supposed to write the
question, but say the answers only. Play R2.5. If necessary,
pause after each question but not for long ensure they only
jot down very brief notes, e.g, yes, no, etc.
2 Sts look at the Language Map on pp. 2-3 and take turns
to ask and answer the lesson questions titles from units 3
and 4. Monitor closely for accuracy and encourage sts to ask
follow-up questions when suitable. At the end, ask them how
they felt performing the task: Do you feel comfortable with all
questions? Which ones are easy? Which ones are difficult?
73
16/12/15 08:37

Unit overview: The main topics of unit 5 are meals, food and drinks, present simple, days of the week,
weekend activities, and object pronouns.
Do you drink a lot of coffee?
Lesson Aims: Sts review the use of present simple through the contexts of talking generically about food and drinks as well as
their own eating habits.
Function
4.1
Lesson 5.1
Naming meals, food and drinks.
Lesson
Talking generically about food and drinks.
Reading a nutrition tip.
Noticing pronunciation of cognates.
Listening to an interview.
Asking and answering about your eating habits.
Vocabulary: Meals, food and drinks (breakfast, lunch, dinner, a snack, beans, bread, cheese, soft drinks, orange juice,
vegetables, fruit, coffee, tea). A lot of.
Grammar: Review present simple.
Warm-up Get sts to sit next to classmates they dont usually
work with. Assign sts A and B roles and write on the board:
St A: Units 1 and 3
St B: Units 2 and 4
Ensure sts understand where to find the lesson question titles
(always at the start of a lesson). Ask them to choose five
question titles from their group of units. For example,
st A could choose question titles from units 1 and 3: Whats
your phone number? (p. 12), Whats this in English? (p. 10),
What do you do? (p. 28), Where do you work? (p. 32) and
Have you got any children? (p. 37).
Allow sts time to choose the questions they want to ask.
When theyre ready, sts work in pairs and take turns to ask
and answer their selected question titles. Monitor closely for
accuracy. Correct on the spot. Classcheck by having sts report
their partners answers to the whole class. Monitor for third-
person singular use.
1 Vocabulary: Meals, food & drinks
A Books closed. Write on the board the question How
many times do you eat every day? and get sts to briefly
ask each other in pairs. Classcheck by asking sts to raise
their hands if they eat one time / two times / three times
(write 1, 2, 3, 4 on the board as you survey the class. We
discourage the use of once or twice at this level as sts
are unlikely to understand). Tell sts about yourself. Say:
I usually eat three times per day. In the morning, I have
breakfast at about 8am. Then I have lunch at (usual local
time for lunch). And at (usual / local time for dinner) I have
dinner. As you talk to the class, signpost times and meals
on the board for them. Write, for example:
8am. breakfast
1pm. lunch
7pm. dinner
74
649905 _ 0074-0086.indd 74
5
Language
She sometimes eats this for breakfast.
I think soft drinks are bad for you.
We say, it all depends on quantity.
Moderation, alcohol, exaggeration.
I eat a lot of vegetables, and fruit too.
Do you eat (a lot of) vegetables?
Note: As sts havent been taught time-telling yet, avoid saying
half past or oclock in your presentation. They should be OK
with 8am plus the visual input on the board. You might find
it even more helpful to say eight in the morning, one in the
afternoon and seven in the evening.
Drill pronunciation of the words breakfast, lunch and
dinner. Ask a few sts Do you have breakfast every day?
and move on.
Books open. Point to photos 1-4. Read the first sentence
with sts and elicit which photo could represent a
British breakfast. Sts match the rest of the photos to
the sentences. Paircheck. Play 5.1 to check answers.
Classcheck with answers on the board.
Say: Breakfast, lunch, dinner, a snack, they are meals. People
usually have three meals per day. Ask the class: Whats your
favorite meal of the day?
5.1
1. She sometimes eats this for breakfast. a
2. We usually eat this for lunch. d
3. I eat and drink this for dinner. b
4. This is only a snack. c
1. a 2. d 3. b 4. c
B Point to item 1 and ask: How do you say / pronounce
number 1? What about number 2? Dont correct or prompt
pronunciation at the moment. In pairs, sts try to guess the
pronunciation of words 1-12 and match them to items a-l
in the big photo. Play 5.2 to check answers. Classcheck
with answers on the board.
Read World of English with sts. Replay 5.2 for sts to listen
and repeat all items.
16/12/15 08:35
 5.1
Tip Get sts to briefly test each other for two minutes. In pairs, _____ is / are good for you.
sts point to items a-l and take turns asking and answering _____ is / are bad for you.
Whats letter a?, Whats letter b?. Monitor closely for Point to B and elicit a few ideas from sts. Ensure they dont
pronunciation. Correct on the spot. Round off the activity by use the to speak generically. Respond to them, saying: I
asking the whole group to cover the words in B and ask the agree / I disagree. Refer to the model in the speech bubbles
class: Whats letter a? And b? and get sts to work in pairs. Sts talk generically about
the items in B. Monitor closely for accuracy. Classcheck
5.2 and invite the whole class to agree / disagree with each
1 Coffee. 5 Beans. 9 Meat. students contribution.
2 Fruit. 6 Bread. 10 Milk.
3 Tea. 7 Cheese. 11 Orange juice.
4 Vegetables. 8 Eggs. 12 Soft drinks.
2 Reading
A Point to each side of the scale in the photo (fruit and
1. e 2. f 3. d 4. g 5. i 6. j 7. b 8. a 9. h 10. c vegetables vs sweets and fast food) and ask: Is this good
11. l 12. k for you? Play 5.4 for sts to listen and read. Ask sts: Do you
agree with the text? Do you think bread, milk and eggs are
bad for you?
C Tell sts theyre going to hear a couple talking about
their meals / food. Point to the words in B and say: They
talk about all of the items except three. Which three items B Read World of English with the whole class. Exemplify
dont they mention? Play 5.3. Paircheck. Replay 5.3 if the use of pink letters by spotting and drilling
necessary. Classcheck. pronunciation of two cognates in the text, e.g., vegetables
and scientists.
Read Common Mistakes with the whole class. Have sts look
at the AS on p. 85 and ask them to find two examples of Train sts to shadow-read the cognates in the text, (i.e.
speaking generically. Classcheck and emphasise that the whisper / echo them as they are being said on the
is not used in those cases. recording). Play the first sentence of the text and ask sts to
look at you. Do it yourself to model the activity. Play 5.4
5.3 until the end. Ask: Any surprises? Do the words have similar
M Breakfast is my favourite meal. I eat a lot. Usually bread, or different pronunciation from (L1)?
cheese, eggs and orange juice. What about you?
W I just drink tea with milk. Tip In pairs, sts practise saying the words with pink letters
M Really? No food? No protein? from the text. Monitor closely and offer help when necessary.
W Well, I eat a lot of beans at lunch. Classcheck / Elicit and drill pronunciation of most cognates.
M No meat? Encourage self-study tools: show sts they can listen to the
pronunciation of words on the Internet, on online dictionaries
W No, meat is not good for you.
such as <www.oxfordlearnersdictionaries.com>.
M Oh
W What?
M Nothing... C Tell sts theyre going to listen to an interview. Say:
W What? Listen to Jack talk about food and drink. Point to A and
M Well... say: Circle the items you hear. Play 5.5. Paircheck. Replay
W What? 5.5. Classcheck (if youre using the Digital Book for
M Soft drinks are very bad for you too, but you drink a lot of Teachers, invite sts to come to the board and circle the
soft drinks, dont you? items). Ask the whole class: Does Jack have generally good
W Hmmm. Well, I guess nobody is perfect... or bad habits?

5.5
They dont mention coffee, fruit or vegetables.
W Do you eat a lot of meat, Jack?
J No, I dont.
D MAKE IT PERSONAL Write the Song Line from p. 51 on W What about vegetables?
the board and check if sts know the song / singer. Ask: Is
J I eat a lot of vegetables, and fruit too.
coffee good for you?
W Do you drink a lot of coffee?
Song line: J No, but I drink a lot of fruit juice.
ne more cup of coffee for the road.
O W Do you eat bread?
One more cup of coffee before I go. J Yes. Usually at breakfast, with cheese. I love it!
To the valley below.
Song: One More Cup of Coffee Jack eats vegetables, fruit, bread and cheese, and he drinks
Singer: Bob Dylan (USA) fruit juice. He has generally good habits.
Year: 1975

Write two gapped sentences on the board: D Play 5.6 and carry out the drill.
75

649905 _ 0074-0086.indd 75 16/12/15 08:35

 5.1

Substitution drill T Now you do it. Meat.

Say Listen to the model and play 5.6 up to Now you do Prompts
it, then pause. Test sts with a few prompts to get them milk, vegetables, fruit, tea, soft drinks, cheese, beans,
ready. Say Milk. Do you drink milk? and ask sts to repeat orange juice, eggs

Lesson 5.2
the question after you. Say Vegetables and ask for chorus
repetition of Do you eat vegetables?. Say a few more
prompts and get individual repetitions: coffee / meat /
E MAKE IT PERSONAL Point to the lesson question title

tea /cookies. and have one student ask another, Do you drink (a lot
of) coffee? Refer sts to the model in the speech bubbles.
Say Now you do it and play the rest of 5.6. After each
In pairs, sts interview each other about their eating
pause, pick a different student. Vary with chorus
habits, asking Do you eat / drink (a lot of)? Remind
repetition after three or four individual ones.
sts to use various items learned in this lesson. Monitor
closely for accuracy. Conduct delayed correction along
5.6 with positive feedback.
T = teacher S = student
T Meat.
S Do you eat meat? Workbook p. 107
T Coffee. ID Online Portal
S Do you drink coffee? Grammar p. 70

76

649905 _ 0074-0086.indd 76 16/12/15 08:35

 5.2

Whats your favourite food?

