Book 2.1 Auckland_vaughan Groups Guide 2023-24

VAUGHAN GROUPS TEACHER
GUIDE
AUCKLAND
Vaughan systems – AUCKLAND teacher guide 1

How to use this guide
Dear Vaughan Teacher,
We’ve written this teacher guide for you to help you

organize and execute your Vaughan Groups courses. The point of
these guides is that we provide you with as much material as
possible so that you can go into the classroom and focus on doing
your absolute best as a teacher with minimal planning stresses.
To fully take advantage of this and to makes sure you cover
all of the material necessary for each course, there are 3 steps
you should follow…
- The Vaughan
Team

STEP ONE – identify which units you should
be covering, based on when the classes are:

STEP TWO – adapt the drills
 The type of drill needed is specified in this guide in each unit but if not try to vary the type
of drills (don’t always make them “full answer” drills, you can get inspiration from tricks-
for-teaching or the teacher manual to see how to vary your drills).
 TIP: There may be drills on file that already work for the point you’re going to cover. You
can go to the internal teacher server and search according to what grammar point you’re
covering or look in the Vaughan Teacher Manual.
STEP THREE – fill in the skeleton

 Have a look at the skeleton’s we’ve provided on the following pages. These base lesson
plans should look just like what you’ve seen in training. You will see that there are slots
provided where you should insert different things, including specific slots for 4 different
units that should be covered every week.
 It’s vital to understand that one UNIT does not equal one grammar point. Sometimes there
are 2, 3 or even 4 different points per UNIT. However, not all points in the units are
grammar points…some are basics, or expressions, or common mistakes, etc. Therefore,
when you use the lesson plan skeleton provided, it’s up to you to choose the most
important point in the unit to treat as a Main Grammar Point to put into the slots allotted
for UNITS 1, 2, 3 and 4 in the lesson plans. The rest of the points in the units should be
treated as high-paced drills or fillers and should still be included in your lesson plans.
 Make it dynamic! At the end of the day, you’re the expert, so if you feel the need to
switch around the placement of certain fillers and high-paced drills in your lesson plans to
keep them dynamic, than go for it. Follow your gut!

Example of lesson plan skeleton…

ANY QUESTIONS?
Need help with understanding Teacher Guides?

master@grupovaughan.com
Have you taught a couple of classes and feel you can’t make them
dynamic enough, have problems controlling the class, or need more help
with the method?
teachertraining@grupovaughan.com
Thank you!

2 - HR CLASS SKELETON
(1 DAYS/WK)
ESTIMATED
TYPE OF ACTIVITY WHAT TO COVER
DURATION
INSERT A DRILL HERE
1 H.P. DRILL (from TFT, the Picture Book, or the section in this 6-8 MIN
manual for “High Paced Drills”)
2 BASICS NUMBER DICTATION 2 MIN
VOCAB LIST
3 VOCAB 5 MIN
(Refer to vocab list designated to the WK you’re in)
4 MGP UNIT 1 – Pick the most important point 6-8 MIN
5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN
6 CORRECT HW (Every week has set HW, refer to the WK you’re in) 5 MIN
7 FILLER AGILITY EXERCISE 2-5 MIN

MINI PRESENTATIONS
(Have half your students do presentations, give each a
9 ACTIVITY 3 MIN
different topic on the spot and make them speak for 1
minute.)
MOTIVATE STUDENTS
10 SET HW 3 MIN
(Refer to WK section to see the set hw for the week)
11 REVIEW TRANSLATION LISTS FROM UNITS 1 & 2 5-6 MIN

INSERT A DRILL HERE
END OF FIRST HOUR
13 BASICS (I.e. days of the week, months, etc.) 2 MIN
INSERT A DRILL HERE

14 H.P. DRILL 6-8 MIN
(from TFT, the Picture Book, or the section in this

EXPRESSION
15 VOCAB 5 MIN
(Refer to section of WK you’re in)
17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN
MINI PRESENTATIONS
nd
(Have the 2 half of your students do presentations,
18 ACTIVITY 5 MIN
give each a different topic on the spot and make them
speak for 1 minute.)
PRONUNCIATION EXERCISE
20 ACTIVITY 2 MIN
21 REVIEW TRANSLATION LIST FROM UNIT 3 & 4 2-5 MIN
SPONTAENOUS Pick a common mistake they've made in class and

22 4-6 MIN
REVIEW improvise a quick drill to review.
23 REVIEW REVIEW 1st & 2nd UNITS 4-6 MIN
INSERT A DRILL HERE


2.5 - HR CLASS SKELETON
(1 CLASS/WK)
ESTIMATED
DURATION
INSERT A DRILL HERE
VOCAB LIST
3 VOCAB 5 MIN
4 MGP UNIT 1 - Pick the most important point 6-8 MIN
AGILITY EXERCISE
Pick a sentence and make them change it to different
tenses, for example:
I have a dog.
Neg (-): I don’t have a dog
Question (?): Do I have a dog?
6 FILLER 2-5 MIN
Neg. Quesiton (-?): Don’t I have a dog
Past:
-
?
-?
Continue with more tenses…
MINI PRESENTATIONS
8 ACTIVITY 3 MIN
minute.)
9 FILLER PRONUNCIATION EXERCISE 3 MIN

INSERT A DRILL HERE

EXPRESSION
13 VOCAB 5 MIN
14 HP UNIT 3 - Pick the most important point 6-8 MIN

INSERT A DRILL HERE
16 BASICS DICTATION 2 MIN
18 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 4-6 MIN

REVIEW PRONUNCIATION EXERCISE (OR second
19 FILLER 2-5 MIN
pronunciation point if there’s more than one)
INSERT A DRILL HERE
MINI PRESENTATIONS
21 ACTIVITY 3 MIN
minute.)
23 4-5 MIN
MOTIVATE STUDENTS
24 SET HW 5 MIN
25 FILLER REVIEW UNITS 1-2 2-5 MIN
INSERT A DRILL HERE
END OF THIRD HOUR

(1 CLASS/WK)
ESTIMATED
DURATION
INSERT A DRILL HERE
VOCAB LIST
3 VOCAB 5 MIN
AGILITY EXERCISE
I have a dog.
7 FILLER 2-5 MIN
Past:
-
?
-?
MINI PRESENTATIONS
9 ACTIVITY 3 MIN
minute.)
10 FILLER PRONUNCIATION EXERCISE 3 MIN
INSERT A DRILL HERE

INSERT A DRILL HERE
EXPRESSION
15 VOCAB 5 MIN
INSERT A DRILL HERE
6-8 MIN (1 hr
16 HP (from TFT, the Picture Book, or the section in this
28 min mark)
10 MIN BREAK
INSERT A DRILL HERE
DRILL TO REVIEW VOCAB
18 VOCAB 5 MIN
19 BASICS DICTATION 2 MIN
AGILITY EXERCISE
21 FILLER Pick a sentence and make them change it to different 2-5 MIN
tenses (just like in first half of class).
22 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 4-6 MIN
23 FILLER REVIEW PRONUNCIATION EXERCISE 2-5 MIN
MINI PRESENTATIONS
25 ACTIVITY 3 MIN
minute.)
INSERT A DRILL HERE
27 H.P. DRILL (from TFT, the Picture Book, or the section in this 5 MIN
29 4-5 MIN
MOTIVATE STUDENTS
30 SET HW 5 MIN

INSERT A DRILL HERE
END OF THIRD HOUR

(TWO 2-HR CLASSES A WEEK)
CLASS I
ESTIMATED
DURATION
INSERT A DRILL HERE
VOCAB LIST
3 VOCAB 5 MIN
AGILITY EXERCISE
I have a dog.
7 FILLER 2-5 MIN
Past:
-
?
-?
UNIT 1 – Cover another point or review if there’s only
8 MGP 6-8 MIN
one in the unit.
MINI PRESENTATIONS
9 ACTIVITY 2 MIN
minute.)

MOTIVATE STUDENTS
10 SET HW 3 MIN
11 REVIEW TRANSLATION LISTS FROM UNITS 1 5-6 MIN

INSERT A DRILL HERE
END OF FIRST HOUR
INSERT A DRILL HERE

EXPRESSION
15 VOCAB 5 MIN
17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN
MINI PRESENTATIONS
(Have the 2nd half of your students do presentations,
18 ACTIVITY 5 MIN
give each a different topic on the spot and make them
speak for 1 minute.)
19 REVIEW REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN
REVIEW UNIT 2 - Cover another point or review if

20 MGP 6-8 MIN
there’s only one in the unit.
21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

22 4-6 MIN
23 REVIEW TRANSLATION LISTS FROM UNITS 2 4-6 MIN
INSERT A DRILL HERE

CLASS 2

ESTIMATED
DURATION
INSERT A DRILL HERE
REVIEW VOCAB FROM PREVIOUS CLASS

3 VOCAB 5 MIN
4 MGP UNIT 3 6-8 MIN
AGILITY EXERCISE
I have a dog.
5 FILLER 2-5 MIN
Past:
-
?
-?
UNIT 3 - Cover another point or review if there’s only

7 MGP 6-8 MIN
one in the unit.
8 FILLER TRANSLATION LISTS FROM UNITS 1 & 2 2-5 MIN
9 ACTIVITY IMPROV SPEAKING, DEBATE OR GROUP ACTIVITY 2 MIN
MOTIVATE STUDENTS
10 SET HW 3 MIN
11 REVIEW TRANSLATION LISTS FROM UNIT 3 5-6 MIN
INSERT A DRILL HERE

END OF FIRST HOUR

INSERT A DRILL HERE

15 VOCAB REVIEW EXPRESSION FROM PREVIOUS CLASS 5 MIN
16 MGP UNIT 4 6-8 MIN
AGILITY EXERCISE
I have a dog.
17 AGILITY 2-5 MIN
Past:
-
?
-?
18 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 5 MIN
UNIT 4 - Cover another point or review if there’s only

19 MGP 6-8 MIN
one in the unit.
20 REVIEW REVIEW VOCAB AND UNITS 2-5 MIN
21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

22 4-6 MIN
23 REVIEW TRANSLATION LISTS FROM UNIT 4 4-6 MIN
INSERT A DRILL HERE


AUCKLAND STUDENT BOOK INDEX
Unit
UNIT MAIN TEACHING POINT SECONDARY TEACHING POINT

1. Agilidad verbal con el presente Pronunciación: Where
continuo Vocabulario: (a pair of) scissors, (a piece of)
paper, highlighter, sticky tape
2. “To work” en presente simple Error común: to work on
Pronunciación: “Necessary”
3. Agilidad verbal con “sitting” & Punto repaso: It’s, It’s not & Is it…?
“standing” Vocabulario: bridge, cinema (UK)
movie theatre (US), shopping center, sofa /
couch, armchair, balcony
4. Expresiones básicas con “to go to” sin Punto repaso: "my" y "your"
“the” Pronunciación: “Minute” & Expresión “in a
minute”
5. Saludar y despedirse Error común: I see you vs See you tomorrow
Pronunciación: “tired” & “bored”
6. “Why” + “to be” en presente simple Vocabulario: happy, sad, angry, nervous,
surprised
Punto repaso: This + That, 1.10 That’s not &
Is that…?
7. “How much is/are...?” Vocabulario: currency, euro, dollar, cent,
pound, penny, pence
Cómo decir los precios
8. Repaso
9. “To leave”, ‘irse’, en presente continuo Error común: Far from vs far of
Pronunciación: "-all" (ball, fall, install, etc.)
10. “To be early/late” Punto repaso: cómo se dice ‘su’ en inglés
según el contexto (his/her/its/their/your)
11. Agilidad verbal con “is” y “are” Error común: Here you are vs here you have
+ejercicio agilidad verbal
12. Expresiones básicas de tiempo (I) Formas de expresar la hora: it's two, it's five
past + review See you See you at ten! See
you at half four! Etc.
Punto repaso: North, east, south & west
13. “There” + “to be” (I) Pronunciación: “oa” (boat, coat, throat,

load, loan)
14. “There” + “to be” (II) Error común: married to vs with
Vocabulario: Food+drink uncountable
nouns: bread, rice, cheese, juice, fruit,
olive/sunflower oil, cereal
15. “There” + “to be” (III) Numbers: 1-100
Error común: Persons vs. People
16. “Very”, “really” y “so” Vocabulario: sweet, salty, bitter, spicy / hot,
sour
+ agilidad verbal
17. El imperativo con verbos básicos Pronunciación: “Colour”
Agilidad verbal with colours; What colour
is/are...? It’s/They’re...
18. “Too” + adjetivos Vocabulario: Opposites (small/big,
short/long, rich/poor, etc.)
Error común: “so expensive” vs “too
expensive”
19. Repaso Pronunciation: “ea” as /ii/: weak, reason,
meal, cheap, leave...
20. “To come in(to)” y “to go in(to)” Punto repaso: Object pronouns +
prepositions
Error común: I’m coming vs I go
21. “This one” y “that one” Error común: “good/bad/great news” vs “a
good new”
22. El verbo “to call” Punto repaso: Presentar a alguien
Vocabulario: girlfriend, boyfriend, fiancé(e),
wife, husband
23. “There”, “their” y “they’re” Pronunciation: “-ieth” ending ordinal
numbers (write FS) 20th of May, 50th
birthday, 20th century etc
24. “Going”, “driving” y “flying” + “from... Vocabulario: Important cities that are
to” different in English: Lisbon, Rome, Moscow,
Brussels, Munich, Edinburgh, Warsaw,
Beijing, Athens
25. Respuestas cortas con “there” + “to Pronunciación: “-er” a finales de palabras
be” que suenan más a /a/
Error común: this night vs. Tonight
26. El uso de “only” y “the only” Pronunciación: “Ey” /ii/: money, honey, key,
monkey, hockey, Sydney
27. El verbo “to take” Secondary grammar point/reminder:
“you’re” vs “your”

Vocabulario – Adaptado de SM 12.6: Means
of transport: van, lorry, underground,
motorbike, scooter, coach...
28. Preguntas con “How...?” + adjetivo Pronunciación: “ome” /ammm/: come
become venir convertirse some welcome
algunos bienvenido BUT: “home”
29. Agilidad verbal con “a” y “an” + Vocabulario: professions
profesiones
30. Repaso
31. “Upstairs” y “downstairs” Pronunciación: “different” y “difference”
32. “Together” y “alone” Vocabulario: pencil sharpener stapler
staples drawing pin, clip, paper clip
Punto repaso - Adaptado de SM: 3.9/3.10:
Are these/those…? Yes, they are; No,
they’re not / Are they...?
Pronunciación – Adaptado de VIE: “Ph”
pronounced like “f”
33. Agilidad con preguntas Vocabulario: hair – blond, bald, grey, red,
dark, moustache, beard...
34. “I have to...”, ‘Tengo que...’ Error común: I love Italian food vs I love the
Italian food: Nationalities + no usar “the”
35. “To be true” Punto repaso: cómo se dice ‘suyo’ en inglés
según el contexto (his/hers/theirs/yours)
Pronunciación: “on” /annn/: poison reason
common lion prison lesson season person
melon persona lemon
36. El verbo “to finish” El genitivo sajón y los miembros de la
familia (My father’s house, my mother’s
sister, her sister’s boyfriend...)
Vocabulario: grandmother grandfather
grandparents granddaughter grandson
grandchildren
37. Repaso Pronunciación: “ee” seem free three
agreement meeting feet Greek need greedy
38. “To be hot/cold” y las temperaturas Vocabulario: It’s boiling, freezing, chilly,
warm
Error común: to be happy about sth vs for
39. Los verbos “to open/close” y “to be Punto repaso: these & those
open/closed” Vocabulario: weekdays, at the weekend,
bank holiday/national holiday, opening
hours

40. “It’s my fault” Pronunciación: “ick” - sick quick brick lick
pick click stick trick kick
41. Preguntas negativas con “to be” Error común: I’m hard-working vs. I’m hard
worker
Vocabulario: kind, friendly, nice, polite,
funny, generous
42. El verbo “to look” + adjetivos Vocabulario: to look great, to look amazing,
to look terrible
Pronunciación: “ite” – bite, appetite,
despite, invite, write, polite, quite, satellite,
website, white
Error común: at the work, at the school, in
the bed vs. at work, at school, in bed
43. Expresiones básicas de tiempo (II) Error común: parking vs. car park / parking
lot
Pronunciación: “Angry” vs “hungry”
44. Repaso

Week 1

GRAMMAR POINTS (WEEK 1)
UNIT 1
VERBAL AGILITY: THE PRESENT CONTINUOUS
Practice the present continuous with your students in the affirmative, negative and
interrogative. The present continuous is used to express what is being done at a specific
moment.
Verb “to be” + main verb with “-ing” ending.
Verbs: to wait, to watch, to work, to read, to write, to sleep, to cook, to do homework
1. Are you waiting for a bus now?

2. Is your English Teacher watching TV at the moment?
3. Are we working in a bank right now?
4. Am I reading a book in Russian?
5. Are your classmates writing a letter?
6. Are we working on the Present Continuous today?
7. Am I reading from my class plan now?
8. Are you doing your homework?
9. Are your friends sleeping in the next room?
10. Is……..cooking paella at the moment?
11. Are you waiting for the class to end?
12. Is he/she waiting for me to ask him/her a question?
13. Are we doing homework now?
14. Am I reading a sentence at the moment?
15. Is he/she sleeping right now?
16. Are you watching what I am doing?
17. Is he/she writing what I am saying?
18. Are you reading what I am writing on the white board?
19. Am I working on irregular verbs right now?
20. Is she watching TV and doing her homework right now?

