English for Life Pre-Intermediate Teachers Book

Episode 1 Russell returns Asking about people Read and speak: My job Adverbs of frequency English in the world: 24/7 Making appointments: Dates and times Prepositions of time: in, on, at

English for Life

2

P r e - i n t e r m e d i a t e Teacher’s Book

T o m H u t c h i n s o n

www.oup.com/elt/teacher/englishforlife

Teacher’s Book

Carol Tabor 3

Jenny Quintana Tom Hutchinson

Great Clarendon Street, Oxford ox2 6dp

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CD-ROM test material by Debra Emmett.

Commissioned photography by: Gareth Boden: pp1, 14, 42, 75 Illustrations by: Stuart Briers: p 71, Stefan Chabluk: p 69, Cyrus Deboo: pp 5, 9,

21, 24, 29, 32 (objects), 37 (objects), 39, 49, 57 (office activities), 73, 87; Mark Duffin: pp 25, 26, 58, 97, Paul Fisher Johnson: p 23, Tony Hall: pp 5 (cartoons),

13, 30, 31, 37, 65, 77, Sarah Kelly: pp 4, 8, 32, 41, 56, 64, 72, 80, 93; Chris Pavely: pp 11, 16, 22, 48, 57, 61, 62, 85, 89, Roger Penwill: p 46, 78, 91, Klaus Trommer/Storyboards.nl: pp 4, 6, 10, 12, 18, 20, 26, 28, 34, 36, 38, 44, 50, 52,

58, 60, 68, 70, 74, 76, 81

Story page illustrations by: Klaus Trommer/Storyboards.nl

We would like to thank the following for permission to reproduce the following photographs: Advertising Archive p 33 ( TV Advert), AKG Images p 33

(Lucasfilm/20 th Century Fox/ALB/Star Wars, Alamy pp 1 (Stephen Oliver/girl with long hair), 45 (David R Frazier Photolibrary/Music shop/Sports shop, Andrew Fox/Flower shop, Stephen Roberts/Hardware shop), 47 (Jon Arnold Images/High Street), 53 (Brandon Cole Marine Photography/scuba diving, Vic Pigula/canoeing Ianni Dimitrov/sunbathing, Chris Howes/Wild Places Photography/DIY, David R Frazier Photolibrary/painting, Art Kowalsky/

sightseeing), 54 (Photo Japan/cherry blossom, Stock Connection Distribution/

man, Art Kowalsky/ beach), 65 (Frank Chmura/paper), Allstar pp 33 (Warner Brothers/Friends, 20 th Century Fox/The Simpsons cartoon), Art Directors and

Trip pp 1 (man in white shirt), Catherine Blackie p 45 (travel Agent) Bosch p 61

(washing machine, dishwasher, microwave, kettle, toaster, vacuum cleaner), BBC Documentary ‘Hiroshima’ © The Model Unit p 66 BBC Photograph Library

pp 33 (News, weather, Police, hospital, chat show, game show), Bubbles

p 63 (man changing nappy), Nicky Clarke p 61 (hairdryer), Corbis Images

pp 3 (Kevin Dodge/woman on phone), 15 (Ray as young man) 27 (Malcolm Hanes/yacht), 35(Matthias Kulka/diamonds, Chuck Savage/man with prize), 45 (Richard Klune/butcher, Birgid Allig/Greengrocer, John Dakers/Jewellery shop),

47 (Gideon Mendel/supermarket), 51 (Dave Amit/floods), 55 (Paul Barton/yoga, Amos Nachoum/scuba diving), 59 (Viviane Moos/kuala Lumpur), 63 (H Schmid/

washing machine), 65 (Patrik Engquist/Etsa/wood, Serge Kozak/zefa/plastic, cotton, 67 Danny Lehman/The Day of the Dead Festival), 99 (bonfire), Daikin

p 61 (air conditioner), De Longhi p 61 (desk fan), DK Images pp 59 (bicycle),

65 (silver, glass, rubber tyre, belt), Fremantle Media Stills p 33 (Neighbours), Gamma pp 45 (Neema Frederic/Furniture shop), Getty Images pp1 (Kaz Chiba/

man with necklace, Nobuko Shiga/Acollection/man in tie, Siri Stafford/woman

in orange, 7 (David A Land/man with red hair, AFP/ oil rig), 19 (Yellow Dog Productions), 27 (Scott Barbour/Brighton Rally), 35 (Robert Sullivan/hurricane damage), 51 (Daniel Berehulak/Virgin Galactic), 53 (Andy Whale/water-skiing, Antonio Mo/friends), 54 (Andreas Kindler/ girl), 55 (Southern Stock/yacht),

65 (Jake Wyman/metal, Gianni Cigolini/gold, DK Images/cardboard/leather bag, Keren Su/wool, Derek P Redfearn/slipper), 79 (Car Culture/ sports car),

95 (David Hume Kennerly/market), 101 (Catherine Ledner/man tousled hair, LWA/woman black hair, Gregory COstanzo/woman red hair, Jacobs Stock Photography/man white shirt, Sally and Richard Greenhill pp 27 (marathon), Eye Ubiquitious p 45 (Chemist), Kent News & Pictures p 33 (reality TV show), Kobal Collection pp 15 (Universal/boy at piano, Nobo Heating p 61 (heater), Oxford University Press pp 3 (Punchstock/man on computer), 43 (Punchstock),

45 (Punchstock/baker), 47 (Punchstock/market), 53 (Punchstock/relaxing/

girl on computer) 67 (Punchstock/Loy Krathong festival) 71 (Getty Images),

83 (Digital Vision), Philips p 61 (radio clock, DVD player, razor, light bulb), Photofusion pp 1 (David Mondford/Olga), 53 (Stuart Saunders/gym), PA Photos

pp 27 (John Stillwell/boat race), 45 (George Widman/department store), 51 (Pat Roque/masks), 53 (Horst Ossinger/clubbing), 55 (Leslie Mazoch/AP/salsa),

67 (Mikhail Metzel/ Maslenitsa Festival), 79 (SportsChrome/sky diving), Pulse Photo Library p 40 (Julian Claxton/Chemist) Reuters p 51 (Jacky Naegelen/

soldiers), Rex Features pp 15 (Ray Charles in red shirt), 17, 33 (football, polar bears), 45 (Newsagent, Estate Agent, Hairdressers, Stationers), 47 (Shopping

on Internet), 51 (tiny computer), 53 (mountaineering, sailing, ducks), 59 (vaporetta), Science Photo Library p 40 (CC Studio/doctor)

The photographs on page 66 are from the BBC Documentary ‘Hiroshima’ © The Model Unit

Thanks to Executive Producer Matthew Barrett for permission for their use.

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Lessons 1–4 A

Getting started Introductions and nationalitiesWhereabouts?

Question forms: be, have got, do

Pronunciation: The phonemic alphabet

Collocations: do the ironing, make the bed, have breakfast, etc.

Pronunciation: Stress in expressions Past simple statements

At the station: the fare, a local train, fi rst class, etc.

Pronunciation: Word stress 2 Present continuous Present continuous and present simple

Lessons 21–24 A

Locations

and events

Directions and locations: along the street, over the bridge,

at the top of the hill

Lessons 25–28 A

Seeing

the world

The world: Asia, The Atlantic, Mount Everest, etc.

Articles with geographical names

Pronunciation: Word stress 3

going to: statements, questions, and short answers

Lessons 29–32 A

Describing people

and things

Describing people: tall, middle-aged, slim, etc.

Modifi ers: quite, not very, etc.

English in the world: Tactful language

Adjectives and adverbs

Verb + adjective: be, look, taste, sound

Lessons 33–36 A

TV and

the news

TV programmes: a documentary, a sitcom, etc.

Word building 2: a music programme

English in the world: TV channels

Present perfect: statements, questions, and short answers

Experiences: ever / never

Lessons 37–40 A

Health matters Health problems: My arm itches, I’ve got a rash, etc.Possessive adjectives Present perfect and past simple

Lessons 41–44 A

Food

Cooking: a saucepan, roast, slice, etc

Verbs and adjectives: fried, boiled, etc.

English in the world: Eating

Quantity: some, any, much, a few, etc.

Quantity expressions: a slice of, etc.

Lessons 45–48 A

Shopping

Shops: an estate agent’s, a hardware shop, etc.

Word building 3: a stationery shop

Lessons 49–52 A

Money

Money: a cheque, a PIN number, etc.

pay (for / by); lend / borrow

Materials: plastic, wool, metal, etc.

Word building 4: a leather belt, etc.

Lessons 69–72 A

Computers Computers: an icon, an attachment, etc.English in the world: Website addresses Relative clauses

Lessons 73–76 A

Seeing old

friends Phrasal verbs: put on, break down, etc.

Present perfect; for and since

Pronunciation: Vowel sounds

Listen and speak: Registering at a language school

Giving your date of birth

English in the world: Saying email addresses

Story: That’s Life! Episode 1 Russell returns

Asking about people

Read and speak: My job

Adverbs of frequency

English in the world: 24/7

Making appointments: Dates and times

Prepositions of time: in, on, at

Pronunciation: Word stress 1 Listen and write: A story

because and so

English in the world: Moving house

Story: That’s Life! Episode 2 Money problems

Responding to information Read and speak: A biography

Infi nitive of purpose Responding to news Pronunciation: Intonation

Listen and speak: In a taxi

want, like, need

English in the world: Transport signs

Story: That’s Life! Episode 3 The woman with a camera

Offering and asking for help Read and write: An unusual event

Past continuous and past simple: when, while Giving directions: traffi c lights, a roundabout, a junction, etc.English in the world: Speed limits

Listen and write: A round-the-world race

Large numbers

English in the world: Races

Story: That’s Life! Episode 4 I’ve got some news!

Expressing doubt Read and write: A personality quiz

Expressing likes and dislikes: love, don’t mind, etc + ing

At the shops: prices and descriptions

one / ones

Pronunciation: Sentence stress

Listen and write: The news

Present perfect with present result

Pronunciation: The letter o

Story: That’s Life! Episode 5 Jordan’s party

Expressing opinions 1 Read and write: Advice for travellers

but and however

Pronunciation: The letter i

Story: That’s Life! Episode 6 I don’t believe it!

English in the world: Bargains

Read and speak: What will the future be like?