Lesson Aims: Sts continue to practise the present simple by asking and answering about food and drinks they like / dislike.

Function Language
Lesson 5.2

Reading online forum posts. My partner and I like variety. We think food from different
countries is great!
Listening to interviews about food preferences. She likes beef and chicken Hmm And fish Yuck!
Producing the sound //. Tomatoes, potatoes, carrots, lettuce, bananas.
Talking about food and drinks you like. I like chicken very much.
Doing a class survey about food. Do you like fish?
Vocabulary: Food items (beef, chicken, fish, lettuce, Italian food, Chinese food). Very much, not much, not really, not at all.
Grammar: Present simple review.

Warm-up To review the alphabet, sts play a spelling game in
groups of three. Before class, prepare a set of six word cards
for each group, with vocabulary from the previous lesson,
pp. 50-51 (e.g., breakfast, meat, orange juice, tea,
vegetables, moderation). Give out two cards to each student.
Review the question How do you spell tea? on the board.
Sts take turns to test partners within their group. Explain
that when st A is testing st B, st C is responsible for listening
and saying right or wrong. Monitor closely for accuracy and
encourage peer correction. When theyre finished, have some
sts test the whole class with their words.
W1 Yes, she does. Tomatoes, potatoes, carrots, lettuce
Shes only a baby, but I think shes a vegetarian.
M2 We have a problem at home. My wife likes meat very
much, but I dont.
R Does she like all kinds of meat?
M2 She likes beef and chicken Hmm And fish Yuck!
W2 Im terrible, I really like fast food. I think its delicious!
R Really? Whats your favourite?
W2 All of it! I like pizza, hot dogs And chips! Oh, chips!

3 Listening M3 We eat a lot of fruit at home. Except for my father he

doesnt like fruit.
A Ask the class: Whats your favourite food? Do you like R And what kind of fruit do you like?
Italian food? What about Japanese? Mexican? Fast food? M3 Me? Er I dont know Er Grapes, bananas,
Books open. Get sts to read the Song Line and check if they oranges Theyre just fruit.
have heard the song before. Ask: Do you like fast food?

Song line: 25341

hen the moon hits your eye like
W
a big pizza pie, thats amore. B Write Vowels on the board. Write A and elicit the rest
Song: Thats Amore from sts. Ask sts to complete each food word with a vowel.
Singer: Dean Martin (UK) Paircheck. Classcheck with answers on the board. Drill
Year: 1953 pronunciation of the sound //. Exemplify the sound with
bananas. Show sts that all // sounds are highlighted. Elicit
Let sts examine the photos of food on the page and then pronunciation of some of the words in the menu. Play 5.8 for
point to forum posts 1-5. Read the question to sts and say: sts to notice pronunciation. Play 5.8 for chorus repetition.
Lets see what Richard says. Read his post with the class,
point to the photos of food and elicit the matching group 5.8
for Richard. Sts carry on the activity, matching posts 2-5 to Vegetables:
each line of photos. Paircheck. Play 5.7 to check answers. tomatoes
Classcheck. potatoes
carrots
5.7 lettuce
R = reporter
M1 My partner and I like variety. We think food from different Fruit:
countries is great! grapes
R What kind? Do you like Peruvian food, for example? bananas
M1 Yes, very much! And we like Italian food, Arabic, oranges
Mexican In fact, we like all food!
Meat:
W1 I dont like vegetables, but my daughter thinks theyre great! beef
R What kind of vegetables does she like? Does she like chicken
tomatoes? fish
77

649905 _ 0074-0086.indd 77 16/12/15 08:35

 5.2
Fast Food:
pizza
hot dogs
chips
International:
Japanese
Italian
Chinese
tomatoes potatoes grapes oranges chicken fish
hot dogs Japanese Italian Chinese
C MAKE IT PERSONAL 1 Ask sts to read number 1 on their
own and see if they can understand / perform the task
without your help. If not, explain what they have to do. Sts
compare their lists in pairs, but dont allow them to show
their lists to each other. Demand speaking: explain that
they have to hide their notes from their partners and say
the food / drink items they know in English. Classcheck
and write new words on the board.
2 Ask the class: Are you hungry? Say: Look at your books and
choose five things youd like to eat or drink now. Sts write
down their items. Swap partners. In pairs, sts compare
their lists and cross out the items they have in common.
Again, dont allow them to show their lists to each other.
Have them talk to each other about the food they like to
eat. Explain that they score one point for each unique item.
Classcheck who in the class scored the most points.
4 Grammar: Present simple review
A Read Common Mistakes with the whole class. Test sts
and challenge them to transform the sentences in the box.
On the board, elicit negative forms of I like chicken very
much and He likes bananas. Elicit affirmative form of
She doesnt like fruit.
Depending on the level of the group, ask sts to complete
the Grammar table in pairs or individually. Allow them
time to work on their own. Classcheck with answers on the
board. Drill sentences as you check them.
Yes / No Questions: Short Answers
Do do dont
Does does doesnt
Wh- Questions: & :
do dont
does doesnt
B Point to number 1 and elicit the answer. Sts unscramble
the words and match the questions to appropriate answers.
Paircheck. Play 5.9 to check answers. Use answers on
the board if necessary. Replay 5.9 and pause after each
question and answer for chorus repetition.
5.9
1 Do you like Chinese food?
Not really, but I like Indian food.
78
649905 _ 0074-0086.indd 78
2 Do you like fruit?
Not much, but I like vegetables.
3 Does your mother like pizza?
Yes, she does. Very much.
4 What kind of food does your wife like?
She likes Mexican food.
5 What kind of meat do you like?
I like chicken very much.
See AS 5.9 for answers.
C Play 5.10 and carry out the drill.
Transformation and substitution drill
Say Listen to the model and play 5.10 up to Now you do
it. Pause and test sts with a few prompts: Do you like milk?
She. Does she like milk? Get sts to repeat the last question.
Then prompt coffee, transform the sentence yourself
(Does she like coffee?) and get sts to repeat it. Prompt You
and say: Do you like coffee?. Have sts repeat it.
Resume 5.10 and pause when indicated. Elicit the first
sentence Does she like tomatoes?. Play the sentence to
check.
5.10
T = teacher S = student
T Do you like tomatoes? She.
S Does she like tomatoes?
T Beef.
S Does she like beef?
T Now you do it. Do you like tomatoes? She.
Prompts
grapes, chicken, oranges, Italian food
your wife, you, they, your grandparents
Cultural note The word tomato can be pronounced
(tmt) 5.8 or (tmeto) 5.10. British people tend
to pronounce it the first way, and Americans the second.
There is a well-known song by George Gershwin about this
difference in pronunciation, called Lets Call the Whole
Thing Off. You could find this on the Internet to play for
sts, but be sure to clarify that nobody really pronounces
potato as ptt or oysters as rstrs as in the song!
D MAKE IT PERSONAL 1 Ask sts to look back at pp. 50-52,
tick the food they like and cross the food they dont like.
Remind them to include other items they know in English,
e.g., their list from 3C.
2 Read the model dialogue and elicit possible questions from
sts, e.g., Do you like pizza / chicken?, What kind of food
do you like?. Tell sts to ask as many classmates as possible
about various food and drink items. Its OK if they dont get
to ask about all food words learned in lessons 5.1 and 5.2.
You may ask them to only choose four or five items.
Point to the responses and scores 3-0. Ask the class Do
you like fish? and elicit the four ways of answering the
16/12/15 08:35
 5.2
question, as listed on the page: Very much, Yes, Not stick to the same person for too long, clap your hands and
much / Not really and Not at all. say Talk to a different person! or simply Change partners!
Explain that for each reply sts get, they should add up 3 Let the activity run for about 10 to 15 minutes, depending
points for that specific food item. For example, ask sts to on the size of your group. Monitor and offer help whenever
go to p. 52 and point to lettuce. Elicit the question from needed. At the end, ask sts to add up scores and ask: Which
them, Do you like lettuce?. Get a student to say Very
food item has more points? Whats the most popular food in
much, and then pretend to be marking on your book (near
the class? Whats the most unpopular?
the lettuce photo) and say: Thats three points for lettuce.
Ask another student and get him to say Not much, and
then mark again. Say: Thats one more point for lettuce.
Workbook p. 108
Encourage sts to look at the photos of food items (pp. 50-
ID Online Portal
52) as they interview their classmates. Sts stand up and
Grammar p. 70
mingle, interviewing as many people as possible. If they

