oxford english for life intermediate teacher039s book

Pronunciation: Reduced stress 70 Third conditional Read and speak: No regretsExpressing regret: I wish I had … , She wishes she hadn’t … Invitations:English in the world: Inviting and re

Teacher’s BookT o m H u t c h i n s o n

www.oup.com/elt/teacher/englishforlife

2016 | PDF | 305 Pagesbuihuuhanh@gmail.com

Teacher’s Book

Carol TaborJenny QuintanaTom Hutchinson

1Great Clarendon Street, Oxford ox2 6dpOxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in

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The moral rights of the author have been assertedDatabase right Oxford University Press (maker)First published 2009

2016  2015  2014  2013  201210 9 8 7 6 5 4 3 2All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer

Photocopying

The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches

Under no circumstances may any part of this book be photocopied for resaleAny websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only Oxford University Press disclaims any responsibility for the contentisbn: 978 0 19 430732 1 Teacher’s Book

isbn: 978 0 19 430634 8 Teacher’s Book packPrinted in China

This book is printed on paper from certified and well-managed sources.acknowledgements

The author would like to thank all the people at, or engaged by, Oxford University Press who have contributed their knowledge, skills and ideas to producing this book.The author would like to dedicate this book to his children, Mandy, Jenny, Daniel, Katy and Donna, and to his stepchildren, Viola and Peter.

CD-ROM test material by: Debra Emmett.

Teacher’s Resource Book Photocopiable Activities

Illustrations by: Cyrus Deboo p 238; Mark Duffin pp 176, 216, 252; Paul

Fisher-Johnson p 196; Hannah Firmin/Illustration p 236; John Haslam pp 175, 186, 195, 214, 219, 223, 227, 230, 235; Sarah Kelly pp 177, 177, 180, 180, 187, 187, 192, 192, 192, 192, 201, 201, 209, 211, 221, 226, 229, 237, 241, 248, 249; Chris Pavely pp 181, 181, 191, 207, 210, 213, 222, 233, 239, 244; Roger Penwill pp 179, 185, 189, 190, 194, 217, 220, 225, 231, 243, 251; Sam Thompson/Calow Craddock pp 178, 183, 183, 193, 199, 206, 218, 234, 240, 246

We would also like to thank the following for permission to reproduce the following photographs: Alamy pp 184 (David Burton), 198 (steak/foodfolio), 202 (famine/

Nigel Cattlin), 250 (ImagePix); Corbis pp 202 (hurricane/Marc Serota/Reuters), (tsunami/Jeremy Horner), (earthquake/Reuters), (avalanche/Galen Rowell), (explosion/Alan Evans/Epa), (drought/Will Burgess/Reuters), (war/Jim Hollander), 203 (polar bear/epa); Getty Images pp 174 (woman/Mark Hall/Lifesize), (man/George Doyle/Stockbyte), 182 (man/ML Harris), (woman/Bruce Laurance/Riser), 188 (Laurence Monneret), 202 (air pollution/Ulf Wallin/Stone), 203 (girl and bus/UpperCut Images), 204 (Norbert Wu/Science Faction), 215 (Devendra M Singh/AFP), 224 (Tohoku Color Agency/Japan Images), 224 (Eric Meola/TIB), 242 (woman/LWA/Taxi), 253 (Stephan Hoeck/Stock4B); NASA p 247 (Apollo 11 crew); Royalty-free pp 198 (cake), (fruit), 202 (volcano/Photodisc), (forest fire/Imagebroker), 208, 224, 247 (Bangkok), (Ayers Rock), (Mount

Student’s Book (page references are to Student’s Book page numbers)

The author and publisher would like to thank the following for kind permission to reproduce photographs: akg-images p97 (20th Century Fox/Album); Alamy

pp1l (PhotoAlto), 8(4) (Oleksiy Maksymenko), 8(5) (Powered by Light/Alan Spencer), 11br (picture), 11cr (Manor Photography), 19d (Ashley Morrison), 19f (BlueMoon Stock), 21(12) (Jim West), 21(2) (Motoring Picture Library), 21(3) (SHOUT), 21(5) (Jupiterimages/ Comstock Images), 21(6) (Manor Photography), 24l (Nic Cleave Photography), 24r (Blend Images), 29(11) (Jupiterimages/ Brand X ), 29(6) (Nigel Cattlin ), 29(9) (Aerial Archives), 30b (Ashley Cooper), 31t (A T Willett), 43t (Douglas Peebles Photography), 45bl (Image Source Black), 51(1) (JJM Stock Photography/Financial), 51(2) (Ron Yue), 51(6) (Gallo Images), 53b (Adrian Muttitt), 53tl (Vario images GmbH & Co.KG), 64 (PhotoAlto), 70b (cbimages), 71c (Blend Images), 71l (MBI), 75 (Blend Images), 80 (David R Frazier Photolibrary, Inc.), 89 (Chris Lewington), 93l (Huw Jones), 95 (Rebecca Erol); Corbis UK Ltd pp1r (Fancy/Veer), 17r (Howard Pyle/Zefa), 19a (Moodboard), 29(1) (Reuters), 29(10) (Jim Hollander), 29(12) (Alan Evans/Epa), 29(3) (Jeremy Horner), 29(5) (Will Burgess/Reuters), 29(7) (Galen Rowell), 29(8) (Marc Serota/Reuters), 31b (Jim Reed), 45cr (Fancy/Veer), 47 (Comstock Select), 56 (Nice One Productions), 69t (Hans Georg Roth), 70t (Steve Bowman), 71r (Michael Prince), 87 (Amanaimages); Getty Images pp2111 (Theodore Anderson), 35 (Julian Finney), 40l (Reza Estakhrian), 69b (Commercial Eye); iStockphoto pp3l (Zhang Bo), 8(1) (Vladimir Boriso), 8(2); 11bl (Maurice van der Velden), 11cl (Kelvin Wakefield), 19c (Brian McEntire), 21(4) (Zeljana Dubrovic), 21(8) (Luminouslens), 30t (Arkady Chubykin), 40r (Pamela Moore), 51(3) (Skip ODonnell), 85 (Jose Tejo), 93r; John Frank Nowikowski p51(5); Martyn F Chillmaid pp19b; 19e; Oxford University Press pp8(3) (Photodisc), 45cl (Ingram), 45r (Gareth Boden), 45t (Photodisc), 56 (Photodisc); PA Photos pp21(1); 21(7); 29(2) (Nelson Salting/Associated Press), 29(4); Photofusion Picture Library pp21(9) (Paul Bigland), 53tr (Christa Stadtler); Photolibrary Group pp3r (Klaus Tiedge/Blend), 17l (Image Source), 32 (Allan Danahar); Rex Features pp15 (Kamal Moghrabi), 21(10); 59(1) (Everett Collection), 59(2) (Everett Collection), 59(3) (SNAP), 59(4) (c.Paramount/Everett), 59(5) (c.Dreamworks/Everett), 59(6) (Everett Collection), 59(7) (c.Universal/Everett), 59(8) (Everett Collection), 59(9) (c.Paramount/Everett); Tran Thu Trang p51(4) (Photographers Direct); Zooid Pictures p77 (Ned Coomes)

Illustrations by: Ben Hasler/nbillustration: pp 7, 22, 23, 38, 48, 49, 62, 73, 83

Mark Duffin: pp 42, 43 (2-6), 67, 79 Cyrus Deboo: pp 5, 9, 49(2), 57, 65 Chris Pavely: pp 2, 23, 37, 39 Roger Penwill: pp 13, 17, 25, 33, 41, 61, 99 Hannah Firmin: p 63

Story illustrations by: Klaus Trommer/storyboards.nl: pp 4, 6, 10, 12, 14, 18, 20,

26, 28, 34, 36, 44, 46, 50, 52, 54, 58, 60, 66, 68, 74, 76, 78, 81

Commissioned photographs by: Gareth Boden: pp 8 (1/2), 11 (1), 27Locations provided by: Jamal’s Tandoori Restaurant, Oxford, p 27

That’s Life! Epilogue page 81 Review & Wordlists pages 83–102 Grammar reference pages 103–114

Contents

Lessons 1–4 Your life 1 Introductions and personal informationLocation: in the south of Croatia, etc.

English in the world: Greetings 2 Present simple and present continuous

Describing states (stative verbs)

Listen and speak: How do people use their computers?

Question forms: present simple and present continuousPronunciation: The phonemic alphabet

Story: That’s Life! Episode 1 Introducing the characters

Talking about future arrangementsLessons 5–8

Things happen 5 Expressions with get

get + comparative: get better / worse, etc. 6 Past simple

Pronunciation: was / wasn’t; were / weren’t

Read and speak: The 90 / 10 secrethave to

English in the world: The weekend

Talking about possessions: Whose … ?, It belongs to …

Possessive pronounsLessons 9–12

A place to live 9 Renting accommodation

Pronunciation: Syllables 10 ArticlesListen and write: Accommodation advertsEnglish in the world: Types of housesStory: Showing sympathyThat’s Life! Episode 2 The jogger in the parkLessons 13–16

Luck 13 Nouns and adjectives: danger, dangerous, etc.-y endings: difficulty, safety, etc.

English in the world: Lucky numbers 14 Present perfect

Present perfect and past simple

Read and speak: Spiderman!

Pronunciation: Final consonants

Talking about numbersSaying and writing numbers

of: 30% of; a third of, etc.

Lessons 17–20 Healthy living 17 Health and fitnessgo: go jogging, go for a walk, go to the gym, etc.

English in the world: Giving personal measurements 18 Future: will / going to Listen and write: Health adviceFirst conditional

Pronunciation: Word stress 1

Story: That’s Life! Episode 3 Wedding plans

Talking about relationshipsLessons 21–24

Getting there 21 Transport problemsPast participles as adjectives

Pronunciation: 2 or !6

Booking a flightTime prepositionsLessons 25–28

Food 25 Describing food: sweet, crisp, raw, etc.

Nouns and adjectives: salt, salty, etc. 26 Tag questions

Pronunciation: Intonation in tag questions

Listen and write: At a restaurantExpressing likes and dislikesEnglish in the world: Food labels

Story: That’s Life! Episode 4 Jordan’s audition

Recognizing peopleLessons 29–32

Disasters 29 Disasters: an earthquake, a volcanic eruption, etc.Noun and verb collocations: A hurricane has hit , etc.

Pronunciation: Word stress 2 30 First and second conditional Read and speak: Storm chaserGiving examples: like, such as, for example, etc. Checking into a hotelEnglish in the world: Hotel signsLessons 33–36

Changes 33

Uncountable and plural nouns

Numbers with uncountable and plural nouns: two pieces of

information, two pairs of scissors, etc.

English in the world: Warning signs

34 used to / didn’t use to

Story: That’s Life! Episode 5 Where’s that Australian guy?

Talking about changesLessons 37–40

Crime 37 Crimes and criminals: burglary, a burglar, to burgle, etc.

Pronunciation: -ed endingsRead and listen: Was it murder?English in the world: Crime fictionMaking a complaintLessons 41–44

The environment 41 Phrasal verbs: separable and inseparable switch off, get off, etc. 42 The passive

English in the world: Eco-friendly products

Listen and speak: A pearl farmerQuestions in the passivePronunciation: 0 or 0*

Story: That’s Life! Episode 6 Lucy feels fed up

Reporting informationLessons 45–48

Personality 45 Personality: reliable / unreliable, etc.

What is / does he like? 46 Modal verbs 1: might / shouldGiving advice: might / might not, should / shouldn’t

English in the world: Taboos

Read and write: How do people see you?Adjectives and adverbs: quiet / quietly, good / well, etc.

Comparing experiences: So was I / (Oh,) I wasn’t, Neither am I / (Oh,) I am, etc.

Pronunciation: Strong and weak forms

Lessons 49–52 Traditions 49 Getting married: the bride, the groom, etc.

Family relationships: -in-law, ex-, step- 50 Direct and indirect objects

English in the world: Giving giftsListen and write: Wedding giftsPronunciation: Consonant clustersStory:

That’s Life! Episode 7 Lucy’s surprise

Discussing possibilitiesLessons 53–56

Making progress 53 At university: an undergraduate, a degree, etc.Verb + noun collocations: study for a degree in … , etc.

English in the world: Oxford and Cambridge 54 Present perfect continuous

Present perfect simple and present perfect continuousRead and write: A job applicationfor and since Giving newsPronunciation: Positive and negative intonation

Lessons 57–60 The movies 57 make / do: make a phone call, do the photocopying, etc.

Pronunciation: The letter a 58 Modal verbs 2: can / must

can / must (future and past forms)

Listen and write: The history of film

Types of film: a comedy, a western, etc.

A film reviewEnglish in the world: Bollywood

Story: That’s Life! Episode 8 We’re finished!

Checking and confirming negative newsLessons 61–64

Expectations 61 Verb + -ing or infinitive: I enjoy driving, I’ve decided to look for a flat, etc.

like, love, etc.: We love dancing, We love to dance, etc. 62 Verb + noun + -ing: There were people looking for me I saw a

helicopter flying over the forest, etc.

Read and speak: The Old Dogstop

English in the world: Proverbs

Making suggestionsModifiers: I’m sorry, but … , I’m afraid …

Pronunciation: Reduced syllables

Lessons 65–68 Priorities 65 Sport: a court, a player, a net, to hit, etc.win / lose; beat / lose to

English in the world: Giving scores 66 Relative clauses

Omitting the relative pronoun Read and listen: PrioritiesPronunciation: Voiced and voiceless consonantsStory: Talking about priorities and commitments That’s Life! Episode 9 They’ll have to do without meLessons 69–72

Turning points 69

Verb / Adjective + preposition: We’re interested in art, etc.Preposition + noun / gerund: We’re interested in art / visiting art

galleries, etc.

Pronunciation: Reduced stress

70 Third conditional Read and speak: No regretsExpressing regret: I wish I had … , She wishes she hadn’t … Invitations:English in the world: Inviting and responding InvitationsLessons 73–76

Air travel 73 Travelling by air: terminal, check in, etc.control and check

English in the world: Signs at an airport 74 Indirect questions

Listen and write: MessagesPassing on messagesPronunciation: Emphatic stress

Story: That’s Life! Episode 10 Where’s Lucy?

Discussing a problemLessons 77–80

Finance 77 Personal finance: salary, spend, etc.pay: pay a bill, pay for a meal, etc.

say and tell

At the bankPronunciation: Sentence rhythm

Audio scripts pages 115–122 Irregular verb list page 123 Pronunciation chart page 124

Lessons 1–4 Your life

Introductions and personal information

Location: in the south of Croatia, etc.

English in the world: Greetings

Present simple and present continuousDescribing states (stative verbs) 3 Listen and speak: How do people use their computers?Question forms: present simple and present continuous

Pronunciation: The phonemic alphabet 4 Story: That’s Life! Episode 1 Introducing the characters

Talking about future arrangementsLessons 5–8

Things happen

Expressions with getget + comparative: get better / worse, etc.

Past simplePronunciation: was / wasn’t; were / weren’t 7 Read and speak: The 90 / 10 secrethave to

English in the world: The weekend 8 Talking about possessions: Whose … ?, It belongs to …

Possessive pronounsLessons 9–12

A place to live

Renting accommodation

English in the world: Types of houses 12 Story: That’s Life! Episode 2 The jogger in the park

Showing sympathyLessons 13–16

Pronunciation: Final consonants 16 Talking about numbersSaying and writing numbers

of: 30% of; a third of, etc.

Lessons 17–20 Healthy living

Health and fitness

go: go jogging, go for a walk, go to the gym, etc.

