Introduction
The Real Life Teacher’s Resources are designed to make your day-to-day
teaching easier and even more effective. In this resource pack you will find:
• Photocopiable activities and worksheets. These give students more
practice and include activities for:
– grammar and vocabulary
– functional language
– listening
– the DVD.
• Practical ideas and workshops to help you become more confident
and creative with different aspects of your teaching.
In this introduction you will read about each element of the Real Life
Teacher’s Resources in turn. You will be able to find out
• what they are
• how to use them
• how they can benefit you and your students in your lessons.

1 Photocopiable activities and worksheets

All the photocopiable activities and worksheets are accompanied by
detailed teacher’s notes. They tell you the aim of each activity and give
instructions on how you can use it in class. Sometimes the students work in
pairs, sometimes in groups, sometimes on their own. There are full answer
keys for the activities when appropriate.
You can use the resources at any time in the lesson; at the beginning to
review language from a previous lesson; in the middle to give a change of
focus; at the end as consolidation.

1.1 Photocopiable Resources

There are 36 pages of photocopiable resources to accompany each level
of Real Life. This is one photocopiable resource for each two-page spread
of every unit. These photocopiable resources give students more practice
with the key language in the spread: grammar, vocabulary and/or skills.
! Remember: Students need to have studied the language in the Students’
Book and practised it in class before they do the photocopiable activity.

1.2 Can You Do It In English?

The Can You Do It In English? photocopiables give students extra practice
with the language in the Can You Do It In English? sections of Real Life. This
means they are all speaking activities, with the focus on students using
functional language in practical contexts. The teacher’s notes tell you
which Students’ Book activity each photocopiable relates to.

1.3 DVD Worksheets

These photocopiable worksheets are for you to use with students when
they watch the Real Time DVDs. There are short activities for them to do
while they watch and after they watch. These activities help you make the
most of the DVDs and help students understand what they are watching,
from the point of view of both language and culture.

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 1.4 Extra Listening Activities
The CD material in Real Life is very varied and is a rich resource of dialogue
and natural language in context. These photocopiable Extra Listening
Activities supplement the listening activities in the Students’ Book and will
give you ideas on how you can create your own extra audio activities, too.
! Remember: Use the activities after students have completed the listening
activities in the Students’ Book for the same tapescript.

2 Practical ideas and workshops

The Teacher’s Resources in this section are designed to give you ideas to
help you with your teaching. They will help you extend your skills and
competence as a teacher, which of course helps the students in their
learning, too.

2.1 Workshops
The Workshops are short, practical articles on different aspects of teaching
for you to read, for example on Classroom Management, Listening, Learner
Training. You will find the workshops are full of ideas and practical tips.
They are not designed to be read all at once. It’s a much better idea to read
one workshop at a time and try out some of the ideas in your classes before
reading another one. And you don’t need to read them in the order they
are presented in the Teacher’s Resources. Choose the topics that interest
you the most and the ones that you think will be the most helpful in your
teaching.
Why not get together with other teachers? You can all read one of the
workshops and then talk about it as a group. Sharing ideas and experiences
with other teachers is one of the most valuable and enjoyable ways of
learning.

2.2 Fillers
Fillers are exactly that – short activities which fill gaps in lessons. However
carefully we plan, we can never predict exactly how long activities will
take or how students will respond to them. In this section of the Teacher’s
Resources there are ideas for interesting and varied activities you can do to
fill those gaps, whether they come at the beginning, in the middle or at the
end of a lesson.

2.3 Board Plans

The board is an important resource for presenting and clarifying aspects of
language to students. The Teacher’s Resources include Board Plans for you
to use for many of the Grammar2know sections in Real Life. When there is a
Board Plan for a Grammar2know it is referenced in the Teacher’s Notes for
the lesson. You can either transfer the Board Plan onto your computer and
use it on the Interactive Whiteboard or copy the Board Plan into your lesson
plan and draw it on the board before or during the lesson. Board Plans are
particularly effective because they give students a visual representation of
aspects of grammar. This is much better than giving them an explanation.
! Remember: Give students time to copy each of the Board Plans into their
notebooks.

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 CEF
Using the Common European Framework of
Reference for Languages
The levels in Real Life are linked to the levels within the Common
European Framework of Reference for Languages (CEFR). The CEFR is
used throughout Europe and beyond to provide a common standard
and reference point in languages for students, teachers, universities and
employers. The CEFR provides descriptions of language competence, of
what students can do in different languages at different levels. There are six
core levels:
A1 & A2 (Basic User)
B1 & B2 (Independent User)
C1 & C2 (Proficient User)
A1 is the lowest describable level and C2 is the highest.
By the end of Real Life Elementary, students should have reached level A1.
Descriptions of language competence in the CEFR relate to five language
skills: Listening, Reading, Spoken Interaction, Spoken Production and
Writing. You may already have given your students their copies of the
European Language Portfolio (ELP) and Language Passport. These are the
documents in which students record their own progress, competence and
achievements in the different languages they are studying.

The ELP and the Language Passport

The ELP and the Language Passport enable students to become more
aware of, to self-assess and to keep a record of their developing language
ability. In the Language Passport, self-assessment statements are provided
for students at the different levels of the CEFR. With reference to Real
Life Elementary, the statements for level A1 look like this in the Language
Passport.

Listening I can understand familiar words and very basic phrases concerning myself, my family and
immediate concrete surroundings when people speak slowly and clearly.

Reading I can understand familiar names, words and very simple sentences, for example on
notices and posters or in catalogues.

Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or
rephrase things at a slower rate of speech and help me formulate what I’m trying to say.
I can ask and answer simple questions in areas of immediate need or on very familiar
topics.

Spoken Production I can use simple phrases and sentences to describe where I live and people I know.

Writing I can write a short, simple postcard, for example sending holiday greetings. I can fill in
forms with personal details, for example entering my name, nationality and address on a
hotel registration form.

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 How can I use the ELP in my classes?
In the ELP the descriptions for each language skill are broken down into
separate statements, for example:
Listening: I can understand questions and instructions addressed
carefully and slowly to me and follow short, simple
directions.
As you work through Real Life Elementary with your students, build in
regular time slots for using the ELP, for example once a month. During
these periods, you should tell students to focus on particular statements
for the five language skills (one or possibly two from each language area),
which you know students have worked on during the past month. You can
write the statements on the board at the beginning of the lesson. Students
work in pairs or small groups. They look back at the work they have done
in Real Life Elementary over the past month and relate what they have done
to the statements you have written on the board. In their groups they then
provide examples of what they can do and when they did it in the Students’
Book activities. Discuss the statements as a class. Students then tick the
statements in their ELP that they feel they can do.
You should then focus students on the My Priorities column. They can tick
four or five priorities each. Remind them to choose ones that are their own
priorities: they don’t have to have the same ones as their friends. During
the next ELP session, students should review what progress they have
made with reference to their priorities before focusing on the next set of
statements you have identified.
Students will need to be trained in self-assessment and the use of the
ELP. Self-assessment and reflection on their own learning may not be
something they have ever been expected to do before. You may find they
are resistant to it at first: they don’t see the point of it and they don’t know
how to do it. But you should persevere! Make it a regular part of your
teaching calendar and make reference to ELP statements during lessons
from time to time, for example. This activity links to one of the listening can-
do statements in the ELP. Have a look and tell me which one it is. In this way
students get used to the ELP being part of their learning.
Students will probably also be using the ELP and Language Passport during
their other modern language lessons, for example Spanish, Italian, French,
Portuguese, German and so on. It is therefore helpful if you meet regularly
with the teachers of other languages to discuss how they are using these
documents and whether you can adopt a common, school approach to
their use.

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 Classroom Management
Classroom management means using a variety of techniques to ensure
smooth running of events and activities in the classroom. This includes
forward planning as well as management of learners in class.

Some simple classroom management techniques

It’s amazing how a few simple techniques can make the classroom a more
effective learning and teaching environment. These techniques are all easy
to implement. Most of them require some forward planning, followed by
implementation in the classroom.

a) Seating learners
Before you start the lesson you should seat the students where you want
them to sit. It’s usually best to have the students in a group in the middle
of the classroom. Tell them to move quickly and quietly to the places you
assign. If you do this on a regular basis, you’ll find that soon you won’t need
to do it any more, as students will have moved themselves into a cohesive
group before the lesson!
Every lesson includes some pair or group work and you will probably have
planned for students to work in different pairings or groupings for some of
the activities. This means you have to move the students during the lesson.
As with the seating at the beginning of the lesson, you need to tell students
where you want them to sit for the activity. Make sure there is quiet before
you tell students who they are working with, that they move quickly and
quietly and that you tell them what they need to take with them. If you
teach large classes, it’s easier to move half the class. Make A/B pairs for
example. Then tell all the Bs to move to work with a different A student.
Remember: It’s best to move students to their new places before giving the
instructions for the activity.

b) Pairing and grouping students

When you plan your lessons, there will be activities when students work in
pairs and in groups, and when they work on their own. There are two main
things you need to think about when you plan pair and group work for
your class:
• Are students going to work with whoever is sitting next to them?
• Are you going to decide who students work with for pair and group
activities?
For many pair work activities, for example checking answers for a listening
activity or talking about pictures before a reading, it’s fine for students to
work with the person sitting next to them. However, for other pair and
group activities which are longer and involve more cognitive effort, for
example grammar and vocabulary exercises and discussions, it’s usually
more effective if you decide what the student pairings and groupings are.
Here are some of the reasons why:
• Some students always chat about things other than English when
they are in pairs.
• Some students don’t get on with each other and don’t work well
together.
• Some students are stronger at English and some are weaker.
• Students have different ‘intelligences’ and ways of learning.

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Every class is what we call a ‘mixed ability’ class and this is why forward
planning is particularly important. Mixed ability means students have
different learning styles and are at different points in their learning: some will
find English easier than others, some will learn more slowly than their peers.
Here are some ways you can pair and group students:
• Mixed ability students together.
• Stronger students together and weaker students together.
• Stronger students with weaker students.
• Students with similar learning styles.
Pairings and groupings depend on the kind of activity students are
doing. You need to decide before the lesson. You can’t do this kind of
organisational planning in real time in the lesson.

c) Classroom routines
a) and b) above both depend on the setting up and use of classroom
routines. Classroom routines are important because they give students a
structure and a framework for their learning, and because they make for
smoother classroom management. Here are some other parts of the lesson
when classroom routines will help you:

Parts of the lesson Examples of classroom routines

Eliciting students’ ideas or answers Students put their hands up, students wait for
you to ask them by name.

Giving instructions, stopping an activity Students all stop talking and are quiet at a
given signal, for example you clap your hands,
you say ‘OK’, you count backwards (3 … 2 … 1).

It’s important to establish classroom routines that you feel happy with and
that work with your students. Once you find ones that work, stick to them!
Remember:
• When asking questions around the class, always ask the question
first and then call on a student to answer. If you name the student
before asking the question, the rest of the class don’t bother to
listen!
• When you want different students in the class to give their ideas,
answer questions or read aloud, etc., always select students in
random order. Don’t ask students in their seating sequence. If you
do, only the student ‘next in line’ will bother to listen or follow
what’s happening.
• Don’t leave classroom management to chance. You need to actively
manage your classes.
• Classroom management is about being in control of events in the
classroom. It doesn’t mean that you are authoritarian!

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 Evaluation and Assessment
One of the main reasons we assess learners in the classroom is to find out
about their progress in relation to the Objectives in the coursebook we are
using. This assessment helps us find out what students can do well and
what they can do less well. Assessment, like the Statements in the Common
European Framework of Reference (CEFR), should also focus on what
students can do, not on what they can’t. For example, the statements from
the European Language Portfolio (ELP) for A1 are:
Listening: can understand familiar words and very basic phrases concerning
myself, my family and immediate concrete surroundings when people speak
slowly and clearly.
Reading: can understand familiar names, words and very simple sentences, for
example on notices and posters or in catalogues.
Spoken interaction: can interact in a simple way provided the other person is
prepared to repeat or rephrase things at a slower rate of speech and help me
formulate what I’m trying to say; can ask and answer simple questions in areas
of immediate need or on very familiar topics.
Spoken production: can use simple phrases and sentences to describe where I
live and the people I know.
Writing: can write a short, simple postcard, for example sending holiday
greetings; can fill in forms with personal details, for example entering name,
nationality and address on a hotel registration form.
Remember: We need to assess our students’ competence and ability in
English in all five language skills.

What does assessment mean and is it the same as evaluation and testing?
Assessment is finding out about what our students know and what they
can do. Testing is one of the ways that we can find out. But there are many
other ways of finding out, for example through listening to students in
role plays or in pair work, by collecting their classwork or homework, by
observing them working in class. It’s important to use different ways of
finding out what students know and can do. We won’t get a clear picture of
their abilities if we only use one way, for example testing.
Evaluation is a little different from assessment. Assessment focuses on
students and what they can do with reference to certain criteria, as in the
CEFR above. Assessment is usually over a longer period, thus we may assess
our students’ abilities and progress over the period of a term or a year.
Evaluation is about making decisions and judgements. We evaluate data or
information, we don’t usually evaluate people. At the end of the academic
year we evaluate the information we have about our students and make
decisions: do they repeat the year, do they go up to the next class, for
example? We also evaluate the books and the approaches we use.

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 What are the different kinds of assessment?
These are the most common types of assessment.

a) Formal assessment
Formal assessment means tests and exams. Elementary level students are
more likely to do tests than exams. You can think of a test as an ‘event’,
because students know about it in advance, and it has a clear purpose,
a beginning and an end. The tests we use on a regular basis to check
students’ learning are called progress tests; the tests we use to check how
much students have learned over a longer period (for example, at the end
of a term) are called achievement tests. By giving students these kinds
of tests on a regular basis, we can make sure they are ready to sit formal
external examinations.

b) Classroom-based assessment
Most of the assessment we do at Elementary level is classroom-based
assessment. This means monitoring our students on a regular basis against
the objectives in the units of the coursebook and the can do statements
in the CEFR. We get most of this information by observing our students
working in class, not by giving them tests. It’s important to keep records of
what we notice.

c) Portfolio assessment
A portfolio is a collection of documents and materials which show a
student’s achievements and points of learning over a period of time.
Teachers provide the structure for the portfolio and give students
guidance, but in most cases it’s the students who choose the documents
to put in their portfolios. Usually, the structure comes from a document like
the English Language Portfolio (ELP), with each section providing evidence
of the can do statements in one skill area. Portfolios need to include DVD
or CD materials (to show students using and reacting to spoken language)
and can be hard copy (paper) or soft copy (on computer).

d) Self-assessment
We teach students to become better at self-assessment through learner
training. Students need to learn to be able to recognise their own strengths
and weaknesses and to plan how to improve their own learning. The more
students use the ELP the better they will become at self-assessment.

Which type of assessment should I use most with my students?

You should use a combination of different types of assessment. It’s
important not to base your assessment about what a student can do on
one observation or on one test result.

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 Grammar
Teaching grammar to Elementary level students can be challenging as
they are always mixed ability. You’ll find that the approach to grammar in
Real Life Elementary is particularly suitable for this type of learner.

What is the approach to grammar teaching in Real Life Elementary?

In Real Life Elementary, students are exposed to new grammar through
a reading or a listening text. The students do some reading or listening
activities about the text before they focus on the grammar. These activities
are very important as they ensure that students understand the general
meaning of the text before they tackle the grammar. It is at this point that
students do a number of Grammar Focus activities.
Presenting grammar through a reading or listening text is important and
helpful for students because the text:
• gives examples of the grammar in context
• helps to give the grammar meaning
• shows the grammar in use
• provides memorable support for the grammar.
Here, for example, is the procedure for Real Life Elementary Unit 5, pages
42–43.
• Students read a Fact file on Sam Stern and discuss their answers.
• Students read a short article about him and do a true/false activity.
• They focus on the grammar in the text (Grammar Focus).
• They complete grammar exercises.
Notice that all the examples in the Grammar Focus section come from the
reading text. Because students have already read and discussed the text,
you know that they understand its general meaning. So when they read the
example sentences in the Grammar Focus section (Sam likes experimenting
with food. He invents a recipe every week.) the students know who Sam is and
they know something about him. In other words, they understand what the
sentences are talking about. They are not empty, meaningless examples.
After the examples, the grammar is explained clearly and simply in English,
again using examples from the text as reference points. It’s a good idea for
students to read the Grammar2know sections aloud around the class and
to check that they understand key words and concepts. For example, in the
Grammar Focus section in Unit 5 (pages 42–43) you will probably need to
check, countable, uncountable, identity and general statements. Once you
are sure that students understand the grammar points, they can do the
exercise, either on their own or in groups.
Remember: If you feel at any time that students don’t understand any of
the grammar areas in a Grammar2know, provide more examples. Don’t
explain! It’s the same when you are checking the Grammar exercise. If you
see the class have problems, tell them to look at the relevant section in the
Grammar2know and provide or elicit more examples.

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 Why is this approach suitable for Elementary students?
Elementary students have not learned much English yet. Therefore we can’t
explain grammar in English; they won’t understand it. In fact, explaining
grammar to students, in their mother tongue or in English, is not the best
way of teaching it. The best way for students to learn grammar is by seeing
it used, by understanding how it’s used and then by using it themselves.
They can do all these things in the grammar sections of Real Life Elementary.
The Grammar Reference sections in the Workbook give students
opportunities to review the grammar themselves during or after the
lessons. There are explanations and examples of all the new grammar
points.
Remember: When we hear students using grammar appropriately and
generally correctly, we know that they understand. We don’t need to ask
them to explain the grammar or how it’s used!

How can I teach grammar to mixed ability students?

The approach to teaching grammar in Real Life Elementary is designed
for mixed ability classes. Introducing grammar through a text gives some
students time to remember what they have learned before. It gives other
students time to experience and make sense of the new grammar in its
context. It’s usually a good idea to have pairs of mixed ability students
for the grammar exercises. Why? Because they can help each other. And
sometimes the students meeting the grammar for the first time complete
the grammar exercises first and complete them correctly!
Some students finish grammar exercises more quickly than others. When
this happens, you can refer them to the Grammar Plus sections in the Mini
Workbook at the back of the Students’ Book. These are useful exercises for
‘early finishers’.

Why do my Elementary students make so many mistakes in grammar?

Do your students still make mistakes with the present simple third person
‘s’, as in He like cooking …? Don’t worry. That’s perfectly normal and you
shouldn’t expect anything else at Elementary level. Learning grammar is a
process. It doesn’t happen in one go. It’s much more gradual than this. This
is one of the reasons why we need to recycle and review grammar (and
vocabulary) on a regular basis. At the end of a lesson students will have
learned something about the Grammar Focus area, for example articles. But
they will need to revisit and review this area many times before it becomes
something that they have internalised.
Remember: Grammar takes a long time to learn. In fact, we carry on
learning it all our lives. We need to constantly remind students of grammar
points and help them to become more aware of their own mistakes. We
shouldn’t have unrealistic expectations about what Elementary students
can do.

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 Learner Training
‘Learner training’ sounds very ambitious for Elementary students. But
don’t worry, the aim isn’t to train them to be independent learners by the
end of the year. The aim is to start them on the path to becoming more
independent and autonomous learners.

What is ‘learner training’ and why is it important?

