Interact 1 Student Book TG (En)

2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s
1
Unit Lesson Title Pages In this lesson:
1 How Are You? 4-7 Introduce yourself
1 2 What Do You Do? 8 - 11 Talk about yourself
3 What Time Do You Get Up? 12 - 15 Ask and answer questions about your daily activities
4 This Is My Son, Tim 16 - 19 Talk about your family
2 5 She Likes Pizza 20 - 23 Talk about what people like
6 Which Do You Like? 24 - 27 Talk about yourself
7 I Love Cooking 28 - 31 Ask about likes and dislikes
3 8 I Don’t Work in an Office 32 - 35 Talk about your job
9 Could I Have a Cup of Tea? 36 - 39 Ask for things in a café or bar
10 She’s Got Short, Brown Hair 40 - 43 Describe a friend
4 11 There’s a Key on the Table 44 - 47 Describe your house
12 Hobbies 48 - 51 Tell people about your hobby
13 Where’s My Pen? 52 - 55 Say where things are
5 14 I Don’t Have a Video Camera 56 - 59 Talk about possessions
15 Can I Try It On? 60 - 63 Role-play shopping for clothes
16 Can You Cook, Maria? 64 - 67 Talk about what you can do
6 17 Sorry, but I Can’t 68 - 71 Invite a friend to the cinema
18 What’s on TV Tonight? 72 - 75 Discuss your favourite TV programmes
19 Having a Lovely Time 76 - 79 Write a postcard about a holiday
7 20 Are There Any Apples? 80 - 83 Talk about food
21 How Do I Get to Green Hill? 84 - 87 Tell people how to get to places
22 I Went to India Last Year 88 - 91 Tell your partner about your week
8 23 I Sing Badly 92 - 95 Discuss how your friends do things
24 When We Were Young… 96 - 99 Tell people a story about when you were young
25 Do You Have a Receipt? 100 - 103 Describe a problem in a shop
9 26 You Should Try to Relax 104 - 107 Give advice for health problems
27 What’s the Matter? 108 - 111 Role-play a visit to the doctor
28 It’s Next to the Toy Shop 112 - 115 Ask people where places are
10 29 What Time’s the Party? 116 - 119 Ask for more information
30 The Food Is Cheap and the Coffee Is Good 120 - 123 Have lunch in a café
31 It’s Freezing! 124 - 127 Talk about what you do in different weather
11 32 It’s Very Cold! 128 - 131 Say why you like things
33 How Much Is the Steak? 132 - 135 Order in a restaurant
34 When We Meet Someone for the First Time… 136 - 139 Say what usually happens in different situations
12 35 No Problem 140 - 143 Discuss what to do about problems
36 Jazz Is Relaxing 144 - 147 Discuss the music you like

2
Language CD tracks
Grammar Articles: a/an Possessives: my/your/his/her Present simple form of be Track 01- 04
Grammar Second person (you) questions and answers Track 05 - 09
Function Telling the time and talking about routines Track 10 - 12
Grammar This is Possessives: my/his/her Track 13 - 14
Grammar Subject-verb-object sentences Track 15 - 16
Skills Extended speaking and listening Track 17 - 18
Grammar Like and dislike + ing Track 19 - 20
Grammar Present simple negative statements Track 21 - 22
Function Ordering food and drink Track 23 - 25
Grammar He/she has got He/she hasn’t got Track 26
Grammar There is/There isn’t There are/There aren’t Track 27 - 28
Skills Extended speaking and vocabulary -
Grammar Where is the + singular? Where are the + plurals? Prepositions of place Track 29 - 30
Grammar Have/has Don’t have/doesn’t have Track 31 - 32
Function Shopping for clothes Track 33 - 34
Grammar Can for ability Track 35 - 36
Grammar Let’s + verb for making suggestions Track 37
Grammar Present continuous for what is happening around now Track 38
Grammar Countable and uncountable nouns Track 39 - 41
Function Giving directions by train Track 42 - 48
Grammar Past simple with regular and irregular verbs and time expressions Track 49 - 50
Grammar Adverbs of manner Track 51
Skills Extended speaking and vocabulary Track 53 - 53
Grammar Too and not enough with adjectives Track 54 - 58
Grammar Should/Shouldn’t for advice Track 59 - 60
Function Asking about problems and giving advice Track 61 - 63
Grammar Prepositions: on the corner of/next to/between/opposite Track 64 - 69
Grammar Invitations with ’Would you like to... ?’ Track 70 - 74
Skills Extended speaking and vocabulary Track 75 - 77
Grammar Weather words Using ’when’ in a sentence Track 78 - 79
Grammar Because Track 80 - 81
Function Asking for prices Track 82 - 87
Grammar Zero conditional Track 88 - 89
Grammar First conditional Track 90

3
1
UNIT 1
How Are You?
1 How Are You?

How Are You?
UNIT 1
In this lesson - Introduce yourself
Core activities - 1, 2, 5-9
Grammar - Articles: a/an Possessives: my/your/his/her Introduction
Language Focus
Present simple form of be 1 Look at the pictures.
Ask and answer questions about the pictures. a + consonant an + vowel
Examples: example A: What‛s this in English?
a book an umbrella
It’s a chair. It’s an umbrella. B: It‛s a book.
A: How do you spell ‘book‛? a chair an oven
It’s my bag. B: B-O-O-K.
I’m Dave.
What’s your name?
She’s Jane Robbins.
Warmer
• Review the alphabet.
• As a class, take turns writing letters of the alphabet on
the board.
• Learners say the names of the letters they write.
• Model stroke order or pronunciation of any problematic
items.
Introduction
1
Direct attention to the pictures on page 6. Point at the
book. Ask, ’What’s this in English?’ Elicit a response.
Model and drill the answer. (’It’s a book.’) Repeat with
other items on the page. Stick to those beginning with 6 Lesson 1
consonants.
Point to the picture of the oven. Ask, ’What’s this in
English?’ Elicit a response. Model the answer, slightly
emphasising the ’an’. (’It’s an oven.’) Drill. Repeat with the
picture of the umbrella.
Direct attention to the Language Focus box. Highlight

the example sentences. Teach ’vowel’ and ’consonant’
(use the alphabet you wrote on the board in the warmer).
Use items on the page and around the room to continue
asking, ’What’s this in English?’ Alternate between
items starting with vowels and consonants. Use the
opportunity to introduce ’I don’t know.’
Model and drill the question. Drill the question and
answer, first chorally, and then in open pairs. Learners
continue practising in closed pairs.
Direct attention to yourself. Point to an item (for instance,

a book) and ask, ’What’s this in English?’ When learners
answer, make to write on the board and ask, ’How do you
spell (book)?’ Elicit the spelling, or, ’I don’t know.’
Model and drill the question. Drill the question chorally.
Learners ask you about the items on page 6. They write
the answers you give.
Practise in open, then closed pairs.
4 Lesson 1
In this lesson: Introduce yourself
Grammar: Articles: a/an
Language Focus
Possessives: my/your/his/her
Present simple form of be
Using your own and learners’ personal items, introduce,
model and drill, ’It’s my /your/his/her (pen),’ etc.
Sounding Natural
Language Focus
3 Track 01 Read and listen to the
my, your, his, her sentences below.
my
a Open your book. Practice
b How do you say this word?
your
c What’s this in English?
2
It’s pen.
his
d Work with a partner.
her
e Look at the example. Put three things from your bag or pockets on the table.
f Can you say that again, please?
g Listen.
Have learners do the same.
h How do you spell ‘pencil’? Encourage learners to check any items they don’t know,
using, ’What’s this in English?’
4 Match the sentences in activity 3 with the
pictures below.
Model statements about the items on the table, using the
Practice
possessive pronouns (’It’s my/your/her... ’). Elicit similar
2 Work with a partner. Put three things from your bag on
statements from individual learners.
the table. Talk about the things. a In pairs, learners practise, using the items on the table.
example It‛s my pen. Monitor. Make notes on good use of vocabulary and
It‛s your rubber.
language, and any mistakes.
Make notes. Highlight good use of language and elicit corrections of
It‛s his book.
any problems you noted.
Feedback.
Learners tell the class about their partner’s items.
Sounding Natural
3a-h
Direct attention to the pictures at the bottom right of
page 7. Run through them, and discuss what they are of.
Lesson 1 7
Direct attention to sentences a-h. Indicate that learners
should read and listen.
Track 01 Play CD.
Track 01 (page 173, Student Book) 1:07

a) Open your book.
b) How do you say this word?
c) What’s this in English?
d) Work with a partner.
e) Look at the example.
f) Can you say that again, please?
g) Listen.
h) How do you spell ’pencil’?
4
In pairs, learners match the sentences from activity 3
with the pictures.
Feedback as a class.
4 answers
Clockwise from top left: a, d, c, g, b, e, f, h
Model and drill sentences b, c, f, and h.
Suggestion
After drilling, point at the pictures of b, c, f, and h as
prompts for individual learners to produce the questions.
Lesson 1 5
Listening and Reading Listening and Reading
5a Track 02 Listen and read the c Work with a partner.
Direct attention to the background picture on the page. conversation below. Practise the conversation below.
Remember to use your names.
Introduce the people to the class – ’Sheri’ and ’Kate’. Point Sheri: Hi, Kate. How are you?
to Sheri (either woman will do) and elicit what she says Kate: Fine, thanks, Sheri. And you? A: Hi, . How are you?
(’Hello’ or ’Hi’). Sheri: Very well, thanks. B: Fine, thanks, . And you?
A: Very well, thanks.
5a b Track 02 Listen again.

Practise the conversation in activity 5a.
Direct attention to the dialogue between Sheri and Kate
in activity 5a. Indicate that learners should listen and
read the conversation. Listening and Writing
Track 02 Learners listen and read the conversation. 6a Track 03 Track 04 Listen and complete c Practise the conversations below.
the conversations with the words in the grey box. Use your own information.

thanks great OK A: Hi, . How are you?
Sheri Hi, Kate. How are you?
fine bad not B: Great, thanks, .
Kate Fine, thanks, Sheri. And you? And you?
Sheri Very well, thanks. Sheri: Hi, Kate. How are you?
A: I’m OK, thanks.
5b
Kate: , , Sheri. And you?
Sheri: I’m , thanks. A: Hi, . How are you?
Track 02 Learners look away from books. Play CD B: Not bad, thanks, .
again, pausing after each line for the learners to repeat. And you?
Remodel and drill any problematic lines. A: Fine, thanks.

Sheri: Hi, Kate. How are you?
5c Kate:
And you?
, thanks, Sheri.
In pairs, learners practise the conversation, using their Sheri: , thanks.

own names. Encourage learners to look away from book
and at each other when speaking.
b Track 03 Track 04 Listen again.
Practise the conversations in activity 6a.
Listening and Writing

6a 8 Lesson 1
Direct attention to the conversations in activity 6a.

Track 03 Track 04 Learners listen and read the
conversations. They complete the conversations with
words from the box.
Feedback in pairs and then as a class.
6a answers
See CD scripts for Tracks 03 and 04.

Kate Great, thanks, Sheri. And you?
Sheri I’m OK, thanks.

Kate Not bad, thanks, Sheri. And you?
Sheri Fine, thanks.
6b
Track 03 Track 04 Learners look away from
books. Play the conversations again, pausing after each
line for the learners to repeat. Remodel and drill any
problematic lines.
6c
In pairs, learners practise the conversations, using their
own names. Encourage learners to look away from book
and at each other when speaking.
6 Lesson 1
Language Focus Language Focus
I am John Davies. I’m John Davies.
He is David Bush. He’s David Bush. Direct attention to the Language Focus box. Go over the
She is Kate Black. She’s Kate Black.
example sentences with learners, highlighting the first
and third person form of be.
Elicit the second person form (you are – you’re). Also
Practice highlight the contracted forms (He’s, I’m).
7 Read the conversation below. Change the words in the parentheses to the short form.
David: Excuse me... Mr Brown?
John: Yes. Call me John, please.
David: OK. Hello, John. My (name is)
Ann Cox is my friend.
name‛s David. Practice
John: Oh, (you are) David Black!
David: Yes, that’s right. 7
John: Hi, David. Nice to meet you.
David: Nice to meet you too, John.
In pairs, learners read the conversation and use prompts
John: (How is) Ann? to write in contracted forms.
David: Oh, (she is) ne, thanks.
Monitor and assist as necessary.
8a Work with a partner. Practise the conversation in the blue box. Feedback as a class.
Person one: Hi, I’m Ann. What’s your name?
Person two: Hi, my name’s Mike. David Black is my friend.
7 answers
Person one: Oh yes, David! How is he? David Excuse me... Mr Brown?
Person two: He’s great, thanks.
Ken Yes. Call me John, please.
b Work with a different partner.
Practise the conversation again.
David OK. Hello, John. My name’s David. Ann Cox is my
Change the underlined words and use your own names. friend.
Interact Ken Oh, you’re David Black!
9a Work with a partner. Start a conversation and introduce yourself. David Yes, that’s right.
Student A: Student B:
Ken Hi, David. Nice to meet you.
You speak first. Answer your partner.
Use your partner’s name. Ask how he/she is. David Nice to meet you too, John.
Introduce yourself.
Ask your partner how he/she is. Ken How’s Ann?
example Excuse me... Mr Harman? David Oh, she’s fine, thanks.
b Change roles. Do it again.
Lesson 1 9 8a
Direct attention to the conversation between Ann and
Mike.
In pairs, learners practise the conversation. Encourage
learners to look away from book and at each other when
speaking.
8b
Learners change partners and practise the conversation,
using their own names. Encourage learners to look away
from book and at each other when speaking.
Interact
Tell learners that they are going to start a conversation
and introduce themselves.
Assign roles A and B to learners. Read through the
instructions and table with the learners. Elicit ideas for
’Introduce yourself’ (For example, ’I know (person)’, I study
at (school)’). Check instructions (’Who speaks first?’)
9a
In pairs, learners do role-play. Monitor. Make a note of
good use of vocabulary and language, and any mistakes.
Feedback. Highlight good use of language and elicit
corrections of any problems you noted.
9b
Learners change roles and do the role-play again.
Monitor and feedback as above.
Lesson 1 7
2
UNIT 1
What Do You Do?
2 What Do You Do?

What Do You Do?
UNIT 1
In this lesson - Talk about yourself
Core activities - 1-5, 9
Grammar - Second person (you) questions and answers Introduction
Examples: 1 Look at the pictures.
Track 05 Listen and read the texts below. Match the texts with the correct pictures.
Do you live in London?
Yes, I do. / No, I don’t. a I’m James. b I’m Sheila. c My name’s Mark.
I’m from Scotland. I’m from Christchurch I’m from England, but
What do you do? I live in Glasgow. I’m in New Zealand. I I live in Japan. I’m
I’m a doctor. a student, and I study

at Glasgow University.
live in Auckland now.
I’m a bank manager.
an engineer. I work
in Tokyo for a big
I like football, but I I work for National company. I like dance
don’t like baseball. Bank. I like green and music.
blue clothes.
Introduction
1
Direct attention to the pictures of the three people on
page 10. Ask learners about the pictures.
For example:
Who do you thinks likes football? What colour are her
clothes? etc.
Practice
2a Make notes about yourself.
Write James, Sheila, and Mark on the board. Read the
names with learners. Direct attention to the three texts in My name:
activity 1. Indicate that learners should listen, read and I’m from:
match the texts to the pictures. I live in:
I’m a/an:
I work/study:
Track 05 Play CD. Learners match pictures with I like:
texts.
b Work with a partner. Tell your partner about yourself.
Feedback in pairs and then as a class. example My name‛s Anna. I‛m from Ireland. I‛m a...
10 Lesson 2
1 answers
Left to right: b, c, a
Practice
a) I’m James. I’m from Scotland. I live in Glasgow. I’m a 2a
student, and I study at Glasgow University. I like football, Focus attention on the box in activity 2. Indicate that
but I don’t like baseball. learners should make notes about themselves.
Demonstrate the activity by writing some notes about

b) I ’m Sheila. I’m from Christchurch in New Zealand. I live in
you on the board. Allow learners time to think and make
Auckland now. I’m a bank manager. I work for National notes. Monitor and assist as necessary.
Bank. I like green and blue clothes.
2b
c) My name’s Mark. I’m from England, but I live in Japan. Model the activity with a confident learner.
I’m an engineer. I work in Tokyo for a big company. I like In pairs, learners tell their partners about themselves.
Monitor.
dance music.
Feedback as a class. Learners introduce their partner to
the class.
Example:
’This is Anna. She’s from Ireland. She’s a... ’
Highlight good use of language and elicit corrections of

8 Lesson 2
In this lesson: Talk about yourself
Grammar: Second person (you) questions and answers
Reading and Listening
3a
Reading and Listening In pairs, learners read the questions and write James’s
3a Read the questions below and write James’s answers.
answers. Show learners how they can find the
information in the text ’a’ on page 10.
Sheila: Where are you from, James?
3b
James: I‛m
m fro
romm Sc
Scot
o laand
nd.
Sheila: Wh
her
e e do you livve?
Track 06 Play CD. Learners listen and check their
Jame
Ja mes:
s in Gl
Glas
assgo
g w.
w
answers.
She
eil
ila:
a
a: Whe
here
re
e do yo
you
u st
stud
ud
dy?
3b answers
Jam
a es
es: at Gl
G as
a go
gow
w Un
Univ
ivver
ersi
s ty
ty..
See CD script for Track 06 - answers underlined.

b Track 06 Listen and check your answers. Sheila Where are you from, James?
4 Work with a partner. James I’m from Scotland.
a Match the questions with the answers.
Sheila Where do you live?
James I live in Glasgow.
Sheila Where do you study?
Where are you from, Mark? I live in Japan. James I study at Glasgow University.
What do you do? I like dance music.
Where do you live? I’m from England.
What music do you like? I’m an engineer.

Extension
Read through the conversation with learners.
In pairs. Have learners practise the conversation. Encourage
learners to look at each other when speaking.
4a
b Track 07 Listen and check your answers. In pairs, learners match the questions with the answers.
Lesson 2 11
4b
Track 07 Learners listen and check answers. Play
again if necessary.
4b answers
See CD script for Track 07.

Interviewer Where are you from, Mark?
Mark I’m from England.
Interviewer Where do you live?
Mark I live in Japan.
Interviewer What do you do?
Mark I’m an engineer.
Interviewer What music do you like?
Mark I like dance music.
Lesson 2 9
Yes/No questions
Go over the questions and answers in the Language Do you live in Tokyo?
Focus box.
Yes, I do.
No, I don’t.
Practice Information questions
What do you do? I’m an engineer.
5a What sports do you like? (I like) tennis and baseball.
Write the conversation from activity 3 on the board, but Where do you live? (I live) in London.
with order of the lines jumbled-up. Write 1 next to ’Where Where do you work? (I work) at a bank.
are you from, James?’, then write 2 next to ’I’m from

Scotland.’ Elicit what the order of the next four sentences
Practice
Practice
are. Indicate that learners should do the same for activity
5a
5a. Go over the first two sentences as a class. Allow time Work with a partner. Put the sentences about Sheila in order.
for learners to think and complete the activity. And do you live in Christchurch?
I like green and blue.

5a answers
6 I work at a bank.
I’m a bank manager.
5b I’m from Christchurch in New Zealand.
4 No, I live in Auckland now.

Track 08 Play CD. Learners listen and check their
What colours do you like?
answers.
1 Where are you from, Sheila?
Track 08 (page 173, Student Book) 0:31 Where do you work?
Interviewer Where are you from, Sheila? 7 What do you do?
Sheila I’m from Christchurch in New Zealand.

Interviewer And do you live in Christchurch? b Track 08 Listen and check your answers.
Sheila No, I live in Auckland now. c Work with a partner. Practise the conversation.
Interviewer Where do you work?

Sheila I work at a bank. 12 Lesson 2
Interviewer What do you do?
Sheila I’m a bank manager.
Interviewer What colours do you like?
Sheila I like green and blue.
5c
Learners practise the conversation in pairs.
10 Lesson 2
Sounding Natural Sounding Natural
6 Underline ‘do you’ in the questions below.
a Where do you live? 6a-c
b What food do you like?
c Do you like tennis?
Indicate to learners they should underline ’do you’ in
the questions. Demonstrate the activity by writing an
7 Track 09 Listen. How do we say ‘do you’ when we speak naturally?
example on the board.
8 Track 09 Listen again and practise the pronunciation.
7
Interact Track 09 Play CD, pausing after each sentence.
9a Work on your own. Model the pronunciation for learners. Indicate that
Complete questions 1-6 in the table below with where, what or do.
’do you’ tends to be contracted /dju /.
Then write your answers.
b Write two more questions in the table below with where or what.
questions answers a) Where do you live?
1 Where are you from? I‛m from Japan. b) What food do you like?
2 do you live?
c) Do you like tennis?
3 do you do?
8
4 do you work?
Track 09 Learners listen again and copy the
5 sports do you like?
pronunciation.
6 you like music?
8 Interact
c Work with a partner. Ask and answer the questions from activity 9b. 9a
example A: Where are you from? Learners write where, what or do to complete the
B: I‛m from England.
questions. Demonstrate the activity by writing the
following on the board:
’____’s your name?’
Elicit ’What’s’ from learners. Indicate they should do
Lesson 2 13 the same for questions 1-6. Monitor and assist where
necessary.
9b
Discuss possible questions and write on board. Monitor
and assist as necessary.
9c
In pairs, learners ask and answer questions on their
tables. Demonstrate the activity by asking a confident
learner a few questions from the activity. Monitor
learners’ use of vocabulary and language. Make notes on
Teaching tip – Monitoring and error correction

After the activity, write on the board an incorrect and
a correct sentence you heard. Then talk about which one
is correct, and which one is incorrect, as well as how to
correct the mistake.
Never pick out one learner who made a mistake. Always
correct as a class. This is especially true for lower level
learners who may be easily discouraged. It’s important to
make an effort to highlight good use of vocabulary and
language, rather than dwelling on individual errors.
Lesson 2 11
3
UNIT 1
What Time Do You Get Up?
3 What Time Do You Get Up?

What Time Do You Get Up?
UNIT 1
In this lesson - Ask and answer questions about your
daily activities
Core activities - 2-5, 7 and 8 Introduction
Function - Telling the time and talking about routines 1 Track 10 Listen and match the conversations with the pictures. Letter the boxes (a-d).
Examples:
5.45/quarter to six
What time do you eat lunch?
What time does she go to bed? a
He gets up at quarter past seven.
Introduction
Direct attention to the pictures in activity 1. Talk about
each situation.
2 Work with a partner. Match the times with the clocks.
Answers a It’s one o’clock. d It’s quarter to nine.

g It’s five to ten. i It’s ten past seven.
Clockwise from top left: b It’s half past eleven. e It’s quarter past two.
h It’s five past ten. j It’s twenty-five to five.
a train station; colleagues asking the time; people talking on c It’s ten to four. f It’s twenty-five past six.
the phone; TV news 12 12 12

11 1 11 1 11 1
10 2 10 2 10 2
1 9 3 9 3 9 3
8 4 8 4 8 4
Track 10 Learners listen to the conversations and 7 5 7 5 7 5
a 6 6 6
letter the pictures in the order they hear them (a – d).
You may want to stop the CD after each conversation,
12 12 12
11 1 11 1 11 1
10 2 10 2 10 2
allowing time for learners to think and letter the pictures. 9 3 9 3 9 3
Play CD again if necessary. 8

7 5
4 8
7 5
4 8
7 5
4
6 6 6
Feedback in pairs, and then as a class.

14 Lesson 3
1 answers
Clockwise from top left: b, a, d, c
2
Draw a clock with no hands on the board. Next, draw
Track 10 (page 173, Student Book) 0:49 hands set to one o’clock and write ’It’s one o’clock’ under
a) it. Read the time with learners. Erase and repeat steps for
different times.
A - Hey, Ian. What’s the time?
Drill chorally, then individually.
B - Let me see... It’s twelve thirty. Next, draw a line from the top to the bottom splitting the
b) clock in half. Write ’past’ on the right side of the clock. On
The train to Old Saybrook is at one o’clock from platform the left side write ’to’. Draw 1.10 on the clock, and then
ten. write ’It’s ten past one.’ Read the time with learners. Erase,
c) and draw 2.10 and elicit the time from learners (It’s ten
past two). Erase and repeat steps a few more times. Drill
This is the nine o’clock news for Wednesday, December the
chorally, then individually.
11th.
Show learners we say, ’It’s quarter past... ’, and ’It’s half
d)
past... ’, not ’It’s fifteen past... ’ or ’It’s thirty past... ’
- See you at the restaurant.
Repeat steps for ’to’. For example, ’It’s ten to three.’ Drill
- What time?
- At quarter past seven.
- OK. See you later. In pairs, learners match the times with the clocks.
Monitor and assist where necessary.
2 answers
Left to right, top to bottom:
a, g, j, i, h, d, b, f, e, c
12 Lesson 3
In this lesson: Ask and answer questions about your daily activities
Function: Telling the time and talking about routines
Language Focus
3
Learners write the missing words in the boxes. Go over
Language Focus the instructions with learners and check understanding.
3 Look at the clock and write the missing words in the boxes.
quarter to twenty-five past five to twenty to ten past Feedback in pairs, and then as a class.
3 answers
0 ve past Clockwise from the top:
55 5 five past, ten past, quarter past, twenty past, twenty-five
ten to 50 10 past, half past, twenty-five to, twenty to, quarter to, ten to,
45 15 quarter past
five to
40 20 twenty past
twenty-ve to
35
30
25 Listening
half past 4a
Track 11 Learners listen and match the
conversations to the clocks.
Listening Feedback in pairs, and then as a class.
4a Track 11 Listen and match the conversations with the clocks. Letter the boxes (a-e).
4a answers
12
Left to right: e, a, c, d, b
12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5 Track 11 (page 173, Student Book) 0:49
a 6 6
a)
- Excuse me. What’s the time?
b Work with a partner. Ask and answer questions about the times in activity 4a. - It’s half past eleven.
example A: Look at a. What‛s the time? b)
B: It‛s half past eleven.
- What’s the time?
Lesson 3 15 - It’s twenty-five past six.
c)
- It’s twenty-five to five.
d)
- It’s ten to four.
e)
- It’s quarter to nine.
4b
In pairs, learners ask and answer questions about the
times in activity 4a. Read the example and check
learners understand the activity. Monitor.

Lesson 3 13
Reading Reading
5a Write the words from the box under the matching pictures.
5a get up go to work
Direct attention to the pictures and the phrases in the have a shower have lunch
box. get dressed get home

have breakfast go to bed
In pairs, learners write the phrases under the correct
pictures. b Number the pictures in the order you do them
every day.
c Read the article about Colin’s day.

Feedback as a class. What does Colin do at the times below?
I get up at six. I have a shower at about
5a answers quarter to seven. I get dressed, then I have
1
Clockwise from top left: get dressed, have breakfast, go to breakfast at seven. I have toast and coffee. I
go to work at about half past seven. get up
bed, go to work, get home, have lunch, have a shower, I have lunch at half past twelve. I buy a
get up sandwich and read my newspaper at my
desk. I get home at ten to six and have
5b dinner. I like spaghetti. I go to bed at quarter

to twelve.
Learners number the pictures in the order they do the 6.00 a.m. get up
activities every day. Demonstrate the activity by showing 6.45 a.m.
learners the order you do the actions. 7.00 a.m.

7.30 a.m.
12.30 p.m.
Feedback in pairs, and then as a class. 5.50 p.m.
11.45 p.m.
5c d Read about Colin again.
Draw attention to the article about Colin’s day and the list Complete the spidergram with the correct words.
of times in activity 5c. coffee
up
In pairs, learners read the text, and find out and write to work
what Colin does at the other times.
5c answers
6.00 a.m. - get up 16 Lesson 3
6.45 a.m. - have a shower
7.00 a.m. - get dressed/have breakfast
7.30 a.m. - go to work
12.30 p.m. - have lunch
5.50 p.m. - get home
11.45 p.m. - go to bed
5d
Learners read about Colin again and complete the
spidergrams with the correct words. Go over the
examples with learners and check understanding.
5d answers
get - up, dressed, home
have - a shower, toast, coffee, lunch, dinner , breakfast
go - to work, go to bed
14 Lesson 3
6 Track 12 Listen and read the sentences below.
Write the underlined words in the columns in the table.
6a-h
a He works in an office.
b She listens to music in the evening.

/s/ /z/ /ɪz/ Track 12 Learners listen and read sentences a–h.
c He drives his car to work.
works listens watches
Learners listen for the different ways ’s’ is pronounced at
d She lives in a small house. the end of the verbs.
e He likes drinking beer at the weekend. Feedback in pairs, and then as a class.
f She watches TV in the evening.
g He makes breakfast at half past seven every day. 6 answers

h She brushes her hair in the morning. /s/ works, likes, makes
/z/ listens, drives, lives,
/iz/ watches, brushes
Interact
7 What time do you do the activities below? Write your times in the table.
activities you your partner Track 12 (page 173, Student Book) 1:12
1 get up a) He works in an office.
2 have breakfast
3 go to work
b) She listens to music in the evening.
4 have lunch c) He drives his car to work.
5 get home
6 have dinner
d) She lives in a small house.
7 go to bed e) He likes drinking beer at the weekend.
8a Work with a partner.
f) She watches TV in the evening.
Ask and answer questions about your daily Language Focus g) He makes breakfast at half past seven every day.
activities.
Write your partner’s times in the table. do you
h) She brushes her hair in the morning.
What time get up?
does he/she
b Tell the class about your partner’s answers. Interact

example Kevin gets up at half past ten. He has breakfast at...
7
Indicate to learners that they should write the times they
do the activities in the table. Demonstrate the activity by
Lesson 3 17 writing a few examples for yourself on the board. Allow
learners time to think and write times. Monitor and assist
as necessary.
8a
Direct attention to the Language Focus box. Go over the
example questions with learners.
In pairs, learners ask and answer questions about their
daily activities. Learners note their partner’s answers
on the table. Monitor learners’ use of vocabulary and
language. Make notes on good use of vocabulary and
8b
Learners tell the class about their partner ’s answers.

Lesson 3 15
4
UNIT 2
This Is My Son, Tim
4 This Is My Son, Tim

This Is My Son, Tim
UNIT 2
In this lesson - Talk about your family
Grammar - this is Introduction
possessive ’s / my / his / her 1 Look at the words in the box. Write them in the correct column.
Examples: father sister wife brother daughter
grandmother mother husband son grandfather
This is my brother, Tom.
Diana is Jane’s mother. male female
Introduction
Draw the male and female signs from the Student 2 Look at the pictures of Tom’s family (below), and Jane’s family (on page 21).
Book on the board and teach ’male’ and ’female’. Check Complete the sentences with the words from activity 1.
understanding by pointing to yourself and asking, ’Male This is his , Tanya. This is Tom.
or female?’
Draw a simple family tree on the board and elicit/teach

family words (mother, father, etc.).
With each word, elicit, model and drill if necessary, then
write on the board. Check each by asking, ’Male or
female?’
1
Direct attention to the box of family words and the male/
female table.
In pairs, learners write the family words in the correct
column of the table. Tom’s family
Monitor and assist as necessary. This is his , Emma. This is his son , Tim.
20 Lesson 4
1 answers
male:
father, brother, husband, son, grandfather 2 answers
female: (clockwise from ’This is Tom.’)
sister, wife, daughter, grandmother, mother This is his son, Tim.
This is his daughter, Emma.
Extension This is his wife, Tanya.
Encourage learners to add to the family tree on the board, Follow the same procedure for the picture in page 21
in order to ask for further family words (e.g. ’uncle’, ’cousin’). (Jane’s family).
Encourage them to use, ’What’s this in English?’
2 answers continued.
2 (clockwise from ’This is Jane.’)
Direct attention to the family picture on page 20. This is her mother, Diana.
Introduce Tom. This is her father, Dennis.
Read through the box introducing Tom (’This is Tom.’) This is her grandfather, Mark.
Read through the example (’This is his son, Tim.’) This is her grandmother, Mary.
In pairs, learners complete the other sentences with This is her brother, Jesse.
family names from activity 1.
Feedback as a class. Have learners read out the

completed sentences.
16 Lesson 4
In this lesson: Talk about your family
Grammar: This is
Practice
Possessives my/his/her
3
This is her , Dennis. This is her , Mark.
In pairs, learners complete what Jane says about her
family. Monitor and assist as necessary.
This is her , Mary. Feedback as a class.
3 answers (underlined)
This is my father, Dennis.
This is my mother, Diana.
This is her , Diana.
This is my brother, Jesse.
This is my grandmother, Mary.
This is her , Jesse.
4
Present model and drill the question and answers:
This is Jane.
Jane’s family - Who’s this?
- This is Mark. Mark is Jane’s grandfather.
Practice Use Jane’s family picture to drill the questions and
3 Complete what Jane says about her family. answers in open pairs.
This is my , Dennis.
In closed pairs. Learners practise asking and answering
the question about Jane’s family.
This is mother, Diana.
is brother, Jesse.
This grandmother, Mary.
4 Work with a partner. Ask and answer questions about Jane’s family.
example A: Who‛s this?
B: This is Dennis. Dennis is Jane‛s father
Lesson 4 21
Memo
Lesson 4 17
Direct attention to the Language Focus box.