English in the world: Giving personal measurementsFuture: will / going to 19 Listen and write: Health adviceFirst conditional

Pronunciation: Word stress 1 20 Story: That’s Life! Episode 3 Wedding plans

Talking about relationshipsLessons 21–24

Getting there

Transport problemsPast participles as adjectives

Time prepositionsLessons 25–28

Food Describing food: sweet, crisp, raw, etc. Nouns and adjectives: salt, salty, etc. Tag questionsPronunciation: Intonation in tag questions 27 Listen and write: At a restaurantExpressing likes and dislikes

English in the world: Food labels 28 Story: That’s Life! Episode 4 Jordan’s audition

Recognizing peopleLessons 29–32

Disasters

Disasters: an earthquake, a volcanic eruption, etc.Noun and verb collocations: A hurricane has hit , etc.

Giving examples: like, such as, for example, etc. 32 Checking into a hotel

English in the world: Hotel signs

Lessons 33–36 Changes

Uncountable and plural nouns

Numbers with uncountable and plural nouns: two pieces of

information, two pairs of scissors, etc.

English in the world: Warning signs

used to / didn’t use to

Pronunciation: used to 35 Listen and speak: A chance of a lifetime 36 Story: That’s Life! Episode 5 Where’s that Australian guy?

Talking about changesLessons 37–40

Crime

Crimes and criminals: burglary, a burglar, to burgle, etc.

English in the world: Crime fiction 40 Making a complaintLessons 41–44

The environment Phrasal verbs: separable and inseparable switch off, get off, etc. The passiveEnglish in the world: Eco-friendly products 43 Listen and speak: A pearl farmerQuestions in the passive

Pronunciation: 0 or 0* 44 Story: That’s Life! Episode 6 Lucy feels fed up

Reporting informationLessons 45–48

Personality Personality: reliable / unreliable, etc.What is / does he like?

Modal verbs 1: might / shouldGiving advice: might / might not, should / shouldn’t

Adjectives and adverbs: quiet / quietly, good / well, etc. 48 Comparing experiences:(Oh,) I am, etc. So was I / (Oh,) I wasn’t, Neither am I /

Pronunciation: Strong and weak forms

Lessons 49–52 Traditions Getting married: the bride, the groom, etc.Family relationships: -in-law, ex-, step- Direct and indirect objectsEnglish in the world: Giving gifts 51 Listen and write: Wedding gifts

Pronunciation: Consonant clusters 52 Story: That’s Life! Episode 7 Lucy’s surprise

Discussing possibilitiesLessons 53–56

Making progress

At university: an undergraduate, a degree, etc.Verb + noun collocations: study for a degree in … , etc.

English in the world: Oxford and Cambridge

Present perfect continuousPresent perfect simple and present perfect continuous 55 Read and write: A job application

Pronunciation: Positive and negative intonation

Lessons 57–60 The movies

make / do: make a phone call, do the photocopying, etc.

Pronunciation: The letter a Modal verbs 2: can / mustcan / must (future and past forms) 59 Listen and write: The history of filmTypes of film: a comedy, a western, etc.

A film reviewEnglish in the world: Bollywood

60 Story: That’s Life! Episode 8 We’re finished!

Checking and confirming negative newsLessons 61–64

Expectations

Verb + -ing or infinitive: I enjoy driving, I’ve decided to look for

a flat, etc.

like, love, etc.: We love dancing, We love to dance, etc.

Verb + noun + -ing: There were people looking for me I saw a

helicopter flying over the forest, etc. 63 Read and speak: The Old Dogstop

English in the world: Proverbs 64 Making suggestionsModifiers: I’m sorry, but … , I’m afraid …

Pronunciation: Reduced syllables

Lessons 65–68 Priorities

Sport: a court, a player, a net, to hit, etc.win / lose; beat / lose to

English in the world: Giving scores

Relative clausesOmitting the relative pronoun 67 Read and listen: Priorities

Pronunciation: Voiced and voiceless consonants 68 Story: That’s Life! Episode 9 They’ll have to do without me

Talking about priorities and commitments Lessons 69–72

Turning points

Verb / Adjective + preposition: We’re interested in art, etc.Preposition + noun / gerund: We’re interested in art / visiting art

galleries, etc.

Pronunciation: Reduced stress

Expressing regret: I wish I had … , She wishes she hadn’t … 72 Invitations: Inviting and responding

English in the world: Invitations

Lessons 73–76 Air travel

Travelling by air: terminal, check in, etc.control and check

English in the world: Signs at an airport

Indirect questions 75 Listen and write: MessagesPassing on messages

Pronunciation: Emphatic stress 76 Story: That’s Life! Episode 10 Where’s Lucy?

Discussing a problemLessons 77–80

Finance

Personal finance: salary, spend, etc.pay: pay a bill, pay for a meal, etc.

Pronunciation: Sentence rhythm

English for Life is language learning made simple

English for Life is an exciting new four-level course for adult and

young adult learners It features British English, with international communication in mind The course takes learners from complete

beginner to intermediate level English for Life has been developed

to make language learning an enjoyable and reassuring experience, offering everything needed for success

English for Life offers an easy, manageable syllabus through:

• carefully controlled input of grammar and vocabulary• skills work for revision of grammar and vocabulary• a practical language syllabus with real-life outcomes• an engaging storyline

English for Life is designed for teachers and learners who want a

simple, direct approach with lots of support and practice The course provides everything teachers need to make teaching and learning easier:

• one-page, low preparation lessons • a step-by-step approach for building confidence• lots of repetition of new language for learning at a steady pace• clear, achievable lesson outcomes

• audio models for all new language and texts• easy-to-use support and testing materials in one, interleaved

Teacher’s Book• a full set of practice materials for students via the Workbook,

MultiROM, and the English for Life website.

Approach and methodology

English for Life has been created by Tom Hutchinson, the

internationally respected author of Hotline, Lifelines, and Project

English He has over 20 years’ experience of writing courses that really

work in the classroom English for Life aims to establish a new approach

to language teaching which recognizes the need to learn one thing at a time The clear step-by-step approach gives students the confidence they need to use the language effectively

English for Life has:

A simple format

The format of the course is simple and consistent, so students always know where they are and what they are learning

• The material is grouped in regular cycles of four lessons:

Vocabulary, Grammar, Skills, and English for Everyday Life This ensures systematic coverage of all the key elements of the syllabus.• The format of the Student’s Book is 80 one-page lessons

• Each lesson is designed to last 45 minutes and is self-contained,

with a clear learning outcome given at the bottom of the page • The course package is simple to use Each one-page lesson

corresponds with one page of Workbook material, one page of photocopiable classroom activities, one page of notes for the teacher, and one set of MultiROM activities

A direct approach

English for Life offers clear starting points and outcomes for each

lesson All new language and vocabulary is presented on the page as well as on audio, so students know what they are learning

New vocabulary is presented in an attractive picture dictionary style

with labelled pictures to show the meaning directly New grammar is highlighted in presentation texts and dialogues

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

able to see their progress immediately

Maximum support for students

The simple, direct approach and generous amount of practice in English

for Life gives the students maximum support

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

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

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

through’ and to bring texts to life.• Reading and listening texts are kept to manageable lengths.

• Speaking and writing tasks have lots of structured support,

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

• The Workbook provides consolidation work at home, one page for

every lesson • The MultiROM gives learners the opportunity to revisit the lesson

in their own time, or to catch up with a missed lesson.

Real-life focus

English for Life gives students the language they need in the real world:

for work, for study, for travel, and for international communication.• Each lesson has a clear learning outcome taken from the Common

European Framework These outcomes are expressed as ‘can do’ statements, showing students the real-world relevance of each

lesson For example, at Intermediate level, Now I can understand

and tell a story (lesson 23), Now I can describe a process (lesson 42)

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

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

• English for Life recognizes the international use of English The

themes and characters reflect situations that are meaningful to everyone Contexts are chosen from a wide range of countries, not

just the English-speaking world • The English in the world feature looks at aspects of daily life and

English language use in a range of English-speaking cultures It

encourages learners to compare their own world, language, and

experiences

Flexibility of use

Each page in the English for Life Student’s Book provides the content

for a thorough and interesting lesson with minimal preparation However, some teachers may wish to expand or develop lessons to

meet the needs of their own particular situation English for Life

provides teachers with this flexibility in two ways:• The quick and simple lessons, each with its own separate learning

outcome, make the course ideal for using one lesson at a time

according to your students’ needs

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

programme The interleaved Teacher’s Book makes quick reference to the teacher’s notes easier in class Having the teacher’s notes directly opposite the Student’s Book page means easy access to answer keys and audio scripts while you teach.

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

for homework, or to test your students’ progress • For teachers who want to try out extra resources, additional

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

short warm-up and follow-up activities and photocopiable

activities for every lesson The English for Life website

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

InTRoduCTIon

Course syllabus

The tightly structured syllabus of English for Life guides students

through the language, at a comfortable and manageable pace

Grammar

The course has a carefully graded grammar syllabus Grammar lessons introduce new structures one at a time There is also a generous overlap in syllabus coverage between levels in the course, so students have plenty of opportunity to revise what they know and build their confidence before moving on For example, thorough revision is given to basic tenses at the beginning of a new level before proceeding to new structures

Vocabulary

Between 12 and 20 new words can be presented in a Vocabulary

lesson for active, productive use The lexical sets in English for Life Intermediate have been chosen to reflect basic needs such as nouns

and adjectives (lesson 13), at university (lesson 53), and sport

(lesson 65), but also include very functional topics such as renting

accommodation (lesson 9) and travelling by air (lesson 73) Vocabulary

is recycled in the Skills lessons where great care has been taken that reading and listening texts present a limited number of new words

Functions

The functional syllabus is organized to support and give more practice of the grammar and vocabulary points that students are learning Students learn key language to enable them to manage simple

communicative contexts, such as talking about possessions (lesson 8),

checking into a hotel (lesson 32), and making a complaint (lesson 40)

Skills work

English for Life gives students regular practice in reading, writing,

listening, and speaking in dedicated Skills lessons Two skills are

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

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

a manageable, graded text The main function of the reading and listening texts is for students to meet the grammar and vocabulary of the previous two lessons in a wider context

Pronunciation

Pronunciation is taught with relevant language or vocabulary in separate ‘boxes’ at the end of a lesson This gives the teacher the flexibility to decide at what point in the lesson they wish to focus on pronunciation for a particular language area The pronunciation boxes emphasize problem areas, and introduce students to work on individual sounds, stress, rhythm, and intonation

Cultural awareness

English for Life aims to appeal to students of all cultural backgrounds

The topics and texts are supplemented by a regular focus on aspects

of cultural life via English in the world boxes These focus on topics such as emergency signs (lesson 21), giving gifts (lesson 46), and

taboos (lesson 50).They can be used as a springboard for cross-cultural

comparison, giving students an opportunity to find out more about each other and the English-speaking world

The English for Life course package

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

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

At every level, the course consists of:• Student’s Book, with 80 single-page lessons

• Workbook, with 80 single-page sets of practice exercises

• Teacher’s Book, with one page of class notes next to every

Student’s Book lesson, plus a customizable Test CD • 3 class audio CDs or 3 class audio cassettes, including all of the

texts, dialogues, and drills from the Student’s Book• MultiROM, with interactive audio practice of the key new language

for every Student’s Book lesson, and audio material covering all of the pronunciation work in the Student’s Book

Each of the components is described in more detail below.The whole package is supported by a dedicated website for teachers and students, at www.oup.com/elt/englishforlife

The Student’s Book

The Student’s Book contains:• an easy-to-use contents page• 80 one-page lessons • 10 Review lessons – one for every 8 lessons• wordlists

• a list of irregular verbs• a pronunciation chart of the sounds of English.For each level, the 80 lessons in the Student’s Book are grouped in cycles of four Every cycle contains the lessons in the same sequence:• Vocabulary

• Grammar• Skills• English for Everyday Life.Each cycle also has two smaller sub-sections:• Pronunciation

• English in the world

One page, one lesson, one focus

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

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

• presentation of one new text or language area• controlled practice activities

• several lessons contain a Language note box These boxes highlight

an important aspect of the language area that is being studied.• freer practice often ending with a Your life personalization exercise,

where learners talk or write about their own life

• a clear ‘Now I can …’ statement, summarizing the learning outcome

of the lesson

Vocabulary

Students spend the first lesson in each cycle of four lessons learning a new set of vocabulary for a topic They meet the words again in the other three lessons in the cycle and have further opportunities to use them

• Groups of new words are introduced meaningfully around

a particular topic, such as health and fitness (lesson 17) or

disasters (lesson 29), or around a particular language area, such as uncountable and plural nouns (lesson 33) or make and do (lesson 57).

• The new vocabulary is presented through labelled pictures, ‘picture dictionary’ style As they work through the cycle, students can easily go back and check new words in the ‘picture dictionary’ • Every presentation includes recorded models for students to copy

• Students then practise via a range of simple exercises, to build confidence with the sound, meaning, and form of the words These might include drills, gap-filling, listening comprehension, and ‘ask and answer’ exercises.

• The exercises move from controlled to freer, often ending with a Your life exercise, which enables learners to personalize the

language they have learned

Grammar

The Grammar lesson is the second in each cycle of four lessons It presents and practises new grammar in a clear and structured way • The Grammar lessons focus on one aspect of structural grammar,

e.g articles (lesson 10), or third conditional (lesson 70).

• The new grammar is presented in everyday contexts through a short, simple text or dialogue on the page Often the familiar characters from the That’s Life! storyline are used in the grammar

presentation texts and dialogues to help students relate new language to ‘real’ characters and situations

• New language items are highlighted in blue in the presentation texts and dialogues, so it’s easy to focus on language patterns.• Students study the grammar through clear rules and tables.• Short and simple Language notes emphasize points of form or

usage which students should learn.• Students practise via a range of simple exercises including drills,

gap-filling, listening comprehension, listen and check exercises, and ask and answer exercises

• As with the Vocabulary lessons, the activities move from controlled to freer, often ending with a Your life exercise.

Skills

Skills lessons are the third lesson in each cycle of four lessons They give learners the opportunity to see the vocabulary and grammar from the previous two lessons in the context of a reading or listening text on the general topic of the cycle

• Across the course, the lessons provide a balance of the four skills – reading, listening, speaking, and writing The lesson heading

always makes it clear which skills students will practise, e.g Read

and write or Listen and speak.

• Reading and listening texts are carefully graded for length and complexity, to ensure that students aren’t distracted by too much information or language they don’t need

• Reading texts are recorded on the class audio cassettes and CDs, so your students can listen and read at the same time

• Comprehension tasks build students’ confidence with reading for general and detailed meaning, and with coping with different types of text

• Skills sections build to either a speaking or writing task based on the topic of the lesson Speaking and writing tasks are tightly controlled and have plenty of support This makes them easy to run in class, and confidence-building for the students The task can be a simple response to the text or more personalized practice of the main language focus

• The Your life sections offer motivating opportunities for students to

talk and write about their own experiences

English for Everyday Life

English for Everyday Life is the fourth lesson in each cycle of four lessons They focus on functional language and how this language is used in the real world English for Everyday Life lessons alternate

between functional lessons such as booking a flight (lesson 24), and an

episode of the That’s Life! storyline.

Functional lessons• The lessons focus on common activities and situations in everyday

life, such as comparing experiences (lesson 48) and invitations

(lesson 72).• The new language is presented in a model dialogue on the page

which students can listen to and then practise.• Everyday expressions boxes highlight the essential practical

language that students should learn.• Students practise the new language in further listening and

speaking exercises

That’s Life! lessons

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

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

as recognizing people (lesson 28) or discussing a problem (lesson 76).

