International express elementary teacher 39 s resource book

Course overview In tro d u c tio n Learner needs International Express Elementary Interactive edition is a course for adult learners who need • English as a language of international communication • English in work, travel, and social situations • to develop their understanding and use of basic grammar structures • to gain fluency, accuracy, and confidence • a range of vocabulary for common-core work-related and social contexts • to use their limited time effectively and efficiently • to develop strategies to improve the way they learn Course aims International Express Elementary provides • clear learning aims, targeted to learners’ needs • the grammar, vocabulary, and functions necessary for learners to operate effectively, within the limits of their level, in a range of common-core work, travel, and social contexts • an approach to grammar which guides learners to an understanding of meaning and use through contextualized presentation, supported by clear, easily accessible grammar summaries and reference material • strategies for effective vocabulary learning • materials adapted from authentic sources, to reflect learners’ needs and expectations R a tio n a le Syllabus and approach The grammar, lexical, and functional content of the course is targeted specifically to meet those needs which these adult learners have in common The choice of items, and the order in which they are introduced, is determined by frequency and usefulness to the learner’s operational needs Grammar items are presented in realistic contexts, chosen to reflect both meaning and use Learners study data and examples from listening or reading texts and are guided to an understanding of grammar rules and use The accompanying Pocket Book is used in class to verify conclusions, and is also a reference source Vocabulary developm ent Expanding basic vocabulary range is very important for learners at this level Topics are chosen for their usefulness and interest, and to develop the learner’s range of basic vocabulary In addition, the Wordpower sections present effective strategies for organizing and learning vocabulary Focus on communication Basic key functional exponents, selected for their high frequency and usefulness in common-core work-related, travel, and social situations, are presented to enable learners to communicate effectively at a basic level The focus is on interaction, on both initiation and response T e ac h e r's R esource B o o k The Teacher’s Resource Book has two main sections: • Teaching notes • Resource file Teaching notes The teaching notes have been written with both the experienced and the less experienced teacher in mind The detailed, step-by-step guide to teaching each unit is designed for the less experienced teacher in particular The experienced teacher may also find the other material in the teaching notes useful The notes include: some background information about topics; key vocabulary needed for each activity; warnings about possible areas of difficulty, indicated by the symbol A ; suggestions for extra practice and follow-up activities Answers to the exercises in the Student’s Book, and a full listening script, are incorporated Resource file The Resource file is a source of photocopiable material which can be used either as extension or consolidation material, or for revision The teaching notes suggest where a piece of material can be used M aterials in the Resource file are organized into files: Grammar, with additional practice activities, and grammar games with cards which aim to develop students’ understanding and use of structures; Vocabulary, with regular reviews of the key vocabulary in each unit, and vocabulary extension activities; Communication, with activities to review the functional language from these sections There are also five tests, which can be used after units 2, 4, 6, 8, and 10 The Resource file has brief instructions for the activities where these are necessary, and a photocopiable answer key The index to the Resource file gives the reference number for each activity, the language point focus, title, and the first place in the Student’s Book where it can be used T e a c h e r's R e s o u rce B ook: c o n te n ts Course overview Introduction Student’s Book Contents Approaches p.2 p.5 p.6 Teaching notes Teaching notes and listening scripts Review units answer key pp.8-65 pp.66-69 Resource file Index Instructions Photocopiable materials Tests A-E Answer keys S tu d e n t's B ook: U n it s tru c tu re pp.70-71 pp.72-73 pp.74-129 pp 130-139 pp 140-146 Each unit has three sections: Language focus, Wordpower, and Focus on communication The sections are designed to follow on from one another However, the Focus on communication sections can be used separately, if wished, as they have their own functional syllabus In the Language focus sections • the target grammar is presented and practised in realistic contexts • in some units the target grammar is presented in two separate Language focus sections, for clarity and to facilitate learning as much as possible • there are often both reading and listening presentation texts, to develop the learner’s