PRONUNCIATION: WHERE
Students should practice the pronunciation of “where” + are, “where” + is + s/he/it, and
“where’s” (contracted) when followed by a name or noun.
Use a sentence building exercise to elicit a question starting with where or where’s.
Eg. Teacher: The apple

Student: Where’s the apple?
1. Teacher: The child

Student: Where´s the child?
2. Teacher: She
Student: Where is she?
3. Teacher: John
Student: Where´s John?
4. Teacher: He
Student: Where is he?
5. Teacher: The toy
Student: Where´s the toy?
6. Teacher: It
Student: Where is it?
7. Teacher: The book
Student: Where´s the book?
8. Teacher: It
9. Teacher: The table
Student: Where’s the table?
10. Teacher: The grapes
Student: Where are the grapes?
11. Teacher: The door
Student: Where´s the door?
12. Teacher: It
13. Teacher: The President
Student: Where´s the President?
14. Teacher: She
15. Teacher: My uncle
Student: Where´s your uncle?
16. Teacher: He

Student: Where is he?
17. Teacher: Your best friend
Student: Where´s my best friend?
18. Teacher: She
19. Teacher: The dog
Student: Where´s the dog?
20. Teacher: They
Student: Where are they?
VOCABULARY: (A PAIR OF) SCISSORS, (A PIECE OF) PAPER, HIGHLIGHTER, STICKY TAPE
Make sure the students know all of this vocabulary perfectly and, using the pictures below, ask
them, over and over, as fast as possible:
Is this a highlighter? Is this sticky tape? What is it?
PICTURES:
EXTRA PICTURES OF OTHER VOCABULARY IN CASE THEY GET THROUGH THE OTHER STUFF
SUPER QUICK:

UNIT 2
“TO WORK” IN PRESENT SIMPLE
Get the students to practice the verb “to work” (focus on good pronunciation) in the present
simple and only in the affirmative, explaining that even if it’s not the case they must answer
with “yes” + an affirmative answer.
1. Do you work in a school?

2. Does Donald Trump work in the USA?
3. Does Richard Vaughan work in this company?
4. Does your mother work?
5. Do we work with our hands?
6. Do I work in this company?
7. Does your father work in a bank?
8. Do students work very hard?

9. Do they work too much?
10. Does a nurse work in a hospital?
11. Do you work as a Teacher?
12. Does Mary work from home?
13. Does your sister work with children?
14. Do they work on Sundays?
15. Do I work from 9 am to 10 am?
16. Do we work all day?
17. Do we work at night?
18. Do you work selling shoes?
19. Do I work slowly?
20. Does he work in Winter?
 DO TRANSLATION LIST FROM THEIR BOOK, WORK = FUNCIONAR
Get them to change affirmative sentences to the negative and interrogative, the
present simple to the present continuous, singular to plural etc.
COMMON MISTAKE: TO WORK ON
Explain that “to work on + noun” is used for thesis, reports etc. and to improve (work on your
English).
Are they working on the presentation?
ASK ME…
1. If she’s working on her pronunciation

2. If Mary is working on the project
3. If I am working on my final report
4. If Sheila is working on her accent
5. If you can work on your presentation
6. If we work on intonation
7. If they work on their music on weekends
8. If the president always works on his speech
9. If they work on their dance moves
10. If she works on her recipes
11. If he works on reports at work

12. If we are working on our English right now
13. If the technician is working on your computer
14. If you should work on your pronunciation every day
15. If we work enough on your pronunciation
16. If you should work on irregular verbs
17. If my father is working on his Russian
18. If Sheila works enough on her thesis
19. If they work on several projects.
20. If Mary works on maths problems.
PRONUNCIATION: “NECESSARY”
Get the students to pronounce /neseserii/ correctly by repeating and asking simple questions
that elicit both affirmative and negative answers.
T: Is it necessary?
S: Yes, it’s necessary/ No, it isn’t necessary
1. Is it necessary to check Facebook every day?

2. Is it necessary to speak louder?
3. Ask me if it is necessary to do your homework?
4. Is it necessary to shout?
5. Is it necessary to speak English?
6. Is it necessary to check Instagram every minute?
7. Is it necessary to speak Chinese?
8. Is it necessary to have an Iphone 10?
9. Is it necessary to study the translation lists?
10. Is it necessary to eat fish once a week?
11. Is it necessary to concentrate in this class?
12. Is it necessary to speak Spanish at work?
13. It is necessary to eat so many sweets?
14. Is it necessary to smile?
15. Is it necessary to be polite?
16. Is it necessary to read English books?
17. Is it necessary to pay taxes?
18. Is it necessary to have a job?
19. Is it necessary to be polite?
20. Is it necessary to be rude to people?

UNIT 3
VERBAL AGILITY WITH “SITTING” & “STANDING”
Use the flashcards to elicit sentences from the students:
Eg. “The woman is standing and the men are sitting”

Practice both verbs in the present continuous by asking the students questions repeatedly,
including prepositions.
1. Am I sitting behind you or in front of you?

2. Is X sitting behind you or next to you?
3. Is X sitting in between X and X or behind me?
4. Are you standing behind the chair or sitting on it?
5. Are we sitting near the door?
6. Am I sitting near the door?
7. Am I sitting near the door or near the rack?
8. Is … sitting near X or near X?
9. Are you standing next to the teacher or next to X?
10. Is X sitting near you or standing near you?
11. Are you sitting on the sofa or on the chair?
12. Am I standing near the whiteboard or under the table?
13. Are you sitting near the book or behind the chair?
14. Is X sitting in front of me or in front of you?
15. Are they standing behind you or behind the car?
16. Am I sitting in front of you or behind you?
17. Is X sitting under the chair or behind it?
18. Are you standing in front of the book or in front of me?
19. Is X sitting behind you or in front of you?
20. Are you sitting on the balcony or on the chair?
Follow up with a ‘Tell me to’

Example:
 T: Tell me and ___ to stand up

 S: Stand up
 T: What are we doing?
 S: You are standing up
 T: What are we doing? (to the other person standing up)
 S: We are standing up
 T: And you? (to the students sitting down)
 S: We’re sitting down
 T: And us? (point to yourself and other standing student)
 S: You’re standing up.
PUNTO DE REPASO: IT’S, IT’S NOT & IS IT…?
Use pictures of the vocabulary words (below) and other everyday objects and do the
translation list from the book.
Point at the picture and say “what is it?” – insist on perfect pronunciation of “it’s”.
After identifying each word, point to an object and ask if it’s another word eg. Point to the
bridge and ask if it’s a cinema. Students should answer “it’s not a cinema, it’s a bridge”.
VOCABULARIO: BRIDGE, CINEMA (UK), MOVIE THEATRE (US), SHOPPING CENTER, SOFA /
COUCH, ARMCHAIR, BALCONY
Make sure the students know all of this vocabulary perfectly and, using the pictures below, ask
them, over and over, as fast as possible:
Is this a sofa? Is this a balcony? What is it?
PICTURES:

UNIT 4
BASIC EXPRESSIONS WITH “TO GO TO” WITHOUT “THE”
Concentrate on the examples given, where the article ‘the’ is omitted.
Verbs: to go to work, nursery, school, university, bed, church
Rephrasing:
1. Teacher: I/work/ every day (+)

Student: I go to work every day
2. Teacher: My niece/nursery (-)
Student: My niece doesn’t go to nursery
3. Teacher: She/school/ in October (?)

Student: Does she go to school in October?
4. They/university/ in April (+)
5. She/church/ every Sunday (+)
6. I/bed/ very late (-)
7. They/school/ on Tuesday (?)
8. She/nursery/ every Friday (+)
9. We /work/ daily (+)
10. My sister/ bed/ early (-)
11. Your parents/church/ Sunday (?)
12. I/school/ on weekends (-)
13. She /university/ by bike (?)
14. We/ bed/ at 10 p.m. (+)
15. I /church/ on a weekend (+)
16. He/nursery/on foot (-?)
17. She/ university/ once a week (+)
18. They/work/ by metro (-)
19. He/church/ by bike (?)
20. I/work/ very early (+)
REVIEW: "MY" AND "YOUR"
Using the objects in front of you, ask the students various times if it is yours or theirs.
Remember that in English “your” stays the same in plural unlike in Spanish (plural: vuestro/a).
1. Are these your notebooks?

2. Is that your car?
3. Is this my pen?
4. Are those your markers?
5. Are these your shoes?
6. Is it your pen?
7. Is this my pencil?
8. Are those your gloves?
9. Is it your book?
10. Is it my bottle of water?
11. Is this your piece of paper?
12. Are your shoes clean?
13. Is this my mobile?
14. Is it your ipad?

15. Is this my pen?
16. Are these your headphones?
17. Is it your lighter?
18. Is this my chair?
19. Is this your watch?
20. Is your bike black?
PRONUNCIATION: “MINUTE” & EXPRESSION “IN A MINUTE”
Practice the pronunciation of /ina minit/ by getting students to repeat your sentence and
adding “in a minute” as fast and naturally as possible.
T: I’ll do it
S: I’ll do it in a minute
T: They’ll leave
S: They’ll leave in a minute
1. I’ll do my homework
2. I’ll comb my hair
3. I’ll start writing
4. He’ll finish this exercise
5. I’ll eat an ice-cream
6. I’ll have some free time
7. He’ll stop smoking
8. We’ll go home
9. I’ll finish this class
10. We’ll help him
11. She’ll answer me
12. He’ll have lunch
13. He’ll smile
14. She’ll help us
15. They’ll stop making mistakes
16. They’ll stop shouting
17. I’ll ask you
18. He’ll email you

19. She’ll come
20. I’ll ask you a question
UNIT 5
SAYING “HELLO” AND “GOODBYE”
Firstly introduce the salutations below, by asking the students to translate each one. Go back
to the harder ones and test them again.
Hola Hello
Hola (informal) Hi / Hey
Buenos días Good morning
Buenas tardes Good afternoon
Buenas tardes/noches Good evening
Encantado/a (de conocerte) Nice to meet you
¿Cómo está usted? (muy formal) How do you do?*
¿Qué tal? How are you?*
¿Qué tal estás? How are you doing?*
¿Qué tal? (informal) How is it going?*
¿Qué tal todo? How are things?*
¿Qué pasa? (informal) What’s up?
Adiós (un poco formal) Goodbye

Adiós / Hasta luego Bye
Buen fin de semana Have a nice weekend
Buen viaje Have a good trip
Que tengas un buen día Have a nice day
Pásatelo bien Have fun
Buenas noches (como despedida) Good night
Cuídate Take care
Practice situations in which you would use the salutations found in Unit 5.
1. Teacher: You see your neighbor in the hall

Student: hi/hey
2. You meet your boss for the first time (nice to meet you)
3. You are going to bed (goodnight)

4. You see your colleagues at 10 pm (good evening)
5. You want to know if your friend´s father is well (How is your father)
6. You meet your best friend for a drink and want to know how he/she is (How is it
going/what’s up)
7. Your friend is going to Italy for the weekend (have a nice trip/weekend away)
8. You meet your partner´s parents for the first time (nice to meet you etc)
9. Your teacher introduces you to Richard Vaughan (How do you do)
10. You are leaving the party and going home (bye)
Then, have them close their books and rub off the words if they’re on the board and get
them to shout out every single salutation. Time them. Do it again later in the class.
COMMON MISTAKE: I SEE YOU VS. SEE YOU TOMORROW
Ensure the students know it’s simply ‘see you’ and never “I see you”. Practice this by using the
translation in Unit 5.
¡Nos vemos mañana! See you tomorrow!
¡Nos vemos pronto! / ¡Hasta pronto! See you soon!
¡Te veo ahora! See you in a minute!
¡Nos vemos entonces! / ¡Hasta entonces! See you then!
¡Nos vemos luego! See you later!
¡Te veo el lunes! See you on Monday!
¡Te veo la semana que viene! See you next week!
¡Nos vemos en una semana! See you in a week!
¡Te veo el domingo! See you on Sunday!
¡Nos vemos el jueves! See you on Thursday!
Give the students the following situations and they have to tell you which expression
they would use:

1. Teacher: You are leaving your office.
Student: See you tomorrow!
2. You are leaving work on a Friday (see you next week).
3. You are leaving a party (see you soon)
4. You are leaving home for work, you say to your wife/husband (see you later).
5. You going on holiday for one week (see you in a week)
6. At the end of your weekly class on Monday you say to your classmates (see you
next Monday)
7. You finish talking with your friend on the phone – you are meeting her on Sunday
(see you on Sunday)
8. You say goodbye to a friend and intend to see her in the near future (see you
soon)
9. You are going to meet your friend in 5 mins, you say to her on the phone (see you
in a minuite)
10. Your friend says ‘see you next Monday’ – You reply (yes, see you then)
PRONUNCIATION: “TIRED” & “BORED”
Now you are going to work on the correct pronunciation of “tired” and “bored”. Make sure
the students don’t pronounce the ‘red’ in both words.
1. Are you tired? ( aff and neg answers)

2. Is he tired?
3. Are they tired?
4. Why are you tired?
5. Are your children tired?
6. Are you bored?
7. Are they bored?
8. Is she bored?
9. Why are you bored?
10. Is your sister always bored?
11. Why is your dog always tired?
12. Are you tired every morning?
13. Is X bored right now?

UNIT 6
“WHY” + “TO BE” IN PRESENT SIMPLE
Here we focus on the question format – ´why´ followed by ‘to be’. Practice using a rephrasing
exercise to elicit a question starting with ´why´.
T: I’m here.
S: Why are you here?
1. Teacher: She’s tired.

2. Student: Why is she tired?
3. Teacher: I’m happy.
4. Student: why are you happy?
5. Teacher: He’s hungry.
6. Student: Why is he hungry?
7. Teacher: They are angry.
8. Student: why are they angry?
9. Teacher: My mother is intelligent.
10. Student: Why is your mother intelligent?
11. Teacher: I’m a teacher
12. Student: why are you a teacher?
13. Teacher: They are sad
14. Student: Why are they sad?
15. Teacher: She’s excited
16. Student: why is she excited?
17. Teacher: He’s bored.
18. Student: Why is he bored?
19. Teacher: I’m at home.
20. Student: Why are you at home?
21. Teacher: They are thirsty.
22. Student: Why are they thirsty?
23. Teacher: My son is handsome.
24. Student: Why is your son handsome?
25. Teacher: She’s embarrassed.
26. Student: Why is she embarrassed?

27. Teacher: My father is helpful
28. Student: why is your father helpful?
29. Teacher: My friend is kind.
30. Student: Why is your friend kind?
VOCABULARY: HAPPY, SAD, ANGRY, NERVOUS, SURPRISED.
Make sure the students know the 5 words perfectly by asking quickly. Add more emotions if
they learn them well.
1. Are you happy? Ask him/her

2. Is he angry? Ask me
3. Is she nervous? Ask him/her
4. Are they sad? Ask me
5. Am I surprised? Ask her/him
6. Is Rajoy nervous today?
7. Is your boss angry now?
8. Are your parents always happy? Ask X
9. Is X sad right now? Ask him
REVIEW: THIS + THAT, 1.10 THAT’S NOT & IS THAT…?
Now you are going to review “this” and “that”. Remind students that in English we use “this”
or “that” whereas in Spanish there are 3 ways. First Use the translation in Unit 6 to review
this.
T: Is this a pen?
S1: No, that’s not a pen
T: What is this?
S2: That’s a watch
1) Is that a chair? What is it?

2) Is that a cat? What is it?
3) Is that a window? What is it?
4) Is this a piece of paper? What is it?

5) Is that a pencil? What is it?
6) Is that a window? What is it?
7) Is this a mobile phone? What is it?
8) Is that a book? What is it?
9) Is this a table? What is it?
10) Is this an orange? What is it?
11) Is this a cow? What is it?
12) Is this an elephant? What is it?
13) Is that an apple or an orange? What is it?
14) Is that a flag? What is it?
15) Is this a carpet? What is it?
16) Is that a computer? What is it?
17) Is that a door? What is it?
18) Is this a room or a hallway? What is it?
19) Is that a picture? What is it?
UNIT 7
“HOW MUCH IS...?”
Here your students are going to practice using “How much is”
How much = cuánto (uncountable)

How much is it? = Cuánto es? / Cuánto vale? / Qué vale?
- Make sure your students answer using “It’s…” even though the price is higher than 1
euro. They tend to use “…are…” as a direct translation from Spanish.
- Insist again and again on the correct pronunciation of “it’s” / “euros” / “how”!
Teach the vocabulary section as shown below and then drill this grammar point as follows:
I. Introduce the formula by showing your students a picture of a soft drink:

…and ask them: “How much is the soft drink?”
II. In case they don’t know the answer, just feed it by showing them a price tag:
“It’s 2 euros!”
III. Cut out the pictures (see separate document) and show them one by one to your
students. Elicit the appropriate questions and answers.
T: **show picture of jumper** - Question
S1: How much is the jumper?
T: **hold up amount**
S2: The jumper is 20 euros
VOCABULARY: CURRENCY, EURO, DOLLAR, CENT, POUND, PENNY, PENCE
Now you are going to introduce the money vocabulary above.
First do the translation list:

Now drill your students using the vocabulary above. Practice using an “ask him/her” drill.
Explain “currency” as being the money that is used in a particular country at a particular time.
Ask him/her
1. What the currency is in England (the pound)

2. What the currency is in Ireland (the euro)
3. What the currency is in the USA (the US dollar)
4. What the currency is in Mexico ( the peso)
5. What the currency is in Russia (rubles)
6. What the currency is in Morocco (the dirham)
7. If she has a euro in her pocket
8. What country uses pounds
9. Where she exchanges her currency
10. How often she spends dollars
11. How many cents there are in a dollar
12. If she has a one penny
13. If 20 pounds is the same as 20 dollars
14. If 10 dollars is the same as 10 euros
15. How much an English course costs (400 euros)
16. If she buys her currency at the airport
17. Ask her why/why not
NOTE: *** ”Moneda” also means “coin”
“HOW MUCH ARE...?”
 Introduce:
- the plural form of "How much is it?"  "How much are they?"
"How much are they?" = "Qué valen?" "Cuánto son/cuestan...?"