Go over the example sentences with learners. Highlight Who’s this?
the fact that the ’s in ’Tom’s daughter’ = ’the daughter of This is Tom.
Tom’. If necessary, illustrate further using learners and Emma is his daughter.
their possessions (Mika’s bag, Ryoko’s pen, etc.). Emma is Tom’s daughter.
Practice
5a
Direct attention to sentence a. Read it together with Practice
learners. Have learners look at the information about 5a Look at Tom’s and Jane’s families in activity 2.
Tom’s family on page 20 to check if it is true or false. Write T (True) or F (False) next to the sentences.
1 Tom is Tim’s father. T

Show how learners should write ’T’ for ’true’ next to the 2 Tim is Tanya’s husband.
statement. 3 Emma is Tim’s sister.
Direct attention to sentence b. Have learners check the 4 Emma is Tom’s wife.
information on page 20. Elicit that the sentence is false. 5 Dennis is Diana’s husband.
Show how learners should write ’F’ for ’false’ next to the 6 Mark is Jesse’s father.
sentence. 7 Jane is Diana’s sister.
In pairs, learners read and check the other sentences b Correct the false sentences.
against information on pages 20 and 21, and write ’T’ or
b. Tim is Tanya‛s son.
’F’ next to them.
Feedback.
5a answers
1-T
2-F
3-T
4-F 22 Lesson 4
5-T
6-F
7-F
5b
Direct attention to sentence b in activity 5a. Elicit
a corrected sentence and write it on the board:
Tim is Tanya’s son.
In pairs, learners write corrected versions of the false

sentences in activity 5a.
Feedback. Learners read their corrected sentences to the
class.
5b answers
b. Tim is Tanya’s son.
d. Emma is Tom’s daughter.
f. Mark is Jesse’s grandfather.
g. Jane is Diana’s daughter.
18 Lesson 4
Sounding Natural
a) fifty
6 Track 13 Listen and repeat the numbers.
b) thirty
13 14 15 16 18 c) eighteen
thirteen fourteen fteen sixteen eighteen
d) forty
23 26 28 29 30 e) seventy
twenty-three twenty-six twenty-eight twenty-nine thirty
f) thirteen
31 32 40 50 60 g) fourteen
thirty-one thirty-two forty fty sixty h) seventeen
i) eighty
70 80 90 99 100
seventy eighty ninety ninety-nine a hundred j) nineteen
7 Track 14 Listen and write the numbers in the spaces below.

Extension
a fifty e i
Do further practice with a minimal pairs activity. Write
b f j
numbers 13–19 down one side of the board. Write 30, 40,
c g
50... 90 down the other side. Say one of the numbers and
d h have learners point to the side of the board it is on. Continue
with other numbers. Learners can take turns calling out
Interact numbers for classmates to point to.
8a Draw your family tree below. b Work with a partner.
Ask and answer questions about your families.
Interact
example A: Who‛s this?
B: This is my daughter, Mary.
c Tell the class about your partner’s family.

8a
example This is Nicole‛s daughter, Mary.
Demonstrate the activity by drawing your family tree on
the board. Draw stick figures on the tree, but leave out
the names.
- Encourage learners to point at the figures and ask,
’Who’s this?’
- Answer their questions. (’This is me. This is my father,
Lesson 4 23 George.’ etc.)
Learners work independently to draw their family trees.
Sounding Natural 8b
Ask a confident learner questions about their family tree
6 with ’Who’s this?’ As they answer, draw and label a copy
Elicit the pronunciation of the numbers on the grid. of their tree on the board. When writing the names, ask,
Model and drill as necessary. ’How do you spell (Ryoko)?’ etc.
Pay attention to 15/50, 16/60, etc. In pairs, learners ask and answer questions about each
other’s family trees. Make sure that learners build labelled
Track 13 Play CD. Learners listen and repeat.
copies of their partner’s trees for feedback.
Track 13 (page 173, Student Book) 1:09 Monitor and assist as necessary.
13, 14, 15, 16, 18, 23, 26, 28, 29, 30, 31, 32, 40, 50, 60, 70,
8c
80, 90, 99, 100 Learners show the labelled copies they made of their
partner’s family tree and explain them to the class: ’This is
7 Mika. Mika is Tomo’s daughter,’ etc.
Track 14 Learners listen and write the numbers. You
may need to pause after numbers to give learners time to Feedback. Highlight good use of language and elicit
write. corrections of any problems you noted.
7 answers
Lesson 4 19
5
UNIT 2
She Likes Pizza
5 She Likes Pizza

She Likes Pizza
UNIT 2
In this lesson - Talk about what people like
Core activities - 1-3, 6-12
Grammar - Subject-verb-object sentences Introduction
Introduction
Examples: 1 Read what the woman and man say.
I don’t like milk!
I like orange juice.

I like pizza!
She doesn’t like cheese.
Do you like cola?
2 Work with a partner. Write the names of the food and drink under the pictures.
Introduction cereal beer bread carrots bananas eggs
1
orange juice rice spaghetti tea tomatoes wine
Direct attention to the picture of the man and woman at

the top of the page. Read through the speech bubbles
with learners, using gesture/expression to convey
meaning. Drill.
cereal
2
Direct attention to the pictures of food and drink on
page 24. Pick out one or two pictures and elicit the item
names. Draw attention to the example, and show how
learners can find the names in the box at the top of the
activity.
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as
necessary.
Feedback. Teach, model, and drill any problematic items.
Write on the board.
2 answers
Left to right, top to bottom: cereal, eggs, tomatoes, rice,
bread, spaghetti, beer, wine, orange juice, carrots, tea, 24 Lesson 5
bananas
Memo
20 Lesson 5
In this lesson: Talk about what people
Grammar: Subject-verb-object sentences
like Sounding Natural
4
3 Work with a partner. Model the two example words in the activity (’rice’ and
a Make sentences about the food and drink in activity 2. ’cereal’), counting the syllables and showing the stress on
example I like bread.
your fingers as you do so. Show how the example words
I don‛t like beer.
b Think of food and drink that you like. Tell the class.
are written in the correct columns of the table.
In pairs, learners write the other words from activity 2 in
Sounding Natural
the correct columns of the table.
4 Work with a partner.
Write the words from activity 2 in the correct column. Monitor and assist as necessary.
a b c
rice 5
Track 15 Learners listen to check their answers for
the other words. Model and redrill any items that are still
problematic.
5 Track 15 Listen and check your answers. Practise the pronunciation.
5 answers
Language Focus
(Note that the order on the CD may not be the same as the
6a Write Kevin and Susan’s answers in the speech bubbles. Do you like milk?
order in which learners wrote the items.)
Do you like chicken?

a) beer, bread, tea, eggs, wine
b) carrots
b Complete the table.
Do you like chicken?

Yes, I do. c) bananas, spaghetti, tomatoes
No, I don’t.
d) orange juice
Yes, .
you soup?
No, .
Language Focus
Lesson 5 25
6a
Direct attention to the pictures of Kevin and Susan in the
3a Language Focus box. Read the questions. Elicit short
Using the items in activity 2, make a couple of sentences answers and write on the board.
about things you like/don’t like as a model for learners. Learners fill in the speech bubbles giving Kevin and
Point to various items and elicit one ’like’ or ’don’t like’ Susan’s replies.
sentence from each learner.
6a answers
3b Kevin - No, I don’t.
Learners work independently to choose four items from Susan - Yes, I do.
the food and drink in activity 2 and tell the class whether
they like or don’t like them. 6b
Learners use the example sentence as a model and
Extension complete the sentence below it.
Learners think of food and drink that is not on page 24. Feedback in pairs and then as a class.
They tell the class about one item they like, and one item
they don’t like. 6b answers
Do you like soup?
Yes, I do. / No, I don’t.
Lesson 5 21
Practice Practice
7 Look at the pictures of food and drink.
Ask your partner questions.
Direct attention to the pictures of food and drink on Make notes of your partner’s answers.
page 26. example A: Do you like rice?
B: Yes, I do.
Ask two or three learners: ’Do you like (carrots)?’ Elicit A: Do you like cheese?
answers and make notes on the board, using ticks for B: No, I don‛t.
likes and crosses for dislikes. For example: Eri – carrots X;

Ami - carrots
Tomo – eggs
Tom - eggs
In pairs, learners ask each other yes/no questions about
the items and note their partner’s answers. Monitor and
assist as necessary.
Language Focus
8
Direct attention to the Language Focus box. Elicit how Language Focus
the sentences under Susan and Kevin should be filled in. 8 Look at the pictures of Kevin and Susan.
Complete the two sentences with likes and doesn’t like.
8 answers
She likes milk. He doesn’t like chicken.
Drill (a substitution drill would work well here).

She milk. He chicken.
Teaching tip – Substitution drill He/She likes rice.
Teacher says a phrase or part phrase. Learners respond He/She doesn’t like cheese.
by fitting the phrase into a longer item using appropriate

intonation. 9 Tell the class four things about your partner.
Teacher - chicken example Sachiko likes rice. She doesn‛t like tea.
Learner - He doesn’t like chicken. 26 Lesson 5

Teacher - carrots
Learner - He doesn’t...
Etc.
9
Learners look at their notes from activity 7 and tell the
class about things their partner likes and doesn’t like.
22 Lesson 5
Listening Listening
10 a Track 16 Listen. Put a circle ( ) for ‘likes’ or a cross ( ) for ‘doesn’t like’ in the box for each picture.
a Giles d Robert 10a

Direct attention to the pictures in activity 10. Point out
the boxes.
Point out the examples, and show how learners should
b Emma e Lucy
put a tick or cross next to the items.
Track 16 Play the first exchange. Pause and check
understanding.
10a answers
c John f Amanda

b Check your answers with a partner.
a) Giles likes chicken, but he doesn’t like tomato juice.
example Giles likes chicken. He doesn‛t like tomato juice.
b) Emma doesn’t like cereal, but she likes coffee.
11 Ask and answer yes/no questions about the people in activity 10. c) John likes potatoes and carrots.
example Does Giles like chicken?
d) Robert likes spaghetti, but he doesn’t like rice.
e) Lucy doesn’t like wine, and she doesn’t like beer.
Interact
f) Amanda likes eggs and cheese.
12 a Think of one person in your family.
Write three things he/she likes and three things
he/she doesn’t like in the box on the right. 10b
b Work with a partner.
Track 16 Feedback in pairs and then as a class.
Ask your partner yes/no questions about his/her family.
example A: Does your father like potatoes?
B: Yes, he does. 11
c Tell the class about your partner’s answers. Use the answers from activity 10 for open pair practice
example Dave‛s father likes potatoes and carrots. of yes/no questions and answers.
He doesn‛t like beer.
Lesson 5 27 Interact
12a
Learners think of and write the name of one person in
their family, then think of and write three things that
person likes and three things they dislike.
Demonstrate on the board with a person in your family.
You may like to extend topics beyond food and drink.
For example:
Father: likes – golf, wine, films; doesn’t like...
Allow learners time to think and write. Monitor and assist
as necessary.
12b
Demonstrate the activity with a confident learner. Use
a couple of items from your list to ask them about the
person they wrote down. Have them use a couple of
items from their list to ask you about the person you
wrote down.
In pairs, learners ask about each other’s family members.
Monitor. Note good use of vocabulary and language, and

any mistakes.
12c
Feedback. Learners tell the class about their partner.

Lesson 5 23
6
UNIT 2
Which Do You Like?
6 Which Do You Like?

Which Do You Like?
UNIT 2
In this lesson - Talk about yourself
Core activities - 1, 4-6
Skills - Extended speaking and listening
Introduction
1a Read the words below. Write n (=noun) or v (=verb) next to the words.
n
Introduction
John dogs pizza yoga
play(s) like(s) Lisa does
baseball music hate(s) homework
1a b Read the sentence below.

Go through the words with learners and check John plays baseball.
noun verb noun
understanding. Learners write ’n’ (noun) or ’v’ (verb) next Work with a partner.
to the words. Monitor and assist as necessary. Change words in the sentence above with words from activity 1a to make new sentences.
How many new sentences can you make?
Feedback in pairs, then as a class. c Tell the class your sentences.
1a answers
John - n Sounding Natural
dogs - n 2 Work with a partner. Match the words in the box with the stress patterns below.
pizza - n baseball bicycle expensive pork
between engineer great
yoga - n
a great
play(s) - v
b
like(s) - v
c
Lisa - n d
does - v e
baseball - n f
music - n g
hate(s) - v
3a
homework - n Track 17 Listen and check your answers.
b Track 17 Listen again and practise the pronunciation.
1b
Read the sentence with learners.
’John plays baseball.’ 28 Lesson 6
Change one word with a word from activity 1a to make

a new sentence. Write the new sentence on the board.
Example:
Sounding Natural
Dogs play baseball.
2a-g
Explain to learners that they should change one or two In pairs, learners match the words with the stress patterns.
words from the new sentence to make another sentence.
2a-g answers
Example:
a) great O
Dogs like baseball.
b) engineer ooO
In pairs, learners continue making new sentences until c) expensive oOo
they use all the words or no longer can make correct d) between oO
sentences. Monitor and assist as necessary. e) pork O
f) baseball Oo
Feedback. Learners compare their answers with the class.
g) bicycle Ooo
Highlight good use of vocabulary and language. Elicit
correction of errors/mistakes.
1b suggested sentences:
Dogs like music.
Dogs like pizza.
Lisa likes pizza.
Lisa hates pizza.
Lisa hates yoga.
Lisa does yoga.
Lisa does homework.
24 Lesson 6
In this lesson: Talk about yourself
Skills: Extended speaking and listening
Listening
Pre-listening activity. Focus attention on the picture of
Wendy on page 29. Read through the table with learners.
Listening In pairs, learners guess if the information is true or false.
4a Track 18 Listen to Wendy.
Write T (True) or F (False) next to the information.
Feedback. Pairs tell the class their guesses. Write the
guesses on the board.
first name Wendy T Teaching tip – Speculation

family name Lewis F Her family name is Thomas.
Encourage learners to speculate and make guesses
before a reading or listening task. This activates their
country Australia
existing knowledge and gets them in the right frame of
birthday 8th May mind for the task. It also adds interest to the task because
age 38
learners listen or read to see if they were right in what
they guessed.
family one son
live Auckland,
New Zealand 4a
house small house Track 18 Play CD. Indicate that learners should write
job doctor ’T’ (true) or ’F’ (false) next to the information. Play CD
workplace high school again if necessary.
transport bicycle
Feedback in pairs, and then as a class. Check which pair
food spaghetti
had the most correct guesses.
drink tea
4a answers
hobbies cinema
T, F, T, T, T, F, T, T, F, T, F, T, F, T, T
sports swimming
b Track 18 Listen again. Correct the false information. Write true sentences in the table above.
Hi, my name’s Wendy Thomas and I’m from Australia.
My birthday is on the eighth of May and I’m thirty-eight
Lesson 6 29 years old. I have one daughter. Her name’s Mona. I live in
Auckland, New Zealand. I have a small house. I’m a teacher
and I work in a high school in Auckland. I have an old car
3a and I drive to work every day. I really like spaghetti. I drink
Track 17 Learners listen and check answers. five cups of coffee every day because I love it, so I sometimes
can’t sleep at night! I love going to the cinema and watching
a) great films, and I go swimming with my daughter every weekend.
b) engineer
c) expensive 4b
d) between Track 18 Learners listen again and write true
e) pork sentences to correct the false information. Go through
f) baseball the example and check understanding.
g) bicycle
4b answers
3b Her family name is Thomas.
Track 17 Play CD again. Pause after each word. Drill She has one daughter.
chorally, then individually. She’s a teacher.
She has an old car.
She drinks coffee.
Lesson 6 25
Reading Reading
5a
5a
Work with a partner.
Student A, go to read the text below.
Pairwork. Learner A reads the text for 5a. Learner B reads Student B, read the text for 5c.
the text for 5c. Monitor and assist with vocabulary.

My name is Murat Pasa. I’m 28. My
birthday is on the rst of July. I’m
5b from Turkey, and I live in Istanbul. I
Learner B answers Learners A’s questions about Murat. have two brothers, but I don’t have
any sisters. My family has a shoe
Allow Learner A time to think and make questions. shop, and I’m a shop assistant. My
Monitor and assist as necessary. Monitor learners’ use of favourite food is lamb kebabs. I like
vocabulary and language. Make notes on good use of listening to music.
vocabulary and language, and any mistakes.

b Answer Student A’s questions about Murat.
5c example A: What‛s Murat‛s family name?

B: It‛s Pasa.
Learner A answers Learners B’s questions about Nadine. A: How do you spell ‘Pasa‛?
B: P-A-S-A.
Allow Learner B time to think and make questions.
Monitor and assist as necessary. Monitor learners’ use of c Ask Student A questions about Nadine.
vocabulary and language. Make notes on good use of Complete the table below.
vocabulary and language, and any mistakes. first name Nadine
family name
age
birthday
Teaching tip – Monitoring and error correction country

My name is Nadine Bauer. I’m from
When learners do speaking activities, it’s a good idea family
Germany, and I’m 18 years old. My
birthday is on the 21st of December.
to take some notes of how they use the language. This I live in Berlin with my family - my
live
includes correct as well as incorrect use. mother, father, sister and brother.
I’m a student, and I go to school by
job
After the activity, write on the board an incorrect and bus. I love German food and Italian
food. I like dancing.
a correct sentence you heard. Then discuss which one food
is correct and which one is incorrect, as well as how to

correct the mistake.
correct as a class. 30 Lesson 6
Memo
26 Lesson 6
Interact
Interact 6a
6a Write about yourself in the table below. Focus attention on the table. Learners write some notes
you your partner about themselves in the table. Demonstrate the activity
first name
by writing some notes about yourself on the board.
family name
age
6b
birthday In pairs, learners ask and answer questions to complete
country the table. Go through the example and check
family understanding. Monitor learners’ use of vocabulary and
live
job
b Work with a partner. Ask and answer questions to complete the table.
6c
example A: What‛s your family name?
Learners tell the class about their partner's answers. Go
B: It‛s Jones. through the example and check understanding.
A: How do you spell ‘Jones‛?
B: J-O-N-E-S.
c Tell the class about your partner’s answers. corrections of any problems you noted.
example A: What‛s his family name?
B: It‛s Jones.
Lesson 6 31
Memo
Lesson 6 27
7
UNIT 3
I Love Cooking
7 I Love Cooking
I Love Cooking
UNIT 3
In this lesson - Ask your partner about likes and dislikes
Core activities –1-6, 8
Grammar - like and dislike + -ing Introduction
Introduction
Examples: 1 Match the pictures with the hobbies in the box.
I like playing chess.
He can’t stand shopping.
Learners are probably familiar with like and don’t like a
at this level. Following these items with verbs in the –ing a rock climbing f birdwatching
form is less likely to be familiar. b sailing g gardening

c hiking h skydiving
d cooking i playing football
e collecting stamps j playing chess
Warmer
• On the board write a list of four family members (e.g.
brother, mother) and, in random order, your family
members’ hobbies/interests.
2a Work with a partner. Match the words on the left with their opposites on the right.
• Ask learners to suggest which family member does
dangerous boring
which hobby. expensive safe
• Learners work in pairs. Learners make lists of their family fun/interesting/exciting relaxing
stressful cheap
members and also their family members’ hobbies.
b Work with a partner. Which words in activity 2a are positive? Which are negative?
• Learners then try to match the family members with the
3 Which words in activity 2 do you think describe the pictures in activity 1?
hobbies. Tell your partner.
example A: I don‛t like collecting stamps. I think it‛s boring.
B: I don‛t think it‛s boring. I think it‛s interesting.
Introduction 34 Lesson 7
1
Learners match the pictures of free time activities to the 2b
words. They write the letters in the spaces in the pictures. In pairs, learners look again at the adjectives in activity
Feedback as a class. 2a and decide together whether the words have positive
Drill and board any unfamiliar items. or negative meanings.
1 answers
Clockwise from top left: 2b answers
b, a, g, d, c, f, e, j, i, h positive - safe, cheap, fun/interesting/exciting, relaxing
negative - dangerous, expensive, boring, stressful
2a
Learners work in pairs. 3
Learners match the adjectives with their opposites. In pairs, learners use the adjectives in activity 2 to talk
Go through an example and check learners understand about the pictures in activity 1.
the activity. Feedback as a class. Model the activity first by talking about one or two of the
Drill and board any unfamiliar items. activities yourself, first.
Go through an example and check learners understand
2a answers
the activity.
dangerous – safe
Monitor learners’ use of vocabulary and language.
expensive - cheap
Feedback – learners tell the class about their partner's
fun/interesting/exciting – boring
answers.
stressful – relaxing
28 Lesson 7
In this lesson: Ask about likes
Grammar: like and dislike + ing
and dislikes Listening
4a+b
Listening Track 19 Go over questions a and b. Check
4 Track 19 Listen to John talking about hobbies.
understanding, especially ’weekend’ (What do we call
a Tick ( ) the hobbies in activity 1 that he mentions.
b What does John like doing at weekends?
Saturday and Sunday in English?).
Learners listen and tick the pictures in activity 1 that
5 Track 19 Listen again and answer the questions below.
John talks about.
a How does John feel about the hobbies?
Write them in the table below.
They also listen for what he likes doing at the weekend.
b What four words from activity 2 does John use to describe the hobbies? Feedback in pairs and then as a class.
Write them in the correct column of the table.
4a+b answers
a)
playing football
love like don’t mind don’t like hate hiking
playing football rock climbing
sailing
collecting stamps
birdwatching
dangerous gardening
cooking
b)
playing football
cooking

I have a lot of hobbies. I love playing football, so at
weekends I play with my friends in the park. I don’t mind
hiking, but I don’t like rock climbing, because it’s dangerous.
I don’t mind sailing, it’s exciting but it’s expensive! I hate
Lesson 7 35
boring hobbies like collecting stamps, birdwatching,
or gardening. I like cooking at weekends, so I usually invite
my friends over for dinner. You should come over next
weekend. I’ll cook you my famous lasagne!
5a
Track 19 Draw attention to the table. Ask learners
to listen and write the activities John talks about in the
correct places in the table.
the activity.
5b
Track 19 Ask learners to listen for the four adjectives
from activity 2 which John uses, and write them in the
second row of the table.
5b answers
love - playing football
like - cooking
don’t mind - hiking, sailing, exciting, expensive
don’t like - rock climbing, dangerous
hate - collecting stamps, birdwatching, gardening, boring
Lesson 7 29
We can use the –ing form of the verb as a kind of noun (some grammar books call this the gerund).
Go over explanation and examples with learners. I like mountain climbing.
Highlight the fact that we follow these items with either I hate collecting stamps.
a noun or the –ing form of the verb.
I love shopping.
Extension I don’t like getting up early.
Practise the different ways to express likes and dislikes by expressing likes and dislikes
suggesting different activities and encouraging learners Use verb + -ing after love, like, don’t mind, don’t like and hate.
to describe their attitudes towards them using the target love loves
language. I like likes
Example: You don’t mind + -ing form
He
doesn’t mind + -ing form
Teacher - gardening We don’t like of the verb
She
doesn’t like of the verb
Learner - I don’t mind gardening. They can’t stand
John
can’t stand
hate hates
Practice
6a-h Practice
Learners underline the correct word to complete the 6 Underline the correct words to complete the sentences.
sentences. a I love / hate swimming. It’s very healthy.

This activity practises meaning rather than form. Go b I don’t mind / dislike cooking. It’s relaxing.
through an example and check learners understand the
c I like / hate skiing. It’s too dangerous.
activity.
Feedback as a class. d I love / don’t like watching baseball. It’s really boring.
e I love reading. It’s relaxing / boring.

6a-h answers f I like playing golf. It’s very interesting / dangerous.
a) I love / hate swimming. It’s very healthy.
g I hate riding roller coasters. They’re relaxing / scary.
b) I don’t mind / dislike cooking. It’s relaxing.
c) I like / hate skiing. It’s too dangerous. h I like going to discos. They’re fun / boring.
d) I love / don’t like watching baseball. It’s really boring.

e) I love reading. It’s relaxing / boring.
f) I like playing golf. It’s very interesting / dangerous.
g) I hate riding roller coasters. They’re relaxing / scary.
h) I like going to discos. They’re fun / boring. 36 Lesson 7
Memo
30 Lesson 7
7a Track 20 Listen and write the words below in the correct column.
hiking
birdwatching
sailing
gardening
mountain
skydiving
climbing
playing football
cooking
7a
a b c Track 20 Learners write the words in the correct
birdwatching columns of the table according to their stress patterns.
7a (a-c) answers
a) Ooo - birdwatching, gardening, skydiving
b Track 20 Listen again and copy the pronunciation.
b) OoOo - mountain climbing, playing football
c) Oo - hiking, sailing, cooking
Interact 7b
8a What do you like doing? What don’t you like doing? Write one thing in each box.
Track 20 Learners listen again and check their
at home with friends at weekends for exercise
answers to activity 7a.
like watching lms
you Play the recording again. Learners listen and practise the
don’t like pronunciation of the words.
Drill as necessary.
likes
your
partner
doesn’t a) birdwatching, skydiving, gardening
like
b) mountain climbing, playing football
b Work with a partner. Ask and answer questions about what you like and don’t like doing. c) hiking, sailing, cooking
Make notes about your partner in the table above.
example Do you like watching lms at home?
Yes, I love it. It‛s relaxing.
c Tell the class about your partner’s answers.

Interact
example Nobuyuki loves watching lms at home because it‛s relaxing.
8a
Go over the table and check meaning of headings.
Demonstrate the activity by writing brief notes for
Lesson 7 37 yourself on the board.
Learners work independently to complete the section of
the table marked ’you’ by writing one activity in each of
the boxes.
Allow learners time to think and make notes. Monitor and

8b
In pairs, learners ask and answer the questions about
their likes and dislikes and complete the section of the
table marked ’your partner’.
the activity.
Monitor learners’ use of vocabulary and language. Make

notes on good use of vocabulary and language, and any
mistakes.
8c
Learners tell the class about their partner’s answers.

Lesson 7 31
8
UNIT 3
I Don’t Work in an Office
8 I Don’t Work in an Ofce

I Don’t Work in an Office
UNIT 3
In this lesson - Talk about your job
Grammar - Present simple negative statements Introduction
Introduction
Examples: 1 Track 21 Listen to the people.
receptionist waiter
What do they do? doctor cook
I don’t work in a bank. Write the jobs under the names. teacher
She doesn’t like her computer.
Introduction
a Tom b Martin c Tracey d Kim e Michael
1a-e teacher
Read through the jobs in the box with learners (you may
2 Listen again. Where do they work? Write the names on the pictures.
want to drill ’receptionist’). Track 21
Track 21 Learners listen to the CD and write the

people’s jobs under their names.
hotel office school
Track 21 (page 174, Student Book) 1:02 Tom
a) Hello. My name’s Tom. I’m a teacher. I work in a school.

b) Hi. I’m Martin. I’m a cook. I work in a hotel.
c) Hello. My name’s Tracey. I’m a receptionist. I work in an
office. hospital restaurant
d) G ood afternoon. My name’s Kim. I’m a doctor. I work in

a hospital. 3 Work with a partner. Ask and answer questions about the people in activity 1.
e) Hi. I’m Michael. I’m a waiter. I work in a restaurant. example A: What does Tom do?
B: He‛s a teacher.
A: Where does he work?
B: He works in a school.
1a-e answers
a) Tom - teacher, b) Martin - cook, c) Tracey - receptionist, 38 Lesson 8
d) Kim - doctor, e) Michael - waiter
2
Track 21 Run through the pictures with learners.
Elicit where Tom in activity 1 works (school).
Indicate to learners they’re going to listen again
and write the names of the other people under the
workplaces. Play CD again if necessary.
2 answers
Clockwise from top left: hotel - Martin, office - Tracey,
school - Tom, hospital - Kim, restaurant - Michael
3
In pairs, learners ask and answer questions about
the people in activity 1. Demonstrate the activity by
modeling with a confident learner. Monitor learners’ use
of vocabulary and language.

32 Lesson 8
In this lesson: Talk about your job
Grammar: Present simple negative statements
Reading
4
Reading
Reading Focus attention on the pictures of the three people. Ask
4 Read about the people talking about their jobs. learners to guess what their jobs are.
Write the letters in the boxes on the pictures. In pairs, learners read through the interviews and match
them with pictures.
a
Interviewer: What do you do? Feedback. Did learners guess correctly?

Joan: I’m a taxi driver. I don’t work in an ofce.
I drive my car.
Round off the activity by asking and answering questions
Interviewer: Do you like your job?
about the people (use same questions as activity 3).
Joan: Yes, I do. I love driving.
b mistakes.
Interviewer: What do you do?
Emma: I’m a secretary. I write letters and answer

the telephone.
Interviewer: Where do you work?
Emma: I don’t work in an ofce. I work in a school.
Interviewer: Is it interesting?
Emma: No, I think it’s boring. I don’t like my job.
c
Interviewer: What do you do?
Akiko: I’m a waitress. I serve customers in a café.

I don’t cook the food.
Interviewer: Do you like your job?
Akiko: Yes, I do. The customers are interesting.
Lesson 8 39
Memo
Lesson 8 33
I don’t = do not
Go over the examples of the present simple negative You
don’t work in an office.
doesn’t = does not
statements. Highlight the use of ’doesn’t’ in the third We
person. They
He his
doesn’t like job.
She her
Practice
Practice
5 5 Read the information in activity 4 and correct the sentences below.
Read the first sentence with learners (She works in Waitress
a hotel). Ask learners if this is true or false (false). Draw a She works in a hotel.
attention to the correct sentences under it (She doesn’t She doesn‛t work in a hotel. She works in a café.
work in a hotel. She works in a café). Go through the b She cooks the food.
other examples and check understanding. Learners work
in pairs to correct the other sentences for the people in c She hates her job.
activity 4. Monitor and assist as necessary.
Feedback in pairs, then as a class. Secretary
a She works in an office.
5 answers
Waitress b She teaches children.
a) She doesn’t work in a hotel. She works in a café. She doesn‛t teach children. She writes letters and answers the telephone.
b) She doesn’t cook the food. She serves customers. c She likes her job.
c) She doesn’t hate her job. She likes her job.

Secretary
Taxi driver
a) She doesn’t work in an office. She works in a school.
a She works in a factory.
b) S he doesn’t teach children. She writes letters and answers
the telephone.
c) She doesn’t like her job. She thinks it’s boring. b She drives a bus.
Taxi driver c She hates driving.
a) She doesn’t work in a factory. She drives her car. She doesn‛t hate driving. She loves driving.
b) She doesn’t drive a bus. She drives a taxi.

c) She doesn’t hate driving. She loves driving. 40 Lesson 8
Memo
34 Lesson 8
Extension
Sounding Natural Books closed. Read out a random sentence from activity 6.
6 Track 22 Listen and read the sentences. Elicit the corrections from learners. Remind learners to use
a She doesn’t work in a hotel. She works in a café.
b She doesn’t like beer. She likes wine.
the correct pronunciation.
c He doesn’t have a brother. He has a sister. For example:
d He isn’t a teacher. He’s a doctor. Teacher - ’She works in a hotel.’
e They don’t live in London. They live in Manchester.
Learners - ’She doesn’t work in a hotel. She works in a café.’
f We aren’t from England. We’re from Scotland.
g He doesn’t make breakfast. He makes dinner.
h She isn’t a good swimmer. She’s a good dancer. Alternatively you can make it a team competition. Award
i They don’t eat meat. They only eat fish.
a point to the first team to say the correct sentence.
j I’m not angry. I’m hungry!
Track 22 Listen again and copy the pronunciation.
Interact
Interact
7a Think about your job or what you do every day.
Books closed. Divide the class into two teams.
Make notes in the table.
Ask learners questions about the people in activity 4.
questions example you your partner
Award a point to the first team to answer correctly.
What is your job? Teacher
The team with the most points is the winner.
Example:
What do you do? I teach French. ’What does Joan do?’
I don‛t teach
’Does Akiko like her job?’
What don’t you do?
children.
Where do you work?

I work in a 7a
college.
Ask learners to think about their jobs or what they do
What do you like? / I really like my
What don’t you like? job. every day. Go through the example with learners and
check understanding. Allow learners time to think and
b Work with a partner. Ask and answer questions. Write the information in the table above.
make notes. Monitor and assist as necessary.
example A: What‛s your job?
B: I‛m a teacher.
A: What do you do?
B: I teach French, but I don‛t teach children.
7b
In pairs, learners ask and answer questions from the table
in activity 7a. Go through example with learners and
example Ben‛s a teacher. He teaches French, but he doesn‛t teach children.
check understanding. Demonstrate the activity with
a confident learner. Monitor learners’ use of vocabulary
Lesson 8 41
and language. Make notes on good use of vocabulary
and language, and any mistakes.
Sounding Natural 7c
Learners tell the class about their partner's answers.
6a-j
Track 22 Play the CD. Learners listen and read the corrections of any problems you noted.
sentences. Draw attention to the contrastive stress.
Model and drill.

a) She doesn’t work in a hotel. She works in a café.
b) She doesn’t like beer. She likes wine.
c) He doesn’t have a brother. He has a sister.
d) He isn’t a teacher. He’s a doctor.
e) They don’t live in London. They live in Manchester.
f) We aren’t from England. We’re from Scotland.
g) He doesn’t make breakfast. He makes dinner.
h) She isn’t a good swimmer. She’s a good dancer.
i) They don’t eat meat. They only eat fish.
j) I’m not angry. I’m hungry!
Track 22 Play the CD again, pausing after each

sentence for learners to repeat. Model again and drill if
necessary.
Lesson 8 35
9
UNIT 3
Could I Have a Cup of Tea?
9 Could I Have a Cup of Tea?

Could I Have a Cup of Tea?
UNIT 3
In this lesson - Ask for things in a café or bar
Function - Ordering food and drink Introduction
Introduction
1 What food and drink is in the pictures? Write the names under the pictures
Introduction
a cup of tea
a hamburger
1
a glass of milk
Direct attention to the pictures of food and drink on a cup of tea
page 42. Pick out one or two pictures and elicit the item a salad
names. Draw attention to the example, and show how
learners can find the names in the box at the side of the a cheese
sandwich
activity.
In pairs, learners match the names to the items and a cup of hot
write the words under the pictures. Monitor and assist as chocolate
necessary.
Feedback. Teach, model and drill any problematic items. 2 Look at the pictures. Where are the people?
Write on the board.
1 2
1 answers
(Clockwise from top left):
a cup of tea, a cup of hot chocolate, a salad, a glass of milk,
a hamburger, a cheese sandwich
2
Direct attention to the pictures at the bottom of page 42. Listening
Elicit what the situations are (customers ordering food or
3 Track 23 Track 24 Listen to the conversations. What do the people order?
drink in restaurants or cafés).
Conversation one Conversation two
Listening 42 Lesson 9
3
Track 23 Track 24 Learners listen and note
what items from activity 1 the customers order.
Feedback in pairs, then as a class, after each conversation.
3 answers
Conversation one - a (cup of) tea, a (cup of) coffee
Conversation two - two salads, a hamburger, a glass of milk

Conversation one
Customer 1 Could I have a cup of tea, please?
Customer 2 And I’d like a cup of coffee.
Waitress So, that’s one tea and one coffee.