Learner training means helping students to become more aware of their
own learning and how they learn. As students become more aware of
how they learn, their preferred learning styles, their own strengths and
weaknesses, the strategies they use for learning, they begin to take more
control over their own learning and become more successful. Imagine a
classroom where students are completely dependent on their teacher for
all aspects of their learning. It might mean that learning takes place in the
classroom but once those students are outside the classroom (at home, in
a job, at university) they are not able to continue learning. They don’t know
where to start or how to go about it. They become very frustrated and, in
the end, some of them may reject learning altogether.
We want to produce learners who, little by little, can take control of their
own learning and who are active participants in their own learning process
rather than passive ones. Everyone learns in a different way, so we have
to help learners find out how they learn and suggest strategies which
can help them. We can do this in very practical ways in the classroom, for
example by encouraging students a) to become more self-reliant, b) to ask
for help and c) to become more aware of what they need to do in order to
improve.
a) Becoming more self-reliant
Here are three ideas for taking learners on the first steps towards learner
independence.
Using dictionaries
• Have sets of monolingual English (or bilingual) dictionaries in the
classroom. Train your students in how to use them by getting them
to look up some words from the readings in the lessons. If you can’t
have monolingual English dictionaries available for every lesson,
make sure you have them available at least once a month so that
your students can get used to using them.
• Make use of the Wordbank at the back of the Students’ Book in every
lesson. This will help students develop dictionary skills.
• Plan stages for some activities in Real Life Elementary where
students use dictionaries, for example checking unknown words in
the reading, checking meanings of Words2know, checking how to
pronounce new words, checking what part of speech words are.
• Encourage your students to buy their own dictionaries.
Checking their own work
• Students often expect their teacher to check their answers or their
written work. If you have a big class, this can mean students waiting
(and perhaps chatting) while you go around the class checking
their work.
• Start training your students a) to reread their own work and to
check it again and b) to swap work with a partner and check
each other’s work. This includes grammar exercises, writing,

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 answers to reading texts and so on. Students will soon become
less demanding of you, and more reliant on themselves and their
classmates.

b) Asking for help

• This is another area in which untrained students can be very
demanding on the teacher. They want to know what a word means,
how to write something, what they have to do and so on. All
these questions are directed at the teacher, when they can just as
easily be answered by the student him/herself (with the help of a
dictionary, for example) or by another student.
• Get your students out of the habit of constantly referring to you for
information. Encourage and remind them to always try and find out
for themselves first.

c) Becoming more aware of what they need to do to improve

Here are two ideas for helping learners to become more aware of what they
need to do.
Reflection
• We want students to become more and more successful in their
learning and in what they do. For this to happen, students have to
be able to learn from their successes and mistakes, and from the
mistakes and successes of others.
• Imagine your students have done a multiple choice exercise on a
reading text. Some students did it quite well. Others did it less well.
To help all the students do even better the next time, you should
do two things:
a) Talk with the class about how they approached the activity. What
did they do first? What did they do next? How did they decide on
the correct answer? What did they do about words they didn’t
know? Did they read the text again at the end to check?
b) Read through the relevant section from the Exam and Skills
Strategies at the back of the Students’ Book.
• With Elementary students you will need to do some of this Strategy
discussion in their mother tongue. Your aim should be to make
them more aware of a) how they approached the activity and the
strategies they used, b) what was successful about this approach
and c) what wasn’t successful and what strategies they can use to
improve in the future.
English Language Portfolio (ELP)
• The ELP is designed to encourage students to reflect on their
learning and to identify their own Learning Priorities. For the can
do statements students need to be aware of what they have done
and how well they have done it. For the Learning Priorities students
need to identify what they as individuals both want to do and need
to do to improve.

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 Learning and Culture
Culture features strongly in language learning these days; learning
activities are sometimes described as cross-cultural or inter-cultural. This
means that the content of the input, a reading or listening text for example,
contains information about life in a culture other than the students’ own.
Teenage students are particularly interested to learn about other cultures,
especially when they can compare the teens’ behaviour or the customs to
their own. This provides students with real motivation for learning English.

What do we mean by ‘culture’?

Culture is the social, behavioural and artistic aspects which are to be found
in a particular society, country or group. So when we talk about ‘British’
culture, we include things like the food people eat, the fashions of young
people, musical tastes, where people live and so on. But culture is not just
about the present. If we think of music culture in the United Kingdom, we
might think of the classical tradition, as well as the more modern musical
traditions from rock through to grunge and techno.

Why is culture important for/in learning?

There are three main reasons why it is important:
• When people learn a language in a topic-based way – as is used
in the Real Life series – they learn about countries where English
is spoken (and about other countries, too) through the unit
topics. For example, in Real Life Elementary Unit 7, students learn
about three different New Years! In fact, in every unit of Real Life
Elementary students learn about different aspects of culture. It is
this content which makes the English meaningful, and which gives
students a purpose and motivation for both learning and using the
language.
• Teenagers are fascinated by culture. This interest starts with their
own teen culture, for example music, fashion, ‘in’ language and
expressions (in their mother tongue), family life, educational
expectations, work situations. The list is almost endless. This is an
advantage for us when we teach English to this age group. Teenage
students are always interested in comparing cultural aspects of
their own situation to the ‘norms’ in other countries. They spend a
lot of their time on the internet, using email and blogging, so a unit
on computers and the internet in Real Life Elementary, for example,
is really going to spark their interest. They learn the relevant
vocabulary and they also find out about teenagers’ experiences of
this aspect of culture in other parts of the world.
• In this ‘global village’ teenagers already know quite a lot about
other cultures, for example through the internet, films and travel.
They are very keen to extend their knowledge and often like to
tell us what they already know or what they observed when they
visited another country. We should always be ready to make the
most of this and to encourage students to share their impressions
and experiences.
Remember: When we talk about learning and culture, we do not mean that
students only learn about the culture of one country, the United Kingdom
for example. We mean that, through the medium of a language (English),
they learn about culture in different countries of the world.

14
 How is culture taught in Real Life Elementary?
As mentioned above, culture is embedded in every unit of Real Life
Elementary. Through the reading and listening texts, learners learn about
people’s lives and experiences in parts of the world other than their own.
The Real Time sections which follow every other unit have a strong cultural
element. As students follow Lena’s experiences in the United Kingdom,
they learn about British culture through her eyes. But they don’t only ‘learn
about’ it, they also learn and practise the language which they can use
in some typical situations. Here are some examples: cafés, museums, the
cinema, shopping, jobs and interviews, letters and postcards.
The Real Time DVD also combines language and culture in a very effective
way. Students can experience aspects of culture by seeing them on screen.
You can encourage them to notice particular aspects, such as what the
houses look like, how the two teenagers relate to their parents, the things
the family do on holiday, dating. Students are curious to know what’s
different from their own context – and this curiosity will motivate them to
speak and become more involved in the lessons.
Remember: Be open to what students notice and want to tell you about the
DVD. They may have noticed something that you haven’t thought of about
an aspect of culture.
You will notice that there are Culture2know sections in the Teacher’s
notes for most lessons of Real Life Elementary. These sections give you
background information about cultural aspects which appear in the lesson.
The cultural information in this section is for you. It will help you to answer
any questions students ask you about cultural information in the texts. You
may also decide to share some of the cultural information in Culture2know
with your students. But this is up to you.

How does culture inspire students to want to learn?

Language learning should not be totally exam focused. Learning a
language is about much more than passing exams. If our students are to
become successful learners, then they need to enjoy their learning and
want to continue learning even after the exams have finished. Cultural
content in the texts and in the lessons can fire students’ imaginations – and
take them beyond wanting to ‘know’ the language to wanting to learn and
share their ideas about the world, using language as a medium.

15
 Listening
During a lesson, students get many different opportunities to practise their
listening skills.
• They listen to us, their teachers.
• They listen to each other.
• They listen to the CD.
• They listen to and watch the DVD.
It’s important that we help students make the most of all these listening
opportunities. Students generally find listening difficult, so the more
practice we can give them the better they will get.

Listening to their teacher and to each other

Students don’t need listening practice in their mother tongue, they need
it in English. So make sure you use English during the lessons. Students
quickly get used to this. We also have to encourage students to use English
when talking to us and to each other. At Elementary level, this means
teaching them classroom language, for example Can you repeat, please?
How do you spell that, please?, giving them time to think of what they want
to say in English and, most importantly, not over-correcting what they say.
Remember to keep your classroom language clear and simple and to give
students useful classroom language to use themselves.

What’s the best way to teach listening using the CD?

First, it’s important to remember that we are teaching listening to our
students. We are not testing their listening (except in a test). So we need
to provide them with support at each stage of the listening to help them
understand better. This also means that they are learning strategies for
listening which will help them in exams and tests, as well as in the future.
The listening ‘model’ is in three parts: before listening; during listening;
after listening.

a) Before listening
You will notice from using Real Life Elementary that there are always
activities which students do before they listen to the CD. In these activities,
they share their ideas on the topic, or they guess what words or topics
are going to be mentioned in the listening, or they look at and discuss
pictures. We call all of these prediction activities. Their purpose is to
introduce students to the topic of the listening, activate their ideas and
any vocabulary they know on the topic and to make them interested in
the listening. Sometimes, when students guess what words or topics they
are going to hear, we play the CD once through for them to confirm or not
their predictions. These types of activity give them a real purpose and focus
for listening.
Remember, even if you’re short of time, never cut the ‘before listening’
activities. They really help students learn to be better listeners.

16
b) During listening
There are many different types of activities students can do while they are
listening. Here are a few examples: confirming predictions from the ‘before
listening’; identifying true and false statements; filling in the gaps; multiple
choice; matching. These activities all give students a purpose for listening.
They have something they are listening for.
A useful procedure for using all these activities is:
• First, read the activity through with the class, for example the
statements or the multiple choice options. Make sure they
understand the vocabulary, have read the whole activity and know
what to do (have read the instructions!) before you play the CD.
• Then, play the CD for the first time without stopping. Students
listen and mark their answers. After listening, they check their
answers in pairs.
• Next, play the CD again without stopping.
• Finally, check answers with the class. For any answers the class had
difficulty with, play the relevant extracts from the CD.
Remember, it’s really important to play the CD through without stopping
each time. When you pause the CD, you might think you are making the
listening easier for students, but in fact you’re not. They need to learn that
they can listen to longer extracts and pick out relevant information – the
right answers!

c) After listening
As with the ‘during listening’ activities, there are many different types of
‘after listening’ activities in Real Life Elementary. The purpose of all these
activities is for students to use some of the language and ideas from the
listening, and for them to extend and explore them through discussion
and/or personalisation. Look, for example, at Real Life Elementary Unit 3,
page 24, exercises 6 and 7. Exercise 6 is a ‘during listening’ exercise and
exercise 7 is an ‘after listening’ activity. In exercise 7, students discuss their
ideas on shopping malls and talk about their own opinions and experience
(personalisation).

How can I make use of the listening transcripts?

On pages 94–102 of these Teacher’s Resource Materials there are extra
listening activities for many of the transcripts. These activities are all
photocopiable and give the students even more practice with the listening
texts from the units. They focus on particular aspects of the listening texts,
for example listening for who says what, pronunciation, useful phrases and
expressions.

How can I improve my students’ listening skills and strategies?

We can help students improve their listening by:
a) making them aware of the strategies they actually use.
b) making them aware of the strategies they could use.
At the back of the Real Life Elementary Students’ Book there is a section
on Skills and exam strategies you should read through with students to
remind them of ways they can improve their listening. You can do this
before and after they do listening activities.

17
 Managing Learners
You will know from your own experience as a teacher (and a learner!) that
learners are very different one from another and that they learn in different
ways. In order to manage effective learning in the classroom, we have to
take account of these learner differences and plan and manage our lessons
accordingly.

What do we mean by learner differences?

You will have noticed in your classes that the students seem to learn in
different ways. Some tend to prefer certain activity types and are reluctant
to do others. And when it comes to homework, organising their vocabulary
books and Portfolios, you are sure to have noticed other differences, too.
We are often too quick to label students as ‘lazy’ or ‘untidy’ or even ‘slow’,
when we should be trying to understand more about their preferred
learning styles and characteristics so that we can help them to learn.

a) Learning styles
Learners’ preferred styles will be a combination of some of the following:
• Analytic
• Experiential
• Visual
• Auditory
• Kinaesthetic
Analytic learners:
• Take a cognitive approach to learning.
• Like to analyse – so they often like grammar activities.
• Are reluctant to take risks and make mistakes.
Experiential learners:
• Like to experience language and have a go.
• Are less worried about making mistakes – quite fluent and
confident.
• Aren’t frightened to use what language they have.
Visual learners:
• Like teacher demonstrations, pictures, DVDs – things they can see.
• Like to write things down – it helps them remember.
• Are aware of their surroundings.
Auditory learners:
• Like pair/group work, CD/DVD materials – things they listen to.
• Often have good memories – they don’t need to look in the book.
• Don’t always need to write things down.
Kinaesthetic learners:
• Learning for them is a whole body experience – they need to be
moving.
• Like to be active in class – they don’t like to sit still for long.
• Particularly like roleplays, activities with cards or paper, mingling
activities.

18
Remember: Everyone is made up of a combination of learning styles,
not just one. However, for most people one or two learning styles will
be stronger than the others. The best way to deal with the reality of the
classroom is to have a variety of activities in a lesson, so there is something
for everyone. This is what Real Life Elementary Students’ Book gives you.
Here are a few examples:
• mingling activities (for example surveys): kinaesthetic, auditory and
often analytic
• picture description: visual, auditory
• discussions: experiential, auditory and sometimes visual
• roleplays: experiential, kinaesthetic, auditory and visual.
b) Learner characteristics
People’s characters can also have an effect on their learning. Imagine a
typical classroom. There are the students who never volunteer answers
and who, when you ask them, don’t seem to know the answer. There are of
course many reasons for this, but one might be because they are naturally
shy and lacking in confidence. If you ask other teachers, you might find out
that they are like this in other classes, too, not just in the English lessons.
Then there are the students who always answer your questions, even when
you don’t ask them. They may do this because they really do know the
answers, but some students want to be the ones to answer because they
are extrovert and want to be the centre of attention.
These are just two examples of learner characteristics. Think of your own
classes (and yourself ). How many other characteristics can you identify
which have an impact on learning and on classroom participation?

c) Learning disorders
There are also a number of learning disorders which have an effect on
students’ participation in the classroom, as well as on their learning and
on their behaviour. The more common ones are: Attention Deficit Disorder
(ADD), Attention Deficit Hyperactive Disorder (ADHD), dyslexia. Students
with these learning disorders need specialist support in the classroom
to enable them to learn effectively and so that they do not disrupt the
learning of the other students. Your school will advise you of any students
in your class who have been diagnosed with these or any other learning
disorders and provide you with guidance on how you can best support
these students’ learning. You should also tell the school of any students in
your classes who you think might be suffering from a learning disorder and
who have not been previously diagnosed. Quick diagnosis of their disorder
and appropriate learning support is particularly important if these students
are to succeed in their education.
Remember: Don’t be too quick to label students.
• Is the student you think of as ‘lazy’ actually an experiential learner?
• Is the student who never answers your questions actually an
analytic learner?
• Is the student who never sits still actually a kinaesthetic learner?
Remember: Get to know your students’ learning styles and characteristics
and help your students learn to recognise their own characteristics, too, as
part of learner training. This will help you plan your lessons more effectively
and make you more objective when you come to assessing your students.

19
 Pronunciation
How students say things is just as important, sometimes more important,
than what they say and how accurately they say it – which is why we need
to integrate pronunciation into our teaching right from the beginning.
We’ve all had experiences where someone who is not a native speaker of
our language says something to us which we don’t understand. One of
the most common reasons for our lack of understanding is problems with
pronunciation, not problems with grammar!

How can I make pronunciation part of my daily teaching?

You can easily integrate pronunciation into your teaching and you’ll
soon realise that it’s a natural part of students learning and knowing new
vocabulary and grammar. For students to know new language, they have
to understand what it means, when to use it, how to form it, how to write/
spell it and how to say it.

Vocabulary
At Elementary level, students need to learn which part of a word is stressed
and what happens to the unstressed syllable(s) in the word (they become
‘weak’). Let’s take a look at the word furniture as an example:
• It has three syllables.
• The first syllable is stressed.
• The other two syllables are unstressed.
We say the word like this: /'fɜ:nitʃə/. We use ' to show where the stressed
syllable is. The stressed syllable (the first one) is said with more volume and
length, the other two are shorter and said more quickly and quietly.
If you don’t want to use phonemic script with your students, then you can
write the word using the ‘ like this: ‘furniture, to show which the stressed
syllable is. Another way of reminding students where the main stress falls is
to draw dots above the syllables, a big one l for the stressed syllable and (a)
small one(s) for the unstressed one(s).
l

When should I teach students the pronunciation?

It’s important, whenever possible, that students hear and say a word before
they see it written. Once they see it written, they try to read it as it looks on
the page. And we all know that with English this just doesn’t work! So you
should:
• Present and check understanding of vocabulary orally.
• Say the vocabulary item clearly and naturally for students to repeat,
making sure they say it with correct word stress and pronunciation.
• Write the word on the board, eliciting which the stressed syllable
is as you write. Mark the stressed syllable using ' or a box or a
coloured square or dots.
• Make sure students mark the pronunciation when they transfer the
words into their vocabulary books.

20
 What can I do if students can’t hear which the stressed syllable is?
Sometimes it’s difficult for students to hear which part of a word is
stressed. Marking the stressed syllable clearly on the board helps raise their
awareness, but they still might not use the correct stress pattern when they
say the word. If this is the case, you should try:
• Clapping the word: a strong clap for the stressed syllable, softer
claps for the other syllable(s).
• Conducting the word (like the conductor in an orchestra): coming
down with a strong beat for the stressed syllable and using a lighter
beat for the other syllable(s).
Students can copy your actions as they say the word. You will often find
that these kinaesthetic activities help students to feel the rhythm and this
in turn helps them say the word correctly.

What practice activities can I do?

One of the easiest practice activities you can do is to get students to group
words by word pattern or shape. Focus on about four basic shapes (see
table below for examples). Choose twelve words students know which fit
into these four categories (three for each). Write the twelve words on the
board and then draw a grid like this for students to copy. Write an example
word for each category (not one of the twelve words). In pairs, students fill
in the columns with the other words.

l l (dinner) l l (hotel) l l l (furniture) l l l (fantastic)

How can I give my students practice with intonation?

Intonation is the movement our voice makes as we say a phrase (or
an utterance). Sometimes our voice goes up at the end of the phrase,
sometimes it goes down, sometimes it goes up and down, sometimes it
moves even more than this!
Many of the Phrases2know sections in the Real Time sections of Real Life
Elementary focus in particular on intonation practice. Have a look at Real
Time, Unit 7, page 62. In the Phrases2know section students practise the
language for buying tickets and asking for information. Appropriate
intonation is particularly important in this context.
English has a particular rhythm and more movement of pitch and tone
than some other languages. Students need to become aware of this aspect
of English right from the beginning. It is very important because it is key
both for their understanding of English and for other people to be able to
understand them when they are speaking English.

21
 Reading
During a lesson, students get many different opportunities to practise their
reading skills.
• They read material in Real Life Elementary or on photocopiable
worksheets.
• They read what we write on the board.
• They read and check their own and each other’s work.
It’s important that we help students make the most of all these reading
opportunities, and to know what information they are looking for and what
is important.

