Outcomes elementary teachers book

• Share experiences of when you got help Developing conversations: Recommending • Present perfect questions been, tried • Present perfect positive and negative • Visiting places • Words

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L E A R N I N G THIRD EDITION

Teacher’s Book Mike Sayer

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BEGINNER

Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • •979-8-214-17926-1Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •979-8-214-17752-6Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • •979-8-214-17918-6Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • •979-8-214-17922-3Split Edition A Spark platform, Instant Access • • • • • • • • • •979-8-214-17921-6Split Edition B Spark platform, Instant Access • • • • • • • • • •979-8-214-17925-4Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •978-0-357-03010-3

ELEMENTARY

PRE-INTERMEDIATE

INTERMEDIATE

UPPER INTERMEDIATE

ADVANCED

DELIVERED ON THE SPARK PLATFORM

National Geographic Learning Online Placement Online Practice

Student’s eBook, with audio and videoAssessment Suite

Classroom Presentation Tool, with audio and videoTeacher Resources

Course Gradebook

EDITION

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Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

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L E A R N I N G

ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S copyright law, without the prior written permission of the copyright owner

“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society

® Marcas Registradas

Outcomes Elementary Teacher’s Book, 3e ISBN: 978-0-357-91722-0

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National Geographic Learning,

a Cengage Company

Outcomes Elementary Teacher’s Book,

3rd Edition

Mike Sayer

Publisher: Rachael Gibbon

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Content Editors: Alison Sharpe and Clare Shaw

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Printed in the United Kingdom by Ashford Colour Press

Print Number: 01 Print Year: 2024

Credit

Illustrations: All illustrations are owned by © Cengage Learning, Inc.

Photography: p232 GJGK Photography/Shutterstock.com, Gorins/Shutterstock.com; p253 Eric Isselee/Shutterstock.com, Milles

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Contents 3

SCOPE AND SEQUENCE 4

INTEGRATED DIGITAL TOOLS ON SPARK 10

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• Talk about the jobs people in your class do

Developing conversations: Where exactly?

• Four conversations about jobs

page 14

• Plan where and when to meet

• Talk about what you do in your free time

• Explain how much time you spend doing things

Developing conversations: Making plans

• Verb patterns (-ing or infinitive with to)

WRITING 1: Completing forms page 22 REVIEW 1 page 24

• Places for things you need

• Homes and family

• Problems in the home

• Two blog posts about films • Three conversations where

people ask about places

• Three conversations about problems in a shared home

page 34

• Talk about what you did at the weekend

• Talk about holidays / special days you had

• Talk about public holidays you enjoyed

Developing conversations: That sounds …

• Past simple positive

• Past simple negative

• Past simple questions

• Holidays

• Public holidays

• Messages about a holiday • Four conversations about what

people did at the weekend

• A school podcast about public holidays

WRITING 2: Introducing yourself page 42 REVIEW 2 page 44

page 46

• Roleplay choosing and buying food or clothes in

a shop

• Talk about money and shopping

• Ask for and get help in different places in a shopping centre

Developing conversations: Questions in shops

• This / These / That / Those

• Present continuous

• A, an and the

• Size and quantity

• Money and shopping

• Roleplay conversations about what you’re studying

• Compare education now and in the past

• Describe and discuss four different courses

Developing conversations: How’s the course

• Find out about each other’s families

• Give opinions about home life, parents and kids

• Describe friends to other people

Developing conversations: Adding information

• Short answers

• Have to

• Relationships

• Parents and kids

• Talking about friends

• Forum posts about being a working parent • Three conversations about families

• Five people talk about friends and family

page 74

• Discuss plans

• Say how you feel about government plans

• Decide how to improve places you know

Developing conversations: Making suggestions

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Scope and sequence 5

• Talk about the jobs people in your class do

Developing conversations: Where exactly?

• Four conversations about jobs

page 14

• Plan where and when to meet

• Talk about what you do in your free time

• Explain how much time you spend doing things

Developing conversations: Making plans

• Verb patterns (-ing or infinitive with to)

WRITING 1: Completing forms page 22 REVIEW 1 page 24

• Places for things you need

• Homes and family

• Problems in the home

• Two blog posts about films • Three conversations where

people ask about places

• Three conversations about problems in a shared home

page 34

• Talk about what you did at the weekend

• Talk about holidays / special days you had

• Talk about public holidays you enjoyed

Developing conversations: That sounds …

• Past simple positive

• Past simple negative

• Past simple questions

• Holidays

• Public holidays

• Messages about a holiday • Four conversations about what

people did at the weekend

• A school podcast about public holidays

WRITING 2: Introducing yourself page 42 REVIEW 2 page 44

page 46

• Roleplay choosing and buying food or clothes in

a shop

• Talk about money and shopping

• Ask for and get help in different places in a shopping centre

Developing conversations: Questions in shops

• This / These / That / Those

• Present continuous

• A, an and the

• Size and quantity

• Money and shopping

• Roleplay conversations about what you’re studying

• Compare education now and in the past

• Describe and discuss four different courses

Developing conversations: How’s the course

• Find out about each other’s families

• Give opinions about home life, parents and kids

• Describe friends to other people

Developing conversations: Adding information

• Short answers

• Have to

• Relationships

• Parents and kids

• Talking about friends

• Forum posts about being a working parent • Three conversations about families

• Five people talk about friends and family

page 74

• Discuss plans

• Say how you feel about government plans

• Decide how to improve places you know

Developing conversations: Making suggestions

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• Share experiences of when you got help

Developing conversations: Recommending

• Present perfect questions (been,

tried)

• Present perfect positive and negative

• Visiting places

• Words with different meanings

• A blog post about bucket lists • A conversation between a local

person and two tourists

• A radio show about experiences

of getting help

page 94

• Roleplay ordering in a restaurant

• Explain food and drink culture in your country

• Explain a menu from your country

Developing conversations: Ordering food and drink

• An article about public health

in Finland • Two tourists order food in a restaurant

• Three conversations connected

to food

page 106

• Roleplay a conversation buying travel tickets

• Discuss solutions to traffic problems

• Choose places for a guided tour and explain your choices

Developing conversations: Telling the time

• Too much, too many and not

• Talk about health problems and give advice

• Explain what happened in a news story

• Discuss how happy you think people in your country are

Developing conversations: Saying no

• A podcast about being happy

page 126

• Have conversations about the weather and make plans

• Talk about living in the countryside

• Do a class survey about people’s pets and opinions about animals

Developing conversations: Short questions

• Be going to and might

• Present perfect and how long

• Give your opinions about films, plays and musicals

• Describe life in your town, city or country

• Make predictions about the future

Developing conversations: What’s it like?

• It’s + adjective + to + verb

• Will / Won’t for predictions

• Describing films, plays and musicals

• Life in different places

• An article about people who have moved to different countries

• Two conversations about a film and a musical

• A news report

WRITING 7: Writing social media posts page 142 REVIEW 7 page 144

page 146

• Find people to give you information / advice

• Discuss the use of technology in society

• Do a survey about people’s opinions and experiences of technology

Developing conversations: Saying emails, websites

and passwords

• Be thinking of

• Descriptive adverbs

• Choosing a phone

• What technology does

• Technology going wrong

• A newsletter describing three types of technology • Two conversations where people ask for advice about

• Share news about relationships

• Write poems about promises

• Tell a personal story

Developing conversations: Did I tell you …?

• Will / Won’t for promises

16

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Scope and sequence 7

• Share experiences of when you got help

Developing conversations: Recommending

• Present perfect questions (been,

tried)

• Present perfect positive and negative

• Visiting places

• Words with different meanings

• A blog post about bucket lists • A conversation between a local

person and two tourists

• A radio show about experiences

of getting help

page 94

• Roleplay ordering in a restaurant

• Explain food and drink culture in your country

• Explain a menu from your country

Developing conversations: Ordering food and drink

• An article about public health

in Finland • Two tourists order food in a restaurant

• Three conversations connected

to food

page 106

• Roleplay a conversation buying travel tickets

• Discuss solutions to traffic problems

• Choose places for a guided tour and explain your choices

Developing conversations: Telling the time

• Too much, too many and not

• Talk about health problems and give advice

• Explain what happened in a news story

• Discuss how happy you think people in your country are

Developing conversations: Saying no

• A podcast about being happy

page 126

• Have conversations about the weather and make plans

• Talk about living in the countryside

• Do a class survey about people’s pets and opinions about animals

Developing conversations: Short questions

• Be going to and might

• Present perfect and how long

• Give your opinions about films, plays and musicals

• Describe life in your town, city or country

• Make predictions about the future

Developing conversations: What’s it like?

• It’s + adjective + to + verb

• Will / Won’t for predictions

• Describing films, plays and musicals

• Life in different places

• An article about people who have moved to different countries

• Two conversations about a film and a musical

• A news report

WRITING 7: Writing social media posts page 142 REVIEW 7 page 144

page 146

• Find people to give you information / advice

• Discuss the use of technology in society

• Do a survey about people’s opinions and experiences of technology

Developing conversations: Saying emails, websites

and passwords

• Be thinking of

• Descriptive adverbs

• Choosing a phone

• What technology does

• Technology going wrong

• A newsletter describing three types of technology • Two conversations where people ask for advice about

• Share news about relationships

• Write poems about promises

• Tell a personal story

Developing conversations: Did I tell you …?

• Will / Won’t for promises

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Introduction to Outcomes

ABOUT THE AUTHORS

I’m Andrew I’ve been in ELT for 30 years As well as writing

and training, I continue to teach and learn languages I think

that English language isn’t an academic subject, but something

practical My experience is that, given the opportunity, anyone

can engage in real conversations and express their personality

and ideas from the beginning – if you get the right support In

my own teaching, I try to listen to what students are trying to

say and help them express it better

I’m Hugh I’ve been teaching English as a Foreign Language

since 1993, and writing books and training teachers since

2000 What matters most for me in language teaching – and

learning – is the ability to communicate, to be yourself in a

foreign language and to forge meaningful connections with

others I see language primarily as a tool, as a way of opening

doors and enhancing your experience of the world In both

my teaching and learning, I’m interested in the language that

students really need

SERIES INTRODUCTION

Outcomes is focused on empowering learners to express

themselves by developing their ability to have natural

conversations in English

To do this, we start by thinking about the kinds of speaking

that we do in real life, using students’ interests and the CEFR

can-do statements to help inform this We then think of a clear

task for students to work towards in each lesson to mirror these

goals This may be having a social or practical conversation,

telling a personal anecdote, discussing issues around a text or

completing an extended ‘problem-solving’ task We then think

about what language students might need to fulfil these tasks

and write the exercises to present this in the different sections

in each lesson Much of this language is also recycled through

motivating reading and listening texts that reflect the world

students live in

We think that choosing language to meet the task, rather

than creating a task to practise grammar, helps students and

teachers Firstly, the tasks reflect students’ real-life interactions

better, which is more motivating Secondly, students are

better prepared to use what they’re learning straight away in

meaningful ways And thirdly, you will find students tend to

stretch themselves more because they are trying to express

genuine things In doing so, they find out what they need to

learn next and give you the chance to teach the language

It’s not just choosing the language for the task that makes

Outcomes different, it’s how we present that language

With grammar, we sometimes introduce a structure, in a

simplified way, earlier than other courses This is to enable more

natural conversations We will refocus on these structures more

fully in a later unit This means:

• the grammar syllabus is more fully in line with CEFR levels.

• ‘new’ grammar can be integrated in texts and tasks earlier.