ability and confidence in understanding • comprehension is checked by questions or a transfer activity • • the grammar boxes present examples of the target structure from the presentation texts and guide students to understand meaning and use; learners are then referred to the grammar summaries in the Pocket Book • the practice activities move from controlled to freer practice, in order to develop learners’ accuracy, fluency, and confidence in using the target grammar There are individual, pairwork and groupwork activities to provide variety and maximize student talking time The Wordpower sections • focus on presenting and practising basic key vocabulary to enable learners to communicate in a range of common-core work, travel, and social situations • incorporate a learner-training component which teaches strategies for organizing vocabulary, to make learning more effective The Focus on communication sections • present and practise functional language to enable learners to operate effectively, within the limits of their level, in a variety of contexts relating to their needs • focus in particular on developing the learner’s fluency and confidence in using English on the phone, in travel and social contexts, and for communicating by email Pronunciation • is included in each unit, usually in the Language focus sections, sometimes in the Wordpower or Focus on communication sections • focuses on word and sentence stress, individual sounds, weak forms, linking, and contractions Review units Each Review unit aims to review the grammar, vocabulary, and functional, social, and telephone language from the previous two units The Review units are designed to be used in class; the Resource file has corresponding Tests, to be done after each Review unit Each Review unit has a variety of individual and pairwork exercises The individual exercises can also be done as pairwork if preferred Method • At the end of the previous class, tell students there will be a review session in the next lesson Ask them to revise the work from the previous two units • Encourage students to use the Pocket Book for reference while doing the Review units, and to ask you for help as they work through • Monitor students’ work • Check answers, whole class • Give feedback on any points that came up during monitoring • Encourage students to decide for themselves what they need to review further, by using the self-check box at the end • Agree a time when students will the corresponding Tests A -E on pp.130-139 Student's Book Contents L a n g u a g e fo c u s Unit p.6 G e ttin g to k n o w p eo p le Unit p.14 L ifesty les W o rd p o w e r Focus on c o m m u n ic a tio n Presen t Sim ple (I/you/we/they) P ro n u n ciatio n : in to n a tio n o f q u e stio n s C la ssro o m c o m m u n ic atio n In tro d u ctio n s G reetin gs an d g o o d b y e s Presen t Sim ple (he/she/it) A d v e rb s o f freq u en cy T im e an d n u m b ers S tartin g a call fC~l T im e e x p re ssio n s P re p o sitio n s A sk in g fo r an d givin g d irectio n s A sk in g fo r trav el in fo rm atio n P a st Sim ple R e g u la r an d irreg u lar verb s P ro n u n ciatio n : / d / / t / / i d / en din gs T ravel fo r w o rk L e av in g a m e ssag e J ) F o o d file P ro n u n ciatio n : w o rd stress U sin g a d ictio n ary O ffe rs an d re q u ests E atin g an d drin k in g P ro n u n ciatio n : sentence stre ss love/like/enjoy + -ing Is/ Izl l\zl P ro n u n ciatio n : Review Unit A p.22 Unit p.24 W o rk p laces there is/there are some/any, have, have got P ro n u n ciatio n : lin kin g Unit p.32 T h e r o a d to su ccess T eleph on e n u m b ers Spellin g (J Review Unit B p.40 Unit p.42 M a s s an d c o u n t n ou n s T h e w o rld ’s large st in d u stry some, a lot of/much/many Unit p.50 C o m p a tiv e an d su p erlativ e ad jectiv es D ate s M oney P ro n u n catio n : /5 / a n d /0/ W elcom in g a v isito r P resen t C o n tin u o u s P resen t tren ds P ro n u n ciatio n : c o n trac te d fo rm s in P resen t C o n tin u o u s W ord p a rtn ers M a k in g an d ch an gin g arran ge m e n ts Fu tu re: will Fu tu re: going to P ro n u n ciatio n : c o n trac te d fo rm s C o m m u n ic a tio n s file W ritin g e m ails an d fa x e s M o d a l verb s: should/shouldn’t, may, can/can’t, have to/don’t have to P ro n u n ciatio n : can/can’t H o te l file In vitation s Su g g e stio n s P a st Sim ple an d P resent Perfect P ro n u n ciatio n : w e a k fo rm s o f V erbs w ith p re p o sitio n s A n sw erp h o n e m e ssa g e s C i E m ails an d m o b ile p h o n es T h e b e st w a y to trav el Review U nitC p.58 Unit p.60 L ife in the fa st lane Unit p.68 R e lo c a tin g ’ll/won’t Review Unit D p.76 Unit p.78 D e stin a tio n w ith a differen ce Unit 10 p.86 D e v e lo p in g a c o m p a n y has/have Review Unit E p.94 A p p ro a c h e s : w o rk in g w ith In te rn a tio n a l Express E le m e n ta ry Content • As with the other coursebooks in this series, the listening and reading texts in International Express Elementary are based on authentic source materials and interviews • The focus throughout is on meeting adult learners’ practical language needs, using interesting topic material