- THESE = estos/estas
- THOSE = esos/esas or: aquellos/aquellas
 Place a picture in front of each student: that student will have to make up the price of
their product.
 Point to one student and then another.
S1 says: “How much are (the apples/puppies/whatever S2 has)?”
S2 says: They’re 2 euros/50 pence/23 dollars etc.
Go all around the room so each student can make up a price for his own product. Then
check their memories to see if the can remember each other’s prices. ALWAYS get a
student to ask the question (How much are the…?) and a student to reply.
Quick reminder: insist on the pronunciation, especially on the plural form "sandwiches": sán -
hui – chizz

HOW TO SAY PRICES
When writing prices, in English we place the currency symbol before the figures.
Quick reminder: In English, we don't use the preposition "with", i.e.: "it's four with ninety
cents"; we don’t use any prepositions to link the numbers: “it’s four ninety”.
***Use these prices below to do a basics exercise and add more of your own***

UNIT 8
REPASO
Do the translation lists on pages 20/21 of the manual to review the vocab and grammar you’ve
taught so far.
REVIEWING “HOW MUCH IS/ARE...?” (FROM UNIT 7)
Mix “how much is” and “how much are” using the sentence building activity below to practice.
If you prefer, hold up the pictures instead of speaking to limit teacher talk-time even further.
How much …
T: Beer – 2 euro
S1: How much is a beer?
S2: It’s 2 euro
1. That sandwich – 4 euro

2. A diary – 11 euro
3. This bag – 40 euro
4. A designer bag – 200 euro
5. That TV – 400 euro
6. That watch – 60 euro
7. A tablet – 100 euro
8. This book – 12 euro

9. This jumper – 20 euro
10. That ring – 80 euro
11. A pair of shoes – 60 euro
12. These scissors – 5 euro
13. These earrings – 90 euro
14. A pair of earrings – 40 euro
15. These sandwiches – 3.50
16. These trousers – 35 dollars
17. A pair of jeans – 60 euro
18. Those shoes – 60 euro
19. These books – 20 euro

UNIT 9
“TO LEAVE”, ‘IRSE’, IN PRESENT CONTINUOUS
To leave = irse/marcharse/salir, depending on the context.

Insist on the correct pronunciation of this verb, /liivvv/ especially when using the 3rd person
Present Simple (leaves /liivvvzz/).
First part of the drill:
Ask direct questions to elicit affirmative answers including the 3rd person Present Simple, i.e.:
Teacher: Does the train leave at six o'clock?

Student: Yes, the train leaveS at six o'clock.
Teacher: Does the plane leave at half past three?

Student: Yes, the plane leaveS at half past three.
1. Does your son/daughter leave home at a quarter past four?

2. Does your husband leave home at 8:40?
3. Does a bus leave the bus stop every 20 minutes?
4. Does the ferry leave the port at 7:30?
5. Does the train leave from platform 3?
6. Does your train always leave on time?
7. Does the train to Barcelona leave from Atocha?
8. Does the RyanAir flight always leave on time????? (YES!!!)
9. Do you leave class on time?
10. Does your boss leave work before you?
Second part of the drill:
Tell your students to say the opposite of what you're saying. Elicit the Present Continuous, i.e.:
1.Teacher: I'm not leaving tomorrow.

Student: I'm leaving tomorrow.
2.Teacher: She's not leaving.

Student: She's leaving.

3.Teacher: His parents are leaving today. They aren't leaving tomorrow.
Student: His parents aren't leaving today. They're leaving tomorrow.
4. He’s leaving early.

5. They are leaving at 7:35.
6. The RyanAir flight is leaving on time.
7. The train is leaving from Atocha.
8. The bus is leaving from platform 1, it isn’t leaving from platform 2.
9. I’m leaving work at 3pm today.
10. She isn’t leaving home on time, she’s leaving late
COMMON MISTAKE: FAR FROM VS FAR OF
CORRECT: FAR FROM
INCORRECT: FAR OF
Now your students are going to work on “far from”. Remind them that “near” is never
followed by a preposition and far is always followed by “from”.
Tell your students to form sentences with the given pair of words. Elicit both “far from” and
“far away from”, i.e.:
Teacher: Airport – Here (+)

Student: The airport is far from here.
Teacher: River – City (-)

Student: The river isn’t far from the city.
Teacher: Restaurant – Hotel (?)

Student: Is the restaurant far away from the hotel?
1. Class – metro station (-)

2. The chemist – Your house (-?)
3. The supermarket – City centre (?)
4. The football stadium – There (+)
5. The river – The car park (?)
6. The dentist´s – The bus stop (-?)

7. The airport – The underground (?)
PRONUNCIATION: "-ALL" (BALL, FALL, INSTALL, ETC.)
Practice the "all" sound as in "football" /ool/. Tell your students to ask you questions, insisting
on the correct pronunciation
Teacher: Ask me if it's a small ball.

Student: Is it a small ball?
Teacher: Ask me if the football player is tall.

Student: Is the football player tall?
Teacher: Ask me if the firewall is installed.

Student: Is the firewall installed?
Ask X if… (get X to answer too)

1. This is all of the homework
2. Football is boring
3. My favourite hobby is basketball
4. My house is small
5. Cats are small
6. I am tall
7. This class is a ball
8. He is calling his boss
9. They are calling their friend
10. He is installing a firewall
11. The wall is tall
12. The King of Spain is small
13. Rafa Nadal is tall?
UNIT 10

“TO BE EARLY/LATE”
to be early = llegar pronto, antes de la hora acordada

to be late = llegar tarde, después de la hora acordada
Quick reminder: insist on the correct pronunciation of "early" UK /ˈɜː.li/; US /ˈɝː.li/ and late -
students tend to say "later" - UK /leɪt/; US /leɪt/.
Additionally, when we want to say someone is never on time, we use the adverb "always" =
siempre eg. He is always late.
The opposite implies using the adverb "never" = nunca eg. He's never late.
First part of the drill:
Tell your students to form sentences with the given pair of words. Elicit “late”, “early”, “always
late”, “never late”, “very early” etc i.e.:
Teacher: I – late - always

Student: I’m always late.
Teacher: He – late - never

Student: He’s never late.
Teacher: They – late - always (?)

Student: Are they always late? / Why are they always late?
1. She - late again (-?)

2. I – very early (?)
3. Them – Late - never
4. We - late (-)
5. You all – Early (+)
6. You – Always late (?)
7. My brother – Always early (-?)
8. My students – Always late (+)
Second part of the drill:

(10 examples) It’s now time to be more precise! Tell your students to form sentences as
follows:
Teacher: The meeting starts at 17:00 - It’s 17:05 - We

Students: We’re 5 minutes late.
Teacher: The class starts at 10.00 – 9:50 – They

Students: They’re 10 minutes early
1. The race starts at 9am – 8am – We
We are very early
2. The train leaves at 12:15 – 12:30 – She

She is 15 mins late – She missed the train!!!
3. The exam starts at 10:30 – 10am – You

4. Dinner is at 8pm – 9pm – They
5. The party 11pm – 11:15pm – He
6. The concert 4.15pm – 3.45pm – Me
7. The movie – 7pm – 7.15pm – She
8. The bus leaves 4pm - 3.25pm – They
9. The concert starts at 9 – 8:30 – we
10. The party ends at 11:30 – 12 - they
REVIEW OF “FAR FROM” (UNIT 9)
Review “far from” this using the direct questions below.
1. Is Barcelona far from Madrid?

2. Is the airport far from here?
3. Is Málaga far from Madrid?
4. Is Toledo far from Madrid?
5. Is a supermarket far from here?
6. Is Santander far from Madrid?
7. Is Ávila far from Madrid?
8. Is your house far from my house?
9. Is Chinchón far from here?
10. Is Gibraltar far from your office?

11. Is Leganés far from your mother´s house?
12. Is Alicante far from Barcelona?
13. Is a bakery far from your home?
14. Is Vigo far from Madrid?
15. Is your office far from your house?
“REVIEW: HOW TO SAY ‘SU’ IN ENGLISH, DEPENDING ON THE CONTEXT (HIS/HER/ITS/THEIR/

FORMAL YOUR)”
When using possessive adjectives, in Spanish people use "su" quite often, as a polite form for
"your" or as a possessive adjective for the 3rd pers, sg. and pl.: he/she/it and they. They also
make a difference when talking about plural items belonging to a person by using "sus", unlike
us.
Quickly review the following possessive adjectives:
Ask your students direct questions, eliciting both affirmative and negative answers, i.e.:
Teacher: Are my parents from the South of Spain?

Student 2: (+) Yes, your parents are from the South of Spain.
Student 1: (-) No, your parents aren't from the South of Spain.
1. Teacher: Are her parents from Portugal?

Student 1: (+) Yes, her parents are from Portugal.
Student 2: (-) No, her parents aren´t from Portugal.
2. Teacher: Are their (point at 2 students) friends here?

Student 1: (+) Yes, their friends are here.
Student 2: (-) No, their friends aren´t here.
3. Is that his book?

S1: (+) Yes, that´s his book.
S2: (-) No, that´s not his book.
4. Is that their classroom?

S1: (+) Yes, that´s their classroom.
S2: (-) No, that´s not their classroom.
5. Am I her teacher?
S1: (+) Yes, you´re her teacher.
S2: (-) No, you´re not her teacher.
6. Is this my pen?
S1: (+) Yes, that is your pen.
S2: (-) No, that´s not your pen?
7. Is this her dog?

S1: (+) Yes, this/that is her dog.
S2: (-) No, that´s not her dog.
8. Is this its food?

S1: (+) Yes, that´s its food.
S1: (-) No, that´s not its food.

9. Are these its toys?
S1: (+) Yes, those are its toys.
S2: (-) No, those aren´t its toys,
“REVIEW IN A : HOW TO SAY ‘SU’ IN ENGLISH, DEPENDING ON THE CONTEXT

(HIS/HER/ITS/THEIR/ FORMAL YOUR)”
Now give the students sentences to construct:
1) He + book = It’s his book

2) It + battery = It’s its battery
3) She + bookcase = It’s her bookcase
4) They + cupboard = It’s their cupboard
5) It + handle = It’s its handle
6) They + yogurt = It’s their yoghurt
7) He + pencil = It’s his pencil
8) She + mother = She’s her mother
9) He + car = It’s his car
10) They + parents = They are their parents

REVIEW “EARLY” AND “LATE” USING DIRECT QUESTIONS:
1) Is your colleague always late?

2) Are you always late or early?
3) Is it good to be late?
4) Is it good to be early?
5) Is it better to be late or early?
6) How late is your boss, usually? (A: My boss is usually x minutes late)
7) How late is the bus usually?
8) Are planes often late?
9) Do you arrive late to weddings?
10) Are the trains in Japan late? (No)
11) Are Germans usually early or late?
12) Are Italians usually early or late?
13) Is your partner usually late for work?
14) Are you usually late for church?
15) Is it polite to be late for a wedding?
UNIT 11
VERBAL AGILITY WITH “IS” AND “ARE”
Your students will now practice the difference between “is” and “are” as they tend to confuse
the two. Practice using the sentence building exercise below.
Teacher: They - Work and He - Home (+)

Student: They are at work and he is at home.
1. Teacher: The students - Class and Mary - Airport (+)

Student: The students are in class and Mary is at the airport.
2. Teacher: They - Hospital and the Doctor - Supermarket (+)

Student: They are at the hospital and the Doctor is at home.
3. Teacher: My father - Gym and my brother - pharmacy (+)

Student: My father is at the gym and my brother is at the pharmacy.
4. Teacher: This girl - Park and Her friends - Garden (+)

Student: This girl is in the park and her friends are in the garden.

5. Teacher: They - Concert and She - University (+)
Student: They are at the concert and she is at the university.
6. Teacher: We - Surprised (-)

Student: We're not surprised.
7. Teacher: They - Tall (-)

Student: They´re not tall.
8. Teacher: You - English (-)

Student: You´re not English.
9. Teacher: My brother - student (-)

Student: My brother´s not a student.
10. Teacher: We - Surprised (-)

Student: We're not surprised.
11. Teacher: The dogs - Excited (-)

Student: They're not excited.
12. Teacher: John - Strong (-)

Student: John´s not strong.
MORE VERBAL AGILITY WITH “IS” AND “ARE”
Students frequently confuse the conjugations of the verb “to be” in the present simple. This is
to give them some practice in getting agile with this core verb.
Ask me if:
1) He is in the class.
2) You are on time.
3) John is German.
4) The dog is barking.
5) You are students.
6) You are a student.
7) Mary is eating an apple.
8) We are tired.

9) The tourists are Belgian.
10) Peter and Mary are married.
11) My friends are from Ireland.
12) The cars are yellow.
13) His apartment is painted.
14) This bottle is full.
15) Those birds are flying.
16) You are drinking water.
17) Your family is big.
18) It´s a big cat.
19) Babies are charming.
20) The train is at the station.
ERROR COMÚN: “HERE YOU ARE” VS “HERE YOU HAVE”
 In this exercise you will have the students respond appropriately to your panicky
questions with the phrases: The point that you are working on is using ‘here you are’
instead of the common mistake ‘here you have’ which is a direct translation from
Spanish.
Options that the students can use: (you can print pictures of these objects and spread them
around the table)
 Here you are!
 Here you go!
 Here are your keys!
 Here’s the salad!
Panicky Questions:
1) Where are my keys?!

2) Where is the ketchup?!
3) Where are the notes for the presentation?!
4) Have you seen my wallet?!
5) Where is the mobile phone?!
6) Where are the handkerchiefs?!
7) Have you seen the stapler?!
8) Where are the envelopes for the letters?!
9) Where is my scarf?!
10) Where did you put the car keys?!
11) Where is the sugar for the cake?!
12) Have you taken the pen I left on the table?!
13) Where is John?!

14) Where are the pen-drives for the project?!
15) Have you seen the red marker anywhere?!
16) Where is my phone-charger?!
17) Did you borrow my stapler?!
18) Where is the computer mouse?!
19) Where are the new students?!
20) Have you taken my umbrella?!
REVIEW: VERBAL AGILITY WITH “IS” AND “ARE”
Elicit short answers:
1. Teacher: Are they at the office? (+)

Student: Yes, they are.
2. Teacher: Is she doing her homework? (-)

Student: No, she isn’t.
3. Teacher: Are the teachers at school? (+)

4. Teacher: Is Mary having lunch? (-)

Student: No, she isn’t.
5. Teacher: Is the cat hungry? (+)

Student: Yes, it is.
6. Teacher: Are John and Mary playing tennis? (-)

Student: No, they aren´t.
7. Teacher: Are we studying English? (+)

Student: Yes, we are.
8. Teacher: Is your teacher speaking Russian? (-)

Student: No, He/she isn’t.
9. Teacher: Are they reading magazines? (+)

10. Teacher: Is it jumping up and down? (-)

Student: No, it isn’t.
11. Is he working hard?

12. Are they working hard?
13. Is she learning English?
14. Are they learning English?
15. Is it time for class?
16. Is this class difficult?
17. Are these classes difficult?
18. Is Real Madrid the best football team in Spain?
19. Are Real Madrid and Barcelona the best football teams in Spain?
20. Is it difficult to learn another language?
21. Are other languages difficult to learn?
UNIT 12
EXPRESIONES BÁSICAS DE TIEMPO (I) (20 QS)
Teach the vocabulary section first using the pictures below.

Then, teach the time expressions, insisting on the correct use of the prepositions:
In this exercise the students will practice basic expressions of time, in the morning, afternoon,
evening and at night. Ask them questions about their routine using the Unit vocabulary:
1) When do you go to the gym? (student must use vocab regardless of truth)
2) When do you go to the swimming pool?
3) When do you have a nap?
4) When do you have a shower?
5) When does your mother have a shower?
6) When do babies have a nap?
7) When do old people have a nap?
8) When does your brother go to the gym?
9) Where do you have a shower?
10) Do you have a shower at the gym?
11) Is there a swimming pool at the/your gym?
12) Do you go to the swimming pool at the/your gym?

13) Where do you have a nap?
14) Do you have a nap at the gym?
NOTE: It is also natural to say ´to take a shower/nap´
Continue practicing this point by asking your students direct questions; elicit both affirmative
and negative answers:
1. Teacher: Do you go to work in the morning?

Student 1: Yes, I go to work in the morning. (+)
Student 2: No, I don´t go to work in the morning. (-)
2. Teacher: Do you have a shower in the morning?

Student 1: Yes, I have a shower in the morning. (+)
Student 2: No, I don't have a shower in the morning. (-)
3. Teacher: Do you go to the gym in the evening?

Student 1: Yes, I go to the gym in the evening. (+)
Student 2: No, I don´t go to the gym in the evening. (-)
4. Teacher: Do you have a nap in the afternoon?

Student 1: Yes, I have a nap in the afternoon. (+)
Student 2: No, I don´t have a nap in the afternoon. (-)
5. Teacher: Do you go to the swimming pool at the weekend?

Student 1: Yes, I go to the swimming pool at the weekend. (+)
Student 2: Yes, I don´t to the swimming pool at the weekend. (-)
6. Teacher: Do you go to a bar at night?

Student 1: Yes, I go to a bar at night. (+)
Student 2: No, I don´t go to a bar at night. (+)
Now, get the students to form questions to ask a classmate. The classmate should also
answer. After a negative answer, tell another student to ask, “When… ?”
Point to a student:

Teacher: Gym / morning
Student: Do you go to the gym in the morning?
Student 2: No, I don´t go to the gym in the morning?
Student 3: When do you go to the gym?
T: Swimming pool / evening

Student: Do you go to the swimming pool in the evening?
T: Shower / at night
Student: Do you have a shower at night?
T: Nap / afternoon
Student: Do you have a nap in the afternoon?
T: Bar / evening
Student: Do you go to a bar in the evening?
Then, get the students to combine a negative and an affirmative answer:
Teacher: Do you go to the gym in the morning?
Student: No, I don´t go to the gym in the morning, I go (to the gym) in the
afternoon.
1. Do you have a nap in the evening? And you? And them?

