samplepagescatalogue

Student’s Books

Beginners (A1.1) Elementary (A1.2) Pre-Intermediate (A2)

Intermediate (B1) Level B1+ Level B2


 Broaden American edition

new
your horizons
with
also available

destinations
New Destinations is an exciting six-level
Beginners (A1.1) Elementary (A1.2)

course for young adult learners, that takes

them from Beginner (A1.1) to B2 level.
6 LEVELS
Beginner (A1.1) to B2 level

It follows
 the requirements of the Common European
Pre-Intermediate (A2) Intermediate (B1)
Framework of Reference
 the modular approach and is organized in topic-
based modules.

Course Features:
 Motivating and contemporary topics with
multicultural and cross-curricular information
 Lively dialogues presenting real spoken English
 An integrated approach to the development of the
four skills
 Special emphasis on vocabulary building
 Grammar presented and practised in context
 Systematic development of reading and listening
skills and subskills Level B1+ Level B2
 A variety of communicative tasks
 Step-by-step approach to writing
 Activities encouraging critical thinking and personal
response
 Practical tips helping students to become
autonomous learners
 A round-up section in each module providing regular
revision and consolidation
 A grammar reference section
 Culture/cross-curricular pages with web links
 Songs
 Competence-based Tasks
 Extra Grammar Practice

Clear, flexible and compatible with

competence-based programmes.
2
Components for students

Student’s Book Full-colour Workbook DVD Activity Book

Online multimedia
resources for students at Online MM Placement Test
www.mmpublications.com

Components for teachers

Interleaved Teacher’s Workbook Teacher’s Class CDs DVD

Book Edition

Teacher’s Resource CD/CD-ROM with

• Tests
• Portfolio including projects
• Extra practice on: grammar &
vocabulary, reading and speaking

Interactive Whiteboard
material

3
 Contents New Destinations Beginners A1.1 Contents New Destinations Elementary A1.2
Modules Grammar Modules Grammar
• What?/ How?/ How old?/

Hello Hello
• What’s your name? Where... from?
• I’m.../My name’s... • this/that
• How do you spell...? • Imperative (affirmative-
page 4 • Plurals (regular -s) p. 4 negative)
• Imperative (affirmative)

1Meeting people
page 7
• The verb be (I, you, he, she, we,
they)
1 page 7
• The verb be
• These / Those
• Plurals
• Possessive adjectives (my, your, My world • Possessive adjectives
his, her, our, their) • Possessive case
Cross-curricular page: • Who?/What?/How?/Where...from? Culture page: • The verb can • a/an
• a / an • Who...?
The British Isles: Terminology p. 20 The history behind a name p. 20

2 page 21
• this / that / these / those
• The verb be (it)
• Plurals (regular-irregular) 2 page 21
• Present Simple
• Prepositions of time • would
like to / want to
That’s me • Possessive case Things I do • like / love etc. + -ing
• Whose? • Adverbs of frequency
• The verb have got • How often...? Once / Twice,
Culture page: How many names for • Adjectives Cross-curricular page: etc.
family members? p. 34 Phishing for danger p. 34 • When...?

3 page 35
Day in, day out
• Present Simple
• What time? / When?
• Prepositions of time 3 page 35
• Present Progressive
• Whose...?
• Possessive Pronouns
• Adverbs of frequency Something different • There is / There are
• a(n) / the
Cross-curricular page: The Tembé
• Present Simple vs Present
Indians of the Amazon p. 48 Culture page: Progressive
• Why?/ Because...

4 • There is / There are Life in Tornado Alley p. 48

page 49 • Prepositions of place

Home is where the

• a(n) / the
• Object personal pronouns
• Imperative
4 page 49
• (Un)countable nouns
• some/any/no
• How much/many...?
heart is Food for thought • much/many/a lot of/lots of/
a few/a little
Culture page: • Object Personal Pronouns
What’s up there? p. 62
Cross-curricular page: • The verb should
Healthy smoothie recipes p. 62

5 page 63
• a(n) / some
• Countable and uncountable
nouns
5 page 63
• Past Simple
• Past Simple of the verb be
Let’s eat • some / any • The verb could
• would like + noun
• How much / How many?
I did it! • Adjectives-Adverbs of
manner
Cross-curricular page:
Jacket potatoes p. 76 Culture page:
The British Education system p. 76

6 page 77
• The verb can
• Present Progressive
• Let’s / How about? 6 page 77
• Future be going to
• can, could, may, will, would
(for requests)
What are you up to? What’s happening? • The verb have to (affirmative)
• some, any, no, every
(Compounds)
Culture page:
• Let’s... / How about...? / Why
Life in the fast lane... p. 90 Cross-curricular page: don’t we/you...?
Animals in Danger p. 90 • Which...?

7 page 91
• Past Simple
• Time expressions
• Why? / Because 7 page 91
• one / ones
• too / enough
It happened... • Past Simple of the verb be • Comparative Forms

Cross-curricular page:
• Past Simple vs Present Simple Simply the best! • Superlative Forms

The race to the South Pole p. 104

Culture page:
8 page 105
• Future be going to
• Time expressions Driving around p. 104

8
• want to / would like to
Time off • The verb should
• Present Perfect Simple (ever,
page 105 never, before)
• Present Perfect Simple vs
Culture page:
Travelling to New Zealand
What an experience! Past Simple
• Reported Speech
p. 118 Cross-curricular page: (Commands-Requests)
Ice Hockey p. 118

4
Contents New Destinations Contents New Destinations
Pre-Intermediate A2 Intermediate B1
Modules Grammar Modules Grammar

1 1
• Present Simple vs Present • Present Simple - Present Progressive
Progressive • Stative verbs
page 5 • Stative verbs page 5
• Questions and Question words
Networking • Past Simple
• used to Cultures & • Indirect questions
• Past Simple
Culture page:
• Prepositions of time
• Quantifiers customs • used to - be/get used to
Fandoms p. 18

2
• Past Progressive
• Past Simple vs Past • Past Progressive
page 19
2
Progressive
• Past Simple vs Past Progressive
Unforgettable • Time Clauses (when, while,
as, as soon as) page 21 • Relative clauses
• Present Perfect Simple • Adjectives - Adverbs of manner
Cross-curricular: • Present Perfect Simple vs People to • Comparisons
Past Simple
Who really discovered America? admire
p. 32
• Present Perfect Simple – Present Perfect

3
• can, could, may, be able to

3
• have to, don’t have to, Progressive
need to, don’t need to, page 37 • must, have to, need,
page 33 needn’t, must, mustn’t
What a place! • Indirect questions Everyday would rather, had better
• may, might, could
• Comparisons
life • must, can’t

Culture page:

4
Quiz: Famous Landmarks p. 46 • Future tenses
page 53 • Time clauses
• Future will

4 page 47
• will have to, will be able to
• Time clauses (when, after,
before, until, as soon as)
Mother
• Conditional sentences
(Types 1, 2)
• Articles - Nouns - Determiners
Modern times • too-enough Nature
• Relative clauses (who-which-
that-where)
Cross-curricular:
Green Roofs p. 60

5 5
• Infinitives • Past Perfect Simple - Past Perfect
• -ing Progressive
page 61 • should - had better page 69 • Reported Speech (statements)
A helping hand • Passive Voice
(Present Simple - Past Fact or • Reported Speech (questions, commands
Simple) and requests)
Culture page: fiction
Call for help! p. 74

6
• may, might, could

6
• Passive Voice I
• Conditional Sentences
page 75 Type 1 page 85 • Clauses of reason, concession, purpose
• Passive Voice II
The time of my life! • if vs when
• so / neither / too / either Pack your
• Present Perfect Progressive
Cross-curricular: • Present Perfect Progressive
vs Present Perfect Simple
bags
Music genres p. 88
• Question tags

7 page 89
• Negative questions
• Exclamatory sentences
• Clauses of result 7 page 101
• Infinitives and -ing forms
• Causative form
• Modal verbs + have + past participle
Job hunting • Reflexive pronouns
• Past Perfect Simple Life in the
Culture page: 21st century
The dollar p. 102

8 8
• Reported speech • Conditional sentences (Type 3)
(statements, questions, • Wishes and Unreal Past
page 103 commands, requests) page 117 • all / both / neither / none
Lifestyles • Conditional Sentences
Type 2 We’re only • both... and... / neither... nor... / either... or...