79

649905 _ 0074-0086.indd 79 16/12/15 08:35

 5.3
What do you usually do at the weekend?
Lesson Aims: Sts use the present simple and learn and practise frequency adverbs to talk about what they do on different days
of the week.
Function
Lesson 5.3
Listening to a poem about the days of the week.
Reading / Listening to people talk about their weekends.
Asking and answering questions about weekend activities.
Vocabulary: Prepositions + days of the week and / or parts of the day (on Sunday morning). Weekend activities (go dancing, go
shopping, go to the gym, hang out with friends).
Grammar: Frequency adverbs (always, usually, sometimes and never).
Warm-up Ask sts to go to Sounds and Usual Spellings on
p. 81. Focus on consonant sounds. Sts work in groups
of three or four. Ask them to cover the words and look at
the pictures only. In pairs, sts take turns to point to and
name pictures in all consonant sounds. Monitor closely for
accuracy. Classcheck briefly.
Tip Encourage sts to visit the pronunciation section on Portal.
5 Vocabulary: Days of the week
Books closed. Elicit / Check if sts know any days of the
week. If technology is available, show sts the current
weeks calendar and conduct your presentation from there.
If not, write the dates for the ongoing week starting with
Monday, e.g., 21/1, 22/1, 23/1, etc.
Point to the current day and say: Todays (Monday). Point to
the following day and say: Tomorrows (Tuesday). Elicit the
rest of the days (Wed-Sun).
A Books open. Point to the calendar and ask sts to
complete it with the missing days. Dont deal with the
vocabulary / activities in the photos just yet, as theyll be
presented further on in 7A. Tell sts theyre going to listen to
a poem about the days of the week. Say: Listen and check the
order. Play 5.11. Classcheck with answers on the board.
Emphasise that weekdays always start with capital letters,
regardless of their position in a sentence. Write two
sentences on the board:
1) I study on Mondays.
2) I study on mondays.
Ask sts to decide in pairs which sentence is correct.
Classcheck.
5.11
Monday, no fun day.
Tuesday, blues day.
Wednesday, a little grey.
Thursday, good day.
Friday, hurray!
Saturday, we play!
Sunday, relax all day!
80
649905 _ 0074-0086.indd 80
Language
Monday no fun day.
Tuesday blues day.
We sometimes go to a restaurant or go to the cinema.
What do you usually do on Saturday evening? I always go to
the cinema.
FridaySaturdaySunday
B Read World of English with sts. Make sts aware that
all days of the week have two syllables, except Saturday,
which has three. Drill pronunciation of all days and count
the syllables as you / sts say them. Raise your hand at the
first syllable of all days to mark the stress. Do this twice.
Play 5.11 and have sts repeat the days only. If sts are
curious about the poem, refer them to AS 5.11 on p. 86
and read it with the whole class.
Read the lesson question title with the whole class: What
do you usually do at the weekend?. Explain / Point to
the calendar or write on the board: Saturday + Sunday =
weekend. Have sts look at the R box on p. 43 and emphasise
the use of preposition + days of the week.
6 Reading
A Focus on the heading of the social network group
page. Say: These people are talking about what they do at the
weekend. Point and say: Look at Gil Lpez. What does he do
at the weekend? Point to the photos in 5A and ask: Does he
watch TV? Does he go to the cinema? Read about Gil Lpez
and find out. Tell sts not to complete the gaps just yet.
Classcheck activities for Gil Lpez. Point to photos f, g and
h and ask: Which one did he mention? (Go to the gym.)
Sts do the same for Lee Kons and Hala Gamils posts. Tell them
to match activities to either photo f or h. Paircheck. Classcheck.
Drill pronunciation of all phrases in bold, in all three posts.
Point to the gaps in the posts and say: Listen and complete.
Play 5.12. Paircheck. Replay 5.12. Classcheck with
answers on the board.
5.12
Gil Lpez Here in Barranquilla, Colombia, football and
baseball are very popular! Im usually very busy
at the weekend. I play football or baseball with
my friends on Sunday morning, and in the
afternoon we play video games or go to the gym.
Lee Kon We live in Seoul, South Korea, and we never stay
at home on Saturday evening. We sometimes go
to a restaurant, or go to the cinema. In Seoul you
can go to the cinema 24 hours a day!
16/12/15 08:35

Hala Gamil Im from Alexandria, Egypt. I always go to the
mosque on Fridays during the day, but in the
evening I stay at home. I listen to music or I read
a book it depends how tired I am.
Gil Lpez h go to the gym
Lee Kon g go to the cinema
Hala Gamil f go to the mosque
Gil Lpez Here in Barranquilla, Colombia, football
and baseball are very popular! Im usually
very busy at the weekend. I play football or
baseball with my friends on Sunday morning,
and in the afternoon we play video games or
go to the gym.
Lee Kon We live in Seoul, South Korea, and we
never stay at home on Saturday evening. We
sometimes go to a restaurant, or go to the
cinema. In Seoul you can go to the cinema 24
hours a day!
Hala Gamil Im from Alexandria, Egypt. I always go to the
mosque on Fridays during the day, but in the
evening I stay at home. I listen to music or I
read a book it depends how tired I am.
B MAKE IT PERSONAL Model the activity. Point to the
group posts and say what you have / dont have in common
with Gil, Lee or Hala. Say, e.g.: I listen to music at the
weekend. I dont play football.
Swap partners. In pairs, sts compare their weekends to
those of all three people in the group discussion in A. Refer
sts to the model sentences in the speech bubbles. Monitor
closely for accuracy. Ask the whole class: Are you most
similar to Gil, Lee or Hala?
7 Vocabulary: Weekend activities
A Ask sts to match photos a-e in 5A to phrases 1-5.
Paircheck. Tell sts they will hear some street interviews.
Explain that the people are responding to the question on
top of p. 54: What do you do at the weekend?. Play 5.13
to and pause after I go to church on Sunday morning.
Ask: Whats photo a? (go to church). Phrases will appear
in the order of the photos. Play the rest of 5.13. Replay if
necessary. Classcheck.
5.13
M What do you usually do at the weekend?
W I go to church on Sunday morning.
W2 I watch TV all weekend...
M1 I go dancing on Fridays and Saturdays.
M What about you?
W3 We always hang out with friends.
M2 We usually go shopping at the weekend.
1. c 2. e 3. a 4. d 5. b
649905 _ 0074-0086.indd 81
5.3
B Go over the Common Mistakes with sts. Then play 5.14
and carry out the drill.
Transformation drill
Say Listen to the model and play 5.14 up to Now you do
it, then pause. Say Saturdays and elicit What do you do
on Saturdays?. Play the rest of 5.14 and, at each pause,
pick a different student to ask the question.
5.14
T = teacher S = student
T Saturdays. Question.
S What do you do on Saturdays?
T Friday evening.
S What do you do on Friday evening?
T Now you do it. Saturdays.
Prompts
Sunday morning, the weekend, Saturday afternoon, Sundays
C Books closed. Draw a weeks calendar on the board.
If possible, use abbreviations MON, TUE, WED, THU, FRI,
SAT, SUN. Say I eat breakfast on Monday, on Tuesday, on
Wednesday and tick all days of the week. Say: I always
have breakfast.
Now tick four days on the calendar and say, e.g.: I usually
eat meat. Tick two days and say: I sometimes eat fish.
Finally, tick no days and tell sts about something you never
eat. Write a list of frequency adverbs on the board and drill
pronunciation, Always, Usually, Sometimes, Never.
Check how much sts can remember about your habits.
Elicit What about breakfast? Meat? Fish? and see how much
they can remember.
Books open. Get sts to read the Grammar table and tell
you the percentage of each adverb on the board. Drill
pronunciation of all the sentences in the chart. Sts circle
the correct rule. Paircheck. Classcheck.
Tip For further practice, ask sts to go to Grammar on p. 71.
Frequency adverbs usually go immediately before the
main verb.
D Point to number 1 and ask: Whats the correct order?
Sts order the sentences. Paircheck. Play 5.15 to check
answers. Classcheck with answers on the board. Replay
5.15 for chorus repetition of all sentences.
5.15
1 What do you usually do on Saturdays?
2 We always go dancing on Friday evening.
3 I sometimes read a book at the weekend.
4 My family and I usually go to a restaurant on Sundays.
5 I never watch TV on Sunday afternoon.
See AS 5.15 for answers.
81
16/12/15 08:35
 5.3
e Play 5.16 and carry out the drill. Drill the question What do you usually do at the
weekend?. Point to the table and elicit the question for
Transformation drill Friday morning, and Saturday evening. In pairs, sts take
turns to ask and answer What do you usually do on Friday
Say Listen to the model and play 5.16 up to Now you do / Saturday / Sunday morning / afternoon / evening?
it, then pause. Say We play football on Fridays. Always.

and elicit We always play football on Fridays. Play the
rest of 5.16 and at each pause, pick a different student
to form the sentence.
5.16
T We play football on Fridays. Always.
S We always play football on Fridays.
T Never.
S We never play football on Fridays.
T Now you do it. We play football on Fridays. Always.
Prompts
usually, sometimes
Lesson 5.4
Ask sts to complete the table with their partners answers.
Refer them to the weekend activities in 6A and 7A. Monitor
closely and offer help if necessary. Classcheck by having
sts report their partners answers to the whole class and
ask: What does (partners name) usually do on Saturday
morning / at the weekend? Monitor closely for third-person
-s use at this stage.
Ask sts to go to Writing Bank on p. 79.
Workbook p. 109
ID Online Portal
Grammar p. 70
Writing Bank p. 79

F MAKE IT PERSONAL Read the Song Line with the whole

class and elicit the name of the song / singer. Ask: Whats
TGIF? Tell sts it stands for Thank God Its Friday. Ask: Do
you like Fridays? What do you do on Friday night?