2. Do you go to the swimming pool at night? And you? And her?
3. Do you have a shower in the afternoon? And you? And them? Ask me
4. Do you go to the gym at night? And you? And her?
5. Do you have a nap in the morning? And you? And him?
6. Do you go to the swimming pool in the afternoon? And you? And him? Ask me
7. Do you have a shower at night? And you? And her?
8. Do you go to the gym in the morning? And you? And your brother?
WAYS TO EXPRESS THE TIME: IT'S TWO, IT'S FIVE PAST … + REVIEW SEE YOU / SEE YOU AT TEN!
/ SEE YOU AT HALF FOUR! ETC.

Teach the ways of telling the time. Insist on the correct pronunciation of "it's"!
Practice the expression "See you at...!"
Give a time in Standard American (digital) format and elicit response in British (analogue)
format:
1. Teacher: 9:30 (say nine thirty)

Student: See you at half nine!
2. Teacher: Wednesday - 12:30

Student: See you on Wednesday at half twelve!
3. Tuesday morning – 09:20

4. Tomorrow – 13:15
5. Thursday evening – 20:45
6. Friday afternoon – 16:50
7. Monday morning – 09:00 sharp
8. Next Friday – 10am
9. Tomorrow – night
10. Next Saturday – 15:00
REVIEW: NORTH, EAST, SOUTH & WEST

Introduce the cardinal points. Insist on the correct pronunciation!
Ask your students direct questions in order to practice the cardinal points and “to be from”.
DRILL (20):
Note: THIS EXERCISE ALSO ALLOWS THE STUDENT TO PRACTICE THE CORRECT USE
OF PREPOSITIONS (IN, TO) DEPENDING ON WHETHER THE NAMED PLACE IS INSIDE
OR OUTSIDE THE COUNTRY.
Teacher: Are you from the North of Spain?

Student: Yes, I’m from the North of Spain/ No, I’m not…
1. Teacher: Is Madrid in the Centre/Center of Spain?

Student: Yes, Madrid is in the Centre/Center of Spain.
2. Teacher: Is Cadiz in the south of Spain?

Student: Yes, Cadiz is in the south of Spain?
3. Teacher: Is Santander in the north of Spain?

Student: Yes, Santander is in the north of Spain?
4. Teacher: Is Valencia in the east of Spain?

Student: Yes, Valencia is in the east of Spain.

5. Teacher: Is Portugal to the west of Spain?
Student: Yes, Portugal is to the west of Spain.
6. Is China east of Spain?

7. Is the United States west of Spain?
8. Is the United Kingdom north of Spain?
9. Is Africa south of Spain?
Ask X if:
1) Stuttgart is the in south of Germany or the north of Germany (South).

2) Copenhagen is in the east or the west of Denmark. (East)
3) Quito is in the north or the south of Ecuador. (North)
4) Newcastle is in the north of England or the south of England. (North)
5) New York is in the east of the United States or the west of the United States. (East)
6) San Francisco is in the east of the United States or the west of the United States.
(West)
7) Uruguay is in the east of South America or the west of South America. (East)
8) Belfast in in the north of Ireland or the south of Ireland (North)
REVIEW OF HOBBIES AND WAYS TO EXPRESS THE TIME
1. Teacher: Gym, 10:30

a. Student: See you at the gym at half ten.
2. Teacher: Swimming pool, Saturday, 16:30

a. Student: See you at the swimming pool on Saturday at half four.
3. Teacher: Bar, this evening, 21:30

a. Student: See you at the bar (this evening) at half nine.
4. The cinema - 19:45

5. Home – 21:15
6. The concert – 20:15
7. The office – 08:30 sharp
8. The party – 22:30
9. The gym – 16:30
10. The bus station – 19:55

REVIEWING THE TIME AGAIN (IF THEY NEED IT)
Have three different students give you the three variations (long, medium and short) of the
following times. Say the twenty-four hour version of each time:
T: 15: 30 (Say: fifteen-thirty)

S1: It’s half past three in the afternoon.
S2: It’s half past three.
S3: It’s half three.
1. 17: 30 (Say: seventeen-thirty)

Student: It’s half past five in the afternoon.
Student 2: It’s half past five.
Student 3: It’s half five.
2. 22:00
3. 11:30
4. 00:00 (It´s twelve oćlock at night. It´s midnight.)
5. 12:00 (It´s twelve oćlock midday. It´s midday. It´s noon.)
6. 00:30
7. 12:30
8. 06:15
9. 14:40
10. 18:50
11. 22:05
UNIT 13
REVIEW OF ‘TO LEAVE’ (COVERED UNIT 9)
Use this Mastering the interrogative activity to elicit “leave” in the interrogative. Remind them:
leave means “IRSE”/ ”SALIR”/ “MARCHARSE”
Teacher: I'm leaving at two o'clock.

Student: What time are you leaving?

Teacher: He's leaving because he's tired.
Student: Why is he leaving?
1. She is leaving with her best friend

Who is she leaving with?
2. They are leaving from platform 12

What platform are they leaving from?
3. She leaves on time twice a week

How often does she leave on time?
4. The bus leaves from the town hall

Where does the bus leave from?
5. The flight is leaving at 2pm

What time is the flight leaving
6. Yes, I leave work at 8pm on Friday

Do you leave work at 8pm on Friday?
7. The train isn’t leaving the station because of the strike

Why isn’t the train leaving the station?
8. 200 people are leaving the company next month

How many people are leaving the company next month?
“THERE” + “TO BE” (I)
In this activity the students must construct sentences using “there + to be” in the singular
form.
T: An apple / the table

S1: (+) There is an apple on the table.
S2: (-) There isn´t / There´s not an apple on the table
1) A bottle of water / the fridge = There is a bottle of water in the fridge.

2) A pen / the bag

3) A phone / the table
4) A question / my class plan
5) An answer / your head
6) Something / up your sleeve
7) A solution / the problem
8) A swimming pool / the gym
9) A shower / the gym
10) A gym / this city
11) A bar / this street
12) Another city / north of Madrid
13) A country / north of Spain
14) A continent / south of Spain
15) A museum / Madrid
16) A teacher / this classroom
17) An engine / your car
18) A zoo / Madrid
19) An elephant / the zoo
PRONUNCIATION: “OA” (BOAT, COAT, THROAT, LOAD, LOAN)
Ask students tongue-twister style questions to see if they can maintain the sound.
1) Do you put goats on boats?

2) Do you like boats?
3) Are you buying a new coat?
4) Do boats float?
5) Do have a loan to buy a boat?
6) Do you moan and groan when you have a sore throat?
7) Is a boar a wild pig?
8) Is there a boar in the zoo?
9) Do you moan and groan about homework?
10) Are you moaning and groaning about your homework?
11) Do boars float?
12) Is there a boat floating in the swimming pool?
13) Do you have a sore throat?
14) Are you wearing a coat?
ANOTHER REVIEW: NORTH, EAST, SOUTH & WEST (unit 12)
Tell the students to ask another student:
1. Teacher: north / Spain

Student: Are you from the north of Spain?
Student 2: No, I’m not from the North of Spain
2. Teacher: south / England

Student: Are you from the south of England?
3. Teacher: west / Ireland

Student: Are you from the west of Ireland?
4. Teacher: east / France

Student: Are you from the east of France?
5. Teacher: north / Ireland
6. Teacher: south / Australia
7. Teacher: west / USA
8. Teacher: east / Portugal
9. Teacher: north-east / Wales
10. Teacher: south-west / Scotland
11. Teacher: north-west / Italy
12. Teacher: south-east / Germany
Now, modify the drill by simply stating county/city and continent/country and have your
students build the sentences.
Teacher: Tunisia / Africa

Student: Tunisia is in the north of Africa.
1. Teacher: Canada / United States

Student: Canada is (to the) north of the United States.
2. Teacher: Reverse direction
Student: The United States is (to the) south of Canada.
3. South Africa / Africa (south)

4. Los Angeles / United States (west)
5. Galway / Ireland (west)
6. Ireland / Great Britain (west) – reverse direction
7. Southampton / England (south)
8. Kenya / Africa (east)
9. United States / South America (north) – reverse direction
10. North Pole / South Pole (north) – reverse direction

UNIT 14
“THERE” + “TO BE” (II)
Students will be asking questions with “there + to be” and uncountable nouns.
Ask me if:
1) …there is any water in the glass.

2) …there is any orange juice in the glass.
3) …there is any soup in the bowl.
4) There is any ink in the pen
5) There is any paper in the printer
6) There is any noise in this room
7) There is any wifi in this building
8) There is any soap in the bathroom
9) There is any tension in my office
10) There is any traffic in Madrid
COMMON MISTAKE: MARRIED TO WITH
In this point remind your students that in English we say married “to” and not married “with”.
Have students construct sentences using the subject and object.
T: Steven + Monica
S1: Steven is married to Monica
T: Question
S2: Is Steven married to Monica?
1) Lionel + Fred
2) Harriet + Jennifer
3) Mary + Lesley
4) John + Ashley
5) Andy + Andrea
6) Phillip + May
7) Nick + Mark
8) Penny + Leonard
9) Ben + Jerry
10) Natalie + Mike

VOCABULARY: FOOD+DRINK UNCOUNTABLE NOUNS: BREAD, RICE, CHEESE, JUICE, FRUIT,
OLIVE/SUNFLOWER OIL, CEREAL
pan bread /breddd/
arroz rice /ráis/
queso cheese /chiiis/
zumo juice /chuusss/
fruta fruit /fruut/
aceite de oliva/girasol olive/sunflower oil /ólivvvoil/ /sánflaua óil/
cereales cereal /síiirial/
After introducing these uncountable nouns get them to change these sentences from
affirmative to negative.
1) There is bread in the kitchen.

2) There is rice in the bowl.
3) There is juice in the fridge
4) There is cheese in the fridge.
5) There is some olive oil in the bottle.
6) There is some cereal in the cupboard.
7) There is a lot of bread in the kitchen.
8) There is a lot of cereal left.
9) There is fruit in the bowl
10) There is a lot of cheese in the fridge.
11) There is some wine left in the bottle.
12) There is a lot of juice in these oranges.
UNIT 15
“THERE” + “TO BE” (III)
Now the students are going to see ‘There + to be’ in the plural form. They have to convert the
‘is’ to ‘are’.
Change the examples from singular to plural, including affirmative, negative, question. Make
sure they also use ‘any’ and ‘some’.
T: There is a chair

S1: There are some chairs
T: Negative
S2: There aren’t any chairs
1) There isn’t an apple in the bowl > There aren’t any apples in the bowl
2) Is there a dog in the park? > Are there any dogs in the park?
3) There is a key on the table.
4) There isn’t a phone in your pocket.
5) There is a coin in your purse.
6) There isn’t a pen in the bag.
7) Is there a piece of paper in front of you?
8) There isn’t a cookie on the plate.
9) There is a euro behind your ear.
10) There is a cat in the house.
11) There is a fly in your soup.
12) There is a man in the bathroom.
13) There is a woman on the phone.
14) Isn’t there a phone on the table?
15) Is there a key on the desk (escritorio)
16) There is a coffee on the floor.
17) There isn’t an apple in my hand.
18) There is a dog in the car.
19) There is a banana in the bowl.
NUMBERS: 1-100
1. Go to page 34 and check they know numbers 1-20 and then check the pronunciation
on 30, 40 etc.
2. Do a dictation of 20, 10, 50, 80, 100, 40, 70, 30, 90, 60
3. Then practice by getting them to say a number each from ’10-20’, ‘40-50’ etc. If it’s
quite easy you could make them start again if they make pronunciation mistakes or
hesitate.
4. Finally, write on the board sets of similar sounding numbers: 16, 60, 14,40 but away
from each. Then point to the number and get the student to say it. Do it quickly to
make sure they can remember the different pronunciation.
Error común: Persons vs. People

To practice this point do a sentence building exercise with numbers, you can also include
places.
1) 25 = There are 25 people.

2) 40 – the room = There are 40 people in the room.
3) 14 – the kitchen = There are 14 people in the kitchen.
4) 24 – the concert
5) 5 – the café
6) 56 - the observatory
7) 200 – the museum
8) 3 – the chair
9) 5 - box.
10) 17 – the bus.
11) 28 – the office.
12) 36 – the meeting.
13) 301 - Vaughan.
14) 43 – the party.
15) 101 – the conference.
16) 12 - McDonalds.
17) 19 - Burger King.
18) 30 - Goiko Grill.
19) 21 – the living room.
20) 5 – the bath.
UNIT 16
“VERY”, “REALLY” Y “SO”
Explain to the students that we can use ‘very’, ‘really’ and ‘so’ to emphasize adjectives. Remind
them of the pronunciation ‘very’ /vvvéri/. Also, that in spoken English ‘really’ is more commonly
used than ‘very’ in affirmative sentences. Use the adjectives from the vocabulary section you have just
taught.
Combine ‘very’, ‘really’ or ‘so’ with a noun and an adjective. Get them to make a sentence and
make sure they focus on intonation too.
1) Car – really – expensive = The car is really expensive.

2) Soup – so – delicious = This soup is so hot/delicious.
3) She – very – tired = She is very tired/happy/pretty etc
4) Apple – really – sweet
5) Crisps – very – salty

6) Vinegar – so – bitter
7) Sauce – so – spicy
8) Lemons – really – sour
9) Your Mum – really – sweet
10) Chips – so – salty
11) He – really – bitter
12) Chilli – so – hot
13) Cream – really – sour
14) Candy – really – sweet
15) Class – really – boring (aburrida)
16) Teacher – very – ugly (feo/a)
17) Dog – really – loyal (leal)
18) Movie – really – long
19) Car – so – old
20) House – really – smelly (apestosa)
VOCABULARY: SWEET, SALTY, BITTER, SPICY / HOT, SOUR

dulce sweet /suíitttt/
salado salty /sóolti/
amargo bitter /bíta/
picante spicy / hot /ssspáisi/ /hhhot/
agrio, ácido sour /sáua/
Students will now ask you questions using the vocabulary.
1. Ask me if my coffee is bitter

2. Ask me if I like curry to be spicy
3. Ask me if I prefer salty to sweet food
4. Ask me if I like sweet/fruity or dry (seco) wine.
5. Ask me if crisps are salty.
6. Ask me if British beer is bitter.
7. Ask me if sugar is sweet.
8. Ask me if sour cream is sour.
9. Ask me if I like sour haribo.
10. Ask me if I like sweet haribo.
11. Ask me if I like spicy chilli.
12. Ask me if I like bitter beer.
13. Ask me if apples are sweet or salty.

14. Ask me if crisps are sour.
15. Ask me if chilli peppers are spicy.
16. Ask me if I prefer sour to sweet haribo.
17. Ask me if I like salty drinks (e.g. micheladas!)
18. Ask me if I like spicy micheladas.
19. Ask me if I make spicy curries.
20. Ask me if drink bitter beer.
Now have your students build sentences and ask questions
T: Honey/sweet - Question
S1: Is honey sweet?
T: Affirmative answer
S2: Yes, honey is sweet
1) Indian food / spicy

2) Chinese food / sweet and sour
3) Sugar / sweet
4) Curry / hot
5) Gazpacho / cold
6) Potato chips/crisps / salty
7) Strong coffee / bitter
8) Bread / sourdough
9) Milk / sour
10) English beer / bitter
UNIT 17
IMPERATIVE WITH BASIC VERBS

Explain you’re now going to practice imperatives with some commonly used verbs. Remind
them that when it’s imperative they don’t need to use ‘to’ in the sentence.
Do a ‘tell me to’ task with different verbs. You could also get them to add ‘please’.
1. Tell me to close the door = Close the door

2. Tell him to do his homework = Do your homework!
3. Tell her to listen to the teacher = Please, listen to the teacher.
4. Tell him to open the door = Please, open the door
5. Tell us to do it = Please, do it.
6. Tell her to watch TV = Please, watch TV
7. Tell me to do you a favour =Please, do me a favour
8. Tell her to clean the desk = Please, clean the desk
9. Tell them to repeat that = Repeat that
10. Tell her to be patient = Be patient
11. Tell him to be careful = Be careful!
12. Tell us to help you = Help me!
13. Tell me to put the pen on the table = Put the pen on the table!
14. Tell her to go to sleep = Go to sleep!
15. Tell him to open his pencil- box = Open your pencil-box
16. Tell us to go to the supermarket = Go to the supermarket!
17. Tell her to open the books = Open your books!
18. Tell them to do it for you = Do it for me!
19. Tell me to listen to that song = Listen to that song!
20. Tell them to speak out loud – Speak out loud!
PRONUNCIATION: “COLOUR”
The students ask you and each other questions with ‘colour’. Reinforce the correct
pronunciation.
1) Ask me what my favourite colour is

2) Ask…what colour the sky is
3) Ask…what colour lemons are
4) Ask … what colour bananas are
5) Ask … what colour his shirt is
6) Ask … what his sister´s favourite colour is
7) Ask … what colour his sweater is
8) Ask … what colour his sofa is
9) Ask … what colour the sun is

10) Ask … what colour his pen is
AGILIDAD VERBAL WITH COLOURS; WHAT COLOUR IS/ARE...? IT’S/THEY’RE...
Now, like on pg 39, give them the word so they can make the question and then another
student can answer.
1) Spanish flag = What colour is the Spanish flag? It’s red and yellow.
2) Zebras = What colour are zebras? They´re black and white
3) Bees = What colour are bees = They´re black and yellow
4) French flag = What colour is the French flag? = It´s blue, white and red
5) Brazilian flag = What colour is the Brazilian flag? It´s green, yellow and blue
6) His eyes = What colour are his eyes? They´re …
7) German flag = What colour is the German flag? It´s black, red and yellow
8) Frogs = What colour are frogs? They´re green
9) American flag = What colour is the American flag? It´s red, white and blue
10) Moles = What colour are moles ? They´re grey
11) Chairs in the classroom = What colour are the chairs in this classroom? They are blue
12) The sun = What colour is the sun? It´s yellow
UNIT 18
“TOO” + ADJETIVOS
Now it’s time to practice ‘too’ which means ‘demasiado’.
Tell your students it comes before adjectives and it’s pronounced the same as the number ‘2’.
Students have to rephrase the following sentences adding ‘too’.
1) Teacher: This shirt is long

Student: This shirt is too long.
2) Are the coffees bitter? = Are the coffees too bitter?
3) It isn’t expensive for us = It isn’t too expensive for us.
4) These trousers are big = These trousers are too big
5) Is that lemon sour = Is that lemon too sour?
6) She´s beautiful = she is too beautiful

7) The shoes are small = The shoes are too small
8) He´s strong = He´s too strong
9) The building is ugly = The building is too ugly
10) Is ford expensive? = Is ford too expensive?
11) Is the Mississippi long? = Is the Mississippi too long?
12) The chair is blue = The chair is too blue
13) He´s old = He´s too old
14) Is that dog big? = Is that dog too big?
15) The skirt is yellow = The skirt is too yellow
16) Is she young? = Is she too young?
17) The girl is weak = The girl is too weak
18) He´s late = He´s too late
19) The house is expensive = The house is too expensive
20) Is she tall? = Is she too tall?
VOCABULARY: OPPOSITES (SMALL/BIG, SHORT/LONG, RICH/POOR, ETC.)
You are now going to introduce some opposites to your students. Elicit any new words using
pictures (see pics at the end of this drills). Make sure that your students know the opposites
and are pronouncing them correctly before beginning the exercise below. In this exercise,
your students must answer your questions with a negative answer changing the adjective to its
opposite.
T: Is the presentation too short?