Cross-curricular:
• Wishes and unreal past
human!
Installation art p. 116

5
 Contents New Destinations Level B1+ Contents New Destinations Level B2
Modules Grammar Modules Grammar

1 1
• Present Simple - Present Progressive • Present Simple - Present
• Stative verbs page 7 Progressive
page 5 • Comparisons • Stative verbs
Meeting • Countable and uncountable nouns Holidays • Nouns and quantifiers

2
• Present Perfect Simple -
people Present Perfect
page 19
Progressive
Going places • Articles

2
• Past Simple -
Past Progressive
page 23 • Past Perfect Simple - Past Perfect
CHECKPOINT 1 p. 31

3
Progressive
See the • used to - would -
• Past Simple - Past
Progressive
page 35
world was/were going to • Comparisons
Against the law

3
• Present Perfect Simple - Present Perfect

4
• Past Perfect Simple - Past
Progressive Perfect Progressive
page 41 • Relative clauses page 47 • would - was/were going to
Getting • should - ought to -
had better Thrills and chills • Questions and question
words
ahead
CHECKPOINT 2 p. 59
• Future forms

5 page 63
• Time clauses
• Modal verbs I (can - could

4
• Future tenses
page 59 • Other future forms Modern life - may - might - must - need
to - have to - should -
• Time clauses ought to - had better)
From Hi-fi • Conditional sentences (Type zero, 1, 2)

6
• must - have to - need • Conditional Sentences
to Wi-fi page 75 (Type zero, 1, 2)
• Modal verbs II
Save our planet (will - can - may - might -
could - must - can’t)

5
• Infinitives and -ing forms
• may - might - could CHECKPOINT 3 p. 87
page 77
• must - can’t

7
• Relative clauses
Out and • Question tags
page 91 • Participle clauses

about Celebrities

8
• Infinitives and -ing forms

6
• Passive Voice
page 103 • Modal verbs + have +
• Clauses of concession
page 95 Past Participle

Earth Entertainment
CHECKPOINT 4 p. 115
Watch

7 page 113
• Reported Speech (Statements,
questions, commands and requests) 9 page 119
• Passive Voice

• Clauses of result Let’s celebrate

Body Talk
10
• Clauses of concession,
page 131 result and purpose
• Causative form
Get the message
8
• Unreal past
• Conditional sentences CHECKPOINT 5 p. 143
page 131 (Type 3)
On the go • Causative Form
11 page 147
• Reported Speech
(Statements, questions,
commands and requests)
Mind matters

12 page 159
• Conditional Sentences
(Type 3)
• Unreal Past
Health and fitness • Inversion

CHECKPOINT 6 p. 171

6
SAMPLE PAGE FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
introduction to the topic of the module through various activities

Meeting people
Discuss:
1
• Do you like meeting
new people?
• What do you usually
talk about?

Flick through the

module and find...
• a TV programme about
a group of friends
• a blog about finding a
job
• two friends greeting in
the morning
• a man with a new phone
• flags from different
countries

In this module you

will learn...
• to greet people and say
goodbye
• to introduce yourself
and others
• to ask for and give basic
personal information
(name, nationality, age,
job, telephone number,
e-mail, marital status)
• to complete a form
• to write about yourself
• to talk about
relationships
• to use numbers 0�100

objectives of module clearly presented

7
 SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

1a How are you?

1 Vocabulary
Listen and repeat.

Good morning!

Good afternoon!

Good evening!

2 Read
Listen and read. Which phrases are formal, informal or both?

lively
dialogues
presenting
real spoken
English

Jill Good morning, Brian. Paul Hello, Leo!

Brian Hi, Jill. How are you? Leo Hi, Paul! What’s up?
Jill Not bad. And you? Paul Not much. How’s it going?
Brian I’m OK, thanks. Leo Great!

Mrs Day Good afternoon,

Mrs Ignes. How are you?
Mrs Ignes Good afternoon,
Mrs Day. I’m fine.
And you?
Mrs Day I’m very well,
thank you.
3 Speak
Talk in pairs.

Good evening,...
NOTE Hello,... How are you?
• Male: Mr
Ms
• Female: Miss, Mr s,
Not bad. And you?

8
 listening
4 Vocabulary 5 Listen
A. Listen and choose
activity
Listen and repeat.
the correct answer.

1. a. Good morning.
b. Very well, thanks.
2. a. Have a nice weekend.
b. Fine thanks. And you?
3. a. I’m Steven.
b. Not bad.
4. a. Bye!
Bye. b. I’m OK.
Goodbye. 5. a. Take care.
Good night. b. What’s up?
6. a. See you tomorrow!
See you.
b. Great!
See you later.
See you tomorrow. B. Now, listen again and
answer.
Take care.
Have a nice weekend.

6 Speak
Talk in pairs. Practise greeting and saying
goodbye in the following situations.

Hello...
Hi! How are you?
Bye!
Goodbye!

a variety of communicative tasks

9
10
practical tips helping students to develop
skills and become autonomous learners grammar presented and practiced in context

3 Speak Mary, this is John.

6 Speak
Talk in groups of three. GUESSING GAME
1b Where are you from? John, this is Mary.
Nice to meet you, ... Talk in pairs.
Hi,...
1 Vocabulary TIP Practise the spelling and Student A: Read the cards below and choose a
Match the countries with the nationalities.
pronunciation of new words. person. Don’t tell Student B.
Then listen and check.
Student B: Ask questions and guess who
vocabulary Student A is. a variety of
1. Poland a. Turkish 4 Grammar
presented b. Spanish THE VERB to be (I, you, we)
communicative
2. Spain
NAME:
through POSSESSIVE ADJECTIVES (my, your, our) tasks
3. Brazil c. Chinese Diego Alvarez
visual 4. Mexico d. Italian Read the examples and write the short forms NATIONALITY:
5. Italy e. Peruvian in the table. Peruvian
prompts
6. China f. Colombian I’m from Colombia. You’re Polish.
7. Peru g. Polish I’m not from You aren’t Hungarian.
Venezuela. NAME:
8. Turkey h. Venezuelan Your surname’s Anna Varga
My name’s Carlos. Dudek.
9. Hungary i. Brazilian
NATIONALITY:
10. Colombia j. Hungarian We’re from Spain. Hungarian
11. Venezuela k. French We aren’t Mexican.

12. France l. Mexican Our surname’s Martin.

NAME:
Yes, I am. / Karolina Malik
Yes, we are.
Tom Hello, Marek. This is my Are you English? NATIONALITY:
2 Read friend Isabel. Isabel, No, I’m not. / Polish
A. Listen and read. No, we aren’t.
this is Marek.
Isabel Nice to meet you. Full forms Short forms
Marek Hi, Isabel. That’s a nice I am I’m NAME:
name. Are you Italian? Claude Grenier
You are
Isabel No, I’m not. I’m Spanish. NATIONALITY:
We are
I’m from Madrid, but French
I live here in London. are not
Where are you from?
Go to Grammar Reference
Marek I’m from Poland. Are you Polish?
Isabel Oh, so you’re Yes, I am.
Polish. So, you’re... Are you Polish?
5 Practice Yes! No, I’m not.
Circle the correct words. Where are you from?
Ken Good afternoon, I’m Ken and this is Sally. I’m from...
So, you’re...
Woman What’s your surname?
B. Read again and complete with
Isabel, Marek or Isabel and
Ken Our / Your surname’s Jameson.
Marek. Woman Are you / You are Scottish?
7 Write
Write a few sentences about yourself, as in
Ken No, we am not / aren’t. the example.
1. ‘I’m not Italian.’
Woman Where / What are you from?