Song line:
T his Friday night, do it all again.
This Friday night, TGIF, TGIF, TGIF.
Song: Last Friday Night
Singer: Katy Perry (USA)
Year: 2011

82

649905 _ 0074-0086.indd 82 16/12/15 08:35

 5.4

Do you like football?

Lesson Aims: Sts learn possessive s in the context of deciding what to watch on TV and talking about possessions. Sts also
study object pronouns and use them to give opinions about people and things.

Function Language
Lesson 5.4

Reading photo captions and newsfeed entries. Its Gordon Ramseys restaurant. Its David Lettermans TV
programme.
Listening to a couple decide what to watch on TV. Look! All Marilyn Monroes films are available on Blu-ray now.
Talking about possessions. Is this your brothers name?
Giving opinions about people and things. What do you think of Lady Gaga?, I dont like her.
Vocabulary: A racket, paintings, a nose. A tennis champion, a painter, a writer, a chef, a singer.
Grammar: Possessive s. Object pronouns.

Warm-up Write the set of scrambled questions below on the
board and, in pairs, sts have five minutes to order the words.
1) do / evening / usually / what / you / Friday / on / eat / ?
2) you / usually / morning / what / do / do / on / Saturday / ?
3) do / your / do / you / always / homework / ?
4) eat / usually / do / you / breakfast / what / for / ?
5) the / do / sometimes / a / have / afternoon / snack / in / you / ?
Classcheck with answers on the board. In pairs, sts take turns
to ask and answer all five questions. At the end, ask some sts
to tell the class about their partners, e.g., Sally usually eats
bread and cheese for breakfast.
Men all over the world admire (3), the Aston Martin DB5.
Blu-ray collection of (1) released this weekend.
They dont talk about James Bonds car.
C Read World of English with sts. Get sts to notice the s
in photo captions 1-3. Write on the board / Elicit other
examples with sts names and their belongings, e.g., This
is Maliks bag, This is his bag, Thats Sandras book,
Thats her book.
Play 5.18 and carry out the drill.

1. What do you usually eat on Friday evening?
2. What do you usually do on Saturday morning?
3. Do you always do your homework?
4. What do you usually eat for breakfast?
5. Do you sometimes have a snack in the afternoon?
8 Listening
Transformation drill
Say Listen to the model and play 5.18 up to Now you do
it, then pause. Say The films of Marilyn Monroe and elicit
Marilyn Monroes films, then say Possessive adjective
and elicit Her films.
Play the rest of 5.18 and, at each pause, pick a different
student to transform the sentence and occasionally have
the whole class do it. Replay 5.18 if youre working with
a very large group.

A Books open. Focus on photos 1-3 and ask sts: Do you

know Marilyn Monroes films? Do you know / watch David 5.18
Lettermans TV programme? Do you like the 007 films? T = teacher S = student
T The films of Marilyn Monroe.
Point to the newsfeed entries and read the first one with
S Marilyn Monroes films.
sts. Sts match the entries to photo captions 1-3. Paircheck.
T Possessive Adjective.
Classcheck answers in B.
S Her films.
T The TV programme of David Letterman.
B Ask sts: Do you watch TV online? Tell them theyre going
to listen to a couple deciding what to watch online. Play
S David Lettermans TV programme.
5.17 to check answers in A. Ask: Which news entry dont T Possessive Adjective.
they talk about? S His TV programme.
T Now you do it. The films of Marilyn Monroe.
5.17 Prompts
W Look! All Marilyn Monroes films are available on Blu-ray The music of Justin Bieber.
now.
The team of Angelina.
M Really? Thats great! I like her films very much.
The albums of Radiohead.
W Hmmm. I dont like them. But I like her!
M Yeah, shes fantastic! And whats on TV?
W Do you like David Lettermans TV programme? D Point to the names and elicit what sts know about them
by asking: Do you know Gordon Ramsay? What does he do?
M Yes, I like it. Why?
Wheres he from? Repeat the questions for all of the names.
W Well, the US presidents wife is on his programme tonight.
Then point to photos 4-8 and get sts to match them to the
M Michelle Obama? Again? I think that guy loves her!
correct names. Paircheck. Classcheck.
83

649905 _ 0074-0086.indd 83 16/12/15 08:35

 5.4
Note Gordon Ramsay is a British chef. Novak Djokovic is a B Play 5.20 and carry out the drill.
Serbian tennis player. Isabel Allende is a Chilean writer. Frida
Kahlo is a Mexican painter. Justin Bieber is a Canadian singer. Transformation drill

Say Listen to the model and play 5.20 up to Now you do

Ask sts to look at photos 4-8 only. In pairs, they test each
it, then pause. Say I like Adele and elicit from the whole

Lesson 5.5
other and take turns to ask Whats photo 4?, Its Gordon
group I like her.
Ramsays restaurant. Classcheck by asking the whole
class: Whats photo 4 / 5 / 6? Resume 5.20 and, at each pause, pick a different
student. Monitor closely for sentence stress ensure sts
4. Isabel Allendes books 7. Gordon Ramsays restaurant pronounce weak forms of object pronouns.
5. Novak Djokovics racket 8. Frida Kahlos paintings
6. Justin Biebers nose
5.20
T = teacher S = student
E MAKE IT PERSONAL Possess the S. Model the activity. On T I like Adele.
one side of the board, draw three objects, e.g., a car, a book S I like her.
and a pen. On the opposite side, write the names of three T I like Justin Bieber.
people in your family.
S I like him.
Sts then guess which family member each name belongs to T I dont like American films.
by asking, e.g., Is (David) your brothers name?. They then S I dont like them. _
guess which object belongs to each person by asking, e.g., T I dont like cricket.
Is that (David)s car?. If time allows, sts do the same in S I dont like it. _
pairs with members of their own families.
T Now you do it. I like Marilyn Monroe.

Prompts _
9 Grammar: Object pronouns Robert Pattinson, the Twilight books, tomatoes, beef, milk,
Natalie Portman _
A Ask the whole class: What do you think of Lady Gaga?
Do you like her? Point to the options she / him / her and
elicit the correct answer. Sts circle correct answers for all
C Elicit the answer to number 1. Sts complete the
gaps with him, her, it or them. Paircheck. Classcheck with
questions in the Grammar table. Paircheck. Play 5.19 to
answers on the board.
check answers. Write answers on the board.
Swap partners. In pairs, sts role-play the mini-dialogues.
Read Common Mistakes with sts and, for further practice,
Monitor closely for intonation. At the end, have four
ask them to go to Grammar on p. 71.
different pairs of sts role-play a mini-dialogue each.

5.19
1. it it 2. them them 3. her her 4. him
W What do you think of Lady Gaga?
M I love her.
W Do you like the Harry Potter books?
D MAKE IT PERSONAL Have two sts read the dialogue in
the speech bubbles to the whole class. In pairs, sts ask
M I like them.
and answer about the people and things in the photos.
W What do you think of Nadal?
Encourage them to vary and ask about / add local people
M I like him. and things too. Monitor closely for accuracy.
W Do you like Mexican food?
M I dont like it.

Workbook p. 110
I like her. I like him. ID Online Portal
I like them. I dont like it. Grammar p. 70

84

649905 _ 0074-0086.indd 84 16/12/15 08:35

 5.5

Do you eat a lot of fast food? / Anything to drink?

Lesson Aims: Sts continue to practise the present simple and frequency adverbs through the context of reading and talking
about food. Sts also learn and practise how to order a meal at a fast-food restaurant.

Function Language
Lesson 5.5

Identifying key words. These are the cheeseburgers at Jazzy Joes.

Reading captions to pins. I love Chicos chocolate ice cream.
Comparing / Talking about food preferences. Number 4 is not true for me. I dont like ice cream.
Listening to people order food at a fast-food restaurant. Eat in or take away?
Ordering a meal at a fast-food restaurant. A beefburger and chips, please.
Vocabulary: Fast food (burgers, chips or fries). Chunks for ordering food (Can I help you?, Yes, please., No thanks.,
Anything else?)
Grammar: Review frequency adverbs and present simple.