Reading material in the coursebook or on worksheets

Students will be applying different reading skills to the materials in the
coursebook and on the worksheets. Some texts they will need to read in
detail, others they will just need to read quickly to find specific information.
How they read a text will depend on the activities we give them at each
stage of the reading process.
Remember, when we talk about reading, we generally mean silent reading
because we want students to read for understanding. Reading aloud is a
very different skill – and when students read aloud it doesn’t mean that
they understand what they are reading. Reading activities help students to
learn to read for understanding.

What’s the best way to teach reading?

First, it’s important to remember that we are teaching our students to read.
We are not testing their reading (except in a test). So we need to provide
them with support at each stage of the reading to help them understand
better. This also means that they are learning strategies for reading which
will help them in exams and tests, as well as in the future.
The reading ‘model’ is in three parts: before reading; during reading; after
reading.

a) Before reading
In Real Life Elementary there are always activities which students do before
they read: they share their ideas on the topic, guess what words or topics
are going to be mentioned in the reading, or they look at and discuss
pictures. We call these prediction activities. Their purpose is to introduce
students to the topic of the reading, activate their ideas and any vocabulary
they know on the topic and to make them interested in the reading. These
types of activity give them a real purpose and focus for reading.
Remember, even if you’re short of time, never cut the ‘before reading’
activities. They really help students learn to be better readers.

b) During reading
There are many different types of activities students can do while they are
reading. Here are a few examples: confirming predictions from the ‘before
reading’; identifying true and false statements; filling in the gaps; multiple
choice; matching headings to text. These activities all give students a
purpose for reading. They have something they have to find out in the
reading text.

22
A useful procedure for using all these activities is:
• First, read the activity through with the class, for example the
statements or the multiple choice options. Make sure they
understand the vocabulary, have read the whole activity and know
what to do (have read the instructions!) before they read.
• Give students reading time and tell them how long they have.
Students read and mark their answers. At the end of the time limit,
tell the class to stop and check their answers in pairs.
• Tell students to read through the text again to check their answers.
Again, give them a time limit for this.
• Finally, check answers with the class. For any answers the class had
difficulty with, either read aloud, or ask them to read aloud any
relevant sections from the reading.
Remember: It’s really important to give students a time limit for the
reading. The time limit you give them will depend on the activity type:
if they are reading to find particular pieces of information (for example
names or specific words), then don’t give them very long. If they are
reading to find more detailed information, give them a little longer.

c) After reading
As with the ‘during reading’ exercises, there are many different types of
‘after reading’ exercises in Real Life Elementary. The purpose of all these
exercises is for students to use some of the language and ideas from the
reading and for them to extend and explore them through discussion
and/or personalisation. For example have a look at Real Life Elementary
Unit 8, page 64, exercises 3 and 4. Exercise 3 is a ‘during reading’ activity
and exercise 4 is an ‘after reading’ activity. In exercise 4, students share their
ideas on Inventions and talk about their own opinions and experiences
(personalisation).

The board as a reading resource

At different times in a lesson, you should move to the back of the class and
look at your board. Is what you have written legible? Is it organised? Can
the students at the back read it easily? If they answer is ‘no’ to any of these
questions, think how you can improve your board skills for the next lesson.

How can I improve my students’ reading skills and strategies?

We can help students improve their reading by:
a) making them aware of the strategies they actually use.
b) making them aware of the strategies they could use.
At the back of the Real Life Elementary Students’ Book there is a section
on Skills and exam strategies you should read through with students to
remind them of ways they can improve their reading. You can do this
before and after they do reading activities.

23
 Speaking
At Elementary level it is particularly important to get students into the
habit of speaking in class. They won’t be able to say very much, but they
will be able to communicate at a basic level and this is what we need to
encourage them to do.
We divide speaking into two main skills: interaction and production.

Spoken interaction
Interaction involves two or more speakers. Here are some examples:
• pair work
• group work
• the teacher giving and checking instructions
• the teacher checking answers to exercises/activities
• classroom discussions.
The key point about interaction is that each speaker responds to what the
other has said. In Real Life Elementary, Unit 7, Real Time, page 62 exercise 5
provides an example of an interactive dialogue. The students take turns to
speak and react to what the other student has said.
To make sure students can interact effectively in classroom activities, we
need to teach them useful phrases to use, for example I’m student A; It’s your
turn; What does this mean?; We don’t understand; We’ve finished. We teach
students the whole phrase and they learn when to use it. They don’t need
to understand the grammar of the phrase.

Spoken production
Production involves one speaker. The speaker is addressing others who are
listening. It is a one-way process and is less common in the classroom at
this level than spoken interaction. Some examples are:
• individual presentations (from notes)
• pair or group presentations (from notes)
• displaying a poster and talking about it (individual, pair or group).
The key point about production is that there is one speaker (or perhaps two
or three if a group have prepared a presentation) and the rest of the class
are listening. Very often at this level, we let students prepare presentations
they are going to give to the rest of the class. Preparation is helpful, but
we do need to make sure that when they give the presentation they speak
rather than read, using their notes to help them. If they merely read their
notes aloud, they are not practising speaking! In Real Life Elementary Unit
7, page 60 there is a possibility for spoken production after exercise 5. The
students discuss the questions in groups in exercise 5. Then, if groups take
turns to present their ideas to the class, this would be spoken production.
Sometimes, the class can become restless when some students are orally
presenting their work. To make the activity more useful and effective, set
simple during-listening tasks for the class to do. For example, if students
are taking turns to talk about their favourite sports stars, the listening task
could be to note down key details, for example names of sports stars, sport
played.

24
 Speaking in class

a) My students don’t know much English. How can they speak in class?
You’re right. They don’t have a wide knowledge of English yet. But there
are ways we can help them have things to say and get them used to using
English in class right from the beginning.
In Real Life Elementary, the Phrases2know sections are designed to give
students pieces or ‘chunks’ of language that they can use straightaway
in communication. Students learn these phrases as ‘a whole’ and then
use them in their pair work/discussion activities. They will soon learn to
‘adapt’ the phrases – and this is one way they progress in their speaking.
Have a look at Real Life Unit 4, page 37, exercise 8. The Phrases2know are
all questions which the students can use in part b) of the activity. They
can use them as they are if they want. More confident students can adapt
the phrases by changing one or two words. For example What are your
favourite sports? might become What are your favourite extreme sports?
The Phrases2know give them the framework to speak and to develop their
speaking.

b) How can I motivate my students to speak? Often they can’t be

bothered.
In Real Life Elementary, the Real Time sections have been designed to
engage and motivate your students. The Real Time sections follow the
experiences of Lena, an exchange student, arriving in the UK to stay with
Jessica. These experiences are all things that your students will be able to
connect with and want to talk about: Lena and Jessica are the same age
as your students and we see life in the UK through Lena’s eyes. The Real
Time sections focus particularly on speaking. Have a look at Real Time for
Unit 5. There are two speaking Phrases2know sections and one Can you do
it in English? section. The topics are: talking about prices, at the café, menu
roleplay. You’ll find your students will be motivated and really enjoy these
speaking activities.

How can I improve my students’ speaking skills and strategies?

We can help students improve their speaking by:
a) making them aware of the strategies they actually use.
b) making them aware of the strategies they could use.
At the back of the Real Life Elementary Students’ Book there is a section
on Skills and exam strategies you should read through with students to
remind them of ways they can improve their speaking. You can do this
before and after they do speaking activities.

25
 Teaching Aids: DVDs
We live in a technological age and our students even more so. More and
more technological gadgets are available every day to entertain us in
our leisure time – and technology plays an ever more important role in
teaching and learning.
The focus of this workshop is using DVDs in class. There are, of course,
many other teaching aids, such as the board, the teacher, posters and
realia. You can read about how to make the most of these in the Real World
Pre-Intermediate workshop on Teaching Aids.
In this workshop you will read about some useful techniques for using
DVDs in class, in particular the Real Time DVD. You will also find specific
activities for the Real Time DVD on pages 103–111 of these Teacher’s
Resource Materials.

How do I start using the DVD with my class?

As with any listening or reading materials, you need to introduce the
topic and the characters before students watch the DVD. It’s important to
activate students’ ideas and any vocabulary they already know on the topic.
As well as making the DVD easier to understand, this approach awakens
students’ interest, makes them more motivated and keen to watch and
listen. The themes of Real Time are camping holidays and activities by the
sea, relationships, as well as holidays with parents and brothers and sisters.
Here are some examples of oral activities you could use to activate
students’ interest and language about the topic:
• Use pictures of different types of holiday to find out what holidays
students like and/or go on. This is a good way of personalising the
topic at the same time as reviewing key vocabulary.
• Ask students to bring in one or two photos of themselves on a
family holiday. They can show their photos in groups and take turns
to talk briefly about what’s in the photo(s) and the type of holiday.
• Do a class survey about the favourite type of holidays or holiday
activities.
• Compare two types of holiday, for example by the sea and in the
mountains.
• Discuss the plus and minus points of going on holiday with parents.
One of these activities would be enough to stimulate ideas and interest in
the DVD.
You can then go on to introduce the specific topic of the DVD and
introduce the characters so that students know what and who they are
going to see.

What are some of the most useful techniques for using DVDs with students?
When you use DVDs in class, you should have in mind the three-stage
model that you use for reading and listening texts. So you need to make
sure there are activities for:
• before watching and listening
• during watching and listening
• after watching and listening.
You can read more about this three-stage model in the workshops on
teaching listening and teaching reading (pages 16 and 22).

26
The DVD worksheets in these Teacher’s Resource Materials (pages 103–111)
have different exercises for students to do before, while and after they
listen. These worksheets give you clear guidance on how to use the specific
materials.

What are some of the advantages of using DVDs?

When you use DVDs with your students you can focus on:
• Listening: the language the characters use
• Watching: the visual aspects of the characters and the story
• Both watching and listening.
a) Listening
DVDs are great and students love them, but sometimes they can
be distracted by what they see and they then don’t listen. If you
want them to really listen to parts of the dialogue, you can do some
activities where students hear the DVD but can’t see the picture.
b) Watching
One of the really important reasons for using DVDs like Real Time
in class is to raise students’ awareness of the non-linguistic aspects
of conversation. We call these the ‘paralinguistic’ aspects of speech.
For example: What do people do when they greet each other? Do
they shake hands? Do young people shake hands? Do older people
shake hands? In the Real Time DVD, Anna is attracted to Dave right
from the beginning. We learn this from the way she looks and her
expressions, not from what she says. So you can focus students
on this aspect of the DVD. It’s possible to give students a task like
this when they’re watching and listening, but it might be easier
for students to focus on the ‘body language’ if they watch without
sound. As well as ‘paralinguistic’ features, DVDs are great for giving
students access to cultural information, for example which side of
the road people drive on in the UK, what a typical house in the UK
looks like, what teenagers wear (on holiday) and so on.
c) Watching and listening
Watching and listening to DVDs really helps students with
comprehension. The visual aspects give them clues as to what
the language means and so they learn to follow the story without
the need to understand every word the characters say. The
language aspects give them clues to what is going on on the
screen and so they learn about English culture and behaviour. This
complementary aspect is important for confidence building and for
improving listening skills and cultural awareness.

27
 Vocabulary
We all know how important vocabulary is for students when they are
learning English. But what do we mean by vocabulary and how can we
help students to recognise, understand and use the words that they learn?

What is vocabulary?
Vocabulary means the words in a language. When we think of students
learning vocabulary we often think of single words, for example hotel, but
vocabulary can also be more than one word, for example turn off or the
expression see you soon. When words are grouped together like this we
call them collocations. So when students are learning English, they need
to learn single words and they also need to learn how some words are
grouped together for meaning. Another word for vocabulary is lexis.

What do students need to know about vocabulary?

When we teach vocabulary to students they need to know:
a) the part of speech (in the context)
b) how to say it
c) how to spell it
d) what it means
e) how to use it
f ) if it’s formal or informal.
Let’s look at two examples: information and take care.

Information
a) information (n). It’s a noun, so we write (n) after the word on the
board. Students need to realise that information is an uncountable
noun, so we need to give them an example sentence to write in
their vocabulary books, for example I’d like some information, please.
l
b) information. Usually students learn to say words before they
learn how to spell them. This is particularly important in English,
where the pronunciation is not always a reflection of the spelling.
Students have to know where the word stress comes and how to
say ‘weak’ syllables. Mark where the main stress comes in the word
by putting l over the stressed syllable. It’s quick to do and clear
for students when they see the word on the board. Depending on
your class, you might occasionally want to use phonemic script for
words you know they have problems pronouncing, for example
advise and advice.
c) Sometimes we help students remember the spelling by getting
them to think about how a word is formed. We have inform plus
ation, a suffix which is commonly added to verbs to make nouns
(communication).
d) Information is a useful general word, including the meanings ‘facts’,
‘news’, ‘knowledge’.
e) By giving students an example to write in their notebooks as
in a) above, we show them how it is used in a sentence and in
communication.

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 f ) Information can be used in written and spoken English, and is
neutral. This means it’s not informal or formal and won’t cause any
offence. When learning a word like cool (fashionable), students
need to know that it’s informal/colloquial, more usually spoken and
used by young people.

Take care
a) Take care can be an exclamation (at the end of a letter, for example)
or a verb (meaning ‘look after’). You don’t teach students both
meanings, only the one used in the text in the lesson. In Real Time
Unit 7 take care is used to close an informal letter. Students need
to know that this is a collocation, that the two words are used
together to give this meaning.
b) Both words have equal stress and because each word has only one
syllable we don’t mark the word stress.
c) Both words end in e and have a as the second letter. But the a is
pronounced differently in each word so you need to make sure
students say each word correctly.
d) In Real Time Unit 7, take care is used to close a letter. It doesn’t really
mean very much here. It’s like using See you, or Bye then.
e) In Real Time Unit 7, take care is used to close an informal letter.
It’s useful for students to know that it can also be used to close
informal spoken communication.
f ) Take care is informal and colloquial. Students can use it with friends
and people they know well, but it would not be appropriate to use
it at the end of a formal letter, or when they are saying goodbye to
an employer for example!

How can students learn all the vocabulary in Real Time?

Vocabulary can be receptive or productive. ‘Receptive vocabulary’ is
words students recognise and understand, but which they don’t (yet) use
in their speaking or writing. ‘Productive vocabulary’ is words students
recognise and understand, and which they do use in their speaking and
writing. These words are included in the Words2know sections of Real Life
Elementary. Students can also find them in the Wordbank at the back of the
Students’ Book. There is always a big difference between people’s receptive
vocabulary and their productive vocabulary. We should make sure students
know which words they need to learn (productive) and remember, and
which it is fine only to understand.
You can help students learn vocabulary like this:
• Make a column down one side of the board at the beginning of
every lesson.
• During the lesson, write the important vocabulary in this column
as it comes up. Mark the part of speech, the word stress and give an
example sentence, if necessary.
• At the end of the lesson, quickly review this vocabulary, including
pronunciation. Tell students to write these words in their
vocabulary books.
• Aim for about ten new items of productive vocabulary in every
lesson.
• Make use of the Active Study Tips in Real Life Elementary.

29
 Writing
It is important to develop students’ competence in all five skills: listening,
speaking (interaction), speaking (production), reading, writing. We need to
make sure that we focus on all these skills areas in our teaching.
Teaching writing has only recently received the attention it deserves.
Happily now, we teach our students how to write from an elementary
level. This means they develop their writing skills at the same time as they
develop their listening, speaking and reading skills.
Elementary level students will not be able to produce very much in terms
of writing. But they will be able to produce some distinctive text types. The
CEFR says that students at A1 can:
write a short, simple postcard, for example sending holiday greetings;
fill in forms with personal details, for example entering my name, nationality
and address on a hotel registration form.

What do we mean by ‘writing’?

We mean the kinds of things that are mentioned in the CEFR descriptor
above: writing a postcard, filling in a form. Other writing tasks which are
included in Real Life Elementary are: writing a note or notice, a recipe, a
letter, an email. We don’t include grammar exercises when we talk about
writing.
When students do a writing task, they produce a complete or ‘whole text’.
This means they produce something which is complete in itself. A note or a
notice can be very short (Call me tomorrow or Dinner is in the fridge) but it is
still a complete text.
So how can we define a complete text? It’s something which:
• has an audience.
• has a purpose.
• is a particular text type.
The audience and the purpose determine how and what the students
write. In Real Life Elementary Unit 1, page 15, exercise 11 students write
an email to their British classmates, imagining they are a British exchange
student in another country.
There is a clear audience
→→ their classmates. This means the email is informal and includes
information their classmates will be interested in.
There is a clear purpose
→→ to tell their classmates about their ‘new family’.
It is an email
→→ a definite text type with a beginning, a middle and an end.
Imagine how different the email would be if: a) the students were writing
to their parents, b) to their teacher, c) to introduce themselves to an
e-friend.

How can I help my students to feel more confident about their writing?
Students are often reluctant to write. They feel they can’t do it well, that
they will make lots of mistakes and that they won’t know what to write
about. In Real Life Elementary, students have a model to work from, for
example Real Time, Unit 1, page 15, exercise 10 to prepare them for

30
exercise 11. Students are given a clear text type, a clear purpose and a clear
audience. You need to make them aware of this when you set the writing
task and brainstorm ideas before they start. Then they can’t tell you they
don’t know what to write about!
Students can’t sit down and write the email just like that. They need
structure and support at each stage of the writing. Here is a typical
procedure for you to follow:
• Brainstorm ideas on the board for things students can include in
their writing.
• Students individually write their own word map/notes/list of what
they are going to write, using your ideas.
• Students write a first draft of their writing.
• Students read their writing through, checking for mistakes and
checking they have followed the ideas and structure from the
model.
• In pairs or small groups, students read each other’s drafts and
comment on what their partners have written. They have to say two
good things about the writing and make two suggestions.
• Students rewrite their emails, taking account of their classmates’
comments.
• Collect their work.
When marking your students work, think about the task that was set
and mark according to this. For example, for Real Time, Unit 1, page 15,
exercise 11, you will mark for:
a) the email (layout, including opener and closure)
b) the purpose (information about their new family)
c) the audience (their classmates).
You will also correct some of their grammar and vocabulary mistakes.
Start your written feedback with positive comments and say what they
did well. When making suggestions for improvement, be selective about
the mistakes you focus on. It’s not necessary to pick out all their grammar
or spelling mistakes. Focus on the ones you feel they really shouldn’t be
making at this level, especially grammar points from the unit!
Remember: The more practice students have, the more confident they will
become. In the Real Life Workbook there is extra writing practice in every
other unit. Students work from a model, for example an email or a letter
and then produce their own text according to the task set.

How can I improve my students’ writing skills and strategies?

We can help students improve their writing by:
a) making them aware of the strategies they actually use.
b) making them aware of the strategies they could use.
At the back of the Real Life Elementary Students’ Book there is a section
on Skills and exam strategies you should read through with students to
remind them of ways they can improve their writing. You can do this before
and after they do writing activities.

31
 Fillers
The activities on these pages can be used at any time during your lessons.
They are called ‘fillers’ because that is what they do: they fill gaps in your
lessons. These fillers are designed to be adaptable and flexible. You can use
them at any time in the lesson and adapt the time to match how long you
have got. The most important thing is none of them need any preparation!