2. ‘I’m from Madrid.’ Ken You’re / We’re American. I’m from New I’m Marie Dupont.
York.
I’m from France. / I’m French.
Sally I’m / I’m not from New York. I’m from
3. ‘I’m Polish.’
Boston. I live in Paris.

10 11
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

short writing activity

 grammar explanations & grammar reference
section at the back of the book

1c Who’s that? 3 Grammar

THE VERB to be (he, she, they)
1 Vocabulary POSSESSIVE ADJECTIVES (his, her, their)
Listen and repeat.
Read the examples and write the short forms in the table.
teacher neighbours
He’s Spanish. She’s Mexican. Full forms Short forms
boss He isn’t Mexican. She isn’t Peruvian.
friends He is
vocabulary His name is Juan. Her name is Dora.
She is
presented They’re married. They are
They aren’t single.
through is not
Their surname is Torres.
are not
visual Yes, he/she is. Who is...?
prompts Is he/she single?
flatmates No, he/she isn’t. What is...?
classmates colleagues
Yes, they are.
Are they classmates? Go to Grammar Reference
A. Listen and read. Who’s the star of the TV show?
No, they aren’t.
2 Read
This is Fay. She isn’t
This is Maria and Craig. This is Barry. He’s
married. She’s single.
They’re married. single, too. Fay and
Maria is her best friend.
Barry are colleagues. 4 Practice
Circle the correct words.
1. 6 Speak
Susan There’s Beata and her / their boss. Write the names of people you know on a piece
of paper. Then swap papers with your partner.
Carol What’s her / his name?
Talk in pairs and try to find out who the people
Susan Antonio Panini. are.

Carol He is / Is he Italian?
various Susan No, he isn’t / aren’t. His / He’s Spanish. Who’s Kevin? Is he your neighbour?
Yes, he is. / No, he isn’t. He’s my...
types 2.
of text This is Norman. Norman David Susan and Tina is / are best friends.
and Barry aren’t colleagues.
Gary They are / Are they classmates, too?
They’re flatmates.
David Yes, they are / are they.
Gary Who’s they’re / their favourite teacher? Kevin
T���� f�v���i�� �la�� i� � ca�é c���e�...
David Mrs Garcia. Ellie
Gary Oh, yes, she is / isn’t nice. David
get together channel 3 Mondays 9:00
Deborah
Alexander
B. Read again and answer the questions about the people in the pictures.
5 Listen
Listen to three short dialogues and choose a or b.
Mary
1. Kevin and Gordon are .
1. What’s her name? 4. What’s his name? a. flatmates b. neighbours
Steven
2. Is she married? 5. Is he single? 2. Mark and Ellie are .
3. Who’s her 6. Who’s his a. friends b. colleagues
colleague? flatmate? 3. Linda and Emma are . TIP • Look at the example.
7. What are their names?
a. teachers b. classmates • Speak only in English.
8. Are they single?

12 13

variety of listening and communicative tasks

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

11
12
pronunciation activity

7 Speak 8 Grammar
Talk in pairs.
1d What’s your number? QUESTION WORDS
1 Vocabulary 4 Pronunciation What’s your e-mail?
(Who?/What?/How?/Where...from?)
Listen and repeat. A. Listen and repeat. Notice the difference in davidpeters762@yahoo.com
Match the questions with the answers.
pronunciation.

sixteen – sixty fourteen – forty 1. Who are you?

one two three 2. What’s your phone number?
B. Listen and tick the correct number. NOTE
lukedavidson34@ho 3. What’s your e-mail?
tmail.com
1. 15 50
4. How are you?
for e-mail addresses
we say:
four five six 2. 17 70 Luke Davidson 34
‘at’ hotmail
‘dot ’ com 5. How old are you?
3. 13 30
6. Where are you from?
4. 18 80
seven eight nine
5. 19 90 a. I’m 41.
b. I’m OK.
zero c. katy15@gmail.com
5 Speak d. I’m Roberta.
Talk in pairs.
e. Hungary.
2 Speak How old are you? f. 020 8994 5563
Talk in pairs. I’m 27 (years old).
Go to Grammar Reference
What’s your phone number?
various types 020 8446 1014
of speaking
activities NOTE :
6 Read
A. Listen and read. 9 Listen
for telephone numbers
Listen and circle the correct answer.
0=oh, 44=double four Claire Hi, Simon. Happy Birthday!
Simon Thanks.
Claire How old are you?
3 Vocabulary Simon 25. Look! Here’s my new phone.
Listen and repeat.
Claire A present from Donna?
10 11 12 13 Simon That’s right. Hey, Claire.
What’s your number?
ten eleven twelve thirteen
Claire 0786 213 2258.
14 15 16 17 Simon And what’s your e-mail?
Claire claire76@gmail.co.uk. NAME:
fourteen fifteen sixteen seventeen Dan Jones
Simon Thanks.
Don Jones
18 19 20 21
B. Read again and write S for Simon or PHONE NUMBER:
eighteen nineteen twenty twenty-one C for Claire. 02 0 8762 9940
02 0 8762 9140
30 40 50 60 1. 25 years old
E-MAIL:
2. claire76@gmail.co.uk. il.com
thirty forty fifty sixty djones44@gma
3. 0786 213 2258 il.co.uk
djones44@gma
70 80 90 100
4. new phone
seventy eighty ninety one hundred
14 15
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

activities focusing on reading for detail

 speaking activities practicing taught language

useful
3 Speak 4 Write advice to
A. Talk in groups of four about what you do.
1e What do you do? Capital letters
promote
1 Vocabulary Use capital letters:
A. Listen and repeat. • with names/surnames
writing
What do you do?
reporter I’m a/an ... Are you a/an ...? • with Mr/Mrs/Miss/Ms skills
dentist • with cities/countries/nationalities

B. GUESSING GAME
nurse A. Add capitals where necessary.
firefighter Talk in pairs.
1. Is mr martino your boss?
Student A: Choose a person from the cards 2. I’m from canada, but I live in italy.
below, but don’t tell Student B.
vocabulary electrician 3. Are you british?
Student B: Ask questions and guess who
4. This is ms lipton.
presented Student A is.
hairdresser architect 5. My name is tanya white.
through actor / actress 6. How are you, ben?
visual
AL AN GRIM
ES B. Complete the form below.
promts mechanic

TIP When completing a form, make

STEVE WHITE sure you understand what information
shop assistant MECHANIC
police officer mechanic chef
you are asked to give.
doctor

B. Read the note and make sentences. NOTE

a dentist
an electrician She’s a dentist. T ER S JOBCENTRE
W WIN
A N DRITEECT FORM
2 Read A RCH
A. Listen and read the blog. Do the people know each other? 
 Ms
 Miss
 Mrs
SHEILA TITLE: Mr
FARADAY :
www.jobblog.net FIRST NAME
ARCHITECT
ME:
MIDDLE NA
JOB BLOG SURNAME:

Hi! I’m Tim and I’m 24. I’m from London and I’m unemployed. AGE:
Y:
Posted by Tim Chaffer at 11:12. NATIONALIT
MARION ATUS:
..................................... TAYLOR MARITAL ST
RE: Hello Tim. My name’s Jenny. I’m 27 and I’m a mechanic. Go to getajob.co.uk. It’s great! chef JOB:
ER:
ONE NUMB
Posted by Jenny Collins at 11:32. DAYTIME PH
...................................... G PH ON E NUMBER:
EVENIN
ER:
RE: Hi Tim! I’m Keith and I live in Manchester. I’m an electrician. Jenny’s right, getajob.co.uk. ONE NUMB
MOBILE PH
is a great website. KEVIN E-MAIL:
Posted by Keith Ball at 11:56. RICHARDS information
owledge, the
CHEF st of my kn
t, to the be and sign)
I confirm tha rec t. (Pr int
s form is cor
given on thi
activities B. Read again and write T for True or F for False.
Are you a/an...?
focusing 1. Tim is English. 3. Jenny is 27. Yes, I am. / No, I’m not.
Are you...?
on reading 2. Tim is a mechanic. 4. Keith is an electrician.

