INTRODUCTION English for Life i s language Maximum support for students learning made simple T h e s i m p l e , d i r e c t a p p r o a c h a n d g e n e r o u s a m o u n t o f p r a c t i c e in Engtish Life is an e x c i t i n g n e w f o u r - l e v e l c o u r s e f o r a d u l t • There's plenty of simple, confidence-building practice for English and y o u n g adult learners I t features British English, w i t h for Life • • Life • R e a d i n g and l i s t e n i n g t e x t s are kept t o manageable lengths • Speaking and writing tasks have lots of s t r u c t u r e d skills work for revision o f g r a m m a r and v o c a b u l a r y a practical language syllabus w i t h real-life outcomes • an e n g a g i n g s t o r y l i n e performance and ideas g e n e r a t i o n • • learning easier: Real-life focus • o n e - p a g e , low preparation lessons • a step-by-step approach for building confidence • l o t s o f r e p e t i t i o n o f n e w l a n g u a g e f o r l e a r n i n g a t a s t e a d y pace • clear, a c h i e v a b l e lesson o u t c o m e s • a u d i o m o d e l s for all new l a n g u a g e and t e x t s English • Approach and English for English to requests • for Project • Life r e c o g n i z e s t h e i n t e r n a t i o n a l use o f E n g l i s h T h e world cultures I t encourages learners t o c o m p a r e their o w n w o r l d , language, and experiences F l e x i b i l i t y o f use • The material is grouped in regular cycles of four lessons: Vocabulary, Grammar, Skills, and English for Everyday Life This E a c h p a g e in t h e English for ensures s y s t e m a t i c c o v e r a g e o f all t h e key e l e m e n t s o f t h e c o n t e n t f o r a t h o r o u g h a n d i n t e r e s t i n g lesson w i t h m i n i m a l syllabus Life S t u d e n t ' s B o o k p r o v i d e s t h e p r e p a r a t i o n H o w e v e r , s o m e t e a c h e r s m a y w i s h t o e x p a n d or T h e f o r m a t o f t h e S t u d e n t ' s B o o k is o n e - p a g e lessons d e v e l o p lessons t o m e e t t h e n e e d s o f t h e i r o w n p a r t i c u l a r s i t u a t i o n E a c h lesson is d e s i g n e d t o l a s t m i n u t e s a n d is s e l f - c o n t a i n e d , English w i t h a clear l e a r n i n g o u t c o m e g i v e n a t t h e b o t t o m o f t h e p a g e • The q u i c k a n d s i m p l e lessons, each w i t h its own separate • The course package is simple to use Each one-page lesson at a t i m e according to your students' needs photocopiable classroom activities, one page of notes for t h e teacher, and one set of MultiROM • activities for Life English for Life makes it e a s y a n d q u i c k t o p l a n y o u r teaching p r o g r a m m e T h e i n t e r l e a v e d Teacher's Book makes q u i c k reference to the teacher's notes easier in class Having the A direct approach English for Life p r o v i d e s t e a c h e r s w i t h t h i s f l e x i b i l i t y in t w o w a y s : learning o u t c o m e , make t h e course ideal for u s i n g o n e lesson corresponds with one page of Workbook material, one page of teacher's notes d i r e c t l y o p p o s i t e t h e Student's Book page means easy access to answer keys and audio scripts while o f f e r s clear s t a r t i n g p o i n t s a n d o u t c o m e s f o r e a c h you teach lesson • The Teacher's Book provides additional resources to use in A l l n e w l a n g u a g e a n d v o c a b u l a r y is p r e s e n t e d o n t h e p a g e as class, for h o m e w o r k , or t o t e s t y o u r s t u d e n t s ' progress w e l l as o n a u d i o , so s t u d e n t s k n o w w h a t t h e y are l e a r n i n g • for countries, not just the English-speaking a l w a y s k n o w w h e r e t h e y are a n d w h a t t h e y are l e a r n i n g • English • The Engtish in the world feature looks at aspects of daily life and English language use in a range of English-speaking has: T h e f o r m a t o f t h e c o u r s e is s i m p l e a n d c o n s i s t e n t , so s t u d e n t s • Your life t o e v e r y o n e C o n t e x t s are c h o s e n f r o m a w i d e r a n g e o f A simple format • (lesson 63) T h r o u g h o u t t h e b o o k , s t u d e n t s h a v e an o p p o r t u n i t y t o t h e m e s a n d characters reflect situations t h a t are m e a n i n g f u l learn o n e t h i n g a t a t i m e T h e clear s t e p - b y - s t e p a p p r o a c h g i v e s Life Now respond of the lesson Life a i m s t o e s t a b l i s h a s t u d e n t s t h e c o n f i d e n c e t h e y n e e d t o use t h e l a n g u a g e e f f e c t i v e l y for ( l e s s o n ) , Now I can v e r y m a n a g e a b l e 'ask a n d a n s w e r ' p a i r w o r k e x e r c i s e s a t t h e e n d new approach to language teaching which recognizes the need to English directions s e c t i o n s T h e s e are s i m p l e s e n t e n c e - g e n e r a t i o n e x e r c i s e s , or H e has o v e r y e a r s ' e x p e r i e n c e o f w r i t i n g c o u r s e s t h a t really w o r k in t h e c l a s s r o o m English and give p e r s o n a l i z e t h e n e w l a n g u a g e in t h e f r e q u e n t Life has b e e n c r e a t e d b y T o m H u t c h i n s o n , t h e and o u t c o m e s are e x p r e s s e d relevance o f each lesson For e x a m p l e , a t E l e m e n t a r y level, I can ask for methodology Lifelines, E a c h l e s s o n has a c l e a r l e a r n i n g o u t c o m e t a k e n f r o m t h e as ' c a n d o ' s t a t e m e n t s , s h o w i n g s t u d e n t s t h e r e a l - w o r l d website i n t e r n a t i o n a l l y r e s p e c t e d a u t h o r o f Hotline, g i v e s s t u d e n t s t h e l a n g u a g e t h e y n e e d in t h e Common European Framework T h e s e a full set of practice materials for students via t h e W o r k b o o k , Life Life communication e a s y - t o - u s e s u p p o r t a n d t e s t i n g m a t e r i a l s in o n e , i n t e r l e a v e d for for real w o r l d : for w o r k , for s t u d y , for t r a v e l , and for i n t e r n a t i o n a l Teacher's B o o k M u l t i R O M , a n d t h e English The M u l t i R O M gives learners t h e o p p o r t u n i t y t o r e v i s i t t h e l e s s o n in t h e i r o w n t i m e , o r t o c a t c h u p w i t h a m i s s e d l e s s o n course provides e v e r y t h i n g teachers need t o make teaching and • The W o r k b o o k provides c o n s o l i d a t i o n work at home, one page for every lesson Life is d e s i g n e d f o r t e a c h e r s a n d l e a r n e r s w h o w a n t a simple, direct approach w i t h lots o f s u p p o r t and practice T h e • support, t h e r e f o r e p l a c i n g r e a l i s t i c d e m a n d s o n s t u d e n t s in t e r m s o f • for T h e r e are a u d i o s c r i p t s f o r a l l t h e r e a d i n g t e x t s ' t o h e l p s t u d e n t s t h r o u g h ' and t o bring t e x t s t o life o f f e r s an e a s y , m a n a g e a b l e s y l l a b u s t h r o u g h : carefully controlled i n p u t of grammar and vocabulary English support thoroughly before moving on to freer practice • reassuring e x p e r i e n c e , o f f e r i n g e v e r y t h i n g n e e d e d for success for gives the students m a x i m u m give s t u d e n t s t h e chance t o learn and practise new l a n g u a g e has b e e n d e v e l o p e d t o m a k e l a n g u a g e l e a r n i n g an e n j o y a b l e a n d English Life E x e r c i s e s r e g u l a r l y ask s t u d e n t s t o ' L i s t e n a n d r e p e a t ' a n d d r i l l s i n t e r n a t i o n a l c o m m u n i c a t i o n in m i n d T h e c o u r s e t a k e s l e a r n e r s f r o m c o m p l e t e b e g i n n e r t o i n t e r m e d i a t e l e v e l English for • N e w v o c a b u l a r y is p r e s e n t e d in an a t t r a c t i v e p i c t u r e For teachers w h o w a n t t o t r y o u t e x t r a r e s o u r c e s , additional a c t i v i t i e s a n d i d e a s are p r o v i d e d in t h e T e a c h e r ' s B o o k v i a d i c t i o n a r y s t y l e with labelled pictures to show the meaning short warm-up and follow-up activities and photocopiable directly • New grammar is highlighted in presentation texts and dialogues a c t i v i t i e s f o r e v e r y l e s s o n T h e English • Students learn, practise, and produce o n e t h i n g at a t i m e , and (www.oup.com/elt/englishforlife) provides further extension so are a b l e t o s e e t h e i r p r o g r e s s i m m e d i a t e l y material, for both teachers and students for Life website A t every level, t h e course consists of: Course syllabus T h e t i g h t l y s t r u c t u r e d s y l l a b u s o f English for Life • guides students t h r o u g h t h e language, at a comfortable and manageable pace S t u d e n t ' s B o o k , w i t h 80 s i n g l e - p a g e lessons • W o r k b o o k , w i t h 80 single-page sets o f practice exercises • T e a c h e r ' s B o o k , w i t h o n e p a g e o f class n o t e s n e x t t o e v e r y S t u d e n t ' s B o o k l e s s o n , p l u s a c u s t o m i z a b l e T e s t CD Grammar • class audio CDs or class audio cassettes, including all of T h e c o u r s e has a c a r e f u l l y g r a d e d g r a m m a r s y l l a b u s G r a m m a r t h e t e x t s , d i a l o g u e s , and drills f r o m t h e S t u d e n t ' s B o o k lessons i n t r o d u c e n e w s t r u c t u r e s o n e a t a t i m e F o r e x a m p l e w i t h • t e n s e s , ' p o s i t i v e a n d n e g a t i v e s t a t e m e n t s ' are u s u a l l y i n t r o d u c e d in M u l t i R O M w i t h i n t e r a c t i v e a u d i o p r a c t i c e o f t h e key n e w language for every Student's Book lesson, and audio material o n e lesson a n d t h e n ' q u e s t i o n s ' are i n t r o d u c e d in a s e p a r a t e l e s s o n c o v e r i n g a l l o f t h e p r o n u n c i a t i o n w o r k in t h e S t u d e n t ' s T h e r e is a l s o a g e n e r o u s o v e r l a p i n s y l l a b u s c o v e r a g e b e t w e e n Book E a c h o f t h e c o m p o n e n t s is d e s c r i b e d in m o r e d e t a i l b e l o w l e v e l s in t h e c o u r s e , so s t u d e n t s h a v e p l e n t y o f o p p o r t u n i t y t o T h e w h o l e p a c k a g e is s u p p o r t e d b y a d e d i c a t e d w e b s i t e f o r revise w h a t t h e y k n o w and build their c o n f i d e n c e before m o v i n g teachers and students, at w w w o u p c o m / e l t / e n g l i s h f o r l i f e o n F o r e x a m p l e , t h o r o u g h r e v i s i o n is g i v e n t o basic t e n s e s a t t h e beginning of a new level before proceeding t o new structures The Student's Vocabulary The Student's Book contains: B e t w e e n a n d n e w w o r d s can b e p r e s e n t e d in a V o c a b u l a r y lesson f o r a c t i v e , p r o d u c t i v e u s e T h e l e x i c a l s e t s in English Life for E l e m e n t a r y h a v e b e e n c h o s e n t o r e f l e c t b a s i c n e e d s s u c h as everyday life ( l e s s o n ) , furniture ( l e s s o n ) , a n d clothes (lesson ) , b u t a l s o i n c l u d e v e r y f u n c t i o n a l t o p i c s s u c h as places go ( l e s s o n ) a n d at the post office to ( l e s s o n ) V o c a b u l a r y is r e c y c l e d in t h e S k i l l s lessons w h e r e g r e a t care has b e e n t a k e n t h a t Book • an e a s y - t o - u s e c o n t e n t s p a g e • 80 o n e - p a g e lessons • 10 R e v i e w lessons - one for e v e r y lessons • w o r d lists • audio scripts • a list o f i r r e g u l a r v e r b s • a pronunciation chart of the sounds of English F o r e a c h l e v e l , t h e l e s s o n s in t h e S t u d e n t ' s B o o k are g r o u p e d reading and listening t e x t s present a limited number of new words in c y c l e s o f f o u r E v e r y c y c l e f o l l o w s t h e s a m e s e q u e n c e : Functions • T h e f u n c t i o n a l s y l l a b u s is o r g a n i z e d t o s u p p o r t a n d g i v e m o r e practice of the grammar and vocabulary points t h a t students are l e a r n i n g S t u d e n t s l e a r n k e y l a n g u a g e t o e n a b l e t h e m t o m a n a g e s i m p l e c o m m u n i c a t i v e c o n t e x t s , s u c h as ordering food drink giving ( l e s s o n ) , making measurements arrangements (lesson ) , and Vocabulary • Grammar • Skills • English for E v e r y d a y Life E a c h c y c l e a l s o has t w o s m a l l e r s u b - s e c t i o n s : and (lesson ) • Pronunciation • E n g l i s h in t h e w o r l d Skills work O n e page, one lesson, one focus English T h e f o r m a t o f English for Life g i v e s s t u d e n t s r e g u l a r p r a c t i c e in r e a d i n g , w r i t i n g , are f o c u s e d o n in a n y o n e l e s s o n , e g Listen and speak, Read for Life l e s s o n s is s i m p l e a n d p r e d i c t a b l e , m a k i n g t h e m e a s y a n d r e l i a b l e t o u s e E v e r y l e s s o n m o v e s in t h e l i s t e n i n g , a n d s p e a k i n g , in d e d i c a t e d S k i l l s l e s s o n s T w o s k i l l s same manageable progression: and • p r e s e n t a t i o n o f o n e n e w t e x t or l a n g u a g e a r e a around a manageable, graded t e x t The main f u n c t i o n o f t h e • controlled practice activities r e a d i n g a n d l i s t e n i n g t e x t s is f o r s t u d e n t s t o m e e t t h e g r a m m a r • several lessons contain a write, Listen and write, o r Read and speak E a c h l e s s o n is b a s e d Language note box These boxes h i g h l i g h t an i m p o r t a n t a s p e c t o f t h e l a n g u a g e area t h a t is a n d v o c a b u l a r y o f t h e p r e v i o u s t w o l e s s o n s in a w i d e r c o n t e x t being studied Pronunciation • freer practice often ending with a Your life personalization exercise, w h e r e learners t a l k or w r i t e a b o u t t h e i r o w n life P r o n u n c i a t i o n is t a u g h t w i t h r e l e v a n t l a n g u a g e o r v o c a b u l a r y i n • separate 'boxes' at t h e end of a lesson This gives t h e teacher t h e a c l e a r 'Now I can ' s t a t e m e n t , s u m m a r i z i n g t h e l e a r n i n g o u t c o m e of t h e lesson f l e x i b i l i t y t o d e c i d e a t w h a t p o i n t in t h e lesson t h e y w i s h t o f o c u s on p r o n u n c i a t i o n for a particular language area T h e p r o n u n c i a t i o n boxes e m p h a s i z e problem areas, and i n t r o d u c e s t u d e n t s t o w o r k on Vocabulary i n d i v i d u a l sounds, stress, r h y t h m , and i n t o n a t i o n S t u d e n t s s p e n d t h e f i r s t lesson in each cycle o f lessons l e a r n i n g a n e w s e t o f v o c a b u l a r y T h e y m e e t t h e w o r d s a g a i n in t h e o t h e r t h r e e Cultural awareness English for lessons in t h e cycle a n d h a v e f u r t h e r o p p o r t u n i t i e s t o use t h e m • Life a i m s t o a p p e a l t o s t u d e n t s o f a l l c u l t u r a l subjects f o c u s o n a s p e c t s o f c u l t u r a l l i f e v i a E n g l i s h in t h e w o r l d b o x e s T h e s e f o c u s on t o p i c s s u c h as families (lesson 19) and G r o u p s o f n e w w o r d s are i n t r o d u c e d m e a n i n g f u l l y a r o u n d a p a r t i c u l a r t o p i c , s u c h as family b a c k g r o u n d s T h e t o p i c s a n d t e x t s are s u p p l e m e n t e d b y a r e g u l a r • tipping members ( l e s s o n ) or school (lesson ) T h e n e w v o c a b u l a r y is p r e s e n t e d t h r o u g h l a b e l l e d p i c t u r e s , ( l e s s o n ) T h e y can b e u s e d as a s p r i n g b o a r d f o r c r o s s - c u l t u r a l 'picture dictionary' style As t h e y work through t h e cycle, c o m p a r i s o n , g i v i n g s t u d e n t s an o p p o r t u n i t y t o f i n d o u t m o r e s t u d e n t s can e a s i l y g o b a c k a n d c h e c k n e w w o r d s in t h e ' p i c t u r e a b o u t each o t h e r and t h e E n g l i s h - s p e a k i n g dictionary' world • The English for Life course E a c h l e v e l o f English for Life package • provides - hours o f teaching S t u d e n t s t h