that will motivate and engage them in the learning process and establish a clear link between the classroom and the real world in which they need to use English Effective learning • The focus is on clear learning aims, systematic presentation and practice of the target language in manageable ‘chunks’ for learnerfriendly learning • Review Units after every two units in the Student’s Book, and photocopiable Tests in the Teacher’s Resource Book, provide regular recycling of key language and lexis to increase the effectiveness of the limited time busy adults have for learning English Vocabulary • Wordpower sections present and practise ways of organizing vocabulary such as word maps, word groups, wordbuilding, and using pictures • The teaching notes for each lesson suggest the vocabulary which needs to be checked at a particular point Depending on your students’ needs, decide whether you want to teach the vocabulary for active use or for passive understanding • For active use, elicit or explain the meaning, and ask check questions to make sure students have understood Then provide practice contexts in which students can use the new vocabulary and practise pronunciation • Encourage your students always to record active vocabulary • Review vocabulary regularly There are vocabulary sections in both the Review Units and the Tests, and regular reviews in the Workbook and the Teacher’s Resource file Role-play activities • In role-play activities, allow sufficient time for preparation • Where appropriate, put AA, BB pairs together to prepare their role first Students then the role-play in AB pairs • Students at this level usually need to a role-play several times to become fluent and confident • After oral practice, get students to write the conversation they had as a written consolidation task Groupwork • As in the other levels in this series, the groupwork tasks in International Express Elementary are designed to be done as ‘students in charge’ activities As a general rule, put students in charge of group activities as often as possible • Make sure students understand exactly what they have to do, then hand over to them • Where appropriate, appoint, or let the group appoint, a chairperson to lead a discussion or to be in charge of the group activity • M any group activities end with feedback to the class In these cases, make sure everyone knows before the group activity starts exactly what form the feedback will take and what each group has to • Take a back seat while the groupwork is going on, so students no longer focus on you as the person in charge Monitor and note down mistakes to deal with afterwards, using the photocopiable monitor sheet if you like • As well as doing remedial work on mistakes, remember to give positive feedback Praise students for what they did well, both in terms of their use of language and the way in which they carried out the task Feedback and correction • Always give students the opportunity to self-correct, before inviting correction from other students • Keep monitor sheets where you note down the most important mistakes made in a lesson, then photocopy it for the class Students work in groups, writing down the corrections One-to-one courses International Express Elementary can be used for one-to-one courses with very little adaptation All the pairwork activities can be done if the teacher takes the role of the other person in the pair, and the groupwork discussion topics can be discussed by teacher and student together Monitor sheet (p.147) This aims to encourage learner independence, to encourage students to correct themselves, and to provide revision/remedial work It can be used at any time when you choose to focus on one student’s performance, or to note collective problems during a lesson activity Be selective about errors noted, and make sure students keep monitor sheets for reference Method Use the monitor sheet to note down mistakes, and the symbols to indicate the nature of the mistake Do not write the correction Give the student the sheet When they have corrected as many points as they can, go through the rest of the sheet and supply any further corrections Encourage the student to check the sheet at a later date, to see whether the corrections are still clear Method Use the monitor sheet as in Method You may choose to note a student’s name if you want them to focus on a particular point, but in general mistakes should be anonymous Copy the sheet for the class, or write on board Students work individually, in pairs or in small groups to correct errors Check answers, whole class Review the sheet at a later stage in the course For example, elicit corrections orally, or use a compilation of mistakes from a number of sessions for pairwork correction, as a warmer or filler activity UNIT Unit Language focus presents the I/you/we/they forms of the Present Simple tense The he/she/it forms are presented in Unit Language focus As this is the first lesson, the mini-presentations in Language focus exercise below are designed to give students the chance to introduce themselves and get to know their class colleagues Draw students’ attention to the Agenda at the beginning of each unit Tell them