16 17
for detail
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

13
 SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
vocabulary, grammar and communication speaking activity
revision activities for further practice

1 Round-up Communication
Speak
ROLE PLAY

Vocabulary
E. Complete the situations. Talk in groups of three.
Student A and B: Look at the picture, pretend you are the man or the woman and come up with personal
A. Cross out the odd word. Then add one more. information (name, age, nationality, job, phone number).
1
Student C: Look at the picture and pretend you are the nurse. Ask Students A and B questions.
1. Canada – Ireland – Mexican – Spain – I’m fine, thanks.
2. French – Italy – Polish – Australian –
3. friend – flatmate – neighbour – single –
4. classmate – electrician – chef – actress –
5. twenty – one – thirteen – age – 2
01223 456 763.
Grammar
B. Complete with a or an.

1. Chris is teacher.
3
2. Here’s present for your birthday. My surname
3. Amanda’s doctor and her flatmate is nurse. is Finley.

4. Is Darren architect?
5. I’m not police officer. I’m actor.

C. Choose a, b or c. 4 Nice to meet

1. I’m from the USA. name’s Jack. you, too.
a. His b. My c. Your

2. Sophie is a hairdresser. e-mail is

sophie@gleeson.net.
a. She b. His c. Her 5
I’m a mechanic.
3. A: Are Mark and Jane married?
B: Yes, they are. Good morning. What’s your name, please? Self-assessment
a self-
A: What’s surname? Gary Hibbard. Read the following and tick the appropriate boxes.
And your name? For the points you are unsure of, refer back to the
a. your b. their c. our F. Match the questions with the answers.
relevant sections in the module.
assessment
Delia Hibbard.
1. What’s your e-mail? a. Not much.
4. A: Who’s Lee Jones? OK. And how old are you, Mr Hibbard? Now I can...
2. Where are you from? b. Turkey. ......
section
B: our boss.  say where I’m from and where I live
a. He’s b. His c. I’m 3. Who’s your favourite c. No, she’s single.  introduce myself and others
teacher?
fostering
d. jennyo58@gmail.com  ask and answer personal questions
D. Circle the correct words. 4. Is she married? e. Mr Howard.
Write  greet people and say goodbye

learner
5. What’s up?  talk about my marital status
1. Who’s / What’s your phone number? Write sentences about yourself.
 say how old I am
2. We isn’t / aren’t British. We is / are Irish.
autonomy
G. Reply to the questions / phrases below.  say my telephone number and e-mail
3. A: How am / are you? 1. Good morning! My name’s... I’m... years old.  say what I do
B: You’re / I’m fine.  write some basic information about myself
2. How’s it going?
4. Donna and Betty is / are students, but we / they  complete a form
3. How old are you?
aren’t classmates.  ask about one’s health
4. Where are you from?
5. A: Are you / Is he your boss?  use numbers 0-100
5. Goodbye!
B: No, he aren’t / isn’t. He is / are my colleague.  talk about relationships

18 19

writing activity for further practice

SAMPLE PAGE FROM

NEW DESTINATIONS BEGINNERS A1.1
texts giving cultural and cross-curricular information WORKBOOK

Cross- curricular page 1c Who’s that?

A. Circle the correct words.

A. What’s the difference between the UK, Great

Britain and England? Listen, read and find out. Geography Dan Who’s (1) he / his?

Paul

THE BRITISH ISLES:

(2) He’s / His our neighbour.

Dan What’s (3) he’s / his name?

TERMINOLOGY Scotland Paul

Dan
Mario.

Oh. And who’s (4) she / her?

POLITICAL Northern
Ireland
Paul (5) Her / She’s our neighbour, too.

In the British Isles, there are two Dan Are they married?
nations: the United Kingdom and
The Republic of Ireland. England Paul Yes, (6) their / they are.
Wales

Ireland
B. Complete the dialogues with the words in the box.

Great Britain they’re his her he’s she’s their

Republic
THE UK 1. A: Who’s he?
of In the United Kingdom (UK) there
Ireland are four countries: England, B: my best friend.
GEOGRAPHICAL United
Kingdom Scotland, Wales and Northern name is Mike.
The British Isles are basically Ireland.
two islands. They are called
Great Britain and Ireland. 2. A: Are they single?
B: No, married.
A person from the UK (England, Scotland, Wales and Northern Ireland) is called British. A: What’s surname?
But they are also English, Scottish, Welsh and Irish and often prefer these nationalities.
B: Donaldson.

THE UNION JACK

The national flag of the United Kingdom is called the Union 3. A: What’s name?
Flag or Union Jack. It is actually three flags put together. B: Mary. my classmate.

+ + = C. Think of a person you know well and answer the questions.

1. What’s his/her name?

St Andrew’s Cross
(Scotland)
‘Nice to meet you’
Go to Song page.
St George’s Cross St Patrick’s Cross Union Jack
(England) (Ireland)
2. Is he/she English?
B. Read again and write T for True or F for False.
1. Great Britain is an island 4. A person from Wales
of the British Isles. is British and Welsh. 3. Is he/she single or married?
2. There are four countries 5. The Union Jack is
in the British Isles. England’s national flag.
4. Is he/she your friend?
3. England is a country
of the UK.

20
You can find more information on this topic in the Student’s Area at www.mmpublications.com. 

song Web links a variety of activities

New Destinations_Beginners_BRIT_9 9 3/23/2015 12:28:23 PM

14
 preparation for task involving analysis, skills
integration and information transfer

Task 1 C. Make your own business card: write your name, job, phone number Task 1
and e-mail address. Pretend you are on a business trip and exchange
business cards with your classmates, introducing yourselves briefly.
A. Listen, read and complete the table below.

Hello my name’s...
I’m a/an...
Nice to meet you Mr/Mrs ...
I’m...

performance
James Stuart evidence
Dentist which links the
language with
tel. 207 176 5253
jamesstuart@dentistmail.com
real-life needs
Barry Hi! I am Barry Smith. This is Eva Alex Oh, so you’re Hungarian? Sandhya’s and ensures
Demeter. boss is Hungarian.
meaningful
Eva Good morning! Nice to meet you. Eva Really? What do you do, Sandhya?
Alex Hello, I’m Alex Garnier. Sandhya I’m a nurse. What about you?
learning
Sandhya And I’m Sandhya Garnier. Are you two Barry We are architects. What do you do, Alex?
married? Alex I’m a mechanic.
Eva No, we aren’t. We are single. Barry and I Barry Oh, really? What’s your phone number?
are colleagues.
Alex It’s 207 158 4659.
Barry Where are you from?
Barry And my phone number is 207 194 1234.
Sandhya Well, I’m Indian, but Alex is French.
Eva OK. Have a nice weekend!
Alex Are you American?
Sandhya Bye! See you later!
Eva Barry is, but I’m from Hungary.