• students get to see a structure in use more often before they

tackle all its forms or difficult contrasts

• students have the chance to reuse forms more often over time

For vocabulary, we consistently present it in collocations, chunks and in the context of sentences to show students how it’s used And because the words we choose are carefully aligned to the CEFR levels students are trying to achieve, they are better able to both meet expectations and use the language in a natural way

And finally, we help students understand and take part in extended conversations through the Developing Conversation sections We teach the simple patterns and chunks of language that will enable students to keep conversations going for longer, leading to a more dynamic classroom and better learning

WHAT’S NEW FOR STUDENTS IN

It’s not just the focus on students’ real needs and wants that

makes teachers and learners love Outcomes; it’s our focus

on good learning practices – especially the consistent focus

on revision and recycling The new edition has been widely informed in consultation with teachers from around the world and we are very appreciative of their input and advice This edition builds on good learning practice in various ways

Additional speaking tasks and focus on mediation

We have a new extended speaking section at the end of each unit where students engage in a range of tasks such as debates, problem-solving, creating and conducting surveys, or sharing information and experiences In the new edition, we have also highlighted tasks that provide practice of different types of

mediation skill, aligned with the updated CEFR The result is that students get even more opportunities to communicate in

personalized ways

Clearly stated outcomes and refined language input

All lessons are driven by a communicative outcome clearly stated at the beginning of each unit Each lesson also has sub aims listed so students and teachers can always see how different exercises relate to the outcomes

We have also made the learning goals more achievable by closely aligning the language taught to the lesson outcomes

Outcomes is already known for helping students use new

language effectively by focusing on collocation and giving natural examples In the new edition, we have more clearly highlighted target language in word boxes or with bolding

We have refined some vocabulary sets to better focus on the

lesson outcome or grade language more consistently in line

with CEFR levels A fully revised grammar reference provides short, clear explanations and additional exercises The overall

effect is to ensure highly achievable learning goals.

8

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Integrated pronunciation

In consultation with teachers using Outcomes, we have

introduced a regular, fully integrated pronunciation activity

in each unit where students repeat target vocabulary with

collocations and identify problematic sounds to work on

Students can also access extra pronunciation practice in the

Online Practice on the Spark platform to work on specific sounds

Fast speech, videos and understanding accents

In real life outside the classroom, hearing language can be

difficult because people speak quickly and have different

accents To help students with this, some of the listening

exercises focus on processing fast speech more effectively

In the fully updated video sections, students also get to hear

authentic unscripted language from English speakers across the

globe, with exercises to help students understand different

accents and fast speech.

Tasks for exam success

Part of the real-life outcomes for students is that they often

need to take public exams such as IELTS, Key, Preliminary, etc

and many state exams have similar formats The new edition

brings the updated writing pages into the core units, and we

systematically model and teach the kinds of texts students will

have to produce in exams It also integrates typical exam-type

reading and listening tasks to support exam success

My Outcomes

Evidence suggests that learning improves when students take

responsibility and evaluate their own progress The new My

Outcomes self-assessment activities at the end of each unit

get students to discuss what they have studied, as well as to

reflect on how they can practise and improve

Additional online learning tools

The revised and expanded Online Practice on Spark provides

comprehensive unit-by-unit self-study practice of all target

language and skills covered in the Student’s Book, as well as

new ‘On the go’ banks offering quick, motivating language

practice that students can easily complete on their phones,

wherever they are The Online Practice also provides regular

progress checks and adaptive remediation tutorials and activities

that reinforce the lessons in the Student’s Book

The fully updated Vocabulary Builder, in the Student’s eBook

on Spark, contains all key language from the Student’s Book

and is organized by unit so that learners can easily refer to the

words they need while they are studying For each key word, the

Vocabulary Builder includes: definitions, phonetics, collocations,

example sentences and word family members Students can use

the annotation tool to add their own notes and translations

The Online Practice and Student’s eBook with Vocabulary Builder,

are now easily accessible in one place via the Spark platform,

so students can consolidate learning even more easily

WHAT’S NEW FOR TEACHERS IN

Teachers love Outcomes because they see the dynamic,

motivated classes it creates and the real improvements in

students’ learning The new edition maintains this standard

while bringing extra support to deliver consistently great lessons

and better monitor students’ progress

Standardized unit sequence with clear goals

Standardizing the sequence of lessons (Conversation Practice,

Reading, Listening) and bringing Writing into the core

units will help teachers and study directors organize their

courses more easily Providing four goals for each lesson and prioritizing the three main communicative outcomes at the

start of each unit will also help guide teachers in how to adapt material for hybrid and online classrooms where the shorter face-to-face lessons will tend to focus on speaking practice

Teacher development and support

The demands of the curriculum to develop students’ skills in

mediation, in learner autonomy and cognition, or in taking exams, can present new challenges for some teachers As well

as providing straightforward structured tasks in these areas

in the Student’s Book, the Outcomes Teacher’s Book provides

a wealth of additional information and ideas on how to train students in these areas

The Teacher’s Book also has a convenient teacher

development section, focused on practical advice on

everything from organizing pairs and groups to giving feedback

to students Newer teachers may find it useful to read this section in one go and/or build their skills throughout the course with the in-unit references embedded at relevant points

Additional photocopiable tasksTeachers can adapt classes and give extra practice with simple,

effective photocopiable tasks in the Teacher’s Book As well

as fully updating the existing worksheets, we have added an additional communicative fluency task for each unit

Integrated digital tools for lesson preparation, teaching and assessment

The new Spark platform brings together digital tools that

support every stage of teaching and learning

For reliable placement, the National Geographic Learning

Online Placement Test on Spark provides student alignment

to the CEFR, recommends placement within the Outcomes

programme and delivers a skills-specific report for each test-taker

The Classroom Presentation Tool on Spark provides teachers

with the materials they need to prepare and teach engaging live lessons It includes the complete Student’s Book with video, audio, answer keys and games

The Outcomes Assessment Suite on Spark offers pre-made

unit and mid-course review tests and customizable question banks, allowing teachers to easily assign formative and summative assessments for evaluating student progress

The Course Gradebook on Spark allows teachers to track

student and class progress against skills, learning objectives and CEFR scales Integrating results from all assignments

in the Online Practice and Assessment Suite, it provides

comprehensive data that can inform future lesson-planning

Introduction to Outcomes 9

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Placing students

reliably at the right level

Preparing and teaching live lessons

Assigning practice,

tests and quizzes

Tracking student and class progress,

turning information into insights

Bring the world to the classroom and the classroom to life with

the Spark platform — where you can prepare, teach and assess

your classes all in one place!

Manage your course

and teach great classes

with integrated digital

teaching and learning

tools Spark brings

together everything

you need on an

all-in-one platform

with a single log-in.

Integrated digital tools on the all-in-one Spark platform

support every stage of teaching and learning:

to learn more

Track student and class performance on independent online practice and assessment

The Course Gradebook helps you turn information into insights to make

the most of valuable classroom time

Set up classes and roster students quickly and easily on Spark Seamless

integration options and point-of-use support helps you focus on what matters most: student success.

On a hot day in Hong Kong, people crowded into an air-conditioned train

When the lights dimmed, one young woman stood out, lost in the glow of her own digital world

©Brian Yen

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Placing students

reliably at the right level

Preparing and teaching live lessons

Assigning practice,

tests and quizzes

Tracking student and class progress,

turning information into insights

Bring the world to the classroom and the classroom to life with

the Spark platform — where you can prepare, teach and assess

your classes all in one place!

Manage your course

and teach great classes

with integrated digital

teaching and learning

tools Spark brings

together everything

you need on an

all-in-one platform

with a single log-in.

Integrated digital tools on the all-in-one Spark platform

support every stage of teaching and learning:

The Course Gradebook helps you turn information

into insights to make the most of valuable

classroom time

Set up classes and roster students quickly and

easily on Spark Seamless

integration options and point-of-use support helps

you focus on what matters most: student success.

On a hot day in Hong Kong, people crowded into an air-conditioned train

When the lights dimmed, one young woman stood out, lost in the glow of her own digital world

Trang 14

34

4

Unit 4 Time off 35

People enjoying time off at the beach in Rio de Janeiro, Brazil.

Time off

IN THIS UNIT, YOU:

• talk about what you did at the weekend

• talk about holidays / special days you had

• talk about public holidays you enjoyed

SPEAKING

1 Work in pairs Discuss the questions

1 Look at the photo Do you think this is a nice place

for a holiday? Why? / Why not?

2 Can you think of three things people do in this kind

of place?

3 Do you like doing these things?

2 Look at these activities Put ✓✓ next to things

you really like doing, ✓ next to things you

quite like doing and ✗ next to things you

don’t really like doing Then compare your

answers with your partner.

a spending time outside

b cooking nice food

c having interesting things to see and do

d doing nothing

e having time to read

f watching films or TV shows

g going swimming

h going out at night

3 Work with a new partner Say two more

things that you really like doing when you

have time off.

The unit opener introduces students to the topic through compelling photography

and engaging discussion points, and sets their expectations for the unit ahead

through clear goals focused on practical communicative outcomes.

Clear learner outcomes outline

what students can expect to achieve

by the end of the unit.

Engaging opener photos and corresponding

make personal connections to the topic and provoke lively discussions.

12

Student’s Book unit walkthrough

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Contents 13

Each unit provides several opportunities for students

to develop and practise different forms of mediation These tasks are clearly signposted with the M icon and have supporting notes in the Teacher’s Book

Student’s Book unit walkthrough

Lesson A prepares students to practise typical conversations that they

are likely to have in everyday life Language development activities in this lesson build towards a Conversation Practice task The listening section provides context for the language and develops listening skills, with audio featuring English speakers from around the world.

Unit 4 Time off 37

IN THIS LESSON, YOU:

• talk about what you did at the weekend

• practise listening to people talk about what they did at the weekend

• share what you like doing at the weekend

• comment on what people tell you

I had a great weekend

these verbs.

be come get go have spend stay watch

1 I lunch with my grandparents.

2 I to the beach with some friends.

3 We at home and relaxed.

4 I a football match on Saturday.

5 There a free concert in town.

6 Some friends to our house for dinner.

7 I went shopping and I some new shoes.

8 I all weekend studying for an exam.

9 Write three things you did in the past that were great and three things that were bad / boring Work in groups Share your ideas.

G See Grammar reference 4A.

B: That sounds nice.

A: I played tennis, watched TV, the usual things.

B: That sounds OK.

10 Write a comment about each sentence using that

sounds and one of these adjectives.

bad great interesting nice

1 We rented a boat and went on the lake.

2 I went for a walk in the countryside.

3 I had a headache, so I stayed at home.

4 I went shopping with my mum.

6 We had a party at home.

11 Use the ideas from Exercise 10 to have conversations like the ones in Exercise 4.

A: What did you do at the weekend?

B: We rented a boat and went on the lake.

A: That sounds great.

CONVERSATION PRACTICE

12 Think about last weekend Did you have a nice weekend? Choose an answer from the list (a–c) Write down two or three things you did.

a Yeah, it was great b It was OK c Not really.

13 Have conversations about last weekend with different people in your class Use these questions Comment on

people’s answers with that sounds …

Did you have a nice weekend?

What did you do?

14 M Work in pairs Which person in the class had the most interesting weekend? Why?

SPEAKING

1 Work in pairs Listen to the conversation between two friends Then say it.

A: Did you have a good weekend?

B: Yeah, it was great A: What did you do?

B: Well, on Saturday morning I went to the gym Then I

met some friends for lunch and in the evening, I went

to a party A: That sounds fun.

B: Yeah, it was Then on Sunday I just slept and then

watched TV Oh, and I did my homework too.

A: Oh, nice!

B: What about you? What did you do?

2 Change the words in purple Use a dictionary if you need to Then practise your new conversation with your partner Exchange roles and repeat.

LISTENING

3 Look at what four people say about what they did last weekend Do you think each person had a very good time, an OK time or a bad time?

a I was ill I had a bad cold.

b We went to a music festival.

c Some friends came to visit, so I showed them round the city.

d Nothing much, really I did some shopping on Saturday morning.

4 Listen to four conversations Match the conversations (1–4) with the sentences in Exercise 3 (a–d) Does each person say the weekend was good,

OK or bad?

5 Listen again Match these statements (a–f) with the conversations (1–4).

a We had a picnic in the park.

b I saw DJ Format on Saturday night He was good.

c I stayed in bed all weekend.

d I cooked lunch for everyone.

e I played tennis, watched TV … the usual things.