e n practise via a range of simple exercises, t o build confidence with the sound, meaning, and form of the words m a t e r i a l This consists o f 80 lessons d e s i g n e d t o last at least 45 These might include drills, gap-filling, listening minutes, w i t h a wide range of a d d i t i o n a l classroom resources, h o m e w o r k , and testing Every presentation includes recorded models for students to copy and repeat a n d 'ask a n d a n s w e r ' e x e r c i s e s material comprehension, • T h e exercises m o v e from controlled to freer, o f t e n ending w i t h a Your life language t h e y have learned That's Life! lessons p r e s e n t s a n d p r a c t i s e s n e w g r a m m a r in a clear a n d s t r u c t u r e d w a y T h e G r a m m a r lessons focus on one aspect o f s t r u c t u r a l g r a m m a r , e g p r e s e n t s i m p l e : s t a t e m e n t s ( l e s s o n ) , or • T h e s e l e s s o n s d e a l w i t h e v e r y d a y s o c i a l i n t e r a c t i o n in t h e f u n • T h e s t o r y revises t h e l a n g u a g e o f t h e cycle a n d focuses on c o n t e x t of a soap opera story u s e f u l p h r a s e s f o r s o c i a l i n t e r a c t i o n in t h e present perfect and past simple (lesson ) b o x e s , such as suggestions T h e n e w g r a m m a r is p r e s e n t e d in e v e r y d a y c o n t e x t s t h r o u g h a s h o r t , simple t e x t or d i a l o g u e on t h e p a g e O f t e n t h e familiar characters from t h e That's Life! s t o r y l i n e are u s e d in t h e • • Short and simple Language notes T h e e n g a g i n g s t o r y p r o v i d e s an o n g o i n g c o n t e x t w h i c h a p p e a r e l s e w h e r e in t h e c o u r s e , t o i n t r o d u c e n e w l a n g u a g e in E a c h c y c l e o f l e s s o n s has t w o s u b - s e c t i o n s , P r o n u n c i a t i o n a n d S t u d e n t s practise via a range of simple exercises including E n g l i s h i n t h e w o r l d T h e s e are i n t e g r a t e d i n t o t h e m a t e r i a l , in drills, g a p - f i l l i n g , listening c o m p r e h e n s i o n , listen and check t h e m o s t r e l e v a n t lessons for t h e t e a c h i n g p o i n t e x e r c i s e s , a n d ask a n d a n s w e r e x e r c i s e s • Learners read and listen t o t h e s t o r y , a c o m p r e h e n s i o n interactive contexts e m p h a s i z e p o i n t s of f o r m or usage which s t u d e n t s should learn • events s t u d e n t s can relate t o T h e s t o r y characters also occasionally t e x t s a n d d i a l o g u e s , so i t ' s e a s y t o f o c u s o n l a n g u a g e p a t t e r n s • sad s t o r y in p a i r s or g r o u p s N e w l a n g u a g e i t e m s are h i g h l i g h t e d in b l u e in t h e p r e s e n t a t i o n S t u d e n t s s t u d y t h e g r a m m a r t h r o u g h c l e a r rules a n d t a b l e s about exercise, study the useful expressions and finally practise the relate new l a n g u a g e t o 'real' characters a n d s i t u a t i o n s • Everyday expressions ( l e s s o n ) or talking (lesson 52) grammar presentation t e x t s and dialogues t o help students • S t u d e n t s p r a c t i s e t h e n e w l a n g u a g e in f u r t h e r l i s t e n i n g a n d speaking exercises T h e G r a m m a r lesson is t h e s e c o n d in each cycle o f l e s s o n s I t • boxes highlight the essential practical language t h a t students should learn • Grammar • • Everyday expressions exercise, which enables learners t o personalize t h e Pronunciation As w i t h the Vocabulary lessons, t h e activities move from controlled t o freer, o f t e n ending with a Your life exercise • This focuses on i m p o r t a n t aspects o f English pronunciation t h a t s t u d e n t s o f t e n f i n d d i f f i c u l t , s u c h as word stress Skills , 5, 33) a n d past S k i l l s l e s s o n s are t h e t h i r d l e s s o n in e a c h c y c l e o f l e s s o n s T h e y • participles (lesson (lessons 77) T h e r e is a l s o an i n t r o d u c t i o n t o t h e p h o n e m i c a l p h a b e t a n d t o g i v e learners t h e o p p o r t u n i t y t o see t h e v o c a b u l a r y a n d g r a m m a r s o u n d s t h a t c a u s e p r o b l e m s , s u c h as schwa / a / ( l e s s o n ) or f r o m t h e p r e v i o u s t w o l e s s o n s in t h e c o n t e x t o f a r e a d i n g o r / s / and / z / ( l e s s o n ) listening t e x t on t h e general t o p i c o f t h e cycle • • • • Across t h e course, t h e lessons provide a balance of t h e f o u r English in t h e world skills - r e a d i n g , l i s t e n i n g , s p e a k i n g , a n d w r i t i n g T h e lesson • o f t o p i c s are c o v e r e d , s u c h as foreign p r a c t i s e , e g Read ) , working and write o r Listen and speak R e a d i n g a n d l i s t e n i n g t e x t s are c a r e f u l l y g r a d e d f o r l e n g t h a n d • T h e t o p i c s are d r a w n f r o m a s p e c t s o f l i f e in (lesson (lesson ) English-speaking a n d t a l k a b o u t t h e i r o w n c u l t u r e a n d l a n g u a g e in c o m p a r i s o n R e a d i n g t e x t s are r e c o r d e d o n t h e class a u d i o c a s s e t t e s a n d C D s , so y o u r s t u d e n t s c a n l i s t e n a n d r e a d a t t h e s a m e t i m e A d d i t i o n a l Student's B o o k resources Comprehension tasks build students' confidence w i t h reading T h e S t u d e n t ' s B o o k a l s o has a s e t o f e s s e n t i a l l e a r n i n g r e s o u r c e s at t h e back o f t h e b o o k : • S k i l l s s e c t i o n s b u i l d t o e i t h e r a s p e a k i n g or w r i t i n g t a s k • t h e m e a s y t o r u n in c l a s s , a n d c o n f i d e n c e - b u i l d i n g f o r t h e s t u d e n t s T h e t a s k can b e a s i m p l e r e s p o n s e t o t h e t e x t or m o r e personalized practice of t h e main language focus The Your life T h e r e is o n e R e v i e w f o r e v e r y t w o c y c l e s o f l e s s o n s , i e e v e y lessons, w i t h exercises on all f o u r lesson t y p e s b a s e d on t h e t o p i c o f t h e l e s s o n S p e a k i n g a n d w r i t i n g t a s k s W o r d l i s t s , c o n t a i n i n g all o f t h e essential v o c a b u l a r y to learn, together with phonemic transcriptions • A u d i o s c r i p t s for quick checking and revision o f listenings and • An I r r e g u l a r v e r b l i s t , covering all of t h e essential verbs for a • A P r o n u n c i a t i o n c h a r t w i t h all o f t h e s o u n d s o f English for d r i l l s d o n e in class sections offer motivating opportunities for p a r t i c u l a r l e v e l o f English students to talk and write about their own experiences Other course E n g l i s h f o r E v e r y d a y L i f e is t h e f o u r t h l e s s o n in e a c h c y c l e o f lessons They focus on f u n c t i o n a l language and how this language is u s e d in t h e r e a l w o r l d E n g l i s h f o r E v e r y d a y L i f e l e s s o n s Workbook a l t e r n a t e b e t w e e n f u n c t i o n a l l e s s o n s such as giving • ( l e s s o n ) , a n d an e p i s o d e o f t h e That's Life! directions storyline polite ( l e s s o n ) , a n d checking requests ( l e s s o n ) , on the in ( l e s s o n ) E a c h S t u d e n t ' s B o o k o n e - p a g e l e s s o n has o n e p a g e o f p r a c t i c e • S t u d e n t s c o n s o l i d a t e t h e l a n g u a g e o f t h e l e s s o n in s i m p l e • T h e r e is n o d i s t r a c t i n g n e w l a n g u a g e w o r k • Practise and learn b o x e s g i v e s t u d e n t s an o p p o r t u n i t y t o p e r s o n a l i z e a n d m e m o r i z e l a n g u a g e t h e y can use in t h e w o r l d T h e n e w l a n g u a g e is p r e s e n t e d in a m o d e l d i a l o g u e o n t h e p a g e which s t u d e n t s can listen t o and t h e n practise components parallel c o n t e x t s T h e l e s s o n s f o c u s o n c o m m o n a c t i v i t i e s a n d s i t u a t i o n s in telephone Life m a t e r i a l in t h e W o r k b o o k F u n c t i o n a l lessons e v e r y d a y l i f e , s u c h as making for easy reference English for Everyday Life • in English signs m u c h i n f o r m a t i o n or l a n g u a g e t h e y d o n ' t n e e d are t i g h t l y c o n t r o l l e d a n d h a v e p l e n t y o f s u p p o r t T h i s m a k e s • words ( l e s s o n ) , a n d medical c o u n t r i e s , a n d t h e m a i n a i m is t o e n c o u r a g e l e a r n e r s t o t h i n k different types of text • hours c o m p l e x i t y , t o ensure t h a t s t u d e n t s aren't d i s t r a c t e d by t o o for general and detailed meaning, and w i t h coping w i t h • This features aspects of English-speaking culture A wide range h e a d i n g always makes i t clear w h i c h skills s t u d e n t s w i l l outside the classroom • A s h o r t review exercise e v e r y f o u r lessons allows s t u d e n t s t o assess t h e i r o w n p r o g r e s s Class C a s s e t t e s / CDs e l i c i t l a n g u a g e , g i v e an i n s t r u c t i o n , o r w r i t e s o m e t h i n g , t h i s is h i g h l i g h t e d in b o l d e g • T h e s e c o n t a i n all t h e a u d i o w o r k f r o m t h e S t u d e n t ' s Book • T h e a u d i o m a t e r i a l is s h o w n b y t h i s s y m b o l in t h e S t u d e n t ' s W r i t e : My name is Book: E l i c i t : He likes chocolate ron A s k : How MuttiROM • • • names can you find in the text? S a y : I live in a f l a t W h e n s t u d e n t s w a n t t o r e v i s i t t h e key l a n g u a g e in a l e s s o n , • S p e c i f i c l a n g u a g e n o t e s are g i v e n in b o x e s T h e s e raise because t h e y have had d i f f i c u l t i e s , or h a v e n ' t been able t o awareness of specific problems students might have w i t h a t t e n d t h e lesson, the M u l t i R O M will help t h e m t o 'catch-up' g r a m m a r and v o c a b u l a r y , or draw s t u d e n t s ' a t t e n t i o n t o t h e and revise differences between languages, including American and British F o r s t u d e n t s ' c o m p u t e r s t h e r e are i n t e r a c t i v e ' l i s t e n - a n d - d o ' E n g l i s h I t is i m p o r t a n t t o e n c o u r a g e s t u d e n t s t o t h i n k a b o u t exercises f o r e v e r y lesson o f t h e S t u d e n t ' s B o o k h o w their language m i g h t a f f e c t t h e way t h e y speak English • Answer keys and key audio scripts are provided in the notes F o r s t u d e n t s ' C D p l a y e r s t h e r e are a u d i o m o d e l s f o r p r a c t i s i n g all o f t h e P r o n u n c i a t i o n areas f r o m t h e S t u d e n t ' s B o o k • many on t h e board n e x t t o each c o r r e s p o n d i n g S t u d e n t ' s Book page This makes cross-reference whilst preparing and teaching very easy A d d i t i o n a l l e a r n i n g r e s o u r c e s i n c l u d e : a l i s t o f t h e 'can d o ' s t a t e m e n t s f r o m t h e S t u d e n t ' s B o o k t o h e l p s t u d e n t s assess • D r i l l i n g is a v e r y u s e f u l t e c h n i q u e t o h e l p b u i l d s t u d e n t s ' t h e i r progress, a learning record for each c o m p o n e n t o f t h e c o n f i d e n c e w i t h n e w l a n g u a g e T h r o u g h o u t English course for each level, and an a t t r a c t i v e ' b o o k m a r k ' w i t h space s u g g e s t e d t h a t y o u d r i l l as a w h o l e class a n d i n d i v i d u a l l y for L i f e , i t is for s t u d e n t s t o record new words and their t r a n s l a t i o n are s o m e t i p s f o r s u c c e s s f u l d r i l l i n g : Here P r o v i d e a clear m o d e l at t h e s t a r t using e i t h e r t h e a u d i o Teacher's B o o k or y o u r s e l f i f y o u p r e f e r A l l o w s t u d e n t s s u f f i c i e n t ' l i s t e n i n g • A n i n t r o d u c t i o n t o t h e course t i m e ' b e f o r e t h e y r e p e a t S a y t h e i t e m t w o or t h r e e t i m e s i f • Page-for-page teaching notes, interleaved with the Student's necessary B o o k l e s s o n s , so y o u o n l y h a v e t o c a r r y a n d c o n s u l t o n e b o o k D o a class d r i l l ( c h o r a l d r i l l i n g ) f i r s t A s k s t u d e n t s t o r e p e a t • O n e page o f p h o t o c o p i a b l e classroom activities for every lesson t h e i t e m s as a g r o u p a t t h e s a m e t i m e G i v e s h o r t , s i m p l e • A d d i t i o n a l Warm-up and Follow-up activities for every lesson c o m m a n d s : Everyone, • E x t r a i d e a s f o r g a m e s t o use in c l a s s c o n d u c t o r o f an o r c h e s t r a t o k e e p e v e r y o n e t o g e t h e r in a brisk • A c u s t o m i z a b l e T e s t CD w i t h t e s t s as W o r d d o c u m e n t s or as Together, Again U s e h a n d g e s t u r e s like a r h y t h m B e e n t h u s i a s t i c a n d k e e p u p t h e p a c e - d r i l l i n g can be a l o t o f f u n i f d o n e w i t h c o n f i d e n c e a n d in a g o o d s p i r i t d o w n l o a d a b l e P D F s T h e r e are 20 p r o g r e s s t e s t s a n d a m i d - c o u r s e Select a few individuals t o say t h e items ( i n d i v i d u a l drilling) and end-of-course test a n d g i v e a p p r o p r i a t e c o r r e c t i o n T h i s is a g o o d t i m e f o r a l l Website English for Life s t u d e n t s t o listen to t h e correction being given O f f e r lots of praise and t h e o p p o r t u n i t y for i n d i v i d u a l s t u d e n t s t o ' h a v e has a w e b s i t e f o r t e a c h e r s , a n d o n e f o r s t u d e n t s a n o t h e r go' after correction Visit www.oup.com/elt/englishforlife , and you'll find a wide range of materials and activities T h e V o c a b u l a r y lessons For teachers: • • customizable tests • assessment records for y o u r s t u d e n t s for Life m a k e s t h e m e a n i n g c l e a r E a c h p i c t u r e is d i r e c t l y l a b e l l e d w i t h the appropriate word / phrase • g u i d a n c e o n English • w o r d l i s t s a n d English • l i n k s t o t h e w o r l d o f O x f o r d o n l i n e resources f o r l e a r n i n g E n g l i s h for and the CEF • Life s y l l a b u s d o c u m e n t s encourage t h e m t o supply any words t h e y k n o w on t h e t o p i c • separate customizable revision tests • i n t e r a c t i v e e x t e n s i o n a c t i v i t i e s b a s e d o n t h e That's • i n d i v i d u a l learning records • interactive language games Life! story a u d i o or s a y i n g t h e w o r d a n d t h e n e n c o u r a g i n g t h e s t u d e n t s t o r e p e a t t h e w o r d s t o g e t h e r a n d i n d i v i d u a l l y D o t h i s as m a n y t i m e s as n e c e s s a r y , u n t i l s t u d e n t s f e e l c o n f i d e n t • Check the meaning and pronunciation of any useful new words w h i c h a r e n ' t p i c t u r e d ; use t r a n s l a t i o n w h e n y o u f e e l i t is a p p r o p r i a t e S o m e lessons m a y require a d d i t i o n a l v o c a b u l a r y for General points t h e p r a c t i c e s t a g e s T h e s e are l i s t e d in t h e t e a c h e r ' s n o t e s for Life have been designed t o make • teaching simple, effective and enjoyable • U s e t h e Class C a s s e t t e / C D t o p r e s e n t a n d p r a c t i s e t h e pronunciation o f t h e new words Drill each word by playing t h e Teaching with English for Life T h e l e s s o n s in English Students may well already know some of t h e words to be learned T h e r e f o r e , before s t u d e n t s open t h e i r b o o k s , For s t u d e n t s : • The 'picture dictionary' approach to vocabulary presentations E a c h l e s s o n i n t h e T e a c h e r ' s B o o k has a c l e a r o b j e c t i v e , Encourage students to contribute additional words to the v o c a b u l a r y a r e a , p a r t i c u l a r l y a n y t h a t m i g h t be u s e f u l t o t h e i r given o w n life o r j o b at t h e t o p o f t h e page, e g S t u d e n t s learn a lexical set o f • c o u n t r i e s a n d n a t i o n a l i t i e s a n d s a y w h e r e p e o p l e are f r o m E n c