it gives a summary of what they learn in each unit L an gu ag e fo c u s 1.1 o o Key © 1.1 (fj) © Key Look at Stephanie’s profile • Check students understand lawyer Elicit and write on board single, married, divorced • Play recording once • Students complete profile, then compare answers in pairs • Play recording again, pausing to elicit answers Country: Belgium Married/Single: married Children: tw o Students complete sentences and take turns to give mini-presentations of themselves as Stephanie did in the recording Encourage other students to ask questions after each mini-presentation to find out more Play recording again, pausing after each question Students complete questions • Practise question intonation are you you you company Are you • Students ask and answer questions in pairs O Check students understand activities listed under A typical day • Students read text about Timo silently • Check vocabulary: a receptionist, crowded • Students complete information for Timo in chart • Check answers, whole class Write times on board Use the simpler way of telling the time at this stage, i.e four thirty, six fortyfive., etc This way of telling the time is practised in Unit Wordpower, as well as half past and a quarter to, etc © 12 Play recording once, without pausing • Students compare what they remember about Stephanie’s typical day • Play recording again, pausing for students to write information in the chart in © • Check answers, whole class Write times on board Key 1leave home at 1go to w ork by 1get to w ork at 1finish w ork at 1get home at # UNIT Timo 6.30 train 7.30 7.00 8.00 Stephanie 8.00 bike 8.40 3.00 4.00 Present Simple l/y o u /w e /th e y • Explain to students that in this section in each unit they work with examples from the listening and reading texts to understand and use grammar Read through examples, whole class Point out that the verb forms are the same for llyoulwelthey and that they practise the be/she/it forms in Unit Go through the rules and focus students’ attention on the use of don’t in negative sentences and in questions and short answers Elicit that What you do? means What’s your jo b ? Students correct the mistake • • • • • Key Yes, I Refer students to Pocket Book p l l Pronunciation • 1.3 Q Read example questions aloud Focus on arrow showing intonation patterns of a (rising at the end) and b (falling at the end) Play recording Students repeat each question after recording • Practise questions again, without recording, calling on students individually Practice o Key 1.4 f t Focus attention on the position of before llyoulwelthey in questions • Students write questions • Check questions, whole class W hat tim e you leave home? How you go to work? W hat tim e you get to work? W hat tim e you finish work? W hat tim e you get home? Student A asks Student B questions 1-6 Student B answers Then Student B asks the same questions and Student A answers Students report back to class O Students read through activities Check vocabulary: financial newspapers (e.g Financial Times, Wall Street Journal), client, customer, advice • Play recording Students tick what Stephanie and Timo • Students compare answers in pairs • Play recording again, pausing to check answers Key A t w ork read and w rite emails read financial newspapers look at information on the Internet make phone calls have m eetings w ith clients and customers give advice/information have m eetings w ith colleagues have business lunches travel to other cities/countries Stephanie / y / / / Timo / / / / / / / / Students tick the activities they do, then tell the class about their typical day UNIT # Key Students read descriptions silently, then answer question Stephanie says understanding English on the phone is difficult Timo says spelling in English is difficult Students work in groups of 3-4 For each group, appoint a leader to note down the group’s needs or use the photocopiable Why you need English? on p.74 of the Resource file and give one copy to each group Set a time limit, e.g ten minutes Group leaders present the needs of their group Resource files 1.1,1.2 Follow-up activity This is a good opportunity to tell students more about what they will learn with International Express Elementary, by looking at the Contents pages with them and drawing attention to the three sections in each unit: Language focus, where they learn grammar through listening and reading texts; Wordpower, where they learn important vocabulary for different situations, and Focus on communication, where they learn essential language for everyday professional and social situations, and for communicating by phone and email Classroom communication This unit gives students the questions and vocabulary they typically need in the classroom Before the lesson, collect the objects in to use for additional practice and bring to the lesson other objects for O Key 1-5 (h) Key © Key © 1.6 Q 10 # UNIT Students complete the questions repeat mean Excuse, say 10 understand speak say w rite borrow Students listen to a recording of a new teacher starting an in-company lesson Before playing recording, read out the names and departments This will familiarize students with the words that they