5 cooking for lots of people

6 showing people round your town / area

GRAMMAR

Past simple positive

The past simple form is usually verb + -ed If the verb ends in -e, just add -d.

I played tennis and watched TV.

I wanted to go out yesterday.

She agreed with me.

A lot of common verbs are irregular You just need to learn the past simple forms of irregular verbs.

7 Write the past simple form of these verbs.

and teachers have a clear sense of progression throughout the unit and an understanding of how each activity links

to the main communicative outcome.

students with practical chunks

of language that they can use straight away in meaningful interactions inside and outside the classroom.

Student’s Book unit walkthrough 13

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2A

38

• talk about holidays / special days you had

• describe different kinds of holidays

• read messages about a holiday

• discuss holiday activities

VOCABULARY Holidays

1 Complete the short texts with the words in bold

1 fantastic, whole, worried

Before we left, I was about the weather

there, but it was It was lovely and warm

the time we were there.

2 fly, trip, wonderful

It was the best ever! It was my 50th birthday

and we decided to to Sicily We stayed in a

lovely hotel there and had a time.

3 castle, sightseeing, tour

We went a lot while we were there

We visited all the museums, and one day we went

on a of the old town and saw the

too.

4 chat, cycling, relaxing

I just stayed at home and spent the week

I had time to read, with friends, sleep

Oh, and one day I went in the mountains.

2 Work in groups Discuss the questions.

1 Which person in Exercise 1 do you think had the best

holiday? Why?

2 How often do you / does your family have a holiday?

3 Do you usually go away somewhere or stay at home?

4 If you go away, do you always go to the same place or to

different places?

5 What do you usually do when you are on holiday?

READING

3 Read the messages on page 39 between a Danish

man, Nicklas, and his Italian friend, Alesia Number the

photos (a–d) in the order they are talked about (1–4).

4 Read the messages again Answer these questions.

1 Where did Nicklas go?

2 Did he go on his own?

3 How long was he there for?

4 Was the weather good?

5 What did he do there?

6 Do you think it was a good holiday? Why? / Why not?

5 Work in pairs Tell each other the best place in your

Past simple negative

To make the past simple negative, we use didn’t + verb

It didn’t rain once.

We didn’t stay long.

For the verb be, we use wasn’t / weren’t.

It wasn’t very expensive.

There weren’t many people around.

6 Complete the sentences with the negative form of the past simple verbs in brackets.

1 I much on Sunday (did)

2 I until eleven (got up)

3 I wanted to have breakfast, but there any coffee or bread in the house (was)

4 I went to the shop, but I my keys (took)

5 The shops open It was a holiday! (were)

6 I went to a café and I had a coffee, but then I saw that I any money! (had)

7 I went back to my flat I broke a window to get in I out again after that (went)

7 Complete the sentences with the past simple negative form of these verbs.

be buy do eat go have see understand

1 I wanted to buy it, but I any money.

2 The film was in English I anything!

3 The beach was very quiet We anyone there for three days.

4 We went shopping, but I anything

5 I had a very quiet weekend I anywhere.

6 We stayed in a small town There any shops!

7 I anything special I just stayed in.

8 I felt ill, so I anything at dinner

G See Grammar reference 4B.

SPEAKING

8 Choose one of these things to talk about Make notes about what you want to say.

1 the last time you had a holiday

2 your last birthday

3 a special day in your life

9 Work in groups Tell each other about your weekend / holiday / day.

It didn’t rain once

4B

Then after that, we rented a car and spent two weeks driving round the country It’s really beautiful! I was worried about the weather, but it didn’t rain once We stayed in B&Bs and met some really lovely people.

I think my favourite place was the south of the country We went walking in the mountains for a few days It was lovely and quiet

On the first day we didn’t see anyone else – we only saw cows and sheep!

Sure Call after seven and tell me everything! And hey, come and

It was We had a wonderful time We flew to Cardiff, the capital, and spent a few days there It’s a really nice city We went sightseeing every day and visited the museums Oh, and we went on a tour of the castle We really enjoyed going out at night too It’s a fun place – and it wasn’t very expensive! You’d love it.

Hi Alesia How are you? Hope you and your family are well Just

to let you know Helena and I are back home now after three fantastic weeks in Wales.

Yeah, but now we’re back in Copenhagen and back at work!

Anyway, how was your summer? Did you go on holiday anywhere? Did you have a good time?

I’m sure I want to visit one day!

Lucky you! What was the best place you went to?

Oh, nice! It’s always good to leave the city for a bit, right?

I did, yeah I’m at work now Are you free later for a chat?

a

b

d c

READING

Hey Nicklas! Oh wow, that sounds great.

38

Lesson B focuses on developing students’ reading skills Vocabulary

and grammar activities equip them with the language input they need

to engage with a reading text that explores real-world topics, develops

reading stamina and provides stimulus for rich classroom discussion.

14

Topic-related vocabulary is clearly presented

in useful chunks and within the context of

sentences to show students how it’s used

the language they need to achieve the communicative outcome of the lesson

Grammar is clearly presented, with students encouraged to actively notice the features of the form A fully revised Grammar Reference section with additional practice can be found

at the back of the book.

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Contents 15

• talk about public holidays you enjoyed

• discuss what people do on public holidays

• practise listening to a school podcast about public holidays

• ask and answers questions about past public holidays

What did you do?

4C

40

VOCABULARY Public holidays

1 Work in groups Discuss the questions.

1 How many public holidays do you have in your country?

2 What’s your favourite public holiday? What do you

normally do?

3 Do you know about any other public holidays around the

world?

2 Complete the sentences with these pairs of words.

envelopes / luck flowers / national off / picnics

paint / dead sing / laugh terrible / away

1 We songs and with our

friends.

2 We have a day and people often have

in the park or in the countryside.

3 We our faces and remember

people in our family.

4 We give each other gifts and , and we

wear our clothes.

5 The traffic’s usually because everyone

wants to go for a few days.

6 Adults give children money in red ,

and we open all the doors and windows for good

3 P Listen to the words from Exercise 2 and practise

saying them on their own and in a phrase Which

saying them again.

4 Think of public holidays from last year Choose four things from Exercise 2 to describe what happened Tell

a partner.

Last year, I gave my mum flowers for Mother’s Day.

Everyone wanted to visit their families for the holiday.

LISTENING

5 FS In fast speech, questions using are / were and

do / did can often sound similar Listen to six pairs of

questions In each pair, which question is asking about the past: a or b?

6 Listen to part of a school podcast about different public holidays Answer the questions.

1 Which holidays do they talk about?

2 Where do they happen?

3 When are they?

7 Work in pairs Check you understand these words from the three stories Then decide which speaker used each group of words Listen again to check.

a three – drove – clear – cloud – views – traffic – two

b work – missed – old – remember – prepare – happy – sad

c fire – beach – night – songs – swam – warm – slept

8 Work in pairs Say as much as you can about what each speaker did, using the words in Exercise 7

They made a fire on the beach with some friends.

GRAMMAR

Past simple questions

We make past simple questions using did + subject + verb.

Did you do anything special?

Where did you go?

For the verb be, make questions with was / were.

Was the weather OK?

Where were you for this day this year?

9 Write past simple questions to ask a friend about

1 you / go away anywhere?

2 where / go?

3 who / go with?

4 have a good time?

5 how long / there for?

6 where / stay?

7 the weather good?

8 the food good?

10 Match these answers (a–h) with the questions in Exercise 9 (1–8).

a Yes, I did I love it there.

b Yes, great I ate lots of fish and chips.

c At a friend’s place.

d Yes, I did I went to the coast.

e Three days.

f I went on my own.

g A town called Hastings.

h It was great, yes Really hot and sunny.

G See Grammar reference 4C.

SPEAKING TASK

11 Think about what you did on different public holidays

in the past Look at the questions and make notes

1 Which public holiday was the most special?

2 Where were you?

3 Who were you with?

4 What did you do?

5 Why was it so special?

12 Talk to at least three different people in your class Take turns to ask and answer the questions

in Exercise 11 With each person, ask three more connected past simple questions to continue the conversation.

13 M Work in pairs Who was most similar to you? In what way?

MY OUTCOMES

Work in pairs Discuss the questions.

1 What conversations were fun to have?

2 What can you now talk about in English?

3 What did you learn about other students and their lives?

practise?

People celebrate Día

de los Muertos in South

San Francisco Bay, US.

Lesson C exposes students to a variety of text types exploited through

exam-type listening tasks to support exam success Accompanying

audio showcases the range of accents students are likely to hear when

communicating in international contexts The lesson culminates in an

extended speaking task in which students can put the ideas and language

from the unit as a whole into practice in an engaging communicative

task, often providing opportunity to practise mediation skills

process difficult-to-hear language – a crucial skill for taking part in successful communication beyond the classroom.

to identify and practise problematic sounds in

the target vocabulary.

to personalize their learning journey by discussing what they have learned in the unit, how they can improve, and what language and skills they’d like to practise and use outside of the classroom

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3 AUGUST

I’m Kim Eun-jung I’m 57 I’m from South Korea I’m coming to South America to travel I want to stay

in Santiago for a month I don’t speak Spanish I have two children who are 28 and 32 I worked for a big Korean company, but I retired last year I like travelling and meeting new people I also like walking and playing golf

ANDRZEJ

Poland Age 20–25

Kim Eun-jung

Korea Age 55–60

SPEAKING

1 Work in groups. Discuss the sentences and say if they

are true for you Why? / Why not?

1 On holiday, I like meeting local people.

2 I sometimes do home stays – I stay in other people’s

homes when I travel.

3 It’s good to rent a room in your home to tourists or

students.

4 I know someone who rents a room in someone’s home.

5 I don’t want to rent a room in my family home to

anyone.

WRITING

2 Read an advertisement on a website for offering a

home stay Answer the questions.

1 Where is the home?

2 How many people live there?

3 What sounds good to you about the place?

4 Can you think of any possible problems with the place?

WRITING

4 Work in pairs Read the introductions of two people who are interested in renting Karina’s room Who do you think is the best guest for Karina? Why?

5 Work in pairs Complete these sentences from the texts with up to three words or numbers Don’t look back at the texts.

1 My Andrzej.

2 I’m coming to Chile to do .

3 I want to stay for .

4 I also like reading .

5 I’m Kim Eun-jung I’m .

6 I’m coming to South America .

7 I want to stay in Santiago for .

8 I also like walking .

6 Tell your partner about someone you know who:

And and but

We can join two short sentences with and or but

I’m 22 I’m from Gdan ́sk → I’m 22 and I’m from Gdańsk.

I’m coming to South America to travel I want to stay in Santiago for a month. → I’m coming to South America

to travel and I want to stay for a month.

I worked for a big Korean company I retired last year.→

I worked for a big Korean company, but I retired last year.

I’m a friendly p ńerson I’m quiet → I’m a friendly person,

but I’m quiet.

7 Work in pairs Answer the questions.

1 How do you say and and but in your first language?

2 Where do the words come in the sentence – at the start, the middle or the end?

8 Join these sentences using and or but.

1 I’m at university I study business.

2 I’m from the UK I live in Brussels.

3 Our home is near a metro You can get to the centre in fifteen minutes.

4 My apartment has two bedrooms There are two bathrooms.

5 Our building has parking We don’t have a space.

6 I have a car I prefer to cycle in the city.

7 I love going to the cinema I also like listening to music.

8 I visited the capital last year I was only there for the day

I didn’t really see anything.

9 Write four sentences about your home and family

Write two sentences with and and two sentences with

but.

The kitchen is small, but the bedrooms are big.

My brother plays the piano and I play the guitar

PRACTICE

10 Write an introduction to yourself for a home stay as in Exercise 4 Write 50–80 words.

11 Work in pairs Read your partner’s introduction

Discuss the questions.