Expressing opinions 2: I think / don’t think

Pronunciation: Sentence stress

Story: That’s Life! Episode 7 Decision time

Talking about money problems Read and speak: Holidays

Time clauses: when, before, after, while Booking a hotel room English in the world: Hotel signs

Listen and speak: Commuters

Time expressions: an hour and a half, etc.

English in the world: Rush hour

Story: That’s Life! Episode 8 The email

Greeting a visitor

Read and write: I promise to love, honour, and wash up

Expressing opinions 3

Describing faults: It’s damaged, etc.

Dealing with faults

Pronunciation: Negative auxiliary verbs Listen and write: Festivals

English in the world: Greetings cards Story: That’s Life! Episode 9 We must stop her! Responding to information

Read and write: Love online Asking what things are called Defi nitions

Pronunciation: /s/ or /z/

Listen and speak: A university reunion

English in the world: Reunions Story: That’s Life! Episode 10 It’s too late! Telephoning

Read and speak: Happiness

Time expressions: at fi rst, in the end, etc.

Pronunciation: How many syllables?

A thank-you note Saying thank you

English in the world: Parties

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English for Life is language learning

MultiROM, and the English for Life website.

Approach and methodology

English for Life has been created by Tom Hutchinson, the

New grammar is highlighted in presentation texts and dialogues

Students learn, practise, and produce one thing at a time, and so

are able to see their progress immediately

Maximum support for students

The simple, direct approach and generous amount of practice in

English for Life gives the students maximum support

• There’s plenty of simple, confidence-building practice

Exercises regularly ask students to ‘Listen and repeat’ and drills give students the chance to learn and practise new language thoroughly before moving on to freer practice

• There are audio scripts for all the reading texts ‘to help students

through’ and to bring texts to life

• Reading and listening texts are kept to manageable lengths.

• Speaking and writing tasks have lots of structured support,

therefore placing realistic demands on students in terms of performance and ideas generation

• Each lesson has a clear learning outcome taken from the

Common European Framework These outcomes are expressed as

‘can do’ statements, showing students the real-world relevance

of each lesson For example, at Pre-intermediate level, Now I

can ask for and give directions (lesson 24), Now I can express my

opinions (lesson 6)

• Throughout the book, students have an opportunity to personalize the new language in the frequent Your life sections These are

simple sentence-generation exercises, or very manageable ‘ask and answer’ pairwork exercises at the end of the lesson

• English for Life recognizes the international use of English The

themes and characters reflect situations that are meaningful to everyone Contexts are chosen from a wide range of countries,

• The quick and simple lessons, each with its own separate

learning outcome, make the course ideal for using one lesson at

a time according to your students’ needs.

• English for Life makes it easy and quick to plan your teaching

programme The interleaved Teacher’s Book makes quick reference to the teacher’s notes easier in class Having the

teacher’s notes directly opposite the Student’s Book page means easy access to answer keys and audio scripts while you teach.

• The Teacher’s Book provides additional resources to use in class,

for homework, or to test your students’ progress

• For teachers who want to try out extra resources, additional

activities and ideas are provided in the Teacher’s Book via

short warm-up and follow-up activities and photocopiable

activities for every lesson The English for Life website

(www.oup.com/elt/englishforlife) provides further extension material, for both teachers and students

InTRoduCTIon

focused on in any one lesson, e.g Listen and speak, Read and write,

Listen and write, or Read and speak Each lesson is based around

The English for Life course package

Each level of English for Life provides 60–120 hours of teaching

material This consists of 80 lessons designed to last at least 45 minutes, with a wide range of additional classroom resources, homework, and testing material

Each of the components is described in more detail below

The whole package is supported by a dedicated website for teachers and students, at www.oup.com/elt/englishforlife

The Student’s Book

One page, one lesson, one focus

The format of English for Life lessons is simple and predictable,

making them easy and reliable to use Every lesson moves in the same manageable progression:

• presentation of one new text or language area

• controlled practice activities

• several lessons contain a Language note box These boxes

highlight an important aspect of the language area that is being studied

• freer practice often ending with a Your life personalization

• Groups of new words are introduced meaningfully around a

particular topic, such as money (lesson 49) or computers (lesson 69), or around a particular language area, such as collocations (lesson 9) or phrasal verbs (lesson 7).

• The new vocabulary is presented through labelled pictures,

‘picture dictionary’ style As they work through the cycle, students can easily go back and check new words in the ‘picture dictionary’

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between functional lessons such as at the doctor’s (lesson 40), and

an episode of the That’s Life! storyline.

• Everyday expressions boxes highlight the essential practical

language that students should learn

• Students practise the new language in further listening and speaking exercises

That’s Life! lessons

• These lessons deal with everyday social interaction in the fun context of a soap opera story

• The story revises the language of the cycle and focuses on useful phrases for social interaction in the Everyday expressions boxes,

such as expressing doubt (lesson 28) or greeting a visitor (lesson 60).

• Learners read and listen to the story, do a comprehension exercise, study the useful expressions and finally practise the story in pairs or groups

• The engaging story provides an ongoing context which students can relate to The story characters also occasionally appear elsewhere in the course, to introduce new language in interactive contexts

Each cycle of 4 lessons has two sub-sections, Pronunciation and English in the world These are integrated into the material, in the

Additional Student’s Book resources

The Student’s Book also has a set of essential learning resources at the back of the book

• An Irregular verb list, covering all of the essential verbs for a

particular level of English for Life.

• Students consolidate the language of the lesson in simple parallel contexts

• guidance on English for Life and the CEF

• wordlists and English for Life syllabus documents

what to do and say at each stage of the lesson For example,

where teachers are expected to ask questions, elicit language, give an instruction, or write something, this is highlighted in bold, e.g

Write: My name is on the board

Elicit: He likes chocolate.

Ask: How many names can you find in the text?

Say: I live in a flat.

• Specific language notes are given in boxes These raise awareness

of specific problems students might have with grammar and vocabulary, or draw students’ attention to the differences between languages, including American and British English It is important

to encourage students to think about how their language might affect the way they speak English

• Answer keys and key audio scripts are provided in the notes

next to each corresponding Student’s Book page This makes cross-reference whilst preparing and teaching very easy

• Drilling is a very useful technique to help build students’

confidence with new language Throughout English for Life, it is

suggested that you drill as a whole class and individually Here are some tips for successful drilling:

1 Provide a clear model at the start using either the audio

or yourself if you prefer Allow students sufficient ‘listening time’ before they repeat Say the item two or three times

if necessary

2 Do a class drill (choral drilling) first Ask students to repeat the items as a group at the same time Give short, simple

commands: Everyone, Together, Again Use hand gestures like a

conductor of an orchestra to keep everyone together in a brisk rhythm Be enthusiastic and keep up the pace – drilling can be

a lot of fun if done with confidence and in a good spirit

 Select a few individuals to say the items (individual drilling) and give appropriate correction This is a good time for all students to listen to the correction being given Offer lots of praise and the opportunity for individual students to ‘have another go’ after correction

The Vocabulary lessons

• The ‘picture dictionary’ approach to vocabulary presentations makes the meaning clear Each picture is directly labelled with the appropriate word / phrase

• Students may well already know some of the words to be learned Therefore, before students open their books, encourage them to supply any words they know on the topic

• Use the Class Cassette / CD to present and practise the pronunciation of the new words Drill each word by playing the audio or saying the word and then encouraging the students to repeat the words together and individually Do this as many times

as necessary, until students feel confident

• Check the meaning and pronunciation of any useful new words which aren’t pictured; use translation when you feel it is appropriate Some lessons may require additional vocabulary for the practice stages These are listed in the teacher’s notes

• Encourage students to contribute additional words to the vocabulary area, particularly any that might be useful to their own life or job

• Encourage students to keep all of their vocabulary work in a separate notebook

• Use the wordlists at the back of the Student’s Book to revise the new vocabulary Test students on both meaning and pronunciation

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

• Encourage students to learn spoken dialogues by heart and get them to perform the dialogues in front of the class This will increase their confidence in using the language.

The Pronunciation sections

• Give students as much exposure as you can to a new pronunciation point by modelling the sounds yourself, as well as playing the Class Cassette / CD

• Drill the point as a class, and individually Ask students to drill each other in pairs and test each other

• Encourage students to: think about how sounds are made, with the mouth, lips, and teeth; clap the rhythm for sentence stress;

show how intonation moves up and down with their hands

• Ask students to spend five minutes every day repeating new words and problematic sounds in their own time, for example on the way

to work, or first thing in the morning

The English in the world sections

• Focus students carefully on any photos / illustrations in the Student’s Book and encourage them to tell you what they see

• Encourage pair / group discussion for this part of the lesson so that the discussion is productive

• Where aspects of the English language are presented, ask students

to translate into their own languages for comparison

• If you have a multi-lingual class, get as many comparisons as you can with what is presented in the Student’s Book

• Ask students to draw on aspects of their own cultural lives to support their verbal comparisons

Vocabulary Activities Games

Bingo (lessons 13, 19, 29, 62)

Prepare a list of vocabulary that you want to revise

Go through the items to check that students understand and know how to pronounce each one

Ask students to draw a 4 x 4 grid and to write 16 words, one in each square

Call out words at random If students have an item in their grid, they cross it off

The winner is the first person to cross off four items in a row (across, down, or diagonally) and shout ‘Bingo’

Dominoes (lessons 25, 61)

Make a list of words to revise, for example countries Prepare some

‘dominoes’ (these are pieces of paper with a line drawn down the middle) On the right hand side of the domino write the first half

of a word On the left hand side write the second half of a different

word, e.g many/Pol and/Ger.