1 Memory games

a) Describing pictures
Tell students to look carefully at a photo or picture in the Students’ Book.
It can be a picture from the current lesson or from a previous lesson. Give
students about thirty seconds to study it. Then tell them to close their
books and describe the picture in pairs. After a few minutes, elicit ideas
from different groups to see how much of the picture they can describe
from memory. Use prompts to help them, for example Are there any
buildings in the picture?

b) Describing appearance
Put students into pairs. Tell them to stand back to back and take turns
describing something about their partner. For example, they could describe
each other’s clothes (You’re wearing …) or appearance (You’ve got …).

c) Memorising words
Choose about fifteen words from the current or previous lessons. They can be
nouns or verbs. Write them as a horizontal list on the board, numbered 1–15.
Read them through with the class. Give the students about thirty seconds
to study them. They don’t write anything. Erase the words from the board.
Individually students write the list from memory. Students swap papers with
a partner. Elicit the words from the class and write them on the board. Elicit
the spelling of more difficult words. Students mark each other’s papers.

2 Using photos and pictures

a) Describe a picture in the book

This is a similar activity to 1a) above. However, in this activity students don’t
describe from memory. As they study the picture, elicit ideas from students
to build up a description of the photo or picture. Use prompts to help
them, for example What can you see in the background? After students have
given you sentences, elicit the description again, this time as a coherent
piece of text. Students can write the description in their notebooks.
b) Before or after
This activity can be done at the same time as activity 2a), or on its own.
Elicit a very brief description of the picture. Then ask for ideas about
what happened just before this picture or photo, or what happened next.
Students work in pairs or as a class. Use prompts to help them, for example
Where are they going?

c) Picture dictation
In this activity you provide a simple description for students to draw. Read
the description through once before students start drawing. The second
time, read the description sentence by sentence, stopping to give students
time to draw. When they have finished, students can compare drawings
in pairs. This activity is useful for practising: prepositions, for example next
to, behind; adjectives, for example small, green; word groups, for example
sitting room, sofa, table.

32
 3 Word games

a) Word maps
These activities are useful for revision and learner training. Students can
work on their own, in pairs or groups with Students’ Books closed.
Either: draw a circle on the board and write a topic word in the centre, for
example Jobs. Students copy this into their notebooks. Give them a time
limit, for example two minutes, to complete a mind map of as many job-
related words as they can think of. They can then check their word maps
using the Wordbank or the relevant pages in the unit. This can also be done
with collocations, for example to practise sports with go, play, do from Unit 4.
Or: follow the procedure above, but write the current unit/lesson number in
the centre of the circle. In their notebooks, students complete a mind map
of new words from this lesson. Elicit words from the different pairs and ask
them to put the new word in a sentence (to show they know what it means).
b) Bingo
Write about fifteen words from this or the previous lesson on the board
(nouns or verbs). Students draw a 3 x 2 grid in their notebooks. Each student
chooses six words and writes one in each square of their grid. Call out the
words at random. When they hear a word they’ve got in a square, students
cross it out. The first student to cross out all six words shouts BINGO. Elicit
the words from the student before declaring him/her the winner.
c) Spelling game
Students work in pairs. They each choose eight words they have learned
from the Wordbank, without telling their partner. They take turns to say a
word for their partner to spell aloud. If it’s a word they both have on their
lists they ignore it. You can also play this as a whole class team game: you
choose the words.

4 Grammar

a) Find the mistakes

Write six sentences on the board with common mistakes you’ve heard
students make. You could include one or two correct sentences. In pairs or
groups, students correct the mistakes. Go through the sentences, eliciting
corrections. Don’t say which students commonly make these mistakes.
b) Jumbled sentences
Choose three or four sentences from the Grammar2know section of the
lesson. Write them in jumbled order on the board. Students write each
sentence in the correct order, then check answers in their Students’ Books.

5 Interactive/Discussion activities

a) Something in common
Make small groups. Students in each group try to find something unusual
they have in common. So, if the topic is music, the thing they have in
common must be music related, for example they all played the recorder at
primary school. Elicit from each group what they found out.
b) Similar and different
Write four sets of four words (nouns) on the board, for example (here is one
set) uniform, sandwich, muffin, orange juice. Ask students to tell you to find
which word is different/doesn’t fit and the reason. You can either think of
sets of four words which have a clear answer or choose words at random to
make it more challenging.

33
 Board Plans
Unit 1

Grammar Focus: Possessive ’s and ’ (SB p. 11)

Draw/display Board Plan 1.1 but leave the top row blank (Singular nouns/
names; Plural nouns; Irregular plural nouns). Use a different colour for the
possessive in each column, for example red for ’s in the first column, green
for ’ in the second column, blue for ’s in the third column. Ask checking
questions, for example point at His cousins’ house and ask ‘How many
cousins?’ (more than one). Do the same for My sisters’ dog, Her sons’ school,
The brothers’ grandfather. Then complete the top row, eliciting ideas from
students. Elicit other examples to put in each of the three columns, asking
students how to write it each time.
Students copy the Board Plan into their notebooks.

Board Plan 1.1

Possessive ’s and ’

Singular nouns/names Plural nouns Irregular plural nouns

Adam’s father His cousins’ house The people’s friend

Eve’s brother My sisters’ dog The children’s father
His father’s wife Her sons’ school
His sister’s friend The brothers’ grandfather

Grammar Focus: there is/there are (SB p. 12)

Draw/display Board Plan 1.2. Elicit complete sentences from the class.
Encourage students to use other examples, not only the words in brackets,
for example There is a photo (on the table). Check that they remember to use
the numbers in the plural sentences, for example There aren’t five packets of
chewing gum. (NOT There aren’t packets of chewing gum ✘.)
Students copy the Board Plan into their notebooks, adding at least two
more singular nouns and two more plural nouns to the top row.

Board Plan 1.2

there is/there are

Singular nouns (purse, inhaler, pen) Plural nouns (two phones, four notebooks, three men)

There is a ________________. There are __________________.

There isn’t a ______________. There aren’t ________________.
Is there a _________________? Are there ___________________?
Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t.

Unit 2

Grammar Focus: Present simple affirmative (SB p. 17)

Draw/display Board Plan 2.1 to check students understand the concept of
the present simple. Tell students that this is called a Time Line. Elicit other
examples from students from the text about Lan using the present simple.
Then elicit examples about themselves, for example I have lunch at school.
Students copy the Board Plan into their notebooks.

34
Board Plan 2.1
Present simple affirmative

Past → Now → Future

A      A      A      A      A      A      A
A = Lan wears school uniform.

Grammar Focus: Present simple negative (SB p. 19)

Review Board Plan 2.1 above by eliciting it from students. Draw the Time
Line on the board. Don’t write the example sentence (Lan wears school
uniform). Elicit a sentence about Lauren in the negative, for example Lauren
doesn’t live alone. Check students understand that this is the same concept
as Lan wears school uniform, but this time it is in the negative.

Grammar Focus: Present simple questions (SB p. 20)

Draw/display Board Plan 2.2. Elicit examples from students for the first
two columns and write them in the table. Use a different colour for each
column, for example red and green. Elicit from students what they think
the heading for the right hand column is. Write it in (Present simple
questions) using another colour, for example blue. Elicit two or three
questions using different subject pronouns and write them in the second
row of the Board Plan in colour (blue). Elicit two or three examples of short
answers from students and write them in the third row of the Board Plan in
colour (blue).
Students copy the Board Plan into their notebooks.

Board Plan 2.2

Present simple affirmative, negative and questions

Present simple affirmative Present simple negative Present simple questions

Unit 3

Grammar Focus: Countable and uncountable nouns; some/any (SB p. 25)

Draw/display Board Plan 3.1. Do not include the ✔ or the ✘. With Students’
Books closed, elicit from students if it’s possible to use some with singular
nouns. Use the example (cinema). Check students realise it’s not possible
and write ✘ in the square. Complete the grid in the same way, eliciting the
answer from students before writing it in the square. For all the squares
with a ✔, elicit a complete sentence/question and write it on the board.
Students copy the Board Plan and the five example sentences/questions
into their notebooks.

35
 Board Plan 3.1
Countable and uncountable nouns: some and any

Countable nouns Countable nouns Uncountable

Singular (cinema) Plural (cinemas) nouns (bread)

Some ✘ ✔ ✔

Any ✘ ✔ ✔

A / An ✔ ✘ ✘

Grammar Focus: much/many/a lot of (SB p. 27)

Draw/display Board Plan 3.2. With Students’ Books closed, elicit examples
for each one. Make sure the examples are different from the ones in the
Students’ Book.
Students copy the Board Plan and the examples into their notebooks.

Board Plan 3.2

Talking about quantity

Positive sentences Negative sentences Questions

a lot of not much/not many/not a lot of how much/how many

Example: Examples: Examples:

1 ____________________ 1 __________________ 1 ____________________
2 __________________ 2 ____________________
3 __________________

Unit 4

Grammar Focus: Adverbs (SB p. 35)

Draw/display Board Plan 4.1. Complete the left hand column only
(adjectives). Elicit the adverb for each one and write it in the right hand
column. Remember to elicit the spelling. When both columns are complete,
elicit from students what to write in the middle column and then complete
this. Elicit one more example for each one and write it in the table.
Students copy the Board Plan into their notebooks.

Board Plan 4.1

Adverbs

Adjective Adverb

slow slowly
+ ly
careful carefully

easy easily
y + ily
happy happily

gentle gently
e + ly
terrible terribly

fast fast
irregular
good well

36
 Unit 5

Grammar Focus: Articles (SB p. 43)

Draw/display Board Plan 5.1. Do not include the ✔. With Students’ Books
closed elicit what students think for each one. Write in the ✔. For all the
squares with a ✔, elicit an example sentence and write it below the table.
Note: You will need two sentences for General statements with plural or
uncountable nouns.
Students copy the Board Plan into their notebooks.

Board Plan 5.1

Articles

a / an the Ø (no article)

A person or thing for the first time ✔

A person or thing again ✔

A person or thing with the verb to be ✔

Countable nouns: singular ✔ ✔

Countable nouns: plural ✔

Uncountable nouns ✔

General statements with plural or

✔
uncountable nouns

Unit 6

Grammar Focus: Present continuous (SB p. 48)

Draw/display Board Plan 6.1. Elicit from students that this is a Time Line.
Check they understand the concept of the present continuous: that it relates
to the moment of speaking. Elicit other examples of the present continuous
from the text messages in the Students’ Book. Draw attention to the use
of the time markers: now, at the moment. Then elicit examples about the
students themselves, for example I am studying English at the moment.
Students copy the Board Plan into their notebooks.

Board Plan 6.1

Present continuous

Past → Now → Future

A
B
A = I’m sitting on the train at the moment.
B = The lesson’s starting now.

Grammar Focus: Present simple and present continuous (SB p. 51)

Draw/display Board Plan 6.2 to check students understand the concepts
of the present simple and present continuous which are presented here.
Elicit other examples from students for A, B, C and D (the examples given
here are the same as in Grammar2know). Elicit examples from the Students’
Book as well as examples from their own experience.
Students copy the Board Plan into their notebooks.
37
 Board Plan 6.2
Present simple and present continuous

Past → Now → Future

A      A      A      A      A      A      A
B_______________________B
C
D_____D
A = I often wear a sweater.
B = I love this sweater.
C = I’m wearing an old sweater.
D = I’m wearing trousers today.

Unit 7

Grammar Focus: Past simple (verb to be) (SB p. 57)

Draw/display Board Plan 7.1. Elicit from students that this is a Time
Line. Write or underline the time expressions (last night, etc.). Check they
understand the concept of the past simple (was/were) by focusing them
on the time expressions in each sentence. Elicit other examples of the past
simple from the emails in the Students’ Book. Then elicit examples about
the students themselves for yesterday/last night/last weekend/last year using
was/were, for example I was at my friend’s house last night.
Students copy the Board Plan into their notebooks.

Board Plan 7.1

Past simple (to be)

Past → Now → Future

A
B
C
A = Last night’s dance party was great fun.
B = Were you at the festival last weekend?
C = The weather was terrible last year.

Grammar Focus: Past simple affirmative (SB p. 59)

Review Board Plan 7.1 by eliciting it from students. Quickly draw the Time Line
on the board, including the example sentences A–C with was/were. Add two
sentences from the text on page 58 and write them in the Board Plan as D–E.
Have students add these sentences to the Time Line in the appropriate place.

Unit 8

Grammar Focus: Past simple affirmative, negative and questions

(SB p. 65)
Draw/display Board Plan 8.1. Write in the heading for the first column
(Past simple affirmative). Elicit examples from students for the first column
and write them in the table (in red). Elicit from students what they think the
headings for the other columns are. Write them in (Past simple negative
/ Past simple questions) using other colours, for example green and blue.
Elicit two or three negative sentences. Write them in the Board Plan using
the appropriate colour. Include sentences using different subject pronouns.

38
Do the same for questions using different subject pronouns and write them
in the second row of the Board Plan in the appropriate colour. Elicit two or
three examples of short answers from students and write them in the third
row of the Board Plan in colour.
Students copy the Board Plan into their notebooks.

Board Plan 8.1

Past simple affirmative, negative and questions

Past simple affirmative Past simple negative Past simple questions

Grammar Focus: Past simple + question words (SB p. 67)

Draw/display Board Plan 8.2. Tell students to look and to think what the
difference is between the questions in A and those in B. Elicit that questions
in A do not have did and questions in B have did. Tell students that:
• questions without did ask about the subject.
Who invented the World Wide Web? Tim Berners Lee invented the World
Wide Web.
• questions with did ask about the object.
What did Tim Berners Lee invent? He invented the World Wide Web.
Elicit other examples from the Students’ Book which fit the two patterns and
write them in the Board Plan.
Students copy the Board Plan into their notebooks.

Board Plan 8.2

Past simple and question words
A
Who invented the World Wide Web?

What happened in 1989?

B
What Tim Berners Lee invent?
did
Who Paul Allen meet at school?

Unit 9

Grammar Focus: will for predictions (SB p. 75)

Draw/display Board Plan 9.1 to check students understand the concept of will
when used for predictions and that it does not refer to any specific time in the
future. Elicit other examples from students using both will and won’t. Elicit other
examples from students about their predictions for the future and write some
of them on the board. Make sure they use the contraction (’ll) when speaking.
Students copy the Board Plan into their notebooks.

Board Plan 9.1

will for predictions

Past → Now → Future

A  →    →    →    →    →
A = I believe scientists will develop special plants.
39
 Unit 10

Grammar Focus: be going to (SB p. 83)

Draw/display Board Plan 10.1 to check students understand the concept
of be going to future for plans and intentions. Draw and complete the
thought bubble to show what the person is thinking and planning first.
(Check students realise it’s a thought bubble.) This will help with the
concept of plans and intentions. Then draw in the speech bubble and elicit
what they think she says. Complete the speech bubble. Draw one or two
more heads with thought and speech bubbles. Elicit thoughts for each one
before eliciting a sentence for the speech bubble using be going to.
Students copy the Board Plan into their notebooks.

Board Plan 10.1

I’m going to
be going to
visit China next
summer.
Next summer … ideas …
travel …China …
making plans …

Unit 11

Grammar Focus: have to (SB p. 89)

Draw/display Board Plan 11.1 to check students understand the concept
of obligation using have to. Complete the first two columns and elicit each
sentence for the third column. Make sure students understand the concept
underlying the middle column (choice or no choice). Elicit other examples
for column 1, for example turn off mobiles, do exams, study two Foreign
Languages. Complete column 2 for these examples with students and then
elicit sentences for column 3.
Students copy the Board Plan into their notebooks.

Board Plan 11.1

have to

At school Students choose

Wear a uniform No Students have to wear a uniform.

Eat lunch at school Yes Students don’t have to eat lunch at school.

Wear a tie Yes Students don’t have to wear a tie.

Do homework No Students have to do homework.

Grammar Focus: Prepositions (SB p. 91)

Draw/display Board Plan 11.2. This focuses on the prepositions of time
from the Grammar2know on page 91. Draw students’ attention to how
in, on, at is a progression from least to most precise: in is used for larger
amounts of time, for example years, months, morning, evening; on is used
for more precise amounts of time, for example a specific date or day; at is
used for the precise time, for example 10 o’clock, 7.30, midnight. Draw their
attention to the exception (at night).
Students copy the Board Plan into their notebooks.

40
Board Plan 11.2
Prepositions

in in April, in the morning, in the evening BUT at night

on on Wednesday, on my birthday, on 17 March

at at ten o’clock, at the same time

Unit 12

Grammar Focus: if + imperative (SB p. 97)

Draw/display Board Plan 12.1. Write the example sentences first and try
to elicit the rules each time. Elicit other example sentences but don’t write
them on the board. Make sure students notice the use of the comma in
certain sentences. Students copy the Board Plan into their notebooks.
Board Plan 12.1
if + imperative

If you have a cold in Korea, don’t blow your nose in public.

(Don’t blow your nose in public if you have a cold in Korea.)
if + present simple + negative imperative (negative imperative + if + present simple)
If you visit a family home in Turkey, take your shoes off at the door.
(Take your shoes off at the door if you visit a family home in Turkey.)
if + present simple + imperative (imperative + if + present simple)
You can also use the present continuous
If you are talking to an American, don’t stand close to him/her.
if + present continuous + negative imperative

Grammar Focus: Present perfect (SB p. 99)

Draw/display Board Plan 12.2. Remind students that this is a called a
Time Line. Ask a student to read out the first sentence. Elicit from all the
students, by using the diagram, that this conveys the concept of something
which has happened some time in the past and is part of the person’s life
experience. Do the same for the second sentence, checking they realise this
conveys the concept of something in life experience which hasn’t happened.
Do the same for the question and check they realise that it is also asking
about life experience. Make sure they notice a) that no time expressions are
used in any of the examples and b) that ever is used in questions and never
in negative sentences. Elicit one or two other examples of their own from
students for each one and write them under the plan on the board.
Students copy the Board Plan into their notebooks.

Board Plan 12.2

Present perfect

Past → Now → Future

A/B/C/D  →  →  →  →  →  →  →  →
A = He’s talked to politicians.
B = He hasn’t made a speech.
C = She’s never met Nelson Mandela.
D = Have you ever voted?