S: No, it’s too long!
1. Is the T-shirt too big?

No, it’s too small!
2. Are the children too old for the game?
No, they’re too young!
3. Is the hotel too cheap?
No, it’s too expensive!
4. Is the coffee too strong?
No, it’s too weak!
5. Are the jeans too small?
No, they’re too big!
6. Are the shoes too expensive?
No, they’re too cheap!
7. Is he too young for the job?

No, he’s too old!
8. Is the film too long?
No, it’s too short!
9. Is it too late?
No, it’s too early!
10. Is this too difficult for you?
No, it’s too easy!
11. Is the presentation too long?
No, it´s too short!
12. Aren´t the coats too cheap?
No, they´re too expensive!
13. Is the exercise too easy?
No, it´s too difficult
14. Isn´t Bustamante too young?
No, he´s too old
15. Aren´t your headphones too big?
No they´re too small
16. Isn´t the tea too weak?
No, it´s too strong
17. Is the chocolate too sweet?
No, it´s too bitter
18. Are you too weak?
No, I´m too strong
19. Are your friends too angry?
No, they´re too friendly
20. Isn´t this coat too warm?
No, it´s too cold

COMMON MISTAKE: “SO EXPENSIVE” VS “TOO EXPENSIVE”
In this point you should remind your students not to confuse ‘so’ with ‘too’. ‘
‘Es demasido caro = It’s too expensive whereas ‘¡Que caro es! = It’s so expensive’.
Get the students to do the translation on pg 41. Make sure that they use good intonation.
¡El café es superfuerte! This coffee is so strong!
¡Los vaqueros son demasiado pequeños! The jeans are too small!
¡Has llegado aquí demasiado pronto! You’re here too early!
¡Qué grande es esa casa antigua! That old house is so big!
¡Qué antigua es esta canción! This song is so old!
Los cacahuetes están demasiado salados. The peanuts are too salty.
¡Esos niños son muy jóvenes! Those kids are so young!
¡El examen es demasiado fácil! The exam is too easy!

¡El test es dificilísimo! The test is so difficult!
¡Los clientes están muy enfadados! The clients are so angry!
UNIT 19
REVIEW
Now review everything by asking direct questions.
1. Are your parents really nice?

2. When are they leaving?
3. What colour are your shoes?
4. Do have a nap in the afternoon?
5. Are you from the west of Spain?
6. What´s your favourite colour?
7. Is there a nice French restaurant near here?
8. What colour is the French flag?
9. Are peanuts too salty?
10. Is his sweater too short?
11. Are you careful?
12. Is the coffee too bitter?
13. Is the tea too strong?
14. What colour are my eyes?
15. Are you from the south of Spain or from the north of Spain?
16. Is your shirt too expensive?
17. Are you late?
18. Where´s Berlin?
19. How many people are there in this city?
20. What´s Spain famous for?
PRONUNCIATION: “EA” AS /II/: WEAK, REASON, MEAL, CHEAP, LEAVE...
Your students will now practice the pronunciation of “ea” as “ii” in the words above. To
practice, have them change these sentences into a question.
T: The jeans are cheap

S1: Are the jeans cheap?
T: Answer

S2: Yes, the jeans are cheap
1. She wants to leave.

2. My kitchen is clean.
3. The shoes are expensive.
4. The tea is weak
5. The coffee is strong
6. The sauce is spicy
7. She wants to call him
8. The swimming pool is near the city
9. They´re leaving soon
10. The classroom is big
11. They want to call you
12. Spain is famous for its olive oil
13. The sky is blue
UNIT 20
“TO COME IN(TO)” Y “TO GO IN(TO)”
Now it’s time to practice ‘come in’ and ‘go in’, mention that ‘enter’ exists but it is formal and
not used as much as these phrasal verbs. Explain where you’re speaking from determines the
verb. For example, if you’re inside a room/house and you ask a person outside of that zone to
enter then you use ‘come in’.
Do a ‘tell me to’ and change your position so they understand which verb to use. E.g. Stand
outside the door and say ‘Tell me to come in’.
1. Tell me to leave the room

2. Tell me to knock on the door
3. Tell me to come in
4. Tell …to go into the hall
5. Tell me to come into the room
6. Tell me to go into reception
7. Tell me to come into the classroom
8. Tell me to go into the bathroom
9. Tell me to come in
10. Tell me to go into the staffroom

11. Tell me to come into this room.
12. Tell me to go into that room
13. Tell me to come into this room
Now, hold up pictures of various places such as a cinema, home, office etc..
T: John – cinema – come
S: John is coming into the cinema
T: Go
S2: Tom is going into the cinema
1. Steve – home – go
2. Steve home – come
3. Amy – the office – come
4. Amy – the office – go
5. Jane – the concert – come
6. Jane –the concert – go
7. Mike – the supermarket – go
8. Mike the supermarket - come
Alternatively print pictures of places (with titles) and place them around the room. Now you
can tell students to go into the various buildings and they can then tell the teacher or each
other to come into different buildings, reinforcing the importance of location.
REVIEW: OBJECT PRONOUNS + PREPOSITIONS
Now you are going to review object pronouns and prepositions. To practice this point do the
translation list on pg 45 and then practice with objects in the classroom.
1. Where is my pen?
2. Who is she next to?
3. What’s behind me?
4. Is the window in front of you or behind you?
5. Where is the door?

6. Where is your book?
7. Who is beside you
8. Who is with you?
9. Who is the letter for?
10. Who do you live with?
11. What is in front of you?
12. Which day is between Tuesday and Thursday?
13. What is the pen next to?
14. Who is this book for?
15. Where is the bin?
COMMON MISTAKE: I’M COMING VS I GO
In this point we’re practicing using “I’m coming!” instead of the common mistake “I go”. This
mistake is because in Spanish they would say “voy”.
To practice this point, follow the example below and add 7 more using different pronouns
(she/we/they/he/I).
T: Lunch is ready! John and Peter
S: They’re coming
1. The train is leaving. Mike

He’s coming!
2. The train is leaving. Mike
He’s coming!
3. The class is starting. Maria
She’s coming!
4. Dinner is ready. Pablo and Sofia
They´re coming!
5. The game is starting. Us
We´re coming!
6. The taxi´s arrived. You
I´m coming!
7. The film is starting. Sophia
She’s coming!
8. The coffee´s ready. Us

We´re coming!
9. Hurry up, we´re late. You
I´m coming!
UNIT 21
“THIS ONE” AND “THAT ONE”
In this point the students are practicing using “this one” and “that one”. Students usually say
“the red” rather than “the red one” so make sure that they know in English we usually use “the
…. One”.
(15 examples) Find a picture with a few objects on it (like picture 81 in the picture book but
you will need to add colour yourself). Put one copy on the table in front of your students and
stick one on the wall or board. Say the name of the person who owns the phone and point at
one of the two pictures.
*Teacher points to a phone on the picture on wall*
S: That one is green
*Teacher points to a phone on the picture on the table*
S: This one is green
Continue with this pattern making sure you alternate between singular and plural.
COMMON MISTAKE: “GOOD/BAD/GREAT NEWS” VS “A GOOD NEW”
Remind your students that news is an uncountable noun so they never use ‘a’. Also remind
them to pronounce the s at the end.
Use a sentence building exercise to practice this point, alternate between good, bad and great
news.
T: Mary – new job
S1: Mary got a new job!
S2: That’s great news!

T: Pablo – broken leg
S1: Pablo broke his leg!
S2: That’s bad news!
T: Sophia – a baby
S1: Sophia’s having a baby!
T: Mike – found keys
S1: Mike found his keys!
S2: That’s good news!
T: Peter – won competition
S1: Peter won thwe competition!
T: Maria – lost job
S1: Maria lost her job!
T: Paul – promotion
S1: Paul got a promotion!
T: Isabel – new boyfriend
S1: Isabel got a new boyfriend!
S2: That’s good news!
T: Richard – missed flight
S1: Richard missed his flight!

T: Paula – get married
S1: Paula´s getting married!
UNIT 22
“TO CALL”
Remind students that call is never followed by a preposition and check that they are
pronouncing it perfectly.
Use a sentence building activity to work on the students’ agility with the verb. Follow the
example below. Use the present simple and present continuous.
T: John – Mark – Everyday
S1: John calls Mark everyday
T: Question
S2: Does John call Mark every day?
T: Answer in the negative
S3: No, John doesn’t call Mark every day.
T: John – Mark – Right now
S4: John is calling Mark right now
T: Question
S5: Is John calling Mark right now?
S6: No, John isn’t calling Mark right now.
1. Joe – his mum – every Sunday

2. Sarah – her boss – right now
3. Mike – his office – every Monday morning

4. Richard – his girlfriend – as we speak
5. My colleague – me – once a month
6. My boss – me – right now
7. My parents – my sister – once a fortnight
8. My sister – my parents – at Christmas
9. Me – my best friend – twice a month
10. My best friend – me – twice a day
11. Marga - Her Parents – on Sundays.
12. Tom – His Boss – right now.
13. Susana – QVC – every day.
14. Tony – Denise – right now.
15. Simon – Jean – for advice.
16. Karren – Jess – right now.
17. Scot – Jenny – every evening.
18. Holly – Her Bank Manager – right now.
Part 2: Remind your students that we “call someone on the phone” and we say “she is on the
phone”. Drill your students with direct questions making them use the expression “on the
landline/mobile”….
1. Do you usually call your mum on her landline? Ask him/her

2. Are you calling me on your mobile?
3. Do you call your office on your mobile or your landline? Ask me
4. Does your colleague call you on your mobile?
5. Do you prefer to call people on your mobile or your landline? Ask him/her
6. Is Javier on the phone right now?
7. Was He on the phone 10 minutes ago?
8. Does Rajoy call King Felipe on the phone?
9. Is the receptionist on the phone at the moment?
10. Do you call your Brother on his landline once a week?
11. Is your Sister calling your Brother on his mobile right now?
12. Are you on the phone right now?

VOCABULARY
novio* boyfriend /bóifrenddd/

novia* girlfriend /géelfrenddd/
prometido / prometida fiancé / fiancée /fiónsei/
marido husband /hhháasbanddd/
mujer wife /uáif/
Drill the vocabulary above using an ask me drill
Ask me if
1. I have a husband
2. My sister has a fiancé
3. My sister’s fiancé is tall
4. My brother has a girlfriend
5. My cousin’s wife works as a lawyer
6. My uncle’s fiancée has red hair
7. My boyfriend has a beard
8. My brother’s girlfriend lives in London
9. Ask me if Jason has a girlfriend
10. Ask me if William is looking for a fiancée
11. Ask me if her husband is fat
12. Ask me if I am calling my boyfriend on his mobile
13. Ask me if my wife is on the phone
14. Ask me if her fiancé is good looking
15. Ask me if he is marrying his fiancée right now
16. Ask me why the wife is divorcing her husband
17. Ask me if his girlfriend is looking for a different boyfriend
18. Ask me if my girlfriend is tall or short
19. Ask me if his wife is getting bored
“REVIEW”
Drill your students on the main points from unit 22 using direct questions

1. Do you call your boss every day?
2. Do your parents call you every weekend?
3. Is she calling her husband on the landline?
4. Do you call your best friend for advice?
5. Are you calling the police?
6. Does your boss call you on your mobile?
7. Do you call your wife / husband on her / his mobile?
8. Is your boyfriend / girlfriend on the phone right now?
9. Does your wife call you on your mobile?
10. Is your sister and her fiancé getting married soon?
11. Is Angela looking for a husband?
12. Do you have a fiancé / fiancée?
13. Are these your children?
14. Is that your wife / husband?
15. Are you on the phone?
16. Is your boss on the phone?
17. Is your boss calling his secretary on the landline right now?
18. Do you often call your kids?
19. Is your husband on the phone to you right now?
20. Is John calling his girlfriend on her mobile at the moment?
UNIT 23
“THERE”, “THEIR” Y “THEY’RE”
Now you are going to work on the difference between there, their and they’re. Practice this
point with an ‘ask me’ drill. Stick to the present simple and present continuous.
1. Ask me if they’re with their teacher

2. Ask me if they’re over there
3. Ask me if their things are here
4. Ask me if their things are there
5. Ask me if they’re studying English
6. Ask me if they’re with their classmates
7. Ask me if their teacher is British
8. Ask me if their work is difficult

9. Ask me if their work is with their boss
10. Ask me they’re doing work right now
11. Ask me if their colleagues are with their boss
12. Ask me if they’re working there
13. Ask me if their flat is there
14. Ask me why they’re here but their parents are there
PRONUNCIATION: “-IETH” ENDING ORDINAL NUMBERS EG. 20TH OF MAY, 50TH BIRTHDAY,
20TH CENTURY ETC
Drill the students with a sentence building activity. Only use the present simple and
the future with will.
T: 20th May – today
S1: Today is the 20th May
1. 40th birthday – John - Today

Today is John’s 40th birthday
2. 50th anniversary – Julie and Steve - Tomorrow
Tomorrow will be Julie and Steve´s 50th anniversary
3. 30th November - Next Monday
Next Monday will be the 30th November
4. 60th birthday – Jenny – today
Today is Jenny’s 60th birthday
5. 20th wedding anniversary – The Johnson’s – Tomorrow
Tomorrow will be the Johnson´s 20th wedding anniversary
6. 70th birthday party – Donald – tonight
Tonight is Donald’s 70th birthday party
7. Last century – 20th
Last year was the 20th century
8. 30 October tomorrow
Tomorrow will be the 30th October
9. 20 Century Harry Potter
Harry Potter is from the 20th century
10. 10 July today

Today is the 10th July
11. Couple 50 anniversary
The couple’s 50th anniversary
12. Next Monday 100 day
Next Monday will be the 100th day of the year
13. Vaughan Systems 70 book
Vaughan’s 70th book
14. 60 English class their
Their 60th English class
15. 80 birthday granddad
It’s Grandad’s 80th birthday
16. 40 Tom Cruise
Tom Cruise’s 40th film
17. 90 song next week
It will be the 90th song
UNIT 24
“GOING”, “DRIVING” Y “FLYING” + “FROM... TO”
Now you’re going to work on the structures “going”, “driving” and “flying” + “from … to”
Start off by putting a picture in each corner of the room. For example, an office, supermarket,
home and cinema.
Have a picture of a car and plan in front of you. Follow this drill.
T: Tell ____ to go to the cinema
S1: Go to the cinema
T: What are you doing?
S2: I’m going to the cinema
T: *Hold up a picture of a plane* And now?

S3: She’s flying to the cinema
T: Tell ___ to go to the office
S4: Go to the office
T: *Hold up the picture of a car* What’s she doing?
S5: She’s driving to the office
Bike – Cycling to the doctor
Trainers – Running to the supermarket
Taxi – Taking a taxi to the dentist
Car – Driving home
Motorbike – Riding your motorbike to the cinema
After they have gotten the hang of this, add “going from to”. Use picture 15 in Picture book 1.
Point at a boat or plane and have the students say “The flight is going from Paris to Sydney”.
VOCABULARY: IMPORTANT CITIES THAT ARE DIFFERENT IN ENGLISH: LISBON, ROME,

MOSCOW, BRUSSELS, MUNICH, EDINBURGH, WARSAW, BEIJING, ATHENS
Practice the cities above using an ’ask him/her´
1. Ask ____ what the capital of Portugal is

What’s the capital of Portugal
The capital of Portugal is Lisbon
2. Ask ____ what the capital of Greece is

What’s the capital of Greece
The capital of Greece is Athens
3. Ask ____ what the capital of Russia is
What’s the capital of Russia
The capital of Russia is Moscow

4. Ask ____ what the capital of Scotland is
What’s the capital of Scotland
The capital of Scotland is Edinburgh
5. Ask ____ what the capital of Poland is
What’s the capital of Poland
The capital of Poland is Warsaw
6. Ask ____ what the capital of China is
What’s the capital of China
The capital of China is Beijing
7. Germany – Berlin
8. Australia – Aukland
9. Ireland – Dublin
10. Canada – Ottawa
11. Belgium – Brussels
12. Netherlands – Amsterdam
13. Italy – Rome
14. Portugal - Lisbon
UNIT 25
SHORT ANSWERS WITH “THERE” + “TO BE”
Now you are going to use a short answer drill to work on “there + to be”. Keep your questions
in the present simple and alternate between singular and plural.
1. Are there are plates on the table?