Conversation two
Customer 3 Could I have a hamburger and a salad, please?
Customer 4 I’d like a glass of milk and a salad.
Waiter So that’s one hamburger, one salad and a
glass of milk.
Customer 4 Sorry, we’d like two salads!
Waiter Oh! Yes, sorry. Two salads, a hamburger and a
glass of milk.
36 Lesson 9
4
In this lesson: Ask for things in a café or bar
Function: Ordering food and drink Track 23 Learners listen to conversation one again,
read the text, and fill in the missing words.
4 Track 23 Listen to conversation one again. Write the missing words.
I could have like I’d 4 answers

Customer 1 Could a cup of tea, please?
Customer 2 And a cup of coffee.
Waitress So, that’s one tea and one coffee.
5
Go over the instructions and example and check
5 Work with a partner. Write the missing words from conversation two. understanding. Show learners how they can find the
missing words from the text in the box in activity 4.
Customer 3 Could I a hamburger and a salad, please?
In pairs, learners read the text of conversation 2 and
Customer 4 I’d a glass of milk and a salad.
Waiter So, that’s one hamburger, one salad and a glass of milk.
complete it with words from the box.
Customer 4 Sorry, we’d two salads! Monitor and assist as necessary.
Waiter Oh! Yes, sorry. Two salads, a hamburger and a glass of milk.
6
6 Track 24 Listen and check your answers. Track 24 Learners listen and check their answers.
Language Focus
7 Match the phrases from column A with the phrases from column B. 6 answers
A B See CD script for Track 24 - answers underlined.
a cup of tea, please.
Could I have
a cup of coffee, please?
Language Focus
a cheese sandwich, please?
I’d like
a glass of milk, please.
7
In pairs, learners connect the phrases on the left and
Speaking
right of the box to make requests.
8 Work with a partner. Practise asking for food.
Answer with ‘Yes, of course.’ ’Here you are.’ and ‘Certainly.’
Feedback
example A: Could I have a salad, please?
B: Certainly. 7 answers
Lesson 9 43 Could I have... a cup of coffee, please? / a cheese sandwich,
I’d like... a cup of tea, please. / a glass of milk, please.
Speaking
8
Model and drill a response to requests (’Certainly’). Use
the items in activity 1 to model and drill requests and
responses, chorally and in open pairs.
In closed pairs. Learners practise ordering items from
activity 1.
Note – Drilling is important here, because the main

difference between requests beginning ’Could I... ’ and ’I’d
like... is in the intonation, indicated by question marks when
written.
Lesson 9 37
Vocabulary
Vocabulary 9 Write the names of the money under the pictures.
9
yen
won
Direct attention to the pictures of currency on page
44. Pick out one currency and elicit what it is from the euro
learners. Point out the example, and show how learners dollar
won
can find the names of the currencies in the box at the top pound
left of the activity.

necessary.
Feedback. Teach, model and drill any problematic items.
9 answers
Clockwise from top right:
won, euro, dollar, pound, yen
Sounding Natural
10a-e
Track 25 Learners listen and circle the prices they Sounding Natural
hear. This activity gives learners practice at distinguishing 10 Track 25 Listen and underline the prices you hear.
word stress between, for example, 15/50. a £15.99 £50.99
Feedback in pairs and then as a class. b $9.19 $9.90
Model and drill any problematic items. c ¥350 ¥315

d £14.00 £40.00
10a-e answers e $10.30 $10.13
See CD script for Track 25. 11 Practise saying the prices with a partner.
Track 25 (page 174, Student Book) 0:52 44 Lesson 9
a)
- That’s fifty pounds ninety-nine, please.
- Here you are.
- Thank you.
b)
- That’s nine dollars ninety, please.
- Here you are.
- Thank you.
c)
- That’s three hundred and fifty yen, please.
- Here you are.
- Thank you.
d)
- That’s fourteen pounds, please.
- Here you are.
- Thank you.
e)
- That’s ten dollars thirty, please.
- Here you are.
- Thank you.
11
Feedback as a class, and then in pairs, learners take turns
saying the prices in activity 10. Classmates point to the
correct column.
38 Lesson 9
12 answers
Practice (pictures, from the left): c, a, b
12 Match the conversations with the pictures.
a b c 13
A: Could I have a return
ticket for London,
A: I’d like three magazines
and a lighter, please.
A: I’d like two cappuccinos
and a latte, please.
In pairs, learners practise the conversations from activity
please?
B: That’s £2.50, please. B: That’s $15.80, please. 12. Encourage learners to look away from the text, and
B: That’s £45.
A: Here you are.
A: Here you are.
B: Thanks. Here’s your
A: Here’s $20.
B: Thank you. That’s $4.20
at partners when speaking. Encourage learners to ask
B: Here’s £5 change. change. change. for other items possible in the situations (they can select
A: Thanks. A: Thank you. A: Thanks.
items from the lists you earlier wrote on the board).
Interact
14a
Go over instructions with learners and check
understanding.
13 Work with a partner. Practise the conversations. Elicit other language used in these situations. Drill briefly
and write on the board.
Interact
14 a Work with a partner. Choose a situation below and do a role-play. Suggestions:
Student A, you are the customer. Think about what you want.
Student B, you are the worker. Help the customer.
’Good morning, sir/madam...’ ’How can I help you?’
’Anything else?’ ’No, that’s all, thank you.’
in a café in a restaurant
tea £2 steak £20
Learners do role-play. Monitor. Note good use of
coffee £3 cola £2.20
hot chocolate £3 chips £5
sandwiches £4 salad £13
cake £4 chicken £14.50 Feedback. Ask the waiters what the customer ordered.
b Changes roles and repeat.
Ask the customers how much they paid.
c Act out your conversation for the class. Can they guess where you are?
example A: I‛d like a coffee and a hot chocolate, please.
B: That‛s £6.
14b
Learners change roles and do the role-play again.
Lesson 9 45
Monitor and feedback as before.
14c
Practice If possible, ask confident learners to perform their
exchange in front of the class. Other learners say what the
Direct attention to the pictures on page 45. Elicit what situation is.
the places are.
Answers
Left to right:
café, train station, newsagent
Elicit the kind of things people ask for in these places.

Write on the board in three columns (you will use these in
activity 13)
Suggested answers
(accept any reasonable ideas):
café – a coffee, a cappuccino, a sandwich
train station – a train ticket (elicit ’return’ and ’single’)
newsagent – a newspaper, magazines, cigarettes,
chocolate, a lighter
12
In pairs, learners read the dialogues and match them to
the pictures.
Monitor and assist as necessary, but show learners they
don’t have to understand every word to complete the
task.
Feedback as a class. Highlight and elicit/teach the
meaning of ’change’ in the dialogues.
Lesson 9 39
10
UNIT 4
She’s Got Short, Brown Hair
10 She’s Got Short, Brown Hair

She’s Got Short, Brown Hair
UNIT 4
In this lesson - Describe a friend
Core activities - 1-4, 8, 9
Grammar - he/she has got Introduction
Introduction
he/she hasn’t got 1 Write the words under the matching pictures.
Example:
blonde curly hair dyed hair overweight
Have you got blue eyes? good-looking long hair attractive round face
No, I haven’t. short tall slim
Has she got curly hair?

Yes, she has.
Introduction
1
Direct attention to the pictures of people on page 48.
Pick out one or two pictures and elicit the words. Draw
blonde
attention to the example, and show how learners can find
the words in the box. Learners write the words under the
pictures. Monitor and assist as necessary.
Feedback in pairs, then as a class.
1 answers
dyed hair, tall, attractive, short
blonde, curly hair, good-looking, long hair
slim, round face, overweight 2 Write the opposites of these words:
a overweight slim c tall
Note - You may want to point out that we often use ’slim’ b short hair d straight hair
instead of skinny/thin, and ’overweight’ instead of fat. Also,

48 Lesson 10
we tend to use ’good-looking’ for men and ’attractive’ for
women.
2a-d
In pairs, learners match the words with their opposites in
activity 1.
2a-d answers
a) slim
b) long hair
c) short
d) curly hair
40 Lesson 10
In this lesson: Describe a friend
Grammar: He/she has got
Reading
He/she hasn’t got
3
Reading
Reading Explain to learners that they should read and match the
3 Match the descriptions with the people in the pictures. descriptions with the pictures. Monitor and assist with
any difficult vocabulary. Model and drill any problematic
words.
3 answers
Left to right:
Joanne, Gordon, Dan, Fiona, Jerome
4
In pairs, learner A uses the prompts from column A to ask
Gordon’s very Jerome’s tall, Fiona’s very Joanne’s about Dan’s about about the people activity 3. Learner B uses the prompts
short and thin. and he’s very tall and slim. 60 years old. 35 years old.
He’s quite good–looking. She’s attractive. She’s very He’s tall and
in column B to do the same. Point out that prompts
young. attractive. overweight. a — e are for yes/no questions and prompts f — i are
for who questions. Write an example of each on the
board and check understanding. Monitor and assist as
4 Work with a partner. Use the prompts below to ask about the people in activity 3.
A B necessary. Make notes on good use of vocabulary and
a Fiona / overweight? a Gordon / tall? language, and any mistakes.
b Joanne / attractive? b Jerome / short?
c Jerome / good-looking? c Gordon / old?
d Dan / old? d Dan / tall?
e Fiona / short? e Joanne / young? corrections of any problems you noted.
f Who / overweight? f Who / old?
g Who / slim? g Who / young?
h Who / young? h Who / tall?
i Who / good-looking? i Who / short?
example A: Is Fiona overweight?

B: No, she isn‛t.
A: Who‛s short?
B: Gordon is.
Lesson 10 49
Memo
Lesson 10 41
Language Focus
Language Focus
have/has got + noun be + adjective
Go over the example questions and sentences with Have you got blue eyes? Are you overweight?
learners. Highlight the contracted forms at the bottom of No, I haven’t. No, I’m not.
the page. Has she got curly hair? Is she attractive?

Yes, she has. Yes, she is.
I’ve got black eyes. I’m short.

She’s got blonde hair. She’s tall.
Practice I haven’t got straight hair. I’m not slim.

He hasn’t got short hair. He isn’t good–looking.
5a-g I’ve got = I have got she’s got = she has got I’m = I am he’s = he is
Read the example sentence (a) with learners. Direct

their attention to the matching pictures (1 and 3). The Practice
sentences can describe more than one picture. Allow 5 Read the descriptions below. Write the number of
1 2
learners time to read and match the other pictures. the pictures you think they match.
Monitor and assist as necessary. a He’s got blue eyes. 1, 3
Feedback in pairs, then as a class. b She’s got long, dyed hair.

3 4
c He’s got a round face.
5a-g answers
d She’s got brown eyes.
a) 1, 3
b) 2 e She’s got short hair.
c) 1 f He’s got curly, blonde hair.

5
d) 4, 5
e) 4 g He’s got short, black hair.
f) 1
g) 3 6a Work with a partner.
Student A, choose a person from activity 5.
Student B, ask yes/no questions to find out who Student A chose.
6a example A: Has your person got brown hair?
In pairs, learners choose a picture. Their partner asks B: Yes, he has.
A: Has he got big ears?
yes/no questions to find out who they chose. Go over
b Change roles.
the example and demonstrate with a confident learner.
50 Lesson 10
mistakes.
6b
Learners change roles.

42 Lesson 10
Sounding Natural Interact
7a Read the words in column A.
Match them with the words in column B with the same sounds.
A B
8a
red noise
Learners choose a person in the class and make notes
laugh clean to describe them. Allow learners time to think and make
kissed say notes. Monitor and assist as necessary.
green said
foot funny 8b
whose put
Learners describe the people they made notes about.
money calf
The class tries to guess who the person is.
they knows
9a
rose list
boys shoes
In pairs, learners describe a friend to their partner.
b Listen and check your answers.
Track 26
Learner A thinks of a friend and describes them to their
c Practise the pronunciation.
partner.
Learner B listens and makes notes. Encourage Learner B
Interact to ask follow-up questions to get more information.
8a Choose a person in your class. Make notes to describe them. Example:
Learner A - My friend Hanna is very attractive. She is tall
and slim.
She has got long hair.
Learner B - Has she got straight hair?
Learner A - Yes, she has.
b Describe the person to the class. Can your classmates guess who the person is?
example She‛s got long, black hair.
She‛s tall and slim. Monitor learners’ use of vocabulary and language. Make
She‛s attractive.
9a Work with a partner. mistakes.
Student A, think of a friend and describe him or her.
Student B, listen and make notes.
b Student B, think of a friend and describe him or her.

9b
Student A, listen and make notes. Change roles.
c Tell the class about your partner’s friend.
9c
Lesson 10 51
Learners tell the class about their partner’s friend.

Sounding Natural
In a private lesson
7a Think of a friend and briefly describe them to the learner.
Read through the words in columns A with learners. Encourage the learner to ask follow-up questions to get
Go through the example and highlight that the sounds more information. Instead of making notes, get learner
match. Do one more example with learners and check to draw the person you describe. Change roles. Monitor
understanding. In pairs, learners match the rest of the learner’s use of vocabulary and language.
words from column A with the words in column B. Feedback. Compare the pictures you drew and highlight
Track 26 (page 175, Student Book) 0:56 good use of language and elicit corrections of any
problems you noted.
red, said
laugh, calf
kissed, list
green, clean
foot, put
whose, shoes
money, funny
they, say
rose, knows
boys, noise
7b
Track 26 Learners listen and check answers.
7c
Learners practise the pronunciation.
Lesson 10 43
11
UNIT 4
There’s a Key on the Table
11 There’s a Key on the Table

There’s a Key on the Table
UNIT 4
In this lesson - Describe your house
Core activities - 3-5, 7a and b
Grammar - there is/there isn’t Introduction
Introduction
there are/there aren’t 1 Write the room names on the pictures below.
Examples: bathroom bedroom living room dining room kitchen
There’s a table in the living room.

There isn’t a key in the bag.
There are some socks in the drawer.
There aren’t any towels in the bathroom.
For your information: living room
Be aware that sentences beginning with ’There is/are’ do

not follow the ’standard’ subject-verb-object pattern that
learners may be taught at their schools. Don’t get into
this – it’s best to just teach it as a ’chunk’ of language.
Warmer
2 Look at the pictures.
• In pairs, learners write down as many items that can be Complete the sentences.
found in different rooms in a house as they can. bath bed cooker table sofa
• Give learners one minute to write down items found in a There’s a sofa in the living room.
the living room, one minute for the kitchen, one minute b There’s a in the bathroom.
c There’s a in the bedroom.
for the bathroom, etc. d There’s a in the kitchen.
e There’s a in the dining room.
• Feedback as a class. Which pair has the most items?
52 Lesson 11
Introduction
Teaching tip – substitution drill
1
In pairs, learners match words to pictures. Teacher says a phrase or part phrase. Learners
Draw attention to the example and check learners respond by fitting the phrase into a longer item, using
understand the activity. appropriate intonation.
Feedback as a class. Teacher - sofa/living room
Check pronunciation. Model and drill where necessary. Learner - There’s a sofa in the living room.
Teacher - cooker/kitchen
1 answers Learner - There’s a cooker in the kitchen.
Clockwise from top left: Etc.
living room, bedroom, kitchen, bathroom, dining room
2a-e 2a-e answers

In pairs, learners complete sentences with words from a) There’s a sofa in the living room.
the box. b) There’s a bath in the bathroom.
Feedback as a class. c) There’s a bed in the bedroom.
d) There’s a cooker in the kitchen.
e) There’s a table in the dining room.
44 Lesson 11
Teaching tip – listening for specific information
In this lesson: Describe your house
(listening for keywords)
Grammar: There is/there isn’t
There are/there aren’t This is where learners have an idea of the words, or kinds
of words, that they are listening for. We listen like this in
Listening everyday life when we listen for information in airports or
3a Look at the pictures below. What can you see? stations. This is the listening skills equivalent of scanning
a text. Asking learners to listen for keywords develops
this skill, and also helps them gain confidence for more
detailed listening tasks.
3b answers
They mention the following items:
towels
key
blankets
alarm clock
eggs
knives and forks
teabags

Jeff OK, Billy, here’s your room. There’s a key on the table
b Billy is staying with his friend, Jeff, for two weeks.
and there are some blankets in the drawer.
Track 27 Listen to the conversation. Tick ( ) the pictures that you hear.
Billy
Thanks, Jeff. Are there any towels?
4 Track 27 Listen again. Complete the sentences with the words from the box below.
Jeff
Yes, there are some in the top drawer.
’s a isn’t an are some are some aren’t any
Billy
And is there an alarm clock I can use?
a There ‘s a key on the table.
Jeff There isn’t an alarm clock in here, but I can lend you one.
b There blankets in the drawer.
c There alarm clock. Billy
What about breakfast?
d There knives and forks in the top drawer.
Jeff Well, we usually get up around seven, but if you want
e There teabags.
to make breakfast, you can. There are some eggs
Lesson 11 53
in the fridge if you want to cook.
Billy
Where are the knives and forks?
Jeff There are some knives and forks in the top drawer.
Listening Oh, and do you like coffee?
Billy
I prefer tea, actually.
3a
Elicit the names of the items on page 53. Jeff Oh, I’m sorry, there aren’t any teabags.
3a answers 4a-e
Row by row from left to right: Track 27
pyjamas – television – teabags
Learners listen again and complete the sentences using
towels – key – blankets
the words from the box.
cutlery/knives and forks – alarm clock – eggs
If necessary, pause the recording where appropriate to
3b give learners enough time to write down their answers.
Read through the situation and instructions in the Go through an example and check learners understand
Student Book. the activity.
Draw attention to the tick by the picture of the key and
check learners understand the activity. Feedback in pairs and then as a class.
Track 27 Learners listen for and tick the items 4a-e answers
mentioned. a) There’s a key on the table.
Feedback in pairs and then as a class. b) There are some blankets in the drawer.
c) There isn’t an alarm clock.
d) There are some knives and forks in the top drawer.
e) There aren’t any teabags.
Lesson 11 45
For a singular (only one) thing, we say:
Read through the explanation and examples in the There’s a key on the table.
Language Focus box. There isn’t an alarm clock in your room.

- Illustrate further with classroom objects. Is there an alarm clock?
- Elicit there is/are sentences from learners using For plural (more than one) things, we say:
classroom objects. There are some blankets in the drawer.
There aren’t any teabags.
Practice Are there any towels?
5a-h Practice
In pairs, learners look at the picture and complete the 5 Look at the picture and complete the sentences.
sentences. a Is there a lamp? e a sofa.
Draw attention to the question marks. Make sure learners
understand that some sentences will be questions. Ask, b table. f books?
’How many questions will you write? Which sentences are c children. g CDs.
questions?’
d flowers. h a laptop.
5a-h answers
a) Is there a lamp?
b) There is a table.
c) There aren’t any children.
d) There’s a plant.
e) There isn’t a pencil.
f) Are there any books?
g) There are some CDs.
h) There isn’t a cat.
If learners aren’t already using contracted forms (There’s a, 54 Lesson 11
There aren’t, etc.), model and drill.
Memo
46 Lesson 11
6a Track 28 Listen to the words below.
Which words have the / ɑ / sound? Which words have the / c / sound?
Write the words in the columns. 6a
floor socks box door clock horse Model the two sounds represented in IPA in the table
/ɑ / /c /
(/ɒ/is a short ’o’, as in on, /ɔ / is a long ’o’, as in or.
floor
Track 28 Learners listen and write the words in the
correct columns in the table. Pause the CD after each
word to allow time to write.
b Practise saying the words with a partner. Feedback in pairs and then as a class.
6a answers
Interact
/ɒ/ socks, box, clock
/ɔ / floor, door, horse
7a Read the words below. Write three more things that people have in their house.
sofa lamp TV flowers coffee table
Do you have them in your house? If yes, where are they? Make notes.

sofa - living room
floor
socks
box
door
clock
horse
6b
Learners work in pairs. Learners practise saying the words
b Work with a partner. Ask about your partner’s house. in activity 6a.
example A: Is there a clock in your house?
B: Yes, there is a clock in the bedroom.
If you wish, play the recording again or model the words
yourself to help learners with pronunciation.
example There‛s a clock in Emma‛s bedroom.
Interact
Lesson 11 55
7a
the activity.
Learners work independently. They add three items to
the list of household objects.
Learners make notes in the box about the location of the
objects in their homes.
Monitor and assist where necessary.
7b
the activity.
each other’s houses.
mistakes.

7c
Feedback. Learners tell the class about their partner's
answers.
Lesson 11 47
12
UNIT 4
Hobbies
12 Hobbies
Hobbies
UNIT 4
In this lesson - Tell people about your hobby
Core activities - 1, 2, 5-8
Skills - Extended speaking and vocabulary Introduction
Introduction
1 Match the hobbies with the pictures below.
Warmer
• On the board, write ’I went to the shops and I bought... ’
• Encourage a confident learner to complete the
sentence.
Example: a photography
b playing football
’I went to the shops and I bought a hat.’
c painting
• Now add one item of your own to the sentence: ’I went d cooking
e gardening
to the shops and I bought a hat and a sausage.’ f flower arranging
• Encourage the next learner to add one more item, and a
g playing tennis
h jogging
so on.
• Add fun by having learners mime out each item on the
list as they say them.
Introduction
1 2 Work with a partner. Discuss the questions below.
Direct attention to the pictures on page 56. a Which hobbies in activity 1 have you done?
As a class, elicit the names of the free-time activities. b Which hobbies in activity 1 haven’t you done?
Learners match the words to the pictures by writing the c Which hobbies in activity 1 would you like to do?
d Which hobbies in activity 1 wouldn’t you like to do?
letters in the boxes.
56 Lesson 12
1 answers
Clockwise from top left:
cooking, playing football, flower arranging, jogging,
gardening, playing tennis, painting, photography
2a-d
In pairs, learners discuss the questions.
Answer the questions yourself first, with gestures to
convey meaning.
Teaching tip
Your learners may struggle with questions a and b. They
are in the present perfect tense and may prove tricky at
primary level. If you think it will be difficult to convey the
meaning, change these to ’Which hobbies do you do?’
and ’Which hobbies do you not do?’
48 Lesson 12
3a-h
In this lesson: Tell people about your hobby Go over the questions and check understanding.
Skills: Extended speaking and vocabulary
In pairs, learners match the hobbies to the questions.
3 Work with a partner. Answer the questions about the hobbies in activity 1. 3a-h answers
a) Which hobbies can you do on your own?
a Which hobbies can you do on your own?
cooking, flower arranging, gardening, painting,
photography, jogging
b Which hobbies can you do with other people?
b) Which hobbies can you do with other people?
cooking, playing football, flower arranging, gardening,
c Which hobbies are expensive? playing tennis, painting, photography, jogging
c) Which hobbies are expensive?
d Which hobbies are cheap? Accept any reasonable answers.
d) Which hobbies are cheap?
e Which hobbies can you do outdoors?
Accept any reasonable answers.
e) Which hobbies can you do outdoors?
f Which hobbies can you do indoors?
cooking, playing football, flower arranging, gardening,
playing tennis, painting, photography, jogging
f) Which hobbies can you do indoors?
g Which hobbies are easy to do?
cooking, playing football, flower arranging, playing
tennis, painting, photography, jogging
h Which hobbies are difficult to do?
g) Which hobbies are easy to do?
Accept any reasonable answers.
h) Which hobbies are difficult to do?
4 Tell your answers to the class. Accept any reasonable answers.
4
Lesson 12 57
Memo
Lesson 12 49
Reading Reading
5 Read about Jane’s hobby.
5
Draw attention to the information about Jane and her My hobby is jogging. It’s a little difcult, but
I enjoy it because it’s healthy. I also like it
hobby. because it’s fun and I can spend time outdoors.
Demonstrate the activity by making notes on the first I usually do my hobby in the park. I like doing
couple of questions on the board. it there because it’s very quiet. I always go
jogging by myself because it gives me time to
Monitor and assist as necessary. think. Jogging is very cheap. Sometimes I buy
a bottle of water to drink. To do my hobby, I
Possible notes have to stretch my legs before I start. I then start

jogging slowly. After about ten minutes, I start
a) Jogging.
running faster. Sometimes I run ve kilometres
b) Because it’s healthy. in the morning before work. I think jogging is a
c) In the park. great hobby.
d) By herself.
e) No, it’s cheap.
Answer the questions below.
f) A little difficult.
a What is her hobby? jogging
b Why does she enjoy her hobby?
6 c Where does she do her hobby?
In pairs, learners ask the questions a-f to their partner d Who does she do it with?
and exchange information about the person they read e Is her hobby expensive?
f Does she think the hobby is easy or difficult?
about.
First demonstrate the activity with a confident learner.
58 Lesson 12
Memo
50 Lesson 12
Interact Interact
7 Think about your hobby. Make notes using the questions below.
7
Go through an example and check understanding.
Why do you enjoy doing it?
Demonstrate the activity by writing brief notes on your
own hobby, or a free time activity you enjoy, on the
Where do you do it?
board.
Learners work independently to make notes on their
Who do you do it with? hobbies or free time activities they enjoy.
How much does it cost? as necessary.
Is it easy or difcult? Teaching tip – note taking

Encourage learners to keep their notes brief. Tell them
What equipment do you need?
to just write short phrases and key words. This will help
them to speak more rather than just reading straight
from their notes.
8 Tell the class about your hobby.

8
In pairs, learners tell their partner about their hobbies
and/or free time activities.
Make notes on good use of vocabulary and language,
and any mistakes.
Feedback. Learners tell the class about their partner ’s
answers.
Lesson 12 59
Memo
Lesson 12 51
13
UNIT 5
Where’s My Pen?
13 Where’s My Pen?
Where’s My Pen?
UNIT 5
In this lesson - Say where things are
Grammar - Where is the + singular?
Introduction
Introduction
Where are the + plurals?
1a Match the sentences in the blue box with the pictures.
Prepositions of place Write the numbers in the boxes.
Examples: A
Where’s my phone? 1 The pen is on the CD.
It’s under the sofa. 2 The pen is under the CD.
3 The pen is next to the CD.
Warmer B C
• Write a selection of nouns on the board that you think

learners should know.
For example:
desk, cat, bookcase, candle, table, board, policeman
b Work with a partner. Ask and answer questions about the pictures in activity 1a.
• Go around the class eliciting true sentences about the example A: Look at picture A. Where‛s the pen?
B: It‛s...
classroom for each item in turn.
Examples:
There are four desks. Language Focus
There isn’t a cat.
Where is on
the pen? It’s
Where’s
under the CD.
Where are the pens? They’re next to
Introduction
Books closed. Using two classroom objects, for example 62 Lesson 13
a pen and a book, present the structure, ’The (pen) is (on /

under / next to) (the book).’ Model and drill.
Present, model and drill the question form, ’Where’s the Teaching tip – Open pairs
(pen)?’ In an ’open pair’ drill, the teacher prompts learners to
Present and model, ’It’s on the book.’
practise questions and responses in the target language,
Extension across the class. Pairs take turns to speak, allowing other
You may like to extend to other prepositions, e.g. in, near learners to listen. This allows greater focus on accuracy
and means that stronger learners can provide models for
Drill question and answers. Extend questions to other
classroom objects. Choral drill and then drill in open less confident learners.
pairs. Be sensitive when using open pairs, since it can put a lot
Introduce the plural forms – ’Where are the (chairs)?’ – of pressure on learners to ’perform’.
’They’re under (the table).’
Model and drill in the same way. 1a
Write the questions and statements on the board, Direct attention to activity 1, page 62 of the Student
highlighting the prepositions. Book.
In pairs, learners match the sentences to the pictures.
Feedback as a class:
Teacher - Picture A. Where’s the pen?
Learner - It’s on the CD.
1a answers
1-A; 2-C; 3-B
1b
pictures in activity 1a. Extend to other objects in the
classroom.
52 Lesson 13
In this lesson: Say where things are
Grammar: Where is the + singular?
Where are the + plurals?
Prepositions of place
John I’m late, Jane! Where’s my phone?
Jane It’s on the table.
Listening John And my keys! Where are my keys?
2a Track 29 John is late for work. Jane They’re next to the sofa.
Listen and underline the items he asks about.
pen keys phone watch umbrella
John And my watch? Where’s my watch?
b Track 29 Look at the pictures below.
Jane It’s under your briefcase.
Listen again. Where are John’s things? John Oh yes! Thanks. Bye!
Tick ( ) the pictures.
Teaching tip – Listening for specific information

(listening for keywords)
This is where learners have an idea of the words, or kinds
of words, they are listening for. We listen like this in
everyday life when we listen for information in airports or
stations. This is the listening skills equivalent of scanning
a text. Asking learners to listen for keywords develops
2b
Track 29 Play CD again. Learners listen and tick (√)
pictures.
Ask and answer questions about the pictures in activity 2b. 2b answers
example A: Where‛s the phone? phone – on the table;
B: It‛s on the table.
keys – next to the sofa;
watch – under the briefcase
Lesson 13 63
3
Demonstrate the activity with a confident learner. Point
to a picture and ask a question (e.g. ’Where are the keys?’)
Language Focus Elicit an answer.
Direct attention to the Language Focus box. Go over the In pairs, learners point at different pictures in activity 3
example sentences with learners. and ask and answer questions about where the things
are.
Feedback. Highlight good use of language. Elicit
Listening correction of errors.
2a
Direct attention to the picture of John at the top of page
63.
Elicit that he has a problem (’Is he happy?’).
Explain that he is late. With gestures, show that he is
looking for things.
Direct attention to the list of items in activity 2a and
check understanding. Ask learners to listen for the things
John asks about. They should underline the words on the
list.
Track 29 Play CD.

2a answers
phone, keys, watch
Lesson 13 53
Practice Practice
4 Look at the picture below. 5 Look at the picture below.
4 What do you see?
Write the words on the picture.
Complete the sentences with on/under/next to.
Direct attention to the picture on page 64. a Where’s the pencil?

It’s on the notebook.
Go over the examples and match one more item as a pencil
b Where’s the rubber?
class to make sure learners understand what to do. notebook
It’s the scissors.
In pairs, learners match the words in the box with the ruler
c Where’s the ruler?
items in the picture. pencil sharpener It’s the notebook.
Monitor and assist as necessary. scissors d Where’s the pencil sharpener?
Feedback. Teach, drill and board any items unfamiliar to rubber It’s the notebook.
learners.
4 answers
Top to bottom:
ruler, pencil sharpener, notebook, pencil, scissors, rubber
5a-d
In pairs, learners look at the picture on page 64 and
complete sentences with appropriate prepositions.
5 answers
a) on pencil
b) next to
c) under
d) on
64 Lesson 13
Memo
54 Lesson 13
6 Track 30 Listen to the questions and answers.
Mark ( ) the stressed words.
6
a Where’s my phone? Draw attention to the questions and answers in activity 6.
It’s on the table.
Model the first set (a) and show how the stress patterns
b Where are my keys?
are marked.
They’re next to the sofa.
Indicate that learners should listen to the CD and mark
c Where’s my watch?
the stress patterns on the rest of the sentences.
It’s under the briefcase.
7 Practise the conversations with a partner. Track 30 Play CD, pausing after each exchange to
allow learners time to mark stress.
Interact Play again if necessary.
8 Work with a partner. Ask and answer questions about the things in the picture.
example A: Where‛s the dog?
Model and drill. Choral and then open pairs.
B: It‛s next to the sofa.

a) - Where’s my phone?
- It’s on the table.
b) - Where are my keys?
- They’re next to the sofa.
c) - Where’s my watch?
- It’s under the briefcase.
7
In closed pairs, learners practise the conversations.
Encourage learners to look away from the page when
9a Look around the classroom. Write three questions about where things are. speaking.
1
Interact
3
b Work with a partner. Ask and answer your questions.
Lesson 13 65 8
Direct attention to the picture on page 65. Encourage
learners to ask about items in the picture that they don’t
know (’What’s this in English?’).
In pairs, learners ask and answer questions about where
items in the picture are.
Monitor and assist as necessary. Make a note of good use
of vocabulary and language, and any mistakes.
Feedback.
9a
Learners write three questions about where things are in
the classroom.
as necessary.
9b
In pairs, learners ask and answer their questions.
Feedback.
Lesson 13 55
14
UNIT 5
I Don’t Have a Video Camera
14 I Don’t Have a Video Camera

I Don’t Have a Video Camera
UNIT 5
In this lesson - Talk about possessions
Grammar - have/has, don’t have/doesn’t have
Introduction
Introduction
Examples:
1a Read about Sean. Complete the table below.
She has three cats.
Hi. My name’s Sean. I have a big family. I have one
I don’t have a car. brother and three sisters. My father has three brothers
Do you have a sister? and a sister. My mother has a brother and a sister.
brothers sisters
Introduction Sean has 1
His father has

Books closed. Review family vocabulary:
Draw a stick figure of yourself on the board. Build up His mother has
a family tree from this, eliciting the words for family

members as you go.
Indicate family members on the board and say (for
instance), ’I have a father... I have two brothers... I don’t b Read about Hillary. Complete the table below.
have a sister.’ Hello. I’m Hillary. I have a small family. I have a sister,
Ask a confident learner, ’Do you have a father?’ and elicit but I don’t have a brother. My father has one brother. My
a reply. mother doesn’t have a brother, and she doesn’t have a
Use the reply to model and drill a statement about the sister.
learner, e.g. ’Tomoko has a father.’

brothers sisters
1a
Direct attention to the picture of Sean on page 66 and Hillary has
the accompanying text and table. Read through the text Her father has
with the class. Go over the example. Show how learners

Her mother has
can complete the table by referring to the text.
Complete the information about Sean together as a class.
In pairs, learners complete the information about Sean’s 66 Lesson 14
father and mother.