FIRST NAME Eva Barry Sandhya Alex

SURNAME
NATIONALITY
MARITAL STATUS
JOB
PHONE NUMBER

B. Talk in pairs. Interview your partner, complete the table below and present his/her information to the class.

FIRST NAME
SURNAME What’s your...?
NATIONALITY Are you...?
MARITAL STATUS Where...?
JOB What...?
PHONE NUMBER
E-MAIL

138 139

competence-based tasks promoting learners’

autonomy and encouraging collaborative learning
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

15
 SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - TEACHER’S BOOK

5d Fast food
1 Vocabulary
a. listen and repeat.

noodles

fish and chips

pizza

tacos kebab burger

B. listen and repeat. Then say how much the food above costs in your country.

money
£5.85 = five pounds and eighty-five pence
€13.59 = thirteen euros and fifty-nine cents
$49.15 = forty-nine dollars and fifteen cents

2 Read
a. look at the pictures. What do you think the people are
ordering? listen, read and check your answers.

Tony Hi, I’d like a slice of chicken and

mushroom pizza.
Man Sure. That’s €2.75, please.
Tony Sorry, but it says €2.50 on here.
Man No, that’s just mushroom pizza.
Fred Hi, I’d like a burger and chips, please. Tony Oh, you’re right.
Woman Do you want ketchup and mustard? Man Anything to drink?
Fred Just mustard. Tony Umm... I’d like a lemonade, please.
Woman Here’s your burger and chips. Man Medium or large?
Fred Great. How much is that? Tony Medium. How much is that?
Woman $4.85. Man €4.
Fred Here’s $5. Tony There you go.
Woman And here’s fifteen cents change. Man Enjoy!
70

New Destinations_Beginners_BRIT_70 70 2/12/2013 11:24:16 ðì

16
 tables of functions, structures and step-by-step guide to
vocabulary introduced in each lesson each stage of the lesson

5d
Functions
Ordering food
Taking an order BACKGROUND NOTE
Talking about prices Pounds/pence are used in the UK.
Reading a menu
Euros/cents are used in countries of the European
Vocabulary Union.
Fast Food Dollars/cents are used in the USA. background
burger �ish and chips kebab noodles pizza Australian dollars/cents are used in Australia. notes on different
tacos Canadian dollars/cents are used in Canada. topics which
Money aim at providing
cent change dollar euro pence pound • Ask Ss the question in the rubric. Choose a student and
ask him/her: How much does a pizza cost? and elicit the teachers
Other words and phrases
fried How much is that? medium mustard
answer: A pizza costs (eg. €11.50). with useful
say There you go • Choose Ss to tell you how much the food shown in the information
remaining pictures costs.
• For further practice in talking about prices, ask Ss to tell about the texts
WARM-UP you how much other objects cost (eg. a pencil, a pen, a appearing in the
notebook, a mobile phone, a bag, etc.). Student’s Book
Aim: to introduce the topic of the lesson
• Draw Ss’ attention to the title of the lesson. 2. READ  15
• Ask Ss to tell you what the lesson will be about. A. Aims: • to give Ss practice in predicting the content of
• Elicit answers. dialogues by using visual information
• Ask Ss some questions: • to give Ss practice in identifying the main idea of
the dialogues
Do you like fast food? • to present vocabulary and functions in the
How often do you eat fast food? context of three dialogues
• Draw Ss’ attention to the three pictures and ask them
the question in the rubric.
1. VOCABULARY  13, 14
• Elicit answers but do not correct Ss at this stage.
A. Aim: to present different types of fast food
• Play the CD and have Ss read and listen to the first
• Ask Ss to look at the pictures and the words. dialogue and check their predictions.
• Ask Ss: What do the pictures show? and elicit the • Do the same with the other two dialogues.
answer: Different types/kinds of fast food.
key for
• Help Ss deduce the meaning of any unknown words KEY Student’s
from the context of the corresponding picture. The man in the first picture is ordering a burger Book
• Ask Ss some questions: and chips.
The man in the second picture is ordering a slice of
What is your favourite fast food? chicken and mushroom pizza and a lemonade.
What is the most popular fast food in your country? The woman in the third picture is ordering some
chicken noodles and some fried rice.
• Ask Ss if they know where the types of fast food shown
in the pictures come from.
• Elicit answers (pizza = Italy, fish and chips = UK, • Ask Ss some questions:
tacos = Mexico/Spain, noodles = Asia, kebab = Middle
Does Fred want mustard on his hot dog? Yes, he does.
East, burger = USA).
How much money is the woman giving Fred back? Fifteen
LANGUAGE PLUS cents.
These are two main types of kebab. Shish kebab is a Does Tony want something to drink? Yes, he does.
meal of small chunks of meat grilled on a skewer. Dönar How much does a medium lemonade cost? It costs €1.25.
kebab is slices of meat slowly roasted on a rotating spit, What is the name of the restaurant Jasmine is calling?
and commonly served in pita bread. In the UK dönar Dragon’s Den. suggested
kebabs are a very popular fast food dish and are usually
eaten after a night out.
What is Jasmine’s phone number? It’s 294 5573. questions
What is the number of Jasmine’s flat? 8.
• Play the CD and pause so that Ss can repeat what they How much does Jasmine’s order cost? It costs £11.50.
hear.

B. Aim: to introduce and give Ss practice in talking about LANGUAGE PLUS

prices in different currencies We use the phrase There you go when we give someone
something they want, have asked for or have bought.
• Play the CD and pause so that Ss can repeat what they
hear.
• Explain to Ss how sums of money are read in English.
• Ask Ss to tell you where pounds/pence, euros/cents and
dollars/cents are used.

TB 70

language plus boxes which give more detailed information

about the new linguistic items presented in each lesson

17
18
4b Eat right 4 Practice
Circle the correct words.
1. Drink a lot of / much water in the
2 Read
A. Read the title of the magazine article. What do you think it
1 Vocabulary means? Listen, read and check your answers. summer. It’s good for you.
Listen and repeat. Which of 2. How much / many hours do you work
the following do you like?
every day?
A rainbow on your plate 3. Let’s go! We don’t have much / many
Vegetables: time.
vocabulary protect protect help you help you 4. How much / many milk do you drink a
B. Read again against against have have a
presented and tick. day?
cancer heart healthy good
through aubergines disease eyes memory 5. A: We don’t have much / many
vegetables in the fridge.
carrots
visual B: Well, I can go to the supermarket
and buy a little / a few carrots and
prompts some spinach.
6. A: Do you want any salt on your salad?
potatoes B: Just a little / a few.
lettuce

spinach
5 Listen
Listen to three short dialogues and
complete the sentences. Choose a or b.
peppers
1. White fruit and vegetables help keep our
peas healthy.
Fruit: a. eyes b. heart

2. The man and woman don’t need to buy

any .
apricots “Eat five meals a day, including lots of fruit and
a. strawberries b. cherries
vegetables,” nutritionists say. It’s important to include
apples 3 Grammar
different kinds of fruit and vegetables in each meal. 3. The man orders for dessert.
How much? / How many?
grapes Try to make your meals colourful. It’s easy! a. a fruit salad b. ice cream
much / many / a lot of / lots of / a few / a little
Red fruit and vegetables, like tomatoes and watermelon, Read the dialogues below. Look at the words in bold and
oranges protect you against some types of cancer. Some others, like complete the table.
blueberries
strawberries and red grapes, help keep your heart healthy.
1. A: How much fruit do you usually eat?
6 Speak
Talk in pairs.
A lot of orange and yellow fruit and vegetables, like carrots, B: I don’t eat much fruit. Go to Pair work activity.
cherries are rich in vitamin A and help you have healthy eyes. They
2. A: How many tomatoes do you need for the salad?
bananas also protect you against some types of cancer and heart
B: I don’t need many tomatoes.
disease. Citrus fruit, like oranges, aren’t rich in vitamin A, but
A: Well, I usually eat a lot of / lots of tomatoes.
they are rich in vitamin C and a type of B vitamin. They help 7 Write
keep your heart healthy. 3. A: Would you like a few peas in your salad? How healthy is your diet? Look at
strawberries B: No thanks, but I’d like a little lemon juice on it. the questions below and write a
Green fruit and vegetables, like spinach, green peppers and paragraph about your eating habits.
A: Me too, but I’d also like a lot of / lots of salt.
green apples, help keep both your eyes and heart healthy,
and protect you against some types of cancer. B: It’s not good for you, you know.
watermelon • How many meals do you have a day?
Blue and purple fruit and vegetables, like grapes and COUNTABLE UNCOUNTABLE BOTH • Do you eat fruit and vegetables?
peaches aubergines, protect you against some types of cancer and How many • How much water do you drink?
heart disease. Blueberries also help you have a good memory. • How much milk do you drink?
plums • Do you eat junk food?
So, add a little colour to your meals. Go to Grammar Reference • How much chocolate do you eat?
lemons
52 53

various types of texts

SAMPLE PAGES FROM NEW DESTINATIONS ELEMENTARY A1.2 - STUDENT’S BOOK
 a variety of exercises developing
speaking, listening and writing skills