o u r a g e s t u d e n t s t o k e e p a l l o f t h e i r v o c a b u l a r y w o r k in a separate notebook (Vocabulary lesson) • • Each lesson is accompanied by short and simple procedural Use t h e wordlists at t h e back o f t h e Student's Book to revise t h e new v o c a b u l a r y Test t h e s t u d e n t s on b o t h m e a n i n g and n o t e s which aim t o help teachers make t h e m o s t o f t h e pronunciation material These notes should be particularly s u p p o r t i v e for T h e G r a m m a r lessons t h o s e t e a c h e r s w h o are j u s t e m b a r k i n g o n a c a r e e r in T E F L , or w h o may be t e a c h i n g t h e i r first e l e m e n t a r y - l e v e l class T h e • n o t e s e x p l a i n w h a t t o a n d say a t e a c h s t a g e o f t h e l e s s o n U s e t h e G r a m m a r lesson p r e s e n t a t i o n d i a l o g u e t o d r i l l t h e n e w l a n g u a g e , u n t i l s t u d e n t s are c o n f i d e n t w i t h t h e f o r m S t u d e n t s can F o r e x a m p l e , w h e r e t e a c h e r s are e x p e c t e d t o ask q u e s t i o n s , d r i l l as a w h o l e class, or in p a i r s , c h a n g i n g roles in t h e d i a l o g u e • S t u d y t h e r u l e s t a b l e a n d a n y L a n g u a g e n o t e b o x e s as a c l a s s The Pronunciation sections U s e t r a n s l a t i o n t o e x p l a i n or c h e c k t h e m e a n i n g , w h e n y o u f e e l • i t is a p p r o p r i a t e E n c o u r a g e s t u d e n t s t o w r i t e d o w n i n f o r m a t i o n • as p l a y i n g t h e Class C a s s e t t e / C D It's o f t e n u s e f u l t o copy t h e tables o n t o t h e board T h e y can • t h e n b e r e f e r r e d t o d u r i n g t h e l e s s o n t o c l a r i f y or e x p l a i n • Work t h r o u g h t h e e x a m p l e s f o r each o f t h e exercises o n t h e b o a r d • U s e t h e Class C a s s e t t e / C D t o c h e c k a n s w e r s Y o u m a y w a n t t o s h o w how i n t o n a t i o n m o v e s up a n d d o w n w i t h t h e i r h a n d s • As a general rule, d o n ' t be afraid t o go t h r o u g h t e x t s , o n t h e w a y t o w o r k , or f i r s t t h i n g in t h e m o r n i n g e f f e c t i v e means o f learning a n d it's v e r y i m p o r t a n t t h a t The English in the world sections s t u d e n t s u n d e r s t a n d s o m e t h i n g as f u l l y as p o s s i b l e b e f o r e • m o v i n g o n S t u d e n t s will be greatly reassured by t h i s • P r e - t e a c h or elicit a n y necessary v o c a b u l a r y T h e teacher's • • awareness o f t h e c o n t e x t / s e t t i n g for t h e reading or l i s t e n i n g eliciting • • Book A s k s t u d e n t s t o draw a s p e c t s o f t h e i r o w n c u l t u r a l lives t o support their verbal comparisons L i s t e n t o t h e t e x t as a c l a s s F o r r e a d i n g s , l i s t e n a n d read a t Vocabulary the same time • I f y o u h a v e a m u l t i - l i n g u a l c l a s s , g e t as m a n y c o m p a r i s o n s as y o u can w i t h w h a t is p r e s e n t e d in t h e S t u d e n t ' s details where helpful • W h e r e a s p e c t s o f t h e E n g l i s h l a n g u a g e are p r e s e n t e d , ask students t o translate i n t o their own languages for comparison Use t h e pictures and t h e general first task t o help s t u d e n t s t o get a good idea of t h e general meaning of the t e x t and a good • E n c o u r a g e p a i r / g r o u p d i s c u s s i o n f o r t h i s p a r t o f t h e l e s s o n so t h a t t h e d i s c u s s i o n is p r o d u c t i v e n o t e s w i l l p o i n t o u t a n y n e w w o r d s t h a t are n e e d e d • F o c u s s t u d e n t s c a r e f u l l y o n a n y p h o t o s / i l l u s t r a t i o n s in t h e Student's B o o k and encourage t h e m to t e l l y o u w h a t t h e y see R e a d i n g and L i s t e n i n g t e x t Exploit the pictures for additional information, Ask students t o spend five minutes every day repeating new w o r d s a n d p r o b l e m a t i c s o u n d s in t h e i r o w n t i m e , f o r e x a m p l e d i a l o g u e s , l i s t e n i n g s , e t c s e v e r a l t i m e s R e p e t i t i o n is a v e r y • E n c o u r a g e s t u d e n t s t o : t h i n k a b o u t h o w s o u n d s are m a d e , w i t h t h e m o u t h , lips, a n d t e e t h ; c l a p t h e r h y t h m f o r s e n t e n c e s t r e s s ; T h e Skills lessons • D r i l l t h e p o i n t as a c l a s s , a n d i n d i v i d u a l l y A s k s t u d e n t s t o d r i l l e a c h o t h e r in pairs a n d t e s t e a c h o t h e r repeat the correct forms, to give students further practice • G i v e s t u d e n t s as m u c h e x p o s u r e as y o u c a n t o a n e w p r o n u n c i a t i o n p o i n t b y m o d e l l i n g t h e s o u n d s y o u r s e l f , as w e l l t h a t t h e y should learn Go t h r o u g h t h e t e x t at least t w i c e , w i t h students w o r k i n g Activities alone For listenings, s t u d e n t s should listen at least three Games t i m e s , as t h i s w i l l i m p r o v e t h e i r c o n f i d e n c e B i n g o (lessons , , ) E n c o u r a g e s t u d e n t s t o focus on t h e keywords and t h e m e a n i n g P r e p a r e a list o f v o c a b u l a r y t h a t y o u w a n t t o r e v i s e of t h e t e x t , rather than on every individual word Go t h r o u g h the items t o check t h a t students understand and know D i s c o u r a g e s t u d e n t s f r o m u s i n g d i c t i o n a r i e s or w o r r y i n g a b o u t h o w t o p r o n o u n c e each o n e u n k n o w n w o r d s in t h e t e x t u n t i l t h e y h a v e read / l i s t e n e d t o A s k s t u d e n t s t o d r a w a x g r i d a n d t o w r i t e w o r d s , o n e in t h e w h o l e t e x t at least once each square As s t u d e n t s b e c o m e b e t t e r readers and listeners, e n c o u r a g e C a l l o u t w o r d s a t r a n d o m I f s t u d e n t s h a v e an i t e m in t h e i r g r i d , them to find the parts of texts which contain the information t h e y cross i t o f f t h e y need t o answer t h e c o m p r e h e n s i o n tasks For listenings, T h e w i n n e r is t h e f i r s t p e r s o n t o cross o f f f o u r i t e m s in a r o w g o t h r o u g h t h e a u d i o s c r i p t s w i t h t h e class i f n e c e s s a r y ( a c r o s s , d o w n , or d i a g o n a l l y ) a n d s h o u t ' B i n g o ' S p e a k i n g and W r i t i n g Guess W h a t (lesson 7 ) • Write o u t a s e l e c t i o n of a c t i v i t i e s or words t h a t s t u d e n t s have Clarify w h a t s t u d e n t s have t o before t h e y s t a r t Use t h e board, if necessary, t o help w i t h instructions l e a r n e d o n p i e c e s o f p a p e r e g run a marathon, • E n c o u r a g e s t u d e n t s t o m a k e n o t e s , w o r k i n g a l o n e or in p a i r s , a letter, before they start the task in a p i l e a t t h e f r o n t o f t h e c l a s s • G o t h r o u g h t h e i r n o t e s as a c l a s s L i s t i d e a s or u s e f u l l a n g u a g e Put s t u d e n t s in A / B t e a m s O n e s t u d e n t f r o m team A comes t o t h e on t h e b o a r d f r o n t a n d picks up a piece o f paper, t h e n mimes t h e a c t i v i t y • • • drive a car, write e t c Place t h e papers T h e f i r s t t e a m has 30 s e c o n d s t o g u e s s t h e a c t i v i t y or w o r d t h a t i f y o u have w r i t t e n a phrase, s t u d e n t s have t o guess t h e w h o l e W h e n n e c e s s a r y , e s t a b l i s h a b a s i c p a t t e r n f o r t h e w r i t i n g or phrase.) Award a p o i n t for a correct guess I f t h e first t e a m doesn't s p e a k i n g on t h e b o a r d g u e s s c o r r e c t l y , ask t h e o t h e r t e a m S t i c k t o t h e t i m e l i m i t f o r each W h e n s t u d e n t s h a v e c o m p l e t e d a t a s k , ask o n e or t w o t o read phrase t o keep t h e game m o v i n g quickly and s t u d e n t s i n v o l v e d Point out where t h e y have successfully used new language, t o Hangman (lesson 2, 23, 62) g i v e t h e m c o n f i d e n c e , a n d f o c u s t h e class o n w h a t t h e y h a v e C h o o s e a w o r d , e g Japan board, one for each letter: M a k e a n o t e o f a n y errors t h a t y o u f e e l n e e d t o b e c o r r e c t e d , S t u d e n t s t a k e i t in t u r n t o call o u t letters t h a t where inaccurate usage makes comprehension t h e y t h i n k m i g h t b e in t h e w o r d I f t h e y c a l l o u t U r \ u ^ L J ^ - s ( \ / a c o r r e c t l e t t e r , w r i t e t h i s in t h e a p p r o p r i a t e W h i l s t w e n e e d t o e n c o u r a g e s t u d e n t s t o use t h e l a n g u a g e (Note — P u t f i v e dashes on t h e learned \ p l a c e , e g _ a _ a _ I f t h e y c a l l o u t an i n c o r r e c t f l u e n t l y , d o n ' t be a f r a i d t o i n s i s t o n a c c u r a c y , e s p e c i a l l y letter, draw a piece o f t h e h a n g m a n difficult T h e r e ' s n o p o i n t in s t u d e n t s s a y i n g s o m e t h i n g f l u e n t l y i f t h e i r S t u d e n t s h a v e t o g u e s s t h e w o r d b e f o r e t h e h a n g m a n is c o m p l e t e d pronunciation, for example, means t h a t people can't understand Sentence H a n g m a n (lesson 24) w h a t t h e y are s a y i n g • a hot coffee, In a Skills lesson, refer s t u d e n t s back t o t h e t e x t , t o give t h e m and deal w i t h these later if possible • drink a model to work from o u t t h e i r w o r k , or r e p e a t t h e i r d i a l o g u e , f o r a l l o f t h e c l a s s • read a newspaper, F o l l o w t h e i n s t r u c t i o n s f o r H a n g m a n (see a b o v e ) b u t use E n c o u r a g e s t u d e n t s t o learn s p o k e n d i a l o g u e s b y h e a r t a n d g e t s e n t e n c e s or a s h o r t t e x t i n s t e a d o f s i n g l e w o r d s E a c h d a s h t h e m t o p e r f o r m t h e d i a l o g u e s in f r o n t o f t h e c l a s s T h i s w i l l r e p r e s e n t s a w o r d in t h e s e n t e n c e o r t e x t i n c r e a s e t h e i r c o n f i d e n c e in u s i n g t h e l a n g u a g e 10 P u t s t u d e n t s i n t o t w o t e a m s Teams t a k e i t in t u r n s t o call o u t a T h e a c t i v i t i e s s u g g e s t e d h e r e are f o r p i c t u r e f l a s h c a r d s b u t w o r d I f t h e w o r d o c c u r s in o n e o f t h e s e n t e n c e s , w r i t e i t in t h e y o u can also make flashcards w i t h words o n , e i t h e r w r i t t e n o u t correct place, and give the team a p o i n t n o r m a l l y or as p h o n e m i c s , a n d a d a p t t h e a c t i v i t i e s a c c o r d i n g l y C o n t i n u e u n t i l t h e t e x t is c o m p l e t e Drilling N o u g h t s and Crosses (Lessons , , ) H o l d up each p i c t u r e E l i c i t t h e t a r g e t v o c a b u l a r y a n d check D r a w a x g r i d o n t h e b o a r d a n d w r i t e a w o r d in each s q u a r e p r o n u n c i a t i o n Drill each v o c a b u l a r y i t e m as a class a n d i n d i v i d u a l l y D i v i d e s t u d e n t s i n t o t w o t e a m s - ' n o u g h t s ' ( ) a n d 'crosses' ( X ) A n a l t e r n a t i v e t o t h i s is a ' d i s a p p e a r i n g drill' S t i c k f l a s h c a r d s in a T e a m s t a k e i t in t u r n s t o c h o o s e a s q u a r e a n d m a k e up a s e n t e n c e line o n t h e b o a r d E l i c i t a n d d r i l l e a c h w o r d t h e n r e m o v e t h e f i r s t u s i n g t h e w o r d o r p h r a s e in t h a t s q u a r e I f t h e s e n t e n c e is c o r r e c t , c a r d S t u d e n t s s a y t h e w o r d s in o r d e r a g a i n , i n c l u d i n g t h e m i s s i n g p u t a n o u g h t o r a cross s y m b o l o v e r t h e w o r d in t h e s q u a r e i t e m C o n t i n u e u n t i l all o f t h e cards have b e e n r e m o v e d and T h e w i n n e r is t h e f i r s t t e a m t o g e t t h e i r s y m b o l in t h r e e s q u a r e s s t u d e n t s have t o say all o f t h e words f r o m m e m o r y in a r o w ( d o w n , a c r o s s , or d i a g o n a l l y ) L i s t e n i n g and i d e n t i f y i n g w o r d s Spelling Lines (lesson ) Give each s t u d e n t a flashcard W r i t e a list o f w o r d s t h a t s t u d e n t s have l e a r n e d , e g h i l l , river, ocean, desert, mountain, Say a word T h e s t u d e n t w i t h t h e m a t c h i n g flashcard holds it up c l i f f , f i e l d , island Y o u c o u l d a l s o o r g a n i z e t h i s as a b o a r d r a c e : S t i c k f l a s h c a r d s o n A r r a n g e s t u d e n t s in t w o r o w s - A a n d B S a y a w o r d T h e f i r s t t h e b o a r d P u t s t u d e n t s in t w o t e a m s C a l l o u t a w o r d O n e r u n n e r p e r s o n in T e a m A says t h e f i r s t l e t t e r o f t h e w o r d , t h e n e x t p e r s o n f r o m e a c h t e a m races t o c o l l e c t t h e m a t c h i n g f l a s h c a r d T h e t e a m says t h e s e c o n d l e t t e r T h e y c o n t i n u e , a l o n g t h e r o w , t o t h e e n d o f w i t h t h e m o s t c a r d s a t t h e e n d is t h e w i n n e r t h e w o r d I f a t e a m m a k e s a m i s t a k e t h e o t h e r t e a m has a c h a n c e Memory game to finish the word and win the point Arrange flashcards on the board Give students a minute to look V o c a b u l a r y S n a p (lessons , , ) a t , a n d m e m o r i z e , all o f t h e i t e m s P r e p a r e a list o f c o l l o c a t i o n s or p h r a s e s t o r e v i s e , e g f o o t b a l l , Good play R e m o v e f l a s h c a r d s f r o m t h e b o a r d , t h e n p u t s t u d e n t s in p a i r s a n d morning tell them to write down the things they remember Write h a l f of each c o l l o c a t i o n or phrase on separate pieces o f A n o t h e r v e r s i o n o f t h i s a c t i v i t y is t o g i v e s t u d e n t s t i m e t o l o o k a t p a p e r U s e t h i c k p a p e r or c a r d so t h e w r i t i n g c a n n o t b e s e e n f r o m t h e i t e m s t h e n t e l l t h e m t o close t h e i r eyes R e m o v e one or t w o t h e back A r r a n g e t h e pieces o f paper face d o w n on a t a b l e i t e m s a n d m i x t h e r e s t u p , t h e n ask s t u d e n t s t o l o o k a n d s a y w h a t P u t s t u d e n t s in t w o t e a m s E a c h t e a m t a k e s i t in t u r n t o t u r n o v e r has b e e n r e m o v e d t w o p i e c e s o f p a p e r I f t h e y t u r n o v e r a m a t c h i n g pair o f w o r d s , Organizing words t h e y keep t h e t w o pieces o f paper I f t h e words don't m a t c h , t h e y Mix up flashcards for f o u r d i f f e r e n t topics a n d arrange t h e m on replace t h e pieces o f paper the board T h e t e a m w i t h t h e m o s t pairs a t t h e e n d o f t h e g a m e is t h e w i n n e r P u t s t u d e n t s in t e a m s G i v e t h e m o n e t o p i c e a c h , e g W h i t e b o a r d S c r a b b l e (lessons 5 , ) food, classroom items, free-time activities transport, Tell t h e m t o run t o t h e Choose a vocabulary topic t o revise, e.g f o o d Write a word, e.g b o a r d a n d c o l l e c t t h e w o r d s w h i c h are c o n n e c t e d t o t h e i r t o p i c chicken A l t e r n a t i v e l y , use t h i s as a s p e l l i n g c h e c k P u t s t u d e n t s in g r o u p s in l a r g e l e t t e r s o n t h e b o a r d D i v i d e s t u d e n t s i n t o t w o t e a m s T e a m s t a k e i t in t u r n s t o a d d o t h e r a n d t e l l t h e m t o l o o k a t t h e f l a s h c a r d s a n d w r i t e t h e w o r d s in w o r d s t o t h e b o a r d u s i n g o n e o f t h e l e t t e r s f r o m chicken, topic groups t h e y m i g h t use t h e c t o add cheese, or t h e i t o a d d ice for example cream T e a m s s c o r e a p o i n t f o r e a c h l e t t e r in t h e i r w o r d s , e g cheese p o i n t s , ice cream P u t t i n g w o r d s in o r d e r / R e v i s i n g t h e a l p h a b e t = Select a mixture of vocabulary / vocabulary topics = p o i n t s T h e w i n n i n g t e a m is t h e o n e w i t