1a answers:
Sean has: 1 brother, 3 sisters
His father has: 3 brothers, 1 sister
His mother has: 1 brother, 1 sister
1b
Direct attention to the picture of Hillary. Complete the
information about Hillary together as a class.
In pairs, learners read the text and complete the rest of
the table.
1b answers:
Hillary has: 0 brothers, 1 sister
Her father has: 1 brother, 0 sisters (doesn’t say)
Her mother has: 0 brothers, 0 sisters
56 Lesson 14
In this lesson: Talk about possessions
Grammar: Have/has
Language Focus
Don’t have/doesn’t have
Direct attention to the Language Focus box on page 67.
Go over the example sentences. Highlight how we use
Practice
Language Focus has/doesn’t have with the third person (he/she).
2a Write notes about your family.
brothers sisters have/don’t have
I have I a brother.
My father has You have a phone. Practice

My mother has We don’t have a camera.
b Work with a partner. Talk about your family.

They a pet.
2a
example I have two brothers and one sister.
has/doesn’t have
Learners work independently to complete the
a sister.
My father has one brother.
He has information about themselves.
a laptop.
c Tell the class about your partner’s answers. She doesn’t have
a briefcase.
Demonstrate first by noting information about yourself
example John has two brothers and one sister.
His father has one brother.
on the board.
Vocabulary
3 Match the words with the pictures. Write the words under the matching pictures. 2b
Demonstrate the activity.
pen laptop tablet PC backpack
dictionary mobile phone desktop computer briefcase - Use your notes on the board to make statements about
your family (I have a... My father doesn’t have a... etc.)
- Elicit some statements from a confident learner and
note the information on the board.
In pairs, learners tell each other about their families.
Learners make notes on their partner’s information.
backpack

a note of good use of vocabulary and language, and any
mistakes.
2c
Feedback. Learners tell the class about their partner’s
answers.
Lesson 14 67
Teaching tip – Monitoring and error correction

When learners do speaking activities, it’s a good idea
to take some notes of how they use the language. This
includes correct as well as incorrect use.
correct sentence you heard. Then elicit which one is
a correct, which one is incorrect, as well as how to correct
the mistake.
correct as a class.
Vocabulary
3
Go over the instructions and example with learners.
In pairs, learners match the words with the pictures.
Feedback as a class. Teach, model and drill any problem
items.
3 answers:
Left to right, top to bottom: backpack, video camera,
briefcase, laptop, dictionary, pen, digital camera, mobile
phone
Lesson 14 57
Language Focus
Language Focus questions with do answer
Use the items in activity 3 to ask a confident learner, e.g. Do you have
a car? Yes, I do.
a mobile phone? No, I don’t.
’Do you have a mobile phone?’
questions with does answer
- Model and drill short answers (’Yes, I do. / No, I don’t.’)
he does.
- Model and drill the question form (’Do you have a Does he have a camera? Yes,
she does.
Does she have a dog?
mobile phone?’) No,
he doesn’t.
- Drill the question with a substitution drill she doesn’t.
Teaching tip – Substitution drill Practice

Teacher says a phrase or part phrase. Learners respond 4a Work with a partner.
Ask and answer questions about the items below.
by fitting the phrase into a longer item using appropriate Complete the table with your partner’s answers.
intonation. example A: Do you have a laptop?

B: Yes, I do.
yes no
Teacher: ’mobile phone’
Learners: ’Do you have a mobile phone?’ laptop
Teacher: ’backpack’
mobile phone
Learners: ’Do you have a backpack?’
Etc. tablet PC
Drill questions and answers in open pairs (across the desktop

computer
class).
backpack
Use learners’ previous answers to introduce third person

questions and answers (’Does Tomoko have a laptop?’ briefcase
etc.) Model and drill in the same way.

pen
Direct attention to the Language Focus box. Go over the

example sentences with learners.
b Tell the class about your partner’s answers.
example Ken has a laptop. He doesn‛t have a backpack.
Practice 68 Lesson 14
4a
Direct attention to the table in activity 4. Draw a rough
version on the board. Ask a learner one or two questions
about possessions and note their answers on this to
demonstrate the activity.
In pairs, learners ask each other questions and complete
the table.
4b
answers.
58 Lesson 14
Listening and Reading Listening and Reading
Sounding Natural 6a Track 32 Listen and read.
5a Track 31 Listen.
John: Do you have a pen?
6a
How many syllables do the words have?
Write the number in the table below. Ann: No, I don’t. Sorry. Track 32 Learners listen, and read the conversation.
John: Do you have a pencil? If you think it necessary, demonstrate ’Here you are’ first.
words syllables
Ann: Yes, I do. Here you are.
a laptop 2
John: Thanks.
b mobile phone John Do you have a pen?
c digital camera b Practise the conversation. Ann No, I don’t. Sorry.
d video camera John Do you have a pencil?
e backpack
Interact Ann Yes, I do. Here you are.
f briefcase 7a Work with a partner.
John Thanks.
Write five things you think your teacher has in
g dictionary
his/her bag.
6b
b Track 31 Listen again and practise the
1. pen 1. In pairs, learners practise the conversation. Have them
pronunciation.
look away from the text and each other when they speak.
You may like to use a ’disappearing dialogue’ to practise.
Teaching tip – Disappearing dialogue

Write a conversation and leave it on board for learners to
refer to while practising.
b Ask your teacher questions and check your Learners can look at the conversation on board, but must
guesses.
look away when they speak.
example A: Do you have a pen?
B: Yes, I do. Repeat several times, but erase portions of the
conversation each time, leaving smaller and smaller
8a Work on your own.
Write five things you think your partner has in
prompts.
his/her bag.
b Ask questions and check your guesses.
c Tell the class about your partner’s answers. Interact

7a
Demonstrate the activity. Point at a learner’s bag, look
thoughtful, and write five items on the board. Ask the
Lesson 14 69
learner if they have the items. Put a tick ( ) or a cross (x)
next to each item as they answer.
In pairs, learners make a list of five items they think are
in your bag. Allow learners some time to think and write.
Sounding Natural Monitor and assist as necessary.
5a 7b
Say ’laptop’ slowly, counting each syllable on your fingers Learners ask about the items on their lists. You may like to
as you do so. Elicit how many syllables there are. give points for each correct guess.
Direct attention to the table and example. Show learners
that they should listen to each word and write the
number of syllables. 8a
Learners work independently to write a list of five items
Track 31 Play track. Pause after each word for they think may be in their partner’s bag. Monitor and
learners to write the number of syllables. assist as necessary.
5a answers 8b
See CD script for Track 31. In pairs, learners ask each other about the items on their
lists.
Track 31 (page 175, Student Book) 0:50 Monitor learners’ use of vocabulary and language. Make
(Number of syllables in parentheses) sure they are noting their partner’s replies.
a) laptop (2)
b) mobile phone (3) 8c
c) digital camera (5) Feedback. Learners tell the class about their partner ’s
d) video camera (5) answers.
e) backpack (2)
f ) briefcase (2) In a private lesson
g) dictionary (3) Make the reporting stage into a memory game. After
asking each other questions, you each have to remember
5b what the other has without looking at your notes.
Track 31 Learners listen again and repeat. Pause the Highlight good use of language and elicit corrections of
track after each word. any problems you noted.
Remodel and drill any problem words.
Lesson 14 59
15
UNIT 5
Can I Try It On?
15 Can I Try It On?

Can I Try It On?
UNIT 5
In this lesson - Role-play shopping for clothes
Function - Shopping for clothes
Introduction
Introduction
What are the names of the clothes? Write the words under the matching pictures.
Introduction jeans
T-shirt
dress
shorts
jacket
shirt
shoes
scarf
boots trousers jumper skirt
tie top trainers socks
1a
Direct attention to the pictures on page 70. Elicit what
some of the items are. Pick out the example item (T-shirt).
Have learners find the word in the box at the top of the
activity. Show learners how the words for all the items of T-shirt
clothing can be found in the box.
In pairs, learners write the words from the box under the
correct pictures.
Feedback as a class. Model, drill and board any
problematic items.
1a answers
Left to right, top to bottom: T-shirt, shorts, boots, tie, shoes,
jumper, trousers, top, jacket, scarf, jeans, shirt, trainers,
dress, socks, skirt
1b
Elicit which items are plural (’T-shirt – one, or more than
one?’ ’Shoes – one, or more that one?’). Point out that,
in English, the following are regarded as plural: shorts,
b What colour are the clothes? Tell the class.
boots, shoes, trousers, jeans, trainers, socks. example It‛s a green dress. They‛re blue jeans.
Model a couple of statements saying what colour the

clothes are. Use both a single item and a plural item, for
70 Lesson 15
example:
’It’s an orange T-shirt.’
’They’re grey shorts.’
Drill each.
Use the other pictures as prompts to elicit similar
statements from individual learners.
1b answers
It’s an orange T-shirt. They’re grey shorts. They’re black
boots. It’s a yellow tie. They’re purple shoes. It’s a green
jumper. They’re black trousers. It’s a purple top. It’s a black
jacket. It’s a yellow scarf. They’re blue jeans. It’s a black shirt.
They’re white trainers. It’s a green dress. They’re pink socks.
It’s a red skirt.
60 Lesson 15
In this lesson: Role-play shopping for clothes Practice
Function: Shopping for clothes
2
Practice
Direct attention to the pictures on page 71 and the two
texts at the top of the page.
2 Work with a partner. Read the descriptions below.
Ask a confident learner to read out text a. Elicit which
a She has a grey skirt, black b He has jeans, an orange
picture the text is describing.
shoes and a pink shirt. T-shirt and white trainers.
2a answer
Match them with two of the pictures. The woman on the far right.
In pairs, learners read text b and match it to one of the

other pictures.
2b answer
The man standing second from the left.
As a class. Elicit a description of one of the other pictures

and write it on the board. Write any suggestions and elicit
any corrections needed from learners as you go.
In pairs, learners write a similar description of the

remaining picture. Monitor and assist as necessary.
Feedback. Learners read the descriptions they wrote to
the class. Elicit any corrections needed.
3 Choose a person in your class.
3a
a Write a description of his/her clothes.
She has a red jumper. She has brown boots. Learners work independently. They choose a classmate
and write a description of what they are wearing. Monitor
b Read your description to the class. Who is it? 3b

Feedback. Learners read the descriptions they wrote to
Lesson 15 71 the class. Other learners say who the descriptions are of.
Memo
Lesson 15 61
4a Track 33 Listen. Write the words in the correct column.
4a
Direct attention to the clothes words in the box. Select a jeans sweater
jeans tracksuit
two-syllable word from the box (for example, ’tracksuit’) shorts top
and model it, counting the syllables on your fingers tracksuit shirt
as you do so. Elicit how many syllables are in it. Do the tie T-shirt
dress jacket
same with a one-syllable word from the list (for example,
boots trousers
’jeans’).
Show how learners can put the words in the correct place
in the table. Point out the stress pattern at the head of the b Track 33 Listen again. Practise the pronunciation.
two-syllable column.
Track 33 Learners listen to CD and write words in the Reading and Listening
correct column of the table. Pause CD after each word to 5 Work with a partner.
allow learners time to write. a Look at the picture below. Where are they?
Feedback in pairs and then as a class. b Complete the conversation with the sentences in the yellow box.
4a answers Shop assistant: Can I help you, sir?
One syllable: jeans, shorts, tie, dress, boots, top, shirt, Customer: Yes, I‛d like a shirt.
Two syllables: tracksuit, sweater, T-shirt, jacket, trousers Shop assistant: What size?
Customer:
Track 33 (page 175, Student Book) 0:19 Shop assistant: How about this one?
jeans, shorts, tracksuit, tie, dress, boots, sweater, top, shirt, Yes, I’d like a shirt. Customer:
Shop assistant: Yes, of course.

T-shirt, jacket, trousers Where are the changing rooms?
Medium. Customer:
4b Looks nice! Can I try it on? Shop assistant: They’re over there.
Learners listen again and repeat. Pause the track after

c Track 34 Listen and check.
each word. Remodel and drill any problematic words.
d Practise the conversation.
example A: Can I help you, sir?
B: Yes, I‛d like a shirt.
Reading and Listening 72 Lesson 15
5a
Draw attention to the picture on page 72. Elicit what
the place is and who the people are. Ask what they are Track 34 (page 175, Student Book) 0:22
looking at (point to the item and ask, ’What’s this?’) Shop assistant Can I help you, sir?
Customer Yes, I’d like a shirt.
5a answers Shop assistant What size?
It’s a clothes shop. The woman is a shop assistant and the Customer Medium.
man is a customer. They are looking at a shirt. Shop assistant How about this one?
Customer Looks nice! Can I try it on?
5b Shop assistant Yes, of course.
Direct attention to the conversation between the shop Customer Where are the changing rooms?
assistant and customer. Show how the customer’s lines are Shop assistant They’re over there.
missing. Go over the example, and show how learners can
find the missing lines in the small box under the picture. 5d
Highlight and elicit / explain the meaning of ’changing In pairs, learners practise the conversation as a
rooms’. ’disappearing dialogue’.
In pairs, learners complete the conversation with lines
from the small box. Teaching tip – Disappearing dialogue
Monitor and assist as necessary. Leave the conversation on board for learners to refer to
while practising.
5c Learners can look at the conversation on the board, but
Feedback. Elicit the conversation line by line and write on must look away when they speak.
the board. Repeat several times, but erase portions of the
conversation each time, leaving smaller and smaller
Track 34 Learners listen to CD to check answers. prompts.
Elicit any necessary corrections to the conversation on
the board.
5c answers
62 Lesson 15
Refer learners to the Language Focus box.
Read through the example sentences.
Draw attention to and explain meaning of too + adjective
small medium large (use board drawings).
Shop assistant Customer
Yes, it’s fine.
Interact
Is the hat OK?
No, it’s too big.
Yes, they’re fine.

Are the trousers OK?
No, they’re too short.
6a
Explain that learners are going to role-play shopping for
It’s small. It’s big. It’s too big.
clothes.
Divide learners into As and Bs.
Direct the As and Bs to the role-play cards.
Interact Explain that first, Learner B will be the shop assistant.
6 Work with a partner. Elicit the kind of things that shop assistants say (Hello.
Students A and B, look below.
How can I help you, Do you need any help? etc.) Write on
Role-play 1 Role-play 2 board.
You are a customer You are a customer
Ask learners to look at their cards for role-play 1 and think
A B
You want:
a jumper, a shirt, boots
You want:
a scarf, shorts, trainers
about what they’re going to say.
You are a shop assistant You are a shop assistant Allow learners time to read and think. They don’t need to
You have: You have: write anything. Monitor and assist as necessary.
B (jumper) red, blue and green A (scarfs) red, yellow and green
(shirts) blue, green and yellow (shorts) white, blue, black and yellow
(boots) sizes 2 – 10 (trainers) sizes 2 – 10 6b
a Think about what you will say. c Think about what you will say. Learners role-play the situation.
Use the sentences in activity 5. Use the sentences in activity 5. Monitor learners’ use of vocabulary and language. Make
b Role-play the conversation. d Role-play the conversation. notes on good use of vocabulary and language, and any
example A: Can I help you, madam? mistakes.
B: Yes, I‛d like some boots.
A: What colour?
B: Black. Feedback. Highlight good use of language and elicit
A: How about these ones? corrections of any problems you noted.
6c+d
Lesson 15 73
Follow the same procedure for Role-play 2.
Memo
Lesson 15 63
16
UNIT 6
Can You Cook, Maria?
16 Can You Cook, Maria?

Can You Cook, Maria?
UNIT 6
In this lesson - Talk about what you can do
Grammar - can for ability Introduction
Introduction
Examples: 1 Look at the pictures below.
Use the words in the blue box to complete the phrases. You can use some words more than once.
Can you drive a car?
Yes, I can.
Introduction
a foreign
drive a car golf language
1
As a class. Look at the pictures and complete the phrases.
play
1 answers cook
Clockwise from top left: ride
drive a car, play golf, speak a foreign language, play the drive
guitar, play tennis, ride a motorcycle, ride a horse, cook speak
dinner dinner the guitar
2a
In pairs, learners ask their partners if they like doing any
of the activities in 1.
Go over the example and check understanding.
a horse a motorcycle tennis
2b
2a Work with a partner. Ask if he/she likes doing any of the activities above.
answers.
example A: Do you like driving?
Note good use of vocabulary and language, and any B: Yes, I do. It‛s fun.
mistakes.
Highlight good use of language and elicit corrections of 76 Lesson 16
Memo
64 Lesson 16
In this lesson: Talk about
Grammar: Can for ability
what you can do Listening
3
Listening Draw attention to the picture on page 77. Introduce the
3 Look at the picture below. women (Patricia and Nicole).
What kinds of food do you think they are discussing? Elicit what is happening (Are they colleagues? Friends?
Track 35 Listen and check. What are they doing? Where are they?)
Explain that Patricia and Nicole are discussing food. Elicit

some types of food and write on the board, for example:
Italian, Caribbean, French, Chinese, British, Japanese (the
first four of these are needed for the Listening activities).
Encourage speculation on what types of food Patricia

and Nicole are talking about.
Suggestion
You may also like to ask learners who speaks first – Nicole or
Patricia (this will be useful for activity 4).
Track 35 Learners listen to check their guesses.

4 Track 35 Listen again. 3 answers

Read the sentences below. Are they true or false? Write T (true) or F (false) in the boxes. They talk about: Italian, Caribbean, French and Chinese
a Nicole can cook very well. F food.
b Patricia can cook Caribbean food. Patricia speaks first.
c Patricia can cook Italian food very well.
d Nicole’s mother can’t cook Italian food at all. Track 35 (page 175, Student Book) 0:47
e Patricia loves going to French restaurants. Patricia Wow, Nicole! Looks like you can cook very well!
f Nicole can cook Chinese food.
Nicole Hmm, not very well. But I can cook. How about
Lesson 16 77 you, Patricia? Can you cook?
Patricia I can cook Caribbean food, but I can’t cook Italian
food at all.
Nicole My mother taught me how. She can cook Italian
food very well.
Patricia I love going to Italian restaurants. Can you cook
other kinds of food, Nicole?
Nicole Well, I can’t cook French food very well, but I can
cook Chinese food.
Patricia I’m hungry! When’s dinner ready?
Nicole Have another glass of wine. It’ll be ready soon!
4a-f
Draw attention to the statements at the bottom of page 77.
Go over instructions and check understanding.
Track 35 Learners listen again and write T (true) or F
(false) beside the statements.
4a-f answers
a) F (false)
b) T (true)
c) F (false)
d) F (false)
e) F (false)
f) T (true)
Lesson 16 65
Language Focus Language Focus Practice
We use can and can’t to talk about abilities. 6 Read the questions below.
Draw attention to the Language Focus box. can/can’t + base form of the verb
Write your answers.
Go through the explanations and examples as a class. She can cook. a Can you cook Italian food?
Yes, I can. I can cook Italian food very well.

Draw attention to the fact that we use the base form of I can’t ski very well.
b Can you play golf?
the verb in this structure (’She can cook.’). Questions and answers
Can you cook?
5 Yes, I can. c Can you speak English?
Draw attention to the question, ’Can you cook?’ and the No, I can’t.
possible responses in the box below it. d Can you play a musical instrument?
In pairs, learners write the responses in the correct place 5 Read the answers in the blue box.
Write them in the correct place in the table below.
in the table. e Can you ride a motorcycle?
Go through an example first, to check learners Can you cook?
understand what to do. f Can you use a computer?

I can’t cook very well.
Feedback as a class. No, I can’t.

g Can you drive?
You may have to point out that ’I can’t cook very well.’ still Yes, I can cook.
Yes, I can. I can cook very well.
means that the person can cook.
5 answers Yes, I can. I can cook very well.

Yes, I can. I can cook very well.
Yes, I can cook.
I can’t cook very well.
No, I can’t. XXX
Practice
6a-g
Learners write their own answers to the questions.
Feedback in pairs. Learners tell the class about their
partner ’s answers. 78 Lesson 16
Memo
66 Lesson 16
Teaching tip –substitution drill
Sounding Natural
Teacher says a phrase or part phrase. Learners respond
7 Track 36 Listen to the question and answers below.
How does the pronunciation of ‘can’ change in the two answers? by fitting the phrase into a longer item using appropriate
Can you cook? intonation.
Yes, I can.
No, I can’t. Teacher - cook
8 Track 36 Listen again and copy the pronunciation. Learner - Can you cook?
Teacher - drive a car
Interact Learner - Can you drive a car?
9a Read the questions in the table below. Make notes about your answers.
Etc.
questions you your partner
Can you drive? Yes, I can. I can drive very well.

Interact
Can you sing?
9a
Can you paint?
Learners read the questions in the table and make notes
about themselves in the ’you’ column only.
Can you cook?
Go over the instructions and example. Check
understanding, especially that learners only make notes
Can you speak English?
in the middle column (’Where do you write?’).
Demonstrate the activity by writing brief notes about
yourself on the board.
Allow learners time to think and make notes.
b Write two more ‘can’ questions in the table. 9b

c Ask and answer the questions with a partner. Write down your partner’s answers. Learners write two more ’can’ questions on the table.
example A: Can you drive?
B: Yes, I can. I can drive very well.
d Tell the class about your partner’s answers.

9c
In pairs, learners ask and answer the questions and note
Lesson 16 79
their partner’s answers in the ’your partner’ column.
Demonstrate with a confident learner. Make notes on the
board to show that learners do not have to write every
word.
Sounding Natural Monitor learners’ use of vocabulary and language. Make
a note of good use of vocabulary and language, and any
7 mistakes.
Track 36 Learners listen for the different ways ’can’ is
pronounced. answers.
7 answers Highlight good use of language and elicit corrections of
Can you cook? any problems you noted.
Yes, I can.
No, I can’t. 9d
Can you cook? /ə/
Yes, I can. /æ/
No, I can’t. /ɑ /
8
pronunciation. Pause the track after each sentence.
Substitution drill.
Lesson 16 67
17
UNIT 6
Sorry, but I Can’t
17 Sorry, but I Can’t

Sorry, but I Can’t
UNIT 6
In this lesson - Invite a friend to the cinema
Grammar - let’s + verb for making suggestions Introduction
Introduction
Examples: 1a Write the words under the matching pictures.
Let’s have a coffee. restaurant concert nightclub cinema
Let’s go for a walk.

Let’s eat out.
Introduction
1a
Indicate to learners that they should write the words from restaurant
the box under the pictures.
1a answers
Clockwise: restaurant, nightclub, cinema, concert
1b
Go through the verbs with learners and check
understanding. Indicate to learners that they should
tick ( ) what people can do at the places in activity 1a.
b What can people do at the places in activity 1a? Tick ( ) the boxes to complete the table below.
Feedback in pairs, then as a class. talk dance listen eat laugh watch
restaurant
1b suggested answers (accept anything reasonable) concert
Restaurant - talk, listen, eat, laugh nightclub
Concert - dance, listen, watch cinema
Nightclub - talk, dance, listen, laugh
Cinema - listen, eat, laugh, watch 80 Lesson 17
Extension
Write four more places on the board.
Examples:
language school, park, home, train
In pairs, learners make a list of things they can do at each of

those places (e.g. sleep, read, etc.).
You may want to set a time limit (e.g. two minutes). Allow
learners time to think and make notes. Monitor and assist as
necessary.
Learners read out their lists. The pair with the most things on
their lists is the winner.
Feedback. Highlight good use of vocabulary and language.

Elicit correction of errors/mistakes.
68 Lesson 17
In this lesson: Invite a friend to the cinema Language Focus
Grammar: Let’s + verb for making suggestions
Go through the example sentences with learners and

check understanding. Highlight which phrases we use for
Language Focus
’accepting’ and ’refusing’ suggestions.
Sounds good.
That’s a good idea.
Let’s go for a meal.
Practice
I’m sorry, I have an exam.
I can’t. I have a driving lesson on Monday.
2
In pairs. Leaners use the prompts in the table to make
Practice suggestions.
2 Work with a partner. Look at the table.
Learner A - makes a suggestion
Student A – Make suggestions. Learner B - accepts or refuses
Student B – Accept or refuse.
example A: Let‛s watch a lm. Go over the table and instructions and check
B: Sounds good.
understanding. Demonstrate by modeling the activity
Student A Student B with a confident learner. Monitor learners’ use of
watch a film accept vocabulary and language.
go for a meal refuse/busy
go to a concert accept
3
Learners change roles and do the same as in activity 2.
3 Change roles. Use the table below.
Student B Student A
mistakes.
visit a museum accept
watch a baseball game

refuse/have a Spanish Feedback. Highlight good use of language and elicit
lesson
go to the park accept
Lesson 17 81
Memo
Lesson 17 69
Reading Reading
4 Read the responses below.
4a-l Write A for accept, and R for refuse.
Learners read and write ’A’ for accept, and ’R’ for refuse A a Yes, let’s. Let’s get a pizza.
next to the responses. Go through the example and b Sorry, but I can’t. I study Italian
check understanding. on Wednesdays.
c OK. I can buy a new jumper.
Feedback in pairs, and then as a class. d Yes. I love listening to music.
e Sorry, I don’t have any money.
4a-l answers f Yes, I’m starving.
a) A g No, thanks. I don’t like classical music.
b) R h Yes, please. I love dancing.
c) A i No, thanks. I’m not hungry.
d) A j Yes, OK. Let’s see ‘Harry Potter’.
e) R k No, thanks. I’m not very good at
f) A dancing.
g) R l When? Tomorrow? Sorry, I can’t. I start

my computer course tomorrow.
h) A
i) R
5 Work with a partner. Use the prompts below.
j) A Take turns making suggestions to your partner.
k) R Give reasons for accepting or refusing.
l) R example A: Let‛s have lunch in a restaurant tomorrow.

B: Yes, let‛s.
Write the following on the board:

Let’s...
have a meal, go to concert, go to a nightclub, see a film, go have lunch in a restaurant tomorrow
shopping go to a concert
see a film
Direct attention to response ’a’. Elicit what suggestion the go to a nightclub
response is for (have a meal).

In pairs, learners decide which suggestion each response
(b – l) is to (more than one suggestion is possible for
some responses). Demonstrate the activity by writing an 82 Lesson 17
example on the board.

Example:
’Yes, let’s. Let’s get a pizza.’ - have a meal
Feedback as a class. Learners compare answers.
5
Pairwork. Indicate to learners that they should use
the prompts in the box to make suggestions to their
partner. Their partner should give reasons for accepting
or refusing. Monitor and assist with vocabulary where
necessary. Make notes on good use of vocabulary and

70 Lesson 17
6a Read the words below. How many syllables are in each word?
Write the words in the correct column.
6a
cinema nightclub
one syllable two syllables three syllables Read through the words in the box with learners. Teach
concert popcorn
’syllable’. Say the example words while counting the
exercise relax kiss concert cinema
syllables on your fingers. Show how they are written in
hungry restaurant
kiss movie
the appropriate columns. Indicate to learners that they
laugh shout
should write the other words in the correct column.
listen shopping Monitor and assist as necessary.
middle tablecloth Feedback in pairs, and then as a class.
b Listen and practise the pronunciation.
6a answers
Track 37
one syllable
Interact kiss, laugh, shout
7a Work with a partner. 8 Change partners. two syllables
Gary invites Sarah to the cinema. Practise the conversation in activity 7. concert, hungry, listen, middle, nightclub, popcorn, relax,
Complete their conversation with the words below. This time use the information below. movie, shopping
see let’s meet Let’s example A: Let‛s go to the cinema tomorrow night. three syllables
B: I‛d love to.
eat out OK go cinema, exercise, restaurant, tablecloth
Gary: Let’s go to the cinema tonight.
Sarah: Yes, ‘The Sound of Music’.

cinema / tomorrow night
6b
The Night Watchman 3-D
Gary: . It starts at 6 p.m., 8 p.m. and 10 p.m.
Track 37 Learners listen and practise the pronunciation.
Sarah: see the 6 p.m. show. 7.45 p.m., 8.45 p.m., 9.45 p.m.
Gary: And let’s later. coffee and cake / later Track 37 (page 175, Student Book) 0:56
Sarah: OK. Let’s at 5.45.
cinema / weekend
cinema, concert, exercise, hungry, kiss, laugh, listen,
Gary: Great!
middle, nightclub, popcorn, relax, restaurant, movie, shout,
One More Dance Part 3
b Practise the conversation with your partner.

shopping, tablecloth
12 p.m., 3 p.m., 7 p.m.
karaoke / later
Interact
Lesson 17 83
7a
In pairs, learners use the words in the box to complete
Gary and Sarah’s conversation. Monitor and assist as
necessary.
7a answers - underlined
Gary Let’s go to the cinema tonight.
Sarah Yes, let’s see ’The Sound of Music’.
Gary OK. It starts at 6 p.m., 8 p.m. and 10 p.m.
Sarah Let’s see the 6 p.m. show.
Gary And let’s eat out later.
Sarah OK. Let’s meet at 5.45.
Gary Great!
7b
Learners practise the conversation in activity 7a.
Encourage learners to look away from the book and
at each other when speaking. Monitor learners’ use of
vocabulary and language.
8
In different pairs. Learners practise the conversation in
activity 7, but this time they use the information in the
box. Monitor learners’ use of vocabulary and language.
and any mistakes.

Lesson 17 71
18
UNIT 6
What’s on TV Tonight?
18 What’s on TV Tonight?
What’s on TV Tonight?
UNIT 6
In this lesson - Discuss your favourite TV programmes
Core activities - 1-3 or 4-5
1a Work with a partner. Discuss the questions below.
Do you like watching TV?
How often do you watch TV?
Warmer What’s your favourite TV programme?

When is it on?
1
• Ask learners to work in pairs and discuss the last TV Who’s your favourite TV actor?
Who’s your favourite presenter?
programme they watched. Write the following on the
board:
What was the name of the show? Vocabulary 1
2a
What was it about? Work with a partner.
Match the kinds of TV programmes below with the pictures.
Who was in it? 1 comedy
2 soap opera
How was it? 3 nature programme
4 sports programme
5 news
• Demonstrate the activity by briefly answering the 6 police drama
questions yourself.
• Feedback. Learners tell the class about their partner’s TV b What other kinds of TV programmes can you think of?
programme. Add two more to the list.
c As a class, think of some examples of each type of

programme from your country.
Introduction
1a
In pairs, learners discuss the questions about TV.
1b
Learners tell the class about their partner's answers. 84 Lesson 18
Vocabulary 1 Extension
In pairs, learners discuss the following questions:
2a
In pairs, learners match the kinds of TV programmes with What was your favourite TV programme as a child?
the pictures. Do you watch any British TV programmes?
If so, which ones?
2a answers
Clockwise from top to bottom: Demonstrate the activity by writing some examples about
1 comedy, 6 police drama, 5 news, 2 soap opera, 4 sports your favourite TV programmes and actors on the board.
programme, 3 nature programme
Learners tell the class about their partners’s answers.
2b
Ask learners to add two more kinds of TV programmes to
the list, e.g. documentary, reality TV programme, travel
programme, cookery programme, etc.
2c
Ask learners to think of an example of each type of
programme from their country. Demonstrate by giving
some examples of popular TV programmes of each type
from your country.
72 Lesson 18
In this lesson: Discuss your favourite TV programmes Interact 1
3a
In pairs, learners look at the list of TV programmes in
Interact 1 activity 2. Learners write one example of each kind of TV
3a Work with a partner. programme in the table. Monitor and assist as necessary.
Look at the list of TV programmes in activity 2.
Write one example of each kind of TV programme in the table below.
3b
kind of TV programme TV programme ranking
Learners rank the programmes from 1–6 (1 = they both
comedy most want to watch).
soap opera
nature programme Teaching tip – ranking activities
sports programme Ranking activities encourage learners to use language
news interactively. They have to compare, explain or defend
police drama
their choices. Asking learners to add items to the list
of things to be ranked makes the second stage of the
activity (where learners change partners, discuss choices
b Which programmes would you both most like to watch?
Rank the programmes from 1 to 6 (1 = you both most want to watch).
and make a new decision) fresh, since learners will not
c Change partners and compare your lists.
know what their new partners may have chosen to add
Choose the top three programmes in your lists. to the original list.
d Share your top three list with the class.
Set a time limit on the first stage of the activity (the initial
Can you choose the top kind of programme for the whole class? ranking) because learners often vary in the time they
take to decide. This will also force them to keep their
notes brief and encourage them to ’speak’ rather than
just read straight from their notes in the second stage.
3c
Change partners. Learners compare their lists and choose
the top three programmes from both lists.
3d
Lesson 18 85
Learners share their list with the class. As a class try to
decide on the top type of programme for the whole class.
and any mistakes.

Lesson 18 73
Vocabulary 2
Vocabulary 2
4a 4a Draw lines to match the people with the programmes.
Learners match the people with the programmes.
actor sports programme
newsreader drama
4a answers
presenter news programme
actor – drama
newsreader – news programme
b Make complete sentences.
presenter – sports programme Match the words in the green column with the parts of the sentences in the pink column.
4b comedies
... are exciting.
I love the car chases.
Learners match the words in the left column with the
... are funny.
parts of the sentences in the right column. nature programmes
They make me laugh.
... are interesting.