3 Listening
A. Discuss.
3e Urban life • What are the advantages and disadvantages of living in a city? T IP Before you listen, read the
rubric carefully and look at the
B. Listen to Zoe talking to a friend about her new life.
1 Vocabulary pictures, maps, etc. This will give
ADJECTIVES DESCRIBING PLACES What is her opinion about life in the city?
you an idea of what to listen for.
A. Read the sentences below and match the adjectives in bold with the definitions a-h.
C. Listen again and choose the correct picture a, b or c.
1. The bus was crowded and I couldn’t get on. a. comfortable and warm
1. Where does Zoe live? 3. How does Zoe get to work?
2. When I get tired of life in the city, I go to the countryside. It’s so b. quiet and calm
peaceful there. c. full of people
3. You can find lots of books about ancient history in the library. d. making a lot of noise
4. I live in a noisy neighbourhood and can’t sleep at night! e. liked by a large number a b c a b c
5. Don’t worry; the streets around here are safe for the children to play in. of people
2. Where does Zoe go every weekend? 4. What can Zoe see out of her window?
6. The town square is a popular meeting place for teenagers. f. very old
7. We went on a tour around the town and saw many historic buildings. g. important in history
8. The town centre has a great variety of cosy cafés and restaurants. h. not dangerous
a b c a b c
B. Use some of the adjectives above to describe your city/town.

B. Read the text and choose a, b or c.

2 Speaking 4 Writing The text is:
T IP When talking to another person, a. part of a story that happened in Salvador da Bahia.
Talk in pairs. The three people below have been offered A DESCRIPTION OF A PLACE
listen carefully to him/her and
jobs in the three cities presented. Read the information, A. Discuss. b. a description of Salvador da Bahia.
respond to what he/she is saying
discuss and decide which city is the most suitable for • What is the most interesting place you’ve ever visited? c. an advertisement about a holiday in Salvador da Bahia.
(eg. I agree, I don’t know about that.)
each person. Give reasons for your choices. • Why did you like it? C. Read again and answer the following
questions.

Salvador 1. In which paragraph (1-4) does the writer:

• describe what tourists can do there?
da Bahia • say how he/she feels about the place?
Salvador is one of
• describe the most important sights?
the most impressive
cities I’ve ever visited. It • give general information about the place?
is in eastern Brazil on the coast
Helen Aberson, 34 Harry Perl, 41
Jill Grant, 23
and it is the capital of the state of Bahia. 2. Which adjectives does the writer use to
Likes: sports, reading, Likes: museums, nature, Salvador has many interesting places to make the description more lively?
Likes: art, cinema, eating shopping swimming see such as Pelourinho, the ‘old city’. This
out, travelling Dislikes: art, theatre Dislikes: nightlife, concerts area has colourful colonial buildings, narrow WRITING TASK
Dislikes: shopping, nature streets, beautiful squares and attracts many D. Write a description of a place you’ve visited.
I think the most suitable city for Jill is... because... tourists every year. Other places worth Your description should be between 100-120
I disagree. I think the ideal city for her is... because... visiting are the numerous churches and the words.
Afro-Brazilian Museum.
There are many things to do in Salvador. TIP
You can go to Mercado Modelo for Salvador’s When writing a description of a place:
best shopping. At this market, you can buy * before you start, write down some ideas.
souvenirs, taste Bahian cuisine in one of the
* develop your ideas and write about the
many restaurants and watch the fascinating most important or interesting features of
capoeira, too. Salvador also offers a great the place.
variety of beautiful beaches.
Chicago, Illinois New York City, New York Minneapolis, Minnesota * divide your text into paragraphs as shown
Salvador is a very exciting city and
above.
• beautiful parks and beaches • museums, galleries, shows • lakes and parks with sports activities I had a fantastic time there. It was an
• lots of sports facilities • world famous shops • large shopping centre unforgettable experience and I hope to visit * use a variety of adjectives to make your
• museums • huge variety of restaurants • many theatres description lively.
this wonderful city again.
42 43

practical tips helping students to develop

skills and become autonomous learners
SAMPLE PAGES FROM NEW DESTINATIONS PRE-INTERMEDIATE A2 - STUDENT’S BOOK

19
20
activities encouraging critical thinking
and personal response

3a reading vocabulary & grammar 3a

D. Match the highlighted words/phrases in the text
warm-up A. Discuss. with their meanings. Vocabulary emphasis on
activities • How much free time do you have? 1. bookworm LEXICAL SET
a. found by chance
• What do you like doing in your free time? Complete the table below with the correct name of vocabulary
2. constantly the sport. Choose from the sports in the box.
introducing b. a plan about what you will do
B. Read the texts A-D quickly. What topic do the four passages
3. intention building
c. ready basketball water polo windsur�ing
the topic have in common? A 4. came across snowboarding boxing tennis football
d. do something usually or often
5. willing
Elizabeth (18 years old) e. sometimes but not very often sport place equipment
B 6. tend to
I’m what you call a bookworm. I find nothing more entertaining than staying at f. someone who likes reading ball, racket, net, shorts,
court
home and reading a good book. I read anything from adventure to science fiction. If 7. every once in trainers, T-shirt
g. all the time
I start reading a book, I don’t put it down until I finish it. My parents are constantly a while ring boots, gloves, shorts
complaining that I don’t get out much, but I’ve no intention of changing. I’ve recently
started writing and I hope to write a best seller in the future. I also spend a lot of E. Discuss. pool ball, goggles, swimwear
time surfing the Net. Last week, I came across a site for people interested in writing If you could get to know one of these teenagers, who
would it be and why? boots, board, goggles,
and I became a member. Since then I’ve had the opportunity to talk to people with slope
gloves
James (17 years old) similar interests, and it’s nice to know that I’m not so out of the ordinary. ball, net, shorts, trainers,
court
My idea of fun is anything Grammar vest
that’s related to sports. Bruce (20 years old) sea/lake
PRESENT PERFECT SIMPLE – swimwear, board, sail
I’ve always been sporty
I’m really into surfing the Νet and playing strategy PRESENT PERFECT PROGRESSIVE ball, boots, shorts, shin
and athletic and I’m willing pitch
games on my computer. I’ve been playing computer pads
to try whatever will get A. Look at the extracts from the texts and answer the
C games ever since my father got me my first computer questions that follow.
my adrenalin going. Unlike
when I was six. When I’m not playing computer games,
many people my age, I don’t 1. I’ve met lots of interesting people... (Text B)
I tend to be out and about. My friends and I spend a • Does James say exactly when he met those people?
enjoy going out to cafés. I Practice
lot of time at the local football pitch so, although I’m • Which tense is used? Read the text below and complete the blanks with the
love doing things that keep
not so athletic, I do get some exercise. I’m also into Present Perfect Simple, the Present Perfect Progressive or
me outdoors in the natural 2. Since I joined the group, I’ve taken part in three
hanging out at the local shopping centre where my the Past Simple of the verbs in brackets.
environment. I became a different plays. (Text D)
friends and I either go to the cinema or to a café. • Is Jenny still taking part in plays?
member of a rock climbing
club about three years ago, Jenny (19 years old) • Which tense is used?
and I must admit that I’ve D 3. I’ve been windsurfing for ages... (Text B)
I’m very sociable and hang out at all the ‘in’ places. I have lots
had a lot of fun. I’ve met • Has James stopped windsur�ing?
of friends and love meeting people. At the weekends,
lots of interesting people • Which tense is used?
I usually go somewhere to dance. When I was five, my THE THESPIANS
and I’ve also been to a lot of B. Look at the extracts 2 and 3 again. Which of the
mother took me to the Contemporary School of two tenses emphasises the result of the action and
interesting places. Besides Dance and, since then, I have never stopped dancing. I (1) (always / want) to do
which emphasises the duration?
this, I also find water I also love music and go to concerts very often. On something interesting in my free time, but I work
sports great. I’ve been C. Complete the rules about the uses of the Present quite long hours and I’m often very tired when I get
top of that, I’m a member of a local theatre group, and we
windsurfing for ages and I’ve Perfect Simple and Present Perfect Progressive by
put on performances every once in a while. We have a lot of fun home from work. Some time ago, a friend of mine
circling the correct words.
also recently started taking choosing the plays and rehearsing. Since I joined the group, I’ve (2) (give) me the idea of joining
scuba diving lessons. • Use the Present Perfect Simple / Past Simple for
taken part in three different plays. It’s not only fun but also very the Thespians, a drama club which meets just once a
an action which happened in the past, but the exact
rewarding. week. I (3) (be) a member for the
time is not mentioned.
C. Read the texts A-D again and answer the questions 1-9 below. Write A,
last six months and I (4) (enjoy)
• Use the Present Perfect Simple / Present Perfect
B, C or D in the boxes. every moment of it. The people in the club are very
Progressive for an action or state which started in
the past and continues up to the present (emphasis friendly, and the atmosphere is fun and relaxed. For
Which teenager/s mention/s TIP
When matching questions with short on the action). the past few weeks, we (5)
not being interested in activities done by people their age? 1 (rehearse) for a play that we’re going to put on
texts: • Use the Present Perfect Simple / Present Perfect
being interested only in outdoor activities? 2 • scan each text and look for the Progressive for an action or state which started in for the local community centre. I am really looking
specific information mentioned in the past and continues up to the present (emphasis forward to it. The daughter of one of the members
doing only activities that keep them indoors? 3
each question. on the duration). (6) (study) fashion design
doing an activity their parents helped them begin? 4 5 • Use for / since + a period of time and for / since + a at university for the last two years and
• Find the part of the text which
6 correctly answers the question. speci�ic point in time. (7) (design) our costumes.
doing an activity their parents are not happy about?
• Be careful! Don’t choose a text just We use the Past Simple for actions that Yesterday, I (8) (go) to the
doing an activity that made it possible for them to go to
because the vocabulary or phrasing happened in the past and the exact time club for our last rehearsal before the play. The �irst
di�ferent places? 7 is mentioned.
NOTE