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 Photocopiables
Instructions for the Teacher
Resource 1A
Language practised: have got; Question forms;
Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each student.
• Demonstrate by asking questions of one or two
students, for example Have you got a camera? Have you
got a mobile phone? Prompt them to respond with the
short answer Yes, I have./No, I haven’t. Write a tick on
the board if the student responds with yes or a cross if
they respond with no.
• Hand out Resource 1A (page 49) to each student. Elicit
the question from the class for each one. Students
complete the first column about themselves (using a
tick or cross).
• This is a mingling activity. Students move around the
room, taking turns to ask and answer questions with
three different classmates. They write the classmate’s
name at the top of the column and then complete the
information about him/her.
• Discuss students’ reactions to what they found out.
Find out, for example, how many people have a guitar
and what their names are.
Resource 1B
Language practised: Possessive ’s; Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each pair of students.
• Review family relationships using the family tree on
page 11 of the Students’ Book.
• Hand out Resource 1B (page 50) to each pair of
students: one half to Student A; the other half to
Student B. Make sure that they don’t look at each
other’s copies. Elicit the example question and answer
from students and write it on the board. Students ask
their partner about the missing names and then write
them in the correct place on the family tree. They take
turns to ask and answer.
• When they have finished, they check by looking at
each other’s copies. Check with the class.
Resource 1C
Language practised: ‘My things’ vocabulary; Possessive
adjectives and possessive pronouns; there is/there are;
Reading for detail
Time: about 20 minutes
You will need one photocopy for each student.
• Hand out Resource 1C (page 51) to each student. Check
they know what to do and understand the meaning of
locker. They complete the text about Jason by choosing
the correct word and writing it in the gap.
• Students check their answers in pairs and then look at
the picture and tick the things they can see in Jason’s
locker.
• Check answers with the class. Elicit what they have in
their lockers, if appropriate.
Answers: 1 our 2 mine 3 things 4 are 5 isn’t 6 is 7 are
8 are 9 aren’t 10 yours
✔ keys, mobile, dictionary, sports clothes, sandwiches
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Resource 2A
Language practised: Present simple; Time expressions;
Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each pair of students.
• Book.
Review time expressions on page 17 of the Students’
• Hand out Resource 2A (page 52) to each pair of
students: one half to Student A; the other half to
Student B. Check they know what to do. They work
individually to decide about the activities for their two
people and write the time expression in each box.
• Students take turns to tell their partner about their two
people, for example Student A, Monica never walks to
school. Student B writes never in the correct box. Student
B then says a sentence about one of their people, for
example Kyoko sometimes studies in the library.
• When students have finished exchanging information,
they look and check.
• For homework, students write about the four people in
their notebooks.
Resource 2B
Language practised: Grammar; Present simple; Reading
and writing
Time: about 30 minutes
You will need one photocopy for each student.
• Review a typical day and review verbs for routines.
• them theyResource
Hand out 2B (page 53) to each student. Tell
are going to read a story about Charley’s
day. Elicit some ideas using the picture story, for
example where he lives, where he works.
• Students complete the gaps in the text using the
words in the box. They check their work in pairs. They
then match each section of text to the picture story.
Remind them to check the verbs again at this stage.
• Check by asking students to read the text aloud
around the class in the correct order. Elicit the answer
to the question (he works at night). Ask students if they
know other night jobs and if they know anyone who
works nights.
Answers: 1 goes 2 drives 3 lives, gets up 4 drives
5 has 6 doesn’t play
a3 b5 c2 d6 e1 f4
Resource 2C
Language practised: Writing; Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each student.
• Hand out Resource 2C (page 54) to each student. Focus
them on part 1. They match the sentence halves and
check with a partner. Check answers with the class.
• Focus students on part 2, elicit the first question and
write it on the board: Do you like to hang out with
friends in the evening? Elicit the other questions and, if
appropriate, write them on the board. Students write
the questions in part 2. (Do you always visit relatives on
Sundays? Do you listen to music on your mobile? Do you
go for a walk with the dog at the weekend? Do you help at
home? Do you do sport every day?)
• Students do a mingling activity and ask the six questions
of three friends. They write yes or no in the boxes.
• Elicit what they found out about their friends. Ask
which question all three friends replied yes or no to.

Answers: She likes to hang out with friends in the evening.
We always visit relatives on Sundays.
I never listen to music on my mobile.
They go for a walk with the dog at the weekend.
Lots of young people don’t help at home.
He does sport every day.
Resource 3A
Language practised: Vocabulary; Speaking (interaction)
Time: about 20 minutes
You will need one photocopy on thin card for each pair/
small group of students. You will also need scissors.
• Hand out Resource 3A (page 55) to each pair of students.
Hand out scissors. Students cut out the thirty cards. There
are three games they can play with the cards:
– Students place the cards face up on the desk and
divide them into countable and uncountable nouns.
– Students place the cards face down on the desk. They
take turns to turn over a card and to make a sentence
with the word using There is/There are. If the sentence is
correct, the student keeps the card. If not, the student
places it face down on the desk. At the end the student
with the most cards is the winner.
– Students place the cards face down on the desk. They
take turns to turn over two (or three) cards and try and
make a sentence. If the sentence is correct, the student
keeps the cards. If not, the student places them face
down on the desk. At the end the student with the
most cards is the winner.
Answers: Countable nouns: computer, book, CD,
magazine, park, plant, shop, shopping mall, café,
birthday card
Uncountable nouns: clothes, shampoo, jewellery,
make-up, chocolate, perfume, paper, medicine, bread,
trainers, traffic, rain, music, water, sugar, coffee, meat,
fruit, sweets, milk
Resource 3B
Language practised: Describing pictures; Speaking
(interaction)
Time: about 20 minutes
You will need one photocopy for each pair of students.
• Review language of description about My Home from
page 26 of the Students’ Book.
• Hand out Resource 3B (page 56) to each student. Do
the descriptions first as a class activity using prompts,
for example Which room can you see in picture 1? What
objects can you see? Are there any people in the picture?
Can you see (a table/a computer/a bookcase)?
• Students work in pairs, taking turns to describe the
pictures.
• Students can also take turns to say a sentence about a
picture, for example There is a cupboard under the sink,
for the other student to guess the picture.
• Students can also turn their photocopies over and
collaborate on a description of one of the pictures
from memory.
Resource 3C
Language practised: Reading; Writing; Speaking
Time: about 20 minutes
You will need one photocopy for each student. Copy
the prompts below onto poster paper before the lesson.
Display the poster with the prompts covered up. Reveal
each prompt in sequence as students are writing. The
prompts are to give them ideas, not for them to copy!
• Make groups of eight students. Show them how to play
the game before handing out the photocopies. Each
student secretly writes a sentence (in answer to the
question) on a line. The student then folds the paper so
the sentence is hidden and passes their paper to their left.
• Hand out Resource 3C (page 57) to each student. Tell
them that each time they write something it’s a secret
from their friends. Focus students on the first line with
two questions What’s her name? Where does she come
from? Reveal the first line of your prompts ([Sally]
comes from Manchester / San Francisco / Paris …) and
elicit other possible names and cities. Tell students
to choose a name and a city and write the sentence
secretly on the line. They then fold the paper to hide
the sentence and pass their paper to the left. Repeat
the procedure for each question, using the prompts to
help students as necessary.
• When students have answered the final question, they
pass their paper to the left again. Students then open
out their papers and read their ‘stories’. In their groups
students take turns to read their complete stories
aloud to their classmates. Elicit the funniest/best
stories from each group.
Prompts
(Sally) comes from Manchester / San Francisco / Paris …
(John) comes from Berlin / Sydney / Mexico City …
They meet in the park / café / club / shops / zoo …
My city is very old / interesting … There are museums /
parks … and shops / cinemas …
I love my city. It’s very modern / exciting … There are
skate parks / clubs … and restaurants / beaches …
Let’s go to the _____________ this evening / tomorrow.
____________________ See you later.
Resource 4A
Language practised: can for ability; Speaking (interaction);
Writing
Time: about 30 minutes
You will need one photocopy for each student.
• Demonstrate by asking questions of one or two
students, for example Can you dance well? Can you
count to twenty in German? Prompt them to respond
with the short answer Yes, I can./No, I can’t. Write a
tick on the board if the student responds with yes or
a cross if they respond with no. Check understanding
of monocycle.
• Hand out Resource 4A (page 58) to each student. Elicit
•
the question from the class for each item in the table.
This is a mingling activity. Students move around the
room, taking turns to ask and answer questions with
five different classmates. They write the classmate’s
name at the top of the column and then complete the
•
information about him/her.
Discuss students’ reactions to what they found out.
Find out, for example, how many people can swim
1 kilometre and what their names are.
• Students complete the sentences at the bottom of the
page using the information from their survey.
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 Resource 4B
Language practised: Imperatives; ‘Health’ vocabulary
Time: about 20 minutes
You will need one photocopy for each group.
• Make groups of four students. Hand out Resource 4B
(page 59) to each group of students. They close their
Students’ Books. They cut out the cards. They put the
illness cards face down on one side of the desk and the
advice cards face down on the other side of the desk.
• Students take turns to turn over two cards, one
illness and one advice. If they match (the advice is
appropriate for the illness) the student keeps the
illness card, but puts the advice card back face down
on the desk. If they don’t match, the student replaces
both cards face down on the desk.
• Play continues until all the illness cards have been taken.
• Students then turn all the advice cards face up on the
desk. They take turns to show the group each of their
illness cards and to say the advice they chose.
Resource 4C
Language practised: ‘Extreme sports’ vocabulary; Writing;
Speaking
Time: about 20 minutes
• You will need one photocopy for each student. You will
also need reference books and/or the internet.
• Elicit the names of the extreme sports mentioned on
pages 36 and 37 of the Students’ Book. Elicit the names
You will need one photocopy for each student.
• Demonstrate
students, for example What is your favourite fruit? Do
of other extreme sports that students know and write
them on the board. Hand out Resource 4C (page 60)
to each student. Check they understand the task. They
either complete the information from memory about
one of the extreme sports in the Students’ Book, or they
find out about another extreme sport using reference
books or the internet. Give a time limit, for example
five minutes.
• Students individually complete the information in the
box. Monitor and help where necessary.
• Make pairs or small groups. Students take turns to
present their information to their partner(s).
Resource 5A
Language practised: like/love/hate + ing; Speaking or
Writing
Time: about 20 minutes
You will need one photocopy for each pair of students.
• Hand out Resource 5A (page 61) to each pair. They cut
• Students complete the sentences at the bottom of the
out the cards. Elicit what the ticks and crosses mean
and write the following on the board: ✔ = like,
✔✔ = love, ✘ = hate.
• Demonstrate the game by asking a pair to hold up
two cards: one tick/cross card, for example ✔✔ and
one activity card, for example walk the dog. Elicit the
sentence, for example I love walking the dog. Check
with the class if the sentence is correct.
• Students can play in two ways:
– Students place the cards face down on their desks.
They take turns to turn over two cards (one of each)
and to make sentences. If the sentence is grammatically
correct, the student keeps the two cards. If not, the
student places them face down on the desk again. The
game is finished when there are three activity cards left.
The player with the most cards is the winner.
– Students make two piles face down on their desks,
the tick/cross cards in one pile and the activities in the
other. They take turns to turn over a card from each
44
and make a sentence. They write down the sentence
and then the other player has a turn. As they play, they
place the used cards at the bottom of each pile.
Resource 5B
Language practised: Articles; Reading
Time: about 20 minutes
You will need one photocopy for each student.
• Students’
Review recipe vocabulary from page 43 of the
Hand out
Book.
• Read the ingredients
Resource 5B (page 62) to each student.
aloud with the class and check
understanding. Individually students read the recipe
steps and try to arrange them in the correct sequence.
They check in pairs before the class check.
• Students then insert the correct article into the gaps.
For one gap there is no article (Ø).
Answers: 1d or e  2e or d  3f  4a  5c  6b
a) the b) Ø c) the d) the e) a f) the
Resource 5C
Language practised: Question forms; Speaking
(interaction); Writing
Time: about 30 minutes
by asking questions of one or two
you eat wild food? Prompt them to respond with a
word, for example bananas, or a short response Yes, I
do. I eat wild mushrooms./No, I don’t.
• Hand out Resource 5C (page 63) to each student.
Elicit the question from the class for each one. Notice
that students may think of more than one question
construction, for example How often do you eat chips?
•
or How often do you have chips?
Students complete the first column about themselves.
Then they do a mingling activity. They move around
the room, taking turns to ask and answer questions
with three different classmates. They write the
classmate’s name at the top of the column and then
complete the information about him/her.
• Discuss students’ reactions to what they found out.
Find out, for example, how many people eat wild food
and what they eat.
page using the information from their survey.
Resource 6A
Language practised: Describing pictures; Speaking
(interaction); Writing
Time: about 20 minutes
You will need one photocopy for each student.
• Review present continuous for describing pictures from
page 51 of the Students’ Book.
• Hand out Resource 6A (page 64) to each student. Focus
them on the pictures and on the people’s names. Tell
them there are some differences between the pictures.
Elicit one as an example. Draw attention to the verbs
at the top of the page. Make sure students use full
sentences, for example In picture A Alan is writing his
homework. In picture B he is chatting/talking on his mobile.
• Students work in pairs. They find and then talk about
the differences between the pictures. Remind them to
use full sentences.
• Elicit and check answers with the class. Listen for
correct use of the present continuous. Students write
the differences in their notebooks.
Answers:
Picture A
Jim is sitting at the table. He’s eating breakfast.
Alan is sitting at the table. He’s writing his homework.
The TV is on. Sarah is sitting, watching it.
Lisa is surfing the net.
Jack is having breakfast.
Picture B
Jim is sitting at the table. He’s reading the newspaper.
Alan is standing near the window. He’s talking on his
mobile phone.
The TV is off. Sarah is walking to the door with her bag.
Lisa is waiting for the bus.
Jack is playing with some toys.
Resource 6B
Language practised: Reading; Writing
Time: about 30 minutes
You will need one photocopy for each student.
• Hand out Resource 6B (page 65) to each student. Tell
students that there are two texts about two teenagers.
• Students sort the two texts and check in pairs. Check
with the class. Students match the texts to the pictures.
• Students write the two texts in their notebooks.
Answers: Text 1: a, d, e, g, i, j, l (picture 2);
Text 2: b, c, f, h, k, m, n (picture 1).
Resource 6C
Language practised: ‘Computer/internet’ vocabulary;
Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each student.
• Review language for giving opinions from page 44 and
internet vocabulary from page 52 of the Students’ Book.
• Hand out Resource 6C (page 66) to each student. Read
through the statements with the class. Check they
understand the statements and know what to do.
• Students individually tick Agree/Don’t agree/Don’t
know for each statement.
• Make groups of four. Students discuss each statement
using the prompts at the bottom of the photocopy.
Remind them to ask why each time.
• Broaden the discussion to the whole class. Students
can compare the reasons for their opinions.
Resource 7A
Language practised: Reading; Speaking (interaction)
Time: about 20 minutes
You will need one photocopy for each student.
• Hand out Resource 7A (page 67) to each student.
Elicit that it’s a blog. Ask a student to read the first two
sentences aloud and elicit what it’s about (a festival).
Tell students to fold the paper in half along the line.
Set a gist reading question: What type of music was
there on Sunday? Students read the text quickly to find
the answer (rock and heavy metal). Elicit what Jim
thinks about the bands (OK). Find out which students
in the class like/don’t like rock and heavy metal.
• Students
Students read the text again.
• they can only
work in pairs. They turn the paper over so
see the questions. They take turns to try
and remember the answers to the questions. At the
end, they look back at the text to check.
• Check the answers with the class.
Answers: 1 The Green Rave 2 two days 3 Ben
4 hip-hop and dance 5 No, he doesn’t like dance music.
Resource 7B
Language practised: Reading; Speaking; Listening; Writing
Time: about 20 minutes
You will need one photocopy for each pair of students. Cut
the photocopy in half before the lesson.
• Make pairs. Hand out Resource 7B (page 68) to each
pair: one half to Student A; the other half to Student B.
Tell them not to look at each other’s papers and remind
them to use the useful phrases below the text.
• Demonstrate the activity using a pair of students. A
starts reading from the Student A text and stops at a
gap. B reads the word from the Student B text to fill the
gap. Student A writes the word in his/her gap. Student
B continues reading until he/she comes to a gap.
• When they have finished, students look at each other’s
papers to check.
• Discuss the topic of the text with the class. Find out
what they have learned about Bonfire Night and if any
students have been to/seen Bonfire Night celebrations
in England.
Resource 7C
Language practised: ‘Music/festival’ vocabulary; Speaking;
Writing
Time: about 20 minutes
You will need one photocopy for each group of four.
• Make groups of four. Hand out Resource 7C (page 69)
to each group. They cut out the cards and place them
face down on the table.
• Demonstrate the game using one idea from one of the
cards. Write it on the board, for example rock music.
Talk about it for one minute, using simple language.
• Read through the instructions with the class and
check they know what to do. Focus them on the Useful
language. Provide other phrases that might be useful
and write them on the board.
• Students play the game in groups. A different student
times the speaker each time. After a student has talked
about a topic he/she keeps the card.
• At the end of the game, each student chooses one
of their cards and writes about the topic in their
notebooks.
Resource 8A
Language practised: Past simple questions; Speaking
(interaction); Writing
Time: about 30 minutes
You will need one photocopy for each student.
• Demonstrate by asking questions of one or two
students, for example Did you surf the net yesterday?
Prompt them to respond with a short response,
Yes, I did. or No, I didn’t.
45
 • Hand out Resource 8A (page 70) to each student. Elicit
the question from the class for each phrase.
• Students complete the first column about themselves.
Then they do a mingling activity. They move around
the room, taking turns to ask and answer questions
with three different classmates. They write the
classmate’s name at the top of the column and then
complete the information about him/her.
• Discuss students’ reactions to what they found out.
Find out, for example, how many people brushed their
teeth that morning.
• Students complete the sentences at the bottom of the
page using the information from their survey.
Resource 8B
Language practised: Question words; Reading; Speaking
Time: about 20 minutes
You will need one photocopy for each student.
• Hand out Resource 8B (page 71) to each student.
Individually they choose the correct question word
to complete each question. Check students know/
remember the meaning of marry, cost and to land before
they start.
• Students check in pairs.
• Either as classwork or at home, students find the
answers to the questions using the internet.
Answers: 1a 2b 3a 4c 5b 6c 7a 8b 9c 10b
1 John Logie Baird 2 525,600 minutes 3 1998
4 Guy Ritchie 5 about 300 million dollars 6 to set up
a charitable foundation 7 Edwards Air Force Base,
southern California 8 7.2 million dollars
9 while making the film Mr & Mrs Smith 10 the mercury
thermometer
Resource 8C
Language practised: Reading; Dictionary skills; Speaking
(interaction)
Time: about 40 minutes
You will need one photocopy for each student and a set of
dictionaries.
• Review vocabulary of inventions and language for
agreeing and disagreeing from page 68 of the Students’
Book.
• Hand out Resource 8C (page 72) to each student. Tell
them to read the text and find one invention which
surprises them. In pairs, students then check the
meanings of the inventions in their dictionaries.
• Focus students on exercise 2. Individually students
•
mark the inventions 1, 2 or 3.
Make groups of four. Demonstrate the discussion using
the Useful phrases before students discuss their ideas
in a group. Students can also add other 20th-century
inventions to the discussion (either from the Students’
Book or from their own experience).
Resource 9A
Language practised: Comparatives; Reading; Writing;
Listening; Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each pair of students.
• Review comparative adjectives and green lifestyle
vocabulary from pages 72–73 of the Students’ Book.
• Hand out Resource 9A (page 73) to each pair. Do the
example with the class. Check understanding of the
46
adjectives, for example tasty. Students work in pairs and
make oral sentences for the other three situations. Elicit
ideas from the class and correct where necessary: there
are several different possibilities for each one.
• In pairs, students discuss their ideas/lifestyle and make
sentences using adjectives from the Students’ Book.
They can either compare their own habits (for example
I don’t eat fast food. Juan eats fast food every day. I’m
healthier than Juan.) or make general statements about
health, fitness, green issues (for example This school is
greener than it was last year. We recycle glass and plastic
now.). Write the examples for the class on the board
before they start.
• Put pairs together to make groups of six. They read out
their sentences to the other pairs.
Resource 9B
Language practised: will for prediction; ‘Our planet’
vocabulary; Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each student.
• Hand out Resource 9B (page 74) to each student. Read
through the statements with the class. Check they
understand the statements and know what to do.
• Students individually tick Agree/Don’t agree/
Don’t know for each statement.
• Make groups of four. Students discuss each statement
using the prompts at the bottom of the photocopy.
Remind them to ask why each time.
• Broaden the discussion to the whole class. Students
can compare the reasons for their opinions.
Resource 9C
Language practised: Reading; Listening and speaking
Time: about 30 minutes
You will need one photocopy for each student.
• Hand out Resource 9C (page 75) to each student. Focus
them on the problems and solutions. Students read
them aloud around the class. Check understanding
of the problems and solutions, and of the vocabulary.
Don’t give the answers at this stage.
• Individually students match the problems to the
suggestions. They check in pairs. Check with the class.
Try to encourage students to guess the meaning of
unknown words.
• In pairs, students think of similar problems in their
living/school/town situation. If necessary, brainstorm
these problems onto the board. Each pair thinks of and
writes at least three problems. Add real local problems
you know of, where appropriate.
• Make groups of four from two pairs. Pairs take turns to say
their problems and to make suggestions for solutions.
• Elicit ideas from the class.
Answers: 1 b, d, e, i, j 2 f, h 3 a, k 4 c, g
Resource 10A
Language practised: Comparative and superlative
adjectives; Speaking; Writing
Time: about 20 minutes
You will need one photocopy for each student.
• Hand out Resource 10A (page 76) to each student. Elicit
one or two examples of adjectives for the first three
pictures. Remind them to use comparatives as well as
superlatives. They can also use their own ideas/adjectives.
• Insetspairs, students orally make sentences about the four
of pictures. They should be able to make at least
four sentences about each set. Elicit ideas from the
class. Write some of the more original comparisons on
the board.
• Students write four sentences for each set of pictures
in their notebooks.
Resource 10B
Language practised: be going to; Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each student.
• Draw the outline of the diary from the photocopiable
on the board. Tell the students you are going to give
them a diary for next weekend and they are going
to write in three activities with the times for each
one. Elicit some ideas for activities, for example go
swimming, see a film, have a party, write their blog,
visit relatives, play tennis, do homework.
• Hand out Resource 10B (page 77). Students
individually complete three activities in their diaries.
• Give instructions for and demonstrate part 2 of the
activity. This is a mingling activity. Students move
around and ask students to join them. They have to
find at least one student for each activity. They write
the student’s name in their diary. Their friends then
invite them to join them in their activities. When they
accept, they write their friends’ activities in their own
diaries.
Resource 10C
Language practised: Reading; Speaking (interaction);
Writing
Time: about 40 minutes
You will need one photocopy for each student. Each group
of four students will need poster paper and coloured pens
to make their holiday advert.
• Briefly review different types of holiday from page 82
of the Students’ Book.
• Hand out Resource 10C (page 78) to each student.
Check understanding of advert and dream. Students
read the adverts and answer question 1. They check
their answers in pairs.
• Individually students read and prepare to talk about
question 2.
• Make groups of four. Students take turns to tell their
friends about which holiday they chose and why.
• Focus students on question 3. In their groups they
decide on a dream holiday (they can use the Students’
Book for ideas) and make a simple advert. Remind
them to use the adverts on the photocopy as models.
• Students display their dream holiday adverts. The class
votes for the best one.
Answers: Exercise 1: a 2 b 1 c 4 d 3
Resource 11A
Language practised: ‘Jobs and activities’ vocabulary;
Speaking (interaction)
Time: about 30 minutes
You will need one photocopy for each group of
four. Prepare the cards before the lesson: make the
photocopies, cut out the cards and put them in an
envelope for each group.
• Demonstrate the game using another job, for example
gardener. Give clues for the students to guess, for
example I don’t wear a uniform. I work on my own. I
work with plants. I work outdoors. Make groups of four.
Hand out the cards from Resource 11A (page 79) in an
envelope to each group. They place them in a pile face
down on the table. They don’t look at them.
• Students each take a card. They have one minute to
prepare three clues for the others to guess their job.
They then take turns to give their clues. If another
student guesses correctly, that student gets a point
and wins the card. If no one guesses, the student with
the card gets a point and keeps the card.
• Students repeat the procedure until all the cards are
finished. The player with the most points in each group
is the winner.
Resource 11B
Language practised: ‘Feelings’ vocabulary; Reading;
Speaking (interaction)
Time: about 20 minutes
You will need one photocopy for each student.
• Hand out Resource 11B (page 80) to each student.
Read each question aloud with the class to check
understanding. Students choose the best answer for
themselves each time.
• Demonstrate the discussion in open pairs, using
the prompts at the bottom of the photocopy. When
students know what to do and are confident with the
language, put them in pairs to continue the discussion.
Resource 11C
Language practised: Reading; Note-making; Speaking
(interaction)
Time: about 40 minutes
You will need one photocopy for each student.
• Review what students remember about the volunteers
from pages 92–93 of the Students’ Book.
• Hand out Resource 11C (page 81) to each student.
Check understanding of Old People’s Home and
homeless. Write the following gist questions on the
board: How many volunteers are there? What are their
names? Who is very busy? Who likes learning about
other people?
• Students quickly read the text to find the answers.
They check in pairs. Check answers with the class (two;
Jason, Jenny; Jenny; Jason).
• Students read the text again and make notes about the
two young people in the boxes provided. Make groups
of four. Students discuss/check their answers and then
share their ideas about the questions at the bottom of
the page.
• Discuss the questions at the bottom of the page
as a class.
Resource 12A
Language practised: if + imperative; Reading; Writing;
Speaking
Time: about 30 minutes
You will need one photocopy for each student.
• 96–97
Review some if + imperative sentences from pages
of the Students’ Book.
• Put students into pairs. Hand out Resource 12A
(page 82) to each pair. Focus students on part A.
Students cut out the twelve sentence halves and match
them to make sentences. Stronger pairs can think of
other possible sentence endings. Check with the class.
47
 • Focus students on part B. In pairs, they write a plausible
ending for each one. Make groups of four (two pairs).
Pairs take turns to read out their sentences for the
other pair to comment on and correct (if necessary).
• Elicit some of the sentence endings from different
groups as a class check.
Answers: If someone gives you a birthday present you
don’t like, give it to a friend on their birthday.
If you have a party, make CDs of music you like listening
to.
If you want to learn an extreme sport, make sure you’re fit
before you start.
If you want to save money and stay healthy, don’t eat a lot
of fast food.
If you volunteer to work in another country, learn some
words in the local language before you go.
If you get a dog for Christmas, take it for a walk every
morning before school.
Resource 12B
Language practised: Present perfect; Speaking
(interaction); Writing
Time: about 30 minutes
You will need one photocopy for each student.
• Demonstrate by asking questions of one or two
students, for example. Have you ever met a film or TV
star? Prompt them to respond with the short answer
Yes, I have. / No, I haven’t. When students answer Yes I
have, ask them for more information.
• Hand out Resource 12B (page 83) to each student. Elicit
the second question from the class. Check students
Resource 12C
Language practised: Grammar revision
Time: about 40 minutes
You will need one photocopy for each pair of students.
• Tell students they’re going to play a grammar game.
Explain the meaning of ‘auction’ in the mother tongue
if necessary. Pre-teach bid. Say that you are selling
sentences in this auction. Tell each pair they have
£1000 to buy the sentences they want. Tell them they
can’t go over-budget and they should only buy correct
sentences. Also remind them to keep their opinions
about the sentences and how much to bid a secret in
their pairs.
• Hand out Resource 12C (page 84) to each pair. Give
them five minutes (no books!) to read through the
sentences and decide which are correct. They make
a tick or cross against each sentence in the left side
of the Correct? column. Then they decide how much
to bid for each sentence and write the amount in the
Maximum Bid column.
• Run the auction. Make sure as you sell each sentence
that you don’t give any clues as to whether it’s correct
or not. Make it fun and lively. Remind pairs they can
only spend £1000.
• When the auction is finished, focus on each sentence
in turn and decide with the class if it’s correct or not.
Students put a tick or cross in the right side of the
Correct? column. Elicit corrections for the incorrect
sentences.
• The winners are the pair who have bought the most
correct sentences and have the most money left.