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

• The engaging story provides an ongoing context which students can relate to The story characters also occasionally appear elsewhere in the course, to introduce new language in interactive contexts Each cycle of four lessons has two sub-sections, Pronunciation and English in the world These are integrated into the material, in the

most relevant lessons for the teaching point

Pronunciation

• This focuses on important aspects of English pronunciation that

students often find difficult, such as -ed endings (lesson 38) and

consonant clusters (lesson 51)

• There is also an introduction to the phonemic alphabet and to

sounds that cause problems, such as the letter ‘a’ (lesson 57) or /O;/

and /OI/ (lesson 43)

English in the world

• This features aspects of English-speaking culture A wide range

of topics are covered, such as the weekend (lesson 7), food labels (lesson 27), and proverbs (lesson 63).

• The topics are drawn from aspects of life in English-speaking countries, and the main aim is to encourage learners to think and talk about their own culture and language in comparison

Additional Student’s Book resources

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

• There is one Review for every two cycles of four lessons, i.e every

eight lessons, with exercises on all four lesson types.• Wordlists, containing all of the essential vocabulary to learn,

together with phonemic transcriptions.• Audio scripts for quick checking and revision of listenings and drills

done in class.• An Irregular verb list, covering all of the essential verbs for a

particular level of English for Life.

• A Pronunciation chart with all of the sounds of English for easy

reference

Other course componentsWorkbook

• Each Student’s Book one-page lesson has one page of practice material in the Workbook

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

• Practise and learn boxes give students an opportunity to

personalize and memorize language they can use in the world outside the classroom

• A short review exercise every four lessons allows students to assess their own progress

• For students’ computers there are interactive ‘listen-and-do’ exercises for every lesson of the Student’s Book

• For students’ CD players there are audio models for practising all of the Pronunciation areas from the Student’s Book

• Additional learning resources include: a list of the ‘can do’ statements from the Student’s Book to help students assess their progress, a learning record for each component of the course for each level, and an attractive ‘bookmark’ with space for students to record new words and their translation

Teacher’s Book

• An introduction to the course.• Page-for-page teaching notes, interleaved with the Student’s Book

lessons, so you only have to carry and consult one book.• One page of photocopiable classroom activities for every lesson.• Additional Warm-up and Follow-up activities for every lesson.• Extra ideas for games to use in class

• Key audio scripts at the back of the book.• A customizable Test CD with tests as Word documents or as

downloadable PDFs There are 20 progress tests and a mid-course and end-of-course test

Website

English for Life has a website for teachers, and one for students Visit

www.oup.com/elt/englishforlife, and you’ll find a wide range of materials and activities

For teachers:• customizable tests• assessment records for your students

• guidance on English for Life and the CEF• wordlists and English for Life syllabus documents

• links to the world of Oxford online resources for learning English.For students:

• separate customizable revision tests• interactive extension activities based on the That’s Life! story

• individual learning records • interactive language games

Teaching with English for LifeGeneral points

The lessons in English for Life have been designed to make teaching

simple, effective, and enjoyable • Each lesson in the Teacher’s Book has a clear objective, given at

the top of the page, e.g Students review and practise the present simple and present continuous (Grammar lesson)

• Each lesson is accompanied by short and simple procedural notes

which aim to help teachers make the most of the material These notes should be particularly supportive for those teachers who are just embarking on a career in TEFL, or who may be teaching their

first intermediate level class The notes explain what to do and

say at each stage of the lesson For example, where teachers are

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

Write: My name is on the board

Elicit: He likes chocolate.Ask: How many names can you find in the text?Say: I live in a flat.

• Specific language notes are given in boxes These raise awareness

of specific problems students might have with grammar and vocabulary, or draw students’ attention to the differences between languages, including American and British English It is important to encourage students to think about how their language might affect the way they speak English

• Answer keys are provided in the notes next to each corresponding

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

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

confidence with new language Throughout English for Life, it is

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

1 Provide a clear model at the start using either the audio or yourself if you prefer Allow students sufficient ‘listening time’ before they repeat Say the item two or three times

if necessary.2 Do a class drill (choral drilling) first Ask students to repeat the

items as a group at the same time Give short, simple commands:

Everyone, Together, Again Use hand gestures like a conductor

of an orchestra to keep everyone together in a brisk rhythm Be enthusiastic and keep up the pace – drilling can be a lot of fun if done with confidence and in a good spirit

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

The Vocabulary lessons

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

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

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

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

vocabulary area, particularly any that might be useful to their own life or job

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

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

them to perform the dialogues in front of the class This will increase their confidence in using the language.

The Pronunciation sections

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

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

• Encourage students to: think about how sounds are made, with the mouth, lips, and teeth; clap the rhythm for sentence stress; show how intonation moves up and down with their hands

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

The English in the world sections

• Focus students carefully on any photos / illustrations in the Student’s Book and encourage them to tell you what they see.• Encourage pair / group discussion for this part of the lesson so that

the discussion is productive.• Where aspects of the English language are presented, ask students

to translate into their own languages for comparison.• If you have a multi-lingual class, get as many comparisons as you

can with what is presented in the Student’s Book.• Ask students to draw on aspects of their own cultural lives to

support their verbal comparisons

Vocabulary Activities Games

Dominoes (lessons 26, 48)

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

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

left write the second half of a different word, e.g many/Pol and/Ger.

Students mingle to find two more dominoes to complete their words Then they arrange themselves in a circle, standing next to the correct partner, and read through the words

Hangman (lessons 19, 30, 77)

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

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

the appropriate place, e.g t _ _ _ _ t If

they call out an incorrect letter, draw a piece of the hangman

Students have to guess the word before the hangman is completed

Noughts and Crosses (lessons 4, 43, 79)

Draw a 3 x 3 grid on the board and write a word in each square Divide students into two teams – ‘noughts’ (O) and ‘crosses’ (X) Teams take it in turns to choose a square and make up a sentence using the word or phrase in that square If the sentence is correct, put a nought or a cross symbol over the word in the square The winner is the first team to get their symbol in three squares in a row (down, across, or diagonally)

Sentence Sale (lessons 20, Epilogue)

This game is similar to an auction but prices start high and go down

rather than up

The Grammar lessons

• Use the Grammar lesson presentation dialogue to drill the new language, until students are confident with the form Students can drill as a whole class, or in pairs, changing roles in the dialogue.• Study the rules table and any Language note boxes as a class Use

translation to explain or check the meaning, when you feel it is appropriate Encourage students to write down information that they should learn

• It’s often useful to copy the tables onto the board They can then be referred to during the lesson to clarify or explain

• Work through the examples for each of the exercises on the board Use the Class Cassette / CD to check answers You may want to repeat the correct forms, to give students further practice

The Skills lessons

• As a general rule, don’t be afraid to go through texts, dialogues, listenings, etc several times Repetition is a very effective means of learning and it’s very important that students understand something as fully as possible before moving on Students will be greatly reassured by this

Reading and Listening• Pre-teach or elicit any necessary vocabulary The teacher’s notes

will point out any new words that are needed.• Use the pictures and the general first task to help students to get a

good idea of the general meaning of the text and a good awareness of the context / setting for the reading or listening text Exploit the pictures for additional information, eliciting details where helpful.• Listen to the text as a class For readings, listen and read at the

same time • Go through the text at least twice, with students working alone For

listenings, students should listen at least three times, as this will improve their confidence

• Encourage students to focus on the keywords and the meaning of the text, rather than on every individual word

• Discourage students from using dictionaries or worrying about unknown words in the text until they have read / listened to the whole text at least once

• As students become better readers and listeners, encourage them to find the parts of texts which contain the information they need to answer the comprehension tasks For listenings, go through the audio scripts with the class if necessary

Speaking and Writing • Clarify what students have to do before they start Use the board, if

necessary, to help with instructions • Encourage students to make notes, working alone or in pairs, before

they start the task • Go through their notes as a class List ideas or useful language on the

board.• In a Skills lesson, refer students back to the text, to give them a

model to work from.• When necessary, establish a basic pattern for the writing or

speaking on the board.• When students have completed a task, ask one or two to read out

their work, or repeat their dialogue, for all of the class Point out where they have successfully used new language, to give them confidence, and focus the class on what they have learned • Make a note of any errors that you feel need to be corrected, and

deal with these later if possible.• Whilst we need to encourage students to use the language fluently,

don’t be afraid to insist on accuracy, especially where inaccurate usage makes comprehension difficult There’s no point in students saying something fluently if their pronunciation means that people can’t understand what they are saying

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Put students in teams Tell them there are twelve sentences for sale and they have $500 to spend The starting price for each sentence is $500 but every few seconds, the price drops $50 Teams have to decide when to bid If they bid too early, they might run out of money If they bid too late, another team may get the sentence.

Give each team a copy of the sentences so they can decide which sentences to bid on

Start the game When a team wins a sentence, tell them if it is correct or incorrect If a team wins an incorrect sentence, give them the opportunity to correct the sentence and win back half of their money When students are familiar with the game, you can vary the amounts that prices drop to make the sale less predictable

Spelling Ping Pong (lessons 13, 32, 66)

Prepare a list of words that students have learned, e.g shop assistant,

jumper, hairdryer, customer, yesterday, weekend, camera, kettle Put

students in A and B teams Ask one member from each team to come to the front of the class Say a word from your list One student says the first letter of the word, the other student says the next letter They continue to the end of the word If neither student makes a mistake, both teams win a point If one student makes a mistake, the other one has a chance to finish the word and win a point for their team

Vocabulary Ladders (lessons 15, 63)

Choose a vocabulary topic or area to revise, e.g animals Write the

names of the animals as two lists of ten Draw two ladders side by side

on the board, each one with ten rungs Label the ladders Team A and

Team B.

Put students in teams Teams take it in turns to guess the animals on their list If they make a correct guess, write the animal on a rung of their ladder If they make a wrong guess and the animal they say is on the other team’s list, write it on a rung of the other team’s ladder The first team to reach the top of the ladder is the winner

Vocabulary Snap (lessons 11, 19, 73)

Prepare a list of collocations or phrases to revise, e.g have breakfast,

get up, get dressed Write half of each collocation or phrase on separate

pieces of paper Use thick paper or card so the writing cannot be seen from the back Arrange the pieces of paper face down on a table Put students in two teams Each team takes it in turns to turn over two pieces of paper If they find a matching pair of words, they keep them If the words don’t match, they replace the pieces of paper

The team with the most pairs at the end of the game is the winner

Whiteboard Scrabble (lessons 17, 39, 67)

Choose a vocabulary topic or area to revise, e.g adjectives and adverbs Write a word, e.g overweight in large letters on the board

Divide students into two teams Teams take it in turns to add other

words to the board using one of the letters from overweight, for example they might use the t to add tall, or the h to add medium

height Words must run across or down.

Teams score a point for each letter in their words, e.g tall = 4 points,

medium height = 12 points The team with the most points wins.

Word Box (lessons 41, 57)

Choose a vocabulary topic to revise, e.g verbs Draw a 6x6 grid (you

can make this bigger to accommodate more words) Put the first word

row writing one letter in each square When you reach the end of the first row, continue down the last column of the grid so the words are forming a ‘coil’ Put students in teams They take it in turns to find a verb and make a sentence with it

Using Flashcards

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

Drilling

Hold up each picture Elicit the target vocabulary and check pronunciation Drill each vocabulary item as a class and individually.An alternative is a ‘disappearing drill’ Stick flashcards in a line on the board Elicit and drill each word then remove the first card Students say the words in order again, including the missing item Continue until all of the cards have been removed and students have to say all of the words from memory

Listening and identifying words

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

Memory game

Arrange flashcards on the board Give students a minute to look at, and memorize, all of the items Remove flashcards from the board, then put students in pairs and tell them to write down the things they remember.Another version is to give students time to look at the items then tell them to close their eyes Remove one or two items and mix the rest up, then ask students to look and say what has been removed

Organizing words

Mix up flashcards for four different topics and arrange them on the

board Put students in teams Give them one topic each, e.g jobs,

health problems, feelings Tell them to run to the board and collect the

words which are connected to their topic

Putting words in order / Revising the alphabet

Select a mixture of vocabulary / vocabulary topics Give each student a flashcard Tell them to think about how their item is spelt and then organize themselves in a line in alphabetical order,

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

Spelling game

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

Spotting the odd one out

Stick a row of five or six flashcards on the board All but one should be connected by topic Ask students to guess which is the odd one out and

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

plane (the only one with wings) Accept any logical answers.

You can also play this game with:

1

5 a 1.2 Listen Roberto is introducing himself to the group Who is Fernanda? b Listen again Complete the form.

c Tell a partner about Roberto Use the information on the form.

6 Writing Write your own introduction Use Dora’s text as a model.

When people know each other, but haven’t seen each other for a while:

Men shake hands with other men

shake hands with a woman or kiss her on the cheek

Women normally kiss other women

shake hands with a man or kiss him on the cheek

People don’t usually shake hands with or kiss people that they meet every day

How do you normally greet people in your country?

VOCABULARY

Introductions and personal information

1 1.1 Read and listen Dora is at a language school She’s introducing herself to the class.

Language note Location

in the south of Croatia in the north-west ofSpain

2 a Answer the questions about Dora.

1 What’s her full name? 5 Is she married?2 How old is she? 6 What does her husband do?3 Where does she live? 7 Have they got any children?4 What does she do? 8 What does she do in her free time?

b Work with a partner Ask and answer about Dora.

A What’s her full name?B It’s Dora Ivir.

3 Copy the table and add three more items to each category.

Jobs an accountant, a radiologist, …

Marital status married, …

Relationships husband, son, daughter, …

do yoga, …

go sailing, …

listen to classical music, …

watch soap operas, …

read …

4 Interview a partner Use the questions in exercise 2 to help you.

A What’s your full name?B It’s …

Country

Age Job Employer an insurance company

Marital status Children

does , likes ,

Hello My name’s Dora Ivir I’m 35 years old and I’m from Croatia I live in the city of Dubrovnik in the south of Croatia I’m an accountant and I work for a company that makes office furniture I’m married My husband, Rudolf, works in a hospital as a radiologist We’ve got two children – a son and a daughter In my free time I play tennis, I do yoga, and I go sailing with my family I like listening to classical music, too, and I like watching soap operas on TV

Student’s Book p.1

5a • Look at the picture Explain that Roberto is a student He is introducing himself to the rest of his group Ask: What

information can you include in an introduction? Elicit examples,

e.g name, age, job, family, etc.

• Play audio 1.2 all the way through Ask: Who is Fernanda? Elicit: She’s Roberto’s daughter If necessary, play the audio

again, stopping after the answer

b • Focus on the form Elicit / Teach: employer, interests, insurance

company.

• Tell students to listen again and complete the form • Go through the answers together If necessary, play the audio

again, stopping after each answer.Roberto Fonseca, Brazil, 43 years old, lawyer, divorced, one daughter, goes swimming, plays the saxophone, does some painting, likes watching football, listening to jazz, watching movies

c • Tell students to look at the first line of the form Ask them to make a complete sentence about Roberto Elicit: His name’s

Roberto Fonseca Repeat with each line of the form.

• Put students in pairs Tell them to take it in turns to tell each other about Roberto Monitor

6 Writing

• Use the text in exercise 1 as a model to talk about yourself

Write: Hello My name’s _ I’m _ years old and I’m from

_ on the board Say: Hello, my name’s (David) I’m (39)

years old and I’m from (New Zealand) Ask different students to

say sentences about themselves • Repeat with each sentence of the text • Tell students to use Dora’s text to write their own introduction

Remind them to use capital letters at the beginning of a sentence and for the names of people and places, and full stops at the end of a sentence Allow them to use dictionaries to check new words Monitor while students work

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

English in the world

• Elicit / Teach: greetings, shake hands, for a while, kiss, on the cheek.

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

comprehension, e.g What do people do the first time that they meet?