Warm-up Review opinion adjectives from unit 2 on p. 18 2 W1 Chocolate or vanilla, my mums milkshake is always
(activity 2B). Make a gapped list of them of the board: the best!
____________ 3 W2 Do you like salad? I do. Very much. I eat it every day.
excellent Lettuce, tomatoes, carrots and a lot more Delicious!
____________ 4 B1 I dont usually like ice cream, except for this one.
good I love Chicos chocolate ice cream!
OK 5 M1 The bread is always fresh, the pork is excellent 100%
____________ organic! Eat a Henrys hot dog and be happy!
terrible 6 M2 At the weekend, my girlfriend and I always have a
____________ beefburger with chips. Its a good, good thing!
7 W3 Cheese, tomatoes and basil a perfect combination! I
Elicit missing words from sts. Ask them to go to p. 18 and
like them all, but this is my favourite.
check answers in 2B (lesson 2.2). Elicit pronunciation of all
8 M3 These are the cheeseburgers at Jazzy Joes. Great
words on the board. Have a student ask you What do you
meat, great cheese and a very special sauce. Yum
think of Shakira? and give your opinion using both an object
yum! I really recommend them.
pronoun and an opinion adjective. Say, e.g.: I like her. I think
shes an excellent singer. In order to give a clear model to sts,
write your answer on the board. 81563427
Elicit names of famous people and things from sts by asking
Give me the names of two singers Now two actors One
actress Two films Now the name of a famous book and
B In pairs, sts guess the pronunciation of all words
with pink letters in A. Tell sts theyre going to listen to
write all the names they mention on the board.
an English class. Tell them the teacher is checking sts
In pairs, sts take turns to ask for and give opinions about
pronunciation of the same words (in A). Play 5.22 to check
the people and things on the board. Remind them to follow
answers. Replay 5.22 for chorus and individual repetition.
your model answer (above); that is, they should use an object
pronoun and another sentence with an opinion adjective.
5.22
Monitor closely for accuracy. At the end, sts share their
T = teacher St = student
opinions with the whole group.
T So, what do you think? St4 SALad?
Look at the pink stress. T Yes. SALad! Whats next?
St1 CHEESEburger. St4 Ice CREAM?
Skills: Identifying key words T Good. Next? T Great! Next one?
A Books open. Point to the photos / texts and say: This is a St2 BURgers? Sts CHOColate!
website where people make comments about places they visit, T Thats it! Next? T Perfect! And next?
food they eat St3 BEEFburger? Sts VaNILLa!
T Correct. Repeat. T Yes! And the last one?
Briefly explore the photos. Elicit what sts can see in photos
1-8 by asking: Whats in number? Point to the texts and have
Sts BEEFburger! Sts MILKshake.
sts match them to photos 1-8. Ask sts to circle the words that T Good. Next? T Very good! Youre great!
help them decide which photo the text is about. Paircheck.
Play 5.21 to check answers. Classcheck. Point to the photos C Read number 1 with sts and ask: Is it true or false?
and ask the class: What would you like to eat or drink? Sts decide if sentences 1-6 are true or false. Paircheck.
Classcheck with answers on the board.
5.21
1 G1 Coke I like it with ice. Its a fantastic drink to go with 1. T
your burgers. 2. F (They both eat tomatoes.)
85

649905 _ 0074-0086.indd 85 16/12/15 08:35

 5.5

3. T A Eat in or take away?

4. F (David likes chocolate ice cream and Barbara likes C2 Take away.
chocolate or vanilla milkshake.)
5. F (They eat burgers at the weekend.) Dialogue 1 = tray with cheeseburger and large Coke.
6. T Dialogue 2 = tray with hot dog, chips, coffee, milk and sugar.

D MAKE IT PERSONAL Read number 1 in C and say Well, I C Read aloud with sts question number 1, Can I help
like burgers and chips too, or Well, Im different, I dont like you?. This is done as an example. Sts carry on matching
burgers Ask sts to do the same. In pairs, they compare / questions and answers. Paircheck. Play 5.24 to check
say if sentences 1-6 are true or false for them. Refer sts to answers. Use answers on the board.
the model dialogues in the speech bubbles. Classcheck by
asking sts to report some of their partners answers to the
5.24
whole class.
1 A Can I help you? 4 A Milk and sugar?
B A hot dog, please. B Just sugar, please.
in Action: Ordering food 2 A Anything to drink? 5 A Anything else?
B A tea, please. B No, thanks.
A Point to the photo and ask: Where are the people? Sts 3 A Large, medium or small?
tick the answer. Read World of English with the whole class. B Large, please.

Tip Have sts test each other on the opposite / associated

words / phrases in World of English . Give them one minute to (2) A tea, please. (3) Large, please. (1) A hot dog, please.
memorise the phrases. St A closes the book, st B looks at (5) No, thanks. (4) Just sugar, please.
World of English and says Eat in?. St A needs to remember /
say Take away?; st B: large, st A: small, and so on. After a D Ask sts to circle the correct options in bold. Paircheck.
minute, sts swap roles and test each other again. Play 5.25 to check answers. Replay 5.25 for chorus
repetition. Swap partners. In pairs, sts role-play the
At a fast-food restaurant. conversation. Then, sts cover the phrases and role-play from
the pictures only. Monitor closely for accuracy. At the end,
ask a pair of sts to act out the dialogue to the whole class.
B Tell sts theyre going to listen to people at the fast-food
restaurant. Ask: What do they order? Point to the three food
5.25
trays and elicit the vocabulary from sts. Sts match the trays
A Can I help you? A With ice?
to dialogues 1 and 2. Play 5.23. Paircheck. Replay 5.23.
B A beefburger and chips, please. B Yes, please.
Classcheck.
A Anything to drink? A Anything else?
B A Coke. B No, thanks.
5.23
A Large, medium or small? A Eat in or take away?
A = assistant C = customer
B Small. B Take away.
1 A Can I help you?
C1 A cheeseburger, please.
A Chips ? Can I help you? With ice?
C1 No, thanks. A beefburger and chips, please. Yes, please.
A Anything to drink? Anything to drink? Anything else?
C1 Yes, a Coke. A Coke. No, thanks.
A Large, medium or small? Large, medium or small? Eat in or take away?
C1 Large. Small. Take away.
A With ice?
C1 No, thanks. E MAKE IT PERSONAL Split the class into two groups: the

A Anything else? assistants and the customers. If possible, change the seating
C1 No, thanks. arrangements and have assistants and customers sit opposite
each other. In pairs, sts role-play the dialogue at the fast-food
A Eat in or take away?
restaurant. Refer sts to the food and drinks on pp. 58-59 so
C1 Eat in.
they can make their orders. Then, sts swap roles and act out
2 A Can I help you? the dialogue once again. Monitor closely for accuracy. Have a
C2 A hot dog and chips, please. couple of sts role-play their dialogue to the whole class.
A Anything to drink?
C2 Yes. A small coffee.
A Milk and sugar? Workbook p. 111, 118, 119
C2 Yes, both, please. ID Online Portal
A Anything else? Grammar p. 70
C2 No, thanks. ID Caf Video p. 76

86

649905 _ 0074-0086.indd 86 16/12/15 08:35

 Review 3

Save the princess St A: Argentinian,

A: Say four Latin American Venezuelan, Brazilian,
p. 19
Split the class into groups of four. Within their groups, sts nationalities. Peruvian.

form two teams of two to play against each other. In each B: What / favourite meal of St B: Whats your favourite
p. 50
the day? meal of the day?
pair, get sts to decide who is st A and st B. Ask the class:
St A: Breakfast.
Wheres the princess? (Shes in the castle tower on p. 61).
A: Introduce one student St A: Mariana, this is
Explain that they have to save her to win the game. p. 9
to another. Eduardo.
B: Say three female family St B: Mother, sister,
Read the instructions on p. 60 with the whole class. Point p. 30
members. daughter.
to the knight on the bottom left of the game and show
St A: Where you do work
sts there is one different starting point for each team / / study?
pair (green and red pointers). Tell them the teams go in A: Where / work or study? p. 32 St B: I work in an office.
opposite directions. Point to the coins in the instructions B: Ask a question about St B: What does your
box and explain that if they get heads, they move one your partners family. p. 34 mother do? / Have you got
square and if they get tails, they move two. any brothers or sisters / a
big family?
p. 13 St A: S-O-U-Z-A.
A: Spell your surname.
heads tails St B: Where do you live?
B: Where / live?
p. 36 St A: I live in Copacabana.

A: How old / your...? p. 23 St A: How old is your father?

Explain theres a time limit for each activity / square. B: Name three European St B: Hes sixty years old.
When a pair is performing an activity, the other team countries. p. 25 St B: Spain, Portugal, France.
should monitor the time. If they exceed the time limit of
St A: How often do you
10 seconds, sts are penalised and have to move back one
A: How often / watch watch films?
square. If not, they stay on the same square until they toss p. 55
films? St B: Every evening / At the
the coin again. B: Give your opinion of weekend.
p. 18
an actor. St B: I think Al Pacino is a
In each square teams stop at, sts follow the instructions brilliant actor.
and do the activity suggested, as st A and st B. The winning St A: A pen, a book, a
A: Name four personal
team is the first to complete the full circuit and cross the lipstick, a bag.
objects youve got p. 39
bridge to the castle. Monitor closely for accuracy and offer St B: What do you usually
with you.
do at the weekend?
help whenever necessary. B: What / usually do / p. 54
St A: I usually go to the
weekend?
beach.
At the end, ask all groups: Which square is the most
St A: Three, six, nine,
difficult?
A: Count from 3 to 33, twelve, fifteen, eighteen,
three by three. Three, p. 22 twenty-one, twenty-four,
Expected language six, ... twenty-seven, thirty, thirty-
Topics (clockwise) Reference
production B: Name four kinds of fruit p. 52 three.
and / or vegetables. St B: Bananas, apples,
A: Name three English- St A: The USA, Australia, carrots, potatoes.
p. 19
speaking countries. England
St A: Have you got any
B: Say the names of three St B: Lawyer, doctor,
p. 28 children?
jobs. university professor
p. 37 St B: Yes, Ive got a son. /
A: ... children?
St A: Where are you from? p. 7 / p. 9 / No, I havent.
A: Where / from? p. 8 B: Name? From? Job?
St B: Im from... p. 28 St B: Whats your name?
B: Order food and drink at
St B: A burger and a Coke, Where are you from? Whats
a fast-food restaurant. p. 59
please. your job?