Students mingle to find two more dominoes to complete their words

Then they arrange themselves in a circle, standing next to the correct partner, and read through the words

Hangman (lessons 17, 50, 69)

Choose a word, e.g ticket Put six dashes on the board, one for each

letter: _ _ _ _ _ _ Students take it in turns to call out letters that they think might be in the word If they call out a correct letter, write this in the appropriate place, e.g

t _ _ _ _ t If they call out an incorrect

letter, draw a piece of the hangman

Students have to guess the word before the hangman is completed

The Grammar lessons

4 5 6

7 8

9 10 11

at the front of each line, e.g William was washing windows when

Wendy walked in The students then whisper the sentence to his / her

Using Flashcards

Flashcards are large pictures showing key vocabulary items Preparing flashcards can be time-consuming so it’s a good idea to use good quality card and, if possible, to laminate your cards so they can be reused The activities suggested here are for picture flashcards but you can also make flashcards with words on, either written out normally or as phonemics, and adapt the activities accordingly

Drilling

Hold up each picture Elicit the target vocabulary and check pronunciation Drill each vocabulary item as a class and individually

An alternative to this is a ‘disappearing drill’ Stick flashcards in a line on the board Elicit and drill each word then remove the first card Students say the words in order again, including the missing item Continue until all of the cards have been removed and students have to say all of the words from memory

Listening and identifying words

Give each student a flashcard Say a word The student with the matching flashcard holds it up You could also organize this as a board race Stick flashcards on the board Put students in two teams Call out a word One runner from each team races to collect the matching flashcard The team with the most cards at the end is the winner

Memory game

Arrange flashcards on the board Give students a minute to look at, and memorize, all of the items

Remove flashcards from the board, then put students in pairs and tell them to write down the things they remember

Another version of this activity is to give students time to look at the items then tell them to close their eyes Remove one or two items and mix the rest up, then ask students to look and say what has been removed

Putting words in order / Revising the alphabet

Select a mixture of vocabulary / vocabulary topics

Give each student a flashcard Tell them to think about how their item is spelt and then organize themselves in a line in alphabetical

order, e.g bag, book, bridge, cake, cat, chicken

Spelling game

Put students in teams Hold up a flashcard The first team to say the word has to spell it If they spell it correctly, they win the word

Spotting the odd one out

Stick a row of five or six flashcards on the board All but one should

be connected by topic

Ask students to guess which is the odd one out and say why For

example, if your words are bus, taxi, train, plane, bicycle the odd one out might be bicycle (the only one without an engine), or plane (the

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Student’s Book p.1

1a 1.1 Read and listen Where are Michael and Zofia from?

b Work with a partner Practise the conversation.

Language note Whereabouts?

A Where are you from?

B I’m from Italy.

A Whereabouts?

B (I’m from) Rome.

A Where is she from?

B She’s from New York.

A Whereabouts?

B (She’s from) Brooklyn.

Whereabouts? means ‘Where exactly?’.

2 1.2 Listen Michael introduces a woman to Zofia Choose the

correct answers.

a his boss a Mia a Polish

b his wife b Soshi b Canadian

c his girlfriend c Olivia c Chinese

3 Your life Greet some people in your class Use the

conversation in exercise 1.

4 a Write the countries.

Country Nationality

PolishCanadianChineseBrazilianIrishGreekRussianAmericanFrenchEgyptianJapaneseSpanish

b 1.3 Listen, check, and repeat.

5 1.4 Drill Listen Say the nationalities.

1 Hello I’m Felipe I’m from Brazil

His name’s Felipe He’s Brazilian.

1 Felipe 2 Effie 3 Akira

4 Kate 5 Ahmed 6 Olga

6 Your life Work in a group of three

Introduce each other Follow the pattern.

A Hi, Niran This is my friend, Judit.

B Pleased to meet you Sorry What’s your

name again?

C It’s Judit Nice to meet you, too.

A Niran’s from Thailand.

C Oh, really?

B What about you, Judit? Where are you

from?

C I’m from Hungary.

B Oh, that’s interesting.

Poland Canada

Michael Hi My name’s Michael.

Zofia Pleased to meet you, Michael I’m Zofia.

Michael Sorry What’s your name again?

Zofia It’s Zofia – Z-O-F-I-A.

Michael Oh, OK Nice to meet you, Zofia.

Zofia Where are you from, Michael?

Michael I’m from Canada And you?

Zofia I’m from Poland.

Michael Oh, really? Whereabouts?

Zofia Krakow Do you know it?

Michael Yes, I do I was there last year with my wife.

Warm-up

• You will need a soft ball Arrange the class in a circle Say:

My name’s (Connie). Throw the ball to a student Ask: What’s

your name? The student says My name’s (Hajer), throws the

ball to someone else, and asks What’s your name?.

1a • Elicit / Teach: party, last year, Poland, Canada.

• Ask questions about the text, e.g Where is Zofia from? Is

Michael married? Is he in Krakow? Does Michael know Krakow?

When was he in Krakow? Who was he with?

• Put students in pairs Point to exercise 1 Say: Make a

conversation about you. Nominate a pair of students to act

• Play the audio again for students to listen and repeat

Poland, Canada, China, Brazil, Ireland, Greece, Russia, the USA, France, Egypt, Japan, Spain

English adjectives which describe nationality are always

capitalized, e.g Chinese, Irish You may find that some

students forget to use a capital letter at the beginning because they don’t need to use one in their own language

5 • Focus on the pictures Go through the names

• Do the example together Play the first item on audio 1.4

Students hear Hello I’m Felipe I’m from Brazil, make a

sentence with the third person and the nationality, then listen and repeat

In English we have nouns and adjectives to describe nationality and in some cases the noun and adjective

are the same, for example, we can say He’s American or

He’s an American However, this isn’t always the case, for

example He’s Spanish but He’s a Spaniard Students may

make the mistake of assuming that all English adjectives describing nationality can also be used as nouns, often because this is the case in their L1, and produce

incorrect sentences such as He’s a Spanish.

• Put students in groups of three Point to the cues Say: Use

the cues Introduce each other. Monitor

• Nominate different groups to act out their conversations for the rest of the class Check pronunciation

• Focus students’ attention on the can do statement: Now I

can introduce people and name some nationalities.

Follow-up

• Play Alphabet Countries Put students in two teams

Give each team a map of the world showing the different countries and a board pen (You can find maps on the Internet.)

• Say: Find a country beginning with H Teams race to the board

to write a country and win a point Repeat with different letters at random

• The team with the most points is the winner

• Some suggestions: Australia, Brazil, Canada, Denmark,

Ecuador, France, Greece, Hungary, India, Japan, Kenya, Libya, Mexico, Nepal, Oman, Paraguay, Qatar, Russia, Spain, Thailand, Uruguay, Vietnam, Wales, (no countries begin with the letter

X), Yemen, Zimbabwe.

• Note that you might prefer to avoid difficult letters, e.g

Q, W, Y, Z, or give extra help by pointing to, or saying, the continent

last name, birthday, born, near, free time.

• Write: Where (am/is/are) you from? on the board Point to

the words in brackets Ask: Which is the correct word? Elicit:

In some languages questions can be marked simply by

repeating a statement and changing the intonation when

speaking, or adding a question mark when writing

Direct questions in English are formed by placing the

auxiliary verb do before the subject and the main verb

after the subject, e.g Sam lives here becomes Does Sam live

here? Question words are used before the auxiliary verb,

e.g Where does Sam live? Note that if who, what, or which

is the subject of a question, we don’t add do, e.g Who lives

here? NOT Who does live here? If the verb is be, e.g Jin is

Chinese, we change the word order, i.e Is Jin Chinese?

teacher’s notes lesson 2 Students review and practise question forms with the verbs be, have, do.

5a • Write: Where you from? on the board Point to the gap

Ask: What’s this? Elicit: are Repeat with Where he from? to elicit is.

• Tell students to rewrite each of the questions in the

questionnaire using he or she.

• Go through the questions Drill each one as a class then individually

• Nominate individual students to answer one question about their partner

6 Writing

• Elicit / Teach: outside, go cycling

• Read through the paragraph Ask questions about the text,

e.g What’s her name? Where is she from?

• Write: My name’s and I’m from on the board Say:

e.g My name’s (Anna) and I’m from (England) Ask different

students to say a sentence about themselves

• Repeat with each sentence of the text

• Tell students to rewrite the text using information about themselves Remind them to use capital letters at the beginning of a sentence and for names of people and places, and full stops at the end of a sentence

• Put students in pairs to read each other’s work and check spelling, capital letters, and full stops

Pronunciation

1 • Refer students to the pronunciation chart on page 124 Play audio 2.3 for students to read and listen

• Write: sun, son on the board Underline the vowels Elicit

that they have the same sound Write /V/ next to the words

• Repeat with come, home Elicit that they have different sounds Write /@U/ next to home.

1 look 2 know 3 week 4 man 5 your 6 eight

• Focus students’ attention on the can do statement: Now I

can ask about and give personal information.

Follow-up

• Put students in pairs Tell them to think of one famous person, e.g an actor or a sports star Ask them to look at the questions in exercise 1a and make up answers for their person.

• Tell students to imagine they are the famous person Put each student with a new partner to practise asking and answering the questions in exercise 1a

• Nominate pairs of students to role-play the activity

Resource activity pages 175 and 254

Student’s Book p.2

1a Complete the questions Choose the correct words.

b 2.1 Listen and check.

2 Read the examples Study the rules on page 103.

Question forms: be, have got, do

Are you from France?

Where are you from?

Have you got any children?

How many children have you got?

Do you live in Paris?

Where do you live?

3 2.2 Drill Listen Say the question.

1 You’re a student

Are you a student?

2 You’ve got two children

Have you got two children?

4 Ask a partner the questions in exercise

1 Write down his / her answers.

A Where are you from?

B I’m from … 5a Change the questions to he / she

Write them down.

1 Where are you from?

V Where is he/she from?

b Work with a new partner Ask and answer about your first partners.

6 Writing Write a paragraph about yourself Change the words in bold.

My name’s Maria and I’m from Italy

I’m married and my last name is Valerio

I was born in Naples and my birthday is

on 14 August I’ve got two brothers and one sister I live outside Naples now with my husband and two children I’m

a secretary and I work in an office At

weekends, I go cycling with my family.

The phonemic alphabet

1 2.3 We use a phonemic alphabet to show pronunciation (see page 124).

/sVn/ /sVn/

different letter, same sound: sun son

/kVm/ /h@Um/

same letter, different sound: come home 2a Choose the correct word to match the phonemic transcription.

1 /lUk/ like look

2 /n@U/ know now

3 /wi;k/ week work

4 /m&n/ man men

5 /jO;/ you your

6 /eIt/ eat eight

b 2.4 Listen, check, and repeat.

Who are you?

1 Where am / is / are you from?

2 What ’m / ’s / ’re your last name?

3 Am / Are / Is you married?

4 When have / is / are your birthday?

5 Where are / was / were you born?

6 Have / Has / Do you got any brothers and sisters?

7 Has / Have / Do you got a car?

8 Are / Do / Does you live near here?

9 What are / do / does you do?

10 What do / are / have you do in your free time?

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

Student’s Book p.3

1 3.1 Listen Meryem is registering at a language school Choose

the correct answers.

