Empower Starter Teachers Book

The course provides: • intriguing images, texts and video designed to arouse curiosity and get students talking • unit progress tests and mid-course and end-of-course competency tests de

Welcome to Cambridge English Empower

Teacher’s Book contents

A unique mix of learning and assessment

Cambridge English Empower is a new general

English adult course that combines course content

from Cambridge University Press with validated

assessment from Cambridge English Language

Assessment.

This unique mix of engaging classroom material

and reliable assessment, with personalised online

practice, enables learners to make consistent and

measurable progress.

What could your students achieve with

Cambridge English Empower?

WITH ONLI NE ACCESS

STARTER STUDENT’S BOOK

A1 STARTER STUDENT’S BOOK

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Cambridge English Empower Cambridge English Empower is a general English course for is a general English course for

Cambridge English Empower is a general English course for Cambridge English Empower Cambridge English Empower is a general English course for Cambridge English Empower Cambridge English Empower is a general English course for Cambridge English Empower

adult and young adult learners that combines course content from Cambridge University Press with validated assessment from Cambridge English Language Assessment.

This unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners

to make consistent and measurable progress.

The course provides:

• intriguing images, texts and video designed to arouse curiosity and get students talking

• unit progress tests and mid-course and end-of-course competency tests delivered through the Cambridge Learning Management System (CLMS)

• manageable learning with a syllabus informed by English Profi le and the Cambridge English Corpus, ensuring students encounter the most relevant language at the right point in their learning

cambridge.org/empower

Other components include:

Teacher’s Book Presentation Plus DVD-ROM Class Audio CDs Class DVD

Includes access to:

• tests from Cambridge English Language Assessment

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WITH ONLI NE ACCESS

EMPOWERA1 STARTER WORKBOOK Rachel Godfrey

Cambridge English Empower Cambridge English Empower is a general English course for adult and is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from Cambridge English Language Assessment.

This unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress.

The course provides:

• intriguing images, texts and video designed to arouse curiosity and get students talking

• unit progress tests and mid-course and end-of-course competency tests delivered through the Cambridge Learning Management System (CLMS)

• manageable learning with a syllabus informed by English Profi le and the Cambridge English Corpus, ensuring students encounter the most relevant language at the right point in their learning The Workbook includes:

• practice of all grammar, vocabulary and Everyday English

• extra reading and listening practice

• downloadable audio

cambridge.org/empower

Other components include:

Student’s Book Presentation Plus DVD-ROM Class Audio CDs Class DVD

STARTER WORKBOOK

Rachel Godfrey

Elementary A2

STARTER TEACHER’S BOOK

A1

A1

AUDIO CD AUDIO CD

STARTER CLASS AUDIO CDs

Also available

• Student’s Book without online access

• Student’s Interactive eBook

• Print Workbook without answers, with downloadable audio and video

STARTER DVD-ROM

A1

Presentation Plus can be used with all types

of interactive whiteboard, or with a computer and projector.

System requirements:

Microsoft ® Windows ® XP/Vista/7/8 Mac ® OS X 10.6, 10.7, 10.8 and 10.9 1GB of RAM; 128 MB of graphics memory 3GB of free disc space

WITH STUD ENT’S BOO K

A1 STARTER

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CEFR chart

Cambridge English Empower Presentation

Plus classroom presentation software allows you

to conveniently present all of the Student’s Book, Class Audio and Video content in

a lively and interactive way at the front

of the classroom.

It also includes the Workbook with Answers, the Workbook Audio and Video content, and the Photocopiable Activities from the Teacher’s Book.

Cambridge English Empower Presentation

Plus uses a great range of tools to enhance your learners’ classroom experience You can:

• play Audio and Video clips and display scripts

• display answer keys

• highlight, write, draw and erase

50mm wide, height variableB2 C1 Upper Intermediate Advanced

Student’s Book with online access

• Comes complete with access to Online Assessment, Online

Practice and Online Workbook – delivered via the Cambridge

Learning Management System (CLMS)

• Syllabus informed by English Profi le, the Cambridge English

Corpus, and benchmarked to the Common European

Framework of Reference (CEFR)

Interactive eBook

• With the Interactive eBook, you can do the Student’s Book

activities in interactive form (specially designed for tablets),

play all Class Audio and Video, check and display answers,

control audio speed, create text and voice notes, and more

• The Interactive eBook can be accessed with the Cambridge

Bookshelf iPad app, or using the Cambridge Bookshelf Web

Reader on a desktop or laptop computer With the iPad app

it can be used offl ine (after initial download)

Online Assessment

• Validated and reliable assessment throughout the course – developed by experts at Cambridge English Language Assessment

• A learning-oriented approach – assessment that regularly informs teaching and learning

• A Unit Progress Test for every unit (automatically marked) – covering grammar, vocabulary and functional language – plus

a Unit Speaking Test

• Mid-course and end-of-course competency tests that cover all four skills and generate a CEFR report, which reliably benchmarks learners to the target level

assessment package, and Learning Oriented Assessment, please see pages 7–8

Online Practice

• Personalised practice – automatically assigned according to each student’s score in the Unit Progress Test, so their time

is spent on what they need most

• Language presentations, practice activities and skills-based extension activities for every unit

• Detailed teacher’s notes for every lesson, including extra tips,

ideas and support, and answer keys

• Photocopiable activities – a range of communicative extra

practice activities for every unit, including grammar,

vocabulary and pronunciation

Online access for teachers

assessment and practice package, please go to

cambridgelms.org/empower, select ‘Register’ and follow

the instructions

Presentation Plus

• With Presentation Plus, you can display all Student’s Book material, play all Class Audio and Video, show answer keys, and more

• Presentation Plus can be used with all types of interactive whiteboards, or with a computer and projector

Course methodology

A learner-centred approach

Cambridge English Empower, with its unique mix

of learning and assessment, places the learner at

the centre of the learning process This

learner-centred approach also applies to the course

methodology – the Student’s Book and additional

resources provide a range of classroom materials

that motivate learners, address their language

needs, and facilitate the development of their

skills.

Supporting the teacher

Cambridge English Empower also supports the

teacher through classroom methodology that

is familiar and easy to use, and at the same

time is fl exible and creative A number of key

methodological principles underpin the course,

enhancing the interface between learners

and their learning, and between learners and

teachers Cambridge English Empower:

1 encourages learner engagement

2 delivers manageable learning

3 is rich in practice

4 provides a comprehensive approach to

productive skills

Measurable progress

These four principles lead to motivated learners,

successful lessons and measurable progress This

progress is then measured by a uniquely reliable

assessment package, developed by test experts

at Cambridge English Language Assessment.

Key methodological principles

Getting Started

Each unit begins with a ‘Getting Started’ page, designed to engage learners from the very start of the unit – leading to greater motivation and more successful learning It does this in three ways:

• Clear learning goals – ‘can do’ statements immediately focus

learners on their objectives

• Striking images that take an unusual perspective on the unit

theme – this raises curiosity, prompts ideas and questions

in the mind of the learner, and stimulates them to want to communicate

– leading to longer-lasting learning and a sense of ownership from the start These activities also offer a diagnostic opportunity to the teacher

Remarkable texts and images

Throughout the course, learners encounter texts and images that inform, amuse, surprise, entertain, raise questions, arouse curiosity and empathy, provoke an emotional response, and prompt new insights and perspectives – this means that learners are consistently motivated to engage, read, listen and communicate

The texts have been carefully selected to appeal to a wide range of learners from a variety of cultural backgrounds They have an international focus and fl avour, and each text has a story to tell or a point of view to offer that will be of interest

to learners All texts are accompanied by receptive tasks that support the development of reading and listening skills

Frequent opportunities for personal response

There are frequent opportunities to practise speaking

which make the target language in every unit meaningful to the individual learner But not only that – there are also regular activities that encourage learners to respond personally to the

foster successful learning because they:

• make learning more memorable – so it lasts longer

• are inclusive – there is no ‘correct’ answer, so all learners can participate successfully

• promote spontaneous spoken interaction – this further enhances the learner’s sense of freedom and ownership,enhances motivation, and makes learning more relevant and enjoyable

Empower is recognition of the importance of manageable

learning This offers learners (and their teachers) reassurance

that they will not be overwhelmed at any point in their learning

journey, leading to more successful learning outcomes

classroom material refl ects the concept of manageable learning

in three main ways:

• Syllabus planning and the selection of language

• Lesson fl ow

• Task and activity design

Syllabus planning and the selection of language

A key element in making learning material manageable

Empower, two powerful Cambridge English resources – the

Cambridge Corpus and English Profi le – have been used to

inform the development of the course syllabus and the writing

of the material These resources provide reliable information as

to which language items learners are likely to be able to learn

successfully at each level of the CEFR This means learners

language that they are able to incorporate and use at that

point in their learning journey, and they won’t encounter too

much above-level language in reading and listening texts It

also means that learners are not overwhelmed with unrealistic

amounts of language because the Cambridge Corpus and

English Profi le are also able to give an indication of what

constitutes a manageable quantity of language at each level

Lesson fl ow

Learning is also made more manageable through the careful

staging and sequencing of activities Every lesson starts with a

clear ‘Learn to …’ objective and ends with a substantial output

task Each lesson is comprised of several manageable sections,

each with a clear focus on language and/or skills Each section

builds towards the next, and activities within sections do

likewise The fi nal activity of each spread involves a productive

learning outcome that brings together the language and the

topic of the lesson, allowing learners to put what they have

learned into immediate use

Task and activity design

Tasks and activities have been designed to give learners an

appropriate balance between freedom and support Grammar

and vocabulary presentations take a straightforward approach

to dealing with the meaning and form of new language, and

practice is carefully staged, with additional support in the

‘Grammar Focus’ and ‘Vocabulary Focus’ sections at the back

of the book Reading and listening activities allow learners

to process information in texts in a gradual, supportive way Speaking and writing activities are made manageable by means of clear models, appropriate scaffolding, and a focus

on relevant sub-skills associated with a specifi c spoken or written outcome

English Empower anticipates and mitigates potential problems

that learners might encounter with language and tasks While this clearly supports learners, it also supports teachers because there are likely to be fewer unexpected challenges during the course of a lesson – this also means that necessary preparation time is reduced to a minimum

It is essential that learners are offered frequent and manageable opportunities to practise the language they have been focusing on – they need to activate the language they have studied in a meaningful way in order to gain confi dence

in using it, and of course meaningful practice also makes new language more memorable

Cambridge English Empower is rich in practice activities and

provides learners and teachers with a wide variety of tasks that help learners to become confi dent users of new language

Student’s Book

learners are offered a wide variety of practice activities, appropriate to the stage of the lesson or unit:

• Ample opportunities are provided for controlled practice of target language

• Many of the practice activities provide learners with an opportunity to personalise language

• There are frequent opportunities for communicative spoken practice Communicative practice activities are clearly contextualised and carefully staged and scaffolded, in line with the principle of manageable learning

• Further spoken practice is provided in the fi nal speaking activity in each of the A, B and C lessons, providing the principal communicative learning outcome in each of these lessons

• In the ‘Grammar Focus’ and ‘Vocabulary Focus’ pages at the back of the Student’s Book, there are more opportunities for practice of grammar and vocabulary, helping to

consolidate learning

• In the ‘Review’ page at the end of each unit, there are

opportunities for further practice of target language

Teacher’s Book

• Many learners find practice activities that involve an element

of fun to be particularly motivating Many such activities – six

per unit – are provided in the photocopiable activities in

the Teacher’s Book, providing fun, communicative practice of

grammar, vocabulary and pronunciation

• The main teacher’s notes also provide ideas for extra

activities at various stages of the lesson

Other components

provides an extensive range of practice activities that learners

can use to review and consolidate their learning outside the

classroom:

• The Online Practice component offers interactive language

presentations followed by practice and extension activities

Learners are automatically directed to the appropriate point

in this practice cycle, according to their score in the Unit

Progress Test (at the end of Student’s Book lesson C)

• The Workbook (Online or Print) provides practice of the target

language after each A, B and C lesson

Most learners study English because they want to use the

language in some way This means that speaking and writing

– the productive skills – are more often than not a priority

comprehensive in its approach to developing both speaking

Speaking

Cambridge English Empower helps learners to become effective

users of high-frequency functional/situational language The

target language is clearly contextualised by means of an

engaging video (also available as audio-only via the Class CDs),

filmed in the real world in contexts that will be relevant and

familiar to adult learners These ‘Everyday English’ lessons

focus on two key elements of spoken language:

• Useful language – focusing on the functional and situational

language that is most relevant to learners’ needs, and

manageable within the target level

• Pronunciation – focusing on intelligibility and covering many

aspects of phonology and the characteristics of natural

speech, from individual sounds to extended utterances

There is a substantial speaking task in each ‘Everyday English’

lesson that provides learners with an opportunity to activate

both of these elements This comprehensive approach ensures

that speaking skills are actively developed, not just practised

Writing

receive guidance and practice in writing a wide range of text types At A1 level, the writing practice is integrated with the

and not practised in isolation This integration allows learners

to fully engage with the topic ahead of writing

• go on to write their own text, in collaboration with other learners

Process writing skills are embedded in the instructions for writing activities and encourage learners to self-correct and seek peer feedback

and B lessons also provide frequent opportunities for learners to

develop their receptive and productive skills

the texts used for skills development engage learners and provide them with opportunities to personalise language Likewise, the tasks are designed in such a way as to make the learning manageable

The extension activities in the Online Practice component (via the Cambridge LMS) also offer further practice in reading and listening skills

Learning Oriented Assessment

What is Learning Oriented Assessment (LOA)?