h Give each s t u d e n t a flashcard Tell t h e m t o t h i n k a b o u t h o w the most points t h e i r i t e m is s p e l t a n d t h e n o r g a n i z e t h e m s e l v e s in a line in W o r d S n a k e ( l e s s o n s 5, , , 3 ) a l p h a b e t i c a l o r d e r , e g bag, Prepare a g r o u p o f words t o revise Write o u t t h e words w i t h no Go t h r o u g h t h e words and t h e spellings t o g e t h e r s p a c e s or p u n c t u a t i o n , e g sitpaintplayhaverun cake, cat, chicken P u t s t u d e n t s in t e a m s H o l d up a f l a s h c a r d T h e f i r s t t e a m t o say t h e w o r d s n a k e o n t h e b o a r d ) G r o u p s c o m p e t e t o f i n d as m a n y w o r d s w o r d has t o s p e l l i t I f t h e y s p e l l i t c o r r e c t l y , t h e y w i n t h e w o r d as p o s s i b l e in t h e w o r d s n a k e S p o t t i n g the odd one out Whispers (lesson ) S t i c k a r o w o f f i v e or six f l a s h c a r d s o n t h e b o a r d A l l b u t o n e P r e p a r e a list o f s e n t e n c e s t o p r a c t i s e should be c o n n e c t e d by t o p i c A r r a n g e s t u d e n t s in t w o l i n e s W h i s p e r a s e n t e n c e t o t h e s t u d e n t s Saturday bridge, Spelling game M a k e c o p i e s f o r s t u d e n t s t o w o r k in s m a l l g r o u p s ( o r w r i t e t h e a t t h e f r o n t o f e a c h l i n e , e g I went shopping book, with my mother A s k s t u d e n t s t o g u e s s w h i c h is t h e o d d o n e o u t a n d s a y w h y F o r on e x a m p l e i f y o u r w o r d s are bus, T h e s t u d e n t s t h e n w h i s p e r t h e s e n t e n c e t o his / h e r o n e o u t m i g h t be bicycle n e i g h b o u r W h e n t h e s e n t e n c e reaches t h e last s t u d e n t he / she plane writes w h a t t h e y heard on t h e board t a x i , t r a i n , plane, bicycle the odd ( t h e o n l y o n e w i t h o u t an e n g i n e ) , or (the only one with wings) Accept any logical answers Y o u can also play this g a m e w i t h : T o k e e p s t u d e n t s i n t e r e s t e d , w a i t u n t i l t h e f i r s t s e n t e n c e has • r e a c h e d t h e m i d d l e o f t h e l i n e a n d g i v e t h e n e x t s e n t e n c e so words b e g i n n i n g (or e n d i n g ) w i t h t h e same letter, e.g hand, t h e r e are t w o o r m o r e s e n t e n c e s t r a v e l l i n g d o w n t h e l i n e s hamburger, hair, apple house, Choose letters t h a t your students regularly misspell Using flashcards • w o r d s w i t h t h e s a m e s o u n d , e g p l u r a l e n d i n g s : pens, apples, F l a s h c a r d s are l a r g e p i c t u r e s s h o w i n g key v o c a b u l a r y i t e m s P r e p a r i n g f l a s h c a r d s c a n b e t i m e - c o n s u m i n g so i t ' s a g o o d i d e a t o use g o o d q u a l i t y c a r d a n d , i f p o s s i b l e , t o l a m i n a t e y o u r c a r d s so t h e y can be r e u s e d 11 keys, watches cards, \ TEACHER'S NOTES Students learn how to introduce themselves and practise spelling LESSON Warm-up • • A r r a n g e t h e class in a circle S a y y o u r n a m e T h e s t u d e n t on • y o u r l e f t says y o u r n a m e and h i s / h e r n a m e T h e n e x t s t u d e n t says y o u r n a m e , t h e n a m e o f t h e first s t u d e n t , and name, Anna, Anna, Giorgio A u d i o script Giorgio, Kamel • E l i c i t / T e a c h : conference, • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g Who can you • Focus on t h e t e x t P o i n t t o y o u r ear a n d t h e n t o t h e t e x t are S a y : Read advertising company see? they? and listen Play audio H I Man H e l l o My name's I m r a n K a n u Man S o r r y What's y o u r last name again? Man It's K a n u Man H o w y o u spell t h a t ? Man It's K - A - N - U Man Oh y e s , t h a n k y o u Here's y o u r b a d g e Man Thank you Woman D r i l l e a c h l i n e as a c l a s s t h e n i n d i v i d u a l l y C h e c k i n t o n a t i o n and Man Woman pronunciation Man b • A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n Check Woman pronunciation • Man P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n Monitor Woman • Focus on the Language note Write: a student, an engineer on t h e board Elicit more occupations and write t h e m t h e b o a r d P o i n t t o e a c h o n e A s k : 'a' or 'an'? o c c u p a t i o n w i t h t h e a r t i c l e , e g a nurse, • on Drill each an engineer Check Oh y e s , t h a n k y o u Here's y o u r b a d g e Thank you Man H e l l o My name's N e l s o n C h a g g a Man S o r r y What's y o u r last name again? Man It's C h a g g a Man H o w y o u spell t h a t ? Man It's C - H - A - d o u b l e - G - A Oh yes, here y o u are Here's y o u r b a d g e Man Thank you W r i t e : I work in a shop I work for an advertising company o n t h e b o a r d E l i c i t / E x p l a i n t h a t w e u s e in w i t h a p l a c e a n d I n some countries surnames have suffixes w h i c h tell y o u for w h e t h e r t h e p e r s o n is m a l e or f e m a l e T h i s d o e s n ' t with a company W r i t e : I'm a teacher, on t h e board Ask s t u d e n t s t o write a occupation you IMIIHU-JI • do, Write t h e jobs on t h e board Drill new words and A s k s t u d e n t s t o spell their first name and surname Write t h e l e t t e r s o n t h e b o a r d so s t u d e n t s can c h e c k t h e y have said t h e correct letters comprehension N o m i n a t e i n d i v i d u a l s t u d e n t s t o say a s e n t e n c e w h e r e t h e y w o r k u s i n g I work p l a c e s / c o m p a n i e s on t h e • about F o c u s on t h e t e x t in e x e r c i s e N o m i n a t e a s t u d e n t t o read t h e part o f t h e m a n Read Marie's part y o u r s e l f b u t use y o u r i n / f o r Write the o w n n a m e , e g Hetlo board Tell s t u d e n t s t o m o v e a r o u n d t h e classroom and i n t r o d u c e • themselves to people • Monitor Book page 103 A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t o n e o f t h e p e o p l e t h e y spoke t o in e x e r c i s e • (Mark Jones) Monitor A s k d i f f e r e n t pairs o f s t u d e n t s t o read t h e i r c o n v e r s a t i o n E n g l i s h in t h e w o r l d • F o c u s o n t h e t e x t W r i t e : Hetto, I'm ( M a r k ) , on t h e board Introduce yourself using your first name Ask different 3a • Monitor Repeat w i t h y o u r first name and y o u r surname Tell students t o s t a n d up and m o v e around i n t r o d u c i n g t h e m s e l v e s t o • Focus on t h e alphabet Play audio I M listen and • for students to m e m b e r s of t h e class repeat D r i l l t h e a l p h a b e t as a c h a i n S a y : A , p o i n t t o a s t u d e n t a n d • are n o t used t o R o m a n s c r i p t , p r o v i d e e x t r a p r a c t i c e by on t h e board and drilling t h e letters o u t of order E l i c i t / T e a c h : r e g i s t r a t i o n , badge • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g Who can you Where is Marie? What is she Play audio • D r i l l e a c h l i n e as a c l a s s t h e n • W r i t e : Casson What's this? • see? • Y badge, music, nice, N A M E , B A N K , etc Prepare one word for each s t u d e n t H a n d o u t t h e pieces o f paper and tell s t u d e n t s t o look at t h e i r words and arrange t h e m s e l v e s in a l p h a b e t i c a l order A s k each s t u d e n t to hold up their word and say it Check p r o n u n c i a t i o n individually on t h e board P o i n t t o t h e d o u b l e letter I can name o f p a p e r i n u p p e r a n d l o w e r c a s e , e g meet, i W t l for s t u d e n t s t o read and listen E l i c i t : double my Write some of t h e names and words f r o m t h e lesson on pieces double, doing? • and spell Follow-up w r i t i n g t h e l e t t e r s o f t h e a l p h a b e t in u p p e r and lower case • myself other Monitor F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now introduce e l i c i t B, e t c R e p e a t t h e c h a i n b a c k w a r d s I f y o u r s t u d e n t s students to introduce themselves using their first name P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e o t h e r m e m b e r s o f t h e class to pronunciation F o c u s o n t h e p i c t u r e s D r i l l e a c h l i n e as a class t h e n i n d i v i d u a l l y Tell s t u d e n t s t o look at t h e rules on S t u d e n t ' s • My name's P u t s t u d e n t s in pairs t o p r a c t i s e t h e class Check b • happen i n E n g l i s h , so ' A M a n s o n ' c o u l d b e f e m a l e or m a l e N o m i n a t e i n d i v i d u a l s t u d e n t s A s k : What (Manolo)? • H o w y o u spell t h a t ? It's W - I - N - F - I - E - L - D Man check • It's W i n f i e l d p r o n u n c i a t i o n o f a ( t h i s is a w e a k f o r m / s / ) T e l l s t u d e n t s sentence about their • H e l l o My name's Emily W i n f i e l d S o r r y Can y o u r e p e a t y o u r last n a m e a g a i n , please? t o look at t h e rules on S t u d e n t ' s Book page 3a l U l i m m • person K a n u , WinfieLd, C h a g g a Student • t o spell t h e first name and surname o f each his/her Anna Student Where m i G o t h r o u g h t h e a n s w e r s as a c l a s s A s k i n d i v i d u a l s t u d e n t s e.g Teacher la Focus on t h e names Drill each one Tell s t u d e n t s t o listen and write t h e surnames Play audio Ask: Resource activity pages 184 and 259 33 TEACHER'S NOTES Students learn and practise singular and plural nouns LESSON Warm-up • • E l i c i t / T e a c h t h a t w e u s u a l l y u s e this/these a r e c l o s e t o us a n d that/those A r r a n g e t h e class in a circle I n t r o d u c e y o u r s e l f t o t h e u p t w o p e n s S a y : these student on your left, e.g • for things t h a t for things that aren't i n t h e c l a s s r o o m t o e l i c i t t h i s , t h a t , these, Teacher Hi I'm Student Teacher Pleased to meet you, Maria My name's (Samir) Nice to meet you, too, Samir (Maria) • The s t u d e n t on y o u r left introduces him / herself t o t h e E l i c i t : It's a pen o b j e c t s t o e l i c i t It's • next Practise with different s t u d e n t , a n d so o n I f y o u h a v e a large class, s t a r t a n o t h e r 6a • this classroom a / T h e y ' r e P u t s t u d e n t s i n p a i r s S a y : Ask things chain with t h e s t u d e n t on y o u r right those N o m i n a t e a s t u d e n t H o l d u p y o u r p e n A s k : What's (Omer)? Hold Hold u p / p o i n t to different things in the classroom and answer questions about Monitor Play t h e first conversation on audio V - K l for s t u d e n t s t o read and listen la • • Focus on t h e picture Tell s t u d e n t s t o cover t h e words • Ask D r i l l e a c h l i n e as a c l a s s a n d i n d i v i d u a l l y t h e m if t h e y can name any o f t h e i t e m s • Repeat w i t h each G o t h r o u g h t h e w o r d s i n t h e b o x D r i l l e a c h i t e m as a class • N o m i n a t e pairs of s t u d e n t s t o read a c o n v e r s a t i o n t o t h e class Check a n d i n d i v i d u a l l y P o i n t t o i t e m s in t h e c l a s s r o o m or in t h e p i c t u r e A s k : What's the • this? • Elicit t h e n a m e s o f t h e i t e m s in box write t o write t h e words from t h e box in t h e correct place b • Play audio W pronunciation P u t s t u d e n t s in pairs t o b • A s k : What Point t o t h e words and gaps above t h e picture Tell s t u d e n t s does practise 'notebook' mean? E l i c i t : It means vocabulary • Play t h e audio again for s t u d e n t s t o listen and repeat • D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y C h e c k i n t o n a t i o n s t u d e n t s h a v e l e a r n e d i n c l a s s , e g name, you, pronunciation • a door a pencil a board a desk a notebook a bag a pen say 'Hello' in Spanish? How Use words and expressions pleased to that meet pen W r i t e : window a book we helping A s k s t u d e n t s h o w t o say t h i n g s in t h e i r l a n g u a g e , e g you and 'a thing in' Repeat with other items from exercise , students with • for s t u d e n t s t o listen and check conversation o n t h e b o a r d A s k : How you say this word? E l i c i t : / ' w i n d o u / Practise w i t h other items from t h e lesson a computer • A s k : How you spell 'pencil'? E l i c i t : P-E-N-C-I-L Practise with different items • P u t s t u d e n t s in pairs G i v e t h e m o n e m i n u t e t o look a r o u n d • t h e c l a s s r o o m a n d l i s t a s m a n y o b j e c t s as p o s s i b l e • P u t s t u d e n t s in pairs t o practise t o g e t h e r M o n i t o r a n d check A s k s t u d e n t s t o call o u t t h e i r w o r d s a n d w r i t e t h e m on t h e board m m i m • • Drill t h e new words and check • Focus on the table Play audio E £ f l for s t u d e n t s t o listen pronunciation comprehension W r i t e t h e n a m e s o f t h r e e i t e m s in t h e classroom on t h e b o a r d , e g ten pens, and • • • repeat e g It's S a y : Make P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists A s k i n d i v i d u a l Tell s t u d e n t s t o cover t h e t a b l e Say words f r o m t h e t a b l e at Elicit: W r i t e : umbrella T h e p l u r a l s is n o t u s u a l l y a p r o b l e m f o r s t u d e n t s • etc H o w e v e r , speakers l a n g u a g e s s u c h as A r a b i c , w h e r e p l u r a l s a r e o f t e n of formed a b a d g e - t h r e e badges a woman - three women a person - t h r e e p e o p l e a window - three windows a b o x - t h r e e boxes 10) A r r a n g e s t u d e n t s in t w o g r o u p s a n d e x p l a i n t h e r u l e s o f O n c e s t u d e n t s u n d e r s t a n d t h e game, p u t t h e m in smaller monitor Resource activity pages 175 and 254 Audioscript 2.3 a desk - t h r e e desks classroom groups to play together, and then repeat in my H a n g m a n Play t h e game using a selection of words from Play t h e rest o f t h e a u d i o things • • listen and to in lessons and Do t h e e x a m p l e t o g e t h e r Play t h e first i t e m on audio m a k e t h e p l u r a l w i t h three, a (notebook)? write Play a game o f H a n g m a n (see page English S t u d e n t s h e a r a desk, you • b y changing the word itself, m a y forget to add s in E a thing Follow-up may h a v e p r o b l e m s w i t h irregular plurals or forget to use es w i t h w o r d s e n d i n g ch, sh, Monitor F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can name whose l a n g u a g e uses s to m a k e plural f o r m s , t h o u g h t h e y in the classroom q u e s t i o n s a b o u t t h e i t e m s , e g What's e l i c i t s e n t e n c e s , e g It's on t h e board Elicit t h e plural form Repeat with a selection of words from exercise a list of things s t u d e n t s t o read o u t s o m e o f t h e items on their list Ask men • • t o elicit sentences, write w i t h • (umbrellas) you • Tell s t u d e n t s t o look at t h e t a b l e on Student's B o o k page 103 • a thing computers a (pen)? Drill t h e singular and plural forms Check p r o n u n c i a t i o n of • • two in r e g u l a r p l u r a l s r a n d o m t o e l i c i t t h e p l u r a l f o r m , e g S a y : man a desk, P o i n t t o t h e i t e m s A s k : What's Focus on t h e pictures Drill each question and answer 14 I Students learn cardinal numbers 0-100 and ordinal numbers {first, second, etc.), and practise asking where things are LESSON b • Warm-up • • D i v i d e t h e b o a r d i n t o t w o c o l u m n s w i t h six rows L a b e l t h e Y o g a : 20, second c o l u m n s team first a n d team and n u m b e r t h e rows 1-6 P u t students in t w o teams Each t e a m chooses one person classroom objects, which their 'writer' adds to their column N o t e t h a t t h e y c a n n o t use o b j e c t s w h i c h t h e o t h e r t e a m already E n g l i s h : 59, f i f t h Man Excuse me Where is t h e m e e t i n g for new s t u d e n t s , please? has Receptionist written It's in R o o m Man Room 42? Where's t h a t , please? Receptionist T h e w i n n i n g t e a m is