2. Is there a book on the floor?
3. Are there any pens in your bag?
4. Are there any people in your house?
5. Is there a clock on the wall?
6. Are there any men in reception?
7. Is there a Chinese man in this class?
8. Is there a birthday in your family this month?
9. Are there any computers on the desk?

10. Is there any homework this week?
11. Is there any money in your pocket?
12. Are there any trees in Retiro?
13. Is there a lift in your building?
14. Are there any rings on my fingers?
15. Is there a hospital near your house?
PRONUNCIATION: “-ER” AT THE END OF WORDS WHICH SOUND MORE LIKE /A/ (IN BRITISH
ENGLISH!)
Now you’re going to look at the pronunciation of the ‘er’ at the end of words.
letter /léta/ better /béta/ computer /kompiúuta/
farmer /fáama/ teacher /tíicha/ over /óuvvva/
after /áafta/ number /námba/ water /uáata/
dinner /dína/ under /ánda/ mother /mádza/
father /fáadza/ brother /brádza/ sister /sísta/
Practice this using a mastering the interrogative with the words above and grammar the
students have seen up to now.
T: No, there isn’t a letter on the table.

S: Is there a letter on the table?
1. The teacher is taller than the student

Who is taller the teacher or the student?
2. Yes, that’s my computer
Is that your computer?
3. We are going for dinner at 7pm.
What time are you going for dinner (at)?
4. Suzie’s father is called Tom.
What is Suzie’s father called?
5. She’s drinking water because she’s hot.
Why is she drinking water?
6. Yes, the teacher is under the table
Is the teacher under the table?

7. Her favourite number is six
What’s her favourite number?
8. Yes, the letter B is after the letter A
Is the letter B after the letter A?
9. No, that movie isn’t better than this one
Is that movie better than this one?
10. Paul is a teacher because he loves kids
Why is Paul a teacher?
11. Sarah’s mother is angry with Sarah’s sister
Who is Sarah’s mother angry with?
12. The letter arrived yesterday
When did the letter arrive?
13. We’re looking for a small and inexpensive computer
What type of computer are you looking for?
14. No, Jame’s father isn’t a farmer
Is Jame’s father a farmer?
15. The meeting will be over in 20 minutes
When will the meeting be over?
COMMON MISTAKE: THIS NIGHT VS. TONIGHT
Remind students that we never say “this night” in English. Work on this point by getting your
students to change sentences from the negative to the affirmative and back again. Try to use
some of the vocabulary and grammar from the past few units if possible.
T: My sister isn’t going to the dinner tonight
S1: Your sister is going to the dinner tonight
T: His sister (alternate between their/our/my/your)
S3: His sister isn’t going to the dinner tonight
1. My sister is going to the dinner tonight

2. She isn’t going to be late tonight
3. The food isn’t sour tonight
4. She isn’t going to buy her currency tonight
5. They aren’t going to the gym tonight
6. There isn’t any bread with the dinner tonight
7. She isn’t going to have a shower tonight
8. The wine isn’t too sweet tonight

9. She isn’t nervous tonight
10. I’ll see you tonight
11. We aren’t going to bed tonight
12. Maria isn’t sleeping on the sofa tonight
UNIT 26
HOW TO USE “ONLY” AND “THE ONLY”
Make sure your students know that in English we use only after the verb to be eg. It’s only a
joke but before other verbs eg. I only have 20 euro. Practice using a rephrasing exercise. Have
your students add ‘only’ to these sentences.
1. It’s a joke.
It’s only a joke.
2. She has a brother.
She only has a brother.
3. It’s an hour from here
4. She works until 3pm
5. There are 2 men in the class
6. They drive to work on Saturdays
7. It’s Monday
8. There is one house for sale
9. It’s the way to do it (The only)
10. They take the metro home when it rains
11. It’s 20 Euros
12. She’s the Chinese girl in class (THE ONLY)
13. It’s for today
14. There are 200 phrasal verbs to learn
15. She is 4 years old
PRONUNCIATION: “EY” PRONUNCED AS /II/: MONEY, HONEY, KEY, MONKEY, HOCKEY, SYDNEY

Now you will practice the pronunciation of the ‘ey’ at the ends of words. Remind your
students that it’s not ‘monaay´´.
Practice the pronunciation using an ‘ask me’ drill:
1. Ask me if I like honey

2. If I ride a donkey to work
3. If my sister has a pet monkey
4. If my brother plays hockey
5. If I eat Turkey at Christmas
6. Where I keep my money
7. If there is a key in my pockey
8. If my wife is nosey
9. How many trollies there are in the supermarket
10. If my sister lives in Sydney
11. If my cousin is called Whitney
12. How often I go on a journey
UNIT 27
THE VERB “TO TAKE”
Now your students will see the verb “to take” in the context of “llevar” or “coger” in Spanish.
Drill this using a sentence building activity.
1. John/bus/every day
2. Mike/aspirin/every so often
3. Pepe/metro/every Tuesday
4. Maria/train/every morning
5. Paula/a tablet/on Thursdays
6. Isabel/taxi/on Fridays
7. My mother/tram/this morning
8. Her sister/a painkiller/every now and again
9. My friend/ bus/ every afternoon
10. Mary/aspirin/from time to time
11. Nacho/bus /every evening
12. My parents/train/every summer
13. My teacher/taxi/on Mondays
14. Laura/metro/Saturday mornings

15. Marta/ a pill/ every now and again
VOCABULARY – MEANS OF TRANSPORT: VAN, LORRY, UNDERGROUND, MOTORBIKE, SCOOTER,

COACH...
Now practice the vocabulary words above along with “there + to be” and “to take”´. Practice
using direct questions.
1. Do you take the tube to work?

2. Are there many lorries on the motorway?
3. Does he take the metro to work?
4. Do you take a taxi to the supermarket?
5. Are there a lot of motorbikes in Madrid?
6. Do you drive a van?
7. Are there many boats in the ocean?
8. Does your friend take the subway to her office?
9. Are there any Lorries in Spain?
10. Do you have a scooter?
11. Is there a car outside your house?
12. Do you like the underground?
SECONDARY GRAMMAR POINT/REMINDER: “YOU’RE” VS “YOUR”
The point of this exercise is to make sure your students recognize the difference between
“your” and “you’re”. Start off by putting a couple of signs on the table in front of the students,
some with “your” and others with “you’re”.
Then read the sentences below (in English) from their books (pg.59) and have them hold up
the correct sign as you read the sentences. Make it into a competition.
1. You’re late and your brother is late, too.
2. You’re not doing your homework.
3. Is that your scooter?
4. You’re in your favourite restaurant.
5. You’re driving your car and I’m driving mine.
6. Your son is driving your van.
After this, have your students change sentences from the 1st person to the 2nd person.
1. I’m tall and my sister is tall too.

You’re tall and your sister is tall too.
2. I´m happy and my friend is happy too.
You´re happy and your friend is happy too.

3. I´m angry and my mother is angry too.
You´re angry and your mother is angry too.
4. I´m intelligent and my brother is intelligent too.
You´re intelligent and your brother is intelligent too.
5. I´m calm and my friend is calm too.
You´re calm and your friend is calm too.
6. I´m hungry and my neighbor is hungry too.
You´re hungry and your neighbor is hungry too.
7. I´m short and my best friend is short too.
You´re short and your best friend is short too.
8. I´m beautiful and my friend is beautiful too.
You´re beautiful and your friend is beautiful too.
9. I´m sad and my boyfriend is sad too.
You´re sad and your boyfriend is sad too.
10. I´m thirsty and my father is thirsty too.
You´re thirsty and your father is thirsty too.
11. I´m ill and my friend is happy ill.
You´re ill and your friend is ill too.
12. I´m tired and my teacher is tired too.
You´re tired and your teacher is tired too.
UNIT 28
QUESTIONS WITH “HOW...?” + ADJECTIVE
Now work on using how + adjective in the question form. Practice this by giving your students
direct questions and have them add ‘how’.
1. Is the lake deep?

How deep is the lake?
2. Is the hotel far from the airport?
3. Is your TV big?
4. Is your nephew tall?
5. Is the package heavy?
6. Is your car fast?
7. Is the exam difficult?

8. Is the summer in Spain hot?
9. Is the winter in Russia cold?
10. Is the Amazon long?
11. Is your pillow soft?
12. Is your grandmother old?
13. Is the suitcase small?
14. Are the shoes uncomfortable?
15. Are the jeans tight?
16. Is the man fat?
PRONUNCIATION: “OME” /AMMM/: COME, BECOME, SOME, WELCOME, HANDSOME BUT

NOT: “HOME”
Work on the pronunciation of the “ome” at the end of the words above by having your
students change sentences from the 1st person to he/she/we/they/you
1. I come to the party – she

She comes to the party
2. I feel welcome – they
They feel welcome
3. I have some wine on the table. He
He has some wine on the table.
4. I welcome you to the neighborhood. He
He welcomes you to the neighborhood.
5. I become a teacher. She
She becomes a teacher.
6. I have some cheese in the fridge. They
They have some cheese in the fridge.
7. I come home at 3 every day. She
She comes home at 3 every day.
8. I become a teacher. She
She becomes a teacher.
9. I am handsome. He
He is handsome.
10. I love my home. They
They love my home.
11. I go home every Friday. They
They go home every Friday.

12. I have some water in my bottle. He
He has some water in his bottle.
13. I want to go home tomorrow. She
She wants to go home tomorrow
14. I have some good news. He
He has some good news.
15. I become an English teacher. She
She becomes an English teacher.
UNIT 29
VERBAL AGILITY WITH “A” AND “AN” + PROFESSIONES
Remind your students that we always use an article (a/an) before professions. Use a sentence
building activity to practice. Use the vocabulary below in this drill.
T: Sam – teacher
S1: Sam’s a teacher
T: Question
S2: Is Sam a teacher?
S3: No, Sam isn’t a teacher
1. T: Pepe—doctor
S1: Pepe´s a doctor
T: Question
S2: Is Pepe a doctor?
T: Answer in negative
S3: No, Pepe isn´t a doctor.

Answer in affirmative
2. Is Mary an engineer?
Yes Mary is an engineer.
3. Is Laura an architect?
Yes, Laura is an architect.
4. Is John a nurse?
Yes john is a nurse.
Answer in negative
5. Is your mother an accountant?
No my mother isn´t an accountant
6. Is Juan an actor?
No Juan isn´t an actor.
7. Is Marta a waitress?
No Marta isn´t a waitress.
Rephrase:
8. My father- taxi driver
My father is a taxi driver
9. My sister – secretary
My sister is a secretary
10. Lisa – farmer
Lisa is a farmer
11. Pablo – surgeon
Pablo is a surgeon

VOCABULARY: PROFESSIONS
Practice the vocabulary below again with a drill working on the structure “Do you know
anyone who is …”
profesor/a* a teacher /atíiicha/

un/a profesor/a de inglés an English teacher /anín(g)lishhh tíicha/
un/a médico/a a doctor /adókta/
un/a enfermero/a a nurse /anees/
un/a camarero/a a waiter/waitress /auéita/ /auéitresss/
un/a actor/actriz an actor/actress /anákta/ /anáktress/
un/a dependiente/a de tienda a shop assistant /ashópasistant/
un/a policía a police officer /apolíiis ófisa/
un/a arquitecto/a an architect /anáaquitekt/
un/a ingeniero/a an engineer /anenchiníiia/
un/a abogado/a a lawyer /alóoia/
un/a contable an accountant
T: Teacher
S1: Do you know anyone who is a teacher?
S2: Yes, I know someone who is a teacher
1. T: Doctor
S1: Do you know anyone who is a doctor?
S2: Yes I Know someone who is a doctor.
2. T: nurse
S1:Do you know anyone who is a nurse?
S2: Yes I Know someone who is a nurse.
3. T: waitress
S1:Do you know anyone who is a waitress?
S2: Yes I Know someone who is a waitress
4. T: actor
S1:Do you know anyone who is an actor?
S2: Yes I Know someone who is a actor

5. T: shop assistant
S1:Do you know anyone who is a shop assistant?
S2: Yes I Know someone who is a shop assistant
6. T: police officer
S1:Do you know anyone who is a police officer?
S2: Yes I Know someone who is a police officer
7. T: architect
S1:Do you know anyone who is an architect?
S2: Yes I Know someone who is a architect
8. T: an English teacher
S1:Do you know anyone who is an English teacher?
S2: Yes I Know someone who is a n English teacher
9. T: engineer
S1:Do you know anyone who is an engineer?
S2: Yes I know someone who is an engineer
10. T: lawyer
S1: Do you know anyone who is a lawyer?
S2: Yes I Know someone who is a lawyer
11. T: accountant
S1:Do you know anyone who is an accountant?
S2: Yes I Know someone who is an accountant
12. T: security guard
S1:Do you know anyone who is a security guard?
S2: Yes I Know someone who is a security guard
13. T: scientist

S1:Do you know anyone who is a scientist?
S2: Yes I Know someone who is a scientist
14. T: surgeon
S1:Do you know anyone who is a surgeon?
S2: Yes I Know someone who is a surgeon
15. T: mechanic
S1:Do you know anyone who is a mechanic?
S2: Yes I Know someone who is a mechanic
UNIT 30
REVIEW
Use the repaso translation list to review points from previous units.
UNIT 31
“UPSTAIRS” Y “DOWNSTAIRS”

Now your students will practice using “upstairs” and “downstairs”. Print off a picture of a
house and drill them making sure that they are using “upstairs” and “downstairs”. Keep your
questions in the present simple.
1. Is the kitchen upstairs or downstairs? Ask him …

2. Are the bedrooms upstairs or downstairs?
3. Do the family cook upstairs or downstairs?
4. Is the bathroom upstairs or downstairs?
5. Do the family sleep upstairs or downstairs?
6. Is the living room upstairs or downstairs?
7. Do the family come into the house upstairs or downstairs?
8. Is the attic upstairs or downstairs?
9. Do the family get dressed upstairs or downstairs?
10. Is the study upstairs or downstairs?
11. Do the family have breakfast upstairs or downstairs?
12. Is the front door upstairs or downstairs?
13. Do the family take a shower upstairs or downstairs?

14. Is the toilet upstairs or downstairs?
15. Do the family watch TV upstairs or downstairs?
16. Is the cooker upstairs or downstairs?
17. Do the children play with toys upstairs or downstairs?
18. Is the telephone upstairs or downstairs?
19. Do the family study upstairs or downstairs?
20. Is the fridge upstairs or downstairs?
PRONUNCIATION: “DIFFERENT” Y “DIFFERENCE”
Work on the difference in pronunciation between “different” and “difference”. Practice by

having your students change sentences into questions.
T: This is different.
S: Is this different?
1. There is a difference between them.

Is there a difference between them?
2. That is very different.
Is that very different?
3. There is a difference between Coca cola and Pepsi.
Is there a difference between Coca cola and Pepsi?
4. Her coat is different today.
Is her coat different today?
5. There is a difference between wake up and get up.
Is there a difference between wake up and get up?
6. His opinion is different.
Is his opinion different?
7. The difference is huge.
Is the difference huge?
8. Her shoes are different.
Are her shoes different?
9. The difference is not important.
Is the difference important?
10. His ideas are different.
Are his ideas different?
11. There are many differences.
Are there many differences?

UNIT 32
“TOGETHER” Y “ALONE”
Look at the opposites “together” (juntos) and “alone” (solo). Practice using a rephrasing
exercise where the students have to add either together or alone and change names to
pronouns.
1. Katie and John go to the cinema.

They go to the cinema together.
2. Mike goes to the gym by himself.
He goes to the gym alone.
3. Steven and Melanie have breakfast at home.
They have breakfast together at home.
4. Joanne does her homework by herself.
She does her homework alone.
5. John runs to the park by himself.
He runs to the park alone.
6. Stuart and Joanne walk to school.
They walk to school together.
7. Clare listens to music when her colleagues leave the office.
She listens to music alone.
8. Angela drives to the village by herself.
She drives to the village alone.
9. The children play in the garden.
They play together in the garden.
10. Richard presents a radio show by himself.
He presents a radio show alone.
11. Cori and Gloria work in the same department.
They work together.
12. Tony sleeps in a single bed.
He sleeps alone.
13. Stephanie and charlotte visit Paul at the same time.
They visit him together.
14. Simon makes coffee by himself.
He makes coffee alone.
15. Ian and Isabel play scrabble.
They play scrabble together.