As a teacher, you’ll naturally be interested in your learners’

progress Every time they step into your classroom, you’ll note

if a learner is struggling with a language concept, is unable to

read at a natural rate, or can understand a new grammar point

but still can’t produce it in a practice activity This is often an

intuitive and spontaneous process By the end of a course or a

cycle of learning, you’ll know far more about a learner’s ability

than an end-of-course test alone can show

An LOA approach to teaching and learning brings together this

ongoing informal evaluation with more formal or structured

assessment such as end-of-unit or end-of-course tests Ideally

supported by a learner management system (LMS), LOA is an

approach that allows you to pull together all this information

and knowledge in order to understand learners’ achievements

and progress, and to identify and address their needs in a

targeted and informed way A range of insights into learners

also allows you to use all of this information not just to produce

a report on a learner’s level of competence but also to plan and

inform future learning

For more information about LOA, go to

cambridgeenglish.org/loa

How does Cambridge English Empower support LOA?

Cambridge English Empower supports LOA both informally and

formally, and both inside and outside the classroom:

1 Assessment that informs teaching and learning

• Reliable tests for both formative and summative

assessment (Unit Progress Tests, Unit Speaking Tests and

skills-based Competency Tests)

• Targeted extra practice online via the Cambridge Learning

Management System (CLMS) to address areas in which the

tests show that learners need more support

• Opportunities to do the test again and improve performance

• Clear record of learner performance through the CLMS

2 LOA classroom support

• Clear learning objectives – and activities that clearly build

towards those objectives

• Activities that offer opportunities for learner refl ection

and peer feedback

• A range of tips for teachers on how to incorporate LOA

techniques, including informal assessment, into

lessons as part of normal classroom practice

1 Assessment that informs teaching and learning

Cambridge English Empower offers three types of test written

and developed by teams of Cambridge English exam writers All tests in the course have been trialled on thousands of candidates to ensure that test items are appropriate to the level

Cambridge English tests are underpinned by research and evaluation and by continuous monitoring and statistical analysis of performance of test questions

Cambridge English Empower tests are designed around the

following essential principles:

Validity – tests are of authentic real-life English and of the

language covered in the coursebook

Reliability – tasks selected are consistent and fair Impact – tests have a positive effect on teaching and learning

in and outside the classroom

Practicality – tests are user-friendly and practical for teachers

and students

Unit Progress Tests

The course provides an online Unit Progress Test at the end

of every unit, testing the target grammar, vocabulary and functional language from the unit The teacher and learner are provided with a score for each language area that has been tested, identifying the areas where the learner has either encountered diffi culties and needs more support, or has mastered well According to their score in each section of the test, the learner is directed either to extension activities or

to a sequence of practice activities appropriate to their level, focusing on the language points where they need most support This means that learners can focus their time and effort on activities that will really benefi t them They then have the opportunity to retake the Unit Progress Test – questions they got right fi rst time will still be fi lled in, meaning that they can focus on those with which they had diffi culty fi rst time round

Unit Speaking Tests

Cambridge English Empower provides a comprehensive approach

to speaking skills For every unit, there is an online Unit Speaking Test which offers learners the opportunity to test and practise a range of aspects of pronunciation and fl uency These tests use innovative voice-recognition software and allow the learner to listen to model utterances, record themselves, and re-record if they wish before submitting

Competency Tests

Cambridge English Empower offers mid-course and

end-of-course Competency Tests These skills-based tests cover Reading, Writing, Listening and Speaking, and are calibrated

to the Common European Framework of Reference (CEFR) They provide teachers and learners with a reliable indication

of level, as well as a record of their progress – a CEFR report is

generated for each learner, showing their performance within

the relevant CEFR level (both overall and for each of the skills)

The Cambridge Learning Management System (CLMS) provides

teachers and learners with a clear and comprehensive record

of each learner’s progress during the course, including all test

results and also their scores relating to the online practice

activities that follow the tests – helping teachers and learners

to recognise achievement and identify further learning needs

Within the CLMS, a number of different web tools, including

message boards, forums and e-portfolios, provide opportunities

for teachers and learners to communicate outside of class,

and for learners to do additional practice These tools can also

be used by teachers to give more specific feedback based on

the teacher’s informal evaluation during lessons The CLMS

helps teachers to systematically collect and record evidence

of learning and performance and in doing so demonstrates to

teachers and learners how much progress has been made over

time

2 LOA classroom support

Clear objectives

An LOA approach encourages learners to reflect and

self-assess In order to do this, learning objectives must be clear

In Cambridge English Empower, each unit begins with a clear set

of ‘can do’ objectives so that learners feel an immediate sense

of purpose Each lesson starts with a clear ‘Learn to …’ goal,

and the activities all contribute towards this goal, leading to a

significant practical outcome at the end of the lesson At the

end of each unit, there is a ‘Review your progress’ feature that

encourages learners to reflect on their success, relative to the

‘can do’ objectives at the start of the unit Within the lessons,

there are also opportunities for reflection, collaborative learning

and peer feedback

a topic in order to generate interest

• checking that learners understand the use and meaning of new language

• providing highly controlled practice

of new language

• finding out what ideas learners generated when working on a task

• praising learners’

performance of a task

• indicating where improvement can be made

» check if they can

use new language

correctly in context

• finding out if learners already know a vocabulary or grammar item

• adapting the lesson

to take into account students’ individual starting points and interests

• checking what could be a potential problem with the use and meaning

of new language for your learners

• anticipating and preparing for challenges in

understanding new language, both for the whole class and for

• checking that learners have consolidated the form of new language

• checking intelligible pronunciation of new language

• asking learners how well they feel they performed

a task

• giving feedback to learners on specific language strengths and needs

• fostering ‘learning how to learn’ skills

LOA classroom tips for teachers

In a typical lesson you’re likely to use some or perhaps all of the following teaching techniques:

• monitor learners during learner-centred stages of the lesson

• elicit information and language

• concept check new language

• drill new vocabulary or grammar

on a taskThe table below summarises core and LOA-specific aims for each of the above techniques All these familiar teaching techniques are a natural fit for the kind of methodology that informally supports LOA An LOA approach will emphasise those parts of your thinking that involve forming evaluations or judgements about learners’ performance (and therefore what

to do next to better assist the learner) The ‘LOA teacher’ is constantly thinking things like:

• Have they understood that word?

• How well are they pronouncing that phrase?

• Were they able to use that language in a freer activity?

• How many answers did they get right?

• How well did they understand that listening text?

• How many errors did I hear?

• And what does that mean for the next step in the learning process?

The Cambridge English Empower Teacher’s Book provides tips on

how to use a number of these techniques within each lesson This will help teachers to consider their learners with more of

an evaluative eye Of course it also helps learners if teachers share their assessment with them and ensure they get plenty of feedback It’s important that teachers make sure feedback is well balanced, so it helps learners to know what they are doing well in addition to what needs a little more work

Unit overview

CAN DO OBJECTIVES

■ Describe a town

■ Talk about hotels and hostels

■ Ask about and say where places are

GETTING STARTED

2.37

things you think are in each room.

1 What are the good things and bad things about this hotel room?

2 What other buildings do you think are near these rooms?

3 Would you like to stay in this hotel?

Places

UNIT 5

39

Getting Started page

• clear learning objectives to

give an immediate sense

of purpose

• striking and unusual images

to arouse curiosity

• activities that promote

emotional engagement and

1 GRAMMAR

> There an Italian restaurant There’s an Italian restaurant.

1 There is a museum in this street?

2 Yes, there’s.

3 There are a shower.

4 There aren’t a free rooms.

5 Is there swimming pool in the hotel?

6 No, there not is.

3 SOUND AND SPELLING

Practise saying the words.

up you umbrella lovely Russia beautiful new

brother school mother museum pool

different (D)? Practise saying the words.

• extra practice of grammar,

vocabulary and pronunciation

• ‘Review your progress’ to

refl ect on success

1 LISTENING

a Ask and answer the questions.

1 What food shops or markets are there near your home?

2 Do you go to these shops or markets? How often?

3 Is the food good / expensive?

b 2.55 Watch or listen to Part 1 Answer the questions.

1 Does Megan like Sophia’s fl at?

2 What does Sophia need?

3 Does Sophia know where to buy food near her fl at?

3 LISTENING

a 2.59 Watch or listen to Part 2 Answer the questions.

1 Do Sophia and Megan fi nd a shop?

2 Who do they meet in the street?

b 2.59 Watch or listen to Part 2 again Are the sentences true or false?

1 Sophia thinks a café is a shop.

2 James sees Megan and Sophia fi rst.

3 James lives in the next street.

4 There’s a supermarket in the next street.

5 There’s a shop near James’s fl at.

2 PRONUNCIATION Emphasising what you say 1

a 2.56 Listen to the sentence.

MEGAN It’s a really nice fl at, Sophia.

2.57 Listen to the sentence again Is really more

or less stressed the second time?

b Tick (✓) the correct rule.

We say really with a strong stress to:

1 speak loudly

2 make the meaning stronger

c 2.58 Listen to the sentences Underline one word with strong stress in each sentence.

1 My country is very hot in summer.

2 James’s new car is really fast.

3 This fi lm is so boring.

d 2.58 Listen again and repeat.

5C

44

Learn to ask about and say where places are

P Emphasising what you say 1

W An email about a place

Everyday English

Is there a supermarket near here?

Lesson C

• functional language in common everyday situations

• language is presented through video fi lmed in the real world

• highly communicative integrated skills lesson

• special focus on writing skills

• input and practice of core pronunciation

Unit Progress Test

• covering grammar, vocabulary and functional languageAlso available:

• Speaking Test for every unit

• mid-course and end-of-course competency tests

5 SPEAKING

Communication 5C Student A look at the information below Student B go to p.111

a Conversation 1 You’re on a street you don’t know

Ask Student B about:

• a hotel • cafés

b Conversation 2 Now you’re on a street you know

Use the information to answer Student B’s questions.

• a bank: in the next street

• shops: not near here – near the hospital

b Go to Writing Plus 5C on p.156 for and and but.

c Write about your part of town Use there’s / there isn’t / there are / there aren’t Use and and but.

d Read about your partner’s part of town Is it the same?

4 USEFUL LANGUAGE Asking and saying where places are

abox Listen and check.2.60 Complete the questions with words in the

near where there

1 ’s your fl at?

2 Is a supermarket near here?

3 Are there any shops here?

bwith questions 1–3 in 4a Listen and check.2.61 Match the two possible answers in a–c

a Yes, there are There’s one in this street /

No, sorry, there aren’t.

b Yes, there’s one near my fl at / No, sorry, there isn’t.

c It’s in the next street / It’s in this street.

cListen and check.2.62 Put the conversation in the correct order

A Great, thank you And is there a good restaurant

in this part of town?

A 1 Excuse me, can you help me?

A OK, thanks for your help.

A Are there any good cafés near here?

B Yes, there’s one in the next street – Café Milano.

B No, I’m sorry, there aren’t any restaurants near here But there’s one near the station.

B Yes, of course.

B No problem.

da partner.Practise the conversation in 4c with

My new fl at is great It’s big and it’s in a nice part of town The fl at is near my offi ce and there’s a beautiful park in the next street There isn’t a supermarket near me, but there’s

a shop in the next street.

You can now do the Unit Progress Test.

Learn to ask about and say where places are

P Emphasising what you say 1

W An email about a place

Lesson A and Lesson B

• input and practice of core grammar and vocabulary, plus a mix of skills and pronunciation

• an old city • in a hot country • in a cold country

b Read about the two places and check your answers in 1a.

c Are the sentences about Ghadames (G) or Esperanza Base (EB)?

1 ‘It’s always cold here.’

2 ‘Our new fl at is very hot in summer.’

3 ‘It’s so small – you never get lost.’

4 ‘The men and women don’t always walk together.’

5 ‘The school is small, but it’s very good.’

d Do you think Ghadames and Esperanza Base are nice places to live? Why / Why not?

Language Plus a few, lots of

a few cars lots of cars

a few houses lots of houses

2 GRAMMAR

there is / there are: positive

a Complete the sentences Check your answers in the texts in 1b.

Singular: There 1 a new town / a school.

Plural: 2 are lots of old houses / two teachers.

b 2.38 Pronunciation Listen and write the sentences How many words are there in each?

c Now go to Grammar Focus 5A on p.120

d Write two true sentences about your street

Use there’s or there are.

e Tell a partner your sentences in 2d.

Ghadames

Learn to describe a town

G there is / there are: positive

V Places in a town

G hadames is a beautiful old city in Libya There are lots of old houses, shops and cafés – so what’s different? Ghadames is in the Sahara It’s very hot in the day (sometimes 55°C) The houses have very thick walls and they’re always cool In the old town there are streets for men and children and there are different streets (on the roofs of the houses) for women.

Now, there’s a new town with new houses and fl ats, but in summer lots of people go to live in the old houses because they aren’t hot.

E speranza Base is Argentinian and it’s in Antarctica

It’s cold in summer (0°C) and very cold in winter (-10°C) There are homes for about 100 people there

There are ten families with children, there’s a school road – it’s 1.5 km long!