St A: I think PES 2013 is a St A: What kind of food do

A: Give your opinion of a
car or video game.
B: ... brothers and sisters?
p. 18
fantastic video game.
St B: Have you got any
p. 31
brothers or sisters?
A: What kind / food / like? p. 52
you like?
B: Name three male family
St B: I like Italian food.
members. p. 30
St B: Father, brother, son.

87

649905 _ 0087-0088.indd 87 16/12/15 8:50

 R3
A: Say three Asian
nationalities.
B: What / phone number?
A: Say three alternate days
of the week.
B: Give your opinion
of a singer or sports
celebrity.
A: Name four personal
objects you havent got
with you.
B: How often / watch
films?
A: married?
B: Spell the name of your
city.
A: Give your opinion of a
book or film.
B: How old / you?
A: Name four drinks.
B: What / this? Point to a
photo and ask.
88
649905 _ 0087-0088.indd 88
St A: Chinese, Japanese, St A: How many computers
p. 19 Korean. are there in your house?
St B: Whats your phone A: How many? p. 42 St B: Two.
p. 13 number? B: Count from 2 to 22, two St B: Two, four, six, eight,
St A: 347-9820. by two. Two, four, p. 22 ten, twelve, fourteen,
sixteen, eighteen, twenty,
St A: Monday, Wednesday, twenty-two.
p. 54
Friday.
St A: My brother is an
St B: I think Neymar is a
p. 18 engineer.
good football player. My is a / an (job). p. 35
St B: My mother is an IT
St A: A flash drive, a professional.
laptop, a marker pen, a St A: There are 12
p. 39 dictionary. classrooms in this school.
There are in this
St B: How often do you p. 43
classroom / school. St B: There are 25 students
p. 55 watch films? in this classroom.
St A: Once a week / Every
weekend. St A: On Friday evening,
I usually go to the cinema
p. 13 St A: Are you married?
On Friday evening p. 55 with my friends.
St B: Yes, I am.
St B: On Friday evening, I
p. 13 St B: B-O-G-O-T-. usually watch a DVD.
St A: I think Toy Story 3 is a
p. 18
brilliant film.
St B: How old are you?
p. 22
St A: Im 19.
St A: Orange juice, Coke,
water, wine.
p. 50
St B: Whats this? / What are
Photos on
these?
p. 38
St A: Its a car. / Theyre
wallets.
16/12/15 8:50
 ID Caf
UNIT 1 First class
Before watching
A Point to the men in the photo (on the left, August; on
the right, Daniel) and say: This is August and this is Daniel.
Ask the whole class How do you spell August? and let sts
have a guess as you write the name on the board. Ask How
do you spell Daniel? and write it on the board too. Then,
point to the photo again and ask: Where are they? Sts tick
the right answer.
in a gym
B Invite five to ten sts to stand up and form a straight
line. Say: You are in a queue. Point to photo 2, say Look at
this long line of people waiting in the queue, and elicit the
correct sentence from sts. Then, they match the rest of the
photos to the correct sentences. Classcheck.
(2) Im in line (in a queue). (4) Sign here, please.
(1) I know. Im so tired. (3) Im your instructor for yoga.
Cultural note The ID Caf videos are in American English, so
sts will encounter US spellings and expressions such as in line
and last name (British English = in a queue and surname).
While watching
A Get sts to read extracts 1-3 and predict the missing
information. Play Video 1 without subtitles from start
to 00:01:32 (pause after Lucy Pereira Garcia spells her
last name or surname and then says OK. Thank you
so much.). Replay the same part. Paircheck. Replay the
snippet with subtitles to check answers.
1. W-A-I-N-W-R-I-G-H-T 2. first name / ID
3. P-E-R-E-I-R-A G-A-R-C-I-A
B MAKE IT PERSONAL Pair up with a student to model the
activity. Say: Spell your surname, please. As he / she spells it,
write it letter by letter on the board. Then say Spell your first
name, please, and repeat the procedure. In pairs, sts take
turns to spell their first names and surnames. Ensure they
write the names down as their partners spell them, and
then paircheck. Monitor closely for pronunciation. At the
end, have a few sts spell their surnames to the whole class.
C Read statements 1-7 with sts. Tell them youre going to
play the whole video this time and they have to tick true or
false in 1-7. Play the whole Video 1. Paircheck. Classcheck
with answers on the board.
1. T 2. T 3. F (Lucy is on time.) 4. T
5. F (Daniel and August are in the yoga class.)
6. F (Capoeira class is in room 2.) 7. T
D Have sts quickly check the answers from memory.
Paircheck. Play Video 1 again to check answers.
649905 _ 0089-0093.indd 89
1. Andrea, Lucy and August 2. next door
E Sts read the extracts and complete them while
watching the snippet from 00:02:00 to 00:02:50, when
August and Daniel walk into yoga class. Paircheck. Replay
the snippet with subtitles to check answers.
August Oh, sorry. What class is this?
Andrea August? Uh are you in our yoga class?
August Yoga? Uh Yes, actually, yes I am.
Daniel Huh? August Were in the capoeira class.
August No, no Youre in the capoeira. Im in the yoga class!
After watching
A Sts decide whether sentences 1-6 are true or false.
Paircheck. Classcheck.
1. T 2. T 3. T 4. F (Daniel is a capoeira student.)
5. F (Jim Hardy is a yoga instructor.) 6. T
B Read the table headings with sts. Read the first
sentence, Hey Lucy!, and ask: Is she saying hello / greeting,
asking for information or introducing herself? Sts carry on
ticking the correct categories for each phrase. Classcheck.
Greeting or Asking for Introducing
goodbye information yourself
1. Hey Lucy!
2. Good morning.
3. Im Jim Landry
4. Could you spell
your name?
5. ID, please?
6. You can call
me Lucy.
7. Hello everyone!
8. Is this room 2?
9. See you later!
C MAKE IT PERSONAL In groups of three, sts role-play
being an instructor and a class. Assign or let sts choose
their roles by themselves. Refer them to the sentences in B
and the model dialogue in the speech bubbles. Encourage
them to use sentences from E as well. Give them time
to plan what they are going to say or even to write down
mini-dialogues. Monitor their preparation closely and
offer help when necessary. Within their groups, sts act
out the beginning of a yoga or capoeira class, introducing
themselves and checking if they are on the class list, or if
they are in the right room / class. At the end, invite some
groups to present their dialogue to the whole group.
Tip If you are working with weaker sts, you might find it
helpful to give each student a pre-set line / sentence and have
them organise / role-play the dialogue with the lines given.
89
16/12/15 08:37
 ID Caf
UNIT 2 People, places, passports! After watching
Before watching A Read number 1 and ask: Is it true or false? Sts decide
A Point to the photos and check if sts are able to if sentences are true or false. Paircheck. Classcheck with
answers on the board.
recognise characters from ID Caf 1, Lucy, Daniel, Andrea
and August. New characters are Rory and Genevieve. 1. F (Rory is a computer technician.)
Ask: Wheres Lucy from? Whats her nationality? Point 2. T
to both flags on her photo and elicit the answer, Shes
3. T
from Argentina and shes American. In pairs, sts ask and
answer about characters nationalities, referring to the 4. T
flags given. Classcheck. At the end, check if any of your sts 5. F (Lucys favourite actress is Rachel McAdams.)
have dual nationality like Lucy.
Remind sts that US spellings and expressions such as B Elicit the correct order for number 1 and write the
favorite (favourite) and movies (films) are used in the video. question on the board. Sts reorder 2-3. Classcheck with
answers on the board.
B Elicit / Drill pronunciation for the words in the box. Swap partners. In pairs, sts take turns to ask and answer
Read sentence 1 and elicit the answer from sts. Then they
1-3. Monitor closely for accuracy and correct on the spot.
complete the gaps 2-5 with words from the box. Paircheck.
Classcheck.
1. Where are you from?
1. technician 4. passport 2. When is your birthday?
2. actress / movies 5. Internet 3. What is your phone number?
3. birthday
C Point to the table headings and explain I is for introductions,
AFI for ask for information and GPI for give personal
While watching information. Read the first line and have sts tick under the
correct heading. Classcheck. Sts do the same for all other lines
A Get sts to read questions 1-3 plus the options. Play and paircheck. Classcheck with answers on the board.
Video 2 without subtitles. Sts paircheck answers. Replay
Video 2 if necessary. Classcheck.
Expressions I AFI GPI
1. The Internet is down.
2. Shes in class. 1. Youre the computer

technician here, right?
3. Theyre very friendly.
2. Youre from that yoga

B Explain D is for Daniel, L for Lucy, G, Genevieve and R, class, right?
Rory. Tell sts theyre going to watch the video again and 3. Whats your name?
tick where each person is from in the table. Play Video 2. 4. Lucy, meet Rory.
Paircheck. Classcheck.
5. Im from Dublin,

Ireland.
Buenos Montreal, The
Dublin England 6. Daniel, this is
Aires Quebec Midwest

D Genevieve.
L 7. Good to meet you.
G
8. My birthdays in July.
R
9. Nice meeting you too.
C Have sts complete extracts 1 and 2 with what they 10. Whats your phone

can remember. Play Video 2 for them to finish completing number?
the sentences. Paircheck. Replay Video 2 with subtitles to 11. Oh. Its 847-555-1976.
classcheck.