How do women greet people they know?

• Ask students questions about their country, e.g How do you greet

friends / family / colleagues?

• Put students in mixed nationality pairs / small groups to compare greetings in their country / countries If your students are all the same nationality, do this as a whole class activity using the board to compare your country and your students’ country

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

some basic information about my life.

Follow-up

• Put students in A / B pairs Tell them to think of a famous person Ask them to look at the introduction they wrote in

exercise 6 and make up a similar introduction for their famous

person Tell them not to include the person’s name.• Arrange students in A / B groups Tell them to imagine they are

the famous person They have to introduce themselves, without saying their name The other members of the group try to guess who they are

Students review how to introduce themselves and give some basic information about their lives.

Warm-up

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

Hello My name’s (Sandy) Throw the ball to a student Ask: What’s your name? The student says Hello My name’s (Ping),

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

1 • Elicit / Teach: Croatia, accountant, office furniture, radiologist,

free time, yoga, sailing, classical music, soap opera.

• Tell students to cover the text Ask questions about the

picture, e.g Who can you see? What does she look like?

• Focus on the text Play audio 1.1 for students to read and listen • Ask: Does Dora know the other students in the class?

Elicit: No, (she doesn’t).

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

does she work? Who is Rudolf? Where does he work? How many children have they got? What sports does Dora do?

• Focus on the Language note Drill the examples.

• Draw a compass with four points on the board Elicit: north,

east, south, west Add another point between north and west,

then elicit northwest Continue with southwest, northeast,

southeast Drill each point of the compass.

• Ask students to give the location of different towns and cities in the country where they are studying (you could draw a simple map of the country and mark on a few place names, e.g major towns, cities, mountains, lakes, etc.)

In English compass points can be written with or without

a hyphen, e.g northeast, north-east They don’t have a capital letter, e.g York is in the north of England I live in the

southwest of Spain

2a • Ask: What is Dora’s full name? Tell students to read the text

again and find the answer Elicit: It’s Dora Ivir

• Read through the questions Put students in pairs to complete the exercise

• Go through the answers as a class If some students find the exercise difficult, number the lines and help by giving the number of the line for each answer

1 It’s Dora Ivir 2 She’s 35 (years old) 3 She lives in Dubrovnik 4 She’s an accountant (for a company that makes office furniture) 5 Yes, she is 6 He’s a radiologist 7 Yes, they have (two) 8 She plays tennis, does yoga, goes sailing, listens to classical music, and watches soap operas

b • Drill the questions from exercise 2a

• Put students in pairs Tell them to ask and answer questions about Dora Monitor

3 • Draw the table on the board and write in the five categories

Write: Croatia on the board Ask: Which is the correct category? Elicit: Countries.

• Repeat with the remaining examples • Put students in pairs to copy the table and write three more

items for each category • Ask students to call out their ideas and write the words in the

table on the board Drill each one and check comprehension

4 • Look at the questions in exercise 2a again Tell students to

use the questions to ask about your life • Ask students to read the questions again and write answers

about themselves • Go through the questions Nominate individual students to

answer one question each • Put students in pairs to interview each other Monitor

• Write: Wake up / Go to sleep on the board Elicit things that

students do in a typical day, e.g get up, have breakfast, go to

work, watch TV and write them on the board

• Put students in pairs to talk about what they do in a typical day, from waking up to going to sleep

1 • Play audio 2.1 for students to read and listen Ask: What is

Alan’s job? Elicit: He’s a manager.

• Tell students to cover the text Ask questions about the

pictures, e.g Who can you see? What are they doing? What’s the

weather like?

• Elicit / Teach: sit at a desk, at the moment, leadership course,

manager, bridge, cross a river, prefer, put up a tent.

• Play the audio again Ask questions about the text to check

comprehension, e.g What does Alan do? Where does he work?

What is he doing now? Is he enjoying the course? Why isn’t he happy?

2 • Go through the rules on Student’s Book page 103 • Read the first part of the table Drill the examples • Write: I teach English I usually get up at 7 a.m Elicit that the

first sentence is a state and the second sentence is something that happens regularly

• Explain that usually is an adverb of frequency and ask students to call out more examples of adverbs of frequency, e.g always,

often, never Remind students that adverbs of frequency are

usually placed before the main verb of a sentence, but after

the verb be.

• Go through part two of the table Drill the examples • Write: My sister is visiting me this week I’m writing on the board

at the moment Elicit that the first sentence is a temporary

state and the second sentence is something happening now • Explain that this week and at the moment are present time

expressions which are often used with the present continuous

Elicit more examples, e.g now, today, this morning.

• Write the following sentences on the board: Dora is coming

from Croatia I am reading the newspaper every day Henri has dinner at the moment We do a computer course this week Ask

students to correct them Elicit: Dora comes from Croatia

(state), I read the newspaper every day (regular activity), Henri

is having dinner at the moment (happening now), We’re doing a computer course this week (temporary state).

Students may have problems deciding when to use the present continuous and the present simple, and they may use the present simple to talk about temporary states and things happening now This is often because there is no distinction between the two forms in the student’s L1.Even students with a good grasp of when to use the present

continuous may use the -ing form of the main verb but forget to use to be.

indoors, outdoors, suit.

• Write: He / usually / work / indoors This week / he / work /

outdoors on the board Ask students to make two sentences

using the present simple and the present continuous Elicit:

He usually works indoors This week he’s working outdoors.

TeACheR’S noTeSleSSon 2Students review and practise the present simple and present continuous.

• Go through the answers as a class Ask students to say two sentences each Check pronunciation

1 He usually works indoors This week he’s working outdoors 2 At the moment I’m cooking a meal I normally don’t cook anything 3 He doesn’t usually walk a lot He’s walking 10 kilometres today 4 It’s 5 a.m Alan is getting up now He normally gets up at 7.30 5 I usually wear a suit This week I’m wearing jeans

• Focus on the Language note Read through the examples.

• Write: I don’t want to be a manager I’m not wanting to be a

manager on the board Explain that want describes a state.

• Tell students to cover the Language note Write: wear, eat,

need, think, work, watch, believe, know, get up, walk, like, prefer, go, sit, love, talk on the board.

• Put students in pairs Ask them to arrange the verbs in two

lists: states and actions.

• Go through the answers together.states: need, think, believe, know, like, prefer, love actions: wear, eat, work, watch, get up, walk, go, sit, talk

5a • Go through the statements Elicit / Teach key vocabulary, e.g

bread, Director.

• Write: I _ (go) to the shop now We _ (need) some bread

on the board Point to the first gap and ask students to supply the correct form of the verb in brackets Elicit: ’m going

Repeat with the second gap to elicit need.

b • Elicit / Teach: in common Put students in pairs to compare

their sentences • Ask individual students to say sentences about themselves and

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

talk about regular and temporary activities.

Follow-up

• Put students in small teams Set a time limit of two minutes for them to look around the classroom, or out of the window, and write as many sentences as possible about what is happening Tell them that they can only use a verb once, but the verbs can

be positive or negative, e.g Maria is wearing glasses, Hiro isn’t

writing.

• Go through the sentences together The team with the most correct sentences is the winner

Resource activity pages 175 and 254

Present simple and present continuous

1 2.1 Read and listen.

2 Read the examples Study the rules on page 103.

Present simple and present continuous

1 We use the present simple for:permanent or general states

I work in an office

regular activities

He usually watches TV in the evening

2 We use the present continuous for:temporary states

I’m not sitting at my desk this week

what is happening now

At the moment we’re building a bridge

3 2.2 Drill Listen Say what Alan isn’t doing this week.

1 He works in an office

He isn’t working in an office this week.

4 Make sentences Put the verbs into the correct tense.

1 He usually works indoors This week he’s …

1 He / usually / work / indoors This week / he / work / outdoors

2 At the moment / I / cook / a meal I / normally / not cook / anything.3 He / usually / not walk / a lot He / walk /

10 kilometres today.4 It’s 5 a.m / Alan / get up / now He /

normally / get up / at 7.30.5 I / usually / wear / a suit This week / I /

wear / jeans

Language note

Describing states (stative verbs)Some verbs describe states, not actions We don’t normally use these verbs in the present continuous, even when we are talking about the present moment:

need, want, think, believe, know, like, prefer, love.I don’t want to be a manager NOT I’m not wanting …

5 a Put the verbs into the correct tense.

1 A I’m going (go) to the shop now We need (need) some bread

(close) at four on Sundays.2 A The Director (want) to talk to Katrin, but I (not know) where she is

(have) lunch at the moment She usually

(go) for lunch at 1.30.3 A I (make) a cup of coffee now

Use the cues.

3 (not) like …ing 6 not / this week

b Talk to a partner What things have you got in common?

My name’s Alan I work in an office, but I’m not sitting at my desk this week I’m doing a Leadership Course for new managers At the moment we’re building a bridge, because we need to cross a river We’re all working hard, but I think it’s great I certainly prefer this to the office I’m really enjoying it

It’s nine o’clock in the evening and Alan doesn’t feel very happy now He usually watches TV in the evening, but he isn’t watching TV today He’s putting up a tent.

I don’t like this It’s raining and I feel cold, wet, and hungry Perhaps I don’t want to be a manager after all

Student’s Book p.2

Listen and speak

Language note Question forms: present simple and present continuousPresent simple

Do you buy things online?How does he use his computer?

moment?

B He’s using …A Does he always use … ?

b Interview a partner Use the questions in the survey.

5 Your life Answer the questions in the survey Write sentences about you (or a member of your family).

I’m (not) using … at the moment.I normally use …

I use a computer for … and …I (don’t) often …

1 3.1 Look at the pictures Listen Answer the questions.

1 Who are the two people? Tick  the names Billy Nicola Charlie Sandy2 Why is the woman phoning?

3 What is the man doing on his computer at the moment?

2 Listen again Complete the survey.

3 a Answer the questions.

1 Who is the woman doing the survey for?2 What is the man studying?

3 What things does he buy on the Internet? Why?4 Why doesn’t he book flights online?

5 Is he using the Internet at the moment?6 What does he do with his photographs? Why?7 What does he say about playing computer games?

b Listen again and check.

How do people use their computers?

1 Are you using a computer at the moment? yes no 2 If yes, what kind of computer are you using? a desktop

a laptop 3 Do you use a computer for … ? work

study leisure 4 How often do you … ? often sometimes never send emails

visit chatrooms shop online book tickets on the Internet download music, TV programmes, etc edit and print photographs

play computer games

Pronunciation

The phonemic alphabet

1 Circle the correct word to match the phonemic transcription Use the phonemic alphabet on page 124.

1 XL walk work2 KV you your3 O!6 know now4 I"E head hard5 5*/L think thank6 %J[ this these7 M6L look like8 X2U4 watch wash

2 3.2 Listen, check, and repeat.

• Put students in pairs or small groups Set a time limit of two minutes for them to list uses of computers

• Ask students to call out their ideas Write them on the board and check comprehension of new words

1 • Ask questions about the pictures, e.g Who can you see? What is

the man doing? What do you think the woman’s job is?

• Elicit / Teach the following items (some may have come up

in the Warm-up): survey, Biology, desktop, laptop, leisure,

Internet, email, chatroom, shop online, book tickets, download music, edit photographs, print, computer games, lecture.

• Read the questions Play audio 3.1 for students to listen and answer the questions

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

1 Nicola, Charlie 2 She’s doing a survey about computers 3 He’s downloading some music

2 • Go through the questions in the survey • Tell students to listen again and complete the survey Play

audio 3.1 twice • Put students in pairs to compare their answers • Go through the answers as a class

Charlie Bell, student, 1 yes 2 a laptop 3 study, leisure 4 Charlie often sends emails, books tickets on the Internet, downloads music, and plays computer games He sometimes shops online He never visits chatrooms or edits and prints photographs

3a • Go through the questions Tell students to answer each one • Put students in pairs to compare their answers

b • Play the audio again for students to listen and check • Go through the answers as a class

1 Modern Life magazine 2 Biology 3 He buys presents on the Internet because it’s easier 4 His girlfriend works for a travel company, so she books flights 5 Yes (he’s downloading music) 6 He takes them to a shop because it’s quicker and the photos look better 7 He often plays computer games – especially during his lectures

• Go through the Language note Drill the examples.

• Write: Do you buy things online? What do you buy online? on the

board Elicit / Explain the difference between closed and open

questions (closed questions usually have a yes / no answer,

while open questions can have many different answers) Nominate students Ask: Do you buy things online? What do you

buy online?

• Write: Do you use a computer? Are you using a computer now?

Remind students that we use the auxiliary do with the main verb in present simple questions (unless the main verb is be), and be with the main verb in present continuous questions

• Ask present simple and present continuous questions, e.g Do

you use a computer? Is Jaime using a computer now? to elicit

short answers, e.g Yes, I do No, he isn’t

In some languages spoken questions are marked by repeating a statement and changing the intonation, while written questions are formed by adding a question mark to a statement Direct questions in English are formed with

the auxiliary verb do before the subject and the main verb after the subject, e.g He uses a computer becomes Does he

Note that if who, what, where is the subject of a question, we don’t use do, e.g Who uses a computer? NOT Who does use a

computer? When a statement contains the verb be as a main

verb or an auxiliary, e.g He’s using a computer, we change the word order, i.e Is he using a computer?

4a Speaking

• Tell students to look at the survey again Ask: Does Charlie use his

computer for work, study, or leisure? Elicit: He uses it for study and

leisure.

• Go through the questions and elicit answers for each one • Put students in A/B pairs As ask questions about Charlie and

Bs use the survey to answer Monitor, then ask students to change roles

• Nominate two students to act out their conversation Check pronunciation

b • Look at the questions in the survey Ask students about how

they use computers, e.g Do you use your computer for work,

study, or leisure, (Marco)? How often do you send emails, (Alex)?

• Put students in pairs Tell them to look at the survey and use the questions to interview each other Monitor

• Nominate students to say sentences about their partners

5 Your life

• Tell students to answer the questions in the survey Monitor • Use the cues to make sentences about how you use your computer,

e.g I’m not using a computer at the moment I normally use my

computer to send emails and to prepare my lessons.

• Tell students to use the cues to write sentences about themselves, or about a member of their family Monitor • Put students in pairs to compare their sentences Nominate

individual students to read out one sentence each

Pronunciation

1 • Go through the sounds in the pronunciation chart on Student’s Book page 124

• Write: walk, work on the board Drill the two words Tell students to

look at the pronunciation chart and find the sounds for each word • Write: /w3;k/ on the board Ask: walk or work? Elicit: work

• Drill the remaining items as a class, then individually • Put students in pairs to complete the exercise

2 • Play audio 3.2 for students to check their answers • Go through the answers as a class

1 work 2 you 3 know 4 hard 5 think 6 these 7 look 8 watch

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

talk about how people use computers.

Follow-up

• Write out words from the lesson using the phonemic alphabet (see Student’s Book page 124), e.g /"s3;veI/ (survey), /"i:meIl/ (email), /"tS&tru;m/ (chatroom), /SQp/ (shop), /Qn"laIn/ (online), /bUk/ (book), /"Int@net/ (Internet), /daUn"l@ud/ (download), /"edIt/ (edit), /k@m"pju:t@/ (computer)

• Write the first word on the board (Alternatively list the words on an OHT and reveal them one by one.)

• Put students in teams Tell them to look at the symbols and the pronunciation chart and find the word in the survey The first team to call out the word wins a point

TeACheR’S noTeSleSSon 3Students use the present simple and present continuous to talk about how people use computers.

Sarah Chen; Singapore; postgraduate student in London; getting married to Peter soon

Peter Columbo; the USA; works for a magazine company; getting married to Sarah soon

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

pictures, e.g Where is Lucy? Who is she speaking to? What is

Ryan doing? Where is Jordan?