VOCABULARY: PENCIL SHARPENER STAPLER STAPLES DRAWING PIN, CLIP, PAPER CLIP
Now your students are going to work on using the vocabulary above with
this/that/these/those + to be. Practice by showing the students pictures of the vocabulary and
using the drill below.
T: **Point at stapler** Question

S1: Is this a stapler?
S2: No, this isn’t
Is this a pencil sharpener? (No, it isn´t)
Is it a drawing pin? (No, it isn´t)
What is it? (It´s a stapler)
1. Are these staples? (No, they aren´t)

2. Are they pencil sharpeners? (No, they aren´t)
3. What are they? (They are paper clips)
4. Is this a clip? (No, it isn´t)

5. Is it a paper clip? (No, it isn´t)
6. What is it? (It´s a pencil sharpener)
7. Are these paper clips? (No, they aren´t)

8. Are they pencil sharpeners? (No, they aren´t)
9. What are they? (They are staples)

PRONUNCIATION – “PH” PRONOUNCED LIKE “F”
In this pronunciation point you will be working on the pronunciation of ‘ph’ at the beginning of
words. Remind students that it’s pronounced as an ‘f’. Practice this with a sentence building
activity and review there + to be too.
T: Phone – the table – Question
S1: Is there a phone on the table?
S2: Yes, there’s a phone on the table
T: Negative
S3: No, there isn’t a phone on the table
1) Pharmacy-Gran Via-Question
S1: Is there a pharmacy on Gran Via?
T: Positive
Yes, there´s a pharmacy on Gran Via
Negative
No, there isn´t a pharmacy on Gran Via
2) Philosophy book – on the shelf
Question, Positive, Negative
3) Photo – in the album
4) Phrase – in the book

5) Phantom – in the house
6) Physics book – In your bag
7) Philadelphia – In Pennsylvania
8) Philadelphia cream cheese – In your refrigerator
9) Pharaohs – In the pyramids
10) A pheasant – On your plate
11) A city called Phoenix – In Arizona
12) A physical education (P.E.) teacher - In the school

REVIEW - Are these/those…? Yes, they are; No, they’re not / Are they...?
Use the questions on p.69 to review short answers with there is/are and the stationary
vocabulary below.
sacapuntas pencil sharpener /pénsil sháapna/
grapadora stapler /ssstéipla/
grapas staples /ssstéipels/
chincheta drawing pin /dróoin(g) pinnn/
clip paper clip /péipa klip/
UNIT 33
AGILITY WITH QUESTIONS
In this point your students will work on their agility when forming questions. Read out the
answers on p.70 and have your students form the question.
1. I’m at home. Where are you?
2. My name’s Adrian. What’s your name?
3. I’m cooking. What are you doing?
4. I’m watching a film. What are you watching?
5. I’m calling my mother. Who are you calling?
6. The boss is calling. Who’s calling?
7. No, the computer isn’t working. Is the computer working?
8. Yes, the instructions are necessary. Are the instructions necessary?
9. No, there aren’t any problems with the program Are there any problems with the program?
10. They’re bored because they’re waiting. Why are they bored?
11. They’re going to the cinema. Where are they going?
12. We’re sitting at the front. Where are you sitting?
13. The earrings are €150. How much are the earrings?
14. He’s writing an article. What is he writing?
15. The Great Wall of China is about 21,000 km long. How long is the Great Wall of China?
16. The T-shirt is €20. How much is the T-shirt?
17. The guests are tired. Who’s tired?
18. She’s going home in a minute. When is she going home?
19. He has green eyes. What colour are his eyes?
20. It’s half past seven. What time is it?
21. Yes, Texas is in the south of the US. Is Texas in the south of the US?
22. I’m leaving in half an hour. When are you leaving?
23. They’re going home because they’re tired. Why are they going home?
24. It’s 5 km from here to the airport. How far is it from here to the airport?
25. Yours is on the table. Where’s mine?

26. I’m flying from London Heathrow. Where are you flying from?
27. The new office is about 350 m2. How big is the new office?
28. My shoes are purple. What colour are your shoes?
29. We’re going to the theatre tonight. What are you doing tonight?
30. The swimming pool is 3 m deep. How deep is the swimming pool?
VOCABULARY: HAIR – BLOND, BALD, GREY, RED, DARK, MOUSTACHE, BEARD, STRAIGHT,
CURLY...
Drill the physical appearance vocabulary above using an ‘ask him/her’ drill.
Ask __ if he knows anyone with a beard
Do you know anyone with a beard?
Yes, I know someone with a beard
1) Ask _ if he knows anyone with a moustache

2) Ask _ if she knows anyone with red hair
3) Ask _ if he knows anyone with grey hair
4) Ask _ if she knows anyone with a mohawk
5) Ask _ if he knows anyone WHO IS bald
6) Ask _ if she knows anyone WHO HAS curly hair
7) Ask_ if he knows anyone who has blond hair
8) Ask _ if she knows anyone who is tall
9) Ask _ if he knows anyone who has dark hair
10) Ask _ if she knows anyone with dark hair
11) Ask _ if he knows anyone with blue eyes
12) Ask _ if she knows anyone who has blue eyes
13) Ask _ if he knows anyone who is short.
14) Ask _ if she knows anyone who is short and has red hair
15) Ask _ if he knows anyone who is short, bald and has a red beard.
UNIT 34
“I HAVE TO...”, ‘TENGO QUE...’
In this point your students will practice using “I have to + infinitive”. Practice using a
rephrasing exercise. Give your students commands and tell them to add “have to”.

T: Sophie - Study!
S1: Sophie has to study
T: And you?
S2: I have to study too.
1) Mark – Eat
2) Mary – Read
3) John – Clean
4) Laura – Do her homework
5) Alice – Make dinner
6) We – Wash the car
7) They – Go to the supermarket
8) He – Go to the supermarket
9) We – Save money
10) They – Go home
11) The child – Leave

12) The children - Leave
13) The players – Play football
14) The player – Play football
15) The clients – Sign the contract
COMMON MISTAKE: “I LOVE ITALIAN FOOD” VS “I LOVE THE ITALIAN FOOD”: NATIONALITIES +
NO USAR “THE”
Remind your students that when using the verbs “to love” and “to like”, we generally
omit the article “the” eg. I like Italian food (not I like the Italian food.) Practice this
point using an ‘ask me’ drill.
T: Ask me if I love Italian food
S1: Do you love Italian food?

T: Yes, and you?
S2: I love Italian food too.
1) French food
2) American movies
3) Spanish ham
4) German cars
5) Irish whiskey
6) English humor
7) Swiss chocolate
8) Russian vodka
9) Polish sausage
10) Argentinian beef
11) Portuguese wine
12) Greek olives
13) Belgian beer
14) Swedish furniture
15) Norwegian salmon
UNIT 35
“TO BE TRUE”
Remind your students that “to be true” in Spanish is ‘ser verdad’ and that we never say “to be
truth”. Practice this with the sentence building activity below.
T: London – expensive – question
S1: Is it true that London is expensive?
S2: Yes, it’s true that London is expensive
T: Short answer
S3: It’s true/that’s true
1. T: A city center – crowded – question

S1: Is it true a city center is crowded?

S2: Yes, it´s true a city center is crowded
S3: It´s true/ it isn´t true
2. Chinese – an easy language – question
S1: Is it true Chinese is an easy language?
3. You –Iceland
S1: Is it true you´re from Iceland?
4. You – speak – Spanish
S1: Is it true you speak Spanish?
5. You – work – UN
S1: Is it true you work for the UN?
6. Your brother – an actor
S1: Is it true that your brother is an actor?
7. You – speak – 5 languages
S1: Is it true that you speak 5 languages?
8. Your mother – a housewife
S1: Is it true that your mother is a housewife?
9. Your sister – a diamond ring
S1: Is it true that your sister has a diamond ring?
10. Nostrum – cheap
S1: Is it true that Nostrum is cheap?
11. You – from Hawaii
S1: Is it true you´re from Hawaii?
12. Your classmate – wear a white skirt
S1: Is it true your classmate is wearing a white skirt?
13. Your shoes – brown
S1: Is it true your shoes are brown?
14. Your best friend – a fireman
S1: Is it true your best friend is a fireman?
REVIEW: HOW TO SAY ‘SUYO’ IN ENGLISH DEPENDING ON THE CONTEXT

(HIS/HERS/THEIRS/YOURS)
Now you are going to review possessive adjectives in English with the rephrasing activity
below. Keep your examples in the present simple.
T: That pen belongs to him

S1: That pen is his
T: Question
S2: Is that pen his?
1. Those books don’t belong to her
Those books aren’t hers
2. That pencil doesn´t belong to him

S1: That pencil isn´t his
T: Question
S2: Isn´t that his pencil?
3. T: Those slippers belong to her
S1: Those slippers are hers
T: Question
S2: Are those slippers hers?
4. T: That piece of paper doesn´t belong to me
S1: That piece of paper isn´t mine
T: Question
S2: Is that piece of paper mine?
5. T: Those brown shoes don´t belong to them
S1: Those brown shoes aren´t his
T: Question
S2: Are those brown shoes his?
6. T: That mobile belongs to you
S1: That mobile is yours
T: Question
S2: Is that mobile yours?
7. T: Those folders don´t belong to them
S1: Those folders aren´t theirs
T: Question
S2: Aren´t those folders theirs?
8. T: That handbag belongs to her.
S1: That handbag is hers
T: Question
S2: Is that handbag hers?
9. T: This bike belongs to them
S1: This bike is theirs

T: Question
S2: Is this bike theirs?
10. T:This problem belongs to her
S1: This problem is hers
T: Question
S2: Is this her problem?
11. T: That red car doesn´t belong to him
S1: That red car isn´t his
T: Question
S2: Isn´t that red car his?
12. T:That washing machine doesn´t belong to you
S1: That washing machine isn´t yours
T: Question
S2: Isn´t that washing machine yours?
PRONUNCIATION: “ON” /ANNN/: POISON REASON COMMON LION PRISON LESSON PERSON
MELON LEMON
Remind your students that the “on” at the end of words such as poison, reason etc.. is
pronounced more similarly to an “a” eg. Reason = /ríisan/. Practice using a mastering
the interrogative, stick to the present simple.
T: No, that isn’t a good reason.
S1: Is that a good reason?
T: Answer
S2: No, it’s not a good reason.
1. No, that isn´t a good melon
Is that a good melon?
2. No, he isn´t a good person
Is he a good person?
3. There aren´t any lions in a cage
Are there any lions in a cage?
4. No, they don´t have to study the lesson
Do they have to study the lesson?

5. It isn´t very common
Is it very common?
6. There isn´t anyone in that prison
Is there anyone in that prison?
7. Yes, it´s poison
Is it poison?
8. I don´t have 5 melons
Do you have 5 melons?
9. She doesn´t like sour lemons
Does she like sour lemons?
10. There isn´t that person in that prison
Is there that person in that prison?
11. He isn´t that type of a person
Isn´t he that type of a person?
12. No, that isn´t a melon
Is that a melon?
UNIT 36
THE VERB “TO FINISH”
You will now work on the verb “to finish” in the present simple. Remind your students that
they must add an additional syllable in the third person /finishhhis/. To practice, have your
students change from the 1st person to the 2nd and 3rd person.
T: I finish at half past seven – she
S1: She finishes at half past seven
T: They
S2: They finish at half past seven
T: He
S3: He finishes at half past seven

1. I finish tomorrow (she, they, he)
2. I finish my lunch at 4 pm
3. I finish at half past eight
4. I finish my soup slowly
5. I finish the report at 1 oćlock
6. I finish school in January
7. I finish my exams in July
8. We finish our classes at six
9. I finish my English exam on Tuesday
10. I finish the course next week
11. I finish my salad quickly
12. We finish the conference next week
13. I finish the speech nervously
14. I finish his presentation at home
THE SAXON GENITIVE AND MEMBERS OF THE FAMILY (MY FATHER’S HOUSE, MY MOTHER’S
SISTER, HER SISTER’S BOYFRIEND...)
Now you are going to work on the Saxon Genitive with family members. Start off by using the
family tree in picture book 1 or finding your own family tree. Give the names of two people
and have your students tell you the relationship using the Saxon Genitive eg. Giovanni is
Natalia’s husband.
Mirror this point using the rephrasing exercise below. Include the family vocabulary below.
T: The brother of my boyfriend
S: Your boyfriend’s brother
1. The sister of your best friend

My best friend´s sister
2. The husband of Julia
Julia´s husband
3. The car of your dad
My dad´s car
4. The niece of your mother
My mother´s niece
5. The brother-in –law of Mike
Mike´s brother in law

6. The grandfather of my neighbor
Your neighbour’s grandfather
7. The company of my uncle
Your uncle´s company
8. The nephew of his friend
His friend´s nephew
9. The house of my aunt
Your aunt´s house
10. The wife of your cousin
My cousin´s wife
VOCABULARY: GRANDMOTHER, GRANDFATHER, GRANDPARENTS, GRANDDAUGHTER,

GRANDSON, GRANDCHILDREN
Review this family vocabulary reminding your students that the ‘d’ in
grandparents/grandmother/grandfather is almost silent. Review using an “ask me”
drill.
Ask me if
1. My grandmother’s house is big
2. My grandfather’s chair is comfortable
3. His grandparent´s lobby is spacious
4. They have two grandchildren
5. Their two grandchildren speak English
6. My grandparents live in Ireland
7. Her granddaughter´s boyfriend is French
8. Their grandchildren are young or old
9. My grandmother´s ring has a diamond
10. Their granddaughter´s boyfriend is an actor
11. My grandparents live next door
UNIT 37
REVIEW

Review the previous few units using the repaso translation list on page 78.
PRONUNCIATION: “EE” SEEM FREE THREE MEETING FEET GREEK NEED WEEK TEETH
EXTRAS: AGREEMENT, GREEDY
The last point in this unit looks at the pronunciation of the “ee” in the words above. Practice
this using the exercise below. Have your students change these sentences to the plural.
T: My foot hurts
S: My feet hurt
1. There is a meeting next week

There are some meetings next week
2. There is a party tonight
3. There is a slice of cheese in the fridge
4. There is a Greek man in reception
5. There is a photo of a foot on the wall
6. There is a tooth under the pillow
7. There is a stain on your cheek
8. There is a week of exams
9. There is a seed in the pot
10. There is a sheet on the bed
11. There is a man in the street
12. There is an insect on your knee
13. There is a sleeping dog in the chair
14. There is an answer on the sheet of paper
15. There is a bird in the tree
UNIT 38
“TO BE HOT/COLD” AND TEMPERATURES
Now your students are going to work on using “I’m hot”/”I’m cold”. Remind your students
that we use the verb ‘to be’ when we are talking about our temperature not ‘to have’ like in
Spanish. To practice, use a Mastering the interrogative.

1. She’s hot because she has a fever
Why is she hot?
2. They are cold 3 times a week (How often)
3. No, I’m not cold (Are you cold?)
4. I’m cold because the window is open (Why)
5. Maria is cold (Who is cold?)
6. She is cold because she forgot her jumper (Why)
7. I’m not cold because I am wearing a scarf (Why aren’t you cold?)
8. Yes, I am always cold in the morning (Are you cold in the morning?)
9. I’m very cold (How cold are you?)
10. She’s normally hot in the middle of the day (When is she normally hot?)
11. I have a cold shower when I am too hot (What do you do when you are too hot?)
12. I visit a doctor when I am too cold (What do you do when you are too cold)
13. Maria is hot because it is July in Madrid (Why)
14. I’m never cold (How often)
15. Yes, she is a little hot (Is she a little hot?)
VOCABULARY: IT’S BOILING, FREEZING, CHILLY, WARM
Now you will introduce the weather vocabulary words above. Practice these with the exercise
below.
T: 40 degrees
S1: It’s 30 degrees
S2: It’s boiling
1. 5 degrees – It’s 5 degrees – It’s chilly

2. -10 degrees – It’s -10 degrees – It’s freezing
3. 20 degrees London – It’s 20 degrees in London – It’s warm in London
4. 7 degrees shade – It’s 7 degrees in the shade – It’s chilly in the shade
5. -5 degrees outside – It’s -5 degrees outside – It’s freezing outside
6. 38 degrees in class – It’s 38 degrees in class – It’s boiling in class
7. 10 degrees Exeter – It’s 10 degrees in Exeter – It’s mild in Exeter
8. -15 degrees Moscow – It’s -15…..- It’s freezing…
9. 22 degrees the pool – It’s 22 degrees in the pool – It’s warm in the pool

10. 6 degrees Bilbao – It’s 6 degrees… - It’s chilly in Bilbao
11. 28 degrees outside – It’s 28 degrees… - It’s warm
12. 1 degree room 19 – It’s 1 degree in room 19 – It’s freezing in room 19
13. 15 degrees South of France - It’s 15 degrees…… - It’s warm….
14. 42 degrees North of England – It’s 42 degrees….It’s boiling
COMMON MISTAKE: TO BE HAPPY ABOUT STH VS FOR STH
Remind your students that in English we say “I’m happy about something” rather than
“I’m happy for it”. Practice this point using a sentence building activity. Keep your
examples in the present simple. Also introduce happy with (happy with the class/her
progress/life etc)
T: The result – she
S: She’s happy about the result
T: Question
S2: Is she happy about the result?
T: The score – They/ T: Negative

T: Life – You/ T:Negative question
T:English class - She / T: Question
T: The situation – We / Negative
T: The project – Them / Question
T: New car – You / Negative question
T: The government Me / Negative
The results – We – Question
The weather – He – Negative
Colleague – They - Negative Question

Current job – you - Question
UNIT 39
THE VERBS “TO OPEN/CLOSE” AND “TO BE OPEN/CLOSED”
Now you are going to work on the verbs “to open/close” and “to be opened/closed”. Practice
this with a mastering the interrogative.
T: The shop closes at 5
S1: What time does the shop close?
T: Answer
S2: The shop closes at 5
1. T: The supermarket opens at 9
S1: What time does the Supermarket open?
T: Answer
S2: The Supermarket opens at 9
2. T: The Pharmacy opens at 9
S1: What time does the Pharmacy open?
T: Answer
S2: The Pharmacy opens at 9
3. T: The Swimming Pool closes at 8
S1: What time does the Swimming Pool close?
T: Answer
S2: The Swimming Pool closes at 8

4. T: The Library opens at 10.30
S1: What time does the Library open?
T: Answer
S2: The Library opens at 10.30
5. T: The travel agent is opened
S1: Is the travel agent open?
T: Answer
S2: The travel agent is open.
6. T: Yes, the Bakery is closed
S1: Is the Bakery closed?
T: Answer
S2: The Bakery is closed.
7. T: The office is closed at 5 every day
S1: What time does the office close every day?
T: Answer
S2: The office is closed at 5 every day
8. T: The restaurant opens at 9 on Tuesdays
S1: What time does the restaurant open on Tuesdays?
T: Answer
S2: The Restaurant opens at 9 on Tuesdays.