VERY HOT!

VERY COLD!

UNIT 5

41

b Which places in 3a are these?

1 ‘My daughter goes there every day from 8:00 to 4:00.’

2 ‘We go there for dinner every Saturday night.’

3 ‘I often drink coffee there with my friends.’

4 ‘You’re in room 305 Here’s your key.’

5 ‘They have fruit and vegetables and also newspapers and magazines.’

6 ‘I’d like £500, please.’

c Now go to Vocabulary Focus 5A on p.148

d Sound and spelling/uː/ and /ʌ/

12.42Listen and practise these sounds.

1 /uː/ school 2 /ʌ/ lunch

22.43What sound do the marked letters have in the words in the box?

Listen and add the words to the sound groups below.

Russia food new two who mother umbrella beautiful sometimes

Sound 1 /uː/ Sound 2 /ʌ/

school lunch

3 Practise saying the words.

4 LISTENING

amap and match 1–5 with the words in the box.2.44 Listen to a conversation about places in a town Look at the

bookshop café bank restaurant food shop

b 2.44 Listen again Are the sentences true or false?

1 There are lots of shops in New Street.

2 Nice people work in the bookshop.

3 The café is Italian.

4 The coffee and cakes in the café aren’t good.

5 It’s a Chinese restaurant.

6 The restaurant is cheap.

cabout the town on the What is the same map and your town?

5 SPEAKING

a Think of a street in the town where you are now Make notes Use words from this lesson.

There’s a … There are … It’s in … It’s near …

bknow the name of the street?Describe your street, but don’t say its name Do other students

3 VOCABULARY Places in a town

a b c

e d

f

a 2.40 Match the words in the box with the places in pictures a–f Listen and check.

café shop restaurant school bank

OLD STREET

cinema station

school

3 5 2

Learn to describe a town

G there is / there are: positive

V Places in a town

1

hostel room

Learn to talk about hotels and hostels

G there is / there are: negative and questions

V Hotels

Is there a hostel in your town?

5B

2 READING

aLook at pictures 1–3 of Turkey Choose adjectives to talk about them Compare your ideas with your partner.

• beautiful • great nice • boring

• exciting interesting • old • big

b Read Sandra’s review of a hostel in Turkey Does Sandra like the hostel?

c Read the review again Tick (✓) what’s in the hostel.

second fl oor small rooms big rooms café

fi rst fl oor restaurant TV room small rooms ground fl oor café kitchen TV room

d Would you like to stay at the hostel? Why / Why not?

1 VOCABULARY Hotels

a 2.45 Match the words in the box with pictures 1–5

Listen and check.

bath room bed TV shower

b Sound and spelling/ʃ/

1 2.46 Listen and practise this sound.

/ʃ/shower

2 2.47 Listen to the words in the box Underline the /ʃ/

sound in each word.

shop fi sh sure Russia

3 Practise saying the words.

c Now go to Vocabulary Focus 5B on p.149

d 2.49 Pronunciation Listen to the words Notice the stressed syllables Practise saying them.

1

42

The Cave Hostel

This is a great hostel in Göreme, in Turkey It’s in Cappadocia, a very old part of the country You can from the air

The hostel has different rooms with different prices

On the fi rst fl oor, there are small rooms for two people with baths On the second fl oor, there are big rooms isn’t a shower or a bath in the big rooms There aren’t any blankets or pillows – you pay for those There isn’t

a restaurant or café in the hostel, but there’s a kitchen

on the ground fl oor There aren’t any TVs in the rooms, but there’s free wi-fi It’s a very simple place to stay, but it’s clean And the people are very friendly Faruk, the manager, sings karaoke really well!

there is / there are: negative

a 2.50 Complete the sentences with isn’t or aren’t

Listen and check.

1 There any blankets.

1 There’s a big museum in this town / city

2 There are lots of shops here.

3 There aren’t any hostels.

4 There are two stations.

5 There aren’t any parks.

d Read your sentences and listen to your partner’s sentences Are they the same?

There aren’t any museums in this town No, there is a museum in this town – on Cromwell Road.

4 LISTENING

aa guest Is Barry happy with the hostel?2.51 Listen to a hostel receptionist and Barry,

b 2.51 Listen again Tick (✓) the things in the hostel.

free rooms car park café kitchen wi-fi showers

c Why do people like hostels? Why do people like hotels?

Learn to talk about hotels and hostels

G there is / there are: negative and questions

V Hotels

2

43

5 GRAMMAR

there is / there are: questions

a 2.52 Complete the questions Listen and check.

1 Singular: a car park here?

Yes, there’s a car park here.

2 Plural: any cafés near here?

Yes, there are cafés near here.

b Now go to Grammar Focus 5B on p.120

c Write questions using Is there … ? and Are there … ?

about your partner’s town, city or street Here are some ideas:

• cafés • swimming pool • cinema

• supermarket • hospital • restaurants

d Ask your partner about their town, city or street.

Are there any cafés in your town? Yes, there are two cafés.

3

Additional material

For extra input and practice, every unit includes illustrated Communication Plus,

Grammar Focus, Vocabulary Focus and Writing Plus sections at the back of the

book

114

Grammar Focus 1A be: I / you / we

1B be: he / she / they

Part 1: Positive

1.19

+

heHe’s Japanese

sheShe’s Russian

theyThey’re American.

Tip

He is Japanese ➔He’s Japanese.

They are American ➔They’re American.

Part 2: Negative and questions

1.21

–

heHe isn’t Japanese

sheShe isn’t Russian

theyThey aren’t American.

Tip

She is not Russian ➔ She isn’t Russian.

They are not American ➔ They aren’t American.

Part 1: Positive and questions

1.6

Positive (+)

II’m fi ne.

youYou’re right.

weWe’re from the USA.

youYou’re John and

youHow are you?

we Where are we?

youWhere are you?

1.7

Yes/No questions (?)Short answers

IAm I at home? Yes, I am No, I’m not.

youAre you OK? Yes, you are No, you aren’t

weAre we in London? Yes, we are No, we aren’t.

youAre you students? Yes, you are No, you aren’t.

Are you from Spain? NOT You are from Spain?

Yes, I am NOT Yes, I’m.

Part 2: Negative

1.11

Negative (–)

II’m not from Italy.

youYou aren’t a teacher.

weWe aren’t from the

USA.

youYou aren’t teachers.

I’m not from Brazil NOT I amn’t from Brazil.

Tip

I am not ➔ I’m not

You are not ➔ ’re not

We are not ➔ ’re not

1.22

Yes/No questions (?)Short answers

heIs he Japanese? Yes, he is No, he isn’t

sheIs she Russian? Yes, she is No, she isn’t.

theyAre they American? Yes, they are No, they aren’t.

1.23

Wh- questions (?)

he /Where’s he / she from?

Who’s he / she?

theyWhere are they from?

Who are they?

Is he Japanese? NOT Is Japanese? OR He is Japanese?

Are they American? NOT Are American? OR They are American?

Yes, he is NOT Yes, he’s.

Tip

Where is he from? ➔ Where’s he from?

Who is she? ➔ Who’s she?

b Write short answers.

1 A Are you from the USA? 3 A Are we in Spain?

B No, I’m not B No, .

2 A Are you Eric? 4 A Are you students?

c Now go back to p.9

1A be: I / you / we

Part 1: Positive and questions

a Write sentences with ’re or ’m.

1 I am from New York I’m from New York.

2 We are students.

4 I am fi ne, thanks.

5 We are from Mexico.

b Put the words in the correct order to make questions.

1 you / are / how ? How are you?

2 are / from / the USA / you ?

3 we / in / Russia / are ?

4 OK / I / am ?

5 name / your / what’s ?

c Now go back to p.8

Part 2: Negative and questions

a Complete the sentences with isn’t or aren’t.

1 She Italian She’s Brazilian.

2 They American They’re English.

3 He Chinese He’s American.

4 They Russian They’re English.

5 He Spanish He’s Italian.

6 She Brazilian She’s Japanese.

b Tick (✓) the correct questions Correct the wrong questions.

6 Are they Japanese?

c Complete the conversations with is, isn’t, ’s, are, aren’t or ’re.

A Who is this?

B He 1 my friend, Lee.

A 2 he Chinese?

B No, he 3 He 4 from the USA.

A Who are they?

B They 5 my friends, Nick and Anna.

A 6 they from England?

B No, they 7 They 8 Russian.

d Now go back to  p.11  

1B be: he / she / they

a 3.3 Listen and repeat the objects.

a bag (bags) a chair (chairs) a clock (clocks) a cup (cups) a football (footballs)

a glass (glasses) a guitar (guitars) a lamp (lamps) a picture (pictures) a plant (plants)

a plate (plates) a radio (radios) a suitcase (suitcases)

b Work in groups of three Cover the pictures and make sentences Add one more object each time.

a 1.50 Listen and repeat the objects.

b Write three objects on three pieces of paper

Don’t show your partner!

a phone an umbrella a book

Vocabulary Focus 1A Countries

athe map.1.14 Listen and write the countries on

the USA Brazil the UK / Britain Spain Mexico Russia Japan

a Complete the tables with countries from page 9.

b 1.17 Listen and repeat the countries and nationalities.

c Write your nationality.

Student A: say a country.

Student B: say the nationality

Then swap roles.

e Now go back to p.10

Canadian Canada

h f d b a e c

g

UNIT

103

Communication Plus 1A Student A

a You’re Yoshi from Japan You’re a student Complete the conversation.

A Hello, I’m

B Hi, I’m Bella Nice to meet you.

A Are you from ?

B No, I’m not I’m from the USA And you?

A I’m from

B Are you a teacher?

A No, I’m a And you?

B I’m a teacher.

b Have a conversation with Student B.

c Choose a name and a country and have another conversation.

2A Student A

a Read the information about Kate

Name: Kate Town / city: Ely – small city near Cambridge, in England Home: beautiful, old house

b Tell Students B and C about Kate.

Her home is … She’s from … Her name’s …

c Listen to Students B and C talk about two people What information is the same about all three people?

Jenna = British Denis = Russian Sandra and Pietro = Italian

a Look at the picture and the information box Then cover the box

b Tell Student B the names of the people and answer Student B’s questions.

c Listen to Student B talk about the people in the picture Then ask Student B about the nationalities

of the people.

Are they British?

No, they aren’t

They’re American.

4B Student A

a Read the information about Omar on your card.

‘I’m a student I’m 19 and I study English at Cairo University,

in Egypt I live at home with my parents My mother is a teacher and my father works at the Bank of Cairo He’s a bank manager I have one brother He’s married and he lives in Dubai He works at Dubai Airport.’

b Tell Student B about Omar

c Listen to Student B talk about Monica Find six

1 They’re both students.

What’s your surname?

b Read the information on your card Answer Student B’s questions.

Surname: Ramirez Address: 5 High Street Phone number: 0124 364592 Email address: toniramirez@powermail.com

c Now go back to p.20

7B Student A

1

2

a Look at picture 1 Make notes about their clothes.

b Tell Student B about the clothes the people in picture 1 are wearing Find out their names and write them under each picture.

This person has a blouse and a

c Listen to Student B talk about the clothes in picture 2 Tell him / her the people’s names.

d Now go back to p.58

2B Student A

a Look at the picture Student B has a similar picture

Ask and answer questions to fi nd seven differences.

Do you have a phone

in your picture?

I have two phones.

b Now go back to p.19

4A Student A

a Read the information

• You live in Paris in France, but you work three days a week in London, in the UK

• You work two days a week at home

• You study French and you go to lessons

c Listen to Student B and reply.

I live in … I speak a little …

Writing Plus

3C Contractions

a Look at the sentences and read about contractions.

I’m in a café with Sophia She’s my new friend at work.

I’m (contraction) = I am She’s (contraction) = She is

We use contractions in speaking and writing, usually in informal situations

be: positive and negative

Full form Contraction Full form Contraction

I am I’m I am not I’m not you are you’re you are not you aren’t

we are we’re we are not we aren’t

he is he’s he is not he isn’t she is she’s she is not she isn’t

it is it’s it is not it isn’t they are they’re they are not they aren’t

You don’t work

• subject + verb + object

Clara and Lisa don’t have a brother.

They speak French.

• subject + verb + preposition + noun

My daughters study at university.

They don’t live in a fl at.

• subject + verb + object + preposition + noun

I don’t have a phone in my bag.

I like milk in my coffee.

We can use here or there after a verb.

I live there

You don’t work here.

b Tick (✓) the correct sentences

1 a Tennis we play.

b We play tennis

2 a I don’t teach children

b Don’t teach children I

3 a They there don’t study

b They don’t study there

4 a My sister in Japan lives

b My sister lives in Japan.

5 a These are my friends.

b These my friends are

6 a I have a fl at in New York

b I in New York have a fl at

c Put the words in the correct order to make sentences Remember to use capital letters and full stops.

1 don’t speak / they / German

2 there / have coffee / you

3 we / in a factory / don’t work

4 teaches / at the university / my dad / Italian

5 the computer / I / at the offi ce / don’t like

6 have / in New Zealand / a nice house / they

d

It is a pizza It’s a pizza.

Present simple: negative

Full form Contraction

I / you / we do not I / you / we don’t

I do not eat fi sh I don’t eat fi sh.

b Match the contractions in the box with 1–8.

aren’t isn’t don’t I’m you’re she’s they’re we’re

1 from Sweden (He is)

2 tomatoes (They are)

3 It fi ve o’clock (is not)

4 I have a big meal in the evening (do not)

5 You a teacher (are not)

a Look at the sentence Read the information about capital letters and full stops.