1. birthday / 19 / 19 / 20
D MAKE IT PERSONAL Get sts to sit next to partners they
2. phone / 847 / 1976 / 312 / 2468 havent worked with recently. Provide them with some
prompts on the board such as phone number, birthday, age,
name, nationality. Elicit questions for each topic on the board.
In pairs, sts take turns to ask and answer questions. Also
refer them to the model dialogues in the speech bubbles.
90

649905 _ 0089-0093.indd 90 16/12/15 08:37

 ID Caf
UNIT 3 Job interviews
Before watching
A Drill pronunciation for all words. Sts match photos 1-6
to jobs. Paircheck. Classcheck.
(2) barista (4) filmmaker (6) scientist
(5) customer (3) manager (1) songwriter
Customer is not a job.
B MAKE IT PERSONAL Read questions 13 with sts and
drill pronunciation for robots and musician. Sts pair up
to ask and answer the questions. Classcheck.
C Point to August and ask: Is he a student? Does he work?
What does he do? Sts tick sentences they think are true
about August. Paircheck. Classcheck after they watch
Video 1 in A below.
While watching
A Tell sts: Lucy is making a video. Say: Its a video about
jobs. Lucy interviews her friends about their jobs. Remind sts
that they will see US spellings such as color (colour) in the
subtitles. Get sts to look at sentences 1-9 and explain they
need to tick the correct person for each number. Play Video
3 right through. Sts paircheck. Replay Video 3 to check
answers.
An Au G L R 3. I work here in this caf.
1 fixes Internet settings
2 works with design
3 works with robot programs
4 directs films
5 fixes problems on computers
6 works at Caf
7 is a filmmaker
8 writes and sings songs
9 serves coffee
B Read questions 1-3 with sts and allow them time to
look at the options. Replay Video 3 so they can tick the
words / expressions mentioned. Paircheck. Classcheck.
1. science, computers
2. at Caf, at the university
3. clothes, colours, fashion, furniture, materials, taste
649905 _ 0089-0093.indd 91
After watching
A Point to number 1 and elicit the answer. Sts complete
the blanks in 2-7 with do, does, work and works. Paircheck.
Classcheck with answers on the board.
1. does 2. do 3. work / work 4. works
5. work 6. Do / do 7. do
B Ask sts What does a barista do? and point to the
options. Sts match jobs 1-5 to tasks. Paircheck. Classcheck
with answers on the board.
53412
C Drill What does + character + do? questions with the
names August, Rory, Andrea, Genevieve and Lucy. In pairs,
sts ask and answer about characters jobs. Monitor closely
for present simple third-person -s use.
D Explain what each heading means. Exemplify
compliment, e.g., compliment a student on his / her
English, on a beautiful bag. Swap partners. In pairs, sts
categorise sentences 1-7 under the headings. Classcheck.
AFI GI GAC
1. I work on robots.
2. S
 o, please, tell us, whats your
name and what do you do?
4. Your work is very interesting.
5. W
 here do you work and what
do you do?
6. Im Rory OLoughlin.
7. Thats great!
e MAKE IT PERSONAL Swap partners. Sts work in pairs.
Give out cards with jobs from B written on them. Sts take
turns to pick one card at a time and pretend they are a
barista, a computer technician, a designer, etc. Leave the
questions Whats your name? and What do you do? on the
board so sts can refer to them to start each mini-interview.
Encourage sts to respond to each other with compliments
from D, and explain what they do in one or two sentences.
Monitor closely for accuracy. At the end, have some pairs
role-play their interviews.
91
16/12/15 08:37
 ID Caf
UNIT 4 In the bag
Colours Notebooks Pens Rubbers Folders

Before watching Black

A Books closed. Show a bag to sts and ask: Whats in the Blue
Green
bag? Let them guess and then show them whats inside.
Pink
Books open. Point to the photo and ask: Who are they? Purple
Whats in the bag? Sts check their guesses. Classcheck Red
when they watch Video 4 in A below. Yellow
White
B MAKE IT PERSONAL In small groups, sts talk about what
they buy for school / to study. Classcheck.
After watching
While watching A Read the first line with sts and ask / gesture: Is that
far from or near you? Sts tick the correct situation for each
A Tell sts theyre going to watch a video of Rory and sentence. Play Video 3 to classcheck.
August. Say: They are checking whats in the bags. They Far from Near or
have school supplies. Remind sts that the video uses US Expressions
you with you
expressions such as erasers (rubbers) and cell phone (mobile
1. Somewhere over there!
phone), and the subtitles use US spellings like organizer
2. I have two of them right here.
(organiser). Read the sentences with the whole class. Play
Video 3 for sts to check what they hear. Paircheck. 3. Thats where Daniel keeps it.
Replay Video 3. Classcheck. 4. No, its not in there.
5. Maybe over there?
(T) Theres a cat in the flat (apartment). 6. There it is!
(T) The cats name is Carson. 7. And heres my mobile phone.
(T) Daniels not there.
(F) August has a message organiser.
B Sts complete sentences 1-6 with this, that, thats or
these. Paircheck. Classcheck with answers on the board.
(F) There is a blackboard in the bag.
1. These 4. this
(F) There are three rulers in the bag.
2. this / this 5. This
(T) August is very hungry.
3. Thats / this 6. Thats
(T) Rorys books are in his book bag.
(T) Augusts mobile phone is in his school bag. C Read number 1 and elicit the answer from sts.
(T) The cat is in the bag. Sts complete with s, is or are. Classcheck with answers on
the board.
B Play Video 3 once again for sts to order events 1-7 while 1. are 2. s 3. are 4. s
they watch. Paircheck. Classcheck with answers on the board.
D MAKE IT PERSONAL Have two sts read the model
2 6 3 5 7 4 1 dialogue in the speech bubbles. In pairs, sts ask and
answer Have you got a pet?, Whats its name?, or Do you
C Sts tick the colours mentioned in Video 3. Replay want to have a pet? Classcheck.
the video and ask sts to match the colours to the items.
Paircheck. Classcheck.

92

649905 _ 0089-0093.indd 92 16/12/15 08:37

 ID Caf
UNIT 5 Its about taste
Before watching
A Books closed. Ask sts: Are you vegetarian? / Do you eat
beef / chicken / fish? Play a quick game with them. You say
a food item they know, and ask: Is it OK for vegetarians?
Explain they need to raise their hands if the food item is
OK for vegetarians. Say: beef, bread, potatoes, vegetables,
fish, chips, burger.
Books open. Sts put the items into the correct category.
Classcheck.
Vegetarian foods: Non-Vegetarian foods:
breadsticks beef
dessert burgers
French fries (chips) fish
potatoes meat
salad chicken
sandwiches
vegetables
B MAKE IT PERSONAL In pairs, sts take turns to ask and
answer the questions. Monitor closely for accuracy. At the
end, ask a few sts to report their partners answers.
While watching
A Point to the photo and ask the class: Who are these
people? (Genevieve and Rory.) Ask: Where do they work?
( Caf.) Tell sts theyre going to watch a video of
Genevieve and Rory talking about their routine. Remind
sts that the videos are in American English so they may
see spelling variations in the subtitles and hear different
expressions such as French fries (chips).
Point to the words in the box and ask sts to complete
sentences 1-5. Paircheck. Play Video 5 from start to
00:02:15 to classcheck. Write answers on the board.
1. usually
2. every day
3. mornings / evenings
4. four days a week / on the weekends
5. always
B Ask sts When is Genevieves day off? and see if they can
remember from the video. Elicit / Drill pronunciation for
all days of the week in the table. Read the list of activities
and tell sts to tick the correct days for each while they
watch the video again. Play Video 5 from the start to
00:02:15 again. Paircheck. Classcheck.
649905 _ 0089-0093.indd 93
Mo Tu We Th Fr Sa Su
1. day off
2. go to class
3. go to the gym
4. take singing lessons
5. sing
6. study
7. work
C Read sentence 1 and ask: Is it true or false? Sts decide if
sentences 1-5 are true or false while watching Video 5 once
again. Play the video until the end this time. Paircheck.
Classcheck with answers on the board.
1. T 2. F 3. T 4. T 5. T
D Sts circle whether Genevieve and Rory like or dislike
food items in the table. Replay snippet from 00:02:14 to
00:03:35. Classcheck.
Genevieve likes all items except beef and burgers.
Rory likes all items.
E Sts read questions 1-3 and watch Video 5 from 00:02:14
to the end to tick the answers. Classcheck.
1. in the morning 2. a burger and French fries (chips) 3. beef
After watching
A Sts complete the gaps in 1-5 with words from the box.
Classcheck with answers on the board.
Tip Have sts ask and answer questions 1-2 in pairs. Classcheck.
1. hours 2. have time 3. waste time 4. so busy 5. day off
B MAKE IT PERSONAL Sts complete the menu with the
missing letters. Paircheck. Classcheck with answers on
the board.
In pairs, sts take turns to ask and answer Do you like
Mediterranean Salad / Midwestern burger / French Fries
(chips)...? Ensure they ask about all the items on the menu.
Monitor closely for pronunciation. Classcheck by having
some sts talk about what their partners like / dont like.
Mediterranean salad Midwestern burger
Caesar salad with breadsticks French fries (chips)
Chicken sandwich Banana cream pie
Fish sandwich Ice-cream / Carrot cake
93
16/12/15 08:37
 Writing
Writing 1 An introduction to an D Get sts to read Write it Right! and explain that
contractions are more common in informal English. Ask
online group sts to circle ten contractions and three examples of and in
A Books closed. Ask sts: Are you on Facebook? Are you part the posts in A. Paircheck. Classcheck with answers on the
of any Facebook groups? What are these groups about? Tell board. If technology is available, use the Digital Book for
sts theyre going to look at an online group. Teachers and have sts circle answers on the board.
Books open. Read Ana Belles welcoming post with the
whole class. Ask: Whats the group about? (Its a group for
Ana Belle
making friends and talking about your favourite celebrity.)
Point to Aysels and Alejandros posts and tell sts to Welcome new members!
complete the table about them. Paircheck. Classcheck with To start: introduce yourself and give us your opinion about a
answers on the board. favourite celebrity. Use one word to describe him or her!
Aysel Evren
2. Surname Evren Bentez Nice to meet you all. My names Aysel Evren. Im Turkish,
3. Nickname Ale from Ismir. Im 17 years old and Im single. Justin Bieber is
4. City / Country Ismir, Turkey Guadalajara, my favourite singer. I think hes fantastic.
(Nationality) (Turkish) Mexico (Mexican)
Ale Beni
5. Age 17 24
Hi, everyone. Im Alejandro Benitez, but please call me
6. Marital status Single Married Ale. Im from Guadalajara, Mexico, and Im 24. Im married.
7. Favourite Justin Bieber Christina Ricci My favourite celebrity is Christina Ricci. I think shes an
celebrity (actress) excellent actress.
8. Opinion word fantastic excellent