t h e f i r s t t e a m t o w r i t e s i x c o r r e c t l y It's on t h e f o u r t h floor Man spelt words Thank you Woman E x c u s e me Where is t h e y o g a class, please? Receptionist la • R e p e a t w i t h 20, 30, Check pronunciation of 50, 60, , 90, 100 teen Check 16 s i x t e e n • for s t u d e n t s t o listen and five English or English 2? O h , English English is in R o o m 59 Room 59 Where's t h a t , please? Receptionist seven nine 18 eighteen 12 twelve 40 forty It's on t h e f i f t h floor Woman check Thank you Man E x c u s e - m e Where i s - X o m p u t e r s for b e g i n n e r s , please? Play t h e audio again for students t o listen and repeat three E x c u s e me Where is t h e English class, please? Woman A s k s t u d e n t s t o c o m p l e t e t h e list o f n u m b e r s • Thank you Woman Receptionist individually Play audio Woman Woman F o c u s o n t h e n u m b e r s i n t h e b o x D r i l l e a c h o n e as a c l a s s b • Yes It's on t h e second floor Receptionist pronunciation of ty then Room 20? Receptionist 15, 17, 19 Point to the first number E l i c i t / T e a c h :z e r o / o h C o n t i n u e t o nineteen It's in R o o m Woman Tell s t u d e n t s t o cover t h e exercise Write t h e f o l l o w i n g n u m b e r s o n t h e b o a r d : 0, , 2, , 6, , , 1 , , Computers for beginners: 1 , A u d i o script 3.4 t o w r i t e on t h e b o a r d Teams have t w o m i n u t e s t o call o u t • P l a y t h e a u d i o a g a i n a n d g o t h r o u g h t h e a n s w e r s as a c l a s s Receptionist It's in R o o m 1 Man 14 fourteen R o o m 7? Receptionist 80 e i g h t y No, Room 1 Man O h T h a n k y o u Where is t h a t , please? Receptionist P u t s t u d e n t s i n s m a l l g r o u p s t o s a y t h e n u m b e r s as a c h a i n It's on t h e first floor Woman Thank you from 30 t o 50, e.g S I : t h i r t y , S2: t h i r t y - o n e Monitor • 3a • G o t h r o u g h t h e n u m b e r s - as a class individually Check • • • pronunciation F o c u s o n t h e t a b l e i n e x e r c i s e a S a y : Make about Write t h e numbers on t h e board P o i n t t o each one at random and elicit t h e N o m i n a t e t w o s t u d e n t s t o read o u t t h e e x a m p l e conversation Check p r o n u n c i a t i o n P u t s t u d e n t s in pairs t o practise F o c u s o n t h e n u m b e r s D r i l l e a c h o n e as a class t h e n • number Yoga, English , and Computers for beginners conversations Monitor N o m i n a t e d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s Check pronunciation b • Tell s t u d e n t s t o listen and write t h e numbers Play audio E • H twice G o t h r o u g h t h e a n s w e r s as a class C h e c k Pronunciation pronunciation , 30, , 99, , • Elicit/Teach: • syllable 0 W r i t e : thirteen on t h e board M o d e l t h e p r o n u n c i a t i o n b y p o i n t i n g t o e a c h s y l l a b l e as y o u s p e a k A u d i o script 3.2 Play audio A H o w old are y o u ? B I'm f o r t y - s e v e n A s k : Is the stress second on the f i r s t or second sure s t u d e n t s can hear t h e A H o w much is t h i s shirt? B It's £ A H o w m a n y s t u d e n t s are t h e r e in y o u r class? B Sixteen G o o d m o r n i n g This is C i t y R a d i o It's on 99 F M S o , here's y o u r key You're in R o o m 68 This is our bus - n u m b e r t w e n t y - o n e syllable? Elicit: the s y l l a b l e , and mark this Repeat w i t h t h i r t y ,making difference • D r i l l t h e pairs o f n u m b e r s i n d i v i d u a l l y t h e n as a class • Focus on t h e first pair o f numbers Play t h e first i t e m on audio 0 A s k ; thirteen or thirty? E l i c i t : thirty and write t h i s o n t h e b o a r d so s t u d e n t s can c h e c k • Play t h e rest of t h e audio A u d i o script 3.6 • Elicit/Teach: l i f t / e l e v a t o r , f l o o r • Focus on t h e ordinal numbers Play audio t o listen and thirty, fifteen, sixty, seventeen, eighteen, ninety M H for students • repeat • D r i l l : It's on the third floor as a class t h e n • Say numbers at random t o elicit the ordinal, e.g S a y : Repeat w i t h each ordinal number 5a • • practise F o c u s o n t h e p i c t u r e E l i c i t / T e a c h : meeting, yoga, A s k : Where What floor Room • • P u t s t u d e n t s in pairs t o 42 on? is the meeting for E l i c i t : In Room new students? 42 On the fourth the table ask about I location D i c t a t e t e n pairs o f n u m b e r s Tell s t u d e n t s t o add up t h e two n u m b e r s i n e a c h p a i r a n d w r i t e t h e t o t a l , e g y o u s a y 24 and , students w r i t e 55 beginner is Resource activity pages 176 and 255 floor Play audio H i C f t w i c e for students to listen and and Follow-up three Elicit: third • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can use numbers individually complete 17 Students learn and practise expressions for saying hello and TEACHER'S NOTES LESSON goodbye Warm-up • • Focus on t h e E v e r y d a y e x p r e s s i o n s Tell s t u d e n t s t o f i n d and underline t h e m in t h e t e x t Dictate 12 numbers between and 100 Go through t h e • numbers, w r i t i n g t h e figures on t h e b o a r d • • • E l i c i t / E x p l a i n w h e n t o use Good morning P u t s t u d e n t s i n p a i r s A s k t h e m t o w r i t e o u t t h e n u m b e r s as Good and p.m.), words, e.g (after twenty-one • G o t h r o u g h t h e n u m b e r s as a c l a s s A s k i n d i v i d u a l s t u d e n t s • t o spell numbers • E x p l a i n t h a t s t u d e n t s are g o i n g t o r e a d a n d l i s t e n t o a s t o r y t h r o u g h o u t t h e b o o k I n this lesson t h e y m e e t some o f t h e I r e l a n d , w i f e , shop, counter, sign, • mobile van, Australia, o f f e r , computer engineer, • boyfriend p i c t u r e : j o g , o f f i c e , USA, Singapore, magazine company • Tell s t u d e n t s t o cover t h e t e x t Ask questions a b o u t t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , p i c t u r e : Where sign say? What is the man? What is the woman's p i c t u r e : Where is the girl? p i c t u r e : What p i c t u r e : How is the man many is he doing? What is she holding? people What does * the e.g p i c t u r e : What is the man's first name? p i c t u r e : What p i c t u r e : What's does she do? Where is the van? What are Whose Internet Where is the man Lucy's What's his surname? What's cafe is this? surname? Is she a student? What's p i c t u r e : Who is the man? he work with Is Sarah from name? What Olive? What does he do? Is he married? Does the USA? his surname? Who is his Where is he from? Sarah? Does What's Sarah Is he English? girlfriend? Sarah's Where does he surname? work? b • Focus on t h e names Drill each name P u t s t u d e n t s in p a i r s S a y : Read the first names with the the text again and match surnames • G o o v e r t h e a n s w e r s as a c l a s s A s k i n d i v i d u a l s t u d e n t s t o spell t h e first names and surnames 2d 3e 4d 5c goodbye Prepare a list o f words f r o m L e s s o n t o a n d mark t h e badge, spelt, syllables: country, syllables: umbrella, desk, music, name, notebook, company, boss, wife vowel, computer, boyfriend, alphabet, cafe Internet, P u t s t u d e n t s i n t w o t e a m s T e a m s t a k e i t in t u r n s t o s a y i f R e s o u r c e a c t i v i t y pages 7 and 255 going? is the girl's f i r s t name? Who is and they Where does he live? Is he married? p i c t u r e : Who is the man? lb F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now t w o syllables wins points, etc Play t h e audio again Ask questions a b o u t t h e t e x t t o check his wife's 'goodbye' A one-syllable word spelt correctly wins the team point, doing? are in the cafe? is the girt doing? London? down t h e y w a n t t o spell a w o r d w i t h o n e , t w o , or t h r e e syllables job? comprehension, Is he from and write 'hello' magazine e.g doing? p i c t u r e : What saying Repeat with expressions for saying syllable: individually • for number o f syllables, e.g • W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d work? P u t s t u d e n t s in p a i r s S a y : Cover the text Follow-up boss p i c t u r e : f i x (a computer), • D r i l l e a c h e x p r e s s i o n as a class t h e n i n d i v i d u a l l y can say hello p i c t u r e : box, evening p.m.) Monitor unload p i c t u r e : street, 12 p m ) , Good • A s k o n e g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class E l i c i t / T e a c h key v o c a b u l a r y for each picture, e g cafe, (before practise t h e conversation, each t a k i n g one part Play audio E H t o familiarize students w i t h how t h e story p i c t u r e : Internet 12 p.m • G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e a l l six r o l e s develops and with the characters' voices • (between • F o c u s o n t h e s t o r y P u t s t u d e n t s in g r o u p s T e l l t h e m t o characters • afternoon expressions • la Play audio E W - for s t u d e n t s to listen and repeat 6a 18 I 55 I usually have toast for Aim: To practise describing 56 breakfast Photocopiable p.228 w h a t a person eats and drinks Activity type: Time: Instructions: 15-20 Questionnaire then guided writing minutes Make one copy of the worksheet for each • Explain that students questionnaire are g o i n g t o c o m p l e t e about their diet Aim: Activity type: Time: Give students elicit possible answers to each Make one copy of the worksheet for each Students work individually to complete Elicit: • and an answer with the relevant frequency for questions 1, 2, and Circulate to and When have finished, their completed • P u t s t u d e n t s in pairs a n d ask t h e m the • adverb get students to with a • swap Explain that they're going to write about partner's diet Write t h e first line o f t h e For their • following My partner usually/often has for breakfast What does (Maria) usually/often have for breakfast? toast and coffee usually often their partner, • Students crossing text, e.g help with • When and +te/She usually/often and grammar and students worksheets • and o u t t h e words t h a t aren't relevant in collect t h e class t o g u e s s w h o s e d i e t y o u are ask describing SAMPLE ANSWER My partner ttsttatty/often has toast u s u a l l y / o f t e n has a sandwich u s u a l l y / o f t e n has chicken fruit and biscuits yoghurt and coffee and an apple for breakfast H e / b e - for Lunch and h e / s h e - and rice for dinner H e / t w often eats as a snack H i s / H e t favourite f o o d is chocolate H e / S h e doesn't like cheese or in the more conversations pairs to underline the conversation: in their pairs and carrots 137 to by have underlined With w e a k e r classes, elicit t h e alternative w o r d i n g first and build the conversation the ANSWERS and ask students to information w i t h t h e class o n order have for me Anything same bill new Ask confident students to act their conversations to the to the Read out some of the texts, p u t students in n e w Drill necessary conversation conversations spelling have finished, lines as a class if G i v e students t i m e t o role play their the Circulate pair board the from their partner's questionnaire by asking a confident changing the details they or complete the task by transferring information make e.g Complete the sentence on the board cross o u t e i t h e r complete Ask students about e.g Elicit t h e answer, out steak /chips/salad/grilled salmon/potatoes / sparkling mineral water/the same task on the board: Ask a student exercise 2, As an extension, writing to read o u t t h e parts of t h e conversation practise the partner first cross conversation Check the answers to with spelling questionnaires Elicit t h e and tell students to box difficult words and vocabulary they order missing word write help them Where are they? In a restaurant Ask: What are they doing? They're ordering a meal Ask s t u d e n t s t o read t h e first line in the Point out that they should student Ask look at the p h o t o and ask t h e w o r d in t h e questionnaire • a copy of the worksheet and elicit exercise • minutes Give students the of the questions conversation • Student's of the 15 Gapped restaurant Instructions: to a copy of the worksheet To practise ordering a m e a l in a • a Briefly review Lesson 53 food vocabulary from Book student order? Photocopiable p.229 • Are you ready to class out 57 Aim: Activity type: in a To practise the vocabulary of Labelling then clothes finding the differences picture Time: 58 Clothes Photocopiable p.230 15 minutes • Make one copy of the worksheet for every students • Cut t h e w o r k s h e e t s in Put students in A / B half of the worksheet number • on the coat two their • • Hand out the Activity type: Time: at picture a n d elicit t h e i t e m of numbered items eliciting the items of exercise 2, in t h e r o o m - short • between the two at each A and B • read o u t their • without circle t h e s h o p assistant e.g Circulate to help with the vocabulary to differences As an extension, Elicit: exploit t h e prices s h o w n in the Ask students to practise similar Excuse me How much are these socks? They're £3 Say: conversations using the information in their pictures ANSWERS Exercise 1 coat boots 13 socks top shorts 14 gloves knickers vest 15 underpants bra 10 jacket 16 shoes jeans 11 shirt tights 12 trousers Exercise I n picture, A t h e shop assistant is wearing a jacket In picture B, he isn't wearing a j a c k e t In picture A , there is a pile of knickers on t h e shelf In picture B, there's a pile of vests on the shelf In picture A , t h e female customer is holding a jacket In picture E , she's holding some trousers briefly review nouns the Put students in complete correct For exercise 2, Say: by asking different students ask students t o cover Picture They've got a beautiful big new house In picture A , there aren't any shoes on the shelf In picture B, there are some shoes on the shelf 137 to the and elicit t h e sentence Ask t o take it in turns t o describe the pictures m e m o r y in t h e same way ANSWERS to Check the answers by asking different students picture Focus example sentences sentences student difference c o n t i n u e in their pairs t o find explain the W i t h w e a k e r classes, Check the answers pictures He's/She's wearing He's/She's holding some There are some on the desk He's looking at some • and the order need to identify them talk about the pictures, • 1, the cue words, elicit long e.g t h e sentences w i t h t h e adjectives in t h e and Briefly review the language students will need differences adjectives, order of adjectives before four other's picture Say to a B and ask students t o Students picture sentence clothing E x p l a i n t h a t t h i s is t h e f i r s t • of common of colours Also Give students a copy of the worksheet In picture A, the shop assistant is wearing a jacket Elicit: In picture B, the shop assistant isn't wearing a jacket • Point to a range of and elicit t h e correct word the opposites in numbers explain t h a t there are and that students looking Student's Book student Lesson 58 pairs a n d ask t h e m t o w o r k t o g e t h e r t o by caLling o u t t h e game minutes Briefly review the adjectives from pictures differences memory Make one copy of the worksheet for each the of clothing Cued sentences then • on of all t h e 15 order Instructions: A look To practise adjective • corresponding A s k t h e class t o Check the answers For the Tell students t o w o r k individually t o write names Aim: half pairs Assign t h e role of or B to each student clothing Instructions: It's a horrible old w h i t e van Photocopiable p.231 The dog's g o t b e a u t i f u l big brown eyes The woman's got nice long w h i t e boots He's wearing dirty old blue jeans They've g o t a b e a u t i f u l big new house He drives a horrible old w h i t e v a n He's g o t nice short black hair She's got a nice new black dress That's a beautiful long w h i t e car