9. T: The cinema closes at 11 on Saturdays.
S1: What time does the cinema close?
T: Answer
S2: The cinema closes at 11
10. T: The bookshop is open every Wednesday.
S1: Is the bookshop open on Wednesday?
T: Answer
S2: The bookshop is open every Wednesday.
11. T: The University is closed on Saturdays.
S1: Is the University closed on Saturdays?
T: Answer
S2: The University is closed on Saturdays.
12. T: The sweet shop is closed on Tuesdays.
S1: Is the sweet shop closed on Tuesdays?
T: Answer
S2: The sweet shop is closed on Tuesdays.
13. T: The gym is open every day.
S1: When is the gym open?
T: Answer
S2: The Gym is openevery day.

14. T: The Petrol station closes at 6 on Saturdays.
S1: What time does the Petrol station close on Saturdays?
T: Answer
S2: The Petrol station closes at 6 on Saturdays.
VOCABULARY: WEEKDAYS, AT THE WEEKEND, BANK HOLIDAY/NATIONAL HOLIDAY, OPENING

HOURS
Review the vocabulary above using some direct questions try to incorporate open/close in to
the questions.
1. Do shops usually open on bank holidays?

2. Is your gym closed at the weekend?
3. Is the bookshop open at the weekend?
4. Does your bank open on national holidays?
5. What are your local shop´s opening hours?
6. Do you work weekdays?
7. Is your company open at the weekend?
8. Does your favorite shop opened tomorrow?
9. When is the next bank holiday?
10. Is today a national holiday?
11. Does your company close on national holidays?
12. Is your birthday on a weekday this year?
REVIEW: THESE & THOSE
Review this/that/these/those using the singular to plural exercise below. Insist on good
pronunciation and a clear difference between “this” and “these”.
1. T: This is a table
S1: These are tables
T: Singular
S2: This is a table

2. T: This is an apple
S1: These are apples
T: Singular
S2: This is an apple
3. T: This is a book
S1: These are books
T: Singular
S2: This is a book
4. T: This is an umbrella
S1: These are umbrellas
T: Singular
S2: This is an umbrella.
5. T: This is a mobile phone

S1: These are mobile phones
T: Singular
S2: This is a mobile phone
6. T: This is a bag
S1: These are bags
T: Singular
S2: This is a bag
7. T: That is a ring
S1: Those are rings
T: Singular
S2: That is a ring
8. T: That is a pen
S1: Those are pens
T: Singular
S2: That is a pen
9. T: That is a chair
S1: Those are chairs
T: Singular
S2: That is a chair

10. T: That is an orange
S1: Those are oranges
T: Singular
S2: That is a orange
11. T: That is a jacket

S1: Those are jackets
T: Singular
S2: That is a jacket
12. T: That is a watch

S1: Those are watches
T: Singular
S2: That is a watch
UNIT 40
“IT’S MY FAULT”
Remind your students that in English we don’t say “I’m the guilty” but rather “It’s my fault”.
Practice using the rephrasing activity below.
T: Paul is guilty
S1: It’s Paul’s fault.
T: Negative
S2: It isn’t Paul’s fault
1. T: Pepe is guilty
2. S1: It´s Pepe´s fault.
T: Negative
S2: It isn´t Pepe´s fault.
T: She is guilty
S1: It´s her fault.
T: Negative
S2: It isn´t her fault.
3. T: They are guilty

S1: It´s their fault.
T: Negative
S2: It isn´t their fault.
4. T: Maria is guilty
S1: It´s Maria ´s fault.
T: Negative
S2: It isn´t Maria ´s fault.
5. T: The president is guilty

S1: It´s The president ´s fault.
T: Negative
S2: It isn´t the president ´s fault.
6. T: My sister is guilty
S1: It´s her fault.
T: Negative
S2: It isn´t her fault.
7. T: Paul and Mary are guilty

S1: It´s their fault.
T: Negative
S2: It isn´t their fault.
8. T: George is guilty
S1: It´s George ´s fault.
T: Negative
S2: It isn´t George ´s fault.
9. T: The CEO is guilty

S1: It´s the CEO´s fault.
T: Negative
S2: It isn´t CEO´s fault.
10. T: My teacher is guilty

S1: It´s my teacher ´s fault.
T: Negative
S2: It isn´t my teacher ´s fault.

11. T: The prisoner is guilty
S1: It´s the prisoner ´s fault.
T: Negative
S2: It isn´t the prisoner ´s fault.
12. T: Manuel is guilty

S1: It´s Manuel ´s fault.
T: Negative
S2: It isn´t Manuel ´s fault.
13. T: Ana is guilty

S1: It´s Ana ´s fault.
T: Negative
S2: It isn´t Ana ´s fault.
14. T: Laura is guilty

S1: It´s Laura ´s fault.
T: Negative
S2: It isn´t Laura ´s fault.
PRONUNCIATION: “ICK” - SICK QUICK BRICK PICK CLICK STICK TRICK KICK
EXTRA: LICK
Now you are going to practice the pronunciation of “ick” at the end of words. Remind
students that when they make this sound they should position their mouths in a smile
like they do when pronouncing “e”. Practice this by having your students change these
sentences to the negative and back to the affirmative then ask your students the direct
questions below.
1. T. I’m sick
S1: I’m not sick
T: Affirmative
S2: I’m sick
2. T: I´m very quick

S1:I´m not very quick

T: Affirmative
S2: I´m quick
3. T: I like to kick a football
S1: I don’t like to kick a football
T: Affirmative
S2: I like to kick a football.
4. T: She picks the best ones
S1: She doesn´t pick the best ones
T: Affirmative
S2: She picks the best ones
Review this point using direct questions
1. Can you do a card trick?

2. What colour are red bricks?
3. Do you click on funny links?
4. Can you hear the clock tick?
5. Do you feel sick?
6. Do you throw sticks?
7. Do you like chick flicks?
8. Are you quick at maths?
9. Do you pick your nose?
10. Did you pick a good husband/wife?
11. Do you know anyone called Mick or Rick or Vick?
12. Do you go trick or treating?
UNIT 41
NEGATIVE QUESTIONS WITH “TO BE”
In this unit your students are going to practice negative questions. Practice these by having
the students change affirmative questions to negative questions.

T: Are those your shoes?
S: Aren’t those your shoes?
1. Is it your fault?
2. Are you happy?
3. Is this your coat?
4. Are these your pencils?
5. Are we in the classroom?
6. Are they hard working?
7. Is he Spanish?
8. Am I your teacher?
9. Is Spain in Europe?
10. Is Madrid in the North of Spain?
11. Is she happy with the result?
12. Is he friendly?
13. Are they tired?
14. Am I English?
15. Are we in the South of Europe?
VOCABULARY: KIND, FRIENDLY, NICE, POLITE, FUNNY, GENEROUS
Drill the students on the personality vocabulary above. Practice using an “ask him/her” drill.
1. Ask him if his colleague is polite

2. Ask her if her sister is kind
3. Ask him if his classmate is funny
4. If his classmates are friendly
5. If his/her parents are generous
6. If teachers are polite
7. If his housemates are friendly
8. If his barman is nice
9. If Peter is friendly
10. If Maria and Sol are funny
11. If politicians are generous
12. If his/her Grandma is nice
COMMON MISTAKE: I’M HARD-WORKING VS. I’M HARD WORKER

Remind your students that “trabajador” is “hard-working” not “hard-worker” (they have a
tendency to say “I’m hard-worker” without any article.) To practice, have your students
rephrase these sentences using “hard-working”.
T: John works hard
S1: John is hard-working
1. My teachers work hard

2. My colleagues work hard
3. My partner works hard
4. They work hard
5. We work hard
6. He works hard
7. Pedro works hard
8. Waiters work hard
9. Chinese people work hard
10. Doctors work hard
11. Parents work hard
UNIT 42
THE VERB “TO LOOK” + ADJECTIVES
VOCABULARY: TO LOOK GREAT, TO LOOK AMAZING, TO LOOK TERRIBLE
Now your students are going to practice using “to look + adjective”. Remind them that they
only use “look like + noun” eg. He looks like a hard-worker or “look like + subject + verb” eg. He
looks like he is hard-working. Practice using a sentence building activity and incorporate the
vocabulary below (to look great/amazing/terrible).
T: John – tired
S1: John looks tired
T: Question
S2: Does he look tired?

1. The food – terrible
2. Andy – bored
3. Maria – young
4. My wife – Angry
5. This table – heavy
6. James – Handsome
7. This watch – Expensive
8. The film – Good
9. The cake – fattening
10. The concert – great
11. The restaurant – busy
12. Suzie – amazing
13. The trailer – hilarious
14. Kyle and Jenny – happy
15. Mary – stressed
16. Paul – relaxed
17. The ad – great
18. That book – interesting
19. Your hair - terrific
Review this point using direct questions.
1. Do I look happy?
2. Does he look sad?
3. Do I look stupid?
4. Ask me if X looks angry
5. Ask me if X looks nervous
6. Ask me if she looks tired
7. Does he look excited?
8. Do we look bored?
9. Do they look sleepy?
10. Ask him if she looks sick
11. Ask her if they look amused
12. Do you look confident?
13. Ask her if I look depressed
14. Do they look frightened?
15. Does he look scared?

PRONUNCIATION: “ITE” – BITE, APPETITE, DESPITE, INVITE, WRITE, POLITE, QUITE, SATELLITE,
WEBSITE, WHITE
Now you are going to work on the pronunciation of the “ite” at the end of words. Remind your
students that the pronunciation is more like “ait”. Practice this point using an “ask me” drill.
Incorporate “to look + adjective” in to some of the questions when possible.
Ask me if
1. The table looks white

2. I invite my friends to parties
3. the woman looks polite
4. my sister has her own website
5. I like to write drills
6. My brother has a big appetite
7. I normally bite my tongue
8. I’m quite polite
9. My parents have satellite tv
10. I write stories
11. My nephew likes to bite people
COMMON MISTAKE: AT THE WORK, AT THE SCHOOL, IN THE BED VS. AT WORK, AT SCHOOL, IN
BED
Remind students that we don’t use the article “the” before destinations such as school,
work or bed. Practice using a Mastering the Interrogative drill.
1. T: Yes, John is at work

S1: Is John at work?
T: Answer
S2: Yes, John’s at work
T: And you?
S3: No, I’m not at work

2. T: No, Maria isn’t at home
S1: Is Maria at home?
T: Answer
S2: No, Maria’s not at home
T: And you?
S3: No, I’m not at home either
3. T: Yes, Pedro is in bed

S1: Is Pedro in bed
T: Answer
S2: Yes, Pedro’s in bed
T: And you?
S3: No, I’m not in bed
4. T: Yes, John is at work

S1: Is John at work?
T: Answer
S2: Yes, John’s at work
T: And you?
S3: No, I’m not at work
5. She’s at work - Where is she

6. I am in bed because I am ill – Why are you in bed?
7. No, we aren’t at work – Are you at work?
8. I am at work to earn money – Why are you at work
9. Maria is at home – Who is at home?
10. They are in Maria’s bed – Whose bed are they in?
11. She is at work on Monday, Tuesday and Wednesday – When is she at work?
12. They are in the big bed – Which bed are they in?

UNIT 43
Now your students are going to work on some basic expressions of time including “in the
morning”, “on Monday morning”, “tomorrow afternoon”. Tell your students to answer in the
negative form.
BASIC EXPRESSIONS WITH TIME (II)
1. Are you leaving tomorrow evening?

2. Are they going home on Monday evening?
3. Are your parents coming on Friday morning?
4. Is the meeting on Thursday morning?
5. Does the bus leave on Wednesday night?
6. Are they coming to class tomorrow evening?
7. Are you going out on Saturday night?
8. Are we flying home on Sunday night?
9. Is there a meeting on Tuesday afternoon?
10. Does the train leave on Monday morning?
COMMON MISTAKE: PARKING VS. CAR PARK / PARKING LOT
Now you are going to work on the common mistake that a lot of students make where they
refer to car parks/parking lots as “parking”. Remind them of the correct forms and drill using
direct questions.
1. Is there a car park near here?

2. Is it expensive to park in a car park?
3. Is it difficult to find a space in a car park?
4. Is there a carpark in this building?
5. Is the car park empty?
6. Are there any people in a carpark?
7. Do you work in a carpark?
8. Is the carpark full?
9. Is there a carpark on every street?
10. Is there a carpark near your house?

PRONUNCIATION: “ANGRY” VS “HUNGRY”
Work on the difference in pronunciation of angry and hungry. Start by drill your students using
direct questions.
1. Are you hungry?

2. Is he angry with me?
3. Are you angry when you´re hungry?
4. Is she angry with her husband?
5. Are hungry and angry the same emotion?
6. Are you angry after you eat?
7. Are mothers normally angry?
8. Is he angry with his wife?
9. Are you hungry before you eat?
10. Are babies normally hungry?
Finish off by dictating a few sentences (below) and having your students hold up the
“hungry” sign or the “angry” sign.
1. Paul is hungry
2. Annie is angry at Paul
3. The children are angry because they’re hungry
4. We get hungry after doing exercise
5. They are always angry
6. Do you get angry when you feel hungry?
UNIT 44
REVIEW
Now you are going to review the unit using an “ask me” drill
Ask me if:
1. I am hungry or angry

2. She is sick
3. That´s a good trick
4. These chairs are comfortable
5. I am cold
6. He´s happy about the decision
7. She´s hardworking
8. The airport is open 24hr
9. Ben looks tired
10. The pharmacy closes in 20 minutes
11. She´s happy for you
12. The next meeting is on Friday morning
13. It´s 25 degrees in here
14. This is your money
15. It is her fault
16. Those are your glasses
17. This classroom is cold
18. It´s the government´s fault
19. The receptionist is polite
20. You look nice
Continue this review using an Ask him/her drill. Have your students answer in the affirmative
Ask him/her if:
21. She´s generous

22. His boss is very hard-working
23. She’s leaving on Wednesday morning
24. The shop looks expensive
25. It´s Tom´s fault
26. We´re closed tomorrow
27. He is at school or at home
28. John’s leaving tomorrow morning
29. The clients look happy
30. He´s invited to the party
31. It´s cold outside?
32. The children are in bed
33. Penelope Cruz is pretty
34. The film looks good
35. Those earrings are expensive
36. It´s the teacher´s fault
37. I´m sorry

38. They ´re happy

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VAUGHAN GROUPS TEACHER

Vaughan systems – AUCKLAND teacher guide 1

Dear Vaughan Teacher,

We’ve written this teacher guide for you to help you

Vaughan systems – AUCKLAND teacher guide 2

Vaughan systems – AUCKLAND teacher guide 3

STEP THREE – fill in the skeleton

Vaughan systems – AUCKLAND teacher guide 6

Vaughan systems – AUCKLAND teacher guide 7

Need help with understanding Teacher Guides?

Vaughan systems – AUCKLAND teacher guide 8

4 MGP UNIT 1 – Pick the most important point 6-8 MIN

5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN

7 FILLER AGILITY EXERCISE 2-5 MIN

8 MGP UNIT 2 – Pick the most important point 6-8 MIN

11 REVIEW TRANSLATION LISTS FROM UNITS 1 & 2 5-6 MIN

13 BASICS (I.e. days of the week, months, etc.) 2 MIN

INSERT A DRILL HERE

Vaughan systems – AUCKLAND teacher guide 9

16 MGP UNIT 3 – Pick the most important point 6-8 MIN

17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

21 REVIEW TRANSLATION LIST FROM UNIT 3 & 4 2-5 MIN

SPONTAENOUS Pick a common mistake they've made in class and

23 REVIEW REVIEW 1st & 2nd UNITS 4-6 MIN

INSERT A DRILL HERE

Vaughan systems – AUCKLAND teacher guide 10

10 REVIEW TRANSLATION LISTS FROM UNITS 1 & 2 5-6 MIN

Vaughan systems – AUCKLAND teacher guide 11

14 HP UNIT 3 - Pick the most important point 6-8 MIN

18 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 4-6 MIN

END OF THIRD HOUR

Vaughan systems – AUCKLAND teacher guide 12

Vaughan systems – AUCKLAND teacher guide 13

Vaughan systems – AUCKLAND teacher guide 14

END OF THIRD HOUR

Vaughan systems – AUCKLAND teacher guide 15

4 MGP UNIT 1 – Pick the most important point 6-8 MIN

5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN

Vaughan systems – AUCKLAND teacher guide 16

11 REVIEW TRANSLATION LISTS FROM UNITS 1 5-6 MIN

13 BASICS (I.e. days of the week, months, etc.) 2 MIN

INSERT A DRILL HERE

16 MGP UNIT 2 – Pick the most important point 6-8 MIN

17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

REVIEW UNIT 2 - Cover another point or review if

21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

SPONTAENOUS Pick a common mistake they've made in class and

23 REVIEW TRANSLATION LISTS FROM UNITS 2 4-6 MIN

INSERT A DRILL HERE

Vaughan systems – AUCKLAND teacher guide 17

REVIEW VOCAB FROM PREVIOUS CLASS

4 MGP UNIT 3 6-8 MIN

UNIT 3 - Cover another point or review if there’s only

8 FILLER TRANSLATION LISTS FROM UNITS 1 & 2 2-5 MIN

9 ACTIVITY IMPROV SPEAKING, DEBATE OR GROUP ACTIVITY 2 MIN

11 REVIEW TRANSLATION LISTS FROM UNIT 3 5-6 MIN

INSERT A DRILL HERE

END OF FIRST HOUR

Vaughan systems – AUCKLAND teacher guide 18