• Play audio 4.2 for students to read and listen • Focus on the questions Ask: What are Lucy and Jordan planning

to do? Elicit: They’re visiting Lucy’s parents at the weekend.

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

answers as a class.1 They’re visiting Lucy’s parents at the weekend 2 Jordan was on emergency call 3 He can’t visit Lucy’s parents and do the acting job 4 Students’ own answers

4 • Elicit / Teach that we use the present continuous to talk about

things we have arranged to do in the future, e.g meet friends,

visit someone, see the doctor / dentist.

• Focus on the Everyday expressions Tell students to find and

underline them in the text • Write: Are you doing _ at the weekend? on the board Point to the

gap and ask students to supply the missing word Elicit: anything.

• Ask students to complete the sentences Ask: What tense is

used? Elicit: the present continuous.

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

anything, ’re

5a • Go through the list of cues and tell students about the things

you are doing at each time, e.g I’m having dinner with my

brother this evening I’m playing tennis on Friday.

• Tell students to make sentences about their arrangements Monitor

b • Nominate a student Ask: What are you doing this evening,

(Nina)? Repeat with different questions and different students.

• Put students in pairs to ask and answer Monitor • Nominate individual students to say one sentence about their

partner’s arrangements

6 • Focus on the story in exercise 3 Put students in groups of

three Tell them to practise the story, each taking one part • Give students an opportunity to practise each role Monitor • Ask one group to act out the story for the rest of the class • Focus students’ attention on the can do statement: Now I can

talk about future arrangements.

to say a complete correct sentence to win a point, e.g You’re playing football at 10 o’clock on Saturday.

Warm-up

• Play a game of Noughts and Crosses (see page 10) to revise giving personal information Fill the grid with the following categories: name, city, country, job, employer, relationships, age, interests, marital status

• Teams take it in turns to choose a category, then make two

correct sentences connected to the category, e.g marital status – I’m single Maria’s married.

1 • Explain that students will read and listen to a story throughout the book In this lesson they meet some of the characters • Elicit / Teach key vocabulary for the pictures, e.g

picture 1: own, Internet café, holiday company, beard, computer

engineer, fix, girlfriend, actor, TV advert

picture 2: advertising agency, personal assistant, boss,

postgraduate, get married.

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

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

pictures to check basic comprehension e.g

picture 1: Where is the woman? What is she doing? What are the

other people in the picture doing?

picture 2: What’s happening now? What are the two women and

the man doing?

• Play audio 4.1 for students to read and listen Ask some questions about the text to check comprehension, e.g

picture 1: What is the woman’s name? Where is she from? Who is a

student in Manchester? What sort of company does Russell work for? Who is Jordan talking to?

picture 2: What is Lucy’s job? Who is Olive? Where is Sarah

studying? Is Peter from Singapore? Where does Peter work?

2a • Focus on the first pair of names Ask: What is the relationship

between Cindy and Ryan? Elicit: They’re married / husband and

wife / Cindy is married to Ryan.

• Tell students to read the text again and complete the exercise • Go over the answers as a class

1 They’re married / They’re husband and wife 2 They’re engaged / They’re getting married soon 3 They’re boyfriend and girlfriend 4 They’re brother and sister

b • Read the questions Use them to ask students about themselves

and other people in the class, e.g What’s your full name (Ping)?

Where is (Gemma) from?

• Draw a grid on the board with four columns headed full name,

country, occupation and other information.

• Tell students to look at the first picture of Cindy Ask: What’s

Cindy’s full name? Elicit: Cindy Gaskell Write this in the first

column of the table Go through each of the questions, elicit answers about Cindy and complete the table

• Put students in pairs to do the task Monitor • Use the table to go through the answers as a class

Cindy Gaskell; Britain; owns an Internet café; married to Ryan / has two children

Ryan Gaskell; Ireland; owns an Internet café; married to Cindy / has two children

Melanie Gaskell; Britain; student in Manchester; daughter of Cindy and Ryan / has one brother

Russell Gaskell; Britain; works in Spain for a holiday company; son of Cindy and Ryan / has one sister

Jordan Morris; Australia; computer engineer / fixes computers; wants to be an actor / was in a TV advert / has a girlfriend (Lucy)

Lucy Patterson; Britain; personal assistant; works for an advertising

TeACheR’S noTeSleSSon 4Students review and practise talking about the future.

4

ENGLISH FOR EVERYDAY LIFE

That’s Life! Episode 1

4 Complete the sentences What tense is used?

Everyday expressions Talking about future arrangements

Are you doing at the weekend?We visiting my parents

5 a What are you doing at these times?

1 this evening 3 at the weekend

b Ask and answer with a partner.

1 What are you doing this evening?

6 Work in a group Practise the story in exercise 3.1 4.1 Read and listen.

2 a What are the relationships between the people?

1 Cindy and Ryan 3 Lucy and Jordan2 Peter and Sarah 4 Russell and Melanie

b Work with a partner Ask and answer about each person Use these questions.

What is his / her full name?Where is he / she from?What does he / she do?What else do you know about him / her?

Ryan Hi, Lucy How are you?Lucy Oh, hi, Ryan I’m OK, but I’m glad it’s nearly Friday.Ryan Are you doing anything at the weekend?

Lucy Yes Jordan and I are visiting my parents They moved

down to the south coast a couple of months ago They’ve got a lovely house by the sea

Ryan That sounds nice.Lucy We wanted to go last Saturday, but Jordan was on

emergency call, so we’re definitely doing it this weekend

Hi My name’s Cindy Gaskell My husband Ryan and I own this Internet café – The Coffee Shop I’m British, but Ryan’s Irish We’ve got two children – Melanie and Russell Melanie’s a student at Manchester University and Russell works in Spain for a holiday company That’s Ryan over there – the man with the beard He’s talking to Jordan Morris Jordan’s Australian and he’s a computer engineer He fixes our computers, but he isn’t doing that now He’s waiting for his girlfriend, Lucy Patterson Actually, Jordan really wants to be an actor He was in a TV advert last year

Here’s Lucy now with Sarah Chen and Peter Columbo Lucy’s the woman wearing a skirt She’s British and she works for an advertising agency She’s a personal assistant, but she doesn’t like her boss, Olive Green Sarah’s a postgraduate student at London University She’s from Singapore Peter’s from the USA He works for a magazine company Peter and Sarah are getting married soon

Jordan Morris? Look, we’re filming an advert this weekend and one of

the actors is ill Are you available?

1 5.1 Listen and repeat.

4 a Complete what Berta says about her day Use these words.

home a cake light ready coffee emails dressed changed dark work hungry trainI usually get up at 6.15 I have a shower and I get

1dressed I don’t have breakfast, but I get a cup of

2 at the station I normally get the 7.30 3 , and I get to 4 at 8.45 I always check my emails first I don’t get a lot of 5 , fortunately By 10.30 I start to get 6 , so I usually get 7 or something from the cafeteria At ten to five I get 8 to leave work, but I get 9 quite late, at about 7 p.m Then I usually get 10 into my jeans It’s a long day It’s OK, but I don’t like it in the winter, because it only gets

11 at about 8 a.m and then it gets 12 again before I leave work

b 5.3 Listen and check.5 a Your life Answer the questions.

1 Did you get the bus this morning?2 What’s a good age to get married?3 What times of day do you normally get hungry?4 Do you think the world is getting better or worse?5 Do you usually get changed after work / school?6 How many emails do you get in a week?

b Compare your answers with a partner.

6 a new car (= buy)

7 home / to work (= arrive)

8 the bus (= catch)

get + past participle

9 married / divorced

10 dressed / undressed

11 changed (= change your clothes)

12 lost

Expressions with get

2 5.2 Drill Listen Make the sentences.

1 I / hungry I’m getting hungry.

Language note get + comparativeWe often use get with the comparative of an

adjective to talk about a changing state:

– get better / worse – get louder / quieter– get bigger / smaller – get closer /

map and we 5 Can you put the light on, please? It’s 6 I’m sorry I can’t talk now I’m to go out.7 Is lunch ready yet? I’m

8 Those dark clouds are I think it’s going to rain soon

9 I missed the bus yesterday, so I late.10 We didn’t come by car We

EFLISB005 1-12

5EFLISB005 1-12

6

EFLISB005 1-12

7

EFLISB005 1-128

EFLISB005 1-129

• Put students in groups of five Write: When did you get up this

morning? on the board Tell students to ask each other the

question and to form a line starting with the person who got up first and ending with the person who got up last

• Repeat the activity with different questions, e.g What time did

you leave your house? When did you last take a train? When was the last time you used a computer?

1 • Elicit / Explain the meaning of adjective (used to describe a noun or pronoun, e.g a hot room / a cold room), noun (used to refer to a person, place, or thing, e.g man, school, bag), and past participle (a form of a verb) Remind students that regular past participles are formed with -ed, e.g married and

refer them to the list on Student’s Book page 123 for irregular

forms, e.g done

• Focus on the first set of words: get + adjective Play the first

part of audio 5.1 (to get dark / get light) for students to listen

and repeat Drill each item as a class and individually • Repeat with get + noun and get + past participle

• Tell students to cover the labels Point to the pictures and elicit the correct expressions, then put students in pairs to practise Monitor

Get can cause confusion because it is a common verb with

many different meanings (see examples in exercise 1) It is

generally used more in spoken English or informal writing

In British English the past simple and past participle of get is

got However, in spoken American English, the past participle gotten is often used, e.g I haven’t gotten dressed yet.

2 • Do the example together Play the first item on audio 5.2

Students hear I / hungry, make a sentence with get in the

present continuous, then listen and repeat • Play the rest of the audio

• Go through the Language note Drill the examples.

• Ask students if they can think of something that is getting

better, e.g their English Repeat with getting worse, e.g the

weather, the traffic, a problem

• Write: the music, televisions, laptops, the car, the patient on the

board Put students in pairs or small groups Tell them to make sentences with the items on the board and the expressions

with get, e.g The music is getting louder.

• Elicit ideas and write them on the board Check comprehension of any new items

3 • Go through the sentences Elicit / Teach key vocabulary, e.g

air conditioning, wedding, map, cloud.

• Write: Can we put the air conditioning on? It’s _ in here on

the board Tell students to look at the expressions in exercise 1 and the Language note, and choose the one which fits the

gap Elicit: get hot Elicit / Explain that the sentence is about

the present Point to the gap Ask: ‘Getting hot’ or ‘got hot’? Elicit: getting hot.

• Go through the sentences and elicit whether each one is in the present or the past

• Put students in pairs to complete the exercise Monitor • Go through the answers as a class

1 getting hot 2 got married 3 getting better 4 got lost 5 getting dark 6 getting ready / dressed / changed 7 getting hungry 8 getting closer / darker 9 got to work / home 10 got the bus

4a • Read the text Elicit / Teach key vocabulary, e.g check email,

fortunately, cafeteria

• Go through the words in the box Write: I usually get up at

6.15 I have a shower and I get _ on the board Ask students

to find the word that fits in the gap Elicit: dressed.

sentence about yourself, e.g I didn’t get the bus this morning

Nominate different students Ask: Did you get the bus this

morning? Repeat with each question.

• Tell students to read the questions again and write sentences about their lives and their opinions Monitor

b • Put students in pairs to compare their answers • Ask individual students to tell the class about their partner • Focus students’ attention on the can do statement: Now I can

use expressions with the verb ‘get’.

Follow-up

• Use the text in exercise 4 as a model to talk about your life,

e.g I usually get up at 7 a.m I have a bath and I get dressed

etc Tell students to write a paragraph about a typical day in their lives using some of the expressions from exercise 1

Monitor while students work • If there is time, put students in pairs to read each other’s work

and check spelling, capital letters, and full stops Alternatively, collect in the work for correction

Resource activity pages 178 and 256TeACheR’S noTeSleSSon 5Students learn and use a set of expressions with the verb get.

• Revise expressions with get Write out expressions from lesson

5 on separate pieces of paper, e.g get home Make enough for

each student to have one sentence

• Draw three columns on the board, with the headings get +

adjective, get + noun, get + past participle Ask students to

write their expressions in the correct column Go through the expressions together

1 • Play audio 6.1 for students to read and listen Ask: What’s

wrong with Peter? Elicit: He’s tired.

• Tell students to cover the text Ask questions about the picture,

e.g Where are Cindy and Peter? What are they doing?

• Elicit / Teach: concert, left (remaining), queue, lucky, miss.

• Play the audio again for students to read and listen • Ask questions about the text to check comprehension, e.g

What did Peter try to buy on the Internet? Why didn’t he see the concert?

• Put students in pairs to practise the conversation Tell them to practise both roles Monitor

The past simple is the same for all subjects, e.g I went, You

went, We went, except for the verb be which has two forms: was / were.

2 • Go through the rules on Student’s Book page 104 • Focus on the first part of the table Drill the examples as a

class and individually Check pronunciation of was / were

• Tell students to read the text in exercise 1 again and find

examples of positive and negative statements with be

• Write: Peter was tired Sarah and Peter were at a party on the

board Ask students to make the statements into questions

Elicit: Was Peter tired? Were Sarah and Peter at a party? Find

more examples of questions with be in the text.

• Read the second part of the table Elicit that we add -ed to

make the past simple of regular verbs Ask students to find and underline examples in the text Drill each one Check

pronunciation of -ed

• Write: want, queue, try, stop on the board Elicit the spelling

rules, then tell students to check on Student’s Book page 104 • Point out that there is no rule for forming the past simple of

irregular verbs Tell students to find examples in the text Write the present and past forms on the board Refer students to the list of irregular verbs on Student’s Book page 123 for extra practice

Students hear We were late, make a negative sentence, then

listen and repeat Do the same with the second item • Play the rest of the audio

4a • Go through the information Focus on Axel Play the first conversation on audio 6.3 Ask: Where was Axel? Elicit: At the

theatre

• Tell students to listen to the remaining conversations and match each person / couple with a place Play the audio twice, if necessary pausing after each conversation

• Go through the answers as a class

1 c 2 e 3 a 4 f 5 d 6 b

b • Tell students to listen to Axel again Ask: What did Axel do?

Play the audio again Elicit: Axel saw a play.

• Play the remaining conversations Students listen and write an activity for each person / couple

• Go through the answers as a class.1 Axel saw a play 2 Corrie and Max played table tennis 3 Shilpa did some work 4 Jack and Davina had dinner 5 George didn’t do anything interesting 6 Leah and Phil went to their Spanish lesson

c • Focus on the example Tell students to look at the activities they wrote for each person / couple and write more information about them

5 • Look back at exercise 4 Ask: Was Axel at home last night? Elicit: No, he wasn’t He was at the theatre Repeat with Did he

see a play? to elicit Yes, he did

• Put students in pairs to ask and answer Monitor

6a Your life

• Use the time expressions to talk about where you went and

what you did, e.g I went to the cinema last night I saw the new

Brad Pitt film.

• Tell students to go through the expressions and write two sentences to say where they were and what they did

b • Nominate individual students Ask: Where did you go last

night? Elicit a range of responses, then repeat with What did you do last night?

• Put students in pairs to ask and answer Monitor • Nominate individual students to tell the class about their

partner

Pronunciation

1 • Write: was, wasn’t, were, weren’t on the board Play the first

sentence on audio 6.4 Point to the words on the board and ask students to say which word they heard Elicit: weren’t.

• Play the audio twice for students to complete the exercise • Go through the answers as a class

was: 2, 5 wasn’t: 4, 7 were: 3, 6 weren’t: 1, 8

2 • Model the strong and weak forms of was (/wQz/ and /w@z/) and

were (/wE:/ and /w@/).