1 She’s Turkish / Egyptian.

2 She’s a doctor / chemist.

3 She’s single / married.

4 She has / hasn’t got children.

5 Her address is in Brighton / London.

6 She gives a mobile / daytime phone number.

2a Use your answers to exercise 1 Complete those parts of the

a How old are you?

b Where do you live?

c When were you born?

d What do you do?

e Are you married?

f What’s your last name?

g Have you got any children?

h Where are you from?

Language note Giving your date of birth

16 March 1985

We write: 16.03.85

We say: sixteen (oh) three eighty-five

ORthe sixteenth of the third eighty-five

4 Speaking Use the form in exercise 2 and the questions in exercise 3 Interview your partner.

ff

SKILLS

Listen and speak 3

Now I can give information about

myself and complete a form.



3

English in the world

Saying email addresses

1 Say the email addresses below.

meryem.yilmaz@abc.coma_person@anywhere.co.uk

z-antonio@abbi.pt

2 How do you say email addresses

in your language?

a underscore person at anywhere dot co dot u k meryem dot yilmaz at a b c dot com

z hyphen antonio at abbi dot p t

b Listen again Complete the rest of the form.

Global Language School

1 • Elicit / Teach: Turkish, doctor, address, register

• Ask questions about the picture, e.g Where are the people?

Who are they? What are they doing?

• Explain that the woman is called Meryem and she’s

registering at a language school Ask: What information

do you have to give when you register at a school? Elicit

examples, e.g name, age, job, address, etc.

3 • Focus on the official terms and questions Write: surname

on the board Ask: What’s the receptionist’s question? Elicit:

What’s your last name?

• Use the questions in exercise 3 to ask individual students

about themselves, e.g What’s your last name? Where do you

live?

• Put students in pairs to interview each other Monitor

• Ask individual students to tell the class about the person they interviewed

English in the world

1 • Focus on the first example Write: meryem.yilmaz@abc.com

2 • Put students in mixed-nationality pairs or small groups to compare how they say email addresses in their language(s)

If your students are all the same nationality, do this as a whole class activity using the board

• Focus students’ attention on the can do statement: Now I

can give information about myself and complete a form.

Follow-up

• Make up a quiz of dates, months, and years You could

include any of the following: festivals, birthdays / dates of

birth and death of celebrities, public figures, historical figures, dates of disasters, wars, name / saint’s days, music hits, films, big news stories, sporting events such as the Olympic Games,

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

4 • Tell students to cover the text Ask questions about the

pictures, e.g Where is Peter? Who is he with? Where is

Russell? What is he carrying? How does he look?

• Play audio 4.2 for students to read and listen

• Focus on the questions Ask: Why is Peter busy? Elicit:

His company is / He’s moving to new offices this week

• Tell students to read the text again and answer the questions Put them in pairs to compare their answers

• Go over the answers as a class

1 His company / He is moving to new offices this week

2 in Manchester 3 Melanie 4 He’s travelling round the world

5 • Focus on the Everyday expressions Tell students to find

and underline them in the text

• Write: How you? on the board Point to the gap and ask

students to supply the missing word Elicit: are.

• Ask students to complete the expressions

• Go through the answers together Drill each expression as a class then individually

are, you, ’s, away

You may find that even at pre-intermediate level

students confuse the questions How is (X)? How does

(X) look? What is (X) like? What does (X) look like? and

respond inappropriately This may be because when they translate the questions word for word into their own language, the meaning is very similar

When we ask How is / are …? in English, we are asking

about how someone feels or their general condition at a

particular moment in time Responses might include: I’m

well He’s busy The children are very tired.

When we ask How does (X) look?, we’re asking someone

to look at another person and describe their general

condition or guess how they might be feeling, e.g She

looks very smart in her new coat He looks angry.

What is (X) like?, is a request for information about his

character, e.g He’s very nice He’s friendly

The question What does (X) look like? is a request for a description of someone’s appearance, e.g He’s not very

tall She’s quite pretty.

6 • Focus on the story in exercise 4 Put students in pairs Tell

them to practise the story, each taking one part

• Give students an opportunity to practise both roles

Monitor

• Ask one pair to act out the story for the rest of the class

• Focus students’ attention on the can do statement: Now I

can ask how people are and what they’re doing.

Follow-up

• Put students in pairs Ask them to draw their own family tree and describe it to their partner

• Tell students to exchange their work and find a new partner

They have to describe their first partner’s family tree to their new partner

picture 2: magazine company, Singapore

picture 3: Internet café, owner.

• Write the new words on the board and drill as a class and

individually

• Tell students to cover the text Ask some questions about

the pictures to check basic comprehension, e.g.

picture 1: Where are they? What is the man doing?

picture 2: What is the man holding? Who do you think the girl

in the photo is?

picture 3: Where are they? What is the man doing?

• Play audio 4.1 for students to read and listen Ask some

questions about the text to check comprehension, e.g

picture 1: What is the girl’s first name? Is she a computer

engineer? Has she got a boyfriend? What’s her boyfriend’s

name? Where is he from? What’s his job?

picture 2: What is the man’s name? Where is he from? Does

he live in the USA? What sort of company does he work for?

Where is his girlfriend from? What’s her name? What does

she do?

picture 3: Who is the woman? Is she married? Where does she

work? What is her daughter’s name? How old is her son?

2 • Focus on the table Point to the picture of Lucy and the

first text Ask: What’s her name? Elicit: Lucy Patterson

Repeat with What’s her nationality? What does she do? to

elicit British, personal assistant Repeat for Jordan.

3 • Write: is Ryan and Cindy’s son on the board Point to

the text Ask: Who is Ryan and Cindy’s son? Elicit: Russell.

Student’s Book p.4

19

4

4

1 4.1 Read and listen.

2 Read the texts Copy and complete the table.

1 Lucy Patterson British personal assistant

2

3 Complete the sentences with the correct names.

1 is Ryan and Cindy’s son

2 is Jordan’s girlfriend

3 is Ryan’s wife

4 is Sarah’s boyfriend

5 is Russell’s sister

6 are Melanie’s parents

4 4.2 Read and listen to the story Answer the questions.

1 Why is Peter busy?

2 Where is Sarah?

3 Who is at university in Manchester?

4 Where is Russell at the moment?

5 Complete the expressions.

Everyday expressions Asking about people

Are busy?

Is she at the moment?

6 Work in a group Practise the story in exercise 4.

ENGLISH FOR EVERYDAY LIFE

That’s Life! Episode 1

Now I can ask how people are and

what they’re doing.



Cindy Morning, Peter How are you?

Peter Fine, thanks, Cindy And you?

Cindy Yes, OK Are you busy?

Peter Yes, I am We’re moving to our new offices

this week

Cindy How’s Sarah? Is she away at the moment?

Peter Yes, she’s in Manchester.

Cindy Really? Our daughter, Melanie, is at

university there

Peter How’s your son these days?

Cindy Russell? I don’t know He’s travelling round

the world He was in Mexico last month

I’m Peter Columbo I’m from the

USA, but I live in London I work

for a magazine company This is

my girlfriend, Sarah Chen She’s

from Singapore and she’s a student

at London University

Arrival of flight VK964 from Mexico City

Oh, it’s good

to be home!

My name’s Cindy Gaskell and that’s

my husband, Ryan I’m from Britain, but Ryan is from Ireland This is our Internet café We’ve got two children

Melanie is 21 and Russell is 24

My name’s Lucy Patterson and I’m British I work for an advertising agency I’m a personal assistant

This is my boyfriend His name’s Jordan Morris and he’s Australian

He’s a computer engineer, but he really wants to be an actor

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

Student’s Book p.5

1 5.1 Listen and repeat.

VOCABULARY

Jobs 5

A Answer: Yes, I do OR No, I don’t.

B Try to guess the job.

A Do you wear a uniform?

B No, I don’t.

A Do you work in a … ?

B Yes, I do.

A Are you a … ?

6 Writing Write eight sentences about your

job / studies and your friends / family.

1 I’m an electrician I work in a hospital

2 Add two people, places, and verbs to the diagram.

Language note Word building 1

I drive a lorry V

I clean windows V

I’m a lorry driver

I’m a window cleaner

3 Give two examples of people who do the things in

the VERBS section of the diagram.

wear a uniform: police officers, flight attendants

4 Write three sentences about each person below.

– He / She’s a …

– He / She works (in a) …

– He / She does / uses, etc …

Students sometimes forget that in English we put a / an

before a job, e.g I’m a plumber, He’s an artist This may

be because in their own language indefinite articles

aren’t usually used with jobs

2 • Put students in pairs to think of two more people, places,

and verbs to add to the diagram.

• Ask students to call out their ideas Write new words on the

board Drill and check comprehension

• Focus on the Language note Read through the examples.

• Write: teach – teacher, drive – driver on the board Point

to teach and drive and explain / elicit that these are verbs

Repeat with teacher and driver to elicit nouns

• Ask students if they know any more jobs that can be made

by adding -er to a verb Write suggestions on the board

Possible examples include painter, writer, manager, dancer,

office worker Point to each job Ask: What’s the verb? Elicit

the verbs and write them next to the jobs

3 • Tell students to look at the verbs in exercise 1 again

Write: wear a uniform on the board Elicit examples of

What’s her job? Elicit: She’s a nurse Repeat with Where

does she work? What does she do? to elicit She works in a

hospital / children’s home / old people’s home She looks after

people.

• Put students in pairs to write three sentences about the

other pictures Monitor

• Go through the answers as a class Ask different students to say one sentence each

suggested answers

1 She’s a nurse She works in a hospital / children’s home / old people’s home She looks after people

2 He’s a hairdresser He works in a salon He cuts hair

3 She’s a flight attendant She wears a uniform She looks after people

4 He’s a gardener He works outdoors / in a garden / in a park He does the gardening / looks after gardens / plants

• Write: 1 receptionist, 2 waiter on the board Put students

in pairs to write three sentences about each job, using dictionaries if necessary Monitor

• Put pairs of students together to compare their sentences, then go through the answers as a class Nominate individual students to read one sentence each Check pronunciation of

third person s.

suggested answers

1 He / She’s a receptionist He / She works in an office He / She welcomes people / answers the phone

2 He / She’s a waiter He / She works in a café / restaurant He / She serves food and drinks

5 • Choose a job from exercise 1 but don’t say what it is Tell

• Ask questions about students’ jobs, e.g What’s your job?