1 Do you want to know anything else about your partner?

2 How similar are you?

12 Would you change your introduction if you were writing it for one of these reasons? What would you change?

1 for people working together

2 for people travelling together on a group holiday

3 for finding people to share a house / apartment

• write a short introduction to yourself for a home stay

• talk about staying in someone’s home and renting a room

• read an offer of a home stay and guests’ introductions

• improve your writing by joining sentences in simple ways

Introducing yourself

WRITING 2

Hi, I’m Karina I live an area called Providencia in Santiago

in an apartment with my daughter Sandra, who is 27, and our small dog

The apartment is on the third floor Your room is quite small, but there are two cupboards for your things and there is a bathroom only for you You can share the kitchen There’s a gym in our building that you can use and there’s a park near here too There’s a metro station and lots of shops near our building

I’m at home most of the day I like reading, taking the dog for a walk, cooking and playing chess and other games

My daughter works in an office In the evening she often see bands She plays the electric guitar.

From $16/night

3 Work in pairs Compare your answers Would you like

to stay in Karina’s home? Why? / Why not?

The district of Providencia

in Santiago de Chile

A Writing lesson every two units models and teaches text types

that students will need to produce in real life and in exams.

Students work with a practical

their own text of the same genre.

practise relevant language to support students in their writing practice.

texts that students will be expected to

produce in international exams

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Contents 17

Review lessons revisit topics and conversations from the previous two

units and consolidate learning through additional practice of the target

language The review features two brand new videos, each linked to a

different unit, in which students hear authentic, unscripted language

from English speakers from around the world

GRAMMAR

1 Choose the correct option to complete the sentences.

1 There’s a café on / in the corner of this road.

2 Our house is in front / next to a school.

3 Simon’s / Simon parents live on this road.

4 Can you give he / him the keys.

5 I’m sorry, I can’t / can see the board.

6 Did you went / go out last night?

7 They were / was both ill at the weekend.

8 My house is at / in the end of this road opposite /

between the church.

2 Complete the text with the past simple form of the verbs in brackets.

We 1 (have) a great holiday in Greece We

2 (fly) to Athens and 3 (spend) three days there and 4 (see) all the famous sights

After that, we 5 (take) a boat to Mykonos and

we 6 (stay) in a small hotel near the beach.

3 Rewrite the sentences as negatives (–) or questions (?).

1 I can come to the next class (–)

2 There was a beach near the hotel (?)

3 The hotel was very good (–)

4 He had a nice time (?)

5 I understood everything (–)

6 You can look for it later (?)

4 Complete the questions in the conversation Use the words in brackets and a question word if you need to.

A: 1 a nice weekend? (you / have) B: Yes, it was great.

A: 2 ? (do) B: I went to stay with my brother.

A: That’s nice 3 ? (live) B: Dublin We went to the theatre on Saturday night.

A: 4 ? (see) B: The Lion King.

A: 5 ? (it / good) B: I liked it, but my brother didn’t.

5 Listen and write the six sentences you hear Include these words.

apartment away bookshop castle chemist cleaning cooking furniture heating library post office sightseeing sports centre tour trip

8 Choose the correct option to complete the sentences.

1 Do you have a brush / shelf so I can clean the floor?

2 Do you want to pick up / come round later for dinner?

3 Is there anywhere quiet / noisy where I can study?

4 Can I share your book? I forgot / moved mine.

5 Can you repair / check the window is closed?

6 I put the flowers in the rubbish They were broken / dead.

7 Is there anywhere near here I can change / find money?

9 Complete the text with one word in each gap The first letters are given.

I had a week 1 of from work last month and went

to Greece for a holiday I was a bit 2 wo because it was my first time travelling alone, but it was fine! I stayed

in a hostel in Athens and there were lots of people my age We sat in the café and 3 ch together in the evening and we 4 la a lot I also spent two days

on an island One day, the weather was 5 te , so

I stayed inside all day and 6 re The next day, I went to the beach and went 7 sw I took a picnic and spent the 8 wh day there It was

9 fa

a a taxi / an engineer

b the dishes / my hands

d my home / a car

e a birthday card / someone a gift

f songs / Happy Birthday

g my glasses / somewhere to live

h my room tidy / warm

i cycling / for a walk

j our national clothes / shorts

VIDEO Developing conversations

5 You’re going to watch someone asking about places they want to go to Watch and take notes about where they want to go

6 Work in pairs Compare what you understood

Watch again if you need to.

7 FS Watch again Complete the sentences with two

or three words in each gap

1 Excuse me, do you ?

2 There is one just walk straight ahead and you turn left …

3 But unfortunately, it closes .

4 I’m looking for a quiet place write a birthday card.

5 OK Perfect And if they sell pens?

6 But there is a shop just right road

7 Got it And the bank is , right?

8 OK I got it Thank you so much kind.

8 Work in pairs You’re going to practise a conversation

1 Choose a Conversation practice from either Lesson 3A or Lesson 4A.

2 Look at the language in that lesson.

3 Check the meaning of anything you don’t remember with your partner.

4 Have the conversation Try to do it better than the last time you did it.

VIDEO Out and about

1 Work in groups What did you do last weekend?

Understanding accents

Some accents use an /ɪ/ sound instead of an /iː/ sound,

so feel /fiːl/ may sound more like fill /fɪl/

2 Watch six people answer the same question How

many different activities did you hear? Then work in

pairs Did anyone have similar experiences to you?

3 Watch again Match one or two sentences with

each speaker

a I went for something to eat with friends.

b I saw a really good film about Ireland

c I did something that I don’t normally do.

d I want to do well in my IELTS exam.

e I recently moved to the city.

f It rained, but then there was some sun.

g I was a bit ill.

h I went out at night with some friends.

i I went for a long walk.

4 Tell your partner about the last time you did four of

these things.

1 went for a long walk

2 did something a bit different

3 went out at night

4 did an English exam

5 felt a bit ill

6 went for something to eat

REVIEW 2 Video Grammar and Vocabulary

Outcomes students and teachers, showcase

natural language in use and introduce

students to a wide range of accents

conversations linked to the topic and Developing Conversations focus in Lesson A This enables students to make the connection between what they learn in class and the conversations they will have outside the classroom.

Students have the opportunity

to revisit one of the

tasks from the previous

units that they would like

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18 Unit 1 People and places

Torres del Paine National Park is an area of Patagonia that is very popular with walkers It has some beautiful mountains and lakes and you can walk for several days here

2 Ask students in pairs to read through the sentences and discuss the question Go round the class and check students are doing the task, and help with ideas and pronunciation if necessary

• In feedback, ask students which phrases they want

to use

• Follow up by drilling a few of the phrases Read them

out and get students to repeat after your model Make your intonation pronounced as a wide intonation pattern signals that you are friendly and welcoming

Answers

Depending on the situation, all these phrases could

be used Focus on getting students to memorize and use any that they feel comfortable saying

Language culture notes

In informal situations, saying Hi or Hi How are you? is an easy way to start a conversation Using Nice to meet you

is friendly, but a bit more formal – what you might say at

a conference rather than in a hostel

3 Ask students to choose and prepare things to say to classmates, using the sentences in Exercise 2

• Tell students to stand up, walk round the class, and

ask questions Join in the activity yourself and model phrases accurately Encourage students to use phrases and (if students in your class don’t already know each other) learn and repeat each other’s names

4 Organize the class into new pairs Tell students to work together to try to say all the names in your class

People and places

Optional lead-in activity 1 Start by saying your name

and writing it on the board Ask: What’s your name? and

encourage responses from three or four individuals in

the class Ask students to ask and answer the question

across the class Then put them in groups of three to ask

and answer the question Alternatively, in a small class,

ask everybody to stand up, walk round, and find out

everybody’s name

Optional lead-in activity 2 Tell students to look at the

unit title and photo Ask: What is the unit about? What

words and phrases can you think of? Brainstorm words

connected with the topic, e.g sister, friend, town, house,

apartment, etc.

Optional extra activity There are various ‘getting to

know you’ games that you could play to help break the

ice Here is one idea you could use: Bring in a bean bag

or light rubber ball Say: Hello, I’m John / Joan and throw

the ball to another student Prompt the student to say:

Hello, I’m … and then say their name before throwing

the ball to another student When the ball gets back

to you, say, Hello, I’m John / Joan and this is … before

throwing the ball to the student whose name you have

said It then becomes a memory game Students must

say their name and introduce another student before

throwing the ball By the end of the game, students

should have all memorized each other’s names

1 Lead in by asking questions about the photo Ask:

What place can you see? What people can you see?

• Organize the class into pairs to discuss the questions

Go round the class and check students are doing the

task Help with ideas and vocabulary if necessary

• In feedback, ask different pairs to answer the

questions

IN THIS UNIT, STUDENTS:

• have a conversation about themselves when they

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Unit 1 People and places 19

Optional extra activity 1 Getting to know names is

important – it helps bond a new class Ask students to design name cards, bring them to each lesson, and place them on their desks so everybody (including you) knows who they are After a few lessons, when everybody has got to know each other, you won’t need the cards

Optional extra activity 2 Start the next lesson by

asking students to introduce themselves again Ask them

to find out names, and sit in the class in the alphabetical order of their names This mixes students and encourages them to get to know each other

DEVELOPING LEARNER INDEPENDENCE AIM

to become familiar with the coursebook and its aims

Ask students in pairs to flick through their new coursebook and answer these questions

1 How many units are there? What are the different units about?

2 There are three sections in each unit – A, B and C

Which section has a long reading text?

3 Where is the Conversation Practice? Where is the Speaking Task? Where is Writing?

4 Where are the Grammar and Vocabulary references?

5 What is interesting about the book?

6 Which pictures do you like?

TEACHER DEVELOPMENT 15: LEARNER INDEPENDENCE

Go to page 226 for information and advice

1A Where are you from?

Student’s Book pages 8–9

IN THIS LESSON, STUDENTS:

• have a conversation about themselves when they

arrive in a place

• talk about where they’re from and where places are

• practise listening to people talk about where

1 Ask students to read through the conversation

You could check any words students don’t know at this

stage (e.g on the coast), but note they will be checked

in the following Vocabulary section

• Play the audio Tell students to listen and follow in their

books

• Organize the class into pairs to practise reading out the

conversation to each other Tell students to exchange roles and practise more than once Monitor and prompt students to correct pronunciation and attempt

an appropriate intonation pattern as they speak

A: Oh nice Where exactly?

B: Tarragona Do you know it?

A: No Where is that?

B: It’s in the north-east

A: OK Is it nice?

B: Yeah I like it It’s on the coast

A: Is this your first time in Paris?

B: No It’s my second time

A: Well, welcome back!

2 Ask students in pairs to change the words in purple and practise reading out the conversation again If you have students from a variety of countries, encourage them

to talk about where they are from If your students are from the same place, you could ask them to be imaginative and invent more exotic places to talk about

• Monitor as students practise, and correct mistakes.

Optional extra activity Practice makes perfect Ask

students to practise the conversation three or four times, trying to memorize more and more of it each time Then ask them to close their books and try to remember as much as they can and use their own ideas for the rest

AIM

to introduce and practise ways of saying where places are

3 Ask students to look at the photos Ask: What places

can you see? Elicit phrases from students and see how

well they can already describe places

• Ask students to match the words in bold to the

photos You could organize the class into pairs to do the matching task, or have students work individually then check in pairs

• In feedback, elicit answers from students, and check

any words students are unsure of

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Answers

1 c 2 f 3 g 4 h 5 a 6 d 7 e 8 i 9 b

Language and culture notes

In English, cities, countries and continents have capital

letters Generally, we do not use ‘the’ with countries or

continents However, there are some exceptions when

talking about some regions and some countries which are

either groups of islands or groups of regions or states:

e.g the Middle East, the Seychelles, the United States /

the US, the United Kingdom / the UK, the United Arab

Emirates / the UAE.