• Play the audio for students to complete the exercise • Go through the answers as a class to elicit that the negative

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

talk about events in the past.

Follow-up

• Think of something that you did in the past, e.g a place you

visited

• Put students in teams Teams take it in turns to ask questions

and work out the name of the place, e.g Were you inside or

outside? Did you see the sea? You answer yes or no

• Teams score one point for any question with the answer yes,

and two points if they correctly guess the place However, if they guess wrongly, they lose a point (This is to encourage students to ask questions, rather than just make guesses.)

Resource activity pages 179 and 256

Student’s Book p.6

GRAMMAR

Past simple

61 6.1 Read and listen.

2 Read the examples Study the rules on page 104.

Past simple: to be

I was / wasn’t tired.

We were / weren’t at a party

Was the concert good? Yes, it was / No, it wasn’t.When were they in Paris?

Past simple: regular and irregular verbsregular He missed / didn’t miss the concert

irregular I saw / didn’t see the film

Did you get a ticket? Yes, I did / No, I didn’t.What did he do?

3 6.2 Drill Listen Say the negative.

1 We were late

We weren’t late.

2 I got a ticket

I didn’t get a ticket.

4 a 6.3 Listen Where were the people last night? Match the names with the places.

1 Axel c a at home2 Corrie and Max b at the college3 Shilpa c at the theatre 4 Jack and Davina d at a hotel5 George e at the sports centre6 Leah and Phil f at a friend’s house

b Listen again What did the people do?

1 Axel saw a play.

c Write about the people.

1 Axel was at the theatre He saw a play.

5 Work with a partner Ask and answer about the people in exercise 4.

A Was Axel at home last night?B No, he wasn’t He was at the theatre.A Did he see a play?

B Yes, he did.

6 a Your life Where did you go and what did you do this week? Talk about these times.

1 last night2 on Saturday evening3 on Sunday afternoon4 on Wednesday morning

b Ask and answer with a partner.

was / wasn’t, were / weren’t

1 6.4 Listen Which word do you hear? Write the sentence number.

was wasn’t were weren’t

really wanted to see it

Cindy Oh, yes? When was it?

Peter It was on Saturday afternoon I tried to get a ticket on the Internet, but there weren’t any left

Cindy Oh, dear So, what did you do?

Peter Well, Sarah and I were at a party on Friday night I didn’tgo home after that I went straight to the theatre I

queued for six hours

Cindy Wow! Did you get a ticket?

Peter Yes, I did I got the last one

Cindy That was lucky Was the concert good?

Peter I don’t know I didn’tsee it I was so tired that I fell

asleep and I missed it!

Student’s Book p.7

SKILLS

Read and speak

2 Put these events in the correct order for the bad start version of

the story.

a Emily missed the bus f Jack got to work late.b Jack went home for his briefcase g Emily spilt her milk.c Jack took Emily to school h Jack got changed.d His wife went to work i Emily cried.e Jack argued with his wife j Jack shouted at Emily

1 7.1 Read and listen Answer the questions.

1 Who are the people in the story?2 What did the girl do?

3 How did the man react … ?

– in the A bad start version of the story – in the Did it have to be a bad start? version

3a Read the paragraph which asks Did it have

to be a bad start? What was different?

Jack didn’t shout at Emily He smiled and said, ‘It’s OK.’

b What is the 90 / 10 secret? Do you think

it’s useful?

Language note have to

I have to go to work = It’s necessary.He had to go home again = It was necessary.He didn’t have to take Emily to school = It wasn’t necessary

Did it have to be a bad start? = Was it necessary?

4 a Your life Tell a partner about an event in your life when you reacted badly.

What happened?How did you react?What were the consequences?

b Write a new version of your story where

you followed the 90 / 10 secret.

7

English in the world

The weekendIn most countries the weekend is Saturday and Sunday However, in some countries in the Middle East it is Thursday and Friday (e.g Saudi Arabia) or Friday and Saturday (e.g Egypt)

Here are some features of a typical British weekend:

– Children don’t have to go to school on Saturday or Sunday

– Saturday is a popular day for shopping Saturday afternoon is the traditional time for weddings and for football matches.– Saturday night is the most popular time to go out to eat, drink, or dance

– About 6–7% of people go to church on Sundays Sunday lunchtime is a traditional time for a family meal

What are typical weekend activities in your country?

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Warm-up

• Ask students to call out the infinitive of some irregular verbs Write each one on the board

• Put students in small teams and set a time limit for them to write the past simple of each verb

• The first team to finish, with a set of correct answers, is the winner

• Go through the answers together at the end

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

picture, e.g Where is the man? What has happened? How do you

think he will react?

• Elicit / Teach key vocabulary for each part of the story, e.g

introduction: go wrong, secret part 1: knock over, edge, in a hurry, version part 2: accident, kiss, pick up

part 3: per cent, control, spill, deal with, react

• Play audio 7.1 for students to read and listen • Read the questions Ask students to read the text again and

find the answers • Go through the answers together

1 Jack, his wife, and his daughter (Emily) 2 She knocked over a glass of milk, which fell on Jack’s trousers 3 In the first version he got angry and shouted, in the second version he didn’t get angry or shout

2 • Read through the statements Ask: What was the first thing

that happened in ‘A bad start’? Elicit: Emily spilt her milk.

• Tell students to read A bad start again and put the events in

order • Put students in pairs to compare their answers, then go

through the answers as a class.1 g 2 i 3 j 4 e 5 h 6 a 7 d 8 c 9 f 10 b

3a • Write: Jack shouted at Emily on the board Ask students to

read Did it have to be a bad start? Point to the sentence on the

board Ask: What did Jack do in the second version? Elicit: Jack

didn’t shout at Emily He smiled and said: ‘It’s OK’ Put students

in pairs to read the text again and find six more differences Go through the answers together

Jack didn’t shout at Emily He smiled and said, ‘It’s OK.’ Emily didn’t cry Jack didn’t argue with his wife Emily didn’t miss the bus Jack didn’t take Emily to school Jack didn’t get to work late Jack didn’t forget his briefcase, so he didn’t have to go home to get it

b • Read the first question Tell students to read the final part of the text and find the answer Elicit: Ten per cent of life is what

happens and you can’t control it Ninety per cent of life is how you react and you can control this.

• Put students in pairs to discuss the second question Monitor • Elicit ideas from around the classroom

• Focus on the Language note Drill the examples as a class and

individually • Go over the positive form and the notes Write: Eva has to work

from 9 a.m to 5 p.m on Saturdays and Sundays on the board

Ask: Is it necessary for Eva to work at the weekend Elicit: Yes, it

is Repeat with Can Eva leave work at 4 p.m on Sunday? to elicit No, she can’t

• Read the negative form Write: Emily didn’t have to go to school

go to school yesterday? to elicit No, she didn’t Repeat with Why didn’t she go to school? Elicit: It wasn’t necessary.

• Focus on the question form Nominate different students Ask

them what they had to do yesterday, e.g Did you have to get up

early, (Chan)?

In the present tense we can use have to or have got to, to

show that something is necessary Students sometimes

confuse have got to with have got, which is used to show

possession

4a Your life

• Go through the questions Elicit / Teach: consequences

• Tell students to make some notes about an event in their life when they reacted badly Monitor

• Put students in pairs Tell them to use the questions to ask and answer about the events

• Nominate different students to tell their story to the class

b • Ask students to imagine that instead of reacting badly, they

followed the 90 / 10 secret

• Tell students to write a new version of the story Monitor • Put students in pairs to compare their stories

• Ask individual students to tell their new story to the class

English in the world

• Elicit / Teach: Middle East, popular, traditional.

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

check comprehension, e.g When is the weekend in Saudi Arabia?

Do British children have to go to school on Saturday or Sunday? What is the traditional day for football matches? What percentage of people go to church on Sunday?

• Ask students questions about their country, e.g When is the

weekend? What is the most popular day for shopping?

• Put students in mixed nationality pairs / small groups to compare greetings in their country / countries If your students are all the same nationality, do this as a whole class activity using the board to compare your country and your students’ country

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

compare versions of events.

Follow-up

• Play a game of Consequences Each student will need a sheet of paper Read the instructions below After each instruction the students write a word or a sentence, fold the paper so that what they have written can’t be seen, then pass the paper to a different student

• Instructions:

Write:

a man’s name a woman’s name where they met what the man said what the woman said what the man did what the woman did the consequence.

• At the end, put students in groups and tell them to unfold the paper they are holding and compare their stories

Resource activity pages 180 and 257

TeACheR’S noTeSleSSon 7Students review the past simple and have to, and read and understand two versions of a story.

4a • Look at the pictures Elicit the names of each item • Go through the names in the box Ask students to listen and

match one person with each item Tell them that two of the names aren’t used

• Play audio 8.4 twice for students to listen and complete the exercise

• Go through the answers as a class.Eduardo 2, Deenal 1, Gus 5, Cecilia 3, Eric 4

b • Point to the keys Ask: Who do the keys belong to? Elicit: They

belong to Eduardo Repeat with other items from exercise 4a.

• Put students in pairs to practise Monitor

5 Speaking

• Collect a few items from students, e.g a dictionary, two pens, a rubber, etc Put them on the desk in front of you

• Go through the questions • Hold one of the items up Use the questions to ask about the

items, e.g Whose (dictionary) is this? Elicit: It’s (Jan’s) / It

belongs to (Jan) Repeat with different questions and different

items • Put students in small groups Tell them to put a few items on a

desk and practise together Monitor • Nominate different groups to tell the class about the items,

e.g This is Julia’s pen These are her pencils.

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

talk about possessions.

Follow-up

• Make two 4 x 5 grids and prepare 40 blank slips of paper that can be used as labels

• Put students into two teams Tell them to choose 20 small items that they have in their bags / pockets and arrange them in four rows on a desk Each row should have five items It doesn’t matter if some items are duplicated, e.g two pens, as long as they belong to different people

• Give each team 20 labels Tell them to put the labels beneath the items and write the owner’s name on each label

• Set a time limit for each team to look at the other team’s items and try to memorize as many items and owners as possible Cover each set of items with a cloth or a large piece of paper.• Give each team a grid Teams have to label the grid with the

items and owners, e.g Sandro’s pen, Michel’s comb The items

in the grid should be arranged in the same order as they were arranged on the desk

• Set a time limit for students to complete their grids, then remove the cloth / piece of paper so they can compare their answers with the items on the desk Award two points for each correct answer, and one point if a team only manages to get an item without its owner’s name

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

Student’s Book pages 83–84

Warm-up

• You will need a large soft bag for this activity (a pillowcase works well)

• Put a selection of about 20 small items in the bag Use things that people might have in a handbag or pocket, e.g a coin, a comb, a mobile phone, a pen, a tissue, a credit card, a key.• Put students in two teams A and B Give the bag to team A and

set them a time limit of a minute to feel the bag and write down as many items as possible (They need to make sure that they don’t let team B hear or see their answers.) Then repeat with team B Compare the answers that each team has, then take the items out of the bag The winning team is the team with the most correct answers

1a • Play the first conversation on audio 8.1 for students to read and listen Ask: What are Gary and Pearl talking about? Elicit: a

mobile phone Repeat with the second conversation to elicit a car.

• Elicit / Teach: earlier, belong to, neighbour.

• Read through the questions Play the audio again for students to read, listen, and answer

• Check the answers as a class.The mobile phone belongs to Mick The car belongs to their new neighbours

b • Put students in pairs to practise the conversation Tell them to practise both roles Monitor

• Go through the Language note Drill the adjectives and

pronouns as pairs, e.g my / mine, your / yours.

• Tell students to cover the table Say an adjective and elicit the pronoun Repeat with different adjectives and pronouns, then put students in pairs to practise

Possessive adjectives and possessive pronouns are sometimes confusing for students In languages which have masculine and feminine nouns, a possessive adjective matches a noun rather than its owner For example, in

Spanish su libro can mean his book or her book Also an adjective may change to show quantity, for example mi

libro, mis libros (my book, my books).

In some languages a definite article (the) is used with

a possessive pronoun, and students may repeat this in

English, making incorrect sentences such as It’s the hers.

2a • Focus on the Everyday expressions Tell students to cover the

text in exercise 1a.

• Write: _ mobile is this? on the board Point to the gap and

ask students to supply the missing word Elicit: Whose.

• Ask students to complete the expressions

b • Play audio 8.2 for students to listen and check their answers • Go through the answers together

Whose, ’s, does, to, to, belong, They, They • Play the audio again for students to repeat the expressions

3 • Do the examples together Play the first item on audio 8.3

Students hear This is their car, make a sentence with It’s and a

possessive pronoun, then listen and repeat Do the same with the second item

• Play the rest of the audio

TeACheR’S noTeSleSSon 8Students review possessive pronouns and learn expressions for talking about possession.

Student’s Book p.8

ENGLISH FOR EVERYDAY LIFE

Talking about possessions

81 a 8.1 Read and listen Whose are these things?

– the mobile phone – the car

b Practise the conversations with a partner.

Language note Possessive pronounsPossessive adjective my your his her its our their

Possessive pronoun mine yours his hers its ours theirs

This is my mobile It’s mine NOT It’s the mine

2 a Complete the expressions.

Everyday expressions Possessions

mobile is this?It’s Aisha Who this belong to? (singular)It belongs me /

It doesn’t belong me.Who do these to? (plural)

belong to her /

don’t belong to her

b 8.2 Listen, check, and repeat.3 8.3 Drill Listen Say whose the

things are.

1 This is their car 2 These are my keys

It’s theirs They’re mine.

4 a 8.4 Listen Match the things with the names.

Frank Avril Eduardo Deena Gus Cecilia Eric

b Work with a partner Ask and answer about the things.

A Who do the keys belong to?

Whose mobile is this?Who do these pens belong to?Ella, is this book yours?

Gary Wasn’t Mick here earlier today?Pearl Oh, yes, he was It must be his, then.

Man Who does that big car belong to?Woman I think it belongs to our new neighbours.

Man It’s very big – a lot bigger than ours.Woman Yes, but our flat’s bigger than theirs.

8 , with plenty of cupboards, and a new oven and fridge We’ve all got our own bedrooms, but we 9 the other rooms We share 10 , too, of course The bedrooms are small, but the living room is quite 11 The flat isn’t very

12 the shops, but it’s in a nice 13 and it isn’t noisy

b 9.2 Listen and check.

9

3 a Your life Work with a partner Use the words and expressions in exercise 1 Ask each other about the places where you live.

Do you live in a flat?How many rooms has it got?Is it spacious / furnished / convenient for … ?Has it got … ?

b Describe the place where you live Use the text in exercise 2 as a model.

1 a ground-floor flat 3 spacious 4 convenient for the 5 in a quiet location 6 furnished

Facilities It’s got …

11 The landlord lets his flat to a tenant 14 She shares the flat with two 15 The accommodation agency finds

12 The tenant rents the flat from him flatmates new tenants for the landlord

13 She pays rent to the landlord

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

Pronunciation

1 • Elicit / Teach that a syllable is a single sound It can be a

whole word (e.g work, go), or it can be one sound within a word (e.g English, lesson)

• Write: tenant on the board Model the pronunciation Ask:

How many syllables are there? Elicit: two.

• Repeat with furniture, to elicit three.

• Focus on the list of words Put students in pairs to complete the exercise Encourage them to say the words and count the syllables

2 • Play audio 9.3 for students to listen and check their answers • Go through the answers together

Two syllables: tenant, flatmate, furnished, fitted, spaciousThree syllables: location, area, furniture, property • Play the audio again for students to repeat the words • Focus students’ attention on the can do statement: Now I can

talk about accommodation.