will listen for Then play recording once, without pausing • Students match students to departments • Students compare answers in pairs • Play recording again, pausing after each piece of key information • Check answers, whole class 1c 2a 3b Read out words in box so that students can hear correct pronunciation • In pairs, students find the words in the box in the picture, then match words and objects • Check answers, whole class a b c d a folder a laptop a whiteboard a notebook e f g h a dictionary i a pencil a pen j a hole punch an eraser k a piece of paper a paper clip Students listen to a continuation of the conversation from Because this is Alice’s first class in the company she needs to find equipment for the class: a whiteboard and a CD player Remind students that the lesson is not in a school but in Menno, William, and Evelyn’s company offices • Play recording once, without pausing • Students compare answers in pairs • Play recording again, pausing after each piece of key information • Check answers, whole class • After checking answers, if you need classroom equipment for your class, Test C UNITS -6 TIM E LIM IT 50 M IN U T E S Q Mass and count nouns O Vocabulary: food Are these nouns mass or count? Write M (mass) or C (count) luggage - country _ traffic _ company _ information _ work _ tourist _ advice _ mark per answ er Write the words mushrooms c t _ Total a lot of, much, many c Complete the sentences using a lot of, much, or many We don’t h av e _time for the meeting They invited people to their party H o w _ hours did you work yesterday? He didn’t m ak e _ business trips last year f _ H o w _ money did you take on holiday? m ark per answ er Total mark per answ er Dates Comparative and superlative adjectives Write the dates Complete the chart 8/7/98 a BrE Adjective Comparative Superlative happy _ few _ popular _ pretty _ good _ bad _ 1/2 m ark per a nsw er 134 # TEST C Total Total 2/11/00 5/10/07 4/1/99 July 1998 b AmE August 1998 a BrE _ b AmE _ a BrE _ b AmE _ a BrE b AmE _ m ark per answ er Total © Oxford University Press Photocopiable Test C UNITS -6 TIM E LIM IT 50 M I N U T E S Vocabulary: money Welcoming a visitor Underline the right word Put the words in the right order to make questions Yesterday we spent € ,2 0 by/on a new computer business or ? I need to go to a money/cash machine In my country we don’t use notes/coins We only use paper money When you use a debit/credit card, you don’t borrow any money are on here youon holiday Are you here on business or on holiday? _ coat take I two bring your can ? you could uscoffees ? please I’m sorry, we don’t accept cards, only cash/bills I don’t win/earn enough money in my job m ark per a nsw e r Put the dialogue in the right order B Yes, I think so What would you like, Dan? B Yes, please C Could we have a bottle of wine, please? A Are you ready to order? B And I’d like the omelette, please A And would you like anything to drink? C I’ll have the fish soup, please A Would you like a side salad with the omelette? Photocopiable to your London this visit is ? Total O Offers and requests, eating and drinking m ark per a n sw e r first hope OK everything trip did long good a had I a you flight is hotel at your you good have you here m ark per a n sw e r how are ? ? for ? Total TEST TOTAL 50 Total © Oxford University Press TEST C # 135 Test D UNITS -8 TIME LIM IT 50 M IN U T E S O Present Simple and Present Continuous Underline the right form She is a famous journalist She writes/is writing for ‘Le M onde’ At the moment Martin stays/is staying in a hotel I always work/am always working from home on Tuesdays We have a problem Lots of people leave!are leaving the company In my company everyone starts/is starting work at 8.30 a.m Mike comes/isn’t coming to work He’s on sick leave Rene goes/is going home now O Vocabulary: word partners Complete the sentences with the correct form of do, make, or get W e _ a big mistake last week I _ a lot of phone calls at work Georg alw ays _ to work on time My com pany a lot of business with the USA I _ the shopping last Saturday Y vain _ one hundred emails yesterday! m ark per answ er Total Vocabulary: communication Write the words Total m ark per answ er Future: willgoing to monitor Correct the sentences What time » you going to meet Tamara? What time are you going to meet Tamara? k A Are you going to learn Chinese? B Yes, I am going m _p It don’t will snow tomorrow I think Hussein will to leave the company They going to go to Lisbon in January When you go to Poland, people will being really friendly m ark per answ er e s Total Present trends p Complete the sentences with the words in brackets The cost of living IS increasing (increase) Sales of chocolate (fall) The number of em ployees (not change) n p The birth r a te (stay the same) Prices in this country (not go up) m ark per answ er Total a 136 # TE S T D © Oxford University Press Photocopiable Test D UNITS -8 T IM E LIM IT 50 M I N U T E S Q Telephoning: making and changing arrangements Complete the telephone conversations Write ONE word in each gap Conversation M Hello, i s 1Jam es Sand? J Y e s, M James, it’s M ati I’m 3to arrange a meeting next week Are y o u on Tuesday