4b answers the news
You can learn from them.
comedies – ... are funny. They make me laugh. .... is important.

police dramas
nature programmes – ... are interesting. You can learn from I always watch it.
them.
the news – ... is important. I always watch it. c Check your answers with a partner.
police dramas – ... are exciting. I love the car chases.
4c
86 Lesson 18
Memo
74 Lesson 18
Interact 2
Interact 2
5 Work on your own. Think of your favourite TV programme.
5a
a Make notes below. Learners work independently to think about their
favourite TV programme.
name of the programme
when it’s on 5b
Learners tell the class about the programme they chose.
Monitor learners’ use of vocabulary and language. Note
actors/presenters good use of vocabulary and language, and any mistakes.

kind of programme any problems you noted.
Teaching tip – checking instructions

why you like it Asking questions with specific answers is a useful way
of checking instructions. Formulate questions for which
there is only one answer. (’Are you writing or talking?’,
b Tell the class about the programme you chose.
’Where can you find the information?’, ’Where do you
example My favourite programme is the six o‛clock news.
write the information?’)
Checking instructions before an activity in this way also
builds learner confidence – as they answer the questions
correctly, they can see that they understand what they
are being asked to do.
Lesson 18 87
Memo
Lesson 18 75
19
UNIT 7
Having a Lovely Time
19 Having a Lovely Time

Having a Lovely Time
UNIT 7
In this lesson - Write a postcard about a holiday
Grammar - Present continuous for what is happening Introduction
Introduction
around now 1 Look at these three people. 2 Work with a partner.
What do they usually do in their lives and jobs?
Examples: Look at the words below.
I’m drinking mango juice. helps students
We’re staying in a nice hotel.

drives a bus
I’m looking for a new job.
Are you enjoying the party? Yes, I am. / No, I’m not. teaches English
Is he working today? Yes, he is. / No, he isn’t. eats school lunch

Steven
picks up passengers
Introduction does homework every night
1 goes to school
Focus learners’ attention on the three pictures. Elicit the

people’s jobs and what they usually do in their lives and wears a bus driver’s uniform
jobs.
gives homework
2 Judy
Go through the phrases in the table with learners. Ask

Which person does what? Write their names.
learners which person ’helps students’? Can you think of any more things they do?
Answer
Jamie
In pairs, learners write the correct names under the rest

Jamie
of the phrases.
90 Lesson 19
2 answers
helps students – Jamie
drives a bus – Steven
teaches English – Jamie
eats school lunch – Judy, Jamie
picks up passengers – Steven
does homework every night – Judy
goes to school – Judy / Jamie
wears a bus driver’s uniform – Steven
gives homework – Jamie
Round off the activity by asking learners to think of some

more things the people in the pictures do.
76 Lesson 19
In this lesson: Write a postcard about a holiday
Grammar: Present continuous for what is happening around now
Reading
3
Reading
Reading Ask learners to look at the three postcards. Elicit where
3 Look at the pictures on the three postcards.
b they’re from.
Which countries do you think they are from?
3 answers
From left to right: Canada, Thailand, London (England)
Extension
Ask learners if they’ve been to any of the places in the
postcards. How was it?
a
c If not, would they like to visit any of the places?
4 Read the messages from the people in activity 1.

Match the pictures with the messages.
4
Dear Amy, Dear Emma, Dear Jo,
Tell learners to quickly read each postcard and match the
I‛m having a great time here I‛m having a wonderful time I love Canada! pictures.
in Thailand. here. I‛m hiking and climbing mountains
Right now, I‛m writing this I‛m staying in the famous Ritz every day. It‛s a bit cold so I‛m
postcard and drinking mango
juice at the beach! I‛m
hotel with my mum and dad. wearing a big jacket and gloves. I
love the nature here. It‛s so big and
Teaching tip - skim reading
I‛m drinking lots of tea and
swimming every day in the
beautiful sea and eating lots
eating scones and cream for
wild.
I‛m travelling to many new places.
Skimming a text, also known as ’reading for gist’, is where
of fresh fruit. I‛m meeting
lunch every day. I‛m taking lots of photos! Yesterday
lots of nice people and I‛m going to the theatre every I saw a grizzly bear! we cast our eyes over a text to get the main ideas – what
enjoying my holiday. night. There are so many Wish you were here.
See you soon! things to do here. Steven kind of text it is (advertisement, article, etc.), what it is
Love Jamie London is great!
Lots of love about, and so on. It is an essential reading skill.
Judy
Asking learners to guess what a text is about by looking
at pictures, layout and headlines, and setting a time limit
5 Work with a partner. Read Steven’s and Judy’s messages again. Complete the table below.
for them to check, is a good way to get them thinking
normally now, on holiday
He drives a bus. He‛s hiking and climbing mountains.

about what might come up in the text, and to train them
Steven
to skim read.
Judy
5
Lesson 19 91 In pairs, learners read the postcards again and complete
the table.
5 answers
Steven
normally – drives a bus, wears a uniform, and picks up
passengers
now, on holiday – hiking and climbing mountains, wearing
a big jacket and gloves, travelling to many new places,
taking lots of photos
Judy
normally – eats school lunch, does homework every night,
goes to school
now, on holiday – she is having a wonderful time, staying in
the famous Ritz hotel, drinking lots of tea and eating scones,
going to the theatre every night
Lesson 19 77
When we talk about what usually happens We use the present continuous for the following:
Go over the explanation and example sentences for the in our lives, we use the present simple. 1 Talk about what’s happening now.
present simple. Write some example sentences on the I work in a company. be + -ing form of the verb
He drives a bus.
board about your life. She goes to school.
I’m drinking mango juice at the beach.
Example: 2 Talk about what is happening around now.
’I teach English. I play the guitar.’ be + -ing form of the verb
I’m staying in a hotel.
Give learners a few minutes to think and write some We make questions like this:
sentences of their own. Are you enjoying the party?

Yes, I am. / No, I’m not.
Finally, go through the explanations and example 6 Read Jamie’s postcard on page 91 again. Is he working today?
Underline examples of the present continuous. Yes, he is. / No, he isn’t.
sentences about the present continuous.
6
Practice
In pairs, learners read Jamie’s postcard in activity 4 and
7 Write present continuous sentences using the prompts.
underline examples of the present continuous.
a I / eat / breakfast I‛m eating breakfast.
6 answers b I / drink / tea
I’m having, I’m writing, ...drinking, I’m swimming, ...eating, c She / do / exercise
I’m meeting, ...enjoying d I / do / homework
e I / listen to / music
f They / cook / dinner
g I / wear / jeans
Practice h He / speak / English
7a-h Write three sentences about what you are doing now or around now.
Learners use the prompts to write present continuous I‛m studying for an exam.
sentences. Go over the example and check learners

understand the activity.
7a-h answers
a) I’m eating breakfast.
b) I’m drinking tea. 92 Lesson 19
c) She’s doing exercise.

d) I’m doing homework.
e) I’m listening to music.
f) They’re cooking dinner.
g) I’m wearing jeans.
h) He’s speaking English.
Give learners a few minutes to write three sentences

about what they’re doing now or around now.
Feedback to the class. Give everybody a chance to read

their sentences to the class.
78 Lesson 19
8a Track 38 Listen and underline the words that you hear.
A B
8a
shut shirt
hut hurt Track 38 Learners listen and underline the words
cut curt they hear.
bun burn
b Work with a partner. Take turns to read a word from the table. Is the word you hear from A or B? 8a answers
Interact
9a Imagine you are on holiday and you want to write a postcard. Make notes. Track 38 (page 175, Student Book) 0:22
• Who do you want to write the postcard to?
shut
hurt
• Where are you staying? curt
bun
• What are you doing every day?
8b
• What are you doing now? Drill the words chorally, then individually.
In pairs. One learner reads out a word from column
• How are you feeling? A or B, then their partner must circle the word they
hear. Partners change roles. Listen and monitor as they
complete the task.
You have a problem. You have hurt your hand, and you can’t write.
Ask your partner to write the postcard for you. Use your notes.
Take turns to tell your partner what to write.
Interact
9a
example Dear Emi,
How are you? I‛m having a lovely time.
I‛m lying by the beach drinking beer.
I‛m staying in a lovely hotel by the beach.
Ask learners to imagine that they are on holiday and they
want to write a postcard.
c Read your partner’s postcard to the class.
Give learners a few minutes to think and make notes

Lesson 19 93 about the questions in the box. Monitor and assist with
vocabulary where necessary.
Model an example on the board. Write down a few

simple notes.
Example:
Emi / beach in Bali / drinking cocktails / eating pineapple
and reading a book / having wonderful time
9b
Explain to learners they can’t write their postcard because
they hurt their hand. They have to ask their partner to
write their postcard for them. They use their notes from
activity 9a to tell their partner what to write. After they
finish, they change roles. Monitor the learners’ use of
vocabulary and language. Make notes on good use of
Highlight good use of vocabulary and language.
9c
Learners read their partner’s postcard to the class.
Lesson 19 79
20
UNIT 7
Are There Any Apples?
20 Are There Any Apples?

Are There Any Apples?
UNIT 7
In this lesson - Talk about food
Grammar - Countable and uncountable nouns Introduction
Introduction
Examples: 1 Discuss these questions with a partner:
a Do you like cooking?
Is there a tomato? b What’s your favourite dish?
There’s an egg. c Do you prefer eating in restaurants or eating at home? Why?
There isn’t an apple. 2 Match the words with the pictures.

Is there any pasta? 1 2 3
There’s some butter.

There isn’t any bacon.
Are there any eggs? a
There are some apples.

4 a pasta 5
There aren’t any tomatoes. b cheese
c butter
d mushrooms
Introduction e rice
f garlic bread
6 7
1a-c g tomatoes
In pairs, learners discuss questions a-c. h eggs
i chicken
Feedback. Learners tell the class about their partner ’s j bacon
answers.
8 9 10
2
Pairwork. Learners match the pictures with the words.
2 answers
Clockwise: a, i, f, g, e, b, h, j, c, d
94 Lesson 20
Memo
80 Lesson 20
In this lesson: Talk about food
Grammar: Countable and uncountable nouns
Steve What would you like for lunch?
Mary Do we have any pasta? I’d like some Spaghetti
Bolognese.
Steve Oh dear, there isn’t any pasta. Would you like some
rice, instead? We could make a risotto.
Mary That sounds good. What do we need?
Steve We need some rice, some chicken and some tomato
puree. We also need some onions, some garlic and
some spices.
Mary Is there any cheese in it?
Listening
Steve No, there isn’t any cheese. I don’t like cheese!
3 Track 39 Listen to Steve and Mary discuss lunch. 4 Track 39 Listen again and answer the questions.
What kinds of food in activity 2 do they mention? a What does Mary want to eat? Mary Oh, I forgot. Let’s make a salad as well.
Number the words in the order they mention them. b What does Steve suggest? Steve OK, there’s a lettuce, some tomatoes and a couple of
c Do they decide on rice or pasta?
eggs.
Would you like to try the risotto?
Mary Is there any dressing?
Language Focus Steve Yes, there’s some French and Italian dressing at the
In English, some nouns (e.g. tomatoes, eggs) are countable. back of the fridge.
Other nouns (e.g. milk, cheese) are uncountable.
Mary Shall we make some garlic bread?
With singular countable nouns, we use a or an.
Steve Oh yes - mmm!
Is there a tomato? There’s an egg. There isn’t an apple.
With plural countable nouns:
We use are... any in questions. We use are some in positive We use are not (aren’t) any in
statements. negative statements. 4a-c
Are there any eggs? There are some apples. There aren’t any tomatoes.
Track 39 Learners listen again and answer the
With uncountable nouns:
We use is... any in questions. We use is some in positive We use is not (isn’t) any in
questions. Play CD again if necessary.
statements. negative statements.
Is there any cheese? There’s some milk. There isn’t any cheese.
4a-c answers
a) Spaghetti Bolognese
b) risotto
Lesson 20 95 c) rice
Student’s own answer.

Listening
3 Language Focus
Track 39 Explain to learners that they’re going
Go over the explanation and examples with learners.
to listen to Steve and Mary discuss lunch. Ask learners
Write on the board countable and uncountable in two
what food from activity 2 they think Steve and Mary will
columns. Tell learners to look at the food in activity 2.
mention. Learners number the food in the order they
Elicit which column each word goes in. Write the learners’
hear them.
responses in the correct column.
3 answers
pasta – 1 Extension
rice – 2 Ask learners what they had for dinner last night. Ask
chicken – 3 learners what went in each dish. Are the ingredients
cheese – 4 countable or uncountable? Write them in the correct
tomatoes – 5 column on the board.
eggs – 6
garlic bread - 7
Lesson 20 81
Practice Practice
5 Complete the sentences below with words from the box.
5a-h any some isn’t aren’t
In pairs, learners use the words from the box to complete a Do we have any pasta?
the sentences. Go over the example and check learners b I’d like spaghetti.
c There pasta.
understand the activity. d Would you like rice, instead?
e We need rice.
5a-h answers f There cheese.
See CD script for Track 40 - answers underlined. g There tomatoes.
h Is there garlic bread?
Track 40 Listen and check.

6 Work with a partner. Complete the table.
Track 40 (page 176, Student Book) 0:59 Write C next to the countable nouns. Write U next to the uncountable nouns.
a) Do we have any pasta?

b) I’d like some spaghetti. milk U banana C egg ice cream ham
apple beer water spaghetti sandwich

c) There isn’t any pasta. hot dog sushi bacon cherry carrot
d) Would you like some rice, instead?
e) We need some rice.
7 Write a, an, some or any to complete the sentences.
f) There isn’t any cheese.
a There isn’t any orange juice.
g) There aren’t any tomatoes. b We need bananas.
h) Is there any garlic bread? c Do we have cheese?

d There’s milk in the cup.
e There isn’t ham.
6 f There aren’t eggs.
Write ’there’s a milk’ and ’there’s some milk’ on the board. g Do you want apple?
h Are there melons?
Elicit which is correct and why. i Do you have butter?
Tell learners to write ’c’ (countable) or ’u’ (uncountable) j Do you have pineapple?
next to the nouns in the box.

When we offer or ask for things, we use ‘some’ (we do not use ‘any’).
6 answers Would you like some chicken? Can I have some milk?
From left to right:

row 1: u, c, c, u, u 96 Lesson 20
row 2: c, u, u, u, c
row 3: c, u, u, c, c
7a-j
In pairs, learners write a , an, some, or any to complete
the sentences.
Go over the example and check learners understand the
activity.
7a-j answers
a) There isn’t any orange juice.
b) We need some bananas.
c) Do we have any cheese?
d) There’s some milk in the cup.
e) There isn’t any ham.
f) There aren’t any eggs.
g) Do you want an apple?
h) Are there any melons?
i) Do you have any butter?
j) Do you have a pineapple?
82 Lesson 20
8a Track 41 Listen to the words below. Write them in the table under the correct stress patterns.
banana Bolognese spaghetti pineapple cucumber salami pastrami 8a

Track 41 Go over the words and example with
banana
learners. Slowly break down ’banana’ into syllables and
count each with your fingers. Elicit how many syllables
there are, and demonstrate which syllable has the main
stress.
Learners work in pairs to complete the table.
b Practise saying the words with the correct stress.
8a answers
Ooo – pineapple, cucumber
Interact ooO– Bolognese
9 Think about a dish you like. oOo – banana, spaghetti, salami, pastrami
a What do you need to cook it? Can you cook it? Make notes.

banana, Bolognese, spaghetti, pineapple, cucumber, salami,
pastrami
8b
Model the words for the class with the correct stress. Drill
b Work with a partner. Discuss your favourite dishes.

example A: I love curry. You need some onions and... Interact
B: Do you need any potatoes?
c Tell the class about your partner’s favourite dish.

9a
Explain to learners that they’re going to talk about a dish
they like. They don’t need to be able to cook it, only say
the ingredients. Learners make notes about their
favourite dish and ingredients in the space provided.
Lesson 20 97
Monitor and assist with vocabulary where necessary.
Demonstrate by telling learners about a dish you like.
As you speak, write the ingredients on the board. using
countable and uncountable nouns.
Example:
My favourite dish is Spaghetti Bolognese.
To make it, you need:
some garlic
some tomato sauce
an onion
some minced beef
a green pepper
9b
In pairs, learners discuss their dishes. Monitor learners’
use of vocabulary and language. Make notes on good
use of vocabulary and language, and any mistakes.

Lesson 20 83
21
UNIT 7
How Do I Get to Green Hill?
21 How Do I Get to Green Hill?

How Do I Get to Green Hill?
UNIT 7
In this lesson -Tell people how to get to places
Function - Giving directions by train Introduction
Introduction
Examples: 1 Work with a partner. Match the words with the pictures.
How do I get to Oxford by train? a taxi
Take the northbound train. b bus
c underground train
d car
Introduction e bicycle
f motorcycle
1 g train
In pairs, learners match the pictures with the words.
1 answers
b, d, e, f, g, c, a a 1
2
Ask learners if the words in activity 1 are public transport
(1) or private transport (2). They should write 1 or 2 next
to the pictures.
2 answers
2 Are the words in activity 1 public transport (1) or private transport (2)? Write 1 or 2 next to each picture.
3 Work with a partner. Discuss the following questions.
1, 2, 2, 2, 1, 1, 1
a What form of transportation in activity 1 do you use the most?
3 b How much time do you spend on public transport a week?
4 Tell the class about your partner’s answers.

As a class, discuss questions a and b. Write some example
answers to the questions on the board.
Example:
98 Lesson 21
I use the train the most because it’s fast, reliable and cheap.
I usually spend more than 10 hours per week. About one
hour each way.
4
mistakes.
84 Lesson 21
5 answers
In this lesson: Tell people how to get to places Spennel
Function: Giving directions by train
Timperley
Sleaford
Listening Croxton
5 Look at the train map. Summerhill
Track 42 Track 43 Track 44 Listen to conversations 1-3. Broadwater
Circle the names of the stations you hear. Yoxall
Kinver

Conversation 1
A Excuse me.
B Yes?
A How do I get to Spennel?
B Well, take the eastbound Bank Line from Timperley, and
change at Sleaford. Then take the eastbound Circle Line.
Spennel is the third stop.
A Thank you.

Conversation 2
6 Track 42 Track 43 Track 44 Listen again.
Write the names of the stations in the table.
A Excuse me. What’s the best way to get to Croxton?
B Go to Summerhill station and take the southbound
now transfer stations wants to go to
1 Timperley Sleaford Spennel
train on the New Line. Change at Broadwater and take a
2 Summerhill westbound Central Line train. Croxton is the second stop.
3 Ruston

Conversation 3
A Excuse me.
Lesson 21 99
B Yes?
A How do I get from here to Yoxall?
B OK... take an eastbound train on the Coastal Line. Change
Listening at Kinver to an eastbound Circle Line train. Go one stop
to Spennel then change again. This time you want an
Focus learners’ attention on the train map. Read through eastbound New Line train. Yoxall Is the first stop from
the names of the different lines with them. Spennel.
Ask them the following questions:
a) How many stops are on the Circle line?
b) What line is Timperley on? 6
c) How many stations have two lines? Track 42 Track 43 Track 44 Learners listen
again and write the names of the stations they hear in
Answers
the table.
a) 8 b) Bank Line c) 7
5 6 answers
Track 42 Track 43 Track 44 Learners listen Conversation 1
to the three conversations and circle the names of the now: Timperley
stations they hear. transfer station: Sleaford
wants to go to: Spennel
Teaching tip – listening for specific information Conversation 2
(listening for key words)
now: Summerhill
This is where learners have an idea of the words, or kinds
transfer station: Broadwater
of words, they are listening for. We listen like this in
everyday life when we listen for information in airports or wants to go to: Croxton
stations. This is the listening skills equivalent of scanning Conversation 3
a text. Asking learners to listen for key words develops now: Ruston
this skill, and also helps them gain confidence for more transfer stations: Kinver, Spennel
detailed listening tasks. wants to go to: Yoxall
Lesson 21 85
To ask for directions by train, we can use these expressions:
Read through the expressions in the boxes with learners. How do I get to... ?
What’s the best way to get to... ?
How do I get from... to... ?
In pairs, practise the three conversations in activity 5.
To give directions, we can use these expressions:
Encourage learners to look at each other when they’re
Take the (Bank Line).
speaking. Take a (northbound / southbound / westbound / eastbound) train.
Change at (Kinver).
(Roseland) is the (first / second / last) stop.
Practice
(Roseland) is (two) stops from (Kinver).
7
Practice
Learners look at the map on page 99 and complete the
7 Look at the map on page 99. Complete the directions.
directions.
Conversation 1
7 answers A: How do I get to West Bank from Shipmeadow?
See CD scripts for Tracks 45, 46, and 47 - answers underlined. B: Take a westbound train on the Circle Line. Change at Sleaford.
Next, a Bank Line train. West Bank is the stop.
8
Track 45 Track 46 Track 47 Learners listen Conversation 2
A: How do I get to Oxted from Martindale?
and check their answers. B: Take a westbound Line train. at Tankersley to the
Line. Take a train. Oxted is stops from Tankersley.
Conversation 1 Conversation 3
A: What’s the best way to get from Broadwater to Abbott’s Inn?
A How do I get to West Bank from Shipmeadow? B: a southbound train on the Line. Change at .
B Take a westbound train on the Circle Line. Change at Next, take the Line to . Change again and take a
Coastal Line train. Abbott’s Inn is the stop.
Sleaford. Next, take a Bank Line train. West Bank is the
second stop.
8 Track 45 Track 46 Track 47 Listen and check your answers.
9 Work with a partner. Practise the conversations in activity 7.

Conversation 2
100 Lesson 21
A How do I get to Oxted from Martindale?
B Take a westbound Central Line train. Change at
Tankersley to the Circle Line. Take a westbound train.
Oxted is three stops from Tankersley.

Conversation 3
A What’s the best way to get from Broadwater to Abbott’s
Inn?
B Take a southbound train on the New Line. Change at
Spennel. Next, take the Circle Line to Kinver. Change
again and take a southbound Coastal Line train. Abbott’s
Inn is the first stop.
9
In pairs, learners practise the conversations in activity 7.
86 Lesson 21
10 a Track 48 Listen to the words in the table. Tick ( ) the box with the correct sounds.
eats lives tells studies likes makes works drives loves hates 10a
/s/
/z/ Track 48 Learners listen and tick (√) the correct box
b Practise the pronunciation. for the sounds /s/ and /z/.
10a answers
Interact
/s/ eats, likes, makes, works, hates
11 Think about where you live.
/z/ lives, tells, studies, drives, loves
a Write two places you often go to by train.

eats, lives, tells, studies, likes, makes, works, drives, loves,
b Work with a partner. Show each other the places you wrote down.
Ask for and give directions how to get to the places by train. hates
example A: How do you get to Brighton from here?
B: Well, take a southbound train on the...
10b
Modal the pronunciation for the class. Drill chorally, then
individually.
Interact
11a
Learners think about where they live.
Ask them to write two places where they often go to by
train.
Example:
Yokohama
Shinjuku
11b
In pairs, learners show their partner the two places they
Lesson 21 101
wrote down. Allow learners a few minutes to think and
make notes for directions to those places by train.
Learners give directions to the places. Read the example

and check learners understand the activity. Monitor and
assist with vocabulary where necessary.
In a private lesson
Do a role-play with the learner. Stay ’in character’ during
the role-play. Resist temptation to take the lead in the
activity. Alternatively, do the activity twice, agreeing with
the learner that, the first time, you will take the lead, but
that they will take the lead the second time.
Monitor the learners’ use of vocabulary and language.

and any mistakes.

Lesson 21 87
22
UNIT 8
I Went to India Last Year
22 I Went to India Last Year

I Went to India Last Year
UNIT 8
In this lesson - Tell your partner about your week
Grammar - Past simple with regular and irregular
verbs and time expressions
Examples:
Yesterday we stayed at home all day.
The lamp fell down and broke.
Warmer
• Write ’What did you do yesterday?’ on the board.
• Roll a dice. If you roll a two, then tell the class two
things you did yesterday. Pass the dice to a learner and Introduction
Introduction
ask them to do the same. 1 Write the time expressions in the correct order.
• After they say what they did, they pass the dice on to last year yesterday ten minutes ago last Monday
five years ago two weeks ago in 1999 last month
the next learner.
a b c d e f g h
• You can change the question after everyone has had a
go. ten
minutes
now
ago
2 Work with a partner. Discuss the questions below.
a What kinds of problem do people have when they go on holiday?
Introduction b Have you ever had any problems on holiday?
c What happened?
1a-h d How did you fix the problems?
Write a timeline similar to the one in activity 1 of the 3 Tell the class about your partner’s answers.
Student Book. Elicit the order of the time expressions and
write them in the correct place on the timeline.
104 Lesson 22
1a-h answers
From a – h: in 1999, five years ago, last year, last month, two
weeks ago, last Monday, yesterday, ten minutes ago
2a-d
In pairs, learners discuss questions a – d. Write an
example on the board and check learners understand the
activity.
3
88 Lesson 22
In this lesson: Tell your partner about your week
Grammar: Past simple with regular and irregular verbs and time expressions
Reading
4
Reading
Reading Focus learners’ attention on the big picture on page 105.
4 Last year Justin and Julia went on holiday. Where did they go? Elicit the name of the famous building and what country
it’s in.
4 answer
Taj Mahal, India
5
Ask learners to look at the pictures and guess what
problems Justin and Julia had on their trip.
Teaching tip – speculation

5 Justin and Julia had a lot of problems on holiday. before a reading or listening task. This activates their
Look at the pictures. What problems do you think they had? existing knowledge and gets them in the right frame of
mind for the task. It also adds interest to the task because
learners listen or read to see if they were right in what
they guessed.
6
a
In pairs, learners read the problems and match them to
the pictures in activity 5.
Read Justin’s and Julia’s problems below. Match them with the pictures. Write the letters in the boxes.
6 answer
b Justin was ill. He c At the airport, Justin d A taxi hit Justin and
a They didn’t find
their luggage at the stayed two nights in and Julia couldn’t broke his leg. From left to right and top to bottom:
airport. the hospital. find their tickets
and passports. h, e, c, b
e Their bed was very
uncomfortable, so
f The weather was
very hot, and they
g They stayed in a
very old hotel.
h During the flight,
the weather was
g, a, d, f
they didn’t sleep got sunburn. very bad.
well.
Lesson 22 105
Memo
Lesson 22 89
We can talk about the past with the past simple form of verbs.
Go over the past simple forms and the example We add –ed to the base form of regular verbs to make the past simple form.
stay > stayed

sentences with learners. Ask learners to find some more He stayed two nights in the hospital.
examples in activity 6. Give learners a few minutes to
find and underline examples. Irregular verbs have different past simple forms.
break > broke A taxi hit Justin and broke his leg.
go > went I went to India.
To make past simple verbs negative, we use didn’t (did not) + base form of the verb.
They didn’t find their luggage at the airport.
Practice To make questions in the past simple, we use did + subject + base form of the verb.
Did you play tennis yesterday? Yes, I did.

7a-j What did you do last year? We went to India.
Learners complete the sentences using the past simple

We often use the past simple with a time expression.
form of the verbs in parentheses.
Last year we went to India.
On Friday I saw a film.
7a-j answers I met my friend three days ago.
a) bought I graduated in 1990.
b) fell, broke
c) played
d) ate Practice
e) watched 7 Complete the sentences using the past simple form of the verbs in the parentheses.
f) did, do See the Irregular Verbs section on page 181 for a list of irregular verbs.
g) cooked a (buy) I bought a new car on Friday.
h) did, go b (fall, break) Last Saturday I off my bike and my arm.
i) went c (play) When I was at school, I tennis every day.

d (eat) I pizza two days ago.
j) got e (watch) Bob four DVDs on Sunday.
f (do, do) A: What you last Friday?
g (cook) B: I dinner for my friends.
h (do, go) A: Where you last week?
i (go) B: I to New York with my girlfriend.
j (get) We married 13 years ago.
106 Lesson 22
Memo
90 Lesson 22
8 Track 49 Read the words below. Listen and copy the pronunciation.
pit / bit
pull / bull
8
to / do Track 49 Read the words in the activity with
ten / den
learners. Play the CD. Listen and copy the pronunciation.
9 Read the sentences below.
a Den dared Tim to dial ten two ten, but Tim didn’t do it; he dialled two ten two. Model and drill.
b Bill patted the pit bull on the back, but the pit bull pulled at Bill’s bag, and bit Bill back.
10 Track 50 Listen and copy the pronunciation.

pit / bit
Interact pull / bull
11 a Write down ten things you did last week.
to / do
ten / den
9a+b
Model the sentences for learners. Drill chorally, then
individually.
Teaching tip – back drilling

Back drilling is a useful technique to practise connected
speech. Drill a long utterance by building it up from
the end. Increase its length each time you model it for
b Work with a partner. Ask each other questions about last week.
Use the question words below. learners to repeat.
• Where • What • Why • When • Who • How long
example A: What did you do last week? 10
B: I saw a lm on Tuesday.
A: Did you like it? Track 50 Learners listen and copy the pronunciation.
B: Yes, I did./No, I didn‛t.

a) Den dared Tim to dial ten two ten, but Tim didn’t do it, he
dialled two ten two.
Lesson 22 107
b) Bill patted the pit bull on the back, but the pit bull pulled
at Bill’s bag, and bit Bill back.
Interact
11a
Explain to learners they’re going to talk about what they
did last week.
Learners write ten things they did last week in the box.
Write an example on the board and check learners
understand the activity.
Examples:
I went shopping.
I ate some sushi.
11b
In pairs, learners use the prompts to ask each other
questions about last week. Read the example and check
learners understand the activity. Monitor the learners’ use
of vocabulary and language. Make notes on good use of
11c
Lesson 22 91
23
UNIT 8
I Sing Badly
23 I Sing Badly
I Sing Badly
UNIT 8
In this lesson - Discuss how your friends do things
Core activities - 2 -9, 11
Grammar - Adverbs of manner Introduction
Introduction
Example: 1 Look at the pictures below.
Match the actions in the grey box with the machines. Write the letters in the boxes.
He slept quietly.
He can swim well. a
Please speak slowly.
Introduction stereo microwave oven vacuum cleaner
a cook food
1 b talk to friends
Learners match the pictures with the actions in the box. c wash clothes
d listen to music
e clean the carpet
1 answers f play games
g surf the internet
Clockwise from top left: d, a, e, b, f, c, g, h dishwasher h do the washing-up mobile phone
2a-c
In pairs, learners ask and answer the questions a-c.
Learners should make brief notes about their partner’s
answers.
laptop computer washing machine game console
3
Learners tell the class about their partner's answers. 2 Work with a partner. Ask and answer the questions below.
a How many of these machines did you use today?
b Which of these machines do you use most?
c What other machines do you use every day?

example Emi uses her washing machine every day.
108 Lesson 23
Memo
92 Lesson 23
In this lesson: Discuss how your
Grammar: Adverbs of manner
friends do things Reading
4
Reading
Reading Learners read and guess what machines in activity 1
4 Read about Michael and Sophia. They’re each talking about two machines. Michael and Sophia talk about.
Guess which machines from activity 1 they are talking about.
Write the names under the descriptions.
4 answers
Michael: mobile phone, games console
Sophia: vacuum cleaner, laptop computer
5a-d
Learners read the descriptions again in activity 4 and
answer the questions.
Michael Sophia Alternatively, this can be done as a scanning activity.
I like this machine because I can My neighbours always look at me Teaching tip – scan reading
easily make calls and send emails angrily because I clean my carpet
We scan to get particular details or information from
when I’m on the train. Of course, with this machine late at night.
I have to do this quietly. The other The other machine I like is in the a text, for instance when searching for the time a TV
machine I love is at home. I can living room. I can do all kinds of programme starts in a newspaper listing.
play all my favourite games as things with it – surf the internet,
loudly as I want because I live by watch DVDs, and do my work. I
Encourage scanning skills in learners by:
myself. need a new one, though. This one • Setting a time limit to a reading activity (you can
works slowly.
present this as a race to find the information)
machine one machine one
• Assuring learners that they do not need to read every
machine two machine two word every time.
5a-d answers
5 Read Michael and Sophia’s descriptions in activity 4 again and answer the questions. a) Because he can send emails and make calls on the train.
a Why does Michael like his machine one?
b Where does he use machine two?
b) At home.
c When does Sophia use her machine one? c) Late at night.
d Why does she want a new machine two? d) It is too slow.
Lesson 23 109
Memo
Lesson 23 93
Adverbs of manner describe the verbs they go with.
Go over the explanations and examples with learners and We use adverbs of manner to describe how something is done.
check understanding. She waited quietly. = She was quiet while she waited.
We usually make adverbs by adding –ly to an adjective.
6 quiet – quietly
careful – carefully
slow – slowly
bad – badly
Ask learners to look at the Reading text in activity 4 There are some irregular forms.
again and underline all the adverbs of manner. good – well fast – fast
6 Look at the Reading in activity 4 again. Underline all the adverbs of manner.
6 answers
easily, quietly, loudly, angrily, slowly
Practice
7 Complete the table with the missing adjectives and adverbs.
Practice
adjective adverb
quick
nicely
7 easy
quiet
Learners complete the table with the missing adjectives loudly
and adverbs. angry
slow
7 answers beautifully
quick – quickly good
nice – nicely
easy – easily 8 Read the sentences below.
Underline the correct words to complete the sentences.
quiet – quietly a He can swim very good / well.
loud – loudly b The man was angry / angrily because the waitress spilled coffee on him.
angry – angrily c Please speak slow / slowly because my English isn’t very good.
d We must speak quiet / quietly, the baby’s asleep.
slow – slowly
beautiful – beautifully 9 Answer the questions below using the prompts.
good – well a How do they act? (good) They act well.
b How does she sing? (loud)
Feedback in pairs and then as a class. Point out how the c How does a tortoise move? (slow)
d How does she speak? (very nice)
’y’ in easy and angry changes to an ’i’.
110 Lesson 23
8a-d
Learners underline the correct word to complete the
sentences.
8a-d answers
a) well
b) angry
c) slowly
d) quietly
9a-d
Learners use the prompts to answer the questions in the
activity. Go over the example and check understanding.
9a-d answers
a) They act well.
b) She sings loudly.
c) A tortoise moves slowly.
d) She speaks very nicely.
94 Lesson 23
10 a Track 51 Listen to the words below. Write them in the correct columns.
boat break change flower high home 10a

know mouth paper rice town write
Track 51 Learners listen and write the words they
a /eɪ/ b /aɪ/ c /əʊ/ d /aʊ/ hear in the correct column.
break
10a answers

a) break, change, paper
Interact b) high, rice, write
11 a Write the names of five friends or relatives. c) boat, home, know
b Use the adverbs below to describe how your friends or relatives do things.
d) flower, mouth, town
quickly nicely easily quietly loudly angrily slowly well beautifully
10b
Names How they do things
Marie She swims very well.

pronunciation.
Interact
11a
Explain to learners they’re going to discuss how their
c Work with a partner. Ask and answer questions about the people on your lists.
example A: Who‛s Marie?
friends do things.
B: She‛s my sister. She swims very well. Learners write names of five friends or relatives.
d Tell the class about your partner’s friends or relatives. 11b

Go over the instructions and example with learners and
check understanding.
Lesson 23 111 Demonstrate the activity by briefly talking about how
some of your friends do things. Allow learners time to
think and make notes. Monitor and assist as necessary.
11c
the people in their lists. Read the example and check
learners understand the activity. Monitor learners’ use of
vocabulary and language. Note good use of vocabulary
and language, and any mistakes.
11d
Learners tell the class about their partner’s friends or
relatives.