Answers: 1 incorrect: any brother = any brothers

realise they have to use the past participle (the verbs 2 correct 3 incorrect: many space = much space
are simple infinitives).
• Students complete the first column about themselves.
Then they do a mingling activity. They move around
4 incorrect: in the left = on the left 5 correct
6 incorrect: a rice = some rice 7 correct
8 incorrect: to winning = to win
the room, taking turns to ask and answer questions
with three different classmates. They write the
classmate’s name at the top of the column and then
complete the information about him/her.
• Discuss students’ reactions to what they found
out. Find out, for example, how many people have
practised singing in the shower/have enjoyed doing
karaoke and what their names are.
• Students complete the sentences at the bottom of the
page using the information from their survey.

48
Resource 1A
What have they got?
Complete the table for you. Write ✔ for yes and ✘ for no. Then ask three friends and write their names.
Example: Question: Have you got a camera? Answer: Yes, I have./No, I haven’t.

You! Your friend Your friend Your friend

___________ ___________ ___________

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 49

 Resource 1B
Student A
Ask about: Anne, Suzy, Nick, Jo and Daisy. Write their names in the correct place in the family tree.
Example: Question: Who’s Paul? Answer: Paul is Nicola’s father.

John = Chris = Mia

= Mike = Paul = Gloria

John =Penny Chris = Mia Frank

Jack Nicola Ben

= Mike Penny = Paul Frank = Gloria

Jack Nicola Ben

= Anne = Mia
Student B
Ask about: Penny, Gloria, Chris, Jack and John. Write their names in the correct place in the family tree.
Example: Question: Who’s Paul? Answer: Paul is Nicola’s father.

Jo = Mike = Anne
= Paul Suzy
= Mia Frank
=

Daisy Nicola Ben Nick

Jo = Mike = Paul Suzy Frank =

Daisy Nicola Ben Nick

50 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 1C
Complete the text about Jason. Choose the right words.

Hi, my name’s Jason. These are 1____________ (our / ours)

school lockers and this is 2____________ (my / mine). There are a lot
of 3____________ (thing / things) in it! There 4____________ (is / are) books
for my lessons today. There 5____________ (isn’t / aren’t) a
science book because I don’t have science today. There
____________ (is / are) my lunch box with my sandwiches. Ah yes, there
6

7
____________ (is / are) my sports clothes, too. I‘ve got sport after school today. There
8
____________ (is / are) keys – oh, and my mobile. My glasses 9____________
(isn’t / aren’t) in my locker. My glasses are in my bag.
Oh, and my inhaler is in my bag, too.
Hey, this isn’t my dictionary. Is it 10____________ (your / yours)?

Now look at the picture and tick the things you can see in Jason’s locker:

science book inhaler

glasses
school books ID card
keys mobile
diary
sports clothes dictionary sandwiches

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 51

 Resource 2A
Student A

Invent information for Monica and Hans. Write a time expression in each box.

always    usually    often    sometimes    never

Walks to school Wears a uniform Eats lunch in the Studies in the Does sport after
canteen library school

Monica

Hans

Kyoko

Patrick

Now tell your friend about Monica and Hans.

When your friend tells you about Kyoko and Patrick, write the correct time expression in the correct box.

Student B

Invent information for Kyoko and Patrick. Write a time expression in each box.

always    usually    often    sometimes    never

Walks to school Wears a uniform Eats lunch in the Studies in the Does sport after
canteen library school

Kyoko

Patrick

Monica

Hans

Now tell your friend about Kyoko and Patrick.

When your friend tells you about Monica and Hans, write the correct time expression in the correct box.

52 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 2B
a b c

d e f

Complete the text with the correct form of the words in the box. Then match the pictures a–f to the
sentences 1–6.
What is different about Charley’s job?

have    get up    drive (× 2)    live    go    not play

1 Charley is always sleepy at about four o’clock. He usually ____________ to the gym for twenty minutes. This
wakes him up!

2 At 8.15, Charley ____________ to work. He’s a manager in a 24-hour supermarket. He starts work at 8.45 in
the evening and he finishes at 6.15 in the morning.

3 Charley ____________ with his wife in a flat in a big city. He ____________ at six o’clock in the evening. He
has a shower and gets dressed.

4 At 6.15 in the morning Charley ____________ home. He has a shower, then he has a meal with his wife. For
Charley it’s supper, for his wife it’s breakfast!

5 At seven o’clock in the evening Charley ____________ a meal with his wife. For Charley it’s breakfast, for his
wife it’s dinner!

6 When Charley gets to work, he talks for fifteen minutes with the day manager. Then he goes to his office and
turns on his computer. He ____________ computer games!

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 53

 Resource 2C
1 Match the sentence halves.

She likes to hang out for a walk with the dog at

the weekend.
We always visit
sport every day.
I never listen to
with friends in the evening.
They go
at home.
Lots of young people
don’t help relatives on Sundays.

He does music on my mobile.

2 Make six questions using the sentences from part 1.

Write the questions in the table below. Then ask your friends. Write their names and yes (✔) or no (✘)
in the table.

Questions Your friend Your friend Your friend

________________ ________________ ________________

54 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 3A
Cut out the cards. Play the game.

clothes computer book

shampoo jewellery make-up

chocolate CD perfume

magazine paper medicine

bread trainers traffic

rain music park

water sugar coffee

meat fruit plant

shop shopping mall café

birthday card sweets milk

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 55

 Resource 3B
Describing pictures
Work with a partner. Take turns to talk about the rooms.
In the bedroom / kitchen / living room there is / are …

56 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 3C
Consequences

What’s her name? Where does she come from?

___________________________________________________________________________________

Fold

What’s his name? Where does he come from?

___________________________________________________________________________________

Fold

Where do they meet?

___________________________________________________________________________________

Fold

What does she say?

___________________________________________________________________________________

Fold

What does he say?

___________________________________________________________________________________

Fold

What does she say?

___________________________________________________________________________________

Fold

What does he say?

___________________________________________________________________________________

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 57

 Resource 4A
Can you … ?
Ask five friends. Write their names and yes (✔) or no (✘).
Example Question: Can you dance well? Answer: Yes, I can./No, I can’t.

Your friend Your friend Your friend Your friend Your friend
______________ ______________ ______________ ______________ ______________

Dance well

Play rugby

Swim 1 km

Ride a
monocycle

Play tennis
well

Run a ½
marathon

Count to 20
in German

Now complete the sentences.

No one can ________________________________________________________ .

One student can _____________________________________________________ .

_______ students can __________________________________________________ .

Everyone can _______________________________________________________ .

58 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 4B
Cut out the cards. Play the game.

a toothache feel sick a backache a sore throat

a stomachache a headache a cough a cold

a pain in the
an earache a sore leg Eat ice-cream.
knee

Drink some Lie down and

Don’t exercise. Don’t overdo it.
water. rest.

Take some Stay in the Put some Go and see

aspirin. house. cream on it. the doctor.

Drink some
Go and see the Put your Do gentle
hot water with
dentist. leg up. exercise.
honey.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 59

 Resource 4C
Extreme sports
Choose a sport. Complete the information in the box.

Sport:

Why you like it:

Where you do it:

The equipment you need to do it:

Now present your ideas to other students.

The extreme sport I like is ___________________________________________________________.

I like it because _____________________________________________________________________.

You can do this sport in the mountains/in snow/in the gym/on the water/under the water.

You need _____________________________ and _____________________________ to do this sport.

60 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 5A
Cut out the cards. Play the game.

✔✔ ✔✔ ✔✔ ✔✔

✔ ✔ ✔ ✔

8 8 8 8

eat tidy my do
drink coffee drink tea
vegetables room homework

hang out visit

ride a horse play rugby dance
with friends relatives

listen to my read walk to go to go to the

MP3 player magazines school restaurants cinema

go
wash up eat fruit eat salad drink milk
shopping

play
wear a walk the
watch TV make soup computer
uniform dog
games

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 61

 Resource 5B
A Put the recipe steps a–f in the correct order.
B Complete the recipe with the correct articles (the / a / Ø).

Spanish Omelette
Ingredients
Six eggs
Three large potatoes
One onion, chopped
Ten mushrooms
200g of cooked green
beans, cut into pieces
Olive oil
Salt and pepper
Serves 4

a) Mix ________ eggs into the potato and onion mixture. Cook slowly
for about ten minutes.

b) Serve with ________ bread and a green salad.

c) Put ________ cooked green beans on top of the cooked eggs,

onion and potatoes. Season with salt and pepper and cook for two
minutes.

d) Cut ________ potatoes into small pieces and boil for three minutes.

e) Heat the olive oil in ________ frying pan. Put the onion and the
mushrooms in the pan. Cook for about five minutes.

f ) Put ________ cooked potatoes in the pan with the onion mixture
and fry for another five minutes.

62 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 5C
Ask three friends. Write their names and their answers in the boxes.
Example Question: What is your favourite fruit? Answer: Bananas

You Your friend Your friend Your friend

_______________ _______________ _______________

What / favourite fruit?

What / breakfast on
Sundays?

How often / chips?

What meals / cook?

How often / Indian

food?

What wild food / eat?

What / favourite
recipe?

Now complete the sentences.

One student ________________________________________________________.

Two students __________________________________ for breakfast on Sundays.

One student eats Indian food __________________________________________.

Two students like wild food. They eat ___________________________________ .

My favourite recipe is ________________________________________________.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 63

 Resource 6A
Find the differences.
Verbs to use: walking, sitting, waiting, surfing, watching, having (breakfast), standing, chatting/
talking, eating, writing, playing, reading

Jim
Alan
Lisa

Jack

Sarah

Alan

Jim
Sarah

Lisa

Jack

Now write the differences.

Example:
In picture A Alan is sitting at the table. In picture B Alan is standing near the window.
In picture A Alan is writing his homework. In picture B Alan is talking on his mobile phone.

64 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 6B
Put the two texts about two teenagers in order. Write each one in your notebook.
a) is the first sentence of one text. b) is the first sentence of the other.

a) Fashion. Hmmm. Not sure what my h) shopping, I usually buy new shoes (I love
clothes say about me. What shoes!) and some

b) I really like fashion. I look at magazines to i) chat. Some of my friends like going
find what the skateboarding. Not me! I

c) new fashion is. And I like to wear what j) like talking to my friends and listening to
pop stars are wearing. I music. I’ve got some

d) do you think? I usually wear black – black k) jewellery. Oh, and I go to the hairdresser
jeans, black T-shirts. once

e) My hair’s black, too. When I go out I wear l) piercings and some people think I look
a hoodie. I like to scary.

f ) wear blue jeans and brightly-coloured m) a month, too. I don’t have any piercings or
T-shirts. When I go tattoos. I think they

g) hang out with my friends. We usually go n) look ugly. I want to look smart and
to the park and sit and up-to-date.

Now match the texts to the pictures.

1 2

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 65

 Resource 6C
What do you think?

Agree Don’t Don’t

agree know
1 The internet is important for school
work.

2 It’s a good idea for teenagers to have a

computer in their rooms.

3 Blogging is a good way to make friends.

4 Technology is not always a good thing.

5 Older people can’t learn to use

computers and email.

6 Downloading music and films for free is

a good thing.

Work in groups of four.

Ask your friends.

A: What do you think about number 1?

B: I agree/I don’t agree. The internet is/isn’t important for school work.

A: Why?

B: Because …

66 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 7A
Read the text.

Jim’s blog
The Green Rave was fantastic this year. It was two days of
great music and everyone was friendly – it was so cool! I was
with my best mate Ben. He likes dance music and my favourite
is hip-hop. On Saturday, there were some excellent hip-hop
acts on the main stage. Ben was a bit bored but Jenny was
there so it was OK. He really likes her! On Saturday night,
there was dance music in the big tent. Great for Ben and
Jenny! Not so good for me!!
On Sunday, there were some OK rock and heavy metal bands.
Jim

Fold

Answer the questions in pairs.