morning? J N o , 5, I’m busy all day on Tuesday H o w _ 6Wednesday? M Well, Wednesday afternoon isn’t but the morning i s Shall we 9.30 a.m.? J F in e. 10you next week, then Mati Bye Conversation Hello, M a ti. 11Jam es I’m very 12, but I’ve got a problem Can we 13 the date of our meeting? M Yes, of course What day you prefer? J Match A and B to make typical sentences for faxes and emails A Please fax me c This email is Please let me know if Sorry about Unfortunately Hoping to Looking forward to B a I can’t come to the meeting next week, b meet you again soon, c your price list d you need any more information, M Hello, M ati Jansen J Q Writing emails and faxes Well, any time on Friday i s 14for me e seeing you in New York, f the mistake in our brochure, g to give you directions to the hotel m ark per a nsw er Total TEST TOTAL 50 M 15 about just after lunch, say 2.15? J Yes, fine M Good Right, so Friday at 2.15, then m ark per a nsw er Photocopiable Total 15 © O xford University Press TEST D % 137 TestE UNITS -1 TIME LIM IT 50 M IN U T E S e Past Simple and Present Perfect Q Modal verbs Complete the sentences with the correct modal verb, have to/don’t have to, can!can’t, or should/shouldn’t Y o u _ find out about local customs before you visit a foreign country, (it’s a good idea) Y o u _ drive on the left in the UK (it’s necessary) Y o u _ show your passport when you travel between some European countries, (it’s not necessary) Underline the right form She started/has started her first job five years ago D id you ever travel/Have you ever travelled to South America? We received/have received emails from seven people and we will get the other emails tomorrow Sales went up /have gone up 50% in 2007 I did never speak/have never spoken to the manager Y o u _get lots of useful travel information on the Internet, (it’s possible) Jim didn’t write/hasn’t written the report last week Y o u _ make personal phone calls at work, (it’s not a good idea) Mr Turing is here and John went/has gone to meet him Y o u _ visit Russia if you don’t have a visa, (it’s not possible) 1 mark per answ er mark per answ er Total O Vocabulary: verbs with prepositions Total Tick / or correct the sentences Irregular verbs Can you turn on the TV? Complete the table Infinitive / _ Past Participle be break _ buy _ find _ fly - forget _ grow _ lose _ see _ win _ mark per answ er 138 % TE S T I’ll ask e l a drink been _ E I ’ll ask for a drink. _ You have to apologize to the mistake We’re going for a walk We didn’t want to wait of a bus My boss is going to holiday today Carl is looking after the children Total © Oxford University Press Photocopiable T estE UNITS -1 TIM E LIM IT 50 M IN U T E S Henry looked the number over in the phone book I want to thank you for your help 10 We can’t find an important document but we’re looking by it now m ark per a n sw e r 0 Invitations and suggestions Put the dialogue in the right order A N o, why? B Oh well, what about going to a restaurant? A Hi, Peter B How about playing tennis then? A Great idea! Let’s go to the fish restaurant in town Total B Hi, Oliver Are you busy this evening? Vocabulary: hotels A Sorry I can’t I’m playing tennis this afternoon Write the words Total m ark per a nsw er Q Telephoning: mobile phones Put the words in the right order disturbing you am I ? A m T Aisturhin.fr v n u ? time to a call is good anything I interrupting am this ? ? _ lost sorry the connection we p_ needs s up t is I my line think the m ark per a nsw er mobile recharging breaking Total TEST TOTAL 50 m ark per a n sw e r Photocopiable Total 10 © Oxford U niversity Press TEST E # 139 RESOURCE FILE ANSWER KEY com puter 10 desk desk lamp door 1.5 a c b a, b a b b b 10 b, c a, c file flo w e rs 14 new spaper 11 phone pictures 2.4 den tist secretary pilot journalist 10 doctor shop assistant w a ite r chef nurse flig h t attenda nt 12 hairstylist civil servant shop assistant journalist hairstylist w a ite r doctor secretary 11 15 plant w in d o w flig h t attendant the w indow civil servant 10 chef 11 d e n tist 12 nurse There's a bookcase next to the door There are som e files in the bookcase There's a clock above the pictures There are som e flo w e rs on the bookcase 10 There's a new spaper between th e com puter and the desk lamp 2.6 Student B answers There's a co m puter on the desk There's a bookcase under the w indow There are som e books in the bookcase There's a file on the desk There's a new spaper in front of th e desk lamp There are tw o pictures between the door and Student A Answers b, f, e, g, a, d, c Student B Answers g, d, f, c, a, b, e 3.1 Student A answers the w indow 13 briefcase bookcase 12 chair clock com pu te r 11 desk 10 desk lamp door files flo w e rs new spaper phone pictures 14 plant 15 w in d o w Student B answers 12 briefcase bookcase 13 chair clock 140 Student A answers There's a co m puter on the desk There's a chair in front of the desk There's a desk lamp behind the phone There are som e plants between the desk and ANSW ERS There's a clock above the bookcase There are som e flo w e rs behindthe phone 10 There's a door next to the bookcase (Possible answers) He hasn't got a m ouse She has got a