Follow-up

• Put students in teams for a board race and draw a column on the board for each team

• Line the teams up in front of their column Give the two students at the front a pen and read out the first definition below They run to the board to write the word Continue along the lines Count the correct, and correctly spelt, words for each team Award an extra five points to the team that finishes first ONLY if they have no mistakes

1 a person who lets accommodation to other people (landlord)

2 a person who rents accommodation (tenant) 3 a flat at street level (ground-floor flat) 4 a flat without furniture (unfurnished flat) 5 near to the shops or town centre (convenient for) 6 you go here to look for a flat (accommodation agency) 7 a kitchen with cupboards and appliances such as a fridge, oven etc (fitted kitchen)

8 a system to keep a building cool in hot weather (air conditioning)

9 a system to keep a building warm in cold weather (central heating)

10 the money you pay to live in a flat (rent) 11 a person that you share a flat with (flatmate)

• Go through the answers at the end

Resource activity pages 182 and 258

Students learn and use a lexical set of words to talk about renting accommodation.

the anagrams, then go through the words

1a • Elicit / Teach: accommodation Focus on pictures 1–7 and the

first set of words: Describing a flat Play the first part of audio

9.1 (to It’s unfurnished) for students to listen and repeat

Drill each item as a class and individually • Repeat with Facilities and Getting a flat

• Tell students to cover the labels Point to the pictures and elicit the correct words, then put students in pairs to practise Monitor

b • Put students in small groups Set a time limit of two minutes to complete the task Monitor

• Ask groups to call out their words Write new words on the board and check comprehension

Flat is more common in British English, Americans usually

use apartment Another vocabulary difference is that in British English ground floor means at street level, and first

floor means one level above the street However, in American

English first floor means at street level.

2a • Read the text Elicit / Teach key vocabulary, e.g own, above,

plenty, furniture, cupboard, oven, fridge

• Go through the words in the box Write: I live in a _ flat on

the board Ask students to find the word that fits in the gap

3a Your life

• Go through the questions Tell students to use the questions to ask you about the place where you live

• Ask students to read the questions again and make notes about where they live

• Nominate individual students to answer one question each • Put students in pairs to interview each other Monitor • Nominate students to tell the class about their partner

b • Use the text in exercise 2 as a model to talk about the

place where you live Write: I live in a (house) I live with

(my husband) We (don’t own the house) on the board Ask

different students to say sentences about the places where they live

• Tell students to use the text to write a description of their house / flat Remind them to use capital letters at the beginning of a sentence and for the names of people and places, and full stops at the end of a sentence Allow them to use dictionaries to check new words Monitor while students work

• Write: a desk, a clever student, an apple, an old desk on the

board Elicit that we use an before a vowel sound and a before a

consonant sound • Tell students to look around the classroom and find more

examples of words that follow an • Repeat with words that follow a.

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

Cindy wearing new shoes? Elicit: She’s going to a party.

• Tell students to cover the text Ask questions about the

pictures, e.g What are Ryan and Cindy doing? What is Ryan

carrying? What are they wearing? Why do you think Cindy looks unhappy?

• Elicit / Teach: block of flats, lift, out of order, comfortable, get

something wrong.

• Play the audio again for students to read and listen • Ask questions about the story to check comprehension, e.g

Why did it take a long time to find the flat? Why can’t they use the lift? What’s wrong with Cindy’s shoes? What did Ryan get wrong?

Students’ pronunciation of English can cause problems

with indefinite articles If they are in the habit of dropping

a consonant at the beginning of a word, or adding an extra

vowel sound at the beginning of a word, they may use an instead of a For example an ospital instead of a hospital, or

an eschool instead of a school.

2a • Go through the rules on Student’s Book page 105 • Read section one and the example together • Go through section two and the examples Write: Cindy bought

_ new dress She wore _ dress yesterday on the board

Ask students to complete the sentences with a definite or indefinite article Elicit: Cindy bought a new dress She wore the

dress yesterday

• Read section three of the table Focus on the examples

in part i (They’re going to a party The party’s in someone’s

flat.) Hold up a pen Say: This is a pen Ask students to make

sentences about the same pen using the, e.g The pen is blue

The pen is yours Repeat with different objects if you feel your

students need more practice • Look at the example in part ii (The lift is out of order) Ask

students to make sentences about things in the classroom,

e.g The board is clean The door is closed The wastepaper bin is

full.

• Go through the examples in part iii Ask questions about the school (or another building that students are familiar with)

and practise ordinal numbers with the, e.g Which floor are the

toilets on? Who was the first / second person to arrive today?

Repeat with questions about students’ possessions to practise

superlatives with the, e.g Who has the tidiest desk? Who has

the heaviest bag? Encourage students to respond with full

sentences

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

the examples of a, an, and the.

• Write: Cindy and Ryan are going to a party on the board Tell

students to look at the grammar table Ask: Why do we use ‘a’

here? Elicit: Because ‘party’ is not specific.

• Put students in pairs to complete the task, then go through as a class

escalator, shirt, tie, market, play, afterwards.

• Write: Is there a / the toilet near here on the board Ask: ‘a’ or

1 a, the, the 2 a, the, the, an, the, the 3 a, the, a, the, the, a 4 a, a, a, the, The, the

5 • Read the text Elicit / Teach key vocabulary, e.g van, doorbell,

surprised, old times, suddenly, parking ticket.

• Write: Jordan delivered _ computer to _ office in _ city

centre on the board Point to the first gap Ask students to

supply the missing article Elicit: a Repeat with the remaining

gaps to elicit an and the.

• Put students in pairs to complete the exercise Monitor • Go through the answers as a class Nominate individual

students to say one sentence each.1 a 2 an 3 the 4 a 5 The 6 the 7 the 8 the 9 a 10 the 11 the 12 an 13 a 14 a 15 the 16 the 17 the 18 a

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

use articles.

Follow-up

• Tell students to imagine they are starting a new course at the school, or their place of study, and to list questions they might need to ask about the building, the course, and the lessons • Ask students to call out their ideas Check their use of articles

Suggestions may include: Where are the toilets? Where is the

library? Is there a cafeteria / drinks machine / public telephone? When do the lessons start / finish? What is the name of the coursebook / a good dictionary?

• Put students in A / B pairs The As are new students and have to ask for information, the Bs give information

Resource activity pages 183 and 258

Articles

101 10.1 Read and listen.

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

Articles

1 A singular noun normally has an indefinite article (a / an) or a definite article (the).

The party’s in a flat NOT Party’s in flat

2 The indefinite article: a / an

We use the indefinite article for something that is not specific.

They’re going to aparty It’s in anarea that they don’t know

3 The definite article: the

We use the definite article for something specific: i when we have mentioned a thing before.

They’re going to a party The party’s in someone’s flat

ii when there is probably only one Thelift is out of order

iii with ordinal numbers and superlatives.

on the fifth floor the most expensive shoes

b Look at the examples of a / an and the in the story Match the uses

to the rules above

3 10.2 Drill Listen Say when the people

bought the things Use last week.

1 He’s wearing a new suit

He bought the suit last week.

4 a Choose the correct article, a or the.

1 A Is there a / the toilet near here?B Yes, it’s on a / the second floor next to

an / the escalator.

2 A Would you like to go for a / the meal

on Thursday?

B OK We can try a / the new restaurant

that’s near a / the park.

A Yes, that’s an / the idea I think that’s

a / the best restaurant in an / the

area now.3 A That’s a / the nice shirt and tie.

B Thanks I bought a / the shirt at a / the

shop in a / the town centre, but my wife bought a / the tie at a / the market

in Italy.4 A I went to a / the play last night I went

with a / the friend from work And we went for a / the meal afterwards.

B Was a / the play good?A Not really A / The main actor wasn’t

very good, but a / the meal afterwards

was great

b 10.3 Listen and check.

5 Complete the text with a / an or the.

Jordan delivered 1 a computer to 2

office in 3 city centre last week There wasn’t 4 car park there, so he parked his van in the street 5 office was on

6 tenth floor When Jordan got to

7 office, he rang 8 doorbell and

9 woman opened 10 door Jordan was very surprised, because 11 woman was 12 old school friend from

Australia She offered him 13 cup of coffee and they had 14 chat about old times Then Jordan suddenly remembered

15 van When he left, he didn’t take

16 lift He ran down 17 stairs, but it was too late He had 18 parking ticket!

Now I can

use articles.



10

Cindy and Ryan are going to aa party bThe party’s in ca flat on dthe

fifth floor of ea block of flats It’s in fan area that they don’t know, so it took a long time to find it Unfortunately, gthe lift is out of order, so now they’re walking up hthe stairs Cindy likes parties, but she isn’t happy, because she’s wearing new shoes She bought them in ia shop near their café They were jthe most expensive shoes in ktheshop, but they aren’t very comfortable

They’re outside lthe flat now, but mthe party isn’t today Ryan got nthe date wrong – it’s next Saturday Cindy isn’t wearing othe

shoes now, because she’s throwing them at Ryan!

b Listen again and check.

Language note Accommodation adverts

To Let / Available for rentThe accommodation consists of three bedrooms, …fully furnished

in excellent conditionin a quiet locationclose to local amenitiesa deposit

4 a Use the information from exercises 1–3 Complete the advert for the flat.

b What information does the advert give?

– the landlord’s name – a description of the flat– the floor – a description of the location

5 a Writing You want to let the place where you live to some tenants Write an advertisement for it Use the advert in exercise 4 as a model.

b Show your advertisement to a partner Would he / she take it?

11

For rent

A 1 -floor flat

The accommodation consists of 2 bedrooms,

3 , a hall, a bathroom and a 4 kitchen.

The property is fully 5 and is in excellent 6

The rooms are 7 and there’s a nice 8 from

the living room.The flat is in a 9 location and is close to 10

Please contact Shirley McEwan on 07700 900891 for further details.

English in the world

Types of housesThese are typical houses in Britain

a detached house semi-detached houses

terraced houses a bungalow

What are typical houses in your country?

Student’s Book p.11

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

following items: air conditioning, central heating, first

floor, fully furnished, accommodation agency, quiet location, convenient for, fitted kitchen, flat / mate, land / lord.

1 • Ask questions about the picture, e.g What can you see? What

do you think the people are doing?

• Play audio 11.1 Ask: Where are George and Ellie? Elicit: Inside

a flat

• Read the questions Tell students to listen and answer the questions Play the audio again

• Go through the answers as a class.No, they don’t Because it isn’t convenient for the station, it doesn’t have central heating, they don’t like the kitchen, and rents in the area are high

2 • Ask students to call out the names of rooms that you might find in a house / flat List these on the board

• Tell students to listen again and write down what rooms the

flat has Play the first part of the audio again (up to Let’s start

with the bedrooms).

• Go through the answers together.kitchen, bathroom, living room, two bedrooms

3a • Read through the statements Elicit / Teach: condition, dark.

• Tell students to choose the correct description • Put students in pairs to compare their answers

b • Play audio 11.1 again for students to listen and check their answers, then go through the answers as a class

1 living room 2 third- 3 quiet 4 shops 5 excellent 6 furnished 7 kitchen 8 spacious 9 hasn’t got 10 an expensive

• Read the Language note Elicit / Teach: to let, consist of, local

amenities, deposit.

• Tell students to cover the note On the board, or on an OHT,

write: There’s a house to _ in my street The flat _ of four

rooms My house is _ furnished The house is in poor _ Is this a quiet _? It’s very close to local _ You have to pay a _ of €1000.

• Elicit the missing word for each gap: let, consists, fully,

condition, location, amenities, deposit.

• Ask students questions about the flat in exercise 1, e.g Is it

available for rent? What does the accommodation consist of? Is it fully furnished?

4a • Read the first line of the advert Write: A _-floor flat on the

board Tell students to look at the information in exercises

1–3 and complete the sentence Elicit: third.

• Focus on the rest of the advert Put students in pairs to complete the advert Monitor

• Go through the answers together 1 third 2 two 3 a living room 4 fitted 5 furnished 6 condition 7 spacious 8 view 9 quiet 10 local amenities

b • Focus on the list of information Put students in pairs Tell them to read the advert again and tick the information that is included

• Go over the answers as a class Ask questions about the

advert, e.g What’s the landlord’s name? Which floor is the flat

on? What is the contact number?

the landlord’s name, the floor, the rooms, a description of the flat, a description of the location, a contact number

5a Writing

• Ask students to imagine they are going to let the place where they live to some tenants Ask: What information will you put

in the advert? Elicit ideas, e.g number of rooms / bathrooms, location, etc.

• Use the advert in exercise 4 as a model to advertise your flat /

house Write: For rent on the board as a heading and add some

information, e.g A (ground)-floor flat The accommodation

consists of (four bedrooms, a hall …) Follow the style of the

advert • Tell students to use the text to write an advertisement for

their house / flat Monitor

b • Put students in pairs to read their partner’s advert Tell them to explain to their partner why they would / wouldn’t take the accommodation

• Nominate different students to give their opinions

English in the world

1 • Focus on the pictures Drill each label as a class then individually

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

understand accommodation advertisements.

Resource activity pages 184 and 259

TeACheR’S noTeSleSSon 11Students learn to understand and write accommodation advertisements.

4a • Focus on the Everyday expressions Elicit / Teach: sympathy

Tell students to find and underline the expressions in the text • Write: Bless _! on the board Point to the gap and ask

students to supply the missing word Elicit: you.

• Ask students to complete the expressions • Go through the answers together Drill each expression as a

class then individually.you, Oh, a, can, a, you

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

Bless you! when someone sneezes I can imagine to show you understand someone’s reaction

when something happens

Oh, dear / What a shame / What a pity to show sympathy

when something doesn’t go as planned

Poor you! to show you are sorry that someone is unhappy or

unwell • Read through the statements Elicit / Teach key vocabulary,

e.g burn, finger, painful, scratch

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

• Nominate pairs of students to read out statements and responses

5 • Focus on the Language check Write: It started at the weekend

on the board Tell students to find the sentence in the text

Ask: Why does Jordan use ‘the weekend’ here, not ‘a weekend’? Elicit: He’s talking about a specific weekend.

• Ask students to read the text again and underline all the

examples of the in the story.

• Note that students will see the expression hit the roof in the

text for picture 1 Elicit / Explain that this is an idiomatic expression which means she was very angry

• Put students in pairs Tell them to match each example of the

to a use If necessary, refer students to the grammar table in

lesson 10.

• Go through the answers as a class

picture 1: the weekend – to talk about one weekend, the advert –

because the advert has been mentioned before

picture 3: the advert – the advert has been mentioned before, the

scene – there is only one, the jogger – the jogger has been mentioned

before, the park – the park has been mentioned before

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

• Give students an opportunity to practise both roles Monitor • Ask one pair to act out the story for the rest of the class • Focus students’ attention on the can do statement: Now I can

Students take it in turns to choose a sentence, read it out, then

add some bad news, e.g I won the lottery, but I lost my ticket

• Put students in groups Ask: What sort of things can go wrong?

Set a time limit for students to discuss, then elicit ideas, e.g

Travelling: you miss your bus, you lose your ticket Meeting a friend: you get lost, you arrive late Taking an exam: you fail the exam, you’re ill

1 • Tell students to read episode 1 again

• Ask questions about the characters, e.g Who’s this? Where

does Ryan work? Who is Peter going to marry?

• Ask questions about the story, e.g What was Lucy planning to

do? Where do her parents live? Who was she going to go with?

2 • Play audio 12.1 to familiarize students with how the story develops and the characters’ voices

• Elicit / Teach key vocabulary for the pictures, e.g

picture 1: cold, shame, short notice, annoyed, look forward to picture 2: jogger, pity, wind, shorts, freezing, waste of time picture 3: cut, scene

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

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

pictures to check basic comprehension, e.g

picture 1: Who is in The Coffee Shop? What’s wrong with Jordan? picture 2: What are Sarah and Jordan doing? Does Jordan look

happy?

picture 3: Is Sarah upset? Why do you think Sarah is laughing?