in the text is similar to that of the performance will be on Friday night and I hope
starting an activity at a very young age that they still do? 8 9 question. Go to Grammar Reference everything will go well.
38 39

gradual familiarization of
SAMPLE PAGES FROM NEW DESTINATIONS INTERMEDIATE B1 - STUDENT’S BOOK

students with exam type tasks

 thorough coverage of examination writing tasks helping students to analyze
the writing task, come up with ideas and produce a coherent piece of writing

B. Now read the essay topic, notes and essay that follows and complete it using the words/phrases in the boxes.
The increased production and consumption of electronic goods has resulted in a large
amount of electronic waste being produced. What can be done to change the way
4b writing people behave so as to lessen the production of electronic waste?

Writing a problem/solution essay I giving opinion expressing result/consequence adding points NOTES
I am in favour of my belief is that as a consequence moreover • raise awareness
1. DISCUSS
• motivate
• What dangers are involved in accessing blogs, forums and chat listing points emphasising summing up • … (your own idea)
rooms and talking to people you don’t know well or at all? �irstly last but not least as a matter of fact taking everything into account
• What do you know about cyberbullying or being bullied online?
• What can we do to protect ourselves from this
type of bullying? The rate at which we buy and dispose of electronic goods their consumer habits. This involves rewarding desired
is having a serious impact on the amount of electronic behaviour, such as giving them a discount when they
waste that ends up being thrown away. Nevertheless, recycle old electrical devices.
2. FOCUS ON USING NOTES (1) measures can be taken to lessen the (5) , people need to be informed of alternative
Read the rubric, the essay topic and the notes, and underline the negative impact that consumer behaviour is having on the courses of action. They will, (6) , act more
parts of the essay that correspond to the notes. environment. responsibly because they will know what to do with
In your English class you have been talking about cyberbullying. Now, your (2) , people need to be made aware of the devices for which they have no use.
English teacher has asked you to write an essay. Write your essay using all the NOTES problem. This will help them realise that how we behave as
notes and give reasons for your point of view. (7) , it is clear that the key to reducing
• information consumers a�fects the environment. (3) , this electronic waste lies in changing consumer behaviour.
An increasing number of children are becoming victims of cyberbullying. • skills realisation is an essential �irst step in getting consumers to (8) measures being taken to make consumers
Can something be done to prevent this from happening? • … (your own idea) take an active interest in the problem. realise that there is power in individual action and that our
(4) , people need to be motivated to change personal choices can make a di�ference.
people, who do not have the
Cyberbullying is a cause for much concern. This is because young
victims. I, nevertheless , think that
knowledge and skills to deal with it e�fectively, are most often the
there are measures that can be taken to ensure their personal safety. 6. WRITING TASK
. This process of raising their A. Read the rubric, the essay topic and the notes and underline the key words. Notice that these notes have been expanded on.
To begin with, it is important to inform children about cyberbullying
dealing with it. Only in this way will In your English class you have been talking about the overuse of technology. Now, your English teacher has asked you to
awareness about this problem is, in fact, an essential �irst step to
it. write an essay. Write an essay using all the notes and give reasons for your point of view.
they be able to identify cyberbullying and protect themselves from
and skills both to prevent
Secondly, children must be equipped with the necessary know-how Children are spending too much time on computers and other electronic devices. What can be done to help them develop a
and to deal with it when it does. This actually means that we
cyberbullying from happening to them healthier balance in their lives?
apply when interacting with others
must provide them with easy-to-follow, practical tips that they can
online. Notes Justi�ication
of cyberbullying . This involves
Finally, children must be encouraged to talk about and report incidents • Why is it important to set limits to the amount of time children
NOTES
to trusted adults and informing online • setting limits
saving messages or posts that are o�fensive as evidence, talking spend using electronic devices?
Write about:
organisations of cases of cyberbullying . • setting limits
children from cyberbullying . I think • interests/hobbies
It is evident from the above that measures can be taken to protect • How can having other interests that do not involve the use of
networking by raising their awareness • interests/hobbies • … (your own idea)
that the solution lies in making children con�ident users of social electronic devices bene�it a child?
of existing dangers and equipping them with skills to deal with them.

B. Now come up with your own idea on the essay topic

as well as examples to support it. TIP
3. FOCUS ON CONTENT AND ORGANISATION When writing a problem/solution essay:
Read the essay again and answer the following questions. Your own idea Justi�ication • underline the key words and think about the problem
1. What is the writer’s opinion on the topic? Underline the part of the essay that indicates this. • being introduced.
2. What is the third idea that the writer comes up with? •
• • consider the notes you have been given and how
these translate into possible solutions to the problem.
4. FOCUS ON STYLE AND REGISTER C. Copy and complete the outline below for your essay. • in the introduction, identify the problem but do not
A. Read the essay again and answer the B. Find phrases or sentences in the essay and match them with the more talk about speci�ic solutions.
following questions. informal versions below. INTRODUCTION • in the main part, do not just mention the solutions
• Is the essay written in a formal or 1. People are very worried about cyberbullying. Paragraph 1: you are proposing. Use information that can help you
informal style? 2. … there are things that we can do... justify, clarify and explain their relevance.
MAIN PART Paragraph 2:
• What examples can you �ind in the 3. … helping them learn… • come up with an additional idea that clearly serves as
essay to justify your answer to the Paragraph 3:
4. … the �irst thing we can do… a solution to the problem and back it up by providing
above question? CONCLUSION
5. … children must have… information that supports it.
6. We can all see… • present the information in a manner that is
straightforward, clear and impersonal.
D. Write your problem/solution essay based on the
5. FOCUS ON LINKING WORDS/PHRASES • in the conclusion, do not introduce or mention
outline you have made (140-190 words).
A. Look at the highlighted words/phrases in the essay. Which words or phrases does the writer use to:
additional solutions to the problem.
For a list of linking words/phrases which you can use when
a. list points b. emphasise
you are writing a problem/solution essay, see Appendix I.
72 73

a comprehensive Appendix highlighting the

features of the most important types of writing
SAMPLE PAGES FROM NEW DESTINATIONS LEVEL B1+ - STUDENT’S BOOK