My name’s Sophia Taylor

Capital letters

We use capital letters (A, B, C, D … ):

• for names (Sophia Taylor, Olga Vasin, Maria González)

• names of places (Toronto, Canada, High Street)

• for nationalities (Italian, British, Chinese)

• at the beginning of a sentence (My name’s … )

Full stops

= full stop

We usually use full stops at the end of sentences

My name’s Sophia Taylor.

b Write the capital letters.

2C The alphabet and spelling

Part 1: The alphabet

a 1.64 Listen to how we say the letters of the alphabet.

/eɪ/ (day)/i (we)/e/ (ten)/aɪ/ (hi)/əu/ (no)/uː/ (you) /a ː (car)

hostel room

Learn to talk about hotels and hostels

G there is / there are: negative and questions

V Hotels

Is there a hostel in your town?

5B

2 READING

a Look at pictures 1–3 of Turkey Choose adjectives to talk about them Compare your ideas with your partner.

• beautiful • great nice • boring

• exciting interesting • old • big

b Read Sandra’s review of a hostel in Turkey Does Sandra like the hostel?

c Read the review again Tick (✓) what’s in the hostel.

second fl oor small rooms big rooms café

fi rst fl oor restaurant TV room small roomsground fl oor café kitchen TV room

d Would you like to stay at the hostel? Why / Why not?

1 VOCABULARY Hotels

a 2.45 Match the words in the box with pictures 1–5

Listen and check.

bath room bed TV shower

b Sound and spelling/ʃ/

1 2.46 Listen and practise this sound.

/ʃ/shower

2 2.47 Listen to the words in the box Underline the /ʃ/

sound in each word.

shop fi sh sure Russia

3 Practise saying the words.

c Now go to Vocabulary Focus 5B on p.149

d 2.49 Pronunciation Listen to the words Notice the stressed syllables Practise saying them.

The Cave Hostel

This is a great hostel in Göreme, in Turkey It’s in Cappadocia, a very old part of the country You can

do lots of things here My favourite thing is going in

a hot air balloon You can see really beautiful places from the air

The hostel has different rooms with different prices

On the fi rst fl oor, there are small rooms for two people with baths On the second fl oor, there are big rooms with six beds in them They’re very cheap, but there isn’t a shower or a bath in the big rooms There aren’t any blankets or pillows – you pay for those There isn’t

a restaurant or café in the hostel, but there’s a kitchen

on the ground fl oor There aren’t any TVs in the rooms, but there’s free wi-fi It’s a very simple place to stay, but it’s clean And the people are very friendly Faruk, the manager, sings karaoke really well!

will learn the most

relevant and useful

UNIT 5

3 GRAMMAR

there is / there are: negative

a 2.50 Complete the sentences with isn’t or aren’t

Listen and check.

1 There any blankets.

1 There’s a big museum in this town / city

2 There are lots of shops here.

3 There aren’t any hostels.

4 There are two stations.

5 There aren’t any parks.

d Read your sentences and listen to your partner’s sentences Are they the same?

There aren’t any museums in this town. No, there is a museum in this

town – on Cromwell Road.

4 LISTENING

a 2.51 Listen to a hostel receptionist and Barry,

a guest Is Barry happy with the hostel?

b 2.51 Listen again Tick (✓) the things in the hostel.

free rooms car park

café kitchen

wi-fi showers

c Why do people like hostels? Why do people like hotels?

Learn to talk about hotels and hostels

G there is / there are: negative and questions

V Hotels

2

43

5 GRAMMAR

there is / there are: questions

a 2.52 Complete the questions Listen and check.

1 Singular: a car park here?

Yes, there’s a car park here.

2 Plural: any cafés near here?

Yes, there are cafés near here.

b Now go to Grammar Focus 5B on p.120

c Write questions using Is there … ? and Are there … ?

about your partner’s town, city or street Here are some ideas:

• cafés • swimming pool • cinema

• supermarket • hospital • restaurants

d Ask your partner about their town, city or street.

Are there any cafés in your town? Yes, there are two cafés.

so learners can use language

immediately

Personal response

Frequent opportunities for personal response, making learning more manageable

Introduction

‘Teach off the page’

Straightforward approach and clear lesson flow for minimum preparation time

1 LISTENING

a Ask and answer the questions.

1 What food shops or markets are there near your home?

2 Do you go to these shops or markets? How often?

3 Is the food good / expensive?

b 2.55 Watch or listen to Part 1 Answer the questions.

1 Does Megan like Sophia’s fl at?

2 What does Sophia need?

3 Does Sophia know where to buy food near her fl at?

3 LISTENING

a 2.59 Watch or listen to Part 2 Answer the questions.

1 Do Sophia and Megan fi nd a shop?

2 Who do they meet in the street?

b 2.59 Watch or listen to Part 2 again Are the sentences true or false?

1 Sophia thinks a café is a shop.

2 James sees Megan and Sophia fi rst.

3 James lives in the next street.

4 There’s a supermarket in the next street.

5 There’s a shop near James’s fl at.

2 PRONUNCIATION Emphasising what you say 1

a 2.56 Listen to the sentence.

MEGAN It’s a really nice fl at, Sophia.

2.57 Listen to the sentence again Is really more

or less stressed the second time?

b Tick (✓) the correct rule.

We say really with a strong stress to:

1 speak loudly

2 make the meaning stronger

c 2.58 Listen to the sentences Underline one word with strong stress in each sentence.

1 My country is very hot in summer.

2 James’s new car is really fast.

3 This fi lm is so boring.

d 2.58 Listen again and repeat.

5C Learn to ask about and say where places are

P Emphasising what you say 1

W An email about a place

Real-world video

Language is

showcased through

high-quality video

filmed in the real

world, which shows

language clearly and

Also in every unit:

a Conversation 1 You’re on a street you don’t know

Ask Student B about:

• a hotel • cafés

b Conversation 2 Now you’re on a street you know

Use the information to answer Student B’s questions.

• a bank: in the next street

• shops: not near here – near the hospital

b Go to Writing Plus 5C on p.156 for and and but.

c Write about your part of town Use there’s / there isn’t /

there are / there aren’t Use and and but.

d Read about your partner’s part of town Is it the same?

4 USEFUL LANGUAGE Asking and saying where places are

a 2.60 Complete the questions with words in the box Listen and check.

near where there

1 ’s your fl at?

2 Is a supermarket near here?

3 Are there any shops here?

b 2.61 Match the two possible answers in a–c with questions 1–3 in 4a Listen and check.

a Yes, there are There’s one in this street /

No, sorry, there aren’t.

b Yes, there’s one near my fl at / No, sorry, there isn’t.

c It’s in the next street / It’s in this street.

c 2.62 Put the conversation in the correct order

Listen and check.

A Great, thank you And is there a good restaurant

in this part of town?

A 1 Excuse me, can you help me?

A OK, thanks for your help.

A Are there any good cafés near here?

B Yes, there’s one in the next street – Café Milano.

B No, I’m sorry, there aren’t any restaurants near

here But there’s one near the station.

There isn’t a supermarket near me, but there’s

a shop in the next street.

6 WRITING

a Read part of an email from Sophia to her parents

She writes about her new fl at Does she only write about the good things?

45

UNIT 5

Unit Progress Test

CHECK YOUR PROGRESS

You can now do the Unit Progress Test.

Learn to ask about and say where places are

P Emphasising what you say 1

W An email about a place

Comprehensive approach to speaking skills

A unique combination of language input, pronunciation and speaking strategies offers

a comprehensive approach to speaking skills

Unit Progress Test

Learners are now ready to do the Unit Progress Test, developed by experts

at Cambridge English Language Assessment

Introduction

Written outcome

Each C lesson ends with a practical written outcome, so learners can put new language into practice straight away

Support for learners

Clearly staged tasks practise and develop reading and writing skills while supporting learners’ understanding

of texts and providing clear models for their writing

Getting started Talk about countries and fl ags

Unit Progress Test

Getting started Talk about how many objects people have

A friend’s home

a / an Common objects 1; Numbers 1 Sound and spelling: /s/ , /z/ , /ɪz/ ;

Unit Progress Test

Getting started Talk about the food in a fridge

I / you / we / they Food 1 Syllables and word stress; Sound and spelling: /iː/ , /ɪ/

A conversation about food likes and

for one week Food likes and dislikes

What time / When … ? Sound and spelling: /ɑː/ and /ɔː/ Three conversations about dinner An article: The number one

breakfast in … Saying the time;Meal times and what you eat

Unit Progress Test

Getting started Talk about who people are and what they do

and lunch in London Work, home and study About you

he / she / it positive Family and people; Numbers 2;

How old … ?

Unit Progress Test

Getting started Talk about an unusual hotel

Unit Progress Test

Getting started Talk about people and robots’ jobs and routines

he / she / it negative Jobs; work / job Main stress in compound nouns;

Unit Progress Test

Getting started Talk about countries and fl ags

Unit Progress Test

Getting started Talk about how many objects people have

A friend’s home

a / an Common objects 1; Numbers 1 Sound and spelling: /s/ , /z/ , /ɪz/ ;

Unit Progress Test

Getting started Talk about the food in a fridge

I / you / we / they Food 1 Syllables and word stress; Sound and spelling: /iː/ , /ɪ/

A conversation about food likes and

for one week Food likes and dislikes

What time / When … ? Sound and spelling: /ɑː/ and /ɔː/ Three conversations about dinner An article: The number one

breakfast in … Saying the time;Meal times and what you eat

Unit Progress Test

Getting started Talk about who people are and what they do

and lunch in London Work, home and study About you

he / she / it positive Family and people; Numbers 2;

How old … ?

Unit Progress Test

Getting started Talk about an unusual hotel

Unit Progress Test

Getting started Talk about people and robots’ jobs and routines

he / she / it negative Jobs; work / job Main stress in compound nouns;

Unit Progress Test

Lesson and objective Grammar Vocabulary Pronunciation Everyday English Listening and Video Reading Speaking Writing

Getting started Talk about the clothes on a market stall

Sound and spelling: this, that,

these and those

clothes … The clothes you wear A question about clothes

Commas, exclamation marks and question marks

Unit Progress Test

Getting started Talk about your last New Year

activities

responding to suggestions

Writing short emails, letters and notes

Unit Progress Test

Getting started Talk about an interesting holiday

responding to requests

Making the order clear

Unit Progress Test

Getting started Talk about communicating on the Internet

10A Talk about your home Present continuous:

10B Ask where people are and what

10C Ask for travel information Sound and spelling: /ɪə/ and /eə/ Asking for travel

Word order in questions

Unit Progress Test

Getting started Talk about a climber’s experience

11A Talk about people’s lives Object pronouns Life events; Years Sound and spelling: /ɜː/ A conversation about Valentina

11B Talk about things you know how

11C Talk about opinions Main stress; Consonant groups Talking about opinions At Sophia’s flat An email to a friend Interesting places to visit in

Unit Progress Test

Getting started Talk about holiday plans

12A Talk about future plans going to: positive and

numbers; The date

the comfort zone Your next holiday Notes about holiday plans and everyday activities

12B Ask and answer about future

in your life! Your future plans Questions about future plans

12C Make and accept invitations Sound and spelling: oo Making and accepting

Unit Progress Test

Getting started Talk about the clothes on a market stall

Sound and spelling: this, that,

these and those

clothes … The clothes you wear A question about clothes

Commas, exclamation marks and question marks

Unit Progress Test

Getting started Talk about your last new year

activities

responding to suggestions

Writing short emails, letters and notes

Unit Progress Test

Getting started Talk about an interesting holiday

responding to requests

Making the order clear

Unit Progress Test

Getting started Talk about communicating on the Internet

10A Talk about your home Present continuous:

10B Ask where people are and what

10C Ask for travel information Sound and spelling: /ɪə/ and /eə/ Asking for travel

Word order in questions

Unit Progress Test

Getting started Talk about a climber’s experience

11A Talk about people’s lives Object pronouns Life events; Years Sound and spelling: /ɜː/ A conversation about Valentina

11B Talk about things you know how

11C Talk about opinions Main stress; Consonant groups Talking about opinions At Sophia’s fl at An email to a friend Interesting places to visit in

Unit Progress Test

Getting started Talk about holiday plans

12A Talk about future plans going to: positive and

numbers; The date

the comfort zone Your next holiday Notes about holiday plans and everyday activities

12B Ask and answer about future

in your life! Your future plans Questions about future plans

12C Make and accept invitations Sound and spelling: oo Making and accepting

Unit Progress Test

Communication Plus p.103 Grammar Focus p.114 Vocabulary Focus p.132 Writing Plus p.154 Audioscripts p.160 Phonemic symbols and Irregular verbs p.165 Board game p.166–167