Where do you work?

• Use your notes to say sentences about your job, e.g I’m a

teacher I work in a language school I teach English.

• Tell students to write three sentences about their jobs

or studies Nominate individual students to read their sentences

• Read the second example Ask students to write sentences about two people they know (friends or family members)

• Put students in pairs to tell each other about their friends / family Monitor

• Focus students’ attention on the can do statement: Now I

can name and describe different jobs.

Follow-up

• Play a game of Spelling Lines using jobs and places from

exercise 1.

• Arrange students in two rows – A and B Say a word The first person in Team A says the first letter of the word, the next person says the second letter They continue, along the row,

to the end of the word If a team makes a mistake, the other team has a chance to finish the word and win the point

• Put students in two teams Prepare some job descriptions,

e.g receptionist – this person works in an office, doesn’t wear

a uniform, answers the phone, welcomes visitors to the office.

• Read the descriptions out but don’t say the jobs Teams

compete to guess the jobs and win points The first team to

get 5 points is the winner

1 • Play audio 6.1 for students to read and listen Ask: Who is

Russell talking about? Elicit: Lucy.

• Elicit / Teach: nice, advertising, usually, every day, gorgeous,

• Ask questions about the text, e.g How often does Lucy go to

the café? Who lives in Brent Street?

• Drill each sentence as a class Check pronunciation

• Put students in pairs to practise the conversation Tell them

to practise both roles Monitor

As with questions, we use auxiliary verb do in short

answers in English However, in some languages the main

verb is used in short answers, so students may make

mistakes in English such as Yes, I like We also use the

auxiliary verb do to form negatives in English, but in

other languages negatives may be formed by adding a

negative word You may find that students try to form

negatives in English by adding no / not to the verb but

omitting do, e.g Do you like pasta? No, I not OR No, I not

Write: She lives near here on the board and elicit that this

is a permanent state Repeat with She comes here every day

to elicit regular activity.

• Go through the questions and answers in the table Ask

questions about the text in exercise 1 to elicit more short

answers, e.g Does Lucy go to the café every day? Does Lucy

work for a magazine company?

• Focus on the last part of the table Ask students about

themselves and their classmates, e.g Where do you work,

(Lucia)? Where does (Lucia) work?

• Write the following sentences on the board: He don’t live in

Brent Street She work for an advertising company What do he

do? Ask students to correct the sentences Elicit: He doesn’t

live in Brent Street She works for an advertising company

What does he do?

• Put students in pairs to compare their work, then go through the answers as a class Nominate different students to read one sentence each from the text Check pronunciation

1 work 2 work 3 works 4 doesn’t work 5 finish 6 get

7 don’t take 8 takes 9 go 10 finishes 11 have 12 drive

13 watches 14 goes

6a Speaking

• Write: Where / you / work? on the board Ask students to

make a question to ask Ellen Elicit: Where do you work?

• Focus on the cues Put students in pairs to make questions for Ellen

• Go through the answers as a class and nominate individual students to read one question each Check pronunciation

Note that intonation falls in open questions and rises in closed questions

1 Where do you work? 2 Do you work at night? 3 What does your husband do? 4 Does he work at night, too? 5 What time

do you finish work? 6 What do you do during the day? 7 What time does Dave finish work? 8 What do you do in the evening?

b • Put students in A / B pairs As are interviewers and Bs are Ellen Tell As to ask the questions from exercise 6a and Bs

• Put students in pairs Tell them to swap their work and read about their partner Nominate individual students to answer

questions about their partner, e.g When does (Ben) leave

home?

• Focus students’ attention on the can do statement: Now I

can talk and ask about people’s working lives.

Follow-up

• Hold a Sentence Sale (see page 11) to practise present simple sentences

Resource activity pages 179 and 256

Student’s Book p.6

1 6.1 Read and listen Who is Russell talking about?

2 Read the examples Study the rules on page 103.

Present simple

We use the present simple for:

permanent states She lives near here

regular activities She comes here every day

I live in Brent Street

I don’t work near here

She lives in Brent Street

She doesn’t work near here

Do you come here every day?

Yes, I do

No, I don’t

Does she come here every day?

Yes, she does

No, she doesn’t.Where do you work? Where does she work?

3 Describe Jordan’s life.

1 He lives in Park Road.

1 I live in Park Road

2 I work for a computer company

3 I repair computers

4 I drive a van

5 I start work at nine o’clock

6 I finish work at 5.30

7 I often go to The Coffee Shop

8 I meet my friends there

4 6.2 Drill Listen Say the negative.

1 I live near the station

I don’t live near the station.

2 He finishes work at six

He doesn’t finish work at six.

5 Ellen is talking about her life Complete the text with the verbs in brackets.

I 1 (work) in an old people’s home and I normally 2 (work) at night My husband, Dave, 3 (work) in an office

He 4 (not work) at night I 5

(finish) work at 7 a.m and I 6 (get) home at 7.15 I 7 (not take) the children to school Dave 8 (take) them and I 9 (go) to bed Dave

10 (finish) work at 5.30 We 11

(have) a meal together At 10.30, I

12 (drive) to work Dave normally

13 (watch) TV for an hour and then

he 14 (go) to bed

6 a Speaking Make questions for Ellen Use the cues.

1 Where / you / work?

2 you / work / at night?

3 What / your husband / do?

4 he / work / at night, too?

5 What time / you / finish work?

6 What / you / do / during the day?

7 What time / Dave / finish work?

8 What / you / do / in the evening?

b Work with a partner Ask the questions and give Ellen’s answers.

7 Your life Write a paragraph about your daily life Use some of the verbs below.

work get up have leave drive start finish go watch

work

GRAMMAR

Present simple 6

Now I can

talk and ask about people’s working lives.



6

Russell Hi, Dad Can I … Mmm, she’s nice Does she come

here every day?

Ryan Lucy? Yes, she does She usually comes in when she

finishes work

Russell Does she work near here?

Ryan No, she doesn’t, but she lives near here – in Brent

Street

Russell Oh, right What does she do?

Ryan She works for an advertising company Do you like

her?

Russell Yes, I do I think she’s gorgeous

Ryan Well, she doesn’t need a boyfriend, I’m afraid

She’s already got one It’s Jordan

Student’s Book p.7

1 7.1 Read and listen to the text What does Arne do? Does he like his job?

2 Are the statements true (T) or false (F)?

1 He lives in Norway

2 He goes home every day

3 He always works on the day shift

4 A shift is twelve hours

5 Over four hundred people work on the rig

6 They’re all engineers

7 Arne works in a shop when he’s at home

8 He doesn’t often get seasick in bad weather

3 Find these things in the text.

– three things he does when he isn’t on duty

– three other jobs that people do on the rig

– two things he does when he’s at home

– two things that he likes about the job

– two problems with the job

Language note Adverbs of frequency

never rarely sometimes often usually / normally always

He sometimes plays table tennis

There are always things to do

He doesn’t usually work all the time

2 your own life

5a Speaking Write six questions to ask Arne.

Where do you work?

Do you do shift work?

b Work with a partner Interview Arne.

English in the world

24/7Normal working hours in Britain are 9 a.m

to 5 p.m However, a lot of people work outside these times because their workplaces are open 24/7 – twenty-four hours a day, seven days a week For example:

1 hospitals, power stations, the police

2 bars and clubs

3 a lot of big supermarkets

Compare this with your country.

Arne Henriksen lives in a village

near Stavanger in Norway He’s

an electrical engineer and he works

on an oil rig in the North Sea

Arne lives on the rig for two weeks

and then he has two weeks off For

the first week, he’s on the day shift

from 7 a.m to 7 p.m In the second

week, he changes to the night shift

When he isn’t on duty, he always

sleeps a lot He usually goes to the

gym, too, and he sometimes plays

table tennis There’s a cinema on the

rig, so Arne normally watches five or six films a week

About 480 people work on the rig It’s like a small village with all sorts of workers – cleaners, engineers, plumbers, electricians, chefs, secretaries, computer engineers, nurses, painters, and so on

After two weeks, Arne leaves the rig and goes home ‘We have a small farm, so there are always things to do,’ he says He doesn’t usually work all the time when he’s at home He

likes fishing, and in the winter he often goes skiing

Arne likes his job The money is very good and he enjoys the time at home, but there are problems ‘The weather’s often bad in the North Sea, so the rig moves a lot,’ he says

‘I rarely get seasick, but it isn’t very nice when I do The biggest problem

is the shift work When I change from the day shift to the night shift,

I can never sleep I watch a lot of films then!’

My

job

• You will need a map of Norway for this activity Display the

map and use it to find out what your students know about

the country Ask questions, e.g Where is Norway? What’s the

capital city? What language do the people speak? Is Norway a

hot country or a cold country?

paragraph 2: two weeks off

paragraph 3: on duty, table tennis

2 • Focus on the statements Write: He lives in Norway on the

board Ask students to read the text again Ask: Is the

statement true or false? Elicit: true

he isn’t on duty Elicit: sleeps a lot, goes to the gym, plays

table tennis, goes to the cinema.

• Write: He sometimes plays table tennis He doesn’t usually

work all the time on the board Underline the adverbs and

elicit that the adverb goes before the main verb in both negative and positive sentences.

• Repeat with There are always things to do There aren’t always

things to do to elicit that the adverb goes after the verb be

in both negative and positive sentences

4 • Ask students to read the text again and underline the sentences with adverbs of frequency

• Nominate individual students to read out one sentence each Check pronunciation

• Write: always on the board Say a sentence about Arne’s

life, using always, e.g Arne always sleeps a lot when he isn’t

on duty

• Ask students to make sentences about Arne using each adverb Nominate students to read out their sentences

Check that they have put the adverb in the correct place

• Use the adverbs to say sentences about your life, e.g I

always get up at six o’clock I usually go to a café for lunch

• Tell students to use each adverb to make sentences about their lives Monitor

• Put students in pairs to compare their sentences Nominate individual students to say one sentence each about their partner Check the position of the adverb in each sentence

5a Speaking

• Focus on the example questions Tell students they are going to interview Arne Tell them to write six more questions to ask Arne about his life and his job Monitor

• Ask students to read one question each If your students find the exercise difficult, write the questions on the board

so that everyone has six new questions

b • Tell students you are an interviewer and they are Arne Ask the questions from exercise 5a, e.g Where do you live?