B Read the first question with sts. Point to table lines
1-8 in A and ask: Wheres the answer? (number 4, City /
Country). Sts write 4 next to Where are you from?. Tell
sts to match questions 1-8 in A. Paircheck. Classcheck with
answers on the board.
E Your turn!
Before
Sts answer the questions in B and complete the third column
in the table in A about themselves, 1-8. Walk around the
classroom to monitor their work and help when necessary.

(4) Where are you from? While

(1) Whats your name?
(6) Are you married?
(3) Whats your nickname?
(5) How old are you?
(2) Whats your surname?
(7) Whos your favourite celebrity?
(8) Whats your opinion of him / her?
C Read 1 and ask sts to find a similar sentence in Aysel
Evrens and Alejandros posts in A. Sts copy equivalent
sentences from A which mean the same as 1-4. Paircheck.
Classcheck with answers on the board.
1. Turkish. 3. Im from Guadalajara, Mexico.
2. Im single. 4. Im 24.
Draw sts attention to the highlighted phrases in Aysels
and Ales posts in A. Ask sts to choose one of those phrases
to start writing their own posts. Elicit similar ways of
saying hello to an online group. Sts write their own
posts, saying hello to the online group and including all
information from 1-8 in A about themselves.
After
In pairs, sts swap and read each others posts to paircheck /
spot mistakes. Monitor closely and give feedback. Then,
ask sts to stick their pieces / sheets of paper onto the class
wall or board. Invite all sts to stand up and read as many
posts as they can. Encourage them to look for coincidences,
e.g, two sts who wrote about the same celebrity. When
they go back to their seats, test their memory by pointing
to all of the posts and asking, e.g. Are there any posts about
Shakira? Are there any posts about Messi?

94

649905_094a096_TB_Writing.indd 94 16/12/15 8:54

 Writing
Writing 2 A persons profile
A Point to the woman in the photo and ask the class:
Wheres she from? Whats her name? How old is she? Allow sts
to guess or briefly look for information in the text. Read the
title with them, Regular People, Unusual Facts, and elicit
the meaning of unusual. Say: Its the opposite of regular, and
also teach / write the word irregular on the board.
Tip Before sts perform the task, read the first sentence of
the text with them and ask: Whats the unusual fact about
Beth? Tell sts to read the whole text to find out. Ensure they
do not try to complete the gaps now. Classcheck (shes got
nine cats and four dogs in her house).
Point to the words in the box and get sts to complete the
gaps with them. Paircheck. Classcheck with answers on
the board.
My sister Beth is quite a normal person. Shes 48 years old.
Shes divorced and shes got two daughters. Their names are
Carol and Camila, and theyre 16 and 14. Shes Brazilian,
from Rio de Janeiro, but she lives in Argentina. Shes a
psychologist and she works in a school in Palermo, Buenos
Aires.
But theres one unusual fact about Beth: shes got nine cats
and four dogs in her house!
B If technology is available, display the page on the IWB
with the Digital Book for Teachers. Read question 1 with the
whole class and circle / have sts circle the answer in A.
Sts find and circle the answers to the questions and
number them 1-9 in A. Classcheck.
My sister Beth is quite a normal person. 1) Shes 48 years
old. 2) Shes divorced and 3) shes got two daughters. Their
names are Carol and Camila, and 4) theyre 16 and 14.
5) Shes Brazilian, from Rio de Janeiro, but 6) she lives in
Argentina. 7) Shes a psychologist and 8) she works in a
school in Palermo, Buenos Aires.
But theres one unusual fact about Beth: 9) shes got nine
cats and four dogs in her house!
649905_094a096_TB_Writing.indd 95
C Read Write it Right! with the group. Sts underline two
examples of but and nine examples of -s endings in he / she
verb forms. Paircheck. Classcheck with answers on the board.
My sister Beth is quite a normal person. Shes 48 years old.
Shes divorced and shes got (she has got) two daughters.
Their names are Carol and Camila, and theyre 16 and 14.
Shes Brazilian, from Rio de Janeiro, but she lives in Argentina.
Shes a psychologist and she works in a school in Palermo,
Buenos Aires.
But theres one unusual fact about Beth: shes got (she has
got) nine cats and four dogs in her house!
D Ask: Whats unusual about Beth (in A)? Tell sts to think
of a person they know, a family member or a friend. Ask:
Whats unusual about this person? Tell sts to look at the
options and tick / complete an unusual fact about this
person. Walk around the class to monitor and offer help.
Paircheck. Classcheck by having some sts share their
sentences with the whole group.
E Your turn!
Before
Tell sts to answer questions 1-9 in B about the person
they chose in D. They can write brief notes next to the
questions, as a draft / brainstorming before their writing.
While
Tell sts to start and finish their compositions with similar
sentences to the ones highlighted in Beths profile in A.
Remind them to include the unusual fact from D at the end
of the profile. Tell them they need to use the word but at
least once. Sts write a profile about a person they know.
Ensure they include all information from B and D.
After
In pairs, sts swap and read each others profiles to
paircheck. Monitor closely and give feedback. Then,
split the class into four groups or more, according to
the number of sts you have. Have groups swap and read
another groups profiles. Ask: Whos the most interesting
person? Whats the most unusual fact? Classcheck.
95
16/12/15 8:54
 Writing
Writing 3 An email to an e-pal
A Point to the email and explore the headers. Ask: Who
is this email from? Who is it to? Whats the email subject?
Explain e-pal and the old penpal. Say people want to find
friends in other countries, usually to practise their English.
Tell sts to read Teresas email and decide which photo is
not possible. Paircheck. Classcheck.
Bottom-right photo. She cant be a dentist.
B Read sentences 1-4 with the whole class. Show them
that sentence 3 is in the first box in A. Point to the other
boxes and ask them to place sentences 1, 2 and 4 in the
correct places. Paircheck. Classcheck.
1 4 2
C Point to topics 1-6 and ask: Whats the first topic Teresa
mentions / talks about? Sts order topics according to their
appearance in the text in A. Classcheck with answers on
the board.
(3) Occupation (6) Weekend activities
(1) Age and nationality (2) Place of residence (home)
(4) Family and relationship (5) Daily activities
D Read Write it Right! with sts and ask them to underline
all frequency adverbs and circle examples of and, but
and or in Teresas email in A. Classcheck.
96
649905_094a096_TB_Writing.indd 96
Hello there! My names Teresa, but my friends call me Tere.
I live in Tegucigalpa, the capital, with my parents and my
two brothers. Im a university student. I want to be a lawyer.
But I work in a supermarket too. Im not married, but Ive
got a boyfriend, Julio. In the evening I usually study or
watch TV. On Saturday evening Julio and I sometimes go to
the cinema or hang out with friends. On Sunday morning I
always go to church with my family.
What about you? Please write and tell me about yourself.
Tere
E Point to the topic Age and nationality in C and elicit
possible sentences, e.g., Im 32 years old, and Im from Rio
de Janeiro, Brazil. Ask sts to write one sentence about each
topic in C in lines 1-6. Monitor closely and correct / offer
help if necessary.
F Your turn!
Before
Tell sts theyre going to write an email to an e-pal. Elicit
the information they need to include and draw their
attention to the topics in C and sentences in E.
While
Ask sts to use at least three frequency adverbs and two
connectors in their email. Refer them to Write it Right!
After
Assign pairs so sts can swap email addresses and email
their texts to each other. Have them read each others work
before handing it in to you in the following lesson.
16/12/15 8:54