UNIT OBJECTIVES

UNIT CONTENTS

G  GRAMMAR

be: I / you / we positive, negative and questions

be: he / she / they positive, negative and questions

Language Plus: this / these

V  VOCABULARY

Countries: Australia, Brazil, Britain, Canada, China,

England, Italy, Japan, Mexico, Poland, Russia, Spain,

Turkey, the UK, the USA

Nationalities: American, Australian, Brazilian, British,

Canadian, Chinese, Italian, Japanese, Mexican, Polish,

Russian, Spanish, Turkish

P  PRONUNCIATION

Sound and spelling: Long and short sounds

Syllables and word stress

Main stress

Tone

C  COMMUNICATION SKILLS

Saying your name and country

Talking about people you know

Meeting and greeting new people

Writing a personal profile

Writing Plus: Capital letters and full stops

GETTING STARTED

OPTIONAL LEAD-IN

Books closed Write the name of the country you are in now

on the board Elicit or teach the word country If you have

students who are not from the same country, write the

names of their countries on the board in English Elicit or

teach the word countries.

or teach the word countries Point to the diff erent fl ags on

SB p.7 and ask: What countries can you see? Put students

into pairs and give them one minute to try and say what

countries they can see in the picture Take feedback as a

class Write students’ ideas on the board

Play the recording for students to listen to other people

talk about the picture Do the speakers say the names

of the countries on the board? Check answers as a class

(the UK, Spain, Mexico, Brazil, Italy, the USA, China and

Audioscript

the USA (red/white stripes, with stars on blue background)

Spain (yellow, red stripes top and bottom, design central)

Russia (white/blue/red stripes)

Turkey (red with white crescent moon and star)Another Spanish flag

Mexico (green/white/red with design central)

China (red, yellow stars)

the UK (two red/white crosses on blue background)

South Korea (blue/red/black design on white background)

Brazil (green/yellow/blue design)

Germany (black/red/yellow stripes)

Japan (red circle on white background)

Italy (green/white/red stripes)

know in English Take feedback as a class and write any new countries on the board

ADDITIONAL MATERIAL

Photocopiable activities: Pronunciation p.164

EXTRA ACTIVITY

language Say: Listen and put your hand to your ear, and play recording 1.2 (just play the speaker saying Track 1.2 then

stop the audio) Point to the picture and repeat the word:

Listen Repeat these steps, and encourage students to do the

action for Listen with you Use a similar procedure for the

other classroom language on this page

Work in pairs (Go and stand next to a confident student and gesture to encourage other students to find a partner too.)Books closed Play recording 1.2 and do the movements

At the end of this unit, students will be able to:

understand information, texts and conversations about people’s countries and nationalities

understand conversations in which people meet and greet others and do so themselves

write a personal profileHello!

At the end of this lesson, students will be able to:

• understand conversations in which people say their name and country

• use be (with I, you and we) correctly in positive and

negative statements and questions

• use a lexical set of words to name countries correctly

• ask and answer questions about their name and where they’re from

I’m from Mexico

1A

OPTIONAL LEAD-IN

Books closed Show the class one or more photos of people

greeting each other Elicit what they might be saying, e.g

Hi, Hello, Good morning Write these greetings on the board

Ask students to stand up and move around the classroom,

greeting each other using the words and phrases on the

board

1 READING AND GRAMMAR  

be: I / you / we positive and questions

students to read and listen to the people saying hello and

their names Nominate a few students to say the sentences

with their own name In pairs, students say the sentences

to each other

picture and the three conversations they are having

Play the recording for students to listen and match the

conversations (1–3) with the groups of people (a–c) Play

the recording again if necessary Check answers as a class

Answers

1 c 2 b 3 a

board, for example: I Katy Elicit I’m Katy Circle the

contraction I’m and draw an arrow to the I and an arrow

to the ’m Elicit or teach that I’m is the shortened form of

I am You may wish to use gestures to help explain this

Write be at the top of the board

Individually, students complete the table Check answers

Are you from England?

How are you?

CAREFUL!

Students at this level oft en use apostrophes unnecessarily

when writing, e.g I’am very happy! (Correct form = I am very

happy! ) They may also write I am as one word, e.g Iam ready

(Correct form = I am ready.)

d 1.6–1.8 Students read the information in Grammar Focus 1A Part 1 on SB p.114 Play the recording where indicated and ask students to listen and repeat Individually, students complete the exercises in Part 1 on

SB p.115 Check answers as a class Tell students to go back to SB p.8

Answers (Grammar Focus 1A Part 1 SB p.115)

a

2 We’re students

3 You’re Roberto

4 I’m fine, thanks

5 We’re from Mexico.

b

2 Are you from the USA?

3 Are we in Russia?

4 Am I OK?

5 What’s your name?

e Sound and spelling Long and short sounds

and short Play the recording for students to listen and

notice the long and short sounds in the four words

In exercise 2, put students into pairs to practise saying the words

then into new pairs to practise the three conversations

in 1b Monitor and check students’ pronunciation of the target language and correct as necessary

names Monitor and check how fl uently students can speak to each other

2 LISTENING AND GRAMMAR  

be: I / you / we negative

and teacher by pointing to a student in the class and asking: Student or teacher? Point to yourself and repeat

the question Play the recording for students to read and listen to the conversation and complete the task below

it Check answers as a class

I’m not a student (= I am not)

We aren’t from England (= we are not)

e Teach the same and different by holding up two

objects that are the same and two that are different Check understanding by pointing to a few pairs of objects in the classroom (e.g a couple of pens, a couple

of bags) Ask: Are they the same or different? In pairs,

students read their sentences to each other to find out if they are the same or different Take feedback as a class

3 VOCABULARY AND READING  Countries

the maps Check answers as a class by pointing at each

map and asking: What country? Drill the words.

Answers

1 Russia 2 China 3 the USA 4 the UK 5 Brazil

6 Spain 7 Mexico 8 Japan

group profile and add the missing countries Check answers as a class You may wish to give students information from the Culture notes below about the difference between England, the UK and Britain

Answers

1 Brazil 2 the USA 3 Mexico 4 China 5 Japan

6 Russia 7 Spain 8 Britain

CULTURE NOTES

the United Kingdom of Great Britain and Northern Ireland,

to give its full name) refers to the political union between England, Wales, Scotland and Northern Ireland. The UK has one monarch and one government, but the nations that it is formed of are also countries in their own right Britain (also known as Great Britain) is generally used to mean England, Scotland and Wales

Focus 1A on SB p.132 Play the recording for students

to complete exercise a Then play the recording again for students to listen and practise saying the countries

in exercise b For exercise c, students write down the name of their country in English, if it isn’t one of the countries in the box, and then tell a partner Monitor and help with spelling and pronunciation as necessary Tell students to go back to SB p.9

Answers (Vocabulary Focus 1A SB p.132) a

a the USA b Spain c China d the UK / Britain e Mexico

f Japan g Russia h Brazil

FAST FINISHERS

Ask fast finishers to list as many country names in English

as they can Give them one minute to do this They then compare lists in pairs

3a on a small piece of paper

around the class Students ask each other Are you

from ? until they find someone with the city and

country on their piece of paper Monitor and correct students as appropriate and listen for correct usage of

LOA TIP DRILLING

Drilling is intensive, teacher-controlled spoken practice

of the target language (vocabulary, grammar or everyday

expressions) with the class

Drilling new language gives students the opportunity to

practise producing new language orally in a restricted and

safe way It allows you to listen and notice what aspect of a

new structure or lexical item students find easy or difficult

to produce This attention to accuracy means that drilling is

closely connected with immediate feedback (praise and error

correction)

Try to keep the pace of drills quite fast so that students have

to think and speak reasonably quickly Repeating a drill once

or twice allows students to notice their own progress

In many cases (e.g in a simple ‘listen and repeat’ drill like

the one below) the focus of a drill is pronunciation Students

listen either to you or to a recording to hear examples of

the spoken language Other drills (like the one in the Extra

activity below) give students the opportunity to practise

manipulating a new structure in different ways

to listen and repeat Then say the following sentences for

students to listen to and repeat: I’m OK., We’re OK., I’m

fine., We’re fine., I’m not a teacher., We aren’t from England.

Focus 1A Part 2 on SB p.114 Play the recording where

indicated and ask students to listen and repeat Students

then complete the exercises in Part 2 on SB p.115 Check

answers as a class Tell students to go back to SB p.9

Answers (Grammar Focus 1A Part 2 SB p.115)

a

2 You’re Rebecca You aren’t Rebecca

3 I’m a teacher I’m not a teacher

4 We’re in Paris We aren’t in Paris

5 I’m OK I’m not OK.

Use this drill to give students controlled practice of short

answers Ask the questions below to the class or to individual

students, as indicated Elicit the short answers below from

students Keep the pace fast and encourage students to

self-correct if they make mistakes Repeat the drill once or twice

Ask: Are you students? (to the class) Students say: Yes, we are.

Ask: Are you teachers? (to the class) Students say: No, we aren’t.

Ask: Are you at home? (to the class) Students say: No, we aren’t.

Ask: Are you a student? (to one student) Student says: Yes, I am.

Ask: Are you a teacher? (to one student) Student says: No, I’m

not.

Ask: Am I a student? (to the class) Students say: No, you aren’t.

Ask: Am I a teacher? (to the class) Students say: Yes, you are.

true? Elicit the true sentence: I’m not at home

ADDITIONAL MATERIAL

Workbook 1A Photocopiable activities: Grammar p.151, Vocabulary p.158, Pronunciation p.165

4 SPEAKING

Divide the class into pairs and assign A and B roles

Student As read the conversation on SB p.103 Student

Bs read the conversation on SB p.108 Give students

two minutes to complete their part of the conversation

Monitor and help as necessary

Put students into pairs to have the conversation When

they’ve fi nished, tell them to repeat the conversation

with diff erent names and countries Monitor and correct

students’ pronunciation as appropriate and listen for

correct usage of the target language from this lesson

Nominate a few pairs to perform their conversations for

the class

At the end of this lesson, students will be able to:

• use a lexical set of nationalities correctly

• understand a conversation about people from diff erent countries

• use be (with he, she and they) in positive and negative

statements and questions correctly

• use this and these correctly

• ask and answer questions about people’s nationalities

He’s Brazilian

1B

OPTIONAL LEAD-IN

Books closed Show the class photos of a tennis player and

a football player you think they'll know (not the ones in the

book) Elicit the names of other famous tennis and football

players and write them on the board Tell students to look

at the pictures on SB p.10 to see if any of the players are the

same as the ones the students mentioned

1 VOCABULARY  Nationalities

Point to picture c and ask: Do you know Maria

Sharapova? Put students into pairs to ask the same

question about the other football and tennis players

Take feedback as a class Draw a heart symbol on the

board and ask: Football or tennis: which is best? Students

will almost certainly be able to express their opinion on

this, even with limited language! Take a vote to fi nd out

which is the most popular sport in the class

match the nationalities with the pictures Check answers

as a class by pointing to each picture and saying the

nationality You may wish to give students information

from the Culture notes

Answers

a Spanish b Japanese c Russian d Chinese

e Brazilian f British g American h Mexican

CULTURE NOTES

Football playersShinji Kagawa (Japan, 1989) played for the German team Borussia Dortmund from 2010 to 2012, transferred to Manchester United and returned to Dortmund in 2014

Neymar (Brazil, 1992) won the South American Footballer of the Year award in 2011 and 2012 He joined FC Barcelona in 2013

Kelly Smith (England, 1978) is England’s record women’s football goal scorer, with 46 goals in 117 England appearances She retired from international football in 2015

Javier Hernández (Mexico, 1988) played for his home town club Guadalajara before transferring to Manchester United in 2010

Guillermo Ochoa (Mexico, 1985) was goalkeeper for the Spanish club Málaga in 2014 Before that he played for the Corsican team Ajaccio

Tennis playersRafael Nadal (Spain, 1986) has won nine times at the French Open, twice at the US Open and twice at Wimbledon

Maria Sharapova (Russia, 1987) has won various tennis titles in her career, including a silver medal in the women’s singles at the 2012 Olympics

Li Na (China, 1982) is China’s top women’s tennis player In

2011, she became the first Asian woman to win a Grand Slam title She retired in 2014

Identical twins Bob and Mike Bryan (the USA, 1978) have won more than 15 tennis Grand Slam doubles titles together

2 GRAMMAR be: he / she / they positive

Play the recording for them to listen and check their answers Check the answers again by reading out each statement 1–3 and asking students to say the sentence that matches

Answers

1 c 2 a 3 b

onto the board and elicit the answers from the students

Ask: How many syllables is ‘he is’? (two) And ‘he’s’? (one)

How many syllables is ‘they are’? (two) And ‘they’re’? (one)

Answers

1 he’s 2 they’re

CAREFUL!

Students at this level often omit be, e.g He Polish They

Brazilian (Correct form = He’s Polish They’re Brazilian.)

Students may also make agreement errors, e.g They’s

American (Correct form = They’re American.), omit the

pronoun before be, e.g I speak English with Kaito because is

Japanese (Correct form = I speak English with Kaito because

he’s Japanese.), or omit the pronoun as well as be, e.g

I speak English with Kaito because Japanese (Correct form =

I speak English with Kaito because he’s Japanese.).