What do you do? Do you like your job? Elicit answers with I,

e.g I live near Stavanger I’m an electrical engineer Yes, I do.

• Put students in A/B pairs As are interviewers, Bs are Arne Tell As to use their questions to interview Bs Monitor, then ask students to change roles

• Nominate pairs of students to act out their interview Check pronunciation

English in the world

• Elicit / Teach: workplace, power station, club.

• Read through the text as a class Ask questions to check

comprehension, e.g What are normal working hours in Britain? Why

do some people work outside these hours? What does 24/7 mean?

• Ask students questions about normal working hours in their

country, e.g What are normal working hours in (Germany)? Are

any shops open 24/7 in (Turkey)?

• Put students in mixed-nationality pairs or small groups to

compare working hours If your students are all the same nationality, do this as a whole class activity using the board to compare your country and theirs

• Focus students’ attention on the can do statement: Now I can

ask about and describe someone’s job.

Follow-up

• Tell students to use some of the questions they wrote in

exercise 5a to interview you.

Resource activity pages 180 and 257 teacher’s notes lesson 7 Students review adverbs of frequency and practise asking about and describing someone’s job.

25

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

4 • Focus on the Everyday expressions

• Write: What time your appointment? on the board Point

to the gap and ask students to supply the missing word

Elicit: is.

• Ask students to complete the expressions

• Go through the answers together Drill each expression as a class then individually

is, can’t, make, come, is

5a • Focus on the text in exercise 2 Ask: When was Mrs

Henderson’s old appointment? Elicit: On 1 June Use the

table to ask questions about the text, e.g What time was

the old appointment?

• Point to the table Tell students to listen and complete the table Play audio 8.3 twice

• Go through the answers as a class If necessary, play the audio again, pausing after each answer

1 Old appointment: 30 March, 3.20; New appointment: 8 April, 3.40

2 Old appointment: 27 January, 11.50; New appointment: 9 February, 10.20

b • Put students in pairs Point to the text in exercise 2 Say:

Make two new conversations using the information in the table Monitor.

• Nominate two pairs of students to act out their conversations

• Go through the answers as a class

Monday, July, afternoon, November, birthday, electrician, appointment, evening, Wednesday, April, receptionist, engineer, eleven, interview

2 • Tell students to listen and repeat Play the audio again

• Nominate individual students to say one word each Check pronunciation

• Focus students’ attention on the can do statement: Now I

can make appointments.

Resource activity pages 181 and 257 Review and Wordlists Lessons 1–8

1 • Write: 1 May on the board Ask: How do we say this? Elicit:

the first of May or May the first.

• Nominate individual students Ask: When is your birthday,

(Mikki)? to elicit dates and months Check pronunciation.

2a • Elicit / Teach: dental practice, appointment, make (be

• Write: I’ve got an appointment 1 June Point to the gap

Ask: in, on, or at? Elicit: on.

• Ask questions to elicit time expressions, e.g When does this

lesson finish? When do you watch TV? When is your mother’s

birthday? Check that students use the correct prepositions

in their responses

Students often make mistakes with prepositions of time

if they don’t correspond to the preposition used in their

own language For example in Spanish, the word por,

meaning for, is used with parts of the day, while French

uses a definite article (the) with days or dates, rather

than a preposition As a result you may hear mistakes

such as I work for the morning or I have a lesson the

Student’s Book p.8

ENGLISH FOR EVERYDAY LIFE

Making appointments 8

Now I can

make appointments.



8

1 Say these dates.

1 the first of May OR May the first

2 16 November 5 30 March 8 10 December

2 a 8.1 Listen and complete the dialogue Use in, on, at.

b Listen again and check.

c Work with a partner Read the conversation.

3 a Study the rules.

Prepositions of time: in, on, at

the weekend night

b 8.2 Drill Listen Say the sentence.

1 When’s your interview? (Friday)

It’s on Friday.

4 Complete the expressions

Everyday expressions Making appointments

What time your appointment?

I’m afraid I make that now

Would you like to an appointment?

Can you on 16 June?

What day that?

5a 8.3 Listen Complete the table.

2 Listen again and repeat.

Receptionist Hello, Abbey Dental Practice.

Caller Hello I’ve got an appointment 1 1 June, but I’m afraid I can’t make that now

Receptionist I see What time is your appointment?

Caller It’s 2 12.45

Receptionist Ah, yes Mrs Henderson?

Caller Yes, that’s right.

Receptionist Would you like to make a new appointment?

Caller Yes, please.

Receptionist Can you come 3 16 June 4 the morning?

Caller What day is that?

Receptionist It’s a Tuesday.

Caller Yes, that’s fine What time?

Receptionist Well, can you come 5 half past ten or 6

quarter past eleven?

Caller Oh, er, quarter past eleven, please.

Receptionist Fine So your new appointment is 7 11.15

Student’s Book p.9

1 a Write the verbs in the correct spaces below.

have do get make go

b 9.1 Listen, check, and repeat.

2 9.2 Drill Listen Say the sentence with the correct verb.

1 a shower

I have a shower.

2 the housework

I do the housework.

3 Make three expressions with each verb.

watch: watch a football match, watch a DVD, …

lunch at one o’clock After work, I sometimes 9 shopping or I 10

tennis with some friends When I 11

home, I 12 dinner I sometimes

13 some housework in the evening I

14 the news on TV and then I 15

to bed I 16 a book for a quarter of

an hour before I 17 to sleep

b 9.3 Listen and check.

5 a Speaking Write six questions for your partner Use the expressions from exercises 1–3.

Do you … ?When do you … ?Where do you … ?

b Work with a partner Ask and answer

Find two things that are the same.

6a Your life Choose two things that you:

– do every day– never do– normally do at the weekend– like doing

– don’t like doing

b Write a sentence about each thing.

get

VOCABULARY

Collocations 9

Now I can talk about everyday

activities using collocations.

• • • • • •

go to bed have a shower

2 9.5 Listen and repeat.

get ready have breakfast go to workmake an appointment read a bookplay the piano do the ironing

4 a shower

6 a rest

D EFLPIS 009A-O

F

EFLPIS 009A-O

E EFLPIS 009A-O

7 up

9 home

G EFLPIS 009A-O

I

EFLPIS 009A-O

H EFLPIS 009A-O

1 shopping

3 to bed

A EFLPIS 009A-O

C

EFLPIS 009A-O

B EFLPIS 009A-O

EFLPIS 009A-O

N

1 go shopping 2 go out 3 go to bed 4 have a shower

5 have breakfast 6 have a rest 7 get up 8 get dressed

9 get home 10 make a cup of coffee 11 make the bed

12 make an appointment 13 do my homework 14 do the

Students sometimes have problems with English

collocations because they cannot be translated word for

word For example, we use have with breakfast, whilst

French uses the verb take Consequently a French speaker

may say I take breakfast Another problem can arise if

the student’s L1 uses a single verb where English uses a

verb + noun collocation For example, German has a verb

which means to breakfast (frühstücken) and students may

say I breakfast at nine o’clock

Students often have problems knowing when to use do

and when to use make Speakers of Romance languages,

often confuse the two because they are the same in their

languages For example do and make both translate as

fare in Italian, hacer in Spanish, and faire in French.

• Point to the verb watch on the board and make a sentence

about you, e.g I watch TV in the evening Nominate individual

students to make a sentence about themselves Repeat with

different verbs at random from exercises 1 and 3.

• Put students in A/B pairs to practise As say a verb, Bs make a sentence about their daily life with the verb, then they change roles Monitor

4a • Write: I up at 7.30 on the board Ask students to

supply the missing word Elicit: get.

• Focus on the text Tell students to complete the text with suitable verbs from exercises 1 and 3

• Put students in pairs to compare their answers

b • Play audio 9.3 for students to listen and check

• Go through the answers as a class

1 get 2 have 3 get 4 make 5 have 6 listen to

7 go 8 have 9 go 10 play 11 get 12 have 13 do

14 watch 15 go 16 read 17 go

b • Tell students what you have for breakfast, e.g I have toast

Find a student who has the same Write: We have toast

on the board Elicit the missing word both.

• Repeat with a negative sentence, e.g I don’t get up at 5

a.m to elicit Neither of us get up at 5 a.m.

• Make notes about your life on the board, e.g do every day

– have breakfast / watch TV, etc.

• Tell students to write two things about their lives for each cue

b • Use your notes to write two example sentences on the

board, e.g I have breakfast and I watch TV every day I never

make the bed or do the housework

• Elicit / Explain that we use and to join positive actions, but

we use or to join negative actions.

• Tell students to use their notes to write five sentences about their life Monitor

• Focus students’ attention on the can do statement: Now I

can talk about everyday activities using collocations.

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

• Play a game of Vocabulary Snap (see page 11) using

collocations from lesson 9.

1 • Play audio 10.1 for students to read and listen Ask: Was

Monday a good day or a bad day for Lucy? Elicit: a bad day.

• Tell students to cover the text Ask questions about the

pictures, e.g Where is Lucy? What’s on the table? What is

Lucy doing / thinking?

• Elicit / Teach: go wrong, drop, the post, bill, in a hurry, hurry (v).

• Play the audio again for students to read and listen

• Ask questions about the text to check comprehension, e.g

When did the story happen? Why was Lucy in a hurry? What

did she drop? How many letters did she receive? Where did she

leave her car keys?

• Put students in pairs to practise the conversation Monitor

The past simple in English is the same for all subjects,

except for the verb to be, and a verb normally has to

have a subject in order for it to make sense, e.g Lucy was

in a hurry because she got up late

In some languages it isn’t necessary to include the subject

when you know who / what it is This is because the

verb form includes information about the subject Some

students may therefore omit it in English, leading to

mistakes such as Lucy was in a hurry because got up late.

2a • Read the examples Drill each one as a class and individually

and check pronunciation

• Go through the rules on Student’s Book page 104

• Write: They was late It weren’t a good day on the board

and ask students to correct the sentences Elicit: They were

late It wasn’t a good day.

b • Focus on the text in exercise 1 Tell students to underline

5 • Write: Lucy got up on time on the board Ask students to

of coffee She dropped it 4 She didn’t pick up her laptop She picked up her bag and her keys 5 She didn’t put her keys down because the phone rang She put her keys / them down because the post arrived 6 She didn’t get five bills in the post She got two bills 7 She didn’t leave her keys in the kitchen She left her keys / them in the hall

1 was 2 took 3 lost 4 was 5 went 6 watched 7 ate

• Focus students’ attention on the can do statement: Now I

can talk about events in the past.