TEACHER DEVELOPMENT 3: APPROACHES TO

VOCABULARY

4 Play the audio Students listen and practise

You could pause at difficult phrases and model

phrases yourself to help students say them correctly

• In feedback, ask students to say which phrases were

hard and focus on them as a class Comment on any

errors students made

Audio script

1 on the coast, it’s on the coast

2 in the east, in the east of China

3 north-west, in the north-west of Italy

4 in the countryside, a little place in the countryside

5 Africa, in west Africa

6 in the mountains, a little place in the mountains

7 island, on the south island

8 rich, a rich part of the country

9 parts of Asia, from other parts of Asia

5 Organize the class into pairs to think of examples

At this point you could mix students up so they are

working with a new partner In feedback, elicit some

ideas and write the more interesting examples on the

board An alternative is to turn this into a competition –

find out which pair can make the most sentences

Optional extra activity 1 Write some well-known

places on the board and ask students to say where they

are, using language from the lesson Choose places your

students will know, or use this list: New York, Sri Lanka,

Cairo, Tokyo, Kathmandu

Optional extra activity 2 Organize the class into pairs

Student A says a place (e.g Barcelona, Rio) Student B

says where they are (e.g On the coast!)

LISTENING

AIM

to practise listening to a conversation for general and specific understanding

6 Start by setting the scene Read out the situation

Say: You want to know where Nancy is from What

questions do you ask? Elicit Where are you from? and Where exactly? Read through the places in the box to

show students how they are likely to be pronounced

• Ask students to look at the question.

• Play the audio Tell students to listen and tick the places

in the box that the people are from After listening, tell

students to write Gede and Nancy in their notebooks, then

use the words in the box to write where they are from

• Ask students to compare answers in pairs.

• Elicit answers in feedback.

G: Well, welcome! I hope you enjoy it Are you OK?

You’re not tired?

N: No, thanks, I’m OK

G: Where are you from, Nancy?

N: The UK, but my parents are from Malaysia

G: Oh, Malaysia! Where exactly? Kuala Lumpur?

N: No – Kangar Do you know it?

G: No Where is that?

N: It’s in the north – near Thailand We still have some family there

G: But you live in the UK

N: Yes, I was born there

G: Where exactly?

N: Near Liverpool I don’t think you know it It’s a little town near the sea, called Neston

G: Living near the sea is good – clean air

N: Yes, I’m at university in Liverpool now – it’s not

so good – a lot of traffic

G: Same here in Denpasar!

N: Really?

G: Very bad

N: So Gede, are you from Denpasar?

G: No I live here now, but I’m from the north of Bali – a little place on the coast

N: Is that part of the island nice?

G: Very nice but quiet Maybe you want something more … er

N: No Quiet is good My home is quiet

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Culture notes

Bali /ˈbɑːli/ is one of the many islands that make up Indonesia It is part of the Coral Triangle, and has high biodiversity of marine species, especially fish and turtles

It is the most popular holiday destination in Indonesia and is especially popular with Australians as it is quite close to their country Denpasar is the capital of Bali

7 Give students time to read the sentences Check

any unknown words

• Play the audio again Ask students to listen and write

T (true) or F (false) next to each sentence.

• Ask students to compare answers in pairs.

• Elicit answers in feedback.

Answers

1 T (‘Is this your first time in Bali?’ ‘Yeah.‘)

2 F (‘You’re not tired?’ ‘No, thanks, I’m OK.’)

3 F (they are from Kangar, in Malaysia)

4 F (she’s from a little town near the sea)

5 T (she’s at university in Liverpool)

6 F (she says ‘Quiet is good.’)

EXAM-STYLE SKILLS TASKS:

How to do a true and false exerciseStudents at elementary level are asked to decide

if sentences are true or false in a number of common exams

To do this task effectively, students should:

1 Listen out for phrases that give the answer using different words or ways of expression than the true or false sentence Provide an example with sentence 1 The sentence says

It’s Nancy’s first visit The taxi driver asks Is this your first time in Bali? and Nancy says Yeah

Note that first visit and first time in Bali mean

the same, so the answer is T (true)

2 Justify answers to show they know Get students to say what they heard, and explain how this justifies their answer Even if they get the answer wrong, discussing what they heard is revealing and helps them get better

at doing this sort of exercise If students have lots of problems, let them research answers in the audio script so they get better at knowing what to listen out for

TEACHER DEVELOPMENT 10: DEVELOPING LISTENING SKILLS

8 Start by reading out sentences 1 to 5 while students read and listen Then model the activity by changing some of the words in purple and inserting true information about you Check ‘was born’, ‘live’ and

‘move’ by translating, or by showing the meaning with mime as you speak (e.g miming rocking a baby as you say ‘was born’ and miming walking with your fingers when you say ‘moved’)

• Ask students in pairs to take turns to talk Monitor

closely, and pick up any errors or mispronunciations

of language connected to countries and parts of the world In feedback, point out any good, interesting

or useful pieces of language students produced, and correct any errors you heard as well

Optional extra activity Ask students to write three

sentences about where they are from – two true, one false

Students read their sentences The class guess which is false

9 Read through the information in the box as a class

• Model the conversation in the box by reading it out

loud Emphasize the exaggerated intonation pattern when saying each question

• Ask the two questions again and nominate students

in the class to answer (e.g T: Alessandra … Where are

you from? A: [Brazil.] T: Where exactly?) You could drill

the conversations in open pairs – nominate a student

to ask and a student to respond (with true answers)

• Once students have the idea, organize them into pairs

Read out the example conversation, then point out the prompts in 2 to 5 Students take turns to ask and answer

• Monitor as students speak Prompt students to repeat

conversations if they make errors

10 Ask students to work with a different partner to repeat the conversation, but this time inventing an

answer to the question Do you know it? Read out the

example to give students the idea

• In feedback, ask a few pairs to model one of their

conversations for the class

AIM

to check students’ understanding of how to use be in

the present simple

11 Read through the information in the Grammar box as a class Then organize the class into pairs to write sentences Monitor and note how well students understand the rules

• In feedback, elicit the students’ answers and correct

any errors

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Answers

1 My name is Taylor

2 I’m not good at English

3 Are you from Paris?

4 My grandmother is very old She’s 92

5 She’s from the South It isn’t a rich part of the

country

6 Mario is my boyfriend We aren’t married

7 This is my first time here Is it always so hot?

8 How old are you? Are you still at school?

Language notes

The verb be is taught here first, and in isolation,

not just because it is so common and useful, but

because, unusually, it has three different irregular forms,

(I am, he / she / it is and you / we / they are) It is further

complicated for low-level learners by the fact that it

generally contracts to ’m, ’s and ’re, and the negative

form not also contracts Note that I’m not is correct but

I amn’t isn’t correct, whereas he isn’t and you aren’t are

generally preferred to he’s not and you’re not, which are

possible but often used when being emphatic

You will need to give students plenty of guidance and

practice to become accurate in the form, and students

whose alphabet is different from that of English may

struggle to get apostrophes in the right place in the

contracted forms

Students may struggle to pronounce the difficult long

vowels and diphthongs involved in the pronunciation

(e.g aren’t /a:nt/ and we’re /wɪə/)

Students may forget to switch round subject and verb

when making questions: You are from France?

Look out for students missing out pronouns (Spanish

speaker: Is cold today.) or missing out be altogether

(Russian speaker: Where you from?), depending on

their first language

TEACHER DEVELOPMENT 6: APPROACHES TO

GRAMMAR

12 Start by modelling a few things students could write

(e.g I’m from China; I’m French; My mum isn’t from

here) Then give students two minutes to prepare their

own ideas Monitor and help with vocabulary and

formulation

• Organize the class into groups of four or five Students

take turns to share ideas Monitor and note down

errors or examples of good language you hear

• In feedback, look at language that students used, and

pieces of language students didn’t quite use correctly

during the activity Show students better ways of

saying what they were trying to say

Optional extra activity Say a list of sentences about

yourself using language students know already, e.g

reference 1A in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1, 2, 3 and 4, Grammar reference 1A

1 1 are 2 ‘m 3 ‘s 4 are

13 ‘m 14 ‘re

2 1 It’s not interesting / It isn’t interesting.

2 She’s not from Germany / She isn’t from Germany

3 They’re not students / They aren’t students

4 I’m not hungry

5 You’re not late / You aren’t late

6 It’s not boring / It isn’t boring

3 1 A: Where are you from?

B: I’m from Italy

2 A: What’s your job?

B: I’m a French teacher

3 A: What time is it?

B: It’s half past 12

4 A: How old are your grandparents?

B: I’m not sure

5 A: Is it cold in winter?

B: Yes, it’s very cold

6 A: Are you hungry?

B: No, I’m not

4 Students’ own answers

After they’ve completed Exercise 13, ask students to say how well they did the task Ask:

How well did you explain where you’re from?

Did you find out about your partner?

TEACHER DEVELOPMENT 9: MEDIATION

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13 M This is an opportunity to bring together several

parts of the lesson and for students to practise using all the language they have learned

• Depending on your class, and their confidence and

ability, you could choose to organize this activity in a variety of ways:

1 Ask students to read the situation and model the conversation Elicit examples of other things students could say to keep the conversation going Then put students in pairs to practise Ask them to say the conversation a second time to try to improve their performance

2 Ask students to read the situation Elicit examples

of other things students could say Then have pairs prepare and write out a conversation Students can then act out their conversation for the class

3 Organize a mingle Students move from partner

to partner, having a different conversation each time Listen for errors, new language or interesting conversations to refer to in feedback

• In feedback at the end, look at good pieces of

language that students used, and pieces of language students didn’t quite use correctly during the activity

Show students better ways of saying what they were trying to say

1B A nice place to live

• talk about what’s good / bad about the place

they’re from

• describe places they know

• read about people on a course and where they live

• explain what there is in a place

SPEAKING

AIM

to lead in to the topic of the lesson; to talk about favourite places

1 Start by modelling the activity Say a few sentences

about your three favourite places (e.g My favourite

place in the world is Venice … My favourite place in

my country is …) Ask two or three students to say

where their favourite places are

• Organize the class into pairs to make their own

sentences

• In feedback, ask different pairs to tell the class what

they found out about their partner

AIM

to introduce and practise words to describe places

2 Organize the class into pairs to read and check the words Ask students to try to work out the meaning from the sentence, to think about if the word is similar

to a word in their language, and to use dictionaries to confirm their understanding

• In feedback, think about ways other than translation

for checking the understanding of these words This

could include mime (e.g miming a yawn for boring), photos (to show a bridge, tourists, etc.), opposites (clean / dirty, quiet / noisy, interesting / boring), or synonyms (very nice for lovely).

3 Ask students in pairs to describe their favourite places, using the new words In feedback, elicit some interesting uses of language from students

Example answers

My favourite place in the world is New York There are beautiful bridges, a lovely park and modern buildings There are a lot of tourists and it’s never boring

Language notes

Ask students whether the words in bold are adjectives

(lovely, dirty, boring, noisy) or nouns (the other words)

Point out plural forms (trees, buildings, tourists).

TEACHER DEVELOPMENT 4: LEARNING AND CHECKING NEW WORDS

Optional extra activity Write the names of five cities

on the board (they could be world-famous cities or cities from the students’ own countries) Organize the class into pairs One student must make sentences to describe one city, but mustn’t say its name Their partner must listen until they know which city they are describing, and only when they are sure can they guess Tell them they have only one guess Students exchange roles To make

it more competitive, put students in groups See which student guesses the correct city first

READING

AIM

to give students practice in reading for key information in a text

4 Start by asking students to look at the photos in an

open-class discussion Ask: What can you see? Point to

a photo and ask Where is it? Is it lovely? Is it boring?

Elicit a few ideas to get students started then put them

in pairs to describe the photos together Monitor and prompt if necessary Encourage students to use the new adjectives they have learned

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Example answers

a It’s on the beach

b There is a bridge and a river There are a lot of

tourists in the summer

c It’s a lovely place / It’s boring There is a river and

old buildings, and mountains I think it’s in Spain

• Students can compare their answers with a partner

before discussing as a class

Answers

1 Jeff a 2 William d

3 Rocío c 4 Barbora b

6 Ask students to work in pairs to discuss answers

Elicit the first answer to get students started

• In feedback, elicit answers from the class.

Answers

1 William 2 Jeff 3 Barbora 4 Rocío

5 Barbora 6 William 7 Jeff 8 Rocío

MEDIATION

Mediating a text

In Exercise 7, students have to express a personal

response to a text They state whether they

liked a place or not and explain why in simple

language

After they’ve completed Exercise 7, ask students

to say how well they did the task Ask: Did you

say what you wanted to say?