Focus 1B Part 1 on SB p.114 Play the recording where indicated and ask students to listen and repeat Students complete exercise a in Part 1 on SB p.115 Check answers as a class Tell students to go back to SB p.11

Answers (Grammar Focus 1B Part 1 SB p.115) a

LOA TIP ELICITING

Eliciting is a classroom technique which involves giving students simple prompts to see if they can produce the target language It’s a useful technique for engaging the whole class

on a language point and seeing how much they know It’s best to start with minimal prompts, being prepared to give students more guidance if they struggle

a female student in the class (if there aren’t any female students in your class, point to the picture of Katy, who’s American, in the picture on SB p.8) and, with a quizzical

expression, say: Nationality? See if students can produce

She’s (+ nationality) If not, prompt them with She … Can

students produce the target language now? If not, supply

it Repeat the process, this time indicating a male student (or pointing to the picture of Paul, who’s American, in the

picture on SB p.8) and eliciting He’s (+ nationality) Finally, indicate two students and elicit They’re (+ nationality or

c 1.15 Pronunciation Write the following word on the

board with a line between each syllable: A|mer|i|can

Say the word slowly, pausing where the gaps are, and

pointing to each syllable as you say it Then say the

word again, clapping or moving your hand as you say

each syllable Play the recording for students to listen

and decide how many syllables there are in each word

Check answers as a class

A syllable is a unit of pronunciation which contains a

vowel sound For example, Chinese has two syllables, each

In English, as in other languages, one syllable in each word

is stressed more than the others For example, the second

syllable in Chinese is stressed more than the first However,

unlike some other languages, English words can stress any

syllable For example, the second syllable is stressed in

Brazilian , and the final syllable is stressed in Japanese.

the stressed syllable Check the answer as a class

Write American on the board with the stressed syllable

underlined

Answer

A|mer|i|can

and underline the stressed syllables in all the nationality

words Check answers as a class Play the recording again

for students to listen and repeat Monitor and correct

students’ pronunciation as appropriate

Answers

Spanish Japanese Russian Chinese Brazilian

British Mexican

p.132 Individually, students complete the table in a

They then compare answers in pairs Check answers as

a class In exercise b, play the recording for students

to listen and repeat the countries and nationalities For

exercise c, write students’ nationality or nationalities on

the board and make sure they can all pronounce their

nationality correctly Put students into pairs for exercise

d Tell students to go back to SB p.10

Answers (Vocabulary Focus 1B SB p.132)

a

1 Brazil 2 Russia 3 Mexico 4 the USA

5 Spain 6 Britain 7 China 8 Japan

c 1.24 Individually, students complete the task Play the recording for students to listen and check their answers Check answers as a class.

Answers

1 Is; he isn’t

2 Are; they are

3 Is; she isn’t

4 Are; they aren’t

5 Is; he is

mini-conversations in 4c

FAST FINISHERS

Ask fast finishers to stay in the same pairs and use the pictures

of sports players on SB p.10 to have more mini-conversations

like the ones in 4c, e.g Is he Spanish? No, he’s Japanese Is she

a football player? No, she isn’t She’s a tennis player.

Language Plus this / these

Read through the information with the class You may wish to

check that students know when to use this is and these are by

pointing to different things in the room, e.g the door, a pile of

books Ask the class: This is or these are? Each time, indicate that the students should say this is or these are

Point out that we don’t usually say these are with the names of people, e.g These are Anna and Simon Instead, we can say: This

is Anna and Simon or These are my friends, Anna and Simon Give a few more examples, e.g This is my phone These are my

students, Maya and Sabine Contrast the short vowel sound /ɪ/

5 SPEAKING

Divide the class into pairs and assign A and B roles Student As go to SB p.103 Student Bs go to SB p.108 Give students two minutes to look at the picture and information box and to prepare what they’re going

to say about their own picture and ask about their partner’s picture They then cover the information box and talk with their partner Monitor and note down any common mistakes/errors to deal with during feedback

ADDITIONAL MATERIAL

Workbook 1B Photocopiable activities: Grammar p.151, Vocabulary p.158, Pronunciation p.165

thinking about their sport and their nationality Monitor

and help as necessary

Suggested answers

1 Rafael Nadal is Spanish He’s a tennis player.

2 Li Na is Chinese She’s a tennis player.

3 Javier Hernández and Guillermo Ochoa are Mexican They’re

football players.

to see if they’re the same Invite some students to read

their sentences to the class

3 LISTENING

complete the task Play the recording again if necessary

You may wish to elicit the meaning of friends (people you

know well and like) by using the picture Check answers

as a class by nominating two students to read out the

completed conversation

Answers

1 Anna 2 Mexican 3 Alexander 4 Russian

5 Penny 6 American

going to say In pairs, students talk about two of their

friends Monitor, but don’t interrupt fluency unless

communication breaks down altogether At the end,

invite a few students to tell the class about their two

b 1.21–1.23 Students read the information in

Grammar Focus 1B Part 2 on SB p.114 Play the

recording where indicated and ask students to listen and

repeat Students complete the exercises in Part 2 on SB

p.115 Check answers as a class Tell students to go back

Students write down the names of four more tennis players

or football players on a piece of paper In pairs, they use the

ask about the names For example, Who’s he? Who are they?

They should also ask about nationality For example, Is he

Spanish? Is she Japanese?

At the end of this lesson, students will be able to:

• understand a conversation in which someone meets new people at work

• greet people at diff erent times of the day

• use appropriate phrases when meeting new people

• use appropriate tone when meeting people

• read and understand a personal profi le

• use capital letters and full stops correctly

• write their own personal profi le

Everyday English

Nice to meet you

1C

OPTIONAL LEAD-IN

Books closed On the board, write: I’m … Then draw a

big question mark Tell students you’re a tennis player

or football player from Lesson 1B They can ask you five

questions with Are you … ? to guess who you are (e.g Are

you a football player? Are you Mexican?) Give students a few

minutes to write down questions, before taking them from

the class

1 LISTENING

question Where? on the board and looking around Ask:

Am I in a new place? (no) Point to the picture of Sophia

and ask: Is she in a new place? Elicit students’ ideas but

don’t check the answer at this point

students to check the answer Check the answer as a

class, and establish that it’s Sophia’s fi rst day at Electric

Blue Technology Ask: Where’s she from? (Canada).

Answer

Yes, she is.

Video/Audioscript (Part 1)

RECEPTIONIST Good morning,

Electric Blue Technology?

SOPHIA Hi, my name’s Sophia

Taylor It’s my first day …

Canada?

for students to complete the sentences Check answers

as a class

Answers

Good morning, Electric Blue Technology.

Hi, my name’s Sophia Taylor It’s my first day.

2 USEFUL LANGUAGE  Greeting people

box Check answers as a class

Answers

1 morning 2 aft ernoon 3 evening

b 1.26 Pronunciation Play the recording for students

to listen for the number of syllables in each greeting

Check answers as a class

Answers

hello (2) good morning (3) good aft ernoon (4) good evening (3)

for the stressed syllables in each greeting Check

answers as a class and drill all the phrases

Answers

for each time of day Check answers as a class, inviting diff erent students to say the greeting for each time

Answers

1 Good evening 2 Good aft ernoon 3 Good morning.

4 Good evening 5 Good morning 6 Good aft ernoon.

3 LISTENING AND USEFUL LANGUAGE

Meeting new people 1

Blue Technology You may wish to elicit or pre-teach

the word manager Play Part 2 of the video or audio

recording for students to listen for the manager’s name Check the answer as a class

Answer

David

Video/Audioscript (Part 2)

DAVID Is this Sophia?

RECEPTIONIST Yes Hello!

SOPHIA Good morning!

you?

with me, please.

S OK!

two sentences and underline the words they hear Check answers as a class Nominate a few students to introduce themselves using the two phrases

Answers

1 My name’s 2 I’m Yes, both options in 1–2 are possible.

c 1.29 Pronunciation Play the recording for students

to listen to the conversation and notice the stress on the underlined words

facial expression to check students understand that is happy and is neither happy nor sad Students complete the sorting task Play the recording for students to listen and check their answers Play the recording again for students to listen and repeat Encourage students to use their faces and body language as well as the words to express the feeling behind the expressions

Answers

5 PRONUNCIATION  Tone

voice, with no intonation change at all Then repeat it in

a cheerful way Repeat it, and gesture with your hands

to show how your voice moves when you want to sound

cheerful Say: This is ‘tone’ Write tone on the board

Play the recording for students to answer the question Check the answer as a class Play the recording again and use your hand to indicate how the tone moves

on them trying to produce it

and repeat Monitor carefully, pausing the recording to correct sensitively any mistakes with the tone that you hear

6 SPEAKING

all the language from the lesson Students complete the conversation individually Play the recording for them

to listen and check their answers Check answers as a class

Answers

1 is 2 meet 3 you 4 fine

reading the conversation Then tell them to repeat the conversation, but this time using their own names Encourage them to change roles a few times Monitor and listen out for how well the students use changing tone

again, changing roles and using the different expressions

in 3e Invite one or two stronger pairs to have a

conversation for the class to hear

4 LISTENING AND USEFUL LANGUAGE  

Meeting new people 2

the office Ask: Where are they? Elicit or teach the word

office Play Part 3 of the video or audio recording for

students to answer the question Check the answer as a

class

Answer

No, they aren’t.

Video/Audioscript (Part 3)

DAVID Hi, Megan – Sophia’s here.

MEGAN Oh Already? Great!

SOPHIA Nice to meet you, Megan.

not Sophie.

Sophia.

home for the next year.

Megan, and she can help you

with …

D Bye!

office, welcome to Electric Blue Technology, and welcome to the UK!

very much!

EXTRA ACTIVITY

Write these words from Parts 2 and 3 of the video or audio

recording on the board and ask students to find pairs with

same or similar meaning:

Sorry Bye

Great! Sure

Of course I’m sorry

See you later Good!

Check answers as a class (Sorry – I’m sorry, Great! – Good!,

Of course – Sure, See you later – Bye.) Drill the words and

phrases

for students to complete the task Check answers as a

class Referring back to the picture of Sophia looking

lost, point to the picture of Sophia and Megan in the

office and ask: Is Sophia OK now? (yes).

Answers

1 meet 2 office 3 desk

recording for them to listen and check

Answers

1 DAVID This is Megan Jackson.

2 SOPHIA Nice to meet you, Megan.

3 MEGAN Nice to meet you too, Sophie.

conversation using their own names

7 WRITING

answer the question Check the answer as a class

Answer

She’s from Toronto.

through the information in exercise a If appropriate for your students, ask them to do exercise b individually Check answers by inviting a few students to come and write the correct capital letters on the board Similarly,

as students complete exercise c, copy the uncorrected sentences onto the board and invite students to come and correct the punctuation Tell students to go back to

1 We’re from Brazil 2 He’s a student 3 This is Ruben.

4 I’m in a class with Amy Lee 5 My name is Sandro.

6 Their flat is in Mexico City It’s small.

English class Give students five minutes to write a personal

profile like Sophia’s Monitor and help as necessary

FAST FINISHERS

Ask fast finishers to write a profile like Sophia’s for Megan Jackson and David (the people Sophia meets at Electric Blue Technology) Tell them to invent their nationalities and David’s surname

students Give them two or three minutes to read each

other’s work Ask: Are you all from the same place? Are

you all from the same country?

ADDITIONAL MATERIAL

Workbook 1C Unit Progress Test Personalised online practice

LOA TIP MONITORING

Monitoring means paying close and careful attention to

students’ spoken and written output as they work, usually

with a particular focus on language recently learned When

students are doing pair and group work, the easiest way to

monitor is to walk round the classroom looking and listening

to what they’re doing Crouching down to desk level can make

your presence less large, as well as making it easier to see and

hear mistakes Monitoring often involves helping students,

giving them positive feedback and correcting errors You can

do this ‘on the spot’ as you walk around or you can note down

examples of errors and good language use and give students

feedback at a later stage The second approach can be more

effective as it avoids singling out individual students

With 6b, monitoring is a little more difficult, as you are aiming

to feed back on students’ pronunciation As you monitor, listen

to students’ use of intonation, and react appropriately For

example, if students’ intonation is flat and unchanging, don’t

say anything, but react by gesturing with your hands or face

that you want students to use a changing tone If students’

intonation sounds good, react by smiling or nodding

have a long or short sound? (long) Write the on the board

and ask: A long or short sound? (short) Draw the long

word Play the recording, then check answers as a class Students practise saying the words in pairs

then play the recording

Play the recording Check answers as a class Play the recording again, then put students into pairs to practise saying the sentences

Answers

1 I’m right 4 This is my room 5 She’s from Brazil

8 Laura’s American.

LOA REVIEW YOUR PROGRESS

Students look back through the unit, think about what they’ve studied and decide how well they did Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice

1 GRAMMAR

Check answers as a class

Answers

1 ’m 2 we are 3 aren’t 4 Am I 5 are you 6 ’re

answers as a class

Answers

1 isn’t 2 are 3 is 4 Are 5 aren’t 6 Is, isn’t

1b

work, write the uncorrected sentences on the board

Check answers as a class by inviting students to come

and correct them

Answers

1 No, he isn’t from China.

2 Are you OK?

3 Yes, I am.

4 What’s your name?

5 I’m not Brazilian.

6 Who’s she?

2 VOCABULARY

write the country names Check answers as a class

Answers

1 Britain 2 Russia 3 Spain 4 China 5 Japan 6 Brazil

look at the flags and complete the nationality words

Check answers as a class

Answers

1 Canadian 2 Polish 3 American 4 Japanese 5 British

6 Italian

FAST FINISHERS

Ask fast finishers to write down as many other nationalities

as they can in one minute In pairs, they compare lists

EXTRA ACTIVITY

Put students into pairs Give them one minute to write down

the names and nationalities of two or three famous people

from different countries The nationalities must be in the list

in Vocabulary Focus 1B on SB p.132 Join pairs with other

pairs They take turns to say a name and ask: Where’s she

from? or Where’s he from? How many questions can each pair

answer correctly?