n e w car He hasn't got tim e He has got a lot of w ork She has got a beautiful n e w house He hasn't got any money He hasn't got a ticket He has got a letter She has got 200 emails 10 He hasn't got an umbrella 11 She has got a te x t m essage/phone call 12 She has got a cup of tea Oxford U niversity Press Photocopiable Infinitive Past box desk eat ate g e t up have got up dish key egg dictionary had book sandw ich m eet m et read read speak study spoke studied go went 1W 2C E 30 4F A C T L D A R 5T Y F R I 6S 8C E U A N T R Y S N I 7F D N E R N R Y 9W I N D Y church century university country city library secretary journey lunch colleague glass w a tch 10 m eeting Group Group books dictionaries boxes desks cities w a tch e s keys universities dishes eggs libraries churches colleagues journeys countries centuries glasses m eetings secretaries lunches sandw iches 1 bar bag glass carton tin loaf 4 kilo cup (M odel answ er) piece M ichael Ponchok w e n t on a business trip to Tokyo He (Possible answ ers) stayed th ere fo r seven nights The w e a th e r w as cold a bag o f sugar and snow y He stayed in the Tokyo Hotel He w o rked a bar o f chocolate w ith M r Shintaro lenaga, th e local representative in a carton of m ilk Tokyo and th e y travelled by car He m e t a lot of people a cup o f tea he had a great tim e Group a glass o f m ilk a kilo o f b u tte r/cho colate/sugar/tea/tom a toes/tuna a loaf o f bread a piece o f bread/butter/cake/chocolate/tuna 1 D B A H G E F C a tin o f to m a to e s/tu n a 5 M artin, look at th e desserts! That chocolate cake looks delicious the caller: 3, 4, 8, A, B, D, E, H Excuse m e Are you ready to order? the person w h o answ ers: ,2 ,5 , 6, 7, C, F, G I'd like th e seafood soup, please I'll have th e pate A nd w h a t w o u ld you like fo r th e main course? Certainly The salm on com es w ith vegetables or a side salad I'd like th e salad, please Right A nd w ould you like so m ething to drink? Yes, a glass o f w h ite wine W o u ld you like still or sparkling? Photocopiable © O xford U niversity Press ANSW ERS # 141 6.3 (Possible answers) Frank started university on 28th S eptem ber 1958 He le ft university on 15th June 1961 He w orked as a w a ite r in Italy fro m 1st July to 31st Peter (is going to m eet a client next w eek) Sara (is going to train a n e w em ployee) 10 M artina (is going to a puzzle) 8.3 A ugust 1961 K E He started w orking at Hastings Bank on 12th O ctober 1961 O Y D M T M O O N o He becam e the regional m anager in Sydney on 2nd February 1974 H O N E He returned to the UK on 29th M ay 1978 M H He becam e managing d irector of Hastings Bank on 30th January 1989 D He retired from Hastings Bank on 29th M arch 1999 He opened his o w n garden centre on 14th April 2002 10 P R D I N M O N V U R L O P E N 8.5 i 6.4 expensive bill coins fre q u en t clim ate scenery debit cash m achine short break 10 receipt 7.1 I study English every M onday evening They always go on holiday in July A t present our products are selling w ell She's busy at the m om ent She's talking to a d c i g f 4b 9a e 10 h 9.3 guest receptionist m anager porter maid w a ite r w aitress custom er Does he often arrive late? H o w m any days' holiday you have every year? I never finish w o rk before 7.30 p.m H o w often you speak English in your job? He's not in his office at the m o m en t He's having lunch in a restaurant 10 I sometimes make business trips to the USA 1 Hi Pat! H ow are you? I'm fine, thanks, Chris And you? I'm very w ell It's good to see you! Nice to see you, too Actually, I'm ju s t on m y w ay to m eet som e friends fo r a drink W ould you like to com e? I'd love to, but unfortunately I have to be hom e early this evening H ow about m eeting next w e e k 7.3 1 get/m ake make get get make make make 10 get 11 get 12 8.2 W illiam (is going on a plane a fte r w ork) Fiona (is going to learn a n e w language) Ian (is going to start w o rk at LZ Inc next w eek) Richard (is going to go on holiday in th e m ountains) M ichael (is going to w atch sport at th e w eekend) Diana (is going to m e et her children a fte r work) Je nn ifer (is going to drive home) 142 9.4 % ANSW ERS som e tim e? That's a good idea W hen are you free? Thursday's a good day fo r me No, sorry, I'm busy on Thursday W h a t about W ednesday? W ednesday is fine W here shall w e m eet? 10 W ould you like to com e to m y office? There's a really nice cafe-bar next door 11 OK, good idea H ow about m eeting at six thirty? I d o n 't have to be hom e early, so m aybe w e can have a drink and then go fo r a meal 12 Yes, I'd enjoy that OK, see you next W ednesday at six thirty, then 13 See you Have a good evening 14 You too Bye © Oxford University Press Photocopiable 10.2 U G H 2T R R 4W 5H N K 6B E E N 7F N A E W L E P P E R L T D V 8|_ 9S 3G W N D T 10.3 Can you turn on the TV? I w a n t to apologize fo r m y m istake W e are w a itin g fo r th e bus to arrive I d o n 't have any m oney Can you pay fo r m y ticket? The train's here Shall w e g e t on it? The children are not at school so John is looking a fte r th e m this afternoon W e d o n 't kn o w th e w ord, so w e 're looking it up in the dictionary W e ca n 't find