7 M Organize the class into small groups to discuss the

question As students speak, go round and monitor,

and note down any interesting pieces of language you

hear

• At the end, elicit students’ ideas Look at good pieces

of language that they used and pieces of language

they didn’t quite use correctly during the activity

Optional extra activity Ask students to find and

underline five words in the text they don’t know Tell

them to share their words with a partner and explain

them to each other Ask students to look up any words

they are still not sure of in a dictionary

AIM

to introduce and practise there is / there are

8 Read through the information in the Grammar box as

a class Elicit which words go in the gap in the first sentence to get students started Then ask students to work individually to complete the rest of the sentences

Monitor and notice how well students understand the use of the auxiliary verb

Answers

1 There isn’t 2 Is there

3 There aren’t, There’s 4 There’s

5 There are 6 There are

7 There’s 8 There aren’t

Language notes

We use there as a pronoun to introduce the subject

of a sentence – somebody or something that exists

or happens We use there is to introduce singular or uncountable nouns, and there are to introduce plural

nouns The main problem for students here is simply remembering the phrase, as it is unlikely to translate word for word from their language, where a phrase which is grammatically very different may well

be used

9 Start by eliciting examples from the class to complete

the first two sentences (e.g There’s a good café near

here There aren’t any good shops).

• Organize the class into new pairs to think of ways of

completing the sentences Monitor and help with ideas and vocabulary

reference 1B in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1, 2 and 3, Grammar reference 1B

7 There are, there isn’t

8 There’s, there are

2 1 There aren’t any jobs here.

2 Is there a car park near here?

3 There are a lot of expensive houses in this area.

4 Are there any buses after 11 p.m.?

5 Is there a nice place to eat near here?

6 There aren’t any cheap hotels in the centre.

3 Example answers:

1 There’s a lovely park near my house

2 There are some great shops

3 There isn’t a university

4 There aren’t any good restaurants

5 There are a lot of cafés by the river

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10 Organize the class into groups of four by putting pairs together Students compare and discuss ideas

• In feedback, elicit a few sentences from different

groups and ask the class if they agree with the statements

Example answers

1 There’s a good café near here

2 There aren’t any good shops

3 There aren’t enough parking spaces

4 I’m happy there isn’t a lot of rubbish here

5 It’s bad that there are a lot of noisy bars here

6 It’s great that there’s a big cinema here

SPEAKING

AIM

to practise language from the lesson in a free, communicative, personalized speaking activity

11 Ask students to read the questions and write ideas

using there is and there are Monitor students and help

with ideas and formulation

12 Once students have a few ideas, organize them into pairs to discuss their ideas Collect errors and examples

of good language use which you could write on the board and use for feedback at the end of the activity

1C What do you do?

• talk about the jobs people in their class do

• say what they like / don’t like about jobs

• practise listening to people asking about what

1 Write Jobs on the board and ask: What’s my job?

What’s your job? Elicit teacher and the names of two

or three of your students’ jobs, if they work Ask students to repeat them for pronunciation and write the jobs on the board

• Organize students into groups and give them one

minute to brainstorm and write as many other jobs

as they can think of Find out which group has the longest list

Optional extra activity 1 You might want to go round

the class and make sure everybody can write down and say their own job Encourage students to express their jobs simply, so ‘regional sales and marketing consultant’

could be turned into ‘sales manager’

Optional extra activity 2 Organize the class into pairs

Ask students to decide which jobs from their lists in Exercise 1 are the best, and why In feedback, at the end, elicit ideas from different pairs and agree as a class on the best two jobs

2 Start by reading out the list of jobs, a–f Ask: What do

they do? Where do they work? Find out what students

know or can say

• Organize the class into pairs and ask them to read the

descriptions and match them to the jobs

• In feedback, elicit answers, then check the words in

bold

Answers

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

Language and pronunciation notes

Note the stress: assistant, officer.

Many languages omit the indefinite article a / an when referring to jobs, and some languages omit the verb be,

so watch out for errors such as I’m teacher and I teacher

We use an when the following word begins with a vowel sound In these sentences, a / an are weakly stressed, and

thus reduced to /ə/ and /ən/

3 Organize the class into groups to discuss the paired phrases

• In feedback, ask why, and elicit a few reasons for

students’ choices

Optional extra activity If your students work, ask them

to write a description of their own job, and read it out to their classmates

LISTENING

AIM

to practise hearing sounds in slow and fast speech;

to practise listening for specific information

4 FS Read out the instruction line, and model saying

Do you …? (giving full value to the vowel sounds) and

Do you …? in fast speech (reduce the vowel sounds to

/ə/: /dəjə/)

• Ask students to write 1 to 5 in their notebooks Play

the audio Students listen and write a or b to show the

question that sounds faster

• Ask students to compare answers with a partner

before checking as a class

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Answers

1 b 2 a 3 a 4 b 5 a

Audio script

1 a What do you do?

b What d’ye do?

2 a Where d’ye work?

b Where do you work?

3 a What d’ye teach?

b What do you teach?

4 a Do you enjoy it?

b D’ye enjoy it?

5 a What d’ye want to do?

b What do you want to do?

5 Ask students to read the four names You could

ask them to copy the names into their notebooks

so they can easily write the people’s jobs next to the

names when they listen

• Play the audio Students listen and write the correct job

next to each name

Answers

1 Jana is a doctor

2 Lewis is a teacher

3 Marta is an office worker (local government)

4 Marc is a (tour) guide (in a museum)

B: Do you enjoy it?

A: I love it But it’s hard work I work long hours

2 C: So, Lewis, what do you do?

D: I’m a teacher

C: Oh, really? Where do you work?

D: In a school in Bristol

C: Do you enjoy it?

D: Most of the time Sometimes the children are

noisy and I get tired

C: What do you teach?

D: French

C: That’s good Sorry, I don’t speak French!

3 E: And where are you from, Marta?

F: Colombia

E: Oh, OK Where exactly?

F: I was born in Bogotá, but I live in Cali now

E: I don’t know it

F: Ah It’s a small city

E: What do you do there?

F: I’m an office worker

E: OK Where do you work?

F: For the local government

E: Do you enjoy it?

F: It’s OK The hours are good – not too long – and I like the other people at work

4 G: What do you do, Marc?

H: I’m a guide

G: Where do you work?

H: In a big museum in my city

G: Interesting! Do you enjoy it?

H: Before yes, but now it’s a bit boring I need to change jobs

G: Oh? What do you want to do?

H: I don’t know … maybe work in a different museum Or maybe do something very different – be a police officer, maybe!

G: Really? That’s what I do!

6 Give students time to read through the statements

and note whether they are true or false, if they can remember from the first listening

• Play the audio again Students listen and write T (true)

or F (false) next to the statements.

Answers

1 T

2 F (She says ‘I love it But it’s hard work.’)

3 F (He works in a school in Bristol but he teaches French.)

4 F (He enjoys it most of the time.)

5 T

6 T (‘The hours are good – not too long.’)

7 T (‘It’s a bit boring I need to change jobs.’)

8 F (The other speaker is a police officer.)

7 Organize the class into pairs to ask and answer the questions, or organize a mingle Encourage students

to personalize and give answers in their own words from what they remember from the lesson In feedback point out any errors students continue to make with form and pronunciation

Optional extra activity Ask students to write a

personalized conversation using questions from the lesson and their own personal information This is then a record they can memorize and learn

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AIM

to introduce and practise the present simple

8 Read through the information in the Grammar box

as a class Then discuss how she, he and it forms are

different Use follow-up questions to check students

are clear about rules: What word do we add to make

questions? How do you say the short form of ‘does not’?

auxiliary verb do is used to form negatives and questions.

Common errors at this level include missing off the third

person -s (He enjoy work), and avoiding the auxiliary (I

no / not speak French You work in an office? Where you live?) Devote plenty of time to manipulating form in

written and spoken accuracy practice exercises

The weakly-stressed pronunciation of do and you in questions (e.g Where do you (/d əjə/) work?) and the difficult pronunciation of doesn’t (/ˈdʌzənt/) are errors to focus on

9 Set a simple focus task for the text: Say: Look at the

photo What does she do? Where does she work?

Does she like her job? Elicit answers, then ask students

to read the text quickly and find the correct answers (she’s a journalist, she works for a newspaper and likes her job)

• Ask students to write the correct forms individually

Monitor and prompt Students can check answers with

a partner Write or show correct forms on the board in feedback

Answers

1 works 2 don’t see 3 does

4 gets up 5 has 6 don’t go

7 wants 8 doesn’t want 9 is

10 likes

10 Start by referring students back to the three questions in Exercise 7 Ask students to change the

questions to ask about people they know: What does

[your sister] do? Where does he / she work? Does

he / she enjoy it?

• Give students time to think of a person to describe

and prepare some things to say Monitor and help with ideas

• Organize the class into pairs to share ideas.

• In feedback, ask students what they found out from

their partner

11 Point out how questions are formed by looking at

the structure of the example Where do you work? in

the Grammar box: question word + auxiliary + noun / pronoun + verb Then ask students to put the words in order to make sentences

• Ask students to compare in pairs before checking

answers in feedback

Answers

1 What do you do in your free time?

2 Who do you live with?

3 How do you come to class?

4 What time do you get up?

5 When do you go to bed?

6 How many languages do you speak?

12 Organize the class into pairs to practise asking and answering the questions Ask students to give their own true answers They should exchange roles so they both have a go at asking and answering

• Monitor as students speak, and notice errors and

examples of good language use At the end, in feedback, look at good pieces of language that students used and pieces of language students didn’t quite use correctly during the activity Show students better ways of saying what they were trying to say

Optional extra activity 1 Use a table to show how

questions are formed:

Question word do / does subject verb

Optional extra activity 2 If you prepare some small

cards before the lesson with all the words from Exercise

11 printed on them (do, you, how, speak, live, etc.),

you could make this activity memorable and

hands-on Students have to move the cards around to make questions instead of writing them

reference 1C in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1, 2, 3 and 4, Grammar reference 1C

1 1 works 2 like 3 get up

5 Do, don’t 6 don’t, do

7 Do, do 8 Does, does, don’t

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SPEAKING TASK

AIM

to develop students’ speaking skills in an extended

fluency-based activity; the task has a goal, an

intended outcome and requires mediation, and

it encourages students to use all their language

resources in English to successfully complete it

MEDIATION

Mediating concepts

In Exercise 13, students have to play a supportive

role in interaction; asking questions, making

suggestions and supporting others to contribute

After they’ve completed Exercise 13, ask

students to say how well they did the task Ask:

Did you get the answers you wanted? Did you

compare what you learned?

13 M Organize students into new pairs It is a good

idea to mix pairs to vary interaction Ask students

to choose and prepare their questions They should

then try to memorize them so that they can practise

asking and answering from memory instead of reading

them out This makes it much more like a natural

conversation

• Organize the survey as a mingle Ask students to stand

up, walk round and talk to as many people as they can

in a fixed time Set a five-minute time limit (or less if

you are short of time in class)

• As students speak, go round and monitor, and note

down any interesting pieces of language you hear

• Once the time limit is over, ask students to sit with

their original partners and compare what they learned

• At the end, find out what different pairs have learned

Look at good pieces of language that students used

and pieces of language students didn’t quite use

correctly during the activity Show students better ways

of saying what they were trying to say

Answers

1 a Where are you from?

b Where do you live?

c Is it nice there? / Do you like it there?

d What do you do? Where do you work?

e Do you enjoy it?

f Do you want a different job?