Teaching tip – monitoring and error correction

When learners do speaking activities, it’s a good idea
to take some notes of how they use the language. This
a correct sentence you heard. Then elicit which one is
correct, which one is incorrect, as well as how to correct
the mistake.
correct as a class.
Lesson 23 95
24
UNIT 8
When We Were Young…
24 When We Were Young...

When We Were Young...
UNIT 8
In this lesson - Tell people a story about when you were
young
Core activities - 3-9 Introduction
Skills - Extended speaking and vocabulary 1 Think about when you were a child.
Work with a partner. Ask and answer these questions.
a Where did you go to school? Who was your best friend at school?
b What was your favourite toy?
Warmer c Did you have a pet? What was it? What was its name?
d Do you remember a family holiday? Where did you go?
• Write the following words in random order on the board.

baby
Vocabulary
toddler
3 Which words from the box can you see in the pictures?
child
upset escape
teenager
beach broken wrist
young adult rocks wardrobe
middle-aged person hamster frightened
elderly person older brothers cage
• In pairs, learners put the words into the correct order 4 You will hear two people tell stories about when they were young.
One story is about a pet. One story is about a holiday.
and write the age range for each group (e.g. baby: 0 Before you listen, work with a partner to decide which story the words in the box are from.
Write the words in the table below.
months – 2 years).
story about a pet story about a holiday
• Feedback to the class. cage
• In different pairs. Learners discuss what are the good

points about each age to be and why.
• Feedback as a class. Listening
5 Track 52 Track 53 Listen and check.
Introduction 112 Lesson 24
1a-d
Focus learners’ attention on questions a-d. Elicit some Vocabulary
example answers and write on the board. Check learners
understand the activity. 3
In pairs, learners ask and answer the questions. Monitor Ask learners which words from the box they can see in
and assist with vocabulary where necessary. the pictures.
2 3 answers
Learners tell the class about their partner’s answers. The pictures show (clockwise from the top):
broken wrist
Highlight good use of language and elicit corrections of rocks
any problems you noted. hamster
wardrobe
Teaching tip – monitoring and error correction older brothers
When learners do speaking activities, it’s a good idea cage
to take some notes of how they use the language. This beach
After the activity, write on the board an incorrect and 4
Explain to learners that they’re going to hear two people
a correct sentence you heard. Then elicit which one is
tell stories about when they were young. One story is
correct, which one is incorrect, as well as how to correct about a pet. One story is about a holiday.
the mistake. In pairs, learners decide which story the words in activity
Never pick out one learner who made a mistake. Always 3 are from. They write the words in the table.
correct as a class.
96 Lesson 24
In this lesson: Tell people a story about
when you were young Listening
5
6 Track 52 Listen to the first story again. Answer the questions. Track 52 Track 53 Learners listen and check
a How old was the speaker when it happened? answers.
b Where did the hamster live? Track 52 (page 176, Student Book) 0:56
Woman
c Where did the hamster run? When I was about six, I had a pet hamster. His name was
Errol and he lived in a cage in my bedroom. I sometimes took
d How did the speaker feel? Errol out of his cage and let him run around the room.
One day, I took Errol out of his cage, but he ran under my bed.
e How long was the hamster missing?
I couldn’t find him anywhere. I was really upset. Two days
later, my mum found him. He was on top of the wardrobe!
f Who found the hamster?
After that, I was very careful, and he didn’t escape again.
g Where was the hamster?
Man
My parents took my brothers and me on holiday every
summer. One year, we went on holiday to Cornwall. I was
about nine and my brothers were much older – about 15
and16. We stayed near the sea and my brothers and I played
on the beach every morning – my brothers really loved
climbing the rocks on the beach.
One day, I decided to climb the rocks too but I got really
frightened. I fell and broke my wrist. I told my dad that my
brothers pushed me.
6a-g
Lesson 24 113
Go over the questions with learners. Ask learners if they
can remember any answers from the first story. Write
their responses on the board.
Teaching tip – speculation
Teaching tip – listening for specific information
(listening for key words)
before a reading or listening task. This activates their This is where learners have an idea of the words, or kinds
existing knowledge and gets them in the right frame of of words, they are listening for. We listen like this in
mind for the task. It also adds interest to the task because everyday life when we listen for information in airports or
learners listen or read to see if they were right in what stations. This is the listening skills equivalent of scanning
they guessed. a text. Asking learners to listen for key words develops
4 answers
story about a pet:
cage, hamster, upset, wardrobe, escape Track 52 Play CD again. Learners listen and answer
story about a holiday: the questions.
older brothers, beach, rocks, frightened, broken wrist
6a-g answers
a) She was about six.
b) In a cage in the speaker’s bedroom.
c) Around the speaker’s room. / Under the speaker’s bed.
d) She was really upset.
e) Two days.
f) The speaker’s mother.
g) He was on top of the wardrobe.
Feedback in pairs, then as a class, to check answers.

How much did learners remember correctly?
Lesson 24 97
7a-d 7 Track 53 Listen to the second story again. 8 Work with a partner.
Do the same as activity 6. Ask learners if they can Answer the questions. Look at the pictures from the second story.
remember any answers from the second story. Write their What happened? Make notes.
a How old was the speaker when it happened?
answers on the board. Practise telling the story.
b Where did they go on holiday?
Track 53 Play CD again. Learners listen and answer

the questions. c What happened on the beach?
7a-d answers d What did the speaker tell his father?
a) He was about nine.

b) To Cornwall.
c) The speaker tried to copy his older brothers by climbing
some rocks but he got frightened, fell and broke his wrist.
d) He told his father that his brothers had pushed him.
Feedback in pairs, then as a class to check answers.

How much did the learners remember correctly?
8
Focus learners’ attention on the pictures in the activity.
Ask learners which story in activity 5 the pictures are
from.
8 answer
Second story
Explain to learners they’re going to retell the story.

In pairs, learners use the pictures to help them tell
the story. Give learners a few minutes to think and
make notes. Monitor and assist with vocabulary where
necessary.
Tell learners to change partners, and then retell the story. 114 Lesson 24

mistakes.
In a private lesson
Retelling the story can be done as a kind of ’disappearing
dialogue’ activity. Elicit sentences about the pictures and
write the learner’s responses on the board.
Leave the sentences on the board for the learner to refer
to while practising.
Learners can look at sentences on the board, but must
look away when they speak.
Repeat several times, but erase a sentence each time,
leaving smaller and smaller prompts.
98 Lesson 24
Interact Interact
9 a Think about a story from when you were young.
Use the questions below to make notes.
9a
Explain to learners they’re going to tell a story from when
• How old were you?
they were young.
Learners use the questions in the box to help them make
• Where did the event happen?
notes for a story about their childhood. Give learners a
few minutes to think and make notes. Monitor and assist
• Who was there?
with vocabulary where necessary.
• What happened?
9b
In pairs, learners tell their stories to each other. Monitor
• How did you feel? learners’ use of vocabulary and language. Make notes on
9c
b Work with a partner. Tell your stories. Learners tell the class about their partner’s story.
c Tell the class about your partner’s story.

Lesson 24 115
Memo
Lesson 24 99
25
UNIT 9
Do You Have a Receipt?
25 Do You Have a Receipt?

Do You Have a Receipt?
UNIT 9
In this lesson - Describe a problem in a shop
Grammar - too and not enough with adjectives Introduction
Introduction
Examples: 1a When you go shopping, do you have any of the problems below? Tick ( ) the problems you have.
You can never find the right size. It’s always too crowded.
These shoes are too small. There is never enough time. Things are too expensive.
These trousers aren’t long enough. b Tell the class about your problems.
2 Match the words in the box with the pictures (one of the words matches with two pictures).
Introduction a torn b broken c scratched d tight e stained
1a
Go over the instructions with the learners and check they
understand the activity. Give the learners a minute to
think. a
1b
Learners tell the class about their problems. Share some
of your own experiences with learners.
2
Learners match the words with the pictures (one of the
words matches with two pictures).
3 Complete the sentences below by using the words in activity 2.
2 answers a a The computer is broken.
Clockwise from top left: b b The lens
e. stained c c The T-shirt
a. torn d d The jeans
c. scratched e e The clock
d. tight f f The shirt
b. broken 118 Lesson 25

b. broken
3a-f
Learners complete the sentences by using the phrases in
activity 2.
3a-f answers
a) The computer is broken.
b) The lens is scratched.
c) The T-shirt is stained.
d) The jeans are torn.
e) The clock is broken.
f) The shirt is tight.
100 Lesson 25
In this lesson: Describe a problem in a shop
Grammar: Too and not enough with adjectives
Listening
5a
4 Read the questions below. Match the underlined words in the questions with their meanings on the right. Track 54 Track 55 Track 56 Track 57
Can I have a refund? A promise to repair or replace for free something broken. Tell the learners they’re going to listen to four
conversations.
Can I exchange them? Give something and get something back in return.
Learners listen and write what each person bought and
Can you give me a receipt? Money that is paid back to you. what the problems are.
Can I have a guarantee? A piece of paper that shows you paid for something.
Can you repair it? To mend a broken item. 5a answers

Conversation 1: shoes – too small
Conversation 2: sunglasses – scratched
Listening Conversation 3: clock – broken
5a Listen to the four conversations.
Conversation 4: jeans – not big enough
Write what each person bought.
Write the problem next to the item.

conversation item problem
Conversation 1
shoes too small
Track 54 1
Customer Excuse me.
Track 55 2 Shop assistant Yes, sir. How can I help you?
Track 56 3
Customer I bought these shoes yesterday, but they’re
too small. Can I exchange them?
Track 57 4

b Track 54 Track 55 Track 56 Track 57 Listen again.
Write what each person asked the shop assistant.
Conversation 2
1 1 Can I exchange them? Customer Excuse me.
2 2 Shop assistant Yes, madam. How can I help you?
3 3
Customer I bought these sunglasses here today,
4 4
but when I got home I saw the lens is
Lesson 25 119
scratched. Can you replace it?
4 Track 56 (page 177, Student Book) 1:03

In pairs, learners match the underlined words to their Conversation 3
meanings. Go over the instructions and example with Customer Excuse me.
learners and check understanding. Shop assistant Yes, madam. How can I help you?
Custome I bought this clock here last month, but it’s
broken. Can you repair it?
4 answers
Can I have a refund? – Money that is paid back to you. Track 57 (page 177, Student Book) 1:03
Can I exchange them? – Give something and get something Conversation 4
back in return.
Can you give me a receipt? – A piece of paper that shows Customer Excuse me.
you paid for something. Shop assistant Yes, sir. How can I help you?
Can I have a guarantee? – A promise to repair or replace for Customer I bought these jeans here last week, but
free something broken. they’re not big enough. Can I have a refund?
Can you repair it? – To mend a broken item.
5b
Track 54 Track 55 Track 56 Track 57
Learners listen again and write what each person asked.
5b answers
1) Can I exchange them?
2) Can you replace it?
3) Can you repair it?
4) Can I have a refund?
Lesson 25 101
To explain a problem in a shop, we can use these patterns:
Go over the explanations and examples with learners and be + adjective This computer is broken.
check understanding. be + too + adjective These shoes are too small. (= I want bigger shoes.)
be + not + adjective + enough These trousers aren’t long enough. (= I want longer trousers.)
Use board drawings to illustrate too (big) and not (big)
enough. To ask for something:
Can + I + base form of the verb Can I have a refund?
To ask someone to do something:
Practice Can + you + base form of the verb Can you repair it?
6a-e
Learners use be + too + adjective in the box to complete Practice
the sentences. Go over the instructions and example with 6 Look at the pictures below.
learners and check understanding. Use be + too + the adjectives in the
long heavy big crowded fast
green box to complete the sentences.
6a-e answers
a) The shoes are too big.
a a The shoes are too big.
b) The dress is too long.
c) The suitcase is too heavy.
d) The street is too crowded.
e) The car is too fast. b b The dress
Extension c c The suitcase

Elicit the opposite adjectives for the adjectives in the box
(small, short, light, quiet, slow).
Ask the learners to make ’...not (adjective) enough’ sentences.
d d The street
Example: The shoes aren’t small enough.
e e The car
120 Lesson 25
Memo
102 Lesson 25
7 Rewrite the sentences in the correct order.
7a-d
aa this / jacket / torn. / last / it / is / week / bought / I / but
Learners rewrite the sentences in the correct order.
I bought this jacket last week, but it is torn.
bb I / watch / yesterday / doesn’t / but / this / work. / it / bought 7a-d answers

a) I bought this jacket last week, but it is torn.
cc shirt / I / bought / stained. / it / is / this / today / but
b) I bought this watch yesterday, but it doesn’t work.
dd computer / last / month / I / bought / but / broken. / is / it / this
c) I bought this shirt today, but it is stained.
d) I bought this computer last month, but it’s broken.
8 Write what the person might request for each problem to be sorted out in activity 7.
8
In pairs, learners write possible requests for each problem
in activity 7. Write an example on the board and check
that the learners understand the activity.
More than one request is possible.
Sounding Natural
9a Track 58 Listen to the sentences below. Mark ( ) the stressed words. 8 answers
Learner’s own answers.
Can I have a refund? Can I exchange them? Can you give me a receipt?
Can I have a guarantee? Can you repair it?
b Practise saying the sentences. Sounding Natural

9a
Interact
10 Work with a partner. Track 58 Learners listen and mark the stressed words
Take turns to choose a picture below. in the activity.
Explain the problem to your partner.
Can your partner guess the picture?
9a answers
See CD script for Track 58 - answers in bold.

Can I have a refund?
Can I exchange them?
Can you give me a receipt?
Lesson 25 121 Can I have a guarantee?
Can you repair it?
9b
Model the sentences for the class. Drill chorally, then
individually.
Interact
10
In pairs, learners take turns choosing a picture and
describing the problem. Their partner guesses which
picture they are talking about.
Feedback.
Highlight good use of vocabulary and language.
Elicit correction of any mistakes.
Lesson 25 103
26
UNIT 9
You Should Try to Relax
26 You Should Try to Relax

You Should Try to Relax
UNIT 9
In this lesson - Give advice for health problems
Grammar - should/shouldn’t for advice Introduction
Introduction
Examples: 1a When you go shopping, do you have any of the problems below? Tick ( ) the problems you have.
You can never find the right size. It’s always too crowded.
You should do some exercise. There is never enough time. Things are too expensive.
You shouldn’t smoke. b Tell the class about your problems.
1 2 3
Warmer
• Ask learners what problems they have with learning
English.
• Demonstrate some examples of problems you might 4 My feet hurt. 5
have had with learning languages, e.g. remembering I’ve got a stiff shoulder.
I’ve got a toothache.
vocabulary, listening. I’ve got a temperature.
My eyes hurt.
• In pairs, learners discuss their problems and ideas for I’ve got a backache.
improving. I’ve got a headache.

My hand hurts.
• Learners compare their problems and ideas for
6 7 8
improving with the class.
Introduction
1
In pairs, learners match the words to the pictures. Go 2 Have you had any of the problems in activity A in the past?
through an example and check learners understand the If yes, which problems?
When did you have the problems?
activity.
122 Lesson 26
1b answers
a) My feet hurt.
b) I’ve got a toothache.
c) My eyes hurt.
d) I’ve got a backache.
e) I’ve got a temperature.
f) I’ve got a stiff shoulder.
g) I’ve got a headache.
h) My hand hurts.
2
Learners work with a different partner and discuss the
questions.
Feedback as a class. Learners tell the class about their

partner’s answers.
104 Lesson 26
In this lesson: Give advice for health
Grammar: Should/Shouldn’t for advice
problems Listening
3
Listening Draw attention to the picture of Alex and Jackie on
3 Track 59 Alex and Jackie are co-workers.
page 123. Elicit details about the picture. (What are they
Listen to the conversation. doing? Where are they?)
Which problems in activity 1 does Jackie mention?
Track 59 Play the CD. Learners listen and write the

problems which Jackie mentions.
Read Alex and Jackie’s conversation below.
Write the phrases from the yellow box in the spaces.
3 answers
you shouldn’t have
you should relax
stiff shoulders, hands hurt, eyes hurt
you should clean it
you should stand up
you shouldn’t sit down
Alex Hi, Jackie.
Jackie Oh, hi Alex.
Alex: Hi, Jackie.
Alex How’s everything with your new job?
Jackie: Oh, hi, Alex.
Jackie I like it, but I’m sitting in front of a computer all day.
Alex: How’s everything with your new job?
I’ve got stiff shoulders and my hands hurt.
Jackie: I like it, but I’m sitting in front of a computer all day.
Alex Hmm. You should relax your shoulders and hands.
I’ve got stiff shoulders, and my hands hurt.
You shouldn’t sit down for long periods of time.
Alex: Hmm. your shoulders and hands.
for long periods of time.
Jackie I see. I’ll try doing that. Also, I sometimes feel tired
Jackie: I see. I’ll try doing that. Also, I sometimes feel tired, and my eyes hurt.
and my eyes hurt.
Alex That happens to me too. If you work on a computer,
Alex: That happens to me too. If you work on a computer, I think
a dirty screen. every
I think you shouldn’t have a dirty screen. You should
day. Also, when you’re tired. clean it every day. Also, you should stand up when
Jackie: Thanks for your help. See you at lunch? you’re tired.
Alex: Yeah, OK. Jackie Thanks for your help. See you at lunch?
Alex Yeah, OK.
Lesson 26 123
4
In pairs, learners read and complete the conversation
using the phrases in the box.
4 answers
Lesson 26 105
We use should when we think something is a good idea.
Go over the explanation and examples with learners. should + base form of the verb
You should relax your shoulders and hands.
We use shouldn’t when we think something is a bad idea.
Practice You shouldn’t sit down for long periods of time.
5a-f
Learners complete the advice using should or shouldn’t. Practice
5 Complete the advice below using should or shouldn’t.
5a-f answers
a) You should go to the dentist.
b) You shouldn’t lift heavy objects.
c) You should see the doctor.
d) You should save your money.
e) You should study more.
f) You should use a cookbook. a You should go to the dentist. b lift heavy objects.
Extension
Ask learners to think of some advice for problems a, b, d,
e, and g in activity 1. Monitor and assist with vocabulary
where necessary. c see the doctor. d save your money.
Feedback as a class. Write learners’ responses on the

board. Highlight good use of language and elicit
e study more. f use a cookbook.
124 Lesson 26
Memo
106 Lesson 26
6a Track 60 Listen to the last sound in each word. Write it in the correct column.
understand once want different entrance important 6a

thousand find friend dance haven’t pence
Track 60 Learners listen to the last sound in each
/ns/ /nd/ /nt/
word and write them in the correct column.
understand
6a answers
/ns/ once, entrance, dance, pence
/nd/ understand, thousand, find, friend
b Check your answers with a partner. /nt/ want, different, important, haven’t
Interact Track 60 (page 177, Student Book) 0:45

7a Work with a partner. Choose one of the problems below, and write four pieces of advice. understand
once
1 I’m really tired all the time, but I can’t sleep! want
different
2 I never remember people’s names — it’s really embarrassing!
entrance
important
thousand
3 I work really hard, but I never have enough money. find
friend
4 I had a really big ght with my wife. Now she isn’t talking to me.
dance
haven’t
pence
6b
pronunciation.
b Read your advice to the class, but don’t say what the problem was. Can the class guess?
Interact
Lesson 26 125
7a
Explain to the learners that they’re going to give advice
for some problems.
In pairs, learners choose one of the problems and write
four pieces of advice. Demonstrate the activity by writing
an example on the board and check understanding.
7b
Learners read their advice to the class without saying
what the problem is. The class tries to guess what the
problem is. Monitor learners’ use of vocabulary and

In a private lesson
Role-play visiting a doctor’s office. Take turns playing the
doctor.
Stay ’in character’ during role-play. Resist the temptation
to take the lead in the activity. Alternatively, do the
activity twice, agreeing with the learner that, the first
time, you will take the lead, but that they will take the
lead the second time.
Lesson 26 107
27
UNIT 9
What’s the Matter?
27 What’s the Matter?

What’s the Matter?
UNIT 9
In this lesson - Role-play a visit to the doctor
Core activities - 1-4, 6, 7, 9
Function - Asking about problems and giving advice Introduction
Introduction
Examples: 1 Look at the pictures of the women.
Write the words from the box in the spaces.
What’s wrong (with her)?
an arm
What’s the matter? an arm a back an eye bollocks
He has a toothache. a mouth a tooth a foot
a hand a head a stomach

You should go to the dentist.
a nose a leg an ear
bollocks
Introduction
bollocks
1 bollocks
Point to two or three parts of your body and ask, ’What’s bollocks
this in English?’ Elicit answers. Model, drill, and record on bollocks

the board any unknown items.
bollocks
Direct attention to the pictures on page 126. Go over the bollocks
bollocks
example.
Learners work in pairs to label the pictures with words
from the box. bollocks
Feedback as a class. Again, model, drill, and record on the
board any unfamiliar items.
Check that learners understand the difference between
’head’ and ’face’. You may want to point out the irregular 2 Work with a partner. Ask and answer questions about the different parts of the body. bollocks
plural forms – feet, teeth. example A: What‛s this?

B: It‛s an arm.
1 answers
(from the top) 126 Lesson 27
a hand, an arm, a head, a mouth, a back, an eye, a stomach,

a nose, a tooth, an ear (to the left of a tooth), a leg, a foot
2
Go over the example question and answer with learners.
In pairs, learners ask for and give the names of body parts
in English. You may want to get them to close books and
point to their own bodies during this activity, so they
aren’t just reading the labels.
108 Lesson 27
In this lesson: Role-play a visit to the doctor
Function: Asking about problems and giving advice
Listening
4
1
Track 61 Direct attention to the pictures in activity
3 What’s the matter with the people in the pictures?
Match the words with the pictures.
3. Read through the questions with learners.
Learners listen and write the correct number next to each
a toothache a headache a stomachache
a cough a backache a cold an earache question. Pause CD after the first and second exchanges
a toothache
to check that learners understand what to do.
2 3 4

a) What’s the matter with him? - He has a toothache.
b) What’s the matter with her? - She has a headache.
c) What’s wrong? - He has a stomachache.
5 6 7
d) What’s wrong with him? - He has a cough.
e) What’s the matter? - He has a backache.
f ) What’s the matter with her? - She has a cold.
g) What’s wrong with her? - She has an earache.
4 answers
Listening a) 1
4 Track 61 Look at the pictures in activity 3. Listen and write the numbers in the boxes. b) 4
a What’s the matter with him? 1 e What’s the matter? c) 6
b What’s the matter with her? f What’s the matter with her? d) 7
c What’s wrong? g What’s wrong with her? e) 3
d What’s wrong with him? f) 5
5 Work with a partner. Ask and answer questions about the pictures in activity 3.
g) 2
example A: Look at 1. What‛s the matter with him?
B: He has a toothache. 5
Lesson 27 127 Model and drill the answers (He has a / She has a cold,
etc.)
Model and drill the questions one at a time.
3 Drill questions and responses chorally, and then in open
Use picture 5 on page 127 to elicit ’a cold’. Direct learners
pairs.
to the box at the top of the page and read over the list of
In closed pairs. Learners use the pictures in activity 3
ailments with them.
In pairs, learners match the ailments to the pictures. to practise asking what the problems are, and how to
Feedback as a class. Model, drill, and record on the board respond to the questions.
any unfamiliar items.
3 answers
1) a toothache
2) an earache
3) a backache
4) a headache
5) a cold
6) a stomachache
7) a cough
Lesson 27 109
Draw a two-column table on the board. At the top of one
What’s wrong? He has a toothache.
column write ’a good idea’, using gesture and tone to What’s wrong with him? He has a cold.
convey meaning. At the top of the other column write, What’s the matter? I have a stomachache.
’a bad idea’, again conveying meaning using gesture and To give advice, we can use should or shouldn’t.
tone.
You should go to bed.
You shouldn’t eat sweet things.
Point to picture 3 in activity 3. Ask what the mater is (He
has a backache).
Using gesture and the table on the board, elicit if ’go Practice
running’ is a good idea or a bad idea (a bad idea). Write it
6 Match the words with the pictures.
in the correct place on the table.
a go running / lie down 2
Follow the same procedure with ’lie down’ – elicit that b watch TV / use eye drops
it is a good idea and write it in the correct place on the c go to a dentist / eat cake
table. d take aspirin / listen to loud music
Introduce, model and drill ’He should lie down.’ and ’He
shouldn’t go running.’ as ways of giving advice. 1 2
Do the same with one or two more pictures, offering

suggestions and getting learners to say if the people
should or shouldn’t do those things.
3 4
Possible suggestions:
Picture 5 (a cold) – wear a mask;
picture 6 (a stomachache) drink beer.
Direct attention to the Language Focus box on page

128. Go over the example sentences with learners. 7 Work with a partner. Use the words in activity 6.
Give advice.
example Picture 2.
You shouldn‛t go running.
Practice You should lie down.
6
Direct attention to the pictures and elicit what the
problems are in each. 128 Lesson 27
6 answers
1 He has a toothache; 2 He has a backache; 3 He/She has a In pairs, learners use the prompts to make advice for the
sore eye; 4 He has a headache other pictures.
Read through the prompts a to d with learners and check Feedback as a class. Learners give advice for the problem
understanding. Teach any unfamiliar items. in each picture.
Elicit which picture matches the prompts in activity 6a.
Extension
Answer With more confident learners, you may like to challenge
picture 2 – (this is the example). them to come up with an additional piece of advice for each
picture, using their own ideas.
In pairs, learners match the other prompts to the pictures.
Answer 7 answers
a=2 a) You shouldn’t go running. You should lie down.
b=3 b) He/She shouldn’t watch TV. He/She should use eye drops.
c=1 c) He should go to a dentist. He shouldn’t eat cake.
d=4 d) He should take aspirin. He shouldn’t listen to loud music.
7
Use the prompts in activity 6a to elicit advice for the
problem in picture 2.
Suggested answer
You shouldn’t go running. You should lie down. (This is the
example in the Student Book).
110 Lesson 27
Sounding Natural Interact
8a
9a
Track 62 What sounds are underlined in the words below?
Listen and tick ( ).
/s/ /ʃ/ /z/
Direct attention to the jumbled-up conversation in the
soup
Chicago yellow box. Explain to learners that they are going to put
exercise the sentences in the correct order.
smile
guys
Go over the first two or three lines of the conversation
decide together as a class.
easy
ocean
In pairs, learners put the rest of the conversation in order.
sheet
music
dice
9b
relation Elicit the conversation line by line and write on the board.
b Practise saying the words. Track 63 Learners listen to check answers.
9b answers
Interact
Put the conversation below in order.
Oh dear! Do you have a headache too?

1 Come in, Ms Jones. Please sit down. Now, what’s the matter?
Doctor Come in, Ms Jones. Please sit down. Now, what’s the
Thank you very much, doctor. matter?
Yes, I do. It’s really bad. Sarah I have a backache.
I have a backache. Doctor Oh dear! Do you have a headache too?
I see. Hmm. You should lie down all day. Don’t go to work tomorrow.
Sarah Yes, I do. It’s really bad.
b Track 63 Listen and check your answers. Doctor I see. Hmm. You should lie down all day. Don’t go to
c Practise the conversation in activity 9a. work tomorrow.
d Change partners.
Practise the conversation with your own different problems and advice.
Sarah Thank you very much, doctor.
example A: Come in, Emi. Please sit down. Now, what‛s the matter?
B: I have... 9c
In pairs, learners practise the conversation as a
’disappearing dialogue’.
Lesson 27 129
9d
Ask learners to choose two problems from activity 6.
In pairs learners role-play a visit to a doctor, taking it in
Sounding Natural turns to play both roles.
Allow learners time to think and prepare what they will
8a say before the role-play.
Track 62 Learners listen for the sound of the Monitor learners’ use of vocabulary and language. Make
underlined letters and tick (√) the correct column. Pause notes on good use of vocabulary and language, and any
mistakes.
after each of the first three words to go over the examples.
Feedback in pairs and then as a class. Remodel and drill
any problematic items.
8a answers

(answers in parentheses)
soup /s/, Chicago /∫/, exercise /z/, smile /s/, guys /z/,
decide /s/, easy /z/, ocean /∫/, sheet /∫/, music /z/, dice
/s/, relation /∫/
8b
Learners practise saying the words.
Lesson 27 111
28
UNIT 10
It’s Next to the Toy Shop
28 It’s Next to the Toy Shop

It’s Next to the Toy Shop
UNIT 10
In this lesson - Ask people where places are
Grammar - Prepositions: on the corner of / next to /
between / opposite
Examples:
It’s opposite the toy shop.
It’s next to the toy shop.
It’s between the toy shop and the bank.
It’s on the corner of Queen Street and King’s Lane.
Warmer Introduction
Introduction
1 Track 64 Listen to June and Mary talking.
Where does Mary work?
Tick ( ) the shops you hear.
• Books closed. In pairs, learners make a list of as many
places in town (e.g. post office, restaurant, chemist, etc.)
as they can in two minutes.
• Learners share their lists with the class.
chemist shoe shop florist bookshop bakery
• Write their lists on the board. Award one point for every
place not on the other pairs’ lists. The pair with the most
points wins. Queen Street
Introduction garage toy shop sports shop café souvenir shop
1
Draw attention to the map on page 132. Elicit/teach the
different shops. 132 Lesson 28
Track 64 Play CD. Learners tick (√) the shops they

hear. Play the CD again if necessary.
1 answers

June Hi, Mary! How are you? Where do you work now?
Mary Hi, June! I work in the new shoe shop in Queen
Street.
June Really? Next to the bookshop?
Mary No, no. That’s the bakery. The shoe shop’s between
the florist and the chemist.
June Oh yes. I see – opposite the toy shop?
Mary Yes, that’s the one. I like my job. Come in and see me
sometime.
June OK. Maybe next week.
Mary Great! See you then.
June Bye.
112 Lesson 28
In this lesson: Ask people where places are
Grammar: Prepositions: on the corner of/next to/between/opposite
Practice
2
Practice Model and drill the question. (’Where’s the... ?’)
Language Focus In pairs. Go over the instructions and example with
It’s opposite Ask and answer questions about the places learners and check understanding. Demonstrate the
the café.
on Queen Street in activity 1. activity with a confident learner. Learners ask and answer
example A: Where‛s the shoe shop?
B: It‛s between the orist and the chemist. questions about the places in activity 1. Monitor learners’
café use of vocabulary and language.
Sounding Natural
opposite Feedback. Highlight good use of language and elicit
3 Track 65 Listen to the sentences below.
Which sentences rise at the end?
Which sentences fall?
It’s next to
café
the café. a Excuse me. Is there a bank near here?
b Excuse me. Where’s the train station?

Sounding Natural
c Excuse me. Do you have the time?
next to
d Excuse me. Where can I buy a stamp?
3a-d
It’s between the café and the bank. 4 Track 65 Listen again and practise the pronunciation.
Track 65 Learners listen for which sentences rise at
café bank the end, and which sentences fall.
5a Read the sentences below. (Wh- questions usually end in falling intonation. Yes/no
Match them with the questions in activity 3. questions usually end in rising intonation.)
Yes, it’s quarter to one. Feedback in pairs, then as a class.
between
You can buy a stamp at the post office.
3a-d answers
I’m sorry, I don’t know. a) rise
King’s Lane
Queen Street
Yes, there is. It’s opposite the hotel. b) fall
It’s on the corner
of Queen Street c) rise
and King’s Lane. b Work with a partner. d) fall
Practise asking and answering the questions in
on the corner of
activity 3.

a) Excuse me. Is there a bank near here?
Lesson 28 133
b) Excuse me. Where’s the train station?
c) Excuse me. Do you have the time?
d) Excuse me. Where can I buy a stamp?
Language Focus
4
Go over the examples in the box with learners and check
Track 65 Learners listen again and practise the
understanding. Drill – choral and substitution.
pronunciation. Drill chorally, then individually.
Teaching tip – substitution drill
Teacher says a phrase or part phrase. Learners respond
5a
In pairs, learners read the sentences and match them
by fitting the phrase into a longer item using appropriate with questions in activity 3. Match the first sentence with
intonation. learners to demonstrate the activity.
Teacher - opposite
Learner - It’s opposite the toy shop. Feedback as a class.
Teacher - next to
5a answers
Learner - It’s next to the toy shop. c, d, b, a
Etc.
5b
In pairs, learners practise asking and answering the
questions in activity 3. Encourage learners to look away
from the book and face each other when speaking.
Monitor learners’ use of vocabulary and intonation.
Lesson 28 113
6 6 Look at the map. How many buildings are there?
Look at the map with learners. Elicit the total number of
buildings (20).
Go over the street names and buildings on the map with
the learners. Ask some questions to establish where the
buildings are.
For example:
Where’s the hotel? cinema police
station
music
shop
Listening flower camera

shop post office souvenir shop shop
7
Direct the learners’ attention to the ’bookshop’ and ask Second Street
what street it’s on (First Street). Drill ’It’s on First Street’
and write on the board. Elicit the streets for a few more
shops.
Fourth Street
Third Street
First Street
Draw the attention to shop names in the box at the hotel
clothes
shop garage
bottom of the page.

Explain to the learners that they should listen and write
book
the names of the shops they hear on the map. shop
café
toy shop department store
Track 66 Track 67 Track 68 Play CD,

pausing after each conversation to allow learners time to
find and write the names.
Listening
7 Listen to the three conversations.
7 answers
Track 66 Track 67 Track 68
Write the names of the buildings on the map.

See CD scripts for Tracks 66-68.
shoe shop ice cream shop bank
Track 66 (page 177, Student Book) 0:27 134 Lesson 28
Conversation 1
A Excuse me. Is there a shoe shop near here?
B Yes, there is. It’s on First Street. It’s called ’Feet First’. It’s
opposite the cinema.
A Thanks very much.
B You’re welcome.

Conversation 2
A Excuse me. Where’s the ice cream shop?
B It’s on Third Street, opposite the police station.
A Thank you. You’re very kind.