students from 59 W h a t are y o u r favourite Aim: To practise describing Activity type: Time: 15-20 60 clothes? Photocopiable p.232 clothes Questionnaire then guided writing minutes Instructions: Make one copy of the worksheet for each • Explain t h a t students are g o i n g t o questionnaire on clothes complete Aim: Activity type: Time: individually Give students a copy of the worksheet Circulate to Elicit • When they have finished, get students to questionnaires with partner's clothes line a partner • Write t h e first line o f t h e Ask that student's guided answer, e.g and sentence on the • When He/5ht worksheets and help with students their the and N o , I've got an interview at a design company I'm fine, t h a n k s Er, no I've g o t a new girlfriend now collect the of the texts and ask described A t t h e weekend, h e / s h e usually wears jeans On h i s / h e r summer holiday, h e / s h e often wears and T-shirts H i s / H e r favourite clothes are jeans colours for clothes are black and red and Yesterday, For w o r k / s c h o o l / university, h e / s h e wears tte/She and shorts H i s / H e r favourite doesn't like gloves hats 137 pairs is to of Drill necessary Ask confident that there Circulate pairs to act out their conversations to the the spelling A t t h e m o m e n t , my partner is wearing j e a n s and a top ! lines as a class i f p u t students in n e w practise the conversations SAMPLE ANSWER trousers exercise 2, line complete by asking confident grammar and have finished, out missing read o u t the conversations difficult words and For the missing problems ANSWERS t h e c l a s s t o g u e s s w h o is b e i n g skirts and dresses any For work/school/university Read out some h e / s h e wore a dress conversation students to the from their partner's questionnaire Remind them one extra reply for each Check the answers • o u t t h e words t h a t aren't relevant in Circulate to • board complete the task by transferring information e.g complete that Tell s t u d e n t s t o cross Elicit t h e second the other conversations help with partner Elicit Elicit t h e P u t students in pairs a n d ask t h e m t o their At the moment, my partner is wearing What is (Adam) wearing at the moment? jeans and a T-shirt text, Oh, hello Thanks Explain but that one of No, I've got an interview at a design company swap writing on the board crossing read t h e first line l i n e is i n t h e b o x , lines in t h e b o x isn't n e e d e d and Explain that they're going to write about Students look at the first picture t h a t line in t h e b o x their completed • to Ask students to questionnaire help with ideas student Ask Ask: What's he wearing? Elicit: He's wearing a jacket and trousers/a suit vocabulary • minutes the missing Ask students to complete the conversations Make one copy of the worksheet for each them the Gapped comments • questionnaire • 15 making Instructions: clothes o f t h e q u e s t i o n s in To practise • Student's Book of the Give students a copy of the worksheet possible answers to each a Briefly review the Lesson 57 vocabulary from student interesting Photocopiable p.233 • That sounds to students class O h , hello Thanks He's fine, t h a n k s We're going t o get married next year Yes We're very happy I'm going t o have a gap year and go travelling S o u t h America 61 Photocopiable p.234 Aim: Activity type: To practise talking a b o u t things Time: 62 A t t h e post office 15 Gapped at a post office sentences minutes Instructions: Aim: Activity type: Time: • Make one copy of the worksheet for each • Give students a copy of the worksheet student Ask What's the man doing? He's sending a parcel How is he sending it? Special delivery Who's this? It's the cashier What are these? They're scales scales) With q u e s t i o n s a b o u t all t h e t o elicit t h e • Ask students to Make one copy of the worksheet for each box Tell t h e m t o cross o u t t h e w o r d in t h e Circulate to to help with exercise 2, For group of sentences box of • In to the pictures in t h e s a m e way with • cover the sentences and Circulate to first describe all t h e pilot, shop receptionist, nurse, assistant, footballer) Check comprehension o f t h e verbs in t h e b o x look at the example sentence and the use t h e they Circulate to students • describe • pictures help w i t h 3, 4, any problems and are using t h e correct v e r b them and forms by asking students to read exercise 2, What you have to at work? What don't you have to do? What you have to in your studies? What don't you have to do? For ask a s t u d e n t w h o has a j o b Elicit h i s / h e r answer A s k a s t u d e n t Elicit h i s / h e r answer S t u d e n t s their answers and then compare with a Ask confident students to report back about cashier partner, e.g scales birthday card air mail letter box 10 postcard 11 stamp • write partner parcel special delivery postman out sentences deliver 10 check the work Remind f o r m in sentences Check the answers their help cross o u t P u t students in pairs a n d ask t h e m t o to ANSWERS Tell Say: box together to write the sentences pronunciation Ask confident students to taxi driver, verbs in the e.g pairs, students of jobs: students to write the sentences The man has a parcel He's sending it special delivery The cashier is putting it on the scales picture, (Names Tell problems • Elicit a description in Number What they have to do? Elicit: They have to study hard Ask: What don't they have to do? Elicit: They don't have to go to work the sentences ask students t o cover t h e the Picture What they do? ask chef, manager, students to complete any order, e.g postman, 10 sentence Check the answers by asking confident students read out their • student Elicit by asking about the people They're chefs student, ask from t h e words in P u t students in pairs a n d ask t h e m the sentences • Elicit: a copy of the worksheet of the jobs random • parcel jobs Give students worksheet look at t h e first g a p p e d a n d elicit t h e answer • pictures on the about minutes names vocabulary Writing sentences • the weaker classes, 15 have to/don't have to Instructions: cashier) (point to To practise • questions a b o u t the first picture: (point to the H e has t o fly a plane Photocopiable p.235 their Marta has to meet visitors She doesn't have to sell things I have to drive I don't have to repair cars Elicit: Picture or a taxi driver Say: We have to cook We don't have to talk to customers Elicit: Picture chefs As an extension, say or Students it in t u r n s t o use t h e first person t o describe people in t h e take the pictures 12 post 13 post box 14 envelopes 15 letter She has t o meet visitors She doesn't have t o have meetings 16 get They have t o study hard They d o n ' t have t o go t o work ANSWERS They have to cook food They don't have t o speak to customers She has t o have meetings She doesn't have t o make coffee They have t o fly a plane They d o n ' t have t o serve drinks She has t o look after ill people She doesn't have to make meals He has t o deliver letters He doesn't have t o weigh parcels She has to drive She doesn't have t o repair cars 10 137 He has t o sell things He doesn't have t o lift heavy boxes They have to play football They don't have t o learn a language 63 Can y o u c o m e for a Aim: To practise m a k i n g Activity t y p e : Time: 15 Making and 64 meat? Photocopiable p.236 responding to conversations from requests cues Aim: Activity type: Instructions: • Make one copy of the worksheet for each • Give students a copy of the worksheet to look at picture Point to the man student Ask and them example • Ask a confident pair read the conversation P u t students in pairs Tell t h e m conversations to help with and • using the words pronunciation lines as a class if Check the answers Make one copy of the worksheet for each to For exercise 2, Sarah the • conversation more • • to • make sentences in their • make up Elicit s o m e ideas for on the board, ideas for reasons, their roles w i t h etc Ask students to They then make more conversations using to act out their conversations to the in w h i c h ANSWERS speak calling ring ANSWERS there Exercise afraid Can you come for a meal? I'm sorry I can't I have to finish a message report out Can you play football tomorrow? I'm sorry I can't I have t o go speaking Can you go shopping? I'm sorry I can't I have t o write a letter Can you come t o my party? I'm sorry I can't I have to visit my parents Can y o u go t o t h e post office? I'm sorry I can't I have t o send some emails Can you p h o t o c o p y the report? I'm sorry I can't I have t o go t o a meeting Can you meet Mr Brown at t h e airport? I'm sorry I can't I have t o go t o t h e bank Can you come for a drink? I'm sorry I can't I have t o look after some visitors Exercise 2 He can't come for a meal because he has t o finish a report He can't play f o o t b a l l t o m o r r o w because he has t o go t o the dentist's He can't go shopping because he has t o write a letter He can't come t o the party because he has t o visit his parents He can't go t o t h e post office because he has t o send some emails He can't photocopy the report because he has t o go t o a meeting He can't meet Mr Brown at t h e airport because he has t o go t o t h e bank He can't come for a drink because he has to look after some visitors 137 asking: pairs Circulate to Drill difficult w o r d s a n d to help with lines as Encourage students to read a the expression the class get students t o role play s i t u a t i o n s in w h i c h t h e y t o the dentist's by As an extension, conversations of the context p u t students in n e w conversations to the class box confident • swap Ask confident students pairs of Ask c o n f i d e n t pairs of students to act o u t e.g elicit from word complete • e.g the ideas on the board exercise 2, pronunciation requests etc Then partners For pairs come to the pub/play tennis/buy some milk, meet a friend/go shopping/ my homework, and write them read o u t t h e comprehension class if necessary tell students to conversations by asking practise the conversations pictures As an extension, own a n d elicit the Who is Mark? He's Sarah's boyfriend Why is Sarah angry? Because Mark didn't go the restaurant cLass read t h e e x a m p l e aloud about the other Check to w i t h t h e words in t h e Check the answers • to lines o f G e t s t u d e n t s t o cross o u t t h a t the conversations words a n d ask a s t u d e n t of the and elicit the first missing w o r d speak students to across t h e and elicit Put students in pairs a n d ask t h e m Circulate pairs o f students What's her name? ask them Point to the pictures Ask students t o read t h e first t w o of Say: Picture He can't play football tomorrow because he has to go to the dentist's Students and student Ask answer necessary Picture say make look at the pictures the box Drill difficult by getting say the conversations • to minutes Give students a copy of the worksheet aloud provided conversations • ask look at t h e first pair of cues and 15 Gapped expressions Instructions: say Michael's girlfriend and conversation students to To practise using telephone • This is Michael People are asking him to a lot of things Point to please? Photocopiable p.237 Time: minutes students to Who's calling, get a wrong they offer to take a new number message and 65 The 66 weather Photocopiable p.238 Aim: To practise talking Activity type: memory about the Matching words with weather pictures then game R o m e is h o t t e r t h a n Aim: Activity type: Time: London Photocopiable p.239 To practise using 15 comparatives Writing sentences from cues minutes Time: Instructions: • Make one copy of the worksheet for each • Make one copy of the worksheet for each • Choose two • Give students a copy of the worksheet 15 picture minutes answers: P u t students in pairs a n d two student Focus What's the weather like? wet windy and ask the example • Instructions: (Marek) / (Antonia) / tall is taller than (Antonia) the board: on board and ask t h e m t o For exercise 2, • other example words Students continue a b o u t t h e w e a t h e r in t h e • As an extension, order, e.g asking and pictures in elicit t h e c o m p a r a t i v e etc own class weather Circulate to e.g Encourage students to think of • help with Check the answers read o u t their • their For elicit snowing / icy sentence cool / cloudy hot/fine to pictures problems look at the Elicit to first the and and frosty / dry any short Write: (Antonia) is shorter than (Marek) Say: hot cold London is colder than Rome the opposite adjective Mice class, need opposite adjective f o g g y / cold second a weaker on the board wet / windy raining / stormy With adjectives they ask students t o wrote sunny / warm look at the and elicit t h e sentence by asking different students them the sentences exercise 2, sentence you questions ANSWERS to Ask and Students write sentences about the other questions What's the weather like today? What was the weather like yesterday/last weekend /on your birthday? What's your favourite weather?, about the weather, the use: hotter, smaller, more expensive, faster, bigger, shorter, better, more interesting answering pairs ask students different Ask them are smaller than elephants What's the weather like in picture 4? Elicit: It's cloudy and cool Ask a b o u t t h e pictures in r a n d o m sentence picture and the cues, on students Give students a copy of the worksheet class tell students to cover t h e (Marek) Say other pairs o f t o look at t h e first picture, t h e cues, Check the answers with the • Do the same with and elicit sentences from t h e match pictures • on Leave this sentence Elicit words from each group of with to the student students and write the following Focus on the elicit example Elicit all the cold, big, cheap, slow, small, tall, bad, boring opposite adjectives students Students then about each • need to write another picture using the opposite Check the answers read o u t their by asking use: sentence adjectives different students sentences ANSWERS Exercise 1 Rome is h o t t e r t h a n L o n d o n Mice are smaller t h a n elephants The A p o l l o is more expensive than Seaview Aeroplanes are faster t h a n cars France is bigger t h a n Britain J o e is shorter t h a n S a m The weather t o d a y is better t h a n t h e weather yesterday The book is more interesting t h a n t h e film Exercise 137 L o n d o n is colder t h a n Rome Elephants are bigger t h a n mice Seaview is cheaper t h a n The A p o l l o Cars are slower t h a n aeroplanes Britain is smaller t h a n France Sam is taller t h a n J o e The weather yesterday was worse t h a n the weather today The film is more boring t h a n t h e book to 67 We love our life in Aim: To practise c o m p a r i n g Activity t y p e : Time: 15 different Correcting wrong 68 Photocopiable p.241 Greece Photocopiable p.240 Welcome pLaces information minutes Instructions: Make one copy of the worksheet for each • Give students a copy of the worksheet Look at t h e p h o t o to Toby and say of Toby and This is Toby student Ask Ask different ask questions t o check exercise are incorrect to read Cut the worksheets in Ask students to t h e first t w o lines o f t h e c o n v e r s a t i o n Welcome back box • Explain that they Check the answers by asking the difficult words and exercise 2, confident lines as a class i f p u t students in n e w practise the conversations to help with the • As an extension, any class ask pairs o f students t o tell other about two places t h e y know well on the board to each Write the help them: t h e weather,; the food, the price of things Ask students to describe the class places to t h e pairs Ask confident correct incorrect - Toby's old j o b is more interesting t h a n his new j o b correct incorrect - His salary now is lower t h a n in Britain correct incorrect - Meals in restaurants are more expensive in Britain more following alternative ideas for each