TEACHER DEVELOPMENT 7: DEVELOPING SPEAKING SKILLS

Optional extra activity Ask students to type the

following into their search engine: boring job, interesting

job, good job, bad job, different job Ask them to say

which jobs came up

MY OUTCOMES

AIM

to reflect on what students have learned and

on how to improve in a personalized speaking activity

• Give your students time to read the questions

and prepare things to say You could suggest that students make a few brief notes

• Organize the class into pairs or small groups

Give students five to ten minutes to discuss the questions

• In feedback, ask a few pairs to tell the class what

they said Alternatively, you could have a class discussion in which groups share the ideas they have and comment on each other’s ideas

• Follow up by setting a task for homework See the

Teacher development section for ideas Following this activity, you could, for example, ask students

to think of one thing to do to put the language they have learned into practice

TEACHER DEVELOPMENT 16: MY OUTCOMES

For further practice, use Communicative activities 1.1 and 1.2 on pages 228–229.

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Unit 2 Daily life 29

• Model the task Say: 1 Reading is boring No Not true

5 I’m good at dancing Mmm No

• Ask students to discuss the sentences in pairs.

• In feedback, ask a few simple questions and elicit

answers from students: Is reading boring? Do you think

shopping is great?

3 Ask students to change the sentences in Exercise 2

so they are true for them They should use the adjectives in the sentences or language they used in Exercise 1

4 Organize the class into new pairs Ask students to share sentences and say if they agree or disagree with their partner’s sentences Go round the room and check students are doing the task, and help with ideas and vocabulary if necessary

• In feedback, ask some students to tell the class what

they found out about their partner Use the board to build up a list of useful pieces of language students suggest, and use the opportunity to correct any errors

or rephrase what students are trying to say

Optional extra activity If classroom space allows,

turn Exercise 4 into a mingle Tell students to stand up, walk round the class, and share their sentences Join in the activity yourself and model phrases accurately Ask students to find people who have the same sentences

2A Do you want to come?

• plan where and when to meet

• practise listening to people talking about what they

do in their free time

• discuss what they like / don’t like doing

SPEAKING

AIM

to introduce ways of arranging to do free-time activities

1 Start by setting the scene Ask students to look at

the photo on page 17 Ask: What can you see? Where

are the people?

Optional lead-in activity Tell students to look at the

unit title and photo Ask: What is the unit about? What

words and phrases can you think of? Brainstorm words

connected with the topic: sports, shopping, go to the

cinema, etc.

1 Lead in by asking questions about the photo with the

whole class Ask: What can you see? Where are the

people? What are they doing? Use the opportunity to

elicit, drill and write on the board activities shown in the photo

• Organize the class into pairs Ask students to look at

the photo and the task, and prepare things to say first

Monitor and help with ideas If students are not sure how to say something, ask them to use a dictionary or help them with the words as part of your monitoring

• Ask students to talk with their partner about activities

they like doing

• In feedback, ask questions to the class and ask

different pairs to answer Write up any interesting or useful new phrases on the board

Culture notes

The photo shows people in a city park in Ankara, Turkey

Ankara is Turkey’s second-largest city by population after Istanbul, and it has many parks and green spaces

Picnics are very popular in Turkey and people like spending time outdoors with their family, friends and neighbours

2 Ask students to read through the sentences Revise and check any difficult words It is a good idea to use photos to check the vocabulary in the activity

IN THIS UNIT, STUDENTS:

• plan where and when to meet

• talk about what they do in their free time

• explain how much time they spend doing things

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30 Unit 2 Daily life

• Ask students to read through the conversation Check

any words they are unsure of

• Play the audio Ask students to listen and follow in

their books

• Organize the class into pairs to practise reading out the

conversation to each other Ask students to exchange

roles and practise more than once Monitor and

prompt students to correct pronunciation and attempt

an appropriate intonation pattern as they speak

B: Yeah, fine Where do you want to meet?

A: In the park near the station

B: OK See you later

2 Ask students to work in pairs to change the words

in purple You could elicit a few ideas from the class

first (for example, change sports to films or food)

Monitor as students prepare, and help with ideas and

vocabulary Advise students to use dictionaries if they

need to

• When students are ready, ask pairs to practise reading

out the conversation again

• Monitor and correct mistakes as students practise Ask

fast finishers to prepare another conversation or try

to have the conversation without using notes (e.g

Student A reads out their lines, but B has to remember

their lines)

students to practise the conversation three or four times,

trying to memorize more and more of it each time Then

ask them to close their books and try to remember as

much as they can and to use their own ideas for the rest

LISTENING

AIM

to give students practice in listening to hear specific

pieces of information

3 Start by setting up the situation Ask students to look

at the first of the two pictures Ask: Is it a man or a

woman? Is he young or old? What does he like doing?

Does he like doing sport? Encourage the class to guess

You may wish to pre-teach video game and tennis, and

horror film and films about love.

4 Ask students to look at the table Make sure they

understand what to write in each gap (DL for doesn’t

like, OK for thinks it’s OK and L for loves).

• When students are ready, play the audio Students

listen and complete the table Ask students to compare

answers in pairs In feedback, elicit answers from the

students Alternatively, write up or project the table on

the board and ask students to come up to the front

and write in their answers

Answers

1 L 2 DL 3 OK 4 DL 5 L 6 L

Audio script

(A = woman, B = man) A: Do you like doing sports?

B: No, not really What about you?

A: Yeah, I do I really enjoy playing tennis and basketball Do you like walking?

B: No – it’s boring What about you?

A: Yeah, it’s OK I like going to the park I sometimes walk there

B: Do you like playing video games?

A: No, not really How about you?

B: Oh, I love it It’s really good fun I play every day –

a lot! Do you like going to the cinema?

A: Yes, I do It’s great

B: I love it too Do you want to see I Want You

Back?

A: No I don’t like films about love I like horror films

B: Oh

Language notes

We say: What about you? to return a question someone

has already asked us

A: Do you like walking?

B: No What about you?

A: It’s OK

A: How are you?

B: OK What about you?

A: Fine

Ask students to practise using What about you? when

asking about likes and dislikes

5 Model the activity first by doing a model interview with a student Use the example conversation in the Student’s Book but add one or two extra questions

• Organize the class into new pairs Ask students to

think of questions to ask their partner individually

You could elicit a few ideas to get students started:

Do you like sports / video games / reading / going to the cinema? Alternatively, brainstorm a longer list and

write it on the board (see Language notes below), then ask students to select things from the list to ask about

• When students are ready, tell them to have a

conversation and give true answers

• As students speak, monitor closely, prompt students

to correct, and note any errors or interesting uses of language that you could focus on in feedback

Language notes

Here is a list of activities you could write up (or

brainstorm) on the board: cooking, meeting new people,

dancing, playing video games, doing sport, playing the guitar, drawing, reading, going out for dinner, singing, going to a concert, swimming, going to the cinema, walking, listening to music, watching TV.

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students to walk round the class and ask the same questions to as many other students as they can in five minutes

GRAMMAR Verb patterns (-ing or infinitive with to)

AIM

to introduce and practise verbs followed by the -ing form or infinitive with to

a class Then organize the class into pairs to match the sentences to the patterns Elicit the first match as an example with the class Monitor and note how well students can identify the patterns

Answers

1, 3 and 6 are pattern a; 2, 4 and 5 are pattern b

Language notes

After verbs that express likes and dislikes, we generally

use the -ing form, e.g I like / love / hate swimming (Note that while like + infinitive with to is possible, it is less

common, and isn’t used to talk about general activities,

so it is best at this level to simply teach like + -ing.) After need, want and try we use infinitive with to

Students need to memorize and practise the different verbs

TEACHER DEVELOPMENT 6: APPROACHES TO GRAMMAR

7 Elicit the first full sentence from the class to get students started Write it on the board Ask students

to write the other sentences individually Monitor and help and prompt with spelling and form

• Ask students to compare answers in pairs before

providing a clear written record for students to check against

Answers

1 My daughter wants to get a new phone

2 Do you like dancing?

3 I try to study English every day

4 I don’t enjoy shopping

5 We need to buy some things later

6 I really hate cooking

8 Ask students to complete the sentences with their own ideas Provide one or two examples to get them started

Example answers

1 I love camping

2 I don’t really like cooking

3 This week I need to get a new bag

4 I want to learn Italian

5 I don’t really enjoy dancing

Optional extra activity Ask students to share their

sentences from Exercise 8 with a partner and find anything they have in common

reference 2A in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1, 2 and 3, Grammar reference 2A

2 She hates singing She’s really bad at it (hates

to sing is also possible)

3 My parents want to have more free time

4 I don’t really enjoy working in an office

5 I always try to go to bed before 11

6 I need to finish my homework before I go out

7 We love going to the cinema with friends

(love to go is also possible)

8 I want to learn French.

3 Example answers:

1 I love swimming in the sea

2 I want to visit London one day

3 I hate being late

4 I don’t like playing video games

5 I need to get a new phone

6 I always try to do my best

When and where do they want to meet?

• Ask students to look at the questions in the box Then

do the first item as an example Ask students to look at Conversation 1 and say which question goes with the answers

• Ask students to work individually to match the other

questions with the answers Then ask them to compare their answers in pairs Students may need to use

dictionaries to check words like end and meet, but see

if they can work out the meaning from context first

Answers

1 What time do you want to meet?

2 What time does the film end?

3 Do you want to see the new Avatar film on Sunday?

4 Do you like going to the cinema?

5 Where?

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10 Set up the task by focusing on the notes Ask:

What days can you see? What do they want to watch

on Saturday? What time does Declan want to meet

Tina? Elicit the options students have to choose from

Check any words in the task that students don’t know

(match = football match – e.g Manchester City v Real

Madrid)

• Play the audio Students listen and choose the correct

options Ask students to compare answers with a

partner before discussing as a class

1 A: Hey, Declan, do you like watching football?

B: Yeah, it’s OK Why?

A: Well, do you want to watch the match on

Saturday?

B: Where?

A: In a café in town It’s on TV

B: OK What time does it start?

A: Five

B: So what time do you want to meet?

A: Is four OK? We want to get a place to sit

B: OK Where do you want to meet?

A: Outside North Street train station?

B: That sounds good So four o’clock outside

North Street station

A: Yes, see you there

2 B: Do you like Italian food?

C: Yeah, I do I love it

B: Do you want to meet for lunch on Sunday?

There’s a really nice Italian restaurant near here

C: Yeah, that sounds good What time do you

want to meet?

B: Is one OK?

C: Yes, sure Where?

B: Outside the station?

C: OK, great

11 Students discuss the question in pairs Take brief

feedback from the class Introduce because to help

students answer (e.g Saturday because I like football).

Optional extra activity If your students have phones in

the classroom, ask them to look at their diary page and

tell their partner what they want to do at the weekend,

who with, where, and what time

AIM

12 This is an opportunity to bring together several parts

of the lesson, and for students to practise using all the language they have learned

• Start by brainstorming things to do in your town and

writing some ideas on the board You could support this

activity by bringing in leaflets or a What’s On page, or suggesting students look at a What’s On page online

• Ask students to decide on activities and make brief

notes about what they want to do

• You could have a short feedback stage Ask a few

individuals to say what their plans are

MEDIATION

Mediating communication

In Exercise 13, students contribute to an intercultural exchange, using simple words to ask people to explain things and to get clarification of what they want to do They have to collaborate in

a simple, practical task, asking what others think, making suggestions and understanding responses

After they’ve completed Exercise 13, ask

students to say how well they did the task Ask:

Did you say what you wanted to say? Did you agree on something to do?