1 What was the name of the festival?

2 How long was the festival?

3 What’s Jim’s best friend’s name?

4 What kinds of music were there on Saturday?

5 Was Jim interested in the music on Saturday night? Why/Why not?

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 67

 Resource 7B
Pairwork dictation
Student A

was a
This year, Manuel 1__________ 5 November with his English family. It
one has
new experience for him. 5 November is Bonfire Night in England. Every
bonfires and 2__________.
_____
Manuel’s English family had a bonfire party this year. Everyone _____
3

very cold.
warm clothes because the party was in the garden and it __________
4

there.
Some people 5__________ in the house and watched the bonfire from
a person
First, Manuel 6__________ the ‘guy’ on the bonfire. The ‘guy’ looks like
a light
but is 7__________ of old clothes and __________. Then Manuel put
8

rks. At
to the fire and it started to burn. It was amazing. Then there were firewo
re. He
the end of the evening, Manuel __________ some potatoes on the bonfi
9

y.
10
__________ a photo of the bonfire with his mobile and sent it to his famil

Useful phrases:
Can you say that again, please?
How do you spell it?

Student B

_____
This year, Manuel celebrated 5 November with his English family. It _____
1

one has
a new experience for him. 5 November is Bonfire Night in England. Every
bonfires and fireworks.
wore
Manuel’s English family __________ a bonfire party this year. Everyone
2

very cold.
warm clothes because the party __________ in the garden and it was
3

. First,
Some people stayed in the house and __________ the bonfire from there
4

made of
Manuel put the ‘guy’ on the bonfire. The ‘guy’ looks like a person but is
re and it
old 5__________ and paper. Then Manuel __________ a light to the fi
6

the end
__________to burn. It was __________. Then there were fireworks. At
7 8

took a
of the evening, Manuel cooked some __________ on the bonfire. He
9

photo of the bonfire with his mobile and __________ it to his family.
10

Useful phrases:
Can you say that again, please?
How do you spell it?
68 © Pearson Education Ltd. 2010  PHOTOCOPIABLE
Resource 7C
Tell your friends
• Cut out the cards. Put them face down on the desk.
• Take turns to turn a card over. Talk about it for one minute.
Useful language:
I like/don’t like (hip-hop/rock music).
My favourite bands are ____________________________.
I like listening to/playing (pop/folk).
This is (a family celebration/a traditional celebration). We ____________________________.
On New Year’s Eve I usually ____________________________.

rock music jazz classical music pop

punk disco heavy metal folk

traditional an unusual
hip-hop a music festival
clothes festival

a family a traditional a traditional

New Year’s Eve
celebration celebration dish

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 69

 Resource 8A
Ask three friends. Write their names and their answers in the boxes.
Example: Question: Did you surf the net yesterday? Answer: Yes, I did./No, I didn’t.

You Your friend Your friend Your friend

_______________ _______________ _______________

Surf the net yesterday?

Eat toast for breakfast

last Saturday?

Ride your bike to

school last week?

Brush your teeth this

morning?

Do your homework
last night?

Get any text messages

yesterday?

Listen to music before

school today?

Now complete the sentences.

One student ________________________________________________________________.

Two students ________________________________________________________________.

One student didn’t ________________________________________________________________.

Two students didn’t ________________________________________________________________.

I ___________________________________________________________________________.

I didn’t _____________________________________________________________________.

70 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 8B
Read and choose the correct word.

1 a) Who b) What c) How

__________________ invented the television?

2 a) How much b) How many c) How

__________________ minutes are there in a year?

3 a) When b) Who c) What

__________________ did the film Titanic win an Oscar?

4 a) What b) How c) Who

__________________ did Madonna marry in December 2000?

5 a) Why b) How much c) How many

__________________ did the Lord of the Rings films cost to make?

6 a) How b) Who c) Why

__________________ did Bill Gates decide to leave Microsoft in 2006?

7 a) Where b) Who c) What

__________________ did the first Space Shuttle land in 1981?

8 a) How many b) How much c) Why

__________________ did the United States pay to buy Alaska in 1867?

9 a) What b) How much c) How

__________________ did Brad Pitt and Angelina Jolie meet?

10 a) Where b) What c) Who

__________________ did Gabriel Fahrenheit invent in 1714?

Now find the answers using the internet!

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 71

 Resource 8C
1 Read about some inventions of the 20th century. Now check the meaning of
all these inventions in your dictionary.

Inventions of the 20th century

The 20th century was amazing for inventions. There were a lot of changes in communication,
for example the mobile phone and email, but there were also inventions in science and
leisure. Here are some of the things that first appeared in the 20th century:

Artificial hearts
Cameras to record moving pictures and sound
Computers
Crossword puzzles
Microwave ovens
Mobile phones
Pacemakers
Photocopiers
Polaroid photography
Printers
Robots
The World Wide Web
Wireless Internet
Zips

2 Write 1 next to the inventions which changed the way people live.
Write 2 next to the inventions which are really important for you.
Write 3 next to the inventions which are not very important for you.
3 Talk about your opinions with other students.
Useful phrases:
I think (zips) are really important because _____________________________.
I don’t agree. I don’t think they are important.
I think (microwave ovens) changed the way people live because _____________________________.
Yes, that’s true I agree with you.

72 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 9A
A
Read the sentences. Make your own sentences using the comparative forms of the words in the boxes.

1
convenient/cheap/green
Cars use a lot of energy.
Buses and trains can be slow and busy.
Example: Cars are more convenient than buses and trains.
Buses and trains are greener than cars but they are slower and busier.

2 green/healthy/fit
Suzie turns off her computer at night.
Tom leaves his computer on all the time.
Tom goes to the gym every day but Suzie goes once a week.

3
Frank and Bill play tennis every day. good at/important/bad at

Bill is in the school tennis team.

Frank likes tennis but he prefers studying English.
Frank got 100% in the English test. Bill got 60%.

4
fast/ tasty /green
I can cook this meal in two minutes in the microwave. I can cook it in twenty minutes
in the oven.
It tastes really good when it’s cooked in the oven.
The oven uses more electricity than the microwave.

B
How green are you? Compare your ideas with a partner and write some comparative sentences here.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 73

 Resource 9B
What are your predictions for the future?

Agree Don’t Don’t

agree know
1 Next summer will be warmer than the
last one.

2 Electric cars won’t become popular.

3 Wind energy won’t solve the world’s

energy problems.

4 All schools will teach students about

alternative energy.

5 People will learn how to control the

weather.

6 People won’t die from starvation.

Work in groups of four. Ask your friends.

A: What do you think about number 1?

B: I agree/I don’t agree. This summer was warm but I think that next summer will be warmer.

A: Why?

B: Because global warming means ______________________________________________________.

74 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 9C
Eco issues
Match the solutions to Ellie’s problems. There is more than one solution for each problem.

Can anyone help me?

I live with my parents in a big city. I want to make my local environment greener
but I don’t know what to do. There are so many problems:
1 The buses don’t stop near our flat, so everyone uses their cars all the time.
I can’t have my bike in the flat.
2 Everyone has dogs in their flats. There aren’t any parks in my area, so the
streets are very dirty.
3 There is always a lot of rubbish in the street outside the flat. People put
everything – plastic, glass, paper – in one bin.
4 There are no local shops. There isn’t anywhere for young people to meet either.
Thanks!!
Ellie

Solutions
a) You can ask politicians to start a recycling programme.

b) You can arrange to share cars for shopping and short car journeys.

c) You can ask politicians to open a youth club.

d) You can build a place for bikes.

e) You can ask for bus stops near the flats.

f) You can ask your local authority for more parks.

g) You can find local people to open shops.

h) You can ask the council to provide dog litter bins.

i) You can walk to the bus stop.

j) You can buy a small bike.

k) You can take turns to clean outside the flats every week.

In pairs, think of some similar problems that you have.

Now, in groups of four, exchange problems and suggestions for solutions.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 75

 Resource 10A
Look at a), b) and c) in each set of pictures. Compare them using the adjectives in the box.
Make sentences using the comparative and the superlative.

attractive    beautiful    big    busy    clever    cool

cute    expensive    fit    frightening    healthy
intelligent    long    modern    old    old-fashioned
small    traditional    useful    young

1 a) b) c)

2 a) b) c)

3 a) b) c)

4 a) b) c)

76 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

Resource 10B
1 Here are two pages from your diary for next weekend.
Look at numbers 1–6. Write what you’re going to do for THREE of these. Write the time and
the activity, for example. Tennis 10 a.m.
2 Now ask ONE friend to join you for each activity. Write their name in your diary.
A: I’m going to (play tennis) on Saturday morning at (10 a.m.). Would you like to come
with me?
B: Yes, I’d love to. That’s … tennis on Saturday at 10. Great!
No, I’m sorry I can’t. I’m busy.

Sunday
Saturday
Friend
Friend 4
1
Morning

5
2
Afternoon

6
3
Evening

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 77

 Resource 10C
Read the holidays adverts.

1 2

Walking in Extreme
Greece
Come and walk in beautiful Greece.
sports
Want to try surfing, skateboarding and
Walk in the morning when it’s cool. free climbing?
Relax on the beach in the afternoon. You can do them here with us!
Hang out with your new friends in Fifteen years of experience.
the evening. All equipment included in the price.
Join a group of young people.
Come and have a holiday to remember.
Make new friends.
www.walkandmeet.com www.extreme-holiday.eu

3 4

Scuba diving The Magic

Want to prepare for your holiday?
Come and spend a week with us
and learn to scuba.
Qualified instructors. Safe diving.
of London
This is the place with hundreds of
years of history, fantastic shops,
great discos and beautiful scenery.
Organised tours every day. WE are
the experts.

www.scubanow.co.uk www.londons4me.com

1 Answer the questions.

a) Which holiday is for people who are very fit?
b) Which holiday is best for meeting people?
c) Which holiday is in a capital city?
d) Which holiday is for good swimmers?
2 Read the holiday adverts again. Choose the holiday YOU like best. Tell your friends why.
3 In your groups think of a dream holiday. Plan and design an advert for your dream holiday.

78 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

 Resource 11A

You’re a scientist. You’re a doctor. You’re a teacher. You’re a dentist.

You’re a sales
You’re a nurse. You’re a cook. You’re a journalist.
assistant.

You’re a You’re a police You’re an

You’re an actor.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

photographer. officer. electrician.

You’re a plumber. You’re a bus driver. You’re a taxi driver. You’re a hairdresser.

You’re an office
You’re a bank clerk. You’re a vet. You’re a builder.
worker.

You’re a car You’re a postman/ You’re a waiter in

You’re a lawyer.
mechanic. postwoman. a café.

79
Resource 12B
Are you a natural star?
Ask three friends. Write their names and their answers in the boxes.
Example: Question: Have you ever met a film or TV star?   Answer: Yes, I have./No, I haven’t.

Have you ever ... You Your friend Your friend Your friend
__________ __________ __________ __________
meet a film or TV
star?

be on TV?

act in a school
play?

win a competition?

practise singing in
the shower?

enjoy doing
karaoke?

put photos of
yourself up in your
room?

Now complete the sentences.

One student has______________________________________________________________________ .

______ students have _________________________________________________________________ .

I have _ _____________________________________________________________________________ .

Everyone has ________________________________________________________________________ .

Nobody has _________________________________________________________________________ .

© Pearson Education Ltd. 2010  PHOTOCOPIABLE 83

84
Resource 12C
Grammar auction
In pairs, decide if the sentences are correct. You have £1000 to buy the correct sentences!

Correct? Maximum Bid Bought?

1 Ben’s got two sisters. He hasn’t got any brother.

2 Simon usually walks to school with his friends. Today he is

taking the bus.

3 I live in a flat. There are three rooms. There isn’t many space.

4 A: Excuse me. Where’s the market?

B: G o straight on. Turn right into Green Street and it’s in the left.

5 My brother plays basketball well and he runs fast, too!

6 Would you like to eat with us? There is a rice and some fish.
Is that OK?

7 Did you listen to the radio this morning? There was an

interview with our teacher!

8 We’re going to winning this game. I know all the answers.

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1 Can you
Find out about your friend.
Use the questions from Phrases2know on page 15 of the Students’ Book and make notes about him/her.

Name:
Home:

Age:

Family:

Interests:

Now introduce your friend to the class.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

2 Can you ask for and give directions in your city or town?
Draw a simple map in the box of the centre of your city or town.
Write the names of the streets.
Write the names of six places, for example cinema, town hall, shopping mall, hospital, train station, art gallery.

In pairs, practise asking for and giving directions from one place on your map to another.

Use the Phrases2know on page 31 of the Students’ Book to help you.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

3 Can you talk about the sports you like?
Make notes about your favourite sports, the sports personalities you like and why, and the sports you do.
Use the Phrases2know on page 37 of the Students’ Book to help you.

Favourite sports:

Favourite sports personalities:

Why I like him/her/them:

Sports I do:

Now tell your classmates. Use these phrases to help you.

My favourite sports are _______________________________.

My favourite sports personalities are _______________________________ and _______________________________.
I like him/her/them because _______________________________.
The sports I do are _______________________________.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

4 Can you order food and drink in a café?
Read the menu.

Museum Café
Sandwiches
Chicken £3.50 Tea £1.75
Cheese and tomato (hot) £2.75 Espresso £1.50
Tuna mayonnaise £3.25 Cappuccino £2.25
Hot chocolate £2.25
Pizza £4.00
Cola, lemonade £1.50
Chocolate cake £1.50 Orange juice £1.75
Lemon cake £1.75 Tomato juice £1.75
Chocolate muffin £1.25 Mineral water £1.50

Work in pairs and act out a dialogue. Take turns to be the waiter and the customer.
Use the Phrases2know on page 47 of the Students’ Book to help you.

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5 Can you describe a picture?

Use the Phrases2know from page 53 of the Students’ Book to help you.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

6 Can you buy a ticket for a train?
Student A Student B
You are the traveller. You are the ticket clerk.
Read the information carefully. Read the information carefully.
• Choose a city (don’t tell your partner): • Practise saying the cities.
London / Manchester / Liverpool / Paris
• Practise saying the prices.
• Secretly choose and circle the ticket you want:
• Practise saying the platform numbers.
single / return
• You want to ask the price. What do you say? Single Return Platform
______________________________________ London £45.00 £60.00 7

• You want to ask the platform number. What do Manchester £33.00 £55.00 13
you say? Liverpool £48.00 £64.00 9
______________________________________ Paris £75.00 £115.00 10

Study the Phrases2know on page 62 of the Students’ Study the Phrases2know on page 62 of the Students’
Book before you do the roleplay. You start. Book before you do the roleplay. Your partner starts.

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

 7 Can you express your opinions, agree and disagree politely with other
students?
Your school has some money to buy new equipment.
The school student committee wants some ideas from you on the new equipment to buy.
Work in pairs.
• First, think of modern inventions/new technology that you want to have in your school.
Think of reasons why each one is important and necessary for your school.

Modern inventions/new technology Reason

Work in groups of four.

• Each pair presents their ideas for new technology for the school to the other pair.
• Talk about each idea in turn and give your opinions.
• Use the phrases below to help you.

Agreeing Disagreeing
I agree. That’s a good idea because I’m not sure. I think
______________________________. ______________________________.
I don’t agree. In my opinion
______________________________.

Agree ONE idea in your group of four.

Write the invention/technology here and reasons for your choice.

Modern invention/new technology Reason

Now present your ideas to the class.

90 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

8 Can you buy things in a shop?
You are going to roleplay a conversation in a shop. One of you is the customer and the other is the shop assistant.
Your teacher will give you your role card. Complete your notes about the clothes before you start.
Study the Phrases2know on page 78 of the Students’ Book before you do the roleplay. The shop assistant starts
the conversation.

Customer roleplay cards (for the teacher)

A B
You are going to a festival. You want shoes and a You are going on holiday. You want something for
coat. the disco.
Write notes here: _____________________________ Write notes here: _____________________________
______________________________________________ ______________________________________________
______________________________________________ ______________________________________________
______________________________________________ ______________________________________________

C D
You are going to a summer wedding. You want
something special. clothes.
Write notes here: _____________________________ Write notes here: _____________________________
______________________________________________ ______________________________________________
______________________________________________ ______________________________________________
______________________________________________ ______________________________________________

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

9 Can you make, accept and refuse suggestions?
You are going to roleplay a phone conversation. Your teacher will give you your role card about an
activity for the weekend.
Work in pairs. Study the Phrases2know on page 83 of the Students’ Book before you start.
• Sit with your back to your friend.
• Take turns to act out the conversation. Student A starts each time.
• Make it fun!

Roleplay cards (for the teacher)

A B

Answer the phone. ➞ Introduce yourself. Suggest doing something fun

together this Saturday. Suggest an activity. ➞
You don’t want to do the activity. Suggest another
activity. ➞ Agree on the activity. Suggest a time and a place to
meet. ➞
Agree. Repeat the day/time/place/activity. ➞
➞
Finish the conversation. ➞

© Pearson Education Ltd. 2010  PHOTOCOPIABLE

 10 Can you do a job interview? Clothes shop Sports shop

Student A Wants sales assistant. Wants sales

Part time. No experience assistant. Saturdays.
You are looking for a job. necessary. Some experience
Read the information carefully. Choose one job necessary and
that you want to apply for. interest in sport.
Burger bar
Server wanted. Two days a Babysitter
Now write notes about yourself to week. Needs to be good at Maths.
prepare for your ‘interview’. Wanted for two
Example: Name: Christine Brown. evenings a week.

Name: Nationality:

Address: Email:

Job applied for: Reason for wanting job:

Job experience: Best school subjects:

Languages spoken: Personal skills and qualities:

Other information: Other questions:

Study the Phrases2know on page 95 of the Students’ Book before you do the roleplay. Your partner starts.

Student B Clothes shop Sports shop

You are the interviewer. Wants sales assistant. Wants sales
Read the job information carefully. The Part time. No experience assistant. Saturdays.
interviewee is applying for one of these jobs. necessary. Some experience
necessary and
interest in sport.
Burger bar
Now read the interview sheet. Write the Server wanted. Two days a Babysitter
questions in your notebook to prepare week. Needs to be good at Maths.
Wanted for two
for the interview.
evenings a week.
Example: Name: What’s your name?