underlined section, e.g ANSWERS Elicit confident to students class get students to make up words in t h e first conversation: As an extension, Drill Last night Yes, I am I didn't sleep on the plane the conference was very long, but it was interesting yesterday/ yesterday evening/this morning No, I'm not I slept on the plane/train./Yes, I am I travelled all night./ No, not really The family party / holiday / wedding was fun/ boring/ long, e t c / I t was nice to see my family /friends, etc problems • for order necessary conversations Tell t h e m t o underline t h e Check the answers with the the the pairs conversations to act out the conversations to the Circulate to prompts to complete b u t in a different to read out the c o m p l e t e d For read the need the same sentences the • Elicit with the missing sentences in the second conversation is Ask students to P u t s t u d e n t s in pairs a n d ask t h e m conversations one Where look at the photos and ask missing sentence • two half and give student are they? Elicit: In the street the • following conversations Make one copy of the worksheet for every • the trip minutes sheet to each Toby's old job is more P u t students in pairs a n d ask t h e m exercise together 15 Gapped about a Instructions: Point and elicit t h a t t h e i n f o r m a t i o n Elicit the sentence interesting than his new job • Time: comprehension, Elicit t h a t is c o r r e c t A s k t h e m second sentence incorrect each Ask students to read first sentence in t h e exercise To practise talking students students After E x p l a i n t h a t t h r e e o f t h e six s e n t e n c e s in information Activity t y p e : • e.g Where is Toby from? Manchester in Britain Where does he live now? In Greece What's the weather tike in Greece in summer? It's hot What's it like in winter? It's cold, etc • them his family t o read o u t short sections of the text paragraph, Aim: • to back • Ask students to make conversations first conversation Circulate to and the ideas on the board help with ideas and ANSWERS 137 up more in their pairs, using t h e sentences in t h e Welcome back When did y o u get back? Are y o u tired? How did it go? Welcome back H o w did it go? When did y o u get back? Are y o u tired? pronunciation 69 Geographical Aim: Activity type: Time: 70 features Photocopiable p.242 To practise talking a b o u t geographical 15 Crossword then features pairwork Instructions: • Give students a copy of the worksheet the pointing across down across What's down? and and corresponding Focus on picture clue Circulate to help write • cliff Students continue asking features in t h e the geographical give different • world is • Students of hill forest valley complete the sentences • Students discuss their answers to pairs W h e n road class discussion lake motorway river 11 they have finished, on the railway ANSWERS Across Exercise island 12 field 13 sea the largest the most interesting t h e most famous t h e hottest t h e best t h e most expensive t h e most b e a u t i f u l the oldest 10 the cheapest the worst Exercise 137 to in mountain a e.g Encourage other students join bridge cliff formed ask I think (Madonna) is the best singer in the world Say I don't agree I think (Placido Domingo) is the best singer in the world a singer have s t u d e n t t o tell y o u their first sentence, 10 on individually Check students the superlative adjectives correctly Then tunnel sentence and with their o w n ideas features to disagree/ (good) singer in the Elicit: The best v a r i e t y o f a n s w e r s a b o u t w h o is t h e b e s t Down Ask the questions write t h e first g a p p e d the board: and the opinions exercise 2, For geographical report back about each out answer t h e w h o l e class a n d e n c o u r a g e s t u d e n t s t o ANSWERS exercise t h e questions in etc area Ask different students to read answer S t u d e n t s w o r k in pairs t o ask a n d ask a s t u d e n t questions about the by asking students to questions Elicit with the P u t s t u d e n t s in pairs A s k t h e class doing What's across?, the of What's the largest city in your/our country? • gap given Check the answers their Elicit and write it in t h e using the superlative form adjectives word sentence on the board the largest Students work individually to complete sentences one student Write the first g a p p e d • two Cut t h e w o r k s h e e t s in half and give sheet to each • Is there a river near here? Yes, there is It's the River (Thames) No, there isn't answering Make one copy of the worksheet for every answer the pairwork minutes students picture questions then Instructions: clues exercise 2, Elicit: For 15 superlatives Gapped the superlative Elicit t h e answer Check the answers by asking or • Elicit t h e across and spelling for all t h e Activity type: to Put students in pairs Ask t h e m t o c o n t i n u e t h e crossword in pairs • the Tell s t u d e n t s to w r i t e t h e in t h e c r o s s w o r d • A i m : To practise using • arrow Ask a student to spell the word and it on the board • Point Focus onthe clues and ask tunnel an on t h e board and elicit directions student What's this? Elicit: A crossword down p u z z l e a n d ask Draw an arrow pointing Make one copy of the worksheet for each world? Photocopiable p.243 Time: minutes • • Who's the best singer in the The best The most beautiful The most handsome The most interesting The worst The best The most interesting The worst answers exercise have another in brief 71 T h e h i g h e s t m o u n t a i n is Logan Photocopiable p.244 Aim: Activity type: To practise describing Time: 15 a country Finding grammar mistakes correcting wrong 72 Mount then information minutes • Make one copy of the worksheet for each • Give students a copy of the worksheet to look at t h e p h o t o s and elicit, name they • Canada of the country know student Ask Tell t h e m t h a t t h e student to start reading gets t o it - correct superlative • Make sure t h e y building, tall • Check the answers For • the we talk about tall, but we only Circulate to help exercise 2, write the following numbers and • the questions, Students Circulate to the • about Exercise Exercise T h e h i g h e s t m o u n t a i n is M o u n t Logan and t h e l o n g e s t river is the Mackenzie t h e largest lake is t h e Great Bear Lake O t t a w a is a big city, b u t it isn't t h e b i g g e s t city in Canada T h e c o l d e s t place in t h e country is in Y u k o n Exercise There are millions o f lakes in Canada Toronto is bigger t h a n O t t a w a Y u k o n is colder t h a n O t t a w a A v r i l Lavigne is a singer choosing from the make sure t h e y answer alternatives say t h e numbers Drill t h e c o r r e c t f o r m s as a class Check the answers ANSWERS ANSWERS the most It's about 3,000 metres high by asking confident read t h e questions and answers Say: The Mackenzie is a mountain Elicit: No, it isn't The Mackenzie is ariver,etc M o u n t Logan is a m o u n t a i n look at and choose the if necessary more false s t a t e m e n t s exercise Elicit: P u t students in pairs Ask t h e m t o ask a n d correctly Canada is in North America the to Ask the first question alternatives in to class to on Elicit t h e correct w a y logical answer the text and get students to correct t h e m with say the numbers: first w o r k individually t o correct t h e rest o f a use by asking different students Tell students t o Canada is in North America Tell sentences 2,000, 15.8, 0.5 two thousand, fifteen point eight, nought point five How high is that mountain? identify elicit t h e correction for t h e make or high - answers board: above paragraphs As an extension, high them that problems read o u t their errors Check the answers with the know that when w e can use student Ask Elicit t h e w o r d sentence to talk about people any statements • look at t h e first picture students to continue completing • read o u t different then minutes Make one copy of the worksheet for each the by asking confident students sentence: pairwork Give students a copy of the worksheet line exercise 2, sentences then completes the gapped when Check the answers For 15 Gapped measurements • to Tell and write To practise giving Instructions: with Elicit t h e first error mountain? • what Elicit and correct the other • Time: confident Students continue to read the t e x t and • grammar the high mountain the highest mountain high highest students t o cross o u t the Activity t y p e : ideas mistakes are of the superlative forms Ask a he/she the Ask students E x p l a i n t h a t t h e r e are five m i s t a k e s in t h e some Aim: them or provide, a b o u t Canada and elicit a f e w of the text Instructions: H o w h i g h is t h a t Photocopiable p.245 high wide long deep tall long tall/high wide Exercise 137 a a b b a b b b pairs across t h e to class 73 Everyday Aim: Activity type: To practise t h e vocabulary Time: 74 jobs Photocopiable p.246 15 Making of everyday collocations then jobs pairwork Aim: Activity type: • Make one copy of the worksheet for each • Give students a copy of the worksheet student • to look at t h e first picture and the e x a m p l e verb • Explain that they should take box A and a group of words from m a k e t h e e v e r y d a y j o b s t h a t a p p e a r in • • and writing them Check the answers with the in t h e correct a P u t students in pairs a n d tell t h e m everyday look at the picture matching form in sentence • to • other clean t h e windows pay t h e bills go t o t h e bank tidy the room make the beds cook the dinner take t h i n g s t o t h e cleaner's 10 take out t h e rubbish 11 t h e w a s h i n g - u p 12 the washing 13 lay the table 14 the shopping and as t h e Focus the negative they understand is t h e s h o r t f o r m of a w e a k e r class, elicit all t h e p a s t has participles tidied, bought, read, done, typed, cooked, had, 10 finished P u t students in pairs a n d ask t h e m t o write Circulate to help with the any problems report back on their • Check the answers read o u t their • For exercise 2, by asking different students ask a pair of students t o read out Students ask and answer questions a b o u t t h e rest o f t h e pictures in • say pairs Check the answers say the questions Picture Has she Yes, she has Then done the ironing? Elicit: • by asking pairs o f students and answers across t h e ANSWERS Exercise 1 They haven't laid t h e table She's done t h e ironing They h a v e n ' t tidied their room She's b o u g h t a birthday present She's read t h e newspaper He hasn't done his h o m e w o r k She's t y p e d a letter He hasn't cooked dinner 10 He hasn't had dinner They've finished dinner Exercise Have t h e y laid t h e table? N o , t h e y h a v e n ' t Has she done t h e ironing? Yes, she has Have t h e y tidied their room? N o , t h e y h a v e n ' t Has she b o u g h t a birthday present? Yes, she has Has she read t h e newspaper? Yes, she has Has he done his homework? N o , he hasn't Has she t y p e d a letter? Yes, she has Has he cooked t h e dinner? N o , he hasn't 10 137 to sentences the example exchange the ironing vacuum t h e floor the cues, haven't a live there Check students sentences together ANSWERS With them the students will need for the exercise: e.g t h a t ' s in sentence e.g Ask Do the same for picture Highlight the use of place student Explain t h a t it shows on t h e boys in picture , Nicole does the washing-up every day She never deans the windows, etc Give students a copy of the worksheet the jobs Ask confident students to partner, then minutes block of flats and the people w h o ask a s t u d e n t ask and answer questions a b o u t the • 15 box exercise 2, How often you vacuum the floor? I never vacuum the floor My husband vacuums thefloor./ I often vacuum the floor For cues Make one copy of the worksheet for each to class Elicit an answer, • Writing sentences from example sentence Ask students to complete t h e exercise by the words perfect Instructions: them pictures • To practise using t h e present Time: Ask B to dinner pairwork Instructions: verb from Photocopiable p.247 minutes the ironing They've finished Has he had dinner? N o , he hasn't Have t h e y finished dinner? Yes, t h e y have to class 75 Aim: I've gone to the 76 airport Photocopiable p.248 To practise understanding and writing short messages Activity t y p e : Time: Instructions: 15-20 Matching then writing short messages minutes about? Photocopiable p.249 Aim: Activity t y p e : Time: To practise asking for an 15 Gapped explanation conversations minutes Instructions: • Make one copy of the worksheet for each • Give students a copy of the worksheet Make one copy of the worksheet for each • Give students a copy of the worksheet Explain i n t o groups o f t h r e e a n d ask a c o n f i d e n t t h a t t h e m e s s a g e s are in t w o the t o read t h e first c o n v e r s a t i o n , have to read the first message Then helped them Ask students to continue halves, working • For Ask exercise 2, in t h e message t h e y will need for t h e first message, to D o an e x a m p l e w i t h t h e w h o l e class first necessary, • W h o • write suitable messages ideas and any problems Circulate to Ask some of the students to • causes in each Mark's girlfriend, about job, use different groups for the final of Only two conversation lines as a class if For by eliciting the problem conversation: missed the their Exercise Sample answers Message for Mr Brown I ' v e missed my train, so I'm going t o be late for t h e m e e t i n g I'm going t o get a t a x i Ana Everyone The c o m p u t e r isn't working Please d o n ' t use i t Mum Eddie I've booked cinema tickets Let's meet at at t h e cinema Karl 137 about He tells Tess n o w J a n e is his angry train ask students t o conversations in their groups with that He asks He asks Harry a b o u t but he hasn't g o t a j o b exercise 2, b u t she left him her surprise party because they • to Exercise by asking are problems read o u t their conversations Check comprehension Ben ANSWERS Check answers any Drill difficult w o r d s a n d messages help with them Point out that there practise the Ask confident to act out the conversations to the read o u t out necessary if help the working and completing extra words that they don't need to students are n e e d e d e.g P u t students in pairs S t u d e n t s w o r k t o g e t h e r words in the box students to Message for Mr Brown I've missed my train, so I'm going to be late for the meeting I'm going to get a taxi Ana • the conversations Circulate to is the message for? Your boss/colleague What happened? You missed the train What's going to happen? You're going to be late for a meeting elicit a n d tell s t u d e n t s t o cross it Ask the groups of students to continue two write information e.g and box through messages have to Point Mark in t u r n Then missing word with Elicit t h e kind o f gap Ask: Who does Ben ask about? Mark's girlfriend Ask: What's the problem? Mark hasn't got a girlfriend She left him Who is angry? Elicit: Jane sorry • explain that they messages and Elicit: Elicit: Ask: students different students ignoring the elicit their names half appointment Elicit: matching the by asking read o u t t h e c o m p l e t e their own missing them group ask questions to check comprehension to the picture of Ben, Jane, individually Check the answers • Then to understanding Elicit t h e answer b key words and garage • Check ask students t o find t h e of the message which half Ask students What's the problem? Elicit: The car isn't by asking working parts and match them student Put • students student W h a t are y o u t a l k i n g class groups 77 Photocopiable p.250 Aim: To practise talking a b o u t Activity type: Time: 78 Experiences 15-20 experiences Labelling then pairwork Instructions: • Make one copy of the worksheet for each • Give students a copy of the worksheet • • drive a sports car Ask the students to write the names of the Check the answers asking read t