Common adjectives: bad, beautiful, big, boring, diff icult,

small , wrong

Common objects 1: book, bottle of water, computer, key,

knife , newspaper, phone, ticket, umbrella, watch

Numbers 1: one, two, three, four, five, six, seven, eight,

seventeen , eighteen, nineteen, twenty, thirty, forty, fift y,

sixty , seventy, eighty, ninety

Language Plus: a / an

P  PRONUNCIATION

Do you … ?

Long and short vowel sounds in do and have

Main stress in questions

Tone in questions

C  COMMUNICATION SKILLS

Talking about your home town

Talking about possessions and common objects

Asking for and giving personal information

Completing a form

Writing Plus: The alphabet and spelling

GETTING STARTED

OPTIONAL LEAD-IN

Books closed Collect some common objects from around

the classroom, including some of your own things Put them

on a table in front of the class These objects could include

books, pens, a wallet, a bag, etc Elicit or teach the word

things, gesturing to the collection of objects Find out if

students know the names of the objects in English

If you have time, extend this activity by asking students to

At the end of this unit, students will be able to:

understand information, texts and conversations about places and common objects

exchange information about places and common objects

ask and talk about possession describe objects and places understand conversations in which people ask for and give personal information and do so themselves complete a form with personal information

UNIT OBJECTIVES

chair, car, TV, table Ask students to fi nd them in the

than one answer (e.g Russia, Poland), write them all on

the board Leave students’ ideas on the board for the next stage If you wish, give students information from the Culture notes

Play the recording for students to listen to other people talk about the picture Do the speakers have the same ideas as the students? Check as a class, underlining any

of the things on the board the speakers say

Audioscript

one, two, three, four.

are there?

A Two.

There’s a little one on the right.

bear on one of the sofas!

do you have?

a TV – just one TV And five bookcases! What do you have?

A big table with eight chairs.

All about me

match the names of the people with the pictures Check answers as a class and write the names of the places on

the board (Santiago, Vyborg, Ravello) If you wish, give

students information about the three places from the Culture notes

Answers

a Katia b Yuri c Carlo

• understand a text about people’s homes

• use it’s and it isn’t correctly to talk about places

• use a lexical set of common adjectives to describe objects, people and places

• use possessive adjectives correctly

• talk about home towns and homes

It’s a very big city

ADDITIONAL MATERIAL

Photocopiable activities: Pronunciation p.164

EXTRA ACTIVITY

Write these words and phrases on the board and check

students understand them using gestures and mime:

maybe

I don’t know

I can see …

I have

Play the recording again for students to listen and count

how many times they hear each phrase Check answers by

pausing the recording aft er each phrase (maybe – 4, I don’t

CULTURE NOTES

The photo shows a Russian family, from Suzdal (population

about 10,000), an old town 215 km northeast of Moscow,

whose streets are lined with traditional colourful wooden

houses like the ones in the picture

The family are standing outside their house with all their

material possessions Noticeably, this family doesn’t own a

bed Instead, they use their sofas (divan) and turn them into

beds at night

This photo was taken as part of the Material World project,

which showed 30 families from diff erent countries with all

their belongings A book consisting of these photos has been

published and has sold well around the world

OPTIONAL LEAD-IN

Books closed Write this word snake on the board or one that

is similar with other cities in it:

Put students into pairs and ask: Can you find ten cities in

one minute? Check answers as a class (for this word snake:

Izmir, Madrid, Acapulco, Washington, Vienna, Dakar, Jakarta,

Manchester, Kyoto, Moscow)

CAREFUL!

Students often omit it’s, e.g I have a new phone A very small

phone (Correct form = I have a new phone It’s a very small

phone ), or forget the apostrophe, e.g Its fantastic! (Correct

form = It’s fantastic!) Another common error is using it’s

where is would be correct, e.g Central Park it’s very nice

(Correct form = Central Park is very nice.).

Language Plus in / near

Tell the students to look at the two maps Ask: Where’s

Naples? (in Italy) Where’s Ravello? (near Naples).

LOA TIP CONCEPT CHECKING

Ask the following question about the country you’re in now:

Are we in (the country) or near (the country)? (in) Then repeat

the same question with the names of a town, city or country near your location Finally, say the name of the town or

city you’re in now and ask: Are we in (the town) or near (the town)? (in)

sentences about themselves Monitor to check they are using the target language correctly

sentences Nominate a few pairs to share their sentences with the class

EXTRA ACTIVITY

Write on the board: Where? Think of a village, town, city or

country that everyone in the class will know Keep it secret

Students can ask you ten questions with Is it in … ? and Is it

near … ? They should try to guess the place in ten questions Put students into small groups to play a few more rounds of the game Monitor, but don’t interrupt fluency

3 READING AND VOCABULARY   Common adjectives

many people? How many homes? (seven people, six

Audioscript

Conversation 1

CARLO I’m from Ravello, in Italy.

Conversation 2

KATIA I’m from Santiago.

Conversation 3

YURI I’m from Vyborg, in Russia.

CULTURE NOTES

Ravello (population: approx 2,500) is located on the Amalfi

coast in the southwest of Italy It is a very popular tourist

destination Popular attractions include a 13th-century villa,

a tower and an outdoor pavilion The pavilion is used every

summer for some of the music, theatre and dance events of

the Ravello Festival

Santiago (population: approx 6.7 million) lies on the

Mapocho river in the centre of Chile It was founded in

1541 by Pedro de Valdivia, a Spanish explorer Today, it’s

a modern, cosmopolitan capital city, and Chile’s business,

political, cultural and entertainment centre It is also an

important manufacturing centre, producing textiles and

foodstuffs

Vyborg (population: approx 80,000) is an ancient town

120 km northeast of St Petersburg, in Russia First founded

in 1293, Vyborg was a Swedish town until the beginning of

the 1700s It is a port and railway junction and has many

industries including shipbuilding and factories that produce

farm machinery, electrical equipment and paper Its old

buildings and monuments are a mix of Russian, Finnish and

1 it 2 isn’t 3 It’s 4 is 5 Is 6 isn’t

2 GRAMMAR  be: it’s / it isn’t

Italy Underline Ravello is and ask: One word? Elicit that

It’s can replace Ravello is

Individually, students complete the table Check answers

as a class Drill the three sentences

Answers

CAREFUL!

Students often confuse possessive adjectives and pronouns, using pronouns where they should use possessive adjectives,

e.g Where’s me phone? (Correct form = Where’s my phone?),

or possessive adjectives instead of pronouns, e.g Can you

help my? (Correct form = Can you help me?) This error

most frequently occurs with me and my Students may also miss out the possessive adjective, e.g Thanks for help

(Correct form = Thanks for your help.), or use an article (most

commonly the) in its place, e.g It’s a picture of the home

town (Correct form = It’s a picture of my home town.).

SB p.117 Check answers as a class Tell students to go back to SB p.17

Answers (Grammar Focus 2A Part 2 SB p.117) a

1 your 2 her 3 their 4 Our 5 your 6 their

p.113 Remind students of the meaning of the same by showing two books that are different and asking: Are

they the same? (no) Then show two books that are the

same and repeat the question (yes) Students tell their information to the other two students Monitor, but don’t interrupt fluency When students have finished, they answer the following question in their groups:

What information is the same about all three people? Check

Katia big flat Miguel small house

Carlo big, old and

Susanna big flat

At the end of this lesson, students will be able to:

• use a lexical set of nouns for common objects correctly

• understand a conversation with a customs offi cer about objects you can take on a plane

• use plural nouns correctly

• use I have and Do you have … ? correctly to talk

Books closed Write the names of some famous airports on

the board, for example Heathrow, Narita, JFK, along with the

name of a major airport in the country you are in now Elicit

the word airport.

In pairs, give students two minutes to think of other words

related to airport, for example, plane, fly, travel, ticket, etc

Which pair can think of the most? Write the words on the

board and any others students thought of Elicit a sentence

containing each word from the class

1 a newspaper 2 a phone 3 a book 4 an umbrella

5 a bottle of water 6 a key 7 a computer 8 a knife

a knife; a bottle of water (you can’t take them through security)

LOA TIP DRILLING

model and drill a key, a book, an apple, an umbrella Increase

the challenge with this simple drill:

Say: book Students say: a book

Say: watch Students say: a watch

Say: umbrella Students say: an umbrella

Say: newspaper Students say: a newspaper

Say: ice cream Students say: an ice cream

Say: apple Students say: an apple

Say: bottle of water Students say: a bottle of water

Language Plus a / an

Tell students to look at the objects in the picture again and

then read the rules Ask: How many is ‘a’? (one) How many

is ‘an’? (one) Draw a picture of an apple and a phone on

ask: a or an? Elicit an apple and a phone and complete the

phrases on the board

students are using the question and It’s a/an … correctly

and correct their pronunciation as appropriate

Focus 2B on SB p.133 For exercise a, play the recording for students to listen and repeat the objects Put students into pairs to do exercises b and c Monitor and help as necessary Tell students to go back to SB p.18

2 LISTENING AND GRAMMAR   Plural nouns

Munroe Ask: Where is he? (at an airport) Play the

recording for students to listen for the words he says Play the recording again for students to listen and check, pausing after each answer If you wish, give students information from the Culture notes below

Audioscript

airport?

JOHN Most things are fine

Computers are fine, and phones, and watches of course, all no problem.

Passengers are allowed to take certain items onto the planes

in their hand luggage These can include:

disposable razors, nail files, knitting needles, sewing needles, umbrellas, walking sticks, safety matches, medical equipment and electronic equipment such as a tablet or laptop

Passengers aren’t allowed to take dangerous items onto a plane in their hand luggage These depend on the airline and the area the flight takes place in, but can include:

fireworks, work tools such as screwdrivers, and sports

3 GRAMMAR  have

Ask: What’s in the bag? In pairs, students complete the

conversation Play the recording for students to listen and check their answers

EXTRA ACTIVITY

Put students into pairs to use the numbers in different ways, for example

down from twelve to one (twelve, eleven, ten … )

threes (three, six, nine … )

Students can also give each other simple sums to do, for example:

A What is six and four?

and elicit different Students read the instructions and

the example question and answer Indicating the A and

B pictures, ask the class: How many things are different?

(seven) Students complete the task in pairs Monitor, but don’t interrupt fluency At the end of the activity,

ask the class: What are the seven differences?

up two other books and ask: What are these? (books)

Write book and books on the board and write singular

(= 1) and plural (= 2+) above them Tell students to

Answers

watch – watches (add -es)

knife – knives (change the f to v and add -s)

CAREFUL!

Students often make mistakes with plural noun endings, e.g

I have two phone (Correct form = I have two phones.), and

They’re big citys (Correct form = They’re big cities.).

d Sound and spelling /s/, /z/and/ɪz/

phone and computer on the board and asking: How

many syllables do these words have? (phone – 1 syllable,

computer – 3 syllables) Repeat the question with the

words apple and umbrella (apple – 2 syllables, umbrella

– 3 syllables) For exercise 1, give students one minute

to read the task Play the recording Check the answer

as a class If necessary, say book/books, key/keys, watch/

watches so students can hear the contrast between the

1 eggs 2 knives 3 girls 4 countries

5 towns 6 phones 7 villages 8 cities

b

1 a big city 2 a town 3 a small 4 flats

5 bottles 6 baby 7 cities 8 tickets

off icer asks Do you have … ? and the passenger replies with

Monitor, but don’t interrupt fluency unless students make mistakes in their choice of vocabulary

Nominate a few pairs to act out their conversation in front of the rest of the class

ADDITIONAL MATERIAL

Workbook 2B Photocopiable activities: Grammar p.152, Vocabulary p.159, Pronunciation p.165

At the end of this lesson, students will be able to:

• understand a conversation in which someone gives personal information

• use appropriate phrases to ask for and give personal information

• understand a conversation about a fl at

• use appropriate tone in questions

• say their name, phone number and address

• use the alphabet to spell words aloud

Say: Think about (the town/city you’re in now) Where can you

see these buildings?

Put students into small groups to discuss their ideas for two

minutes, then take feedback as a class Does this town/city

have areas with all these buildings?

Answers

1 the woman 2 a flat

Video/Audioscript (Part 1)

RACHEL Good morning.

SOPHIA Good morning.

here.

sit down OK, so … a flat just for you?

Student A has two books, Student B has three books.

Student A has two phones, Student B has one phone.

Student A has one knife, Student B has four knives.

Student A has one watch, Student B has two watches.

Student A has five keys, Student B has one key.

Student A has three tickets, Student B has no tickets.

Student A has no newspaper, Student B has one newspaper.

FAST FINISHERS

Ask fast finishers to stay in the same pairs and take turns to spell out words from Units 1 and 2 to each other How quickly can the listener guess what their partner is spelling out?

3 LISTENING

house or a flat? (a flat) Elicit or pre-teach the meaning

of nice Draw a happy face on the board to show the meaning of really nice and a sad face for isn’t very nice

Play Part 2 of the video or audio recording for students to tick the sentence which matches Sophia’s opinion Check

the answer as a class Ask: Do you think the flat is nice?

Answer

1 The flat’s really nice.

Video/Audioscript (Part 2)

RACHEL So, this is it One bedroom

And a kitchen, of course And it’s quite big!