Conversation 3
A Excuse me. Is there a bank near here?
B Yes, there is. On Fourth Street.
A I’m sorry, Fourth Street, or Fifth Street?
B Fourth. It’s between the café and the camera shop.
114 Lesson 28
8 a Listen again. Complete the conversations below.
8a
Track 66 Track 66 Track 67 Track 68 Learners listen
1 A Excuse me. Is there a shoe shop near here? again and complete the conversations.
B Yes, there is. It’s . It’s called ‘Feet First’. It’s the cinema.
A Thanks very much.
B You’re welcome.
Track 67 8a answers
2 A Excuse me. Where’s the ice cream shop? See CD scripts for Tracks 66-68 - answers underlined.
B It’s Third Street, the police station.
A Thank you. You’re very kind.
8b
Track 68
In pairs, the learners practise the conversations.
3 A Excuse me. Is there a

B Yes, there is. On Fourth Street.
near here?
9
A I’m sorry, Fourth Street, or Fifth Street?
Track 69 Direct the learners’ attention to the three
B Fourth. It’s the café and the shop.
missing shops on the map in activity 6. Learners
b Work with a partner. Practise the conversations.
listen and write the shops on the map. Play CD again if
necessary.
9 Track 69 Look at the map again. Listen and write the three missing shops on the map.

sports shop bar chemist
9 answers
Interact
10 Work with a partner. Look at the map again. Ask and give directions to places on the map.
example A: Excuse me, is there a café near here?
B: Yes, there is. It‛s next to the bank. The sports shop is on Third Street, opposite the clothes shop.
A: Where‛s the bank?
B: It‛s on Fourth Street. The bar is next to the camera shop. It’s on the corner of
Fourth Street.
The chemist is between the flower shop and the bookshop
on First Street.
Lesson 28 135
Extension
Books closed. Ask learners (in pairs or small teams)
questions about places on the map. The first pair or team to
answer correctly gets a point.
Interact
10
Go over the instructions and the example. Check
understanding. Working in pairs, the learners look at
the map again. Learners should choose three places
each and ask where they are. Monitor learners’ use of
vocabulary and language. Make notes on good use
ofvocabulary and language, and any mistakes.

Lesson 28 115
29
UNIT 10
What Time’s the Party?
29 What Time’s the Party?

What Time’s the Party?
UNIT 10
In this lesson - Ask for more information
Function - Invitations with ’Would you like to... ?’ Introduction
Introduction
1 Work with a partner. Look at the pictures below. 2 Work with a partner. Invite them to do some of the
Read the phrases in the yellow box. pastimes in activity 1. Your partner will toss a coin.
Put a circle ( ) next to phrases with a picture and
Introduction a cross ( X ) next to phrases with no pictures.
1 ‘Heads’ = Accept the invitation.
Direct attention to the pictures on page 136. Pick out ‘Tails’ = Refuse the invitation.
example A: Would you like to eat out?
one or two pictures and talk about the activities. Draw B: (Heads) Yes. Let‛s go to an Italian
attention to the example, and show how learners can find restaurant.
(Tails) I‛m sorry. I have an exam.
the activities in the box underneath the pictures.
In pairs, learners circle (O) the phrases with pictures and Listening
put a cross (X) next to the ones with no pictures. Monitor 3 Track 70 Listen to the telephone conversation
and assist as necessary. between Micah and an employee in a cinema
ticket office. Underline the correct answers.
1 answers City Cinema

O a eat out X b go for a walk, O c watch TV a eat out h visit an art gallery cinema name New Cinema
First Cinema
O d relax at home X e go to the cinema O f go dancing X b go for a walk i go to the gym
2
X g go to a concert O h visit an art gallery O i go to the gym c watch TV j meet a friend number of tickets 3
4
O j meet a friend X k go for a drive O l go shopping d relax at home k go for a drive
The Sound of Music
X m play tennis O n go for a ride e go to the cinema l go shopping film Black Snow
Don’t Look Now!
f go dancing m play tennis
4.00
g go to a concert n go for a ride time 6.00
Language Focus
9.00
front
seats middle
Language Focus back
Go over the invitations with the learners. Teach, model
go to the cinema? 7503 1782 1633
and drill. Would you like to
eat out? credit card number 7503 2436 9901
Elicit/teach ways to accept or refuse an invitation. 7503 2728 1731
Examples: ’Certainly’, ’That’s a good idea!’, ’I’m sorry, I’m

136 Lesson 29
busy tonight.’
2
Show learners a coin (choose which side is ’heads’ and Listening
which side is ’tails’). Indicate that ’heads’ means accept an
invitation. ’Tails’ means refuse an invitation. 3
Write an example invitation on the board (’Would you like Go through the different items in the table. Explain
to eat out?’). to learners that they’re going to listen to a phone
Toss the coin, and elicit a response based on the results of conversation between Micah and an employee in a
the toss. cinema. Micah wants to book seats for a film.
For example:
Heads: ’Yes. Let’s go to an Italian restaurant.’ Track 70 Play CD. Learners listen and underline the
Tails: ’I’m sorry. I have an exam.’ correct answers. Play CD again if necessary.
In pairs. Learner A invites Learner B to some of the Feedback in pairs, then as a class.
activities in activity 1. Learner B tosses a coin to accept or
refuse the invitation. 3 answers
Change roles. Monitor. Note good use of vocabulary and See CD script for Track 70 - answers underlined.
language, along with any mistakes.
Feedback. Highlight good use of language and elicit Cinema Hello. First Cinema. How can I help you?
corrections of any problems you noted. Micah I’d like two tickets for The Sound of Music, please.
Cinema Certainly. Is that for tonight?
Micah Yes, tonight at six o’clock, please.
Cinema OK. Two seats for tonight at six o’clock. Where would you
like to sit?
Micah At the back. Is that OK?
Cinema At the back? Yes, that’s fine. Can I have your credit card
116 Lesson 29
In this lesson: Ask for more information
Memo
Function: Invitations with ‘Would you like to... ?’
4a Track 70 Listen again and read.

Practise the conversation with a partner.
Cinema: Hello. First Cinema. How can I help you?
Micah: I’d like two tickets for The Sound of Music,

c please.
Cinema: Certainly. Is that for tonight?
Micah: Yes, tonight at 6.00, please.
Cinema: OK. Two seats for tonight at 6.00. Where would you like to sit?
Micah: At the back. Is that OK?
Cinema: At the back? Yes, that’s ne. Can I have your credit card number, please?
Micah: Yes, it’s 7503 2436 9901.
Cinema: That’s 7503 2436 9901.
Micah: That’s right!
Cinema: And your name, please?
Micah: Micah Jensen.
Cinema: Thank you, Mr Jensen. You can pick up your tickets any time.
Micah: Thanks very much.
Cinema: You’re welcome. Please call again.
b Change partners. Practise the conversation again.

Replace the underlined phrases with the information below.
• City Cinema • New Cinema • Queen Street • First Cinema

Cinema
• four • one • three
• six
• Coming Home • Don’t Look Now! • Santa Is Missing!
Part 3 • Black Snow
• 7.30 p.m. • 6.30 p.m.
• 10.00 p.m. • 11.00 p.m.
• front • middle
• back • back
• 9109 5073 2643 • 1357 9246 8024
• 3057 3462 1909 • 2249 6297 0105
• Miss Mandy Foot • Mrs Tara Martin
• Mr Len Murphy • Mr Simon Welby
Lesson 29 137
number, please?
Micah Yes, it’s 75-03-24-36-99-01.
Cinema That’s 75-03-24-36-99-01.
Micah That’s right!
Cinema And your name, please?
Micah Micah Jensen.
Cinema Thank you, Mr Jensen. You can pick up your tickets any
time.
Micah Thanks very much.
Cinema You’re welcome. Please call again.
4a
Track 70 Learners listen and read the conversation,
then practise in pairs. Encourage learners to look away
from their books and at each other when speaking
4b
In pairs, learners practise the conversation again,
replacing the underlined words with information from
the boxes. Again, encourage learners to look away from
their books and at each other when speaking.
Lesson 29 117
Listening Listening
5 Gary telephones three friends with invitations.
5 Track 71 Track 72 Track 73 Listen and match the people with the invitations.
Simon go shopping
Track 71 Track 72 Track 73 Go through Lucy come to a party
the names and activities in the top box with learners. Fay have a coffee
Explain that they’re going to listen to three conversations.

Learners should match the people with the invitations. 6a Track 71 Listen again. Complete the conversation.
Go through an example and check understanding. Play Gary: Hi, Simon. It’s Gary.
CD again if necessary. Simon: Oh, hi, Gary. How are you?
Gary: I’m ne. Listen. Would to a party at my house on Saturday?
Feedback as a class. Simon: ,I . What time does it start?

Gary: Come at about . Bring some wine too.
5 answers Simon: OK. See you on Saturday.
Simon – come to a party, Lucy – have a coffee, Fay – go

shopping b Track 72 Listen again. Complete the conversation.
Gary: Lucy! It’s Gary. How are you?
Track 71 (page 178, Student Book) 0:36 Lucy: Not very well. I have a .
Gary: Would you like to a coffee on Friday afternoon?
Conversation 1 Lucy: I’m sorry, I can’t. .
Gary Hi, Simon. It’s Gary. Gary: Oh, no! Well, get well soon.
Simon Oh, hi, Gary. How are you? Lucy: Thanks, Gary.
Gary I’m fine. Listen. Would you like to come to a party c Track 73 Listen again. Complete the conversation.
at my house on Saturday?
Fay: Hello. .
Simon Yes, I would. What time does it start?
Gary: Hello. It’s Gary here.
Gary Come at about 8.30 p.m. Bring some wine too. Fay: Oh, hi, Gary.
Simon OK. See you on Saturday. Gary: Would you like to go shopping in town ?
Fay: Yes, OK. ?
Gary: At about ten in the morning?
Track 72 (page 178, Student Book) 0:30 Fay: Yes, OK. on Sunday morning.
Conversation 2 Gary: Bye.
Gary Lucy! It’s Gary. How are you?

138 Lesson 29
Lucy Not very well. I have a backache.
Gary Would you like to have a coffee on Friday
afternoon?
Lucy I’m sorry, I can’t. I’m sick.
Gary Oh no! Well, get well soon.
Lucy Thanks, Gary.

Conversation 3
Fay Hello. This is Fay.
Gary Hello. It’s Gary here.
Fay Oh, hi, Gary.
Gary Would you like to go shopping in town on Sunday?
Fay Yes, OK. What time?
Gary At about ten in the morning?
Fay Yes, OK. See you on Sunday morning.
Gary Bye.
6a-c
Track 71 Track 72 Track 73 Learners listen
again and complete the conversations. Pause CD after
each conversation to allow time for learners to write the
words they hear.
6a-c answers
See CD scripts for Tracks 71-73 - answers underlined.
118 Lesson 29
Interact
Language Focus sounded /Id/
8 Work with a partner. Do a role-play.
To ask for more information about an 1 snowed /d/
invitation we can say: • Listen to the invitation.
cleaned /d/
What time’s the film? • Ask about the day and time.
It’s at seven o’clock. • Accept or refuse. fainted /Id/
When’s the party?
2
laughed /t /
It’s on Saturday.
Think about:
raked /t/
Where’s the restaurant? • What you want to invite your partner to do
It’s on Fifth Avenue. (go to a party/see a film/have a coffee) wounded /Id/
time’s = time is • The day and time you want your partner faxed /t /
when’s = when is
where’s = where is to come
cooled /d/
Call your partner.
a Role-play 1 Track 74 Learners listen again and practise the

Student A, read 1 .
Sounding Natural Take a call from your partner.
pronunciation.
7 Track 74 Listen and tick ( ) the correct sound. Student B, read 2 .
Invite your partner somewhere.
/Id/ /d/ /t/
sounded
b Role-play 2
Student B, read 2 . Interact
snowed Invite your partner somewhere.
cleaned
Student A, read 1 . Write the following on the board:
Take a call from your partner.
fainted
’Would you like to go to a concert?’
laughed
raked
Explain to learners that a friend has invited them to go
to a concert. Elicit some questions they should ask their
wounded
friend to get more information.
faxed
cooled
Examples:
’What day is it?’
’What time is it?’
’Where is it?’
Write responses on the board. Highlight good use of

language and elicit corrections of any problems you
Lesson 29 139
noted.
In pairs, learners role-play inviting a friend somewhere.

Language Focus 8a
Go through the different ways to ask for more Read through the instructions with learners and check
information about an invitation. Model and drill chorally, understanding. Allow learners time to think and make
then individually. notes. Monitor and assist as necessary.
Learners do the role-play activity.

Sounding Natural 8b
Books closed. Write the following words on the board: Learners change roles and do Role-play 2.
’cried’ ’stamped’ ’rested’ Monitor.
Read the words and elicit how the endings are different Make notes on good use of vocabulary and language,
(cried /d/, stamped /t/, rested /Id/). Drill pronunciation and any mistakes.
7 corrections of any problems you noted.
Track 74 Point to the different ’ed’ sounds at the

top of the table. Play CD. Learners listen and tick (√) the
correct sound.
7 answers
Lesson 29 119
30
UNIT 10
The Food Is Cheap and the Coffee Is Good
30
The Food Is Cheap and the Coffee Is Good
The Food Is Cheap
UNIT 10
In this lesson - Have lunch in a café
Core activities - 4-11 and the Coffee Is Good
1 Work with a partner. Write the words under the matching pictures.
nurse pilot teacher waiter cook priest
Introduction doctor receptionist mechanic secretary hairdresser
1
Direct attention to the pictures of occupations on
page 140. Pick out and discuss one or two pictures. doctor
Draw attention to the example, and show how learners
can find the names of the occupations in the box at the
top of the activity. This is a review activity, so should not
present too many problems.
necessary. Sounding Natural
Feedback as a class. 2 Work with a partner. How many syllables do the words in activity 1 have?
Write them in the table below.
1 answers
Left to right, top to bottom: one syllable
doctor, pilot, teacher, nurse, priest, mechanic

two syllables doctor
receptionist, secretary, hairdresser, waiter, cook
three syllables
Sounding Natural four syllables
3a Listen and check your answers.

2
Track 75
b Track 75 Listen again and practise the pronunciation.

In pairs, learners decide how many syllables each word in
activity 1 has, and write them in the correct row of the
table. Check understanding of syllable by pronouncing 140 Lesson 30
one of the words while counting its syllables on your

fingers as you do so.
3a
3a answers

nurse, priest, cook (1 syllable)
doctor, pilot, teacher, waiter (2 syllables)
mechanic, secretary, hairdresser (3 syllables)
receptionist (4 syllables)
3b
Track 75 Learners listen again and practise the
pronunciation.
120 Lesson 30
4b
In this lesson: Have lunch in a café
Skills: Extended speaking and vocabulary Track 76 Learners listen to check their answers. Elicit
any corrections to the conversation written on the board.

Reading and Listening Wendy Hi, Gloria. How are you?
4a Wendy meets Gloria on the street.
Gloria Hello, Wendy. I’m fine, thanks. Is this your office?
Put the sentences in the correct order to make the conversation.
Wendy Yes, it is. Where do you work?
Wendy I don’t really like coffee. Do they have tea?
Gloria I work in the bank, next to the post office. Is this
Wendy Yes, it is. Where do you work? your lunch break?
Gloria Oh yes? I always go to the café on the corner. Wendy Yes, it is. My lunch break is at one o’clock. I usually
The food is cheap and the coffee is good.
eat my sandwiches in the park.
Gloria Hello, Wendy. I’m ne, thanks. Is this your ofce?
Gloria
Oh yes? I always go to the café on the corner. The
1 Wendy Hi, Gloria. How are you?
food is cheap and the coffee is good.
Wendy Yes, it is. My lunch break is at one o’clock.
Wendy I don’t really like coffee. Do they have tea?
I usually eat my sandwiches in the park.
Gloria I work in the bank, next to the post ofce.

Is this your lunch break?
5a-c
Learners read the conversation again and answer the
b Track 76 Listen and check your answers. questions.
5 Read the conversation again and answer the questions.
5a-c answers
a Where does Gloria work?
a) Gloria works in a bank.
b Where does Wendy usually eat lunch?
c Where does Gloria want to go for lunch? b) Wendy usually eats lunch (sandwiches) in the park.
c) Gloria wants to go to the café on the corner. (She doesn’t
6 Work with a partner. Practise the conversation. say this, but it is implied.)
Extension
Ask learners if Wendy wants to go to the café with Gloria.
Lesson 30 141
Answer
Yes - Wendy shows she is interested because she asks if they
have tea.
Reading and Listening 6

In pairs, learners practise the conversation.
Direct attention to the picture (background) of Wendy
and Gloria on page 141. Suggestion
Explain the situation – Gloria and Wendy are friends. They Use the conversation you recorded on the board as the basis
meet on the street in town at lunchtime. Show learners for a ’disappearing dialogue’.
how Wendy and Gloria’s conversation is mixed up on the
page. Read the first line (from Wendy) and find Gloria’s Teaching tip – Disappearing dialogue
response as a class. Leave the conversation on board for learners to refer to
3b answers whilst practising.
Wendy - Hi, Gloria. How are you? (line one - example) Learners can look at the conversation on board, but must
Gloria - Hello, Wendy. I’m fine, thanks. Is this your office? look away when they speak.
(line two) Repeat several times, erasing portions of the
If needed, find the next line together as a class, too. conversation each time, leaving smaller and smaller
prompts.
4a
In pairs, learners read the dialogue and put the lines in
order.
Take feedback by eliciting the conversation, line by line,
onto the board.
4a answers
Lesson 30 121
Vocabulary Vocabulary
7 a Write the words from the menu under the matching pictures.
Direct attention to the pictures of food and drink on MENU
page142. Pick out one or two pictures and discuss the spicy chicken sandwich
cheese and tomato sandwich
£7.00
£6.50
chicken soup
orange juice
£5.00
£2.50
items. Draw attention to the example, and show how ham sandwich £6.50 apple juice £2.50
potato salad £3.00 tea £2.50
learners can find the names of the items in the menu at Italian salad £4.50 coffee £3.00
tomato soup £4.50
the top of the activity.
7a
write the words under the pictures. Monitor and assist as tea
necessary.
Feedback as a class. Model and drill any problematic

items.
7a answers
Top to bottom, left to right:
tea, potato salad, coffee, cheese and tomato sandwich,
Italian salad, chicken soup, spicy chicken sandwich, ham
sandwich, tomato soup, orange juice, apple juice
7b
Learners tell the class which items on the menu they like
or dislike.
b Do you like these things? Tell the class.
8 example I like tomato soup, but I don‛t like potato salad.
In pairs, learners use the menu to practise asking for and 8 Work with a partner. Practise saying the prices.
giving prices. Model and drill the question (’How much is example A: How much is the potato salad?
B: That‛s £3.00.
the... ?’) first.
142 Lesson 30
Memo
122 Lesson 30
Listening Wendy What do you want, Gloria?
9 Track 77 Listen to Wendy and Gloria in the café. Gloria I don’t know. I’ll look at the menu.
What food from the menu in activity 7 do Wendy and Gloria order?
Assistant Good afternoon. How can I help you?
How much is it? Complete the table below.
Wendy Can I have a cheese and tomato sandwich and
Wendy Gloria
an apple juice, please?
order price order price
Assistant Here you are. One cheese and tomato sandwich,
£6.50, and one apple juice, £2.50. That’s nine
pounds, please.
Gloria And can I have a spicy chicken sandwich, a
10 Work with a partner. potato salad and a coffee, please?
Who says the words in the table, customer or assistant?
Tick ( ) the correct column. Assistant Yes, here you are. That’s one sandwich, £7.00,
customer assistant a potato salad, £3.00, and a coffee, £3.00. So
Good morning./Good afternoon.
that’s £13.00, please.
How can I help you? Gloria Here you are.
Can I have a... ?
That’s £13.00, please. Assistant Thanks very much.
Interact
10
In pairs, learners look at the phrases and decide if the
a Practise ordering food and drink in a café.
assistant or customers say them in a café.
One student is the customer. One student is the assistant. Feedback as a class.
Customer: You may like to elicit / teach one or two more phrases on
Look at the menu in activity 7. Decide what you want. the board for use in activity 11. For example: What would
Assistant: you like? Eat in or takeaway? Anything to drink?
Listen to the customer. Ask for the money.
b Change roles and do it again. 10 answers

Good morning / Good afternoon – both;
How can I help you? – assistant;
Can I have a... ? – customer;
That’s £13.00, please. – assistant
Lesson 30 143
Interact
Listening 11a
In pairs. Divide pairs into customers and assistants. Go
9 over the instructions and check understanding. Elicit who
Explain that Gloria and Wendy are now in the café. should speak first (usually the assistant – to welcome the
Ask learners to listen for which items in activity 7 they customer into the shop).
order. Allow learners a little time to think and prepare what they
Track 77 Learners listen and complete the table with are going to say.
the food and the prices of what they order. Learners role-play the situation in pairs.
Feedback in pairs and then as a class. Monitor. Note good use of vocabulary and language, and
9 answers any mistakes.
Wendy Feedback. What did learners find easy about the activity?
A cheese and tomato sandwich - £6.50, an apple juice – What did they find difficult?
£2.50. Total - £9.00 Highlight good use of language and elicit corrections of
Gloria
A spicy chicken sandwich - £7.00, a potato salad - £3.00, 11b
a coffee - £3.00. Total - £13.00 Learners change roles and repeat the exercise. Monitor
and feedback as above.
Lesson 30 123
31
UNIT 11
It’s Freezing!
31 It’s Freezing!
It’s Freezing!
UNIT 11
In this lesson - Talk about what you do in different
weather
Core activities - 2-5, 8-10 Introduction
Introduction
Grammar - Weather words 1a Read the sentences in the yellow box. Write them under the correct thermometer.
Using when in a sentence It’s 5 degrees – it’s cold. It’s minus 10 degrees – it’s freezing!
It’s 30 degrees – it’s hot. It’s 15 degrees – it’s warm.
Example:
What do you do when it’s windy?
I stay at home when it’s windy.
Introduction
1a
Books closed. Draw a thermometer on the board. Elicit/ 1 2 3 4
explain what it is. Model and drill the word. Then write it
on the board. Student A: Say a temperature from activity 1a.
Books open. Read through the sentences in the box with Student B: Answer Student A.
learners. Indicate that they should write each sentence Take turns saying the temperatures.
under the correct thermometer. example It‛s minus 10 degrees!

It‛s freezing!
2 Match the symbols with the words in the box.
raining
1a answers cold
(1) It’s 5 degrees – it’s cold. windy

cloudy
(2) It’s 15 degrees – it’s warm.
hot
(3) It’s minus 10 degrees – it’s freezing! sunny
(4) It’s 30 degrees – it’s hot. snowing
warm
1b raining
In pairs. Learner A says a temperature from activity 1a 146 Lesson 31
(e.g. ’It’s minus ten degrees!’). Learner B responds with an

appropriate comment (e.g. ’It’s freezing!’). Go through
the example and check understanding. Learners take
turns to say the temperatures. Monitor and assist as
necessary.

2
Read through the words in the box with learners. Indicate
that they should match the words with the symbols.
Feedback in pairs, and then as a class. Drill chorally, then

individually.
2 answers
sunny, snowing, windy, cold
cloudy, hot, raining, warm
124 Lesson 31
In this lesson: Talk about what you
Grammar: Weather words
do in different weather Practice
Using ‘when’ in a sentence
3
Practice Direct attention to the four pictures. Elicit the types of
3 Look at the pictures below.
Language Focus weather in the pictures.
Work with a partner. What’s the weather like?
Ask and answer questions about the weather. cloudy.
3 suggested answers
It’s
example A: What‛s the weather like? hot and sunny. picture 1 - It’s cold and snowing.
B: It‛s cold and snowing.
picture 2 - It’s cold and raining.
picture 3 - It’s warm and windy.
picture 4 - It’s hot and sunny.
Draw learners’ attention to the Language Focus box on

page 147. Go through the model question and answers.

weather.
1 2
Go through the example with the learners and check
understanding. Monitor and assist as necessary.

4
In pairs. Ask and answer about today’s weather. Monitor
learners’ use of vocabulary and language.
3 4
4 Work with a partner. Ask about today’s weather.
Lesson 31 147
Memo
Lesson 31 125
Listening
Listening 5a Track 78 Listen to the weather forecast.
Your city
Write the information on the map.
5a London
Track 78 Indicate to learners that they’re going to

listen to the weather forecast. Learners listen and write
the weather they hear on the map. Go through the
example and check understanding. Play CD, pausing after
each city to allow time for learners to think and write.
Feedback in pairs, and then as a class. New York

minus ve
5a answers degrees
See CD script for Track 78. sunny
Track 78 (page 178, Student Book) 0:43 New Delhi

Sydney
New York. It’s minus five, but sunny.

It’s now winter in London. The temperature is five degrees.
It’s snowing and very cold.
b What’s the weather like in your city?
New Delhi is very warm, and it’s raining. Write your information on the map.
Sydney is hot. It’s 28 degrees, but it’s also very windy.
Sounding Natural Language Focus
5b 6 Track 79 Listen to the questions.
It’s warm and windy in New York.
Point to your home town on the map. Write the weather Mark the stressed words.
What’s the weather like in London?
(or typical weather for this time of year) on the board. a What’s the weather like in June?
b What’s the weather like in London? It’s cold and raining.
Indicate that learners should find where they live on the c What’s the weather like in May? What’s the weather like in June?
map and write the weather (or typical weather for this
time of year). 7 Track 79 Listen again and practise the pronunciation.
It’s hot and sunny.

148 Lesson 31
Sounding Natural
6
Track 79 Learners listen and mark the stressed
words in the questions. Draw attention to the Language
Focus box next to the activity.
6 answers
See CD script for Track 79 - answers in bold.

a) What’s the weather like in June?
b) What’s the weather like in London?
c) What’s the weather like in May?
7
pronunciation. Drill chorally, then individually.
126 Lesson 31
Vocabulary Vocabulary
8 Match the words with the pictures.
a go shopping 8
a
b read books Direct attention to the pictures at the top of page 149.
c stay at home Point out the first letter in the box and indicate that
d watch TV
learners should match the pictures with the rest of the
e walk my dog
words.
f drink hot chocolate
Reading
Reading 8 answers
9a Read the conversation below. Clockwise from top left: f, a, b, c, d, e
Ann: What do you do when it’s cold and Language Focus
wet, Dave?
Dave: I go shopping. How about you?

I go to the park when it’s sunny. Language Focus
Ann: I stay at home and watch TV. What do you do when it’s raining?
Go through the examples with learners and check
b Practise the conversation. understanding.
Interact
10 a Read the questions and write your answers. Reading
question you your partner
What do you do when it’s hot? 9a

What do you do when it’s raining?
Read through the conversation with learners and check
understanding.
9b
b Write two more questions. In pairs, learners practise the conversation. Encourage
c Work with a partner. Ask and answer the questions learners to look away from their books and face each
example A: What do you do when it‛s hot?
B: I eat ice cream.
other when speaking.
Lesson 31 149 Interact

10a
Read through the two questions in the table with
learners. Write answers that are true for you on the board.
Indicate to learners that they should write their answers
in the table. Monitor and assist as necessary.
10b
Learners write two more questions in the table. Monitor
and assist with vocabulary where necessary.
10c
In pairs, learners ask and answer questions from
activities 10a and 10b. Go through the example with
the learners and check understanding. Monitor learners’
use of vocabulary and language. Note good use of
10d

Lesson 31 127
32
UNIT 11
It’s Very Cold!
32 It’s Very Cold!

It’s Very Cold!
UNIT 11
In this lesson - Say why you like things
Grammar - because Introduction
Introduction
Examples: 1a Look at the different kinds of holiday below. Write the words under the matching pictures.
I like Italian food because it’s delicious. beach holiday hiking holiday golfing holiday
cruise holiday safari holiday skiing holiday
I don’t like skiing because it’s cold.
Introduction
1a beach holiday
Direct attention to the pictures of different kinds of
holidays on page 150. Draw attention to the example,
and show how learners can find the names in the box at
the top of the activity.
In pairs, learners match the holiday names to the pictures.
Feedback as a class. Explain any problematic items. b Work with a partner.

Ask and answer the questions below.
Extension notes
As a class, brainstorm and record other types of holiday on
What kinds of holiday do you like?
the board.
What kinds of holiday do you nott like?
What do you like to do on holiday?

1a answers
Clockwise from top left: golfing holiday, beach holiday, c Tell the class about your partner’s answers.
safari holiday, skiing holiday, cruise holiday, hiking holiday example Laura likes outdoor holidays, but she doesn‛t like beach holidays...
1b 150 Lesson 32
Read through the questions in the table with learners
and check understanding.
In pairs, learners ask and answer the questions. Learners
note their partner’s responses in the table. Monitor and
1c
Learners tell the class about their partner’s answers. Note
and feedback good use of vocabulary and language, and
any mistakes.
128 Lesson 32
In this lesson: Say why
Grammar: Because
you like things Listening
2
Listening Draw learners’ attention to the background pictures on
2 Track 80 Listen to Antonia and Stephanie’s conversation.
page 151 and elicit the type of holidays (skiing / beach
Complete the sentences with the words below. holiday).
Hawaii hot warm holiday
skiing Japan freezing Suggestion
Have learners listen to Track 80 once through first,
with books closed, and say which holiday Antonia is on and
which holiday Stephanie is on.
(Stephanie is on a beach holiday – in Hawaii; Antonia is on a
Antonia: Hello.
skiing holiday – in Japan).
Stephanie: Hi, Antonia. It’s Stephanie.
Antonia: Oh, hello. How are you?? Are you on

n now
ow?
Stephanie: Yes, I’m in . It’s really hot

ot.. It
It’s
’s gre
reat
at!!
at Track 80 Learners listen to Antonia and Stephanie’s
Antonia: Wow! I’m on holiday too
o. conversation and complete the sentences with words
Stephanie: Where aree you?
from the box. Play CD again if necessary.
Antonia: I’
I m in . I’’m on a holiday. Feedback in pairs, then as a class.
Stephan
nie
ie:: Is it co
cold?
A toniia:: Ye
An Yes! It’
ts ! 2 answers
Stepha
ani
n e: It sounds terrible!! See CD script for Track 80 - answers underlined.
Antonia: It
An It’ss OK. I have a real
a ly
y jacket!
Ste
tephanie
e: Itt’s so
o here. It’s 35 degrees.
he Track 80 (page 179, Student Book) 0:46
Anto
Antoni
nia:
a: Oo
O h, tha
hat’
t’ss to
too
o hot!
ho !
Antonia - Hello.
Stephanie Hi, Antonia. It’s Stephanie.
Antonia Oh, hello. How are you? Are you on holiday now?
Stephanie Yes, I’m in Hawaii. It’s really hot. It’s great!
Antonia Wow! I’m on holiday too.
Stephanie Where are you?
Lesson 32 151 Antonia I’m in Japan. I’m on a skiing holiday.
Stephanie Is it cold?
Antonia Yes! It’s freezing!
Stephanie It sounds terrible!
Antonia It’s OK. I have a really warm jacket!
Stephanie It’s so hot here. It’s 35 degrees.
Antonia Ooh, that’s too hot!
Lesson 32 129
Practice Practice
3a Complete the conversation with the words from the box.
3a Practise the conversation.
Put learners into pairs, and assign roles, A and B. a Brazil b Canada c camping d cold e no f warm g great
Direct attention to the information in the box.

A: Hello.
Learners use the information from the box to fill in the B: Hi, . It’s .
Language Focus
dialogue. A: Oh, hello. How are you? Are you on holiday now?
B: Yes, I’m in a . It’s really hot. It’s great!
Allow learners time to think and write. Monitor and assist A: Wow! I’m on holiday too.
We use because to give a
reason.
as necessary. B: Where are you?
A: I’m in b . I’m on a c I like/don’t like summer
In pairs, learners role-play the conversation. holiday. because it’s hot.
Encourage learners to look away from their books and at B: Is it d ?
I like/don’t like winter
A: e ! It’s f .
each other when speaking. Monitor. B: It sounds g !
because it’s cold.
3a answers b Practise the conversation again. Use your own ideas.

Completed dialogue should look like this:
A - Hello.
B - Hi, (learner’s name). It’s (learner’s name). 4 Work with a partner. Match the questions on the left with the answers on the right.
A - Oh, hello. How are you? Are you on holiday now? Complete the answers in activity 4 with words from the orange box below.
B - Yes, I’m in (a Brazil) . It’s really hot. It’s great! I like Italian
A - Wow! I’m on holiday too. a What’s your favourite sport?
because it’s .
B - Where are you? No, I don’t

b What kind of music do you like?
A - I’m in (b Canada) . I’m on a (c camping) holiday. because it’s !
B - Is it (d cold)? c What kind of food do you not like?

I love classical music
because it’s .
A - (e No)! It’s (f warm).
I like hockey
B - It sounds (g great)! d What do you do in your free time?
because it’s exciting .
I don’t like fried food

e Do you like skiing?
because it’s .
3b I study English
f What’s your favourite food?
Learners work independently to fill in the dialogue with because it’s .
their own ideas.