the d o c u m e n t and w e 'v e looked fo r it everyw here It's cold I'm going to put on m y coat Photocopiable © Oxford U niversity Press ANSW ERS # 143 TESTS ANSWER KEY Test A A8 Can/Could that speaking W ho's Hold It's calling/phoning help A1 W here are you from ? W h a t tim e you get up? W h a t you do? Are you single? Test B No, I don't B1 A2 A t the w eeke nd 1often go sw im m in g 1hardly ever w a tch TV in the evening Maria alw ays leaves w o rk at p.m W e usually go skiing in February Carla never travels to oth er countries in her job b a a a b B2 begin began buy eat bought ate give speak get got reads has go have had leave left m eet see A3 (Possible answ ers) Sorry, can you repeat the question? take m et saw took W h a t does the w o rd Accounts mean ? Can you w rite the w o rd on the board, please? w rite w ro te 1d o n 't kno w the answer B3 A4 Can you say that again, please? Yes, I did Did you go to the o ffice yesterday? folder hole punch Carolyn d id n 't spend a lot of m oney on her business trip pencil eraser p ap erclip I asked Steven but he d id n 't know th e answer A5 Did you finish the project last night? B4 A6 half to o'clock tw e n ty -fiv e quarter f b h d e g a A7 name H ow 's Pleased/Nice I'm w ell m eeting good/nice H ow Fine 10 Have 11 hope 12 again B5 betw een to near B6 ferry plane factory 144 ANSW ERS opposite on crossroads bridge 1Oxford U niversity Press Photocopiable B7 C7 W hich platform does the train leave from ? B Yes, I th in k so W h a t w o u ld you like, Dan? Can you take m e to the Hilton, please? Excuse me, is this th e w a y to the c ity centre? C I'll have th e fish soup, please B And I'd like the om e le tte , please Can I have a receipt, please? A W ould you like a side salad w ith th e o m e lette? Excuse me, is the re a bank near here? B Yes, please A And w o u ld you like anything to drink? B8 C Could w e have a b o ttle o f w ine, please? call/phone/ring num ber please sorry C8 Can course Can I take your coat? take give Could you bring us tw o coffees, please? Is this yo u r firs t v isit to London? I hope you had a good flight Test C Is everything OK at your hotel? Cl Did you have a good trip? H o w long are you here for? M M C M C M C Test D M D1 is staying C2 m any/a lot o f much m uch/a lot of a lot of m any alw ays w o rk are leaving starts is n 't com ing is going C3 Com parative Superlative D2 happier fe w e r (the) happiest (the) fe w e s t Yes, I am m ore popular p re ttie r (the) m o s t popular It w o n 't s n o w to m o rro w (the) p re ttie s t I th in k Hussein w ill leave the com pany b e tte r (the) best They are going to go to Lisbon in January w o rs e (the) w o rs t W hen you go to Poland, people w ill be really friendly C4 cheese to m a to e s chocolate cake fish D3 are falling isn 't/is not changing chicken is staying the sam e aren't/are not going up C5 a N ovem ber 2000 b February 11 2000 a O ctober 2007 b M ay 10 2007 a January 1999 D4 made does m ake/get did gets got b April 1999 C6 cash cash coins earn d e bit Photocopiable © O xford University Press ANSW ERS # 145 E4 D5 m obile phone envelope postcode m ouse printer You have to apologize for the m istake / W e d id n 't w a n t to w a it for a bus stam p atta ch m en t M y boss is going on holiday today / Henry looked the num ber up in th e phone book keyboard D6 th a t say speaking calling/phoning 10 See 11 It's 12 sorry free sorry 13 change 14 O K/possible about possible/free 15 H o w /W h a t O K/possible D7 / 10 W e can't find an im portant cu m e n t but w e 're looking for it now E5 stairs suitcase keys lift p illow g a d f b e 10 key card E6 B Hi Oliver Are you busy this evening? A No, why? B H ow about playing tennis then? A Sorry I can't I'm playing tennis this afternoon Test E El should can have to sh ou ld n 't can't d o n 't have to B Oh w ell, w h a t about going to a restaurant? A Great idea! Let's go to the fish restaurant in to w n E7 broken Is this a good tim e to call? Am I interrupting anything? Sorry, w e lost the connection E2 break show er to w e l soap hairdryer buy bought I think m y m obile needs recharging find fly found flo w n The line breaking is up fo rg e t g ro w fo rg o tte n grow n lose lost seen see w in won E3 Have you ever travelled have received w e n t up have never spoken d id n 't w rite has gone 146 # ANSW ERS © Oxford University Press Photocopiable M onitor sheet Date: Language problems / something missing ^ word order / unnecessary mistake Useful words/phrases: Check the pronunciation of these words: Photocopiable © Oxford U niversity Press M O N IT O R # 147 ... e fo c u s Q Class discussion, whole class Check vocabulary: guidebook, novel The purpose of this discussion is to remind students that guidebooks are big business • Students discuss how often... Unit 2.9 2.1 /s/ starts works gets speaks makes /z/ lives does arrives travels leaves h zJ finishes discusses watches studies 2.2 Stephanie Er in the evening I always read the newspaper I never... connects), stressful • Students read text silently and answer questions • Students compare answers in class • Check answers, whole class Key Present Simple Three hours By bus, train, and bus again