SOPHIA Yes, it is It’s beautiful.

person … It’s a nice street And near a park.

***

it’s great I like it I really like it.

an example from your local area that everyone will know Play Part 2 of the video or audio recording again for students to listen for the correct information about the flat They then check in pairs Check answers as a

class Ask: Would you like to live here? Why / Why not?

Encourage students to express their opinion without worrying about accuracy

Answers

1 big 2 good for one person 3 near a park

LOA TIP ELICITING

Elicit some positive and negative adjectives from the class

Write nice on the board and ask students to call out more

adjectives from Unit 2 to talk about flats and houses Check that students can pronounce the adjectives correctly, then write some of them on the board:

old, new, big, small, good, bad, interesting, boring, beautiful

Write these sentences from exercise 3a on the board:

It’s really nice

It isn’t very nice

Elicit more sentences like this by asking students to change

the adjective, e.g It isn’t very big It’s really bad.

Finally, elicit some personal responses to the flat that Sophia looks at Ask students to look at the picture on SB p.21 Point

to different things in the picture and nominate a few students

to give their opinions using the adjectives on the board or their own ideas For fun, you could also elicit students’ opinions about things in the classroom (e.g the chairs, a picture on the

wall, the carpet, one of your pens) using Do you like this/these?.

address? Do you have an

address in London?

R OK.

your phone number, please?

have two nice flats in this part

of London This one It’s an old flat Very big rooms.

it’s a really nice flat.

c Give students up to five minutes to complete the form with their own information Monitor and point out errors for students to self-correct.

EXTRA ACTIVITY

Students copy out the form in 6c on a piece of paper, leaving

it empty In pairs, they role play a conversation Student A works at Local Rentals Student B is a customer Student A asks questions and fills in the form with Student B’s information (first name, surname, etc.) Write this opening exchange on the board which students can use to begin their conversation:

A: Can I help you?

B: Yes, I need a flat near here.

Students A and B then swap roles and repeat the conversation

ADDITIONAL MATERIAL

Workbook 2C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.166

In Wh- questions, the tone usually falls from high to low at

the end of the question:

What’s your surname?

question so students can listen and repeat

questions Monitor and check whether students are

saying the question with a downwards tone at the end

The address of the Alpha Hotel (High Street)

Sophia’s email (sophiat@electricblue.com)

pronunciation of the plural nouns in the box Students add the plural nouns to the correct place in the table

recording again Check answers as a class In pairs, students practise saying the words

Answers

flats tickets books

keys umbrellas computers

villages addresses houses

necessary Check answers as a class In pairs, students practise saying the words

Answers

hello, her, his, home, house, how, who, happy

LOA REVIEW YOUR PROGRESS

Students look back through the unit, think about what they’ve studied and decide how well they did Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice

Tell students to cover the adjectives on the left (big, easy,

etc.) They then look at the adjectives on the right (small,

difficult, etc.) and write the opposites When they finish,

they can look at the adjectives they covered and check their

spelling

crossword Check answers as a class

Answers

1 umbrella 2 book 3 watch 4 ticket 5 computer

6 key 7 phone 8 newspaper

FAST FINISHERS

In pairs, fast finishers ask each question with Do you have …?

about the objects in the crossword and other things from the

unit (e.g a flat, an umbrella).

Food 1: bread, coff ee, cola, eggs, fish, fruit, fruit juice, meat,

milk, rice , tea, vegetables, water

Food 2: apple, banana, biscuit, butter, cake, cheese,

ice cream , orange, pizza, potato, sandwich, tomato

Time: o’clock, half past, (a) quarter past, (a) quarter to,

twenty past , twenty to

P  PRONUNCIATION

Syllables and word stress

Sentence stress

C  COMMUNICATION SKILLS

Saying what you eat and drink

Talking about food and meals

Ordering and paying in a café

Writing a text message

Writing Plus: Contractions

GETTING STARTED

OPTIONAL LEAD-IN

Books closed On the board, draw and Show students

some pictures of food you think they’ll know the words for

in English For each picture, elicit the food and then say: Who

likes (the food)?, encouraging students to raise their hand if

they do If the majority of the class likes the specific food,

write it on the board under If they don’t, write it under

Repeat the procedure for the other pictures you’ve brought

eat Put students into pairs to look at the picture and ask

and answer questions 1 –5 Monitor and notice whether

students attempt to use I eat / I don’t eat and I like /

I don’t like, but don’t correct errors at this stage Also

check how easily students can talk about mealtimes and

times of day Take feedback as a class Write any food

words that students use on the board and leave them

Play the recording for students to listen to other people talk about the picture Which food words on the board

do the speakers say? Check as a class, ticking the food words the speakers say

Audioscript

the fridge?

vegetables tomatoes And cheese Milk.

mushrooms, eggs And I have burgers actually!

fridge?

What do you like?

But I don’t like meat

don’t like milk.

the food in the fridge?

morning For breakfast.

sometimes!

like eating potatoes in the evening before I go to bed.

of food do you like?

Write this question on the board: Who says it, the man or the

woman? Then write these statements:

1 I can see eggs.

2 I can see some drinks too.

3 I have fruit and vegetables.

4 I like meat, but I don’t like milk

5 I sometimes have eggs in the morning.

6 When do you eat meat?

Play the recording again for students to listen and decide if the man or the woman says each statement Check answers

as a class (1 man, 2 man, 3 man, 4 woman, 5 woman, 6 man)

check how much food vocabulary they can produce

At the end of this unit, students will be able to:

understand and convey information, texts and conversations about food, drink and meals ask and tell the time

talk and ask about people’s meal times and habits understand conversations in which people order and pay in a café and do so themselves

write a text messageFood and drink

At the end of this lesson, students will be able to:

• use a lexical set of food and drink words correctly

• use the present simple with I, you, we and they in

positive and negative statements correctly

• understand a text about people’s eating habits

• use the present simple with I, you, we and they in

in exercise b as appropriate Students do exercise cindividually Play the recording in exercise d for students to listen and check their answers Then play

it again for them to listen and repeat the words Before students start exercise e, point to the speech bubbles

and highlight the phrases I think … and Maybe … Use

gestures or facial expressions to convey the idea of uncertainty and guessing Monitor and correct students’ pronunciation as appropriate Tell students to go back to

Ask fast finishers to write down their favourite kinds of the

following: tea, coff ee, fruit, meat, vegetable Encourage them

to use bilingual dictionaries if they have them In pairs, they compare lists

2 READING AND GRAMMAR  

Present simple: I / you / we / they

positive and negative

the pictures

Answers

1 fruit, eggs, rice, bread, meat

2 fruit, vegetables, bread, rice

3 fruit, vegetables, meat, eggs, rice There is no fish in any of the pictures.

texts They match the texts with the pictures Check answers as a class

Answers

a 3 b 1 c 2

the texts for help Check answers as a class Drill the two negative sentences, replacing the food words with other

food and drink words, e.g I don’t eat bread I don’t like

tea.

Answers

I We They

Books closed Mime eating something Elicit the words eat

and food Mime drinking something Elicit or teach the word

drink Write food and drink on the board

Say some names of popular foods and drinks from the

country you’re in, or some famous food and drinks from

around the world (e.g spaghetti, the name of a well-known

fizzy drink, or hamburger) For each one, ask students to say

1 VOCABULARY  Food 1

pictures Play the recording for students to listen and

check their answers

Answers

1 meat 2 fish 3 vegetables 4 fruit

5 rice 6 eggs 7 bread

b 1.72 Pronunciation Remind students what syllables

are by comparing the words food (one syllable) and

happy (two syllables) Play the recording again for

students to listen for the word which has more than one

syllable Check the answer as a class Ask: How many

syllables does the word ‘vegetables’ have? (three) Which

syllable is stressed? (vege)

Answer

vegetables

face on the page, pointing to the pictures of fruit and

bread, smiling and saying I like fruit I like bread Put

students into small groups to say what they like Take

feedback as a class

d Sound and spelling/iː/,/ɪ/and/aɪ/

to listen and repeat the sounds and words Ask students:

Which sound is short? (/ɪ/)

the task Say big and ask which part of the table it

goes in (the Sound 2 column) Play the recording once

for students to complete the task individually They

compare answers in pairs Play the recording again if

necessary Check answers as a class

nine China five HiFor exercise 3, put students into pairs to practise

saying the words

d 1.80–1.81 Students read the information in Grammar Focus 3A on SB p.116 Play the recording where indicated and ask students to listen and repeat Students complete exercise a on SB p.117 Check answers as a class As students do exercise b, monitor and point out errors for students to self-correct Check answers as a class As students do exercise c, monitor and help with vocabulary as necessary Nominate a few students to read out their sentences to the class Tell students to go back to SB p.25.

Answers (Grammar Focus 3A SB p.117) a

1 don’t 2 Do 3 do 4 eat 5 don’t 6 don’t

b

1 They eat meat 2 They don’t eat fish 3 They eat vegetables

4 They eat rice 5 They don’t eat bread.

LOA TIP DRILLING

Backward drilling (also known as backchaining) is an effective technique for building students’ confidence with pronouncing longer phrases and sentences It involves starting the drill with the last word of a sentence, and gradually building up the sentence by adding words Drill the

question Do you like fruit? as shown below:

Say: fruit? Students repeat

Say: like fruit? Students repeat

Say: you like fruit? Students repeat

Say: Do you like fruit? Students repeat

Repeat the drill, building up the question Do you eat fish?

Make sure you keep the pronunciation consistent as you build up the question

in 3b

EXTRA ACTIVITY

Write these short answers on the board: Yes, I do No, I don’t

Yes, they do No, they don’t Drill each short answer for pronunciation, then draw a plus sign (+) and a minus sign (–)

on the board Ask the class the questions below, pointing each time to either the plus or the minus sign Students must give the appropriate short answer For example, ask:

Do you like fish? Then point to the minus sign and elicit No, I

don’t Repeat the activity a few times, increasing the pace to increase the challenge

the correct answers They then check in pairs Check

answers as a class

Answers

1 don’t eat 2 don’t eat 3 don’t like 4 eat 5 like

would like to have for a week and why Take feedback

as a class Encourage students to give their reasons,

encouraging them to express their opinions as far as

they are able to If you wish, give students information

from the Culture notes below

CULTURE NOTES

What people spend each week on food varies hugely from

country to country Here are some example figures from

3 LISTENING AND GRAMMAR

Present simple: I / you / we / they

questions

decide what Rajit eats Play the recording again if

necessary Students compare their answers Check

answers as a class

Answers

fish, vegetables, rice, fruit

complete the conversation Check answers as a class

Answers

1 Do 2 like 3 eat

and complete the questions in the table Play the

recording for students to check their answers Be aware

that there is more than one correct answer, and both

eat and like are possible as main verbs Drill the two

questions, replacing fish and fruit with other food and

drink words, for example, Do you eat eggs? Do you like

coffee?

Answers

4 SPEAKING

students to ask you some of the questions Put students

into pairs to interview each other and complete the table

Monitor and note down any common mistakes/errors to

deal with during feedback Take feedback as a class

They then use these words to interview their partner

using: Do you like … ? and Do you drink … (every day)?

Take feedback as a class Ask a few pairs: What food and

drink do you like? so that they can tell the class using

We … For example, We like rice We don’t like

vegetables

At the end of this lesson, students will be able to:

• understand a text about breakfast in the UK

• use a lexical set of food words correctly

• use a lexical set of time phrases to say the time correctly

• understand three people talking about dinner

• use adverbs of frequency correctly

• ask and answer questions about meal times

I always have dinner early

3B

OPTIONAL LEAD-IN

Books closed Draw a simple picture of the sun rising on the

board, as well as a very simple picture of what you ate and

drank for breakfast this morning (If you had nothing, draw an

empty plate!) Elicit or pre-teach the word breakfast

Ask students: Do you have breakfast? Take a class vote on

how many people eat breakfast

1 READING

word breakfast by pointing to the four typical breakfast

foods in 1c You may also wish to teach the word

nothing (= 0) Give students one minute to tick their

answers in the table

a few pairs to share their answers with the class

Elicit students’ ideas but don’t check the answers at

this point

their idea in 1c was correct

Answer

toast

EXTRA ACTIVITY

Write toast – 1 on the board Ask: What about the other

pictures? Encourage students to number the other pictures

according to how popular they are for breakfast in the UK

(cereal – 2, fruit – 3, eggs – 4)

questions, then take feedback as a class If you wish,

give students information from the Culture notes

CULTURE NOTES

In some countries, including the UK and the USA, most people eat specific ‘breakfast food’ – things like cereal with cold milk and toast with butter and jam They don’t usually eat these things for lunch or dinner and they never or rarely have lunch food or dinner food for breakfast In other places, however, breakfast meals are the same as or similar to other meals of the day Here are some examples:

eat khichdi for breakfast; it’s made of rice, lentils, spices

and pickles – ingredients that are used in other meals during the day

made of natto (fermented soy beans), rice, miso soup and

green tea

wheat, yoghurt and vegetables – at all meals, not just breakfast

day’s tagine (spiced meat and vegetable casserole) for

breakfast

black beans and rice in onion sauce with salsa – all standard foods eaten at other meals

cooked with olive oil, onion, parsley, garlic and lemon juice

ADDITIONAL MATERIAL

Workbook 3A Photocopiable activities: Grammar p.152, Vocabulary p.159, Pronunciation p.166