Allow learners time to think and write. Monitor and assist oily relaxing delicious cold exciting interesting
as necessary.
In pairs, learners role-play the conversation.
Encourage learners to look away from their books and at 152 Lesson 32
each other when speaking. Monitor.
Language Focus
Go through the explanation and the examples with
learners and check understanding.
4a-f
In pairs, learners draw lines to match the questions
on the left with the answers on the right. They then
complete the answers with an adjective from the box.
4a-f answers
a) What’s your favourite sport? – I like hockey, because it’s
exciting.
b) W hat kind of music do you like? – I love classical music,
because it’s relaxing.
c) What kind of food do you not like? – I don’t like fried food,
because it’s oily.
d) W hat do you do in your free time? – I study English,
because it’s interesting.
e) Do you like skiing? – No, I don’t, because it’s cold!
f) What’s your favourite food? – I like Italian, because it’s
delicious.
130 Lesson 32
Vietnam 2(Viet-nam) Vietnamese 3(Viet-nam-ese)
5a Track 81 Listen to the countries and nationalities.
Write the number of syllables next to the words. Italy Italian 5a
b Track 81 Listen again and underline the Japan Japanese
stressed syllable for each word.
Track 81 Learners listen to the countries and
Germany German
c Practise the pronunciation. nationalities and write the number of syllables next to
Thailand Thai
each word.
Interact Feedback in pairs, then as a class.
6a Read the questions. Make notes of your answers and reasons.
You can use the words below or your own ideas.
5b
exciting interesting cold delicious relaxing beautiful hot fun
Track 81 Learners listen again and underline the
stressed syllables.
• Do you like jazz?
• What’s your favourite film? 5a+b answers

• What food do you dislike? Italy (3)
Italian (3)
• What kinds of sport do you like?
Japan (2)
Japanese (3)
Germany (3)
German (2)
Thailand (2)
Thai (1)
b Write three more questions.
c Work with a partner. Ask and answer the questions.

stress patterns and syllables next to each word
example Rick likes jazz because it‛s interesting.
Vietnam oO
Vietnamese ooO
Italy Ooo
Italian oOo
Japan oO
Lesson 32 153
Japanese ooO
Germany Ooo
German Oo
Thailand Oo
Thai O
5c
Learners listen again and practise the pronunciation.
Model and drill.
Interact
6a
Learners work independently to read the questions and
write down their answers.
6b
Learners work independently and write three more
questions about likes and dislikes.
6c
In pairs, learners ask and answer the questions from
activities 6a and 6b.
Monitor learners’ use of vocabulary and language. Note
6d
Lesson 32 131
33
UNIT 11
How Much Is the Steak?
33 How Much Is the Steak?

How Much Is the Steak?
UNIT 11
In this lesson - Order in a restaurant
Core activities - 5 -11
Function - Asking for prices Introduction
Introduction
1a Look at the different kinds of food in the table below.
Write 2 if you love it, 1 if you like it, 0 if it’s OK, and -1 if you don’t like it.
Introduction example you your partner
Italian 1
1a
Go over the different kinds of food in the table. Indian 1
Encourage the learners to describe how they feel about
each kind of food.
Learners write 2 if they love it, 1 if they like it, 0 if it’s French 0
OK, and -1 if they don’t like it, in the ’you’ column. Refer
learners to the Language Focus box at the bottom of the Chinese 2
page.
2
1b
Japanese

food in activity 1a. Demonstrate the activity with a Mexican -1
confident learner. Monitor. Note good use of vocabulary

and language, and draw attention to any mistakes. b Work with a partner. Ask and answer questions
about the food in activity 1a.
Language Focus
1c example A: Do you like Italian food?
B: Yes, I love it. Yes, I love it.
Feedback. Learners tell the class about their partner’s A: Do you like Mexican food?
Yes, I like it.
B: No, I don‛t like it.
answers.
It is OK.
No, I don’t like it.

example Lisa likes Chinese food,

but she doesn‛t like Mexican food.
154 Lesson 33
Memo
132 Lesson 33
In this lesson: Order in a restaurant
Function: Asking for prices
Listening
3
Vocabulary Go over the names of the people in the pictures
2 Look at the pictures. What are these foods like? Use the words in the box. Write them under the matching pictures. on page 155, and the foods in the boxes above them.
spicy sweet healthy oily Ask learners to listen out for the foods they like.
Track 82 Play CD. Learners listen and write the food

they hear under the correct picture. Pause CD after
oily
Jennifer speaks and check understanding of the activity.
Play CD again if necessary.
Language Focus
Curry is spicy. Salad is healthy. Chocolate cake is sweet. Fried chicken is oily.
3 answers
Listening Jennifer – pork chops
3 Track 82 Listen to the conversation. What food do the people below like?
Warren – fish
Use the words in the box. Write them under the matching pictures. Sandra – vegetables
fish pork chops chocolate cake vegetables Arthur – chocolate cake
Jennifer Warren Sandra Arthur
Arthur Alright everybody. Let’s choose a restaurant.
Jennifer, do you eat meat?
pork chops
Jennifer
Yes, I do. I love it. Pork chops are my favourite.
4 Track 82 Listen again. Complete the sentences.
Pork chops with apple sauce. Yum, yum!
Arthur And what about you, Warren? Do you like meat?
a b c
Arthur Jennifer, do you Arthur Sandra, what’s your Warren Let’s go to that new Warren Well, it’s OK, but I really like fish.
eat meat? favourite kind of food? Indian restaurant.
Jennifer Yes, I do. Sandra Umm, I Jennifer Good idea! Arthur And you, Sandra, what’s your favourite kind of
meat or sh, but
I love it.
spicy food. food?
vegetables!
Sandra Umm, I don’t like meat or fish, but I love
vegetables!
Lesson 33 155
Arthur Oh, you like healthy food! That’s great!
Sandra Yes, but I like sweet food too!
Arthur So do I. I love chocolate cake.
Vocabulary Warren I’m hungry now. Let’s go to that new Indian
restaurant.
2 Jennifer
Good idea! I love spicy food, and they have meat,
Focus learners’ attention on the pictures of food on fish and vegetable dishes.
page 155. Elicit the food in the pictures (fried chicken, Sandra Let’s have something sweet after dinner.
green salad, chocolate cake, curry). Learners write the Arthur OK! Let’s go!
words from the green box below the correct pictures.
4
Feedback in pairs, then as a class. Track 82 Learners listen again and complete the
sentences.
2 answers
Left to right: oily, healthy, sweet, spicy Feedback in pairs, then as a class.
4 answers
Language Focus
Go through the examples with the learners and check

understanding.
Extension
Learners use the adjectives to describe the foods in activity 1.
Lesson 33 133
Language Focus Language Focus Listening
Asking for prices 7 Track 83 Track 84 Track 85
Go over the information in the box with learners. How much is the fish? Listen and complete the table.
How much are the mushrooms? What did
Model and drill the questions. he/she ask for? What is the price?
In the United Kingdom, people use pounds (£) a sh £5.40

and pence (p).
There are 100 pence in one pound: £1 = 100p
Sounding Natural 25p = twenty-five pence

£1.50 = one pound fifty (pence)
b
£3.45 = three pounds forty-five (pence)

£10 = ten pounds c
5 We often say p /piː/, not pence:
25p = twenty-five p 8 Track 83 Track 84 Track 85
Go over the price list with learners. Model and drill the example A: How much is the ice cream? Listen again and check.
prices. B: It‛s 95p. 9 Listen to the two restaurant conversations.
Complete the sentences.
6 Track 86
Paired work. Direct attention to the example dialogues. Sounding Natural Waiter Can I take your order?
Customer Yes, I’d like the soup
Model the activity with a confident learner and check 5 Listen to your teacher. and the soup with
How do we say prices in English?
understanding. Monitor. noodles, please.
Waiter Anything to drink?
THIS WEEK’S SPECIALS Customer I’d like mineral , please.
Waiter Anything else?
Feedback. Highlight good use of language and elicit potatoes £1.30
Customer How much is the ?
mushrooms 75p
corrections of any problems you noted. Waiter It’s .
garlic 20p Customer Hmm, no, thanks. That’s all.
orange juice £1.50
eggs 67p
Track 87
Listening olive oil

butter
£1.38
99p Waiter Can I take your order?
ice cream 95p Customer Yes, I’d like the Italian
7a-c and the

spaghetti, please.
Track 83 Track 84 Track 85 Learners 6 Work with a partner.

Customer Err...
red wine?
is the
listen and complete the table. Go over the questions and Use the information above to practise the dialogue Waiter A glass is , and a bottle
is .
examples with learners and check understanding. Pause below.
Customer I’d like a glass, please.
example A: How much is the orange juice?
CD after each conversation to allow time for learners to B: It‛s £1.50.
Customer No, thank you.
complete the table. Play again if necessary. A: How much are the eggs?
B: They‛re...
Feedback in pairs, then as a class. Practise the conversations in activity 9.
7a-c answers 156 Lesson 33
a) fish - £5.40
b) p
otatoes - 65p
carrots - 40p Track 85 (page 179, Student Book) 0:25
mushrooms - 20p c)
c) oranges - 20p (each) / £2
- Hello. Do you have any oranges?
- Let me see... Umm, yes we do. They’re 20p each.
- OK. I’ll take 10.
a)
- That’s £2, please.
- Good afternoon, madam. What can I get you?
- Here you are.
- Do you have any fresh fish?
- Yes, of course.
8
- How much is it?
Track 83 Track 84 Track 85 Learners listen
- £5.40.
again check.
- £5.40! That’s very expensive. No, thank you.
Extension
Elicit where the people in the conversation are (supermarket
/ fruit and vegetable stand).
b) Ask learners about the prices of fruits and vegetables in their
- Excuse me. I’d like some potatoes and some carrots, please. country (in their currency).
How much are they? Example:
- The potatoes are 65p, and the carrots are 40p. ’apples are ¥120’
- OK. I’ll take them. ’oranges are ¥174’
- Here you are, sir. Anything else?
9
- Yes, how much are the mushrooms?
Track 86 Track 87 Learners listen and write the
- They’re 20p. missing information to complete the conversations. Play
- That’s good. Yes, I’d like some mushrooms too, thanks. CD again if necessary. Monitor and assist as necessary.

134 Lesson 33
10
Starters Side dishes Alcohol
In pairs, learners practise the conversations in activity 9.
Bread and olive £3.50 Roast potatoes £2.40 Red wine
Encourage learners to look away from their books and
oil
Roast parsnips £2.80 Glass face each other when speaking. Monitor. Note good use of
Chicken salad £5.50
Green beans £3.00 Bottle vocabulary and language, and any mistakes.
with garlic
White wine Feedback as a class. Highlight good use of language and
Main courses Baby peas and £2.20
Steak with £11.75

carrots Glass elicit corrections of any problems you noted.
mushrooms Bottle
Fish and potato £9.40 Desserts
pie Beer
Pork chops with £10.25

apple sauce
Daily selection £4.30
from dessert
trolley
Interact
Soft drinks
Lamb casserole £13.00 Chocolate
sponge
£5.00
Mineral water
11a
Spaghetti with
tomato sauce
£7.50
Ice cream and £3.50 Fruit juice
In pairs, learners role-play a conversation in a restaurant.
Noodles with £10.60
fresh fruit
Student B is the customer. They look at the menu. Decide
chicken, garlic
and ginger
Cheesecake £4.75
what they want.
Student A is the waiter/waitress. They decide, and write,
the missing prices of drinks on the menu.
Refer learners to the Useful Language box. Demonstrate
the activity with a confident learner.
Interact Monitor and assist as necessary.
11 a Work with a partner.
Student A, you are the waiter. Useful Language 11b
Write the prices of drinks in the menu. waiter/waitress customer
Learners do role-play.
Don’t show your partner.
Can I take your order?
Student B, you are the customer.
Look at the menu.
Anything to drink?
I’d like...
How much is the... ?
11c
Decide what you want.
Any dessert?
That’s all, thanks.
Learners change roles and repeat the activity. Monitor.
Anything else? Note good use of vocabulary and language, and any
b Role-play the situation.
mistakes.
c Change roles and do it again. Feedback. Learners tell the class what their partner
ordered. Highlight good use of vocabulary and language.
Elicit correction of errors.
Lesson 33 157
9 answers
See CD scripts for Tracks 86 and 87 - answers underlined.

Waiter Can I take your order?
Customer Yes, I’d like the tomato soup and the chicken
soup with noodles, please.
Customer I’d like mineral water, please.
Customer How much is the chocolate cake?
Waiter It’s £2.50.
Customer Hmm, no, thanks. That’s all.

Waiter Can I take your order?
Customer Yes, I’d like the Italian salad and the tomato
spaghetti, please.
Customer Err... How much is the red wine?
Waiter A glass is £2, and a bottle is £10.
Customer I’d like a glass, please.
Customer No, thank you.
Lesson 33 135
34
UNIT 12
When We Meet Someone for the First Time…
34
When We Meet Someone for the First Time...
UNIT 12
In this lesson - Say what usually happens in different
When We Meet Someone
situations for the First Time...
Core activities - 2-6, 8 Introduction
Introduction
Grammar - Zero conditional 1 Work with a partner.
a Discuss these pictures and questions.
Examples:
When someone gives me a business card, I read it carefully.
If I visit someone’s house for the first time, I take a present.
What do you do when you meet
Introduction someone for the first time?
What do you do when you meet
1a
someone at the airport?
Go over the instructions and check understanding. Allow

learners time to think and make notes. Monitor and assist
as necessary.
In pairs, learners discuss what they would do in these
situations.
What do you do when someone
1b gives you a business card?
Feedback as a class. Learners compare answers. What do you do when you visit
someone’s home for the first time?
Extension
Compare the learners’ answers with what is usual for them b Compare your answers with the class.
in their country. Discuss the differences and similarities.
What do you do when

it’s your mum’s birthday?
160 Lesson 34
Memo
136 Lesson 34
In this lesson: Say what usually
Grammar: Zero conditional
happens in different situations Listening
2
Track 88 Focus learners’ attention on the picture of
Listening
2 Track 88 Listen to Carl.
Carl on page 161. Tell learners to listen and tick ( ) the
What situations does he talk about? situations he mentions in activity 1.
Tick ( ) the pictures in activity 1.

3 Track 88 Listen again.
Write T (True) or F (False) next to the sentences. 2 answers
meeting someone for the first time
someone giving you a business card
visiting someone’s home for the first time
a When he meets someone for the first time, he usually shakes hands. T
b When he meets someone for the first time, he says, ‘How do you do?’ Track 88 (page 179, Student Book) 0:50
c If someone gives him a business card, he reads it carefully. Carl:
d If someone gives him a business card, he puts it in his wallet. When I meet someone for the first time, I usually shake
e If he visits someone’s house for the first time, he arrives a little late. hands with them and say, ’Nice to meet you’. I think saying,
f If he visits someone’s house for the first time, he takes a present. ’How do you do?’ is quite old-fashioned. If someone gives
me a business card, I read it carefully and put it in my wallet.
I don’t have my own business card, so I can’t give one back.
If I visit someone’s house for the first time, I always arrive
Language Focus on time. I usually take a little present... maybe flowers, or a
We can use when or if to talk about what usually happens in a situation. bottle of wine.
When/If + present simple, present simple
When someone gives me a business card, I read it carefully. 3

If I visit someone’s house for the first time, I take a present.
Track 88 Learners listen again and write T (true) or F
(false) next to the sentences.
Lesson 34 161
3 answers
a) T
b) F
c) T
d) T
e) F
f) T
Language Focus
Go over the explanation and examples with the learners
and check understanding.
Ask the learners to find more examples in the sentences
in activity 3.
Lesson 34 137
Practice Practice
4 Complete the sentences in column A by matching them with the endings in column B.
4 column A column B
Learners complete the sentences in column A by a When I get home after work, I go shopping and spend lots of money.
matching them with the endings in column B. b If I don’t feel very well, I have a nice, relaxing bath.
c When it’s very hot, I drink lots of water.
d When I get paid, I go snowboarding.
If I go to the beach, I swim all day.
4 answers e
f When it snows, I take some medicine.

a) When I get home after work, I have a nice, relaxing bath.
b) If I don’t feel very well, I take some medicine.
c) When it’s very hot, I drink lots of water.
d) When I get paid, I go shopping and spend lots of money. 5 Write about yourself to complete the sentences below.
e) If I go to the beach, I swim all day.
a When I get home after work, I switch on the TV.
f) When it snows, I go snowboarding.
b If I don’t feel very well,
5a-f c When it’s very hot,
Learners use prompts to write the sentences about d When I get paid,
themselves. Go over the instructions and check e If I go to the beach,
understanding. Demonstrate the activity by writing an
f When it snows,
example for yourself on the board. Monitor and assist
with vocabulary where necessary.
6a Compare your answers with a partner.
6a b Tell the class about your partner’s answers.
Learners compare answers in pairs.
6b
As a class, decide who has the most in common, and who

has the least.
162 Lesson 34
Memo
138 Lesson 34
7a Circle the commas in the sentences below.
If I go shopping, I take my bag with me. 7a

When I drive my car, I wear my glasses. Tell learners to circle the commas in the sentences.
When a friend visits my house, I offer them a drink.
b Track 89 Listen to the sentences. What happens to the comma when we speak naturally?
Teaching tip – noticing
Encourage learners to notice features of the language
c Track 89 Listen again and copy the pronunciation.
being used. This aids retention and helps learners study
language more independently.
Interact
8a Work with a partner. Think about and discuss what information is useful for a visitor to your country.
7b
Make notes about what people usually do in the different situations below. Track 89 Play the CD. Elicit from learners what
• Meeting people for the first time
happens at the comma when we speak Naturally.
7b answer
• Visiting someone’s home
There is a slight pause, and the intonation doesn’t fall at the
end of the clause.
• Using trains

• Eating food
If I go shopping, I take my bag with me.
When I drive my car, I wear my glasses.
example When we meet people for the rst time, we usually...
If we visit someone‛s home, we...
When a friend visits my house, I offer them a drink.
7c
b Tell the class what you discussed.
Track 89 Play CD again, pausing after each sentence

for learners to repeat. Drill chorally, then individually.
Interact
Lesson 34 163
8a
Explain to the learners that they’re going to discuss
what usually happens in different situations in their own
country.
Go over the instructions with learners and check
understanding.
Demonstrate the activity by noting some information for
visitors to their country on the board.
8b
Learners tell the class what they discussed. Make notes
on good use of vocabulary and language, and any
mistakes.
Extension
Write ’wedding’, ’funeral’ and ’birth of a child’ on the board.
Ask learners to work in pairs. Assign each pair a different
situation.
Learners make notes about what people usually do in their
country in each situation they were assigned, and then tell
the class.
Lesson 34 139
35
UNIT 12
No Problem
35 No Problem
No Problem
UNIT 12
In this lesson - Discuss what to do about problems
Grammar - First conditional
Examples: Introduction
1 Do you like barbecues and picnics? Why?
If it rains, I’ll take an umbrella.
2a Think about a barbecue or
If we hurry, we won’t be late. picnic you went to in the past.
Write down your answers
What will you do if you lose your passport? to the questions below.
1 Where was it?
2 Who was there?
3 What did you eat?
Introduction 4 Did you enjoy it?

5 Were there any problems?
1
Tell them about the barbecue
As a class, take brief responses to question 1 on page 164 or picnic you made notes on.
example
as a way of introducing the topic. I went to a picnic in Preston Park…
2a c Tell the class about your partner’s answers.

example
Go over the instructions to check understanding. You Billie went to a picnic in…
may like to briefly make a note of your own answers to
the questions on the board as a model.
Learners should work independently to make a note
of their answers to the questions. Monitor and assist as
Reading
necessary. 3a Simone is planning a barbecue.
She is thinking about possible problems.
2b Work with a partner. Read the problems Simone thinks

about, then use them to complete the phrases under
In pairs, learners tell their partner about the barbecue or the correct pictures in column A on the next page.
picnic they made notes on. it rains

the sausages burn
2c someone is ill
they finish all the soft drink
answers. 164 Lesson 35
Reading
3a
Draw attention to the picture of Simone and explain
the situation – she is planning a barbecue and thinking
about possible problems.
Go over the instructions and example to check
understanding. In pairs, learners read the problems
Simone thinks about, then use them to complete the
phrases under the correct pictures in column A. Monitor
3a answers
From top:
If the sausages burn; If someone is ill; If they finish all the soft
drink; If it rains
140 Lesson 35
3b
In this lesson: Discuss what to do about problems
Grammar: First conditional
Go over the instructions to check understanding. In pairs,
learners draw lines to match the situations in column
A with what Simone decides to do for each problem in
column A column B
column B. Monitor and assist as necessary.
If the sausages burn , they’ll drink iced tea.

3b answers
If the sausages burn, she’ll make sandwiches.
If someone is ill, she’ll call a doctor.
If they finish all the soft drink, they’ll drink iced tea.
If it rains, they’ll use umbrellas.
If , she’ll make sandwiches.
4a
In pairs, learners read the phrases in activity 3 again
and circle the main verbs. Make sure that the learners
understand they should circle these in both columns.
If , they’ll use umbrellas.
4a answers
If , she’ll call a doctor.
See activity 3b answers - answers underlined.
b Draw lines to match the situations in column A with
what Simone decides to do for each problem in column B.
4b
4a Read the phrases in activity 3 again and circle the main verbs in both columns. Go over the instructions and questions to check
b Underline the correct option to answer the questions.
understanding.
1 Are the situations in column A in the present or the future? ........... present / future
2 Are the situations in column A sure to happen or only possible? .... sure to happen / possible
Answer each question as a class and ask the learners to
3 What tense are the phrases in column A? ................................... present simple / past simple
underline the correct option for each in their books.
4 What form are the verbs in column B? ...................................... base form / past form
5 Do you think Simone has good ideas about what to do for each problem? 4b answers
Lesson 35 165
1) future
2) possible
3) present simple
4) base form
5
Take brief responses to the question as a class as a way of
rounding off this section of the lesson.
Lesson 35 141
Language Focus
We can use the first conditional to talk about actions or results in possible situations in the future.
Go over the explanations and examples with the learners. possible situation in the future
if + present simple
actions or results
will + base form of the verb
Highlight the position of the comma between the if- If it rains, I’ll use an umbrella.
clause and will-clause. If she passes the exam,

If I don’t work hard,
she’ll be happy.
I won’t* get a good job.
Notice: we put a comma ( , ) between the if and will parts of the sentences. *won’t = will not
You will be aware that the order of the clauses may be We can use other modal verbs, such as can, might and may, instead of will.
reversed: If you finish early, you can go home.
If it rains, I’ll take an umbrella. / I’ll take an umbrella if it If I have the time, I might come to the party.
rains. In questions, we can put the will part of the sentence first and the if part second.
When the will part comes first, we don’t use a comma.
But it’s probably best not to go into this unless it is raised by will + base form of the verb if + present simple
a learner. What will you do

What will she do
if it rains?
if she goes to university?
What will they do if they finish all the soft drink?
Practice Practice
6a Complete the sentences with the verbs from the box in the correct form.
6a Use each word only once.
Go over the instructions and example to check be

be
buy
fail
feel
go
not study
play
rain
stay
understanding.
1 If it rains , he’ll at home and watch TV.
In pairs, learners complete the sentences with the verbs 2 If it sunny tomorrow, I’ll tennis.
from the box in the correct form. Monitor and assist as 3 If you to bed early, you’ll better.
necessary. 4 If she hard, she’ll the exam.
5 If you hungry, you can lunch.
Feedback as a class. b Use the prompts to write questions.

1 If I get lost, I’ll ask a policeman.
6a answers What will you do if you get lost?

2 If I miss the train, I’ll get a taxi.
1) If it rains, he’ll stay at home and watch TV. What
2) If it’s sunny tomorrow, I’ll play tennis. 3 If I get hurt, I’ll go to a doctor.
3) If you go to bed early, you’ll feel better. What

4 If I’m hungry, I’ll get a takeaway.
4) If she doesn’t study hard, she’ll fail the exam. What
5) If you’re hungry, you can buy lunch. 5 If I’m bored, I’ll read a book.
What
6b 166 Lesson 35

understanding. In pairs, learners use the prompts to write
questions. Monitor and assist as necessary.
6b answers
1) I f I get lost, I’ll ask a policeman.
What will you do if you get lost?
2) I f I miss the train, I’ll get a taxi.
What will you do if you miss the train?
3) I f I get hurt, I’ll go to a doctor.
What will you do if you get hurt?
4) I f I’m hungry, I’ll get a takeaway.
What will you do if you’re hungry?
5) I f I’m bored, I’ll read a book.
What will you do if you’re bored?
142 Lesson 35
7a Track 90 Listen. What happens to the underlined letter in each sentence when we speak naturally?
1 What will you do if you get lost?
7a
2 What will you do if you miss the train?
3 What will you do if you get hurt? Track 90 Learners listen for what happens to the
underlined ’t’ in ’what’ in connected speech.
7 answer
Interact It tends not to be pronounced. This is an example of elision.
You are going to role-play two situations discussing problems.
Work in two groups, A and B.
8 a Group A, read 1 for Role-play and think about what to say. Track 90 (page 179, Student Book) 0:28
2 for Role-play and think about what to say
Group B, read
1) What will you do if you get lost?
1
2) What will you do if you miss the train?
You are a parent. You are with your son or daughter. Your son or daughter wants to go hiking in the
mountains. You are worried. Read the possible problems below and add two more of your own. 3) What will you do if you get hurt?
• They might get lost.
• There might be heavy snow.
• The pack could be too heavy. 7b
•
• Track 90 Learners listen again and copy the
Talk to your son/daughter. Tell them what you are worried about. pronunciation. Remodel and re-drill if necessary.
2
You are with your mother or your father.
You want to go hiking in the mountains. Your mother/father is worried.
What will you do if...
Interact
• you get lost?
• there is heavy snow? Divide the class into two groups, A and B. Ask them to
• your pack is too heavy? look further down the page at activity 8.
Talk to your mother/father. Say goodbye and tell them not to worry.
b Do the role-play with your partner.

8a
example A: Are you leaving now?
Go over the instructions for role-play with learners to
B: Yes, I am. See you tomorrow. check understanding.
A: But I‛m worried. What will you do if you get lost?
You may like to have the learners working together in
their groups at this stage to think of what to say in their
Lesson 35 167
roles.
8b
Put learners into A / B pairs to do the role-play. You
may like to model the activity first with a more confident
learner.
understanding. In pairs, learners do the role-play activity.
Lesson 35 143
36
UNIT 12
Jazz Is Relaxing
36 Jazz Is Relaxing
Jazz is Relaxing
UNIT 12
In this lesson - Discuss the music you like
Introduction Vocabulary 1
1 Discuss the questions below. 2 Work with a partner.
a Do you enjoy karaoke? Why? Match the kinds of music with the pictures.
b What’s your favourite song at karaoke?
3 Which kinds of music in activity 2 do you listen to?
Warmer
c Why do you like it?
• Books closed. Write ’pop music’ in a circle in the middle

of the board.
• Ask the class to suggest all the words they associate
with ’pop music’, e.g. dance, concert, microphone.
• Write the suggested words around the circle, connected
to it with straight lines. You should end up with a ’sun’
a classical
effect, with lines radiating from the circle. b jazz
c pop
• Count the number of words on the board, and erase all d rock
but the words inside the circle. e hip-hop
f dance
• Challenge the learners to recall and write down as many g blues
a
of the brainstormed words as they can. h opera
Introduction
1a-c
In pairs, learners discuss the questions in the activity.
Extension
As a class, discuss the following questions: 168 Lesson 36
Do learners sing any songs in English?
What is the best time to go to karaoke?
Who do they usually go to music events with?
Vocabulary 1
2
Learners match the pictures with types of music.
2 answers
Clockwise from top left: b, e, c, d, h, g, f, a
3
Ask learners which kind of music in activity 2 they listen
to.
Extension
Elicit names of singers or bands for each type of music.
144 Lesson 36
In this lesson: Discuss the music you like Interact 1
4a-f
Explain to the learners they’re going to talk about music.
Interact 11
Interact Look at page 169, and go over the instructions with
4 Work on your own. the learners checking understanding. Demonstrate the
Read the questions below.
Make notes on your answers.
activity by writing short answers for yourself on the
board. Allow the learners time to think and make notes
a What was the first album or CD you owned?
for questions a - f. Monitor and assist as necessary.
b What kind of music did you listen to when you were younger?
Teaching tip – note taking
Encourage students to keep their notes brief, only key
c How many CDs/downloads do you have?
words or phrases. This will help them ’speak’ rather than
just read from their notes.
d Do you play a musical instrument? What is it? 5a

Learners add two more questions about music to the list.
5b
e When do you usually listen to music?
In pairs, learners ask and answer the questions in

f Do you go to concerts? activities 4 and 5. Learners make notes about their
partner’s answers.
5a Write two more questions about music. 5c

b Work with a partner. Ask and answer the questions above. Write down your partner’s answers.
Lesson 36 169
Memo
Lesson 36 145
Vocabulary 2
6a-e Vocabulary22
Vocabulary
Learners complete the sentences with the adjectives in 6 Complete the sentences with the adjectives in the box.
the box.
exciting boring relaxing interesting moving
6a-e answers
a) Taking a hot bath after a hard day is very relaxing. a Taking a hot bath after a hard day is very relaxing .
b I cried because the film was so .
b) I cried because the film was so moving. c My professor is really . I always fall asleep in his class.
c) My professor is really boring I always fall asleep in his d History is my favourite subject. Learning about our past is .
class. e Motor racing is really . I love the noise!
d) H istory is my favourite subject. Learning about our past is

interesting. 7 Work with a partner.
e) Motor racing is really exciting. I love the noise! Use the words from activity 6 to describe the kinds of music on page 168.
a Jazz is relaxing.
7a-h b Classical
In pairs, learners use the adjectives from activity 6 to c Pop

d Rock
describe the kinds of music on page 168. e Hip-hop
Feedback. Learners tell the class about their partner ’s f Dance
answers. g Blues
h Opera
7a-h answers
Learner’s own answers.
170 Lesson 36
Memo
146 Lesson 36
Interact 2
Interact 22
Interact 8a
8 Work with a partner. Explain to the learners that they’re going to talk about
a Look at the list of kinds of music.
music they like.
Add three more kinds of music to the list.
A B
In pairs, learners add three more kinds of music to the list.
classical
jazz 8b
pop
Tell learners to read the list in activity 8a. Learners
rock
hip-hop
decide which kinds of music are good to listen to before
dance going to bed, then rank them in column A from 1-10 (1 =
blues the best).
Teaching tip – ranking activities

Ranking activities encourage learners to use language
b Read the list above. Which kinds of music are good to listen interactively. They have to compare, explain or defend
to before you go to bed?
Rank them in column A from 1-10 (1 = the best). their choices. Asking learners to add items to the list
c Which kinds of music are good to listen to in the morning? of things to be ranked makes the second stage of the
Rank them in column B from a-j (a = the best).
activity (where learners change partners, discuss choices
9 Change partners and compare your lists. and make a new decision) fresh, since learners will not
a Choose the best three kinds of music for listening to before you
go to bed, and the best three for listening to in the morning.
know what their new partners may have chosen to add
b Share your ideas with the class. to the original list.
Set a time limit on the first stage of the activity (the initial
ranking) because learners often vary in the time they take
to decide. This will also force them to keep their notes
brief and encourage them to ’speak’ rather than just read
straight from their notes in the second stage.
8c
Lesson 36 171 This time, learners decide which kinds of music are good
to listen to in the morning, and rank them in column B
from a-j (a = the best).
9a
In different pairs, learners share their lists from their first
partners.
Explain they should choose the best three kinds of music
to listen to before going to bed, and in the morning.
9b
Learners share their ideas with the class.

Lesson 36 147
MEMO

Interact 1 Student Book TG (En)

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2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s

1 How Are You? 4-7 Introduce yourself

1 2 What Do You Do? 8 - 11 Talk about yourself

4 This Is My Son, Tim 16 - 19 Talk about your family

2 5 She Likes Pizza 20 - 23 Talk about what people like

6 Which Do You Like? 24 - 27 Talk about yourself

7 I Love Cooking 28 - 31 Ask about likes and dislikes

3 8 I Don’t Work in an Office 32 - 35 Talk about your job

9 Could I Have a Cup of Tea? 36 - 39 Ask for things in a café or bar

10 She’s Got Short, Brown Hair 40 - 43 Describe a friend

4 11 There’s a Key on the Table 44 - 47 Describe your house

12 Hobbies 48 - 51 Tell people about your hobby

13 Where’s My Pen? 52 - 55 Say where things are

5 14 I Don’t Have a Video Camera 56 - 59 Talk about possessions

15 Can I Try It On? 60 - 63 Role-play shopping for clothes

16 Can You Cook, Maria? 64 - 67 Talk about what you can do

6 17 Sorry, but I Can’t 68 - 71 Invite a friend to the cinema

18 What’s on TV Tonight? 72 - 75 Discuss your favourite TV programmes

19 Having a Lovely Time 76 - 79 Write a postcard about a holiday

7 20 Are There Any Apples? 80 - 83 Talk about food

21 How Do I Get to Green Hill? 84 - 87 Tell people how to get to places

8 23 I Sing Badly 92 - 95 Discuss how your friends do things

25 Do You Have a Receipt? 100 - 103 Describe a problem in a shop

27 What’s the Matter? 108 - 111 Role-play a visit to the doctor

33 How Much Is the Steak? 132 - 135 Order in a restaurant

12 35 No Problem 140 - 143 Discuss what to do about problems

36 Jazz Is Relaxing 144 - 147 Discuss the music you like

Grammar Second person (you) questions and answers Track 05 - 09

Function Telling the time and talking about routines Track 10 - 12

Grammar This is Possessives: my/his/her Track 13 - 14

Grammar Subject-verb-object sentences Track 15 - 16

Skills Extended speaking and listening Track 17 - 18

Grammar Like and dislike + ing Track 19 - 20

Grammar Present simple negative statements Track 21 - 22

Function Ordering food and drink Track 23 - 25

Grammar He/she has got He/she hasn’t got Track 26

Grammar There is/There isn’t There are/There aren’t Track 27 - 28

Skills Extended speaking and vocabulary -

Grammar Have/has Don’t have/doesn’t have Track 31 - 32

Function Shopping for clothes Track 33 - 34

Grammar Can for ability Track 35 - 36

Grammar Let’s + verb for making suggestions Track 37

Skills Extended speaking and vocabulary -

Grammar Present continuous for what is happening around now Track 38

Grammar Countable and uncountable nouns Track 39 - 41

Function Giving directions by train Track 42 - 48

Grammar Adverbs of manner Track 51

Skills Extended speaking and vocabulary Track 53 - 53

Grammar Too and not enough with adjectives Track 54 - 58

Grammar Should/Shouldn’t for advice Track 59 - 60

Function Asking about problems and giving advice Track 61 - 63

Grammar Prepositions: on the corner of/next to/between/opposite Track 64 - 69

Grammar Invitations with ’Would you like to... ?’ Track 70 - 74

Skills Extended speaking and vocabulary Track 75 - 77

Grammar Weather words Using ’when’ in a sentence Track 78 - 79

Grammar Because Track 80 - 81

Function Asking for prices Track 82 - 87

Grammar Zero conditional Track 88 - 89

Grammar First conditional Track 90

Skills Extended speaking and vocabulary -

1 How Are You?

It’s my bag. B: B-O-O-K.