21
 SAMPLE PAGES FROM NEW DESTINATIONS LEVEL B2 - STUDENT’S BOOK

2 reading
1. PRE-READING
Discuss.
• When you hear the phrase ‘amazing places’, what kind 4. What does the word it in line 55 refer to?
of places come to mind? Which ones would you like to a. the spa
warm-up activities visit? b. the reservation
introducing the topic • Which of the following are important to you when you c. making a reservation
visit a place? d. staying at the spa
weather geographical features sights
5. The Aurora Borealis
culture and traditions people
a. lasts for six months continuously.
• What do you know about Iceland? b. occurs during daylight.
c. is a natural phenomenon.
2. READING FOR GIST d. is a state of total darkness.
Read the magazine article on page 21 about Iceland and
answer the question below. 6. What do we learn about the Icelanders from the
What is the purpose of the article? extract?
a. They have a good quality of life.
a. to describe a place in detail b. They are too traditional.
b. to educate the reader c. Most of them live in Reykjavik.
c. to inform and entertain the reader d. They keep themselves busy by taking part in fun
d. to advertise a holiday activities.

3. READING FOR DETAILS

Read the article again and answer the questions 1-6 below.
Choose a, b, c or d. 4. GUESSING THE MEANING OF UNKNOWN WORDS
A. Match the highlighted phrasal verbs in the article with
their meanings.
TIP • Read through the text before you look
at the question s. 1. stand out a. to form
• Then read each question carefully to get an 2. made up b. to compensate for
idea of what you are looking for and underline
the section in the text where the answer is found. 3. turned out c. to be very noticeable
practical tips • Make sure you have chosen the correct answer 4. made up for d. to happen in a particular way
helping students by eliminating the wrong options.
to develop skills • Be careful! Don’t assume an option is correct just B. Look at the following words from the article and
and become because it contains a word or phrase that is also choose the correct meaning, a, b or c.
in the text.
autonomous 1. struck (line 7) 5. indulge in (line 53)
learners a. hit a. think about
1. Why would one find it hard to believe that there are b. impressed b. afford
lots of volcanoes in Iceland? c. attacked c. allow yourself to
a. Volcanoes are not usually found on islands. experience something
b. Volcanoes are a very special geographical feature. 2. scheduled (line 22) enjoyable
c. We do not usually associate volcanoes with ice. a. arranged
b. postponed 6. coastal (line 72)
d. Volcanoes can cause damage to glaciers.
c. designed a. near the sea
b. in the mountains
2. When Jake Heath went to Iceland, the weather was
3. spouts (line 33) c. in the suburbs
a. unusually mild.
a. drips continuously
b. warmer than he had expected.
b. flows heavily 7. policies (line 88)
c. as cold as he expected. c. comes out quickly a. ideas or plans
d. stormy but not very cold. and with force b. rules and laws
c. customs or traditions
3. What is remarkable about the Great Geyser? 4. harness (line 45)
a. its location a. acquire
b. the temperature of the water b. exchange
c. its size c. control and use
d. the height the water reaches

20

a variety of activities developing reading skills

and familiarising students with exam type tasks
22
 n ic e la n d !
Are you in search of an amazing place to go on
holiday? Have you ever considered Iceland?
‘Professional traveller’, Jake Heath has just
returned from a fascinating trip to the historic
5 second largest island in Europe and tells our
readers about this impressive place.
When I got to Iceland, I was immediately struck by
the unique natural beauty and absence of pollution.
These things make the island stand out from other
10 places, as it is truly untouched by those evils that
have spoilt much of the rest of the world. One of
the reasons that Iceland is such an amazing place is
that about half of the island is made up of volcanoes
and a mountainous lava desert. Who would imagine
15 that a place with a name like ‘Iceland’ would feature
landscape like that? Of course, Iceland also has
several glaciers, or ‘frozen rivers’, and many fjords.
Plus, it has more land covered by glaciers than
anywhere else in Europe. So, when you think of it,
20 the name Iceland does make sense after all!
When I was told that my trip to Iceland had been
scheduled for the first week in January, what I
expected was extreme cold. However, I was in for
a surprise. The climate of Iceland is milder in winter
25 than most people think. As it turned out,
the weather was no obstacle to my expeditions to
some fascinating places.
I have been travelling around the world for more
than a quarter of a century, and I have been to
30 several breathtaking natural wonders. Very few
of them can be compared to the Great Geyser in
Haukadalur in South Iceland. This geyser, or hot
spouting spring, spouts hot water to a height of 60
metres, which is a truly remarkable and incredible
35 sight! Another extraordinary sight I visited was the
famous volcano of Hekla, one of the 200 active
volcanoes in the country. Its first recorded eruption
was in 1104CE and since then there have been a
series of eruptions, some of which were gentle
40 while others caused significant damage to the
nearby countryside.
In addition to volcanic activity, Iceland is richer
in hot springs and high temperature geothermal
activity than any other country in the world! The
45 inhabitants of Iceland have managed to harness the
energy of their natural resources. They have built a
power station which collects and uses the natural
geothermal heat produced under the ground to
meet the energy needs of the island. The Icelanders
50 have also used geothermal heat for open-air
swimming pools and spas. Plus, these thermal
spas are famous for their numerous health benefits.
So, who wouldn’t want to indulge in a stay at one of
them? Naturally, I had made a reservation at one of
55 the most popular spas, and it was an experience I
will never forget!
What I found most difficult to get used to was the
lack of daylight. You see in Iceland for two to three
months of the year, there is continuous daylight,
60 but from November to January there is an intensely
dark period with only 2 to 3 hours of daylight per
day. However, the breathtaking experience of seeing
the Aurora Borealis, or Northern Lights, made up
for this state of almost total darkness. This is a
65 spectacular sight which you can admire especially
well in Iceland on cold, clear nights from September
to March. The sky lights up with many different
colours caused by the interaction of particles from
the sun with the earth’s magnetic field.
70 About four fifths of the population of Iceland live
near the capital, Reykjavik, and the surrounding
coastal areas. Icelanders are not characterised
only by high standards of living and a high level
of technology and education. Their culture is very
75 rich with strong traditions in music, literature
and art. Reykjavik has an annual cultural event
every third week in August which attracts about
100,000 people from all over the world. Of course,
throughout the year visitors can participate in a
80 variety of fun activities. I myself particularly enjoyed
riding on a famous Icelandic pony, river rafting,
whale watching and hiking on glaciers.
Iceland is a land of contrasts and quite a
unique place not only in terms of geographical
85 features. The wild Icelandic landscape invites the
adventurous traveller, and the Icelandic people
set an example with their environmentally-friendly
policies.
5. POST-READING
Discuss.
• Would you like to visit Iceland? Why / Why not?
• How is the place you come from different from
Iceland?
21
activities encouraging critical
thinking and personal response
23
 Competence-based series n
Americalso
e d it i o n a
available
Beginners (A1.1) Pre-Intermediate (A2) Level B1+

Elementary (A1.2) Intermediate (B1) Level B2

Turn your classroom into a motivating, interactive

environment with whiteboard material.


 In accordance
with the
Common
European
Framework



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