h e m exercise 2, For Activity type: Time: to record their partner's answers they should put a tick ( / ) Make one copy of the worksheet for each relevant picture a cross ( X ) For No, I haven't, in the box London? they reply Elicit: put • Students Circulate to • tick to record their partner's Ask a student about his/her • pairs e.g their previous e.g to wor-;sheet go through class • about and all t h e first class p u t students in pairs and tell answering tne make a note of their Circulate to help with them c_estions part-el's pronunciation t h e verbs f o r m s w i t h t h e w h o l e class Ask a student to tell you something Drill necessary about their (Miguel) has been to London He went there last month, etc partner, e.g partners Confident students can report back a b o u t partner, exercise 2, answers different answer questions weaker students, practise asking and Ask them H a s (Tamiko) ever driven a sports car? Elicit: Yes, she has./No, she hasn't pairs Tell t h e m t o ask and For to city Students help with the question formation Check the answers with the answers partner, questions on the their nobody ask a b o u t a different questions with the whole • Put students in • tenses With board continue asking and answering in Remind them London, who Elicit etc I f write the remaining picture record a a n d ask a s t u d e n t When did you go there? Last year /Three years ago, Give students a copy of the worksheet Have you ever seen a ghost? Yes, I have./No, I haven't, and Elicit answers has been to • Ask a different student or cross o n t h e question Have you ever been to Yes, I have /No, I haven't Elicit t h e second question the should Elicit t h e first has been there how next to the relevant student be/to a n d ask different students a next to cues on the board: London? When/go there? by For in t h e box minutes Write the following Have you ever driven a sports car? Elicit: Yes, I have./No, I haven't Yes, I have to pairwork • student Show students Cued questions then Instructions: out p u t students in pairs Ask 15 the experiences • other activities on the worksheet different students to student Ask them London? To practise using t h e present perfect and past simple to talk about minutes look at the example Aim: Have you ever been to Photocopiable p.251 Karl has never seen a ghost their • P u t students in different pairs Ask t h e each ANSWERS Exercise o t h e r a b o u t their first - to tell partner ANSWERS drive a sports car write a book Have y o u ever been t o London? When did y o u go there? see a ghost be on TV Have y o u ever seen a ghost? Where did y o u see it? a bungee j u m p ride a horse Have y o u ever met a famous person? W go scuba diving Have you ever lived in another country? Where did y o u live? Have you ever eaten in an I n d i a n restaurant? W h a t did y o u eat? fly a plane 10 did y o u meet? run a marathon 11 climb a m o u n t a i n lose a match 12 win a prize Have you ever won a competition? W h a t did y o u win? Exercise Have y o u ever been t o t h e theatre? A hat did y o u see? A Have y o u ever driven a sports car? Have y o u ever lost y o u r wallet? W h a t did y o u do? B Yes, I have / N o , I haven't 10 A Have y o u ever seen a ghost B Yes, I have / N o , I h a v e n ' t A Have y o u ever done a bungee j u m p ? B Yes, I have / N o , I h a v e n ' t A Have y o u ever flown a plane? B Yes, I have / N o , I h a v e n ' t A Have y o u ever run a marathon? B Yes, I have / N o , I h a v e n ' t A Have y o u ever lost a match? B Yes, I have / N o , I h a v e n ' t A Have y o u ever written a book? B Yes, I have / N o , I h a v e n ' t A Have you ever been on TV? B Yes, I have / N o , I h a v e n ' t A Have y o u ever ridden a horse? B Yes, I have / N o , I haven't A Have y o u ever been scuba diving? B Yes, I have / N o , I haven't 11 A Have y o u ever climbed a mountain? 12 A Have y o u ever w o n a prize? B Yes, I have / N o , I h a v e n ' t B Yes, I have / N o ; I h a v e n ' t 137 I? An 80 interview Photocopiable p.252 he Aim: To practise asking s o m e o n e about their experiences Activity type: Time: ,ent 15-20 to en't role play • • Cut the worksheets P u t students in A / B B to each student of the worksheet ,vho in called J o h n dy Hand Howard and the students basketball the exercise read out their questions ns B students • half of the worksheet have the same Note that Europe? go there? • with a B • When they that the • have finished, B students interview the A Ask confident B Demonstrate the activity by writing Student line on t h e Ask an A student to in the same way Remind them to with not to spelling and as t h e y lines help each look at each other other's the activity Circulate accurate When they ask students t o have finished, first students their m a k e sure t h e y are b e i n g put to their and spelling Ask confident students to so across t h e class class if the For read t h e conversation Drill difficult w o r d s a n d lines as a necessary exercise 2, p u t students in n e w pairs Circulate to to help with pronunciation What's y o u r name? W h a t y o u do? Where are y o u from? the following H a v e you ever travelled in Europe? conversations: When did y o u go there? Where did y o u go? Have y o u ever w o n a prize? B worksheets together to check the wording ANSWERS W h a t did y o u win? B's read their Are you travelling practise the conversation the board: read their relevant parts and conversations interviews have and students pairs o f s t u d e n t s t o role play students B students partner writes down the missing words and students roles the At the Students procedure t h e y can swap look at elicit to student Tell the A students t o interview the and line and write t h e missing words for t h e about A lines to Singapore? any ask Repeat the role o f corresponding Ask students to Ask: first g a p p e d questions Then out the Explain that the A the both the A two half Where is the man? check-in of an airport photo John Have you ever been to Yes, I have When did you Last year Say: Elicit: Elicit: Howard Hand Trent different students in pairs Assign the passenger's Ask an A student to look at the information John Cut the worksheets Put students in A / B on the board: Check the answers by asking them Make one copy of the worksheet for every half problems • Instructions: or B to each student individually help with minutes or each Students work Circulate to airport conversation going other, so first t h e y s h o u l d use t h e cues t o write complete the task 15-20 Gapped h a v e t h e clerk's lines, a n d t h e nts questions in Time: are E x p l a i n t h a t t h e y are g o i n g t o i n t e r v i e w to player B s t u d e n t s are To practise checking in at an students out the corresponding Explain that the A t o role play an Australian writer called Liza arid Activity type: • y- ;et two half pairs Assign t h e role o f A g o i n g t o role play an A m e r i c a n their Aim: • Make one copy of the worksheet for every Singapore? Photocopiable p.253 minutes Instructions: students ion Writing questions then Are you travelling to As an extension, tell students to information underline in their completed Singapore/just one/aisle seat/ 1.30/gate number Tell t h e m t o conversations, students, make more changing these details With build the whole b o a r d w i t h t h e class conversation on weaker the first ANSWERS Clerk Passenger Clerk Passenger Clerk Passenger Clerk Passenger Clerk Passenger Clerk Passenger Clerk Are y o u travelling t o Singapore? Yes, I am Can I see your ticket and passport, please? Here y o u are T h a n k y o u H o w many bags are y o u checking in? J u s t one Did y o u pack the bag yourself? Yes, I did Has anyone given y o u a n y t h i n g t o carry? N o , t h e y haven't Can I see y o u r hand luggage, please? Yes Here it is T h a n k y o u Would y o u like a w i n d o w seat or an aisle seat? Passenger Clerk A n aisle seat, please Here's y o u r boarding card Boarding is at from gate number H a v e a nice flight Passenger 137 Clerk Thank you Goodbye Goodbye - Student's Book Review pages answer key a In the south of Hong Kong Review - 1 'm meet name an work Every day That b We Argentina Polish Brazilian Spain t h r e e keys China Britain four men Is t h i s O l i v e ' s desk? five boxes / he is I am eight, twelve, sixteen, twenty-four, thirty-three, forty-one, second, fourth, sixth, eighth, tenth Six a I d 10 Goodbye 11 third f first a c Two b 3 S e e y o u later B B A B A B It's a t h a l f p a s t t w o Are, putting Can he m a k e a cake? N o , he c a n ' t W h e n is F a w z i a ' s p a r t y ? Can t h e y p l a y t h e p i a n o ? N o , t h e y c a n ' t It's o n Friday What's the time? B e c a u s e he's d o i n g a m a k e o v e r It's q u a r t e r t o f o u r Rupert Next week B e c a u s e he's on h o l i d a y Wednesday the third of September w a k e u p , g e t u p , h a v e b r e a k f a s t , leave h o m e , s t a r t w o r k , do: karate, y o g a l b Can, Sure, y o u c d a C o u l d , please, O K I d listen t o : t h e r a d i o , music cinema art gallery d o n ' t live theatre shopping centre speak watches don't have go D o e s M a y a like s p o r t ? 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No, it wasn't W h a t d o e s she do? 5 Where d o e s she work? W h a t d o e s she i n t h e e v e n i n g ? N o , he w a s n ' t No, they weren't Y e s , t h e y were He's a f l i g h t a t t e n d a n t Dubai He's m a k i n g c o f f e e f o r t h e p i l o t c S h e lives i n B e r l i n Yes, she is He travels around t h e world and meets different people S h e lives w i t h her h u s b a n d a n d t h e i r t w o c h i l d r e n S o m e f l i g h t s are l o n g a n d t h e y d o n ' t h a v e m a n y breaks She's t h e m a n a g e r o f a b o o k s h o p I can't explain I n t h e city centre I I know l c a right e I d b 2 grandfather niece uncle wife bought a 's g o t neck a g o t up parents l c a e b Are there ankle took ate toe elbow started stomach had liked We d i d n ' t t a k e t h e t r a i n t o w o r k H a v e , go.t, ' v e g o t Mark d i d n ' t s t a r t w o r k at a - H a s , g o t , has, 's g o t There's b b Y o u d i d n ' t g e t up a t s e v e n o ' c l o c k d Have, got, haven't hasn't g o t c Review - Review - a daughter I don't understand What's t h e problem? funny d I'm only trying t o help Are y o u worried a b o u t y o u r exam? S h e usually w a t c h e s TV aren't reading Can y o u ' d r i v e a car? Y e s , I c a n W h a t d a y is Sally's i n t e r v i e w ? d o e s n ' t like the thirty-first of December the twenty-seventh of January a Can she speak I t a l i a n ? N o , she c a n ' t go: t o the cinema, j o g g i n g , swimming 2 the fifth of J u n e aren't using W h a t t i m e is y o u r a p p o i n t m e n t ? play: table tennis, t h e piano, football the second of September 'm n o t m a k i n g finish w o r k , c o o k d i n n e r , g o t o b e d J a n u a r y , F e b r u a r y , M a r c h , A p r i l , May, J u n e , J u l y , A u g u s t , a 're s i t t i n g Review - We me k i t c h e n : cooker, f r i d g e , d i s h w a s h e r , w a s h i n g m a c h i n e , sink t h e f o u r t e e n t h o f March Goodnight A 13 H o w , Yes the eleventh of November M o n d a y , T u e s d a y , W e d n e s d a y , T h u r s d a y , Friday, S a t u r d a y , A They he September, October, November, December Four Sunday 12 Let's, Sorry 12 l i v i n g r o o m : a r m c h a i r , sofa e Good morning us him bathroom: washbasin 11 bedroom: bed, wardrobe they aren't fifty, seventy-nine Why, Good She 10 I Review - T h e y a r e n ' t in t h e office w e are she He / L u c y i s n ' t here t o d a y A r e y o u her secretary? her them American / it isn't Dutch A hotel A t t h e end of Edward's street, a 2 T h e r e ' s a big m a r k e t The market T h e r e a r e n ' t T h e y d i d n ' t h a v e lunch i n a r e s t a - ' a T L Is t h e r e Elena didn't stop work a t p - I didn't buy a newspaper Y o u didn't eat my sandwiches H e d i d n ' t like t h e f i l m 137 stopped nose Ben a Did J o r g e go skiing w i t h his friends? Did y o u e n j o y t h e film? Did t h e y see t h e match yesterday? H o w did A n i t a break her arm? b l c d c 3d a cloud We travelled a lot w i t h our j o b s We retired last year We b o u g h t a new house last w e e k fell broke called went had 1 sore yourself cold take Well Congratulations wait drops use every twice Airport beef missed pork grapes 3 suitcase port cruise tomatoes peas carrots oranges a valley worse sunnier more interesting younger better t h e most expensive the wettest hotter t h e worst t h e oldest c d a long deep wide high 2a 3d 4c 5b I h a v e n ' t cleaned t h e w i n d o w s Has he paid t h e bills? 4 lot much some tomatoes toast chicken H a v e , b e e n , travelled H a v e , learned, studied peas sad l e H a v e t h e y done t h e ironing? u n c o u n t a b l e : beef, f o o d , cheese, milk, t e a , bread bacon lay t h e table Helen's made t h e beds c o u n t a b l e : b i s c u i t apple, grape, o n i o n , t o m a t o , sandwich a t h e ironing Ari hasn't booked t h e tickets We're going t o see a s h o w in L o n d o n many make t h e beds a She's t a k e n t h e rubbish o u t Are t h e y going t o buy a car? more expensive cheaper high Is Luis going t o play tennis? rice a forest more famous cloudier She isn't going t o take a gap year a eggs a river ice clean t h e windows chicken much storm T F T F F T Y o u aren't going t o come t o my party shorter wetter b David's g o i n g t o work at home t o m o r r o w older nicer ticket fog Review - Review - an island t h e longest so wind t h e smallest gave hurts sun a mountain I started work in an art gallery in L o n d o n I met my husband at w o r k work good b a a tunnel I left school when I was I studied A r t at university 2a Steve glad Review - e I started school w h e n I was four Louise Really Where did y o u m e e t t h e m ? b a 2 Alice sounds 1 b c d a Has, m e t , spoke have, v i s i t e d , w e n t e mean Can I see y o u r passport, please? sorry, understand about problem H a v e a nice f l i g h t hear, T h a n k miss 10 Are y o u ready t o order? Would y o u like an aisle seat? Yes Can I have t h e cheese o m e l e t t e , please? Did y o u pack t h e bag yourself? W h a t w o u l d y o u like w i t h t h a t ? H o w many bags are y o u checking in? Here's y o u r boarding card O h , can I have t h e salad, please? A n d w o u l d y o u like a n y t h i n g t o drink? Can I have a glass of fruit j u i c e , please? Would y o u like orange j u i c e or apple juice? A p p l e j u i c e , please Review - People: cashier, p o s t m a n v T h i n g s in a post office: scales, post b o x , stamp % Y o u p o s t these: letter, postcard, b i r t h d a y card J o r d a n ' s wearing a new red shirt Lucy's g o t a nice blue dress That's a very c o m f o r t a b l e chair I b o u g h t a big black b a g T h e y live in a horrible old a p a r t m e n t Y o u ' v e g o t b e a u t i f u l long hair a (in any order) T h e y have t o t y p e letters Eva doesn't have t o p h o t o c o p y i n g Boris has t o p h o t o c o p y i n g T h e y d o n ' t have t o fix t h e c o m p u t e r s Eva doesn't have t o go t o t h e post office Boris has t o go t o t h e post office T h e y have t o make coffee, b Yes, she does Yes, he does Yes, I Yes, we No, they don't N o , she doesn't 137 ... and t h e E n g l i s h - s p e a k i n g dictionary' world • The English for Life course E a c h l e v e l o f English for Life package • provides - hours o f teaching S t u d e n t s t h e... in telephone Life m a t e r i a l in t h e W o r k b o o k F u n c t i o n a l lessons e v e r y d a y l i f e , s u c h as making for easy reference English for Everyday Life • in English signs... www.oup.com/elt/englishforlife , and you'll find a wide range of materials and activities T h e V o c a b u l a r y lessons For teachers: • • customizable tests • assessment records for y o u r s