Follow-up

• Prepare a list of verbs that students have seen in lessons 1–10 (see the wordlists at the end of the Student’s Book)

• Put students in teams Read out the present form of the first

verb, e.g drop Toss a coin If it lands face up, teams use

the verb to make a positive sentence in the past Face down means teams use the verb to make a negative sentence The first team to make a correct sentence wins the point

Resource activity pages 183 and 258

Student’s Book p.10

1 10.1 Read and listen.

2a Read the examples Study the rules on page 104.

Past simple: to be

She was in a hurry Monday wasn’t a good day

There were two bills Her keys weren’t there

b Underline more examples of the past simple of to be in the text.

3 Choose the correct form of the verb.

1 Lucy’s neighbours had a key, but they wasn’t / weren’t in, because

they was / were on holiday.

2 The weather wasn’t / weren’t very good It was / were cloudy and it

wasn’t / weren’t very warm.

3 She walked to the bus stop, but there was / were a long queue

and the first two buses was / were full.

4 Lucy was / were late, so her boss wasn’t / weren’t very happy.

5 In the afternoon Lucy was / were tired She had three meetings

They was / were very long and boring.

4a Read the examples Study the rules on page 105.

Past simple

We use the past simple for completed events in the past.

1 regular verbs

open I opened the letters

2 irregular verbs (see page 123)

get up You got up late

3 negative statements

I had breakfast I

didn’t have

breakfast

NOT I didn’t had breakfast

b Underline more examples of past simple verbs in the text in exercise 1.

5 Correct the sentences about Lucy’s day.

1 She didn’t get up on time She got

up late.

1 She got up on time

2 She had breakfast

3 She drank a cup of coffee

4 She picked up her laptop

5 She put her keys down because the phone rang

6 She got five bills in the post

7 She left her keys in the kitchen

6 10.2 Drill Listen Give the negative.

1 I got up late

I didn’t get up late.

7a Put the verbs in the past simple.

1 I late for work (be)

2 I the bus (take)

Monday wasn’t a good day for Lucy Everything went wrong

She was in a hurry because she got up late She didn’t have

breakfast She just made a cup of coffee, but it was very hot

and she dropped it

She picked up her bag and her keys Just then the post

arrived She put her keys on the table in the hall and opened

the letters There were two bills and a letter from the bank

She left the house, closed the door and hurried to her car She

stopped and looked in her bag Her keys weren’t there And

they weren’t in her pocket Then she remembered They were on

the table in the hall And it wasn’t just her car keys Her house

keys were there, too It wasn’t a good start to the week

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

Student’s Book p.11

1 Look at the pictures of Vijay and Seema What is happening in

each picture?

2 11.1 Listen Number the pictures in the correct order.

3 Listen again Answer the questions.

1 Why weren’t Vijay and Seema happy?

2 Why did they have an argument?

3 Why did Vijay stop to talk to the man?

4 Why wasn’t the man at work that day?

5 Where do Vijay and Seema live now?

6 What does Seema do?

7 What does Vijay do?

8 Why isn’t he working today?

Their life before Their life now

They lived in a big house. They live in a small village

He doesn’t earn much money

He sees his family

a lot

He works at home

He doesn’t travel much

They’re happy now

Language note because and so

He was often away, because he travelled a lot (reason)

He travelled a lot, so he was often away (result)

5 Writing Complete the summary of Vijay and Seema’s story.

At first, life was good for Vijay and Seema

Vijay had a good job He earned 1 ,

so 2 However, they weren’t happy, because 3 When they were on holiday, Vijay phoned 4 , so 5 Vijay went for a walk on the beach and he met a man The man made 6 and he was very happy Vijay and Seema decided

to change their life, so 7 Now Seema 8 Vijay 9 , but he isn’t working today, because 10

flat They usually take out a mortgage to

pay for it When they move house, they sell their house and buy another one

People normally buy and sell houses through

an estate agent A solicitor deals with the

contracts and other legal matters

picture c: hotel room, casual clothes, argue, angry

picture d: workshop, fishing equipment, go fishing, sign

picture a: What are Vijay and his family doing? Do you think

they want to move house?

picture b: Where is Vijay? Who is he talking to? What do you

think the man’s job is?

picture c: Where are Vijay and Seema? Why are they in a

hotel? Why do you think Seema is angry?

picture d: What is Vijay holding? Who do you think made the

table and chairs? Is Vijay happy?

picture e: What is Vijay doing? How do you think he feels?

picture f: Where is Vijay? What is he wearing? What is he

doing? How does he look?

2 • Tell students to look at the pictures and listen Play audio

11.1 Ask: Was Vijay happy with his old life? Elicit: No, he

wasn’t

• Play the audio again to I was often away at weekends Ask:

Which picture matches the text? Elicit: picture f

again to I didn’t spend much time with my family Elicit:

Because Vijay didn’t spend much time with his family.

4 • Write: They live in a small village on the board Ask: Where

did Vijay and Seema live before their holiday? Elicit: They

lived in a big house.

• Focus on the table Put students in pairs Tell them to look

at the sentences about Vijay and Seema’s life now and write about their life before the holiday

• Go through the answers as a class, writing the past simple forms on the board so students can check their work

They lived in a big house He earned a lot of money He didn’t spend much time with his family He didn’t work at home He travelled a lot They weren’t happy (then)

• Read through the Language note

• Write: He earned a lot of money, he had a good job on

• Go through the answers together Ask individual students to read out one sentence each

1 a lot of money 2 they had a big house 3 Vijay didn’t spend much time with his family 4 his office every day 5 they had a big argument 6 furniture 7 they sold their big house and moved to a small village 8 is a teacher 9 makes furniture 10 he’s going fishing

English in the world

• Elicit / Teach: own, take out, mortgage, estate agent,

solicitor, deal with, contract, legal matters.

• Read through the text as a class Ask questions to check

comprehension, e.g How do people in Britain usually pay for

a house or flat? What does an estate agent do? Who deals with the contracts?

• Ask students questions about buying houses and flats in

their countries, e.g Do people in (Spain) usually take out

mortgages? How do you buy houses in (Italy)? Do you use estate agents to sell houses?

• If you have a mixed-nationality class, put students in groups to compare buying and selling houses in different countries If your students are all the same nationality, do this as a whole class activity using the board to compare your country and your students’ country

• Focus students’ attention on the can do statement: Now I

can understand and re-tell a story.

Resource activity pages 184 and 259 teacher’s notes lesson 11 Students listen to and re-tell a story using the past simple.

© 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

4a • Focus on the Everyday expressions Tell students to find

and underline them in the text

• Write: Oh, I s on the board Point to the gap and ask

students to supply the missing word Elicit: see.

• Ask students to complete the expressions

• Go through the answers together Drill each expression as a class then individually

see, true, heard, right, mean

b • Go through the expressions Elicit / Explain when we use each one:

Oh, I see / I see what you mean / Oh, right – to show you

understand when someone explains something

That’s true – to agree with something someone says

I heard about that – to show you already know something.

Expressions for responding to information are social expressions that exist in most languages To raise awareness of this, and help students to understand the expressions in exercise 4a, you could focus on when we

use these English expressions and ask students to give examples of similar expressions from their own language

• Nominate two students to read the example Focus on the true statements in exercise 3 (3, 5, 7, 8, 10) Put

students in pairs to practise saying and responding to the statements, using the expressions Monitor

• Nominate pairs of students to read out statements and responses If it seems that students are having problems, tell them to check the text again to see how the expressions are used

5 • Focus on the Language check Tell students to look at the

first picture Ask them to read the story again and underline all the examples of the past simple

• Go over as a class

picture 1: Well, we didn’t make much …, We didn’t get many customers …, the weather was bad, the factory on the corner closed …, our son Russell arrived home, I heard about that, He was in Mexico, he didn’t have any money, he came back

6 • Focus on the story Put students in groups Tell them to practise the story, each taking one part

• Give students an opportunity to practise each role Monitor

• Ask one group to act out the story for the rest of the class

• Focus students’ attention on the can do statement: Now I

can respond to what people say.

Follow-up

• Tell students to close their books Write six sentences from the story on the board or on an OHT Include one or two

tense mistakes in each sentence, e.g We don’t make much

money last month He was in Mexico, but he haven’t got any money, so he comed home.

• Put students in teams Teams take it in turns to find the mistakes and correct the sentences They get a point for finding a mistake and another point for correcting it

Resource activity pages 185 and 259

Warm-up

• Use the pictures in lesson 4 to ask questions about the

characters and the story, e.g Who is Lucy’s boyfriend? Where

is Jordan from? What does Jordan want to do? Who works for

a magazine company? How many children have Cindy and Ryan

picture 1: serve, sandwich, cake, counter, make money,

recently, do something wrong, midday, eat like a horse

picture 2: hungry, pick up, look good

picture 1: Who is in The Coffee Shop? Where is Sarah? What is

Ryan doing? Who doesn’t look very happy?

picture 2: Who has just come into The Coffee Shop? Why do

you think he looks tired? What is he looking at? Whose coffee

has he got?

picture 3: Who do you think Ryan and Sarah are talking

about? What do you think they’re saying?

• Focus on the question: Does Russell help his parents in the

café? Play the audio again for students to listen and read

Check the answer to the question: No, he doesn’t.

• Ask some questions about the text to check comprehension,

e.g

picture 1: What was the weather like last month? What

building closed recently? Who doesn’t come to The Coffee Shop

now? Who arrived last Thursday? What time does Russell get

up? Who eats like a horse?

picture 2: Does Russell know Sarah? Who is hungry? What

does he want?

picture 3: Why can’t Ryan save money when Russell is at

home?

3 • Focus on the statements Write: Ryan is happy on the

board Tell students to read the text Ask: Is the statement

true or false? Elicit: False.

Russell Morning, Dad Oh, hello.

Ryan Russell, this is Sarah.

Sarah Hi Nice to meet you!

Ryan And, it’s the afternoon,

actually

Russell Oh, OK Can I have this

coffee? And those cakes and sandwiches look good

2

ENGLISH FOR EVERYDAY LIFE

That’s Life! Episode 2 12

Now I can

respond to what people say.