• Focus on the questions: What did Jordan do at the weekend?

Why was it a waste of time? Play the audio again for students

to listen and read Elicit: He was in an advert It was a waste of

time because the advert was too long and they cut his scene.

• Ask some questions about the text to check basic

comprehension, e.g

picture 1: When did Jordan’s cold start? What was Jordan doing

at the weekend?

picture 2: Why couldn’t they make the advert on Saturday? How

did Jordan get his cold? Where did Sarah go on Sunday?

picture 3: What was wrong with the advert?

3 • Focus on the statements Write: Jordan’s got a cold on the

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

or false? Elicit: true.

• Tell students to read the text again and decide if the statements are true or false

• Put students in pairs to compare their answers, then go over the answers as a class

1 T 2 F 3 F 4 T 5 F 6 T 7 T 8 F • Write: He went to see Lucy’s parents on Sunday on the board

Ask students to correct the statement Elicit: He didn’t go to

see Lucy’s parents on Sunday, he was in an advert.

• Put students in pairs Tell them to look at the remaining false statements: 3, 5, and 8, and correct them

• Go over the answers together 2 He didn’t go to see Lucy’s parents on Sunday, he was in an advert 3 Lucy was very annoyed 5 Jordan was a jogger in the advert 8 They cut Jordan’s scene because the advert was too long

TeACheR’S noTeSleSSon 12Students learn and practise expressions for showing sympathy.

Jordan It was for Doggo dog food I was ‘a jogger in a park’.

Sarah How did it go?Jordan Really badly! It rained all day on Saturday,

so we couldn’t do anything

Sarah What a pity But it didn’t rain on

Sunday Peter and I went to look at a house

Jordan No, but there was a cold wind

and I only had shorts and a T-shirt on I was freezing

Sarah Poor you! Is that how you

got your cold?

Jordan Probably And, after all

that, it was a complete waste of time

Sarah Really? Why?ENGLISH FOR EVERYDAY LIFE

That’s Life! Episode 2

121 Look back at Episode 1 What happened?2 12.1 Read and listen to the story What

did Jordan do at the weekend? Why was it a waste of time?

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

1 Jordan’s got a cold.2 He went to see Lucy’s parents on Sunday.3 Lucy wasn’t annoyed

4 The advert was for dog food.5 Jordan was a swimmer in the advert.6 It was wet on Saturday

7 Sarah and Peter are looking for a house.8 They cut Jordan’s scene because the

weather was bad

4 a Complete the expressions.

Everyday expressions Showing sympathy

Bless ! (only for sneezes) , dear

That’s shame.I imagine.What pity.Poor !

b Work with a partner Use the expressions to respond to these sentences Try to sound sympathetic.

1 I lost my mobile yesterday.2 I’ve burnt my finger It’s very painful.3 Atishoo!

4 I’ve got toothache.5 I can’t go to the party I’m working this

weekend.6 We missed our flight.7 Jan failed her driving test.8 Someone scratched my car I was really

annoyed

5 Language check Underline all the examples of the definite article in the story Can you say why it is used in each case?

6 Work in a group Practise the story.

Jordan Hi, Sarah Atishoo!

Sarah Bless you! Have you got a cold?Jordan Yes, I have It started at the weekend.

Sarah Oh, dear But did you have a good time with Lucy’s parents?Jordan No I didn’t go.

Sarah That’s a shame Were you working?Jordan No, I wasn’t I got a part in a TV advert at very short notice.

Sarah Oh, was Lucy annoyed?Jordan You bet She hit the roof when I told her.

Sarah I can imagine She was really looking forward to it What was the

-ful

painsuccessbeauty

painfulsuccessfulbeautiful

-ent / -ant

intelligencepatienceimportance

intelligentpatientimportant

-y

angerluckhealth

angry luckyhealthy

b Check the meanings of any unknown words in a dictionary.

Language note -y endings

-y is a common adjective ending, but words ending in -ty are often

nouns, not adjectives

2 13.2 Drill Listen Say the adjectives Use It’s very …

1 luck

It’s very lucky.

3 a Complete the words.

1 You need a lot of pat in this job

You won’t have much suc if you get

2 With her int and her bea ,

she’s become one of the most fam

people in the country

3 It’s diff to be suc without a

lot of luc

4 It was very cold, so the last part of the

climb was dan and pai , but

we finally reached the saf of our camp

5 Hon and a good sense of

hea relationship

6 We all want sec and good

hea , but we need a bit of dan

in our lives, too

b 13.3 Listen and check.4 a Your life Give your ideas Choose words

from exercise 1 and the Language note.

1 I admire people who are 2 The most important things in life are

and 3 I would / wouldn’t like to be 4 I think is more important

than 5 The ideal partner is and 6 I think you need if you want to

In Spain people eat 12 grapes at midnight on New Year’s Eve to bring luck in the new year You should eat all the grapes before the twelfth stroke of the clock

What things in your country are associated with good luck or bad luck?

Student’s Book p.13

• Prepare an equal number of adjectives and nouns from previous lessons and write them at random on the board

• Put students in small teams to sort the words into adjectives and nouns Go through the answers as a class

• Set a time limit for teams to make as many adjective / noun combinations as possible from the words on the board (they can use words more than once) Award a point for each acceptable combination

1a • Focus on the pictures Play audio 13.1 for students to listen and repeat

• Drill each item as a class and individually

b • Put students in pairs to check the meaning of any unknown words

• Go through the table together and elicit the meaning of each item

• Tell students to cover the nouns Say adjectives one by one and elicit the nouns, e.g Say: dangerous Elicit: danger Repeat

with adjectives covered • Put students in pairs to practise Monitor • Focus on the Language note Drill the examples as a class,

then individually • Tell students to cover the note Write: difficult, safe, secure,

honest on the board and ask students to say the nouns Elicit:

difficulty, safety, security, honesty and write these next to

the adjectives on the board Point out that we write security, not securety Explain that when an adjective has two or more syllables and ends in e, to make the noun, we drop the e and add -ity

• Write: sensitive, loyal, certain, active on the board Ask

students to make the adjectives into nouns Elicit: sensitivity,

loyalty, certainty, activity.

In English adjectives go before nouns, e.g a dangerous

sport NOT a sport dangerous However, it is common in some

languages to place an adjective after a noun and students sometimes do this in English It is also worth reminding students that adjectives have only one form, which is used

for singular and plural nouns, e.g important meetings NOT

importants meetings

2 • Do the example together Play the first item on audio 13.2

Students hear luck, make a sentence with It’s very and the

correct adjective, then listen and repeat • Play the rest of the audio

3a • Read the sentences Elicit / Teach key vocabulary, e.g climb,

camp, sense of humour, relationship.

• Write: You need a lot of pat _ in this job on the board Point

to the gap Ask: Noun or adjective? Elicit: noun Tell students

to complete the word Elicit: patience.

• Put students in pairs to complete the text Monitor

b • Play audio 13.3 for students to listen and check their answers

• Go through the answers as a class 1 patience, success, angry 2 intelligence, beauty, famous 3 difficult, successful, luck 4 dangerous, painful, safety 5 Honesty, humour, important, healthy 6 security, health, danger

4a Your life

• Go through the statements Elicit / Teach key vocabulary e.g

admire, ideal, partner.

• Use the sentences to give information about yourself, and ask

students for their ideas, e.g I admire people who are patient

What about you Hans?

• Tell students to read the statements again and complete them with their own ideas

b • Put students in pairs to compare their ideas Monitor • Nominate students to tell the class about their partner

English in the world

• Elicit / Teach: fortune, grape, midnight, New Year’s Eve, stroke (of a

clock).

• Read through the text as a class

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

do Chinese people think the number 8 is lucky? What number is associated with death? Why do people eat grapes on New Year’s Eve in Spain? How many grapes do they eat?

• Ask students questions about their country, e.g Which numbers are

lucky / unlucky in (Greece)? What sort of things bring good luck / bad luck in (Tunisia)?

• Put students in mixed nationality pairs / small groups to describe things which are associated with good luck or bad luck in their countries If your students are all the same nationality, do this as a whole class activity using the board to compare your country and your students’ country

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

some nouns and adjectives correctly.

Follow-up

• Play a game of Spelling Ping Pong (see page 11) using nouns and adjectives from exercise 1.

Resource activity pages 186 and 260TeACheR’S noTeSleSSon 13Students learn and practise a lexical set of nouns and adjectives.

• Revise the past simple Put students in small groups Read out

verbs from the lesson, e.g be, book, call, do, drive, feel, give,

go, happen, have, phone, send, take, write.

• Students write the past simple form of each verb • Go through the answers together

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

had an accident? Elicit: Jordan.

• Tell students to cover the text Ask questions about the

pictures, e.g Who can you see? What is Lucy doing? Where is

Jordan? How does the policeman look?

• Elicit / Teach: reverse, silly, never mind.

• Play the audio again for students to read and listen • Ask questions about the text to check comprehension, e.g

Where are Jordan and Lucy going? Why doesn’t Jordan need to call the police?

• Ask two students to read the conversation Check pronunciation

• Put students in pairs to practise the conversation Monitor.Students can have problems knowing when to use the present perfect If their L1 does not have a present perfect tense, they may forget to use it in English Some languages do have a similar structure, formed with an auxiliary and a verb, which is used more like the English past simple, and this can result in students overusing the present perfect

2 • Focus on the rules on Student’s Book page 106 • Read the first part of the table Drill the examples • Write: Jordan’s reversed into a police car The policeman is

angry on the board Elicit that the first sentence is an action

which happened in the past and the second sentence is the result of that action

• Go through part two Drill the examples Remind students that

we use ever to mean at any time in the past, and never to mean

at no time in the past.

• Write: Has Jordan ever reversed into a police car before? on the

board Ask students to write an answer using never Elicit: No,

he’s never reversed into a police car before.

In English never is used with a positive verb form, e.g I’ve

never had an accident In some languages it is used with a

negative verb form and students may do this in English,

resulting in sentences such as I haven’t never had an

accident.

3a • Play audio 14.2 for students to listen Ask: What are Raj and

Jordan talking about? Elicit: Jordan’s accident.

• Read through Jordan’s list of things to do Elicit / Teach key

vocabulary e.g insurance company, insurance form, report,

Head Office.

• Play the audio twice for students to complete the exercise • Go through the answers together

1 yes 2 no 3 yes 4 yes 5 no 6 yes 7 no 8 no b • Focus on the first item in exercise 3a Ask: Has he taken the

van to the garage? Elicit: Yes, he has

• Put students in pairs to ask and answer questions about Jordan Monitor

4 • Focus on the rules on Student’s Book page 106 • Read through the first point (details) Drill the example

TeACheR’S noTeSleSSon 14Students review the present perfect and talk about past events and experiences.

• Write: (1) I’ve been to the doctor’s (2) She examined me and

gave me some medicine on the board Elicit / Explain that

both sentences tell us about things that happened in the past • Point to the sentences Ask: Which sentence describes the

event and which sentence gives the details? Elicit: Sentence 1

describes the event and sentence 2 gives the details.

• Go through the second point (time or place) Drill the examples • Write: (1) I’ve been to India (2) I spent two weeks in Mumbai last

year on the board Elicit / Explain that sentence 1 describes an

event and sentence 2 describes the time and place

5 • Do the example together Play the first item on audio 14.3

Students hear We’ve done the shopping, make a sentence in the past simple with yesterday, then listen and repeat

• Play the rest of the audio

6 • Write: Cindy and Ryan / go / to the cinema They / see /

a Spanish film on the board Ask students to make two

sentences to say what Cindy and Ryan have done and to give the details Elicit: Cindy and Ryan have been to the cinema

They saw a Spanish film.

• Put students in pairs to complete the exercise Monitor • Go over the answers together Ask individual students to say

one pair of sentences each.1 Cindy and Ryan have been to the cinema They saw a Spanish film 2 Lucy has done some shopping She bought a coat from her favourite shop 3 Peter and Sarah have been to look at some more houses They didn’t like any of them 4 Ryan has taken the car to the garage He left it there half an hour ago 5 Cindy has booked a holiday in Turkey She did it online 6 Jordan and Lucy have visted Lucy's parents They went last Sunday

7a Your life

• Read through the list Elicit / Teach key vocabulary, e.g

damage, break a bone, emergency services.

• Go through the list and make sentences about yourself, e.g I’ve

never damaged a car I’ve driven a van Tell students to read the

list again and tick the things they have done at some time in the past Tell them to write about the event, saying what happened

b • Nominate individual students Ask: Have you ever damaged

a car? Elicit: Yes, I have / No, I haven’t When a student

responds yes, use questions to find out more information, e.g When did you damage a car? What did you do? Repeat with

different students and events • Put students in pairs to ask and answer questions about the

things they have done Monitor • Ask students to tell the class about their partner • Focus students’ attention on the can do statement: Now I can

talk about past events and experiences.

Follow-up

• Prepare a list of events, e.g an interesting place you’ve visited,

a famous person you’ve met, something unusual you’ve eaten, something dangerous you’ve done Write each one on a separate

piece of paper Make enough sets for students to work in small groups

• Put students in groups and place the pieces of paper face down on the table The first student picks up a piece of paper and

makes a sentence, e.g I’ve been to Thailand The others use

the questions in exercise 7b to find out more information,

e.g When did you go? What did you do? Monitor, and after one

minute tell the next student to take a new piece of paper

Present perfect

141 14.1 Read and listen.

2 Read the examples Study the rules on page 106.

Present perfect

The present perfect connects the past with the present We use it:1 when we’re interested in the present result of an event.

Peter’s bookedthe restaurant (We have a reservation now.)

2 to talk about experiences up to now (with ever and never).

I’ve never hadan accident Have you ever had an accident?

3 a 14.2 Listen Jordan has made a list of the things he needs to do now Which things has he done?

1 take the van to the garage ✓ 5 fill in the form2 collect another van 6 write a report about the accident3 phone the insurance company 7 send the report to Head Office4 download an insurance form 8 see the doctor about his hand

b Ask and answer about the list.

A Has he taken the van to the garage? B Yes, he has.

4 Read the examples Study the rules on page 106.

Present perfect and past simple

We often use the past simple after the present perfect to give:

– details about an event.

I’ve hadan accident I reversed into a car

– the time or place of an event

We’ve all done something like that I did the same thing on holiday last year

5 14.3 Drill Listen Say when the jobs

were done Use yesterday.

1 We’ve done the shopping

houses They / not like / any of them.4 Ryan / take / the car to the garage

He / leave / half an hour ago.5 Cindy / book / a holiday in Turkey

She / do / it online.6 Jordan and Lucy / visit / Lucy’s parents

They / go / last Sunday

7a Your life Have you ever done these things? What happened?

I’ve damaged a car I reversed into our garage door That was two years ago.

1 damage a car2 drive a van3 break a bone4 phone the emergency services5 give someone a big surprise6 get lost

b Ask and answer with a partner.

A Have you ever … ?B Yes, I have …A When / Why / What / Where did you … ?

Lucy and Jordan are going out this evening.

Lucy Hi, Jordan Peter’s booked the restaurant for tonight.Jordan Great, but I’m going to be a bit late I’ve had an accident

in my van I’ve hurt my hand a bit, but I’m OK

Lucy Oh, dear What happened?Jordan I reversed into a car It was my fault I didn’t look

Lucy Oh, dear Well, we’ve all done something like that I did

the same thing last year I felt very silly

Jordan Well, I feel annoyed I’ve never had an accident before.Lucy Never mind Anyway, have you called the police?

1

Student’s Book p.14