Name: Nationality:

Address: Email:

Job applied for: Reason for wanting job:

Job experience: Best school subjects:

Languages spoken: Personal skills and qualities:

Other information: Other questions:

Study the Phrases2know on page 95 of the Students’ Book before you do the roleplay. You start.
92 © Pearson Education Ltd. 2010  PHOTOCOPIABLE
 Students’ Book Listening
Activities
Exploiting the Tapescripts
There are many different ways in which you can use the
tapescripts in Real Life Elementary Students’ Book. They
are a rich resource of dialogue and natural language in
context. Here we give you extra listening activities to
allow you to further exploit the Real Life class CD. The
activities here include: true/false, gap filling, putting a
conversation in the right order, sentence completion.
For some of the activities, there are follow-up activities,
for example roleplays and interviews.
Before you play the CD:
• hand the photocopy out to students
• give them reading time
• check they understand vocabulary and what they
have to do.
Then play the CD:
• students listen and do the activity
• check in pairs
• play the CD again if necessary and check answers
with the class.
If you feel your students need more listening practice,
you can create your own activities using the tapescripts.
By blanking out some of the words, you can focus on
whatever you feel is useful – grammar, vocabulary,
question words, etc.
Here are a few tips:
When you gap texts, only take out six to eight words.
Gap words of the same word class, for example nouns
or adjectives. For example in CD1, Track 38 you could
gap the routine verbs.
Remember students will hear the text, not read it. Do
the task yourself before you give it to students to check
it is not too difficult.
If students have not completed the task after the first
listening, then play the CD a second time.
Extra activities – answers
Unit 1, CD 1, Track 19
Students listen with Students’ Books closed. They check
in pairs, including the spelling.
Answers: 1 parents   2 sister   3 grandparents   5 clothes (and things) / Saturdays
4 aunt   5 uncle   6 cousins
Unit 2, CD 1, Track 38
Answers: 1 True   2 False (she has coffee and toast)   they will need to change in their dialogues.
3 True   4 True   5 False (Kylie likes TV but they don’t
like the same programmes)
94
Unit 3, CD 1, Track 59
Answers: 1 No, she doesn’t.   2 It’s old./It’s 300
years old.   3 It’s new.   4 It’s on Thursdays.  
5 Yes, she does.
Unit 4, CD 2, Track 10
Play the CD, or just dialogue 4. Students listen and put
the dialogue in order. Students act out the dialogue.
Answers: 1d   2c   3e   4a   5b   6f
Unit 5, CD 2, Track 35
Answers: 1 bags   2 family   3 twelve   4 sit down   5 meat
Unit 6, CD 2, Track 47
Play the first part of the CD (the presenter).
Answers: 1 movies/ internet   2 in the UK / USA  
3 sending or writing / reading emails  
4 especially boys / girls   5 London / Los Angeles
Unit 7, CD 3, Track 11
Answers: 1 True   2 False (with his dad)  
3 False (on Saturday)   4 True   5 False (sister)
Unit 8, CD 3, Track 26
Answers: 1 electricity   2 the internet   3 the radio  
4 the mobile phone   5 the MP3 player   6 the car
Unit 9, CD 3, Track 41
Answers: town centre, main problems, air pollution,
traffic-free zones, green spaces, really noisy, quieter
buses, cycle lanes, litter bins
Unit 10, CD 4, Track 7
Write these expressions on the board: What about you,
It’s going to be fantastic, I’ve got an idea, That’s a great
idea, Cool, That’s a pity. Students listen and write the
expressions in the gaps, then act out the dialogue.
Answers: 1 Cool   2 It’s going to be fantastic  
3 What about you   4 That’s a pity   5 I’ve got an idea  
6 That’s a great idea
Unit 11, CD 4, Track 21
Answers: 1 painting / didn’t win   2 actress / play  
3 rock star / electric   4 football / really tired  
Unit 12, CD 4, Track 37
Before students do the follow-up activity, elicit the
questions on to the board and underline the words
Answers: 1 Tell me   2 What   3 How   4 Is   5 Did   6 What
Extra Listening Activities
Unit 1, CD 1, Track 19
Listen and complete the sentences.
1 These are my ____________ , Mark and Sarah.
2 And this is Daisy, my ____________ .
3 These are my ____________ , Paul and Rachel.
4 This is my ____________ Flora. My dad is her brother.
5 And this is my ____________ David.
6 These are my ____________ , Tom and Eve.
Unit 2, CD 1, Track 38
True (3) or False (7)?
1 Lauren gets up early. 2 Nearly all teenagers in the UK are online. __________
2 Lauren has tea and toast for breakfast. 3 The top five activities are chatting with friends,
3 Lauren is a student. sending or writing emails, getting news about sport
4 Lauren likes Science. school projects. __________
5 Kylie doesn’t like TV. 4 And more teens are writing their own blogs –
Unit 3, CD 1, Track 59
Listen and answer the questions.
1 Does Sophie go to the art gallery?
2 Is the town hall new or old?
3 Is the hospital new or old?
4 What day is the market?
5 Does Sophie like the market?
Unit 4, CD 2, Track 10
Put dialogue 4 in the correct order.
a Mr Jones: Oooh, no … I can’t sit … I can’t walk
very well … I can’t sleep at all.
b Doctor: Oh dear. Where does it hurt?
c Mr Jones: I can’t, doctor.
d Doctor: Mr Jones, good morning. Sit down.
e Doctor: You can’t?
f Mr Jones: Here … in my back …
Now act out the dialogue with a partner.
© Pearson Education Ltd. 2010  PHOTOCOPIABLE
Unit 5, CD 2, Track 35
Listen and complete the sentences.
1 Oh wow. Look at all your ____________!
2 I’ve got a lot of gifts for my ____________.
3 What time is it? Half past ____________.
4 I don’t really like fast food. And I want
to ____________ ____________!
5 Has it got vegetarian food? I don’t eat ____________.
Unit 6, CD 2, Track 47
Correct the introduction. There is one mistake in
each section 1–5.
1 OK. So let’s talk about the movies. __________
and celebrities, playing games and using the net for
especially boys! __________
5 We have four guests from Claremont High, London,
here in the studio to tell us about their internet
habits. Hi! __________
Unit 7, CD 3, Track 11
True (3) or False (7)?
1 Jade danced at the party.
2 Max cleaned the garage with his mum.
3 Max watched a film on Sunday.
4 Nadia’s parents have got a shop.
5 Nadia watched a film with her brother.
Unit 8 CD 3, Track 26
Answer the questions. Choose answers from the
words in the box
the car the mobile phone electricity
the radio the internet the MP3 player
Which invention:
1 changed the way we live? ________________
2 is really useful? ________________
3 is powerful? ________________
4 can you use on a train? ________________
5 is really convenient? ________________
6 makes travel easy? ________________
95
 Unit 9, CD 3, Track 41 Unit 11, CD 4, Track 21
Match the words in A and B. Complete the information about the speakers.
1 He loves _________________.
A B
He _________________ first prize.
town bins
2 She wanted to be an _________________.
main noisy She acted in a _________________ at school.
air buses 3 She wants to be a _________________.
traffic-free problems She plays the _________________ guitar.

green spaces 4 He played _____________.

He was _________________ after the game.
really lanes
5 She wanted to buy _________________.
quieter zones She works on _________________.
cycle pollution
Unit 12, CD 4, Track 37
litter centre
Complete the girl’s questions.
Unit 10, CD 4, Track 7 1 _________________ about your last holiday, Alex.
Complete the dialogue. Use the expressions 2 _________________ was Delhi like?
on the board. 3 _________________ did you travel around?
Luke: What are you going to do this summer? 4 _________________ shopping very different?
Jessica: I’m going to travel around Europe with my 5 _________________ you enjoy the food?
brother. And my parents aren’t going to come with us!
6 _________________ did people wear?
Luke: 1_______________ . Where are you going to go?
Now use the questions to ask your friend about
Jessica: Oh, everywhere. France, Spain, Poland, Italy. their holiday.
2
_______________ . We’re going to camp most of the
time. And Lena wants to come with us! But she needs Be careful! You will need to change some of the
to get a job first. words.

Luke: That’s fantastic.

Jessica: 3_______________ , Luke? Are you going to
see Katie?
Luke: No. She’s going to go to the States with
her parents.
Jessica: 4_______________ .
Luke: Not really. We split up last Saturday.
Jessica: Oh no! I’m so sorry … But wait.
5
_______________ . Why don’t you come with us?
We aren’t going to leave before August, so there’s
lots of time to plan.
Luke: 6_______________ ! Thanks, Jess.
Now act out the dialogue.

96 © Pearson Education Ltd. 2010  PHOTOCOPIABLE

CD 1, Track 19
OK, this is a photo of my family.

These are my parents, Mark and Sarah. My mum and dad are in their forties. And this is
Daisy, my sister. She’s eleven.

These are my grandparents, Paul and Rachel. They’re very nice. My granddad’s about
seventy and my granny’s … erm sixty-seven, I think.

This is my aunt Flora. My dad is her brother. And this is my uncle David. Flora and David
live in Scotland.

These are my cousins, Tom and Eve. Eve is about seven or eight and Tom is six. My
aunt Flora is their mother. Our families go on holiday together – it’s fun.

Oh yes, and that’s me, Daniel! I’m sixteen. And that’s a small part of my family!
CD 1, Track 38

Interviewer: Lauren, can you tell me about a typical day?

Lauren: Sure. First of all, I get up at six o’clock.
Interviewer: That’s very early!
Lauren: Well, I need a long time to get ready in the morning! Kylie helps me, of
course.
I don’t make my own breakfast. Kylie makes it for me. I have coffee and
toast. I don’t go to work. But I study four or five hours every day. I study
Science. I love it! It’s really interesting. I use a computer. And I send
emails and surf the net. But I don’t play computer games.
Interviewer: Really?
Lauren: No. I don’t like them. In the evening I read books and listen to music. I
watch TV, too.
Interviewer: With Kylie?
Lauren: Of course. But we don’t like the same TV programmes! I don’t go to bed
late. I’m very tired at the end of the day!
Interviewer: Thanks, Lauren. That’s very interesting.
Lauren: No problem.
CD 1, Track 59
My town’s quite big. It’s got three sports centres, I think. Yeah, three. And it’s got four
cinemas. One of them is a multiplex with six screens – that’s great. There’s always at
least one good film on there. Erm … there’s an art gallery but I never go there. And
there’s a big town hall. It’s an old building, maybe 300 years old. And there’s a library
next to the town hall … Erm … There’s a new hospital … And a lot of car parks. I don’t
know how many. There’s a market every Thursday in the main square in the centre. I like
that. They sell jewellery and clothes and stuff like that. What else? It hasn’t got a
university … but it’s got a stadium – a football stadium. And erm … oh yeah, there are
two swimming pools. There’s a lot to do here. I like it.
CD 2, Track 10

1
Doctor: So how do you feel today?
Man: Not very well. I can’t eat a thing.
Doctor: You can’t eat?
Man: No, not at all. I’m not hungry.
Doctor: Have you got a stomachache?
Man: No, my stomach doesn’t hurt … I just feel … horrible.

2
Doctor: OK, Josh. Can you bend your right arm?
Josh: Erm … Ouch! … No, I can’t. I hurt it playing tennis.
Doctor: Oh dear.

3
Doctor: Hello, Mrs Clarke. How are you today?
Mrs Clarke: Not very well … my head hurts terribly …

4
Doctor: Mr Jones, good morning. Sit down.
Mr Jones: I can’t, doctor.
Doctor: You can’t?
Mr Jones: Oooh, no … I can’t sit … I can’t walk very well … I can’t sleep at all.
Doctor: Oh dear. Where does it hurt?
Mr Jones: Here … in my back …

5
Doctor: Hello, Gina. Now what’s the problem?
Gina: Uh …
Doctor: I’m sorry?
Gina: Uh … it really hurts when I talk …

6
Doctor: Come in. Hello, Karen. Take a seat. Now what’s the problem?
CD 2, Track 35

Lena: Hey, look. There’s Luke.

Jessica: Oh yeah. Hi Luke!
Luke: Hiya.
Lena: Hi.
Luke: Oh wow. Look at all your bags!
Lena: The museums in Manchester are brilliant. And I’ve got a lot of gifts for my
family. What time is it?
Luke: Half past twelve.
Lena: I’m hungry!
Jessica: Me, too. What do you want to eat? There are a lot of fast food places near
here.
Lena: I don’t really like fast food. And I want to sit down!
Luke: I know a great café. It’s quite small but it’s really nice.
Lena: Has it got vegetarian food? I don’t eat meat.
Luke: Boring!
Jessica: Luke!
Luke: It’s OK. It’s got vegetarian food, too.
CD 2, Track 47

Presenter: OK. So let’s talk about the internet. Nearly all teenagers in the USA are
online.
The top five activities are chatting with friends, sending or reading emails,
getting news about sport and celebrities, playing games and using the net
for school projects. And more teens are writing their own blogs –
especially girls! We have four guests from Claremont High, Los Angeles,
here in the studio to tell us about their internet habits. Hi!
All the teens: Hi!
Presenter: OK, Lauren, what do you do on the internet?
Lauren: I use the internet to, like, chat with friends. And I send emails. Sometimes
I read about my favourite football team. Yeah, I guess I use it a lot.
Presenter: Do your parents check what you do?
Lauren: Our computer is in the living room and yes, they check what I’m doing.
Presenter: How about you, Tom?
Tom: I play games. Sometimes I download music. And, you know, I read blogs
and … I go to sites like Facebook.
Presenter: Do your parents check what you do?
Tom: Yes, they do. I can only use the computer for an hour a day.
Presenter: Hi, Olivia What do you do on the internet?
Olivia: I love the internet. It’s so cool. I spend a lot of time on it. I write my own
blog. And I instant message with my friends. And I read about my
favourite celebrities. But I don’t download music – my dad does that!
Presenter: Do your parents check what you do?
Olivia: Yeah, they read my blog.
Presenter: And Anthony. What about you? What do you do on the internet?
Anthony: I chat with my mates. I play games online. Um … and I download music.
But I don’t send emails – I prefer texting. And I don’t read blogs. I think
they’re stupid.
Presenter: Do your parents check what you are doing?
Anthony: No, they don’t. They just tell me how to stay safe.
CD 3, Track 11

Tom: What did you do last weekend, Jade?

Jade: Um … let me think. I went swimming on Saturday morning with my friends. And
then I went to a party. It was my best friend’s birthday. I gave her a present and a
card … and we danced for hours! On Sunday I visited my grandparents and then
um … in the evening I did my homework.
Tom: Hey, Max. What did you do at the weekend?
Max: At the weekend? I … er … played computer games on Saturday. Oh and I helped
my parents … I cleaned the garage with my dad. I’ve got a lot of my things in
there! In the evening we watched a DVD. It was a really good … sort of …
adventure film. On Sunday I stayed in bed late … and then, you know, I didn’t do
much!
Tom: Nadia, what did you do last weekend?
Nadia: I don’t remember. Oh, yes … on Saturday I helped my parents. They’ve got, like,
a farm shop and I helped with customers. On Sunday I did my homework in the
afternoon and then I watched a film with my sister, Maddie.
CD 3, Track 26

1
The best modern invention? Erm … I think it’s the mobile phone. Definitely! You can use
it at home, in the street, on a train … Yeah, and you can talk or send text messages. It’s
so easy to communicate now.

2
I think the best modern invention is um … electricity. We use it all the time. We turn on
lights, use a computer, cook, watch TV … In the modern world, we can’t live without it. It
changed the way we live.

3
In my opinion, the top modern invention is the internet. It’s a really important invention.
It’s really useful. We use it to buy things, to watch films, to listen to music. And to work
and study!

4
Oh, that’s difficult. I’m not sure. Maybe erm … the MP3 player! Yeah. I listen to music all
the time. And an MP3 player is really convenient. You can listen to it anywhere. It’s cute,
too.

5
What’s the best modern invention? It’s um … I think it’s the car. People can travel easily
now – to work, to the shops, to other cities and places. It’s very difficult to do things
without a car.

6
In my opinion it’s definitely the radio. It’s easy to use – but it’s so powerful. You can be in
the Sahara Desert or on a boat or in the Antarctic, and you can hear the news. I think it’s
great.
CD 3, Track 41

Presenter: We’re here in the town centre. And I’m in a café with a group of local students.
Hi!
Students: Hi! Hello.
Presenter: So, what do you think about the quality of life in your town? What do you think
are the main problems?
Student 1: Well, there’s a lot of traffic. There’s terrible air pollution, too.
Student 2: I agree. I mean, sometimes it’s difficult to breathe!
Presenter: And what’s the solution, do you think?
Student 1: Well … traffic-free zones in the centre will help. So it’s easier to shop and er
… just walk around.
Student 2: Yeah, that’s right … and more green spaces – like parks. That’s really
important.
Student 3: Noise is a big problem, too. It’s really noisy, you know?
Student 1: That’s right.
Presenter: So what’s the solution?
Student 2: I know buses are important but … they’re noisy – so quieter buses will help a
lot.
Student 4: I cycle a lot. To university… to go shopping … you know? But it’s difficult to
cycle here with all the traffic. I think the solution is more cycle lanes. So the
traffic and the bicycles are separate on the road.
Student 1: There’s another thing. The streets are really dirty. There’s a lot of litter … it’s
horrible.
Student 2: More litter bins will help.
Student 3: Yeah, definitely. Let’s clean up the town!
Presenter: Well, thank you very much for all your ideas. And enjoy your coffee!
Students: That’s OK. No worries.
CD 4, Track 7

Luke: What are you going to do this summer?

Jessica: I’m going to travel around Europe with my brother. And my parents aren’t
going to come with us!
Luke: Cool. Where are you going to go?
Jessica: Oh, everywhere. France, Spain, Poland, Italy. It’s going to be fantastic.
We’re going to camp most of the time. And Lena wants to come with us!
But she needs to get a job first.
Luke: That’s fantastic.
Jessica: What about you, Luke? Are you going to see Katie?
Luke: No. She’s going to go to the States with her parents.
Jessica: That’s a pity.
Luke: Not really. We split up last Saturday.
Jessica: Oh no! I’m so sorry … But wait! I’ve got an idea. Why don’t you come with
us? We aren’t going to leave before August, so there’s lots of time to
plan.
Luke: That’s a great idea! Thanks, Jess.
CD 4, Track 21

Boy 1: I really like art. And I love painting. Well, there was a painting competition in my
local town and I won a prize. It wasn’t first prize but I was really happy!
Girl 1: I wanted to be an actress when I was young. I acted in my first play at primary
school when I was only eight. I was really nervous but it was fantastic.
Girl 2: I love rock music, you know? I erm … I want to be a rock star. So I learned to
play the electric guitar last year! I was so excited when I bought my guitar. I love
it!
Boy 2: I played for the school football team! Yeah, that was a big success. I felt really
tired after the game but … it was OK. I played well.
Girl 3: I was bored at the weekends and I needed some extra money to buy clothes and
things … so I got a Saturday job. It was fun – and it gave me more money!
CD 4, Track 37

Girl: Tell me about your last holiday, Alex.

Alex: Well, I went to India! It was my first time outside of Europe. I went with a friend from
university, Bijay, and we stayed with his uncle and aunt in Delhi. His uncle works at
the hospital. They live in a lovely modern apartment.
Girl: What was Delhi like?
Alex: Delhi is awesome! I mean, London’s massive. What’s the population – over seven
million, yeah? Well, the population of Delhi is over fourteen million! It’s the capital city
and it’s very multicultural. It’s in the north, but we were there in July, so it got very hot.
Some days, the temperature was nearly 40 degrees! I found that very difficult
sometimes.
Girl: How did you travel around?
Alex: Well, Delhi’s not great for pedestrians. There’s a lot of traffic! And it’s so noisy! It’s
easiest to travel by car and but we usually took auto-rickshaws. They’re cheaper than
taxis. They’re black and yellow, have two seats, and a guy on a motorbike pulls you
along!
Girl: Is shopping very different?
Alex: Yes and no. There are traditional markets and little traditional shops. But there are
also fantastic modern shopping malls with multiplex cinemas and restaurants.
Girl: Did you enjoy the food?
Alex: The food was fantastic. I like Indian food … I like having takeaways and stuff from
Indian restaurants. But the food in India, real Indian food, is a hundred times better.
We ate a lot with Bijay’s family, of course, but we also went to restaurants or bought
street food – I loved that. I find Indian food in the UK a bit disappointing now.
Girl: What did people wear?
Alex: Young people mainly wear Western clothes – you know, T-shirts, jeans, trainers – that
kind of thing. But a lot of people wear traditional clothes, too. It’s a mix, really.
Girl: What’s Indian music like?
Alex: Well, there are so many different kinds. I got this CD when I was there – it’s called
Bhangra music. It began as folk music but now there are lots of different kinds and it’s
popular all over India. It’s really different from British music but it’s great to dance to.
Listen …
Girl: Cool!