12

1 Look back at Episode 1 on page 4.

1 Where was Sarah last week?

2 Who came home?

2 12.1 Read and listen to the story Does

Russell help his parents in the café?

3 Are the statements true (T) or false (F)?

Correct the false statements.

4 The factory closed down a year ago

5 The workers don’t go to the café any

more

6 Russell arrived yesterday

7 He came home because he didn’t have

any money

8 Cindy’s happy because Russell is at

home

9 Russell always gets up at nine o’clock

10 Russell eats a lot

4a Complete the expressions.

Yes, I see what you m

b Practise the expressions together Use

the correct statements from exercise 3.

A Ryan isn’t happy.

B Yes, that’s true.

5 Language check Underline examples

of the past simple in the story.

6 Work in a group Practise the story.

Sarah Hello, Ryan You don’t look very happy.

Ryan No Well, we didn’t make much money in the café last month – again.

Sarah Oh, I see.

Ryan We didn’t get many customers, because the weather was bad And the

factory on the corner closed recently, so the workers don’t come now

Sarah That’s true.

Ryan And last Thursday our son Russell arrived home.

Sarah Yes, I heard about that.

Ryan He was in Mexico, but he didn’t have any money, so he came back.

Sarah Oh, right.

Ryan Cindy’s happy Russell can’t do anything wrong in her eyes.

Sarah But can’t he help in the café? You could save some money.

Ryan Russell? He doesn’t get up till midday And he eats like a horse!

Student’s Book p.13

1 13.1 Listen and repeat.

2a Put the expressions in the table below

general events be born,

education take an exam,

relationships meet your future husband / wife,

work get a job,

b Which verbs in the expressions have a regular past form?

3 13.2 Drill Listen Say what happened last year.

1 I / retire

I retired last year.

Language note Years

We say:

1969 nineteen sixty-nine

2003 two thousand and three

2012 twenty twelve

1905 nineteen ‘oh’ five

4 13.3 Listen Bernard is talking about his life Complete the

5 He his wife in Sydney

6 He and his family to South Africa

VOCABULARY

Life events 13

1 be born 2 grow up 3 move (house) 4 take an exam 5 graduate

6 get a job 7 lose a job 8 meet your future 9 go out with 10 fall in love

husband / wife someone

11 get married 12 have children 13 get divorced 14 retire 15 die

English in the world

Going to universityUniversity courses in Britain and the USA usually last three or four years Students don’t always go to their local university

They can choose any university in the country, so a lot of students go to a different city

First-year students normally live at the university in a hall of residence In their second and third year, they often share a house or flat with other students

Compare this with your country.

Warm-up

• Write time expressions on the board (or on an OHT), e.g

midday yesterday, last year, three years ago, tomorrow evening,

the week before last.

In English the verb be born is a passive verb and we use

the past form of be to talk about the moment of birth,

e.g He was born in 1965 However, in some languages the

present form of be is used and students may make mistakes

if they translate directly from their own language

There are some languages which treat born as an active

verb and, as a result, students may forget to use be in

English or use did in negative statements or questions.

2a • Draw four columns on the board labelled: general events,

education, relationships, work.

• Write: be born on the board Ask: Which is the correct

column? Elicit: general events.

In British English graduate means complete a university

level course successfully At this point you normally

get a degree In American English it can mean complete

school or university

Have children has two meanings It can mean be a parent

and, in this instance, we can also use have got For

example we can say She has two children or She’s got two

children It can also mean give birth, but in this case we

can’t use have got For example, She had her daughter nine

years ago NOT She has got her daughter nine years ago.

• Tell students to listen and complete the sentences Play audio 13.3 twice

• Go through the answers together If necessary, play the audio again, pausing after each answer

1 were born 2 was born 3 grew up 4 went to 5 met

• Put students in pairs to complete their notes

• Go over the answers as a class Elicit full sentences

Bernard’s parents moved to England in the 1940s Bernard was born in 1951 He started school when he was 5 years old He fell in love when he was 16 He left school / went to university in 1969

have written, e.g Why was (Mexico City) an important place

for you, (Donna)? What happened in (1992), (Amy)?

• Tell students to use their notes to write six sentences about their life story Monitor

b • Put students in pairs to tell their life stories Monitor

• Ask students to tell the class about their partner

English in the world

• Elicit / Teach: last, local, hall of residence, share.

• Read the text as a class, then ask questions to check

comprehension, e.g Are British university courses always three or

fours years long? Which students live in the halls of residence?

• Focus students’ attention on the can do statement: Now I can

talk about a life story.

Follow-up

• Play Bingo (see page 10) using irregular verbs from lessons 1–13 Tell students to fill in their grid with the present form

1 • Play audio 14.1 for students to read and listen Ask:

What are Sue and Bob talking about? Elicit: How Sue met her

husband.

• Tell students to cover the text Ask questions about the

picture, e.g Where are the people? What are they doing?

• Elicit / Teach: tour guide, guy, laugh.

• Play the audio again for students to read and listen

• Ask questions about the text to check comprehension, e.g

Why was Sue in Rome? Did she go out with the tour guide?

Who did she meet in the supermarket?

• Ask students to read the text again and underline the

question forms Drill each one as a class, then individually

• Put students in pairs to practise the conversation Tell them

to practise both roles Monitor

Word order in English questions may be a problem for

students if it doesn’t match their own language Also,

unlike many languages, English questions (except to

be) need a main verb and an auxiliary verb Mistakes

are often caused by students forgetting to use did in

questions, or using it with the verb to be.

• Write: How, What on the board and elicit more question

words, e.g Who, Whose, When, Which, Why

• Write: Did you spoke to him? Did you were in Paris? What

he did say? Did she enjoyed the party? on the board Ask

students to correct the questions Elicit: Did you speak to

him? Were you in Paris? What did he say? Did she enjoy the

party?

3 • Do the examples together. Play the first item on audio

14.2 Students hear We met in Paris, make a closed

teacher’s notes lesson 14 Students review and practise past simple questions.

question in the past with too, then listen and repeat Do

the same with the second example

• Play the rest of the audio

4a • Go through the conversation Elicit / Teach key vocabulary,

e.g Moscow, on business, wedding, enjoy.

• Write: (you / away) last week? on the board Say: Make a

question in the past Elicit: Were you away last week?

• Put students in pairs to make the questions and short answers

• Go through the answers together

1 Were you away last week? 2 Yes, I was 3 Were you there on business? 4 No, I wasn’t 5 Did he marry a girl from Russia?

6 Yes, he did 7 Did they meet in Moscow? 8 Yes, they did

9 Was your brother on holiday there? 10 No, he wasn’t 11 Was Hanja a student there, too? 12 Yes, she was 13 Why did he

go to Moscow University? 14 Did you visit other places in Russia?

15 No, I didn’t 16 Did you have a good time? 17 Yes, I did

b • Ask two students to read out the conversation Check pronunciation

• Put students in pairs to practise the conversation Give them an opportunity to practise both roles

5a • Write: Where you born? (be) on the board Point to the

gap and the verb Ask: What’s this? Elicit: were.

• Focus on the questions Tell students to complete the questions using the verbs in brackets

• Go through the answers together Ask individual students to say the questions Check pronunciation

1 Where were you born? 2 Did you grow up there? 3 Did you move house when you were a child? 4 Where did you go to school? 5 Were you a good student? 6 What subjects did you like? 7 How old were you when you left school? 8 Did you go

to university?

b Your life

• Focus on the questions in exercise 5a Use these to make

sentences about your life, e.g I was born in London, but my

parents were born in Bristol

• Nominate a student Ask: Where were you born, (Marc)?

Elicit an answer, then ask Were both of your parents born

there, too? How long did you live there?

• Nominate individual students to tell the class about their partner

• Focus students’ attention on the can do statement: Now I

can ask questions about events in the past.

Follow-up

• Tell students to use the answers from exercise 5b to write a

paragraph about their partner

• Put students with a new partner to tell them about their first partner

Resource activity pages 187 and 260

Student’s Book p.14

1 14.1 Read and listen.

2 Read the examples Study the rules on page 105.

Past simple: questions and short answers

1 The verb to be

Were you on holiday? Yes, we No, we weren’t were. .

Was he a tour guide? Yes, he No, he wasn’t was. How long were you there?

2 Regular and irregular verbs

Did you enjoy your holiday? Yes, I No, I didn’t did. .NOT Did you enjoyed your holiday?

What did he say?

3 14.2 Drill Listen Ask the questions.

1 We met in Paris

Did you meet in Paris, too?

2 We were on holiday

Were you on holiday, too?

4a Complete the questions and short answers Use the words in brackets.

A 1(you / away) Were you away last week?

B 2(Yes) Yes, I was I was in Moscow

A Oh? 3(you / there) on business?

B 4(No) I was at my brother’s wedding

A Really? 5(he / marry) a girl from Russia?

B 6(Yes) Her name’s Hanja

A 7(they / meet) in Moscow?

B 8(Yes)

A 9(your brother / on holiday) there?

B 10(No) He was a student at Moscow University

A 11(Hanja / a student) there, too?

B 12(Yes)

A 13(Why / he / go) to Moscow University?

B He studied Russian there.

A 14(you / visit) other places in Russia?

B 15(No), but I saw a lot of Moscow

A 16(you / have) a good time?

B 17(Yes) I really enjoyed it

b Work with a partner Practise the conversation.

5a Complete the questions Use the verbs in brackets.

3 house when you were a child? (move)

4 Where to school? (go)

5 a good student? (be)

6 What subjects ? (like)

7 How old when you left school? (be)

8 to university? (go)

b Your life Use the questions in exercise 5a Ask and answer with a partner Try to find some more information.

1 Where were you born?

Were your parents born there, too?

How long did you live there?

Bob How did you meet your husband, Sue?

Sue Well, it started in Rome.

Bob Were you on holiday?

Sue Yes, I was Anyway, I saw this guy

Bob Was he on holiday, too?

Sue No, he wasn’t He was a tour guide there.

Bob Oh, I see So did you go on a date?

Sue No, we didn’t We didn’t speak much, but two years later

I saw him again – at our local supermarket

Bob Really! What did you do?

Sue I said, ‘ Were you a tour guide in Rome?’ and he said, ‘No.’

It wasn’t the same guy!

Bob Oops! Did you tell him about the tour guide?

Sue Yes, I did, and we laughed about it Anyway, now we’re

married with three children

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