TEACHER DEVELOPMENT 9: MEDIATION

13 M Organize the class into new pairs Ask students

to practise a conversation using the ideas they prepared in Exercise 12 You could model this by acting out a conversation with a reliable student first,

or by asking one well-prepared pair to model their conversation for the class

• As students speak, monitor and listen for errors, new

language or interesting conversations to use in feedback

• In feedback at the end, look at good pieces of

language that students used and pieces of language students didn’t quite use correctly during the activity

Show students better ways of saying what they were trying to say

Optional extra activity Once students have practised

in pairs, extend the activity to a mingle Ask students to walk round, speak to three different people, and try to use their own words in the conversation a bit more

TEACHER DEVELOPMENT 7: DEVELOPING SPEAKING SKILLS

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2B I usually finish at five

• talk about what they do in their free time

• discuss daily activities

• explain how often they do things

• read an article about how people spend their free time

AIM

to introduce and practise phrases for activities in daily life

1 Start by reading out check your phone and do

homework and eliciting where in the table students

would put the phrases

• Once students get the idea, ask them to work

individually to write the activities in the table You could ask them to copy the table into their notebooks first so that they have more space to write

2 Ask students to compare their answers in pairs Note that they may have different answers (e.g some may

go to the supermarket in the morning, others in the evening), so encourage them to explain why they disagree

• Encourage students to make guesses about unknown

words and to teach each other Students can use mime

or examples to explain words they are not sure of

to each other You can use mime yourself to explain words as you monitor At the end, ask students to use dictionaries if they are still unsure of any words

Example answers

in the morning: do some exercise, have a shower, have a coffee, tidy your flat / house, check your phone

in the afternoon: have a little sleep, go to the supermarket

in the evening: leave work, get home from work, do homework, prepare dinner, go to bed

Optional extra activity Ask students to look at the

phrases in Exercise 1 for two minutes, then close their books and work in pairs to see how many words they can remember and write down

Language and pronunciation notes

Note the stress is on the first syllable of all these

words Tricky pronunciations include: exercise /ˈɛksəˌsaɪz/,

Note the specific verb + noun collocations here (e.g do

homework, do exercise, have a shower, have a coffee,

go to bed) Encourage students to make and learn other

collocations, so get to work and leave home are also

possible

Students may find it confusing why English sometimes

uses the, sometimes a / an, and sometimes no article At

this early stage of learning, it is best to just learn phrases

as fixed useable chunks rather than analyzing them

AIM

to introduce and practise adverbs of frequency

a class Then ask students to complete the table Elicit which word goes in the first space as an example with the whole class Monitor and notice how well students

do the task

• Ask students to compare answers in pairs

• In feedback, project or copy the table onto the board

and elicit answers to complete it You could ask students to translate the words into their first language

In terms of form, the adverb goes between the subject

and the main verb (I often read books) If the verb be

is used the adverb goes after the verb (I’m often tired)

Occasionally, the adverb may be put at the start of a

sentence (e.g we will often place sometimes at the start),

but at this level it is best to stick to the simple subject + adverb of frequency + verb rule

Note the silent /t/ in often /ˈɒfən/ and the difficult sounds

in usually /ˈjuːʒʊəlɪ/

4 Set up the task by asking students to tick or suggest changes to the adverb in the first sentence Give students two or three minutes to tick or correct all the sentences

5 Organize the class into groups of four or five to share their sentences Monitor and prompt, and note how well students are using the frequency adverbs In feedback, find out which students are similar and point out any errors or problems you noticed

6 Start by saying or writing two sentences that are true for you Set a two-minute time limit and and ask students to write their sentences Monitor and prompt for correct spelling and word order Ask students to share their sentences with a partner

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Example answers

1 I often cook dinner for friends at the weekend

2 I sometimes use English outside class

3 I never go to the cinema on Mondays

4 I occasionally work at the weekend when I’m busy

at work

Optional extra activity Ask students to write three

sentences about themselves – two true, one false They

read out their sentences in groups The group members

must decide which sentence is false

reference 2B in the Student’s Book It explains use

and form in greater detail, and provides written

5 never 6 don’t cook very often

2 1 I often sleep until twelve on Sundays

2 My parents don’t often do sport

3 I don’t go shopping very often.

4 I never watch sport on TV

5 I’m sometimes late for work.

6 We sometimes go to a restaurant, but we

don’t go very often.

7 A: What time do you usually get up?

B: It’s usually seven o’clock during the week.

8 A: Do you always work on Saturdays?

B: Not every Saturday, but I often do.

READING

AIM

to give students practice in reading for general

understanding and for specific information

MEDIATION

Mediating a text

In Exercise 7, students have to process text in

speech They have to report in simple sentences

the information contained in clearly structured,

short, simple texts

After they’ve completed Exercise 7, ask students

to say how well they did the task Ask: Did you

have a good understanding of the texts? Did

you say what you wanted to say about them?

7 M Start by focusing students’ attention on the article

layout and photos Ask: What’s the title? Where are

the four people from? Look at the photos What

activities do they do?

• Ask students to read the article and discuss the

questions in pairs

• Take brief feedback from the class There are no right

or wrong answers – just ask students what they think

Use the opportunity to check any words in the text

that are new (e.g adjectives: cheap, expensive, lucky).

Example answers

1 Students’ answers

2 Erasmo – he is very busy; Lena – she sounds rich;

Ibrahim – he has lots of free time; Malee – she spends time with family and friends

8 Ask students to read the article again and match the questions to the people in the four texts Do the

first as an example (write Ibrahim next to 1 on the

board)

• Ask students to compare their answers with a partner

Answers

1 Ibrahim (play basketball in the park)

2 Lena (I like buying nice things with the money I

make I have an expensive new car)

3 Erasmo (on Sundays, I sleep)

4 Lena (I have … a very big TV I like watching sport)

5 Malee (At the weekend, I go out with my family

to a park or to the countryside, and we go for a walk), or Ibrahim (I play basketball in the park)

6 Erasmo (I do something most nights)

7 Malee (I go to bed at nine or ten)

8 Ibrahim (My friends often play video games, but I

don’t like them)

EXAM-STYLE SKILLS TASKS

Matching questions to different textsStudents at elementary level are asked to match questions to different texts in a number of common exams

To do this task effectively, students at this level need to do the following:

1 Look at the questions first because it is necessary to know what you need to look for

in the texts Read the questions carefully and underline the most important words

2 Look at the first text and check which questions you can answer Don’t try to do the

task question by question – if you do that,

you will have to read the texts many times in order to get all the matches right

3 Once you have ticked any questions answered

by the first text, move to the second text, then the next text

4 Always go through answers one last time at the end and check if everything makes sense

TEACHER DEVELOPMENT 11: DEVELOPING READING SKILLS

9 Ask students to work individually to complete the sentences

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Answers

1 on 2 on, at 3 in 4 at 5 at, at 6 in

Language notes

at + time (at 9, at 10.30)

on + days (on Monday, on Fridays, on Sunday morning –

but at the weekend)

in + part of the day (in the morning / afternoon / evening)

Optional extra activity 1 Write some of the

prepositional phrases from Exercise 9 on the board: on

Mondays, on Sunday mornings, in the afternoon, etc

Ask students in pairs to say as many sentences as they can about things they do at these times To make it more meaningful, ask students to make sentences which may be true or false – their partner must say whether

they think it is true or not (e.g A: I always do sport on

Mondays B: False A: OK, Yes It’s false.).

Optional extra activity 2 Write the sentences below on

the board Ask students to translate them into their own language Then ask them to translate them back into English Ask them to compare the English to the original

I usually have a shower in the morning.

He never works at the weekend.

She goes running on Sunday mornings.

SPEAKING

AIM

10 This is an opportunity to bring together several parts

of the lesson and for students to practise using all the language they have learned

• Ask students to practise saying the questions briefly

Then organize them into groups of four or five to ask and answer them In feedback, ask different groups to say who has the best social life and why

down any interesting pieces of language you hear

• At the end, look at good pieces of language that

students used and pieces of language students didn’t quite use correctly during the activity Show students better ways of saying what they were trying to say

Optional extra activity Ask students to go online to

find out what people of a particular nationality typically

do at the weekend They could choose their own nationality, or an English-speaking nationality – e.g

Americans, Canadians or Australians Students present

sentences in the next class, e.g A lot of Australians do

sport at the weekend They often go to the beach They like rugby and cricket

2C A lot of homework!

• explain how much time they spend doing things

• discuss courses and studying

• use classroom language

• practise listening to three classroom conversations

SPEAKING

AIM

to lead in to the topic of the lesson; to talk about English language learning experiences

1 Organize the class into pairs to discuss the questions

You may wish to check and pre-teach the phrases first

You could use mime to check the words (e.g finding

words in a dictionary) or you could ask students to use

dictionaries to check words before they start

what they like and dislike This is useful information as the course proceeds

DEVELOPING LEARNER INDEPENDENCE AIM

to encourage students to reflect on how they learn best in the classroom

Different students have different expectations in the classroom and different experiences Find out how your students feel about their classroom experience with the questionnaire below Use it

to encourage students to collaborate with others and try new things

How do you learn best in the classroom?

Tick the statements that you agree with

1 I enjoy working in pairs and groups

2 I want the teacher to explain rules and the meaning of words

3 I want my teacher to tell me every time I make

a mistake

4 I like to try to understand things by myself

5 I enjoy explaining things to classmates and learning from them

6 I like working on my own

7 I prefer speaking to writing

8 I only want to hear and use English in the classroom

9 I like sitting next to different people

10 I want the teacher to translate words I don’t know

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TEACHER DEVELOPMENT 15: LEARNER

INDEPENDENCE

AIM

to introduce and practise phrases used in an English

class

2 Elicit the first match (1 c) from the students to get them

started Then organize the class into pairs to complete

the exercise Ask them to match what they can before

checking any difficult words in their dictionaries

• In feedback, show a clear record of the answers Point

out any ‘clues’ that helped students reach the answers

(e.g come goes with to)

Answers

1 c 2 b 3 d 4 a 5 f 6 e 7 h 8 g

Language notes

Note the collocations here Phrases like take a break or

turn off the light may not translate word for word into

students’ L1 so they will need to be memorized as fixed

collocations

3 Play the audio Students listen and practise

You could pause at difficult phrases and model phrases

yourself to help students say them correctly

• In feedback, ask students to say which phrases were

hard and focus on them as a class Comment on any

errors students made

Audio script

1 pencil, write in pencil

2 notebook, write the words in your notebook

3 turn off, turn off your phones

4 notes, take notes

5 sit down, come in and sit down

6 meaning, check the meaning

7 scissors, use your scissors

8 rubber, use a rubber

9 bring, bring it here

10 stand up, stand up and find a new partner

4 Organize the class into pairs Ask them to take turns

to say a verb and remember and say the whole phrase

Model the activity first with a reliable student to get

the class started Extend the activity until students are

confident about remembering all the phrases

Optional extra activity Ask students to write five

sentences in their notebooks using different phrases from

this lesson and adverbs of frequency (I often write in

different pronunciations of is or ’s in fast speech

5 Start by asking students: What do students say at

the beginning / end of the class? This will preview the

listening and focus students on the task You may wish

to pre-teach try and remember.

• Play the audio Students listen and note answers

Answers

a 3 b 1 c 2

Audio script

M = Matty, S = Simon, K = Kasia

1 M: OK Let’s take a break! There’s a café next door

if you want a coffee

S: Eh? What?

K: It’s a break He says there’s a café next door

S: Oh OK, thanks

K: Do you want to have a coffee?

S: Oh … yeah, but I don’t have any money

K: That’s OK I have some

S: Are you sure?

K: Sure You can pay another day

S: OK, thanks How long is the break?

K: Oh, I don’t know Teacher! Teacher!

M: Yes, Kasia

K: How much time do we have?

M: Twenty minutes

K: Twenty OK Thanks

M: Oh, and Kasia – call me Matty, not ‘teacher’!

K: Oh OK! Sorry … Matty

2 K: Er … um teacher, er Matty?

M: Yes, Kasia?

K: Do we have any homework?

M: Oh yes Thanks I forgot OK, everyone! Look

on page 136 The Grammar section OK? So

do Exercise 2 on question forms and then in Revision do all three exercises

S: All?

M: Yeah And then try to remember the vocabulary from today’s class

S: This is a lot of homework

M: Do you think so?

K: No, it’s not much homework I think Simon’s lazy!

S: Ha ha Yes, maybe a bit

M: No, I don’t think so! Simon, try to do it Do some every day – five or ten minutes

S: OK Maybe

M: OK, everyone Thanks See you next week

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3 M: OK everyone, nice to see you again My name’s

Matty Remember? Before we start, stand up everyone and try to remember each other’s names

M: OK Stop there! Oh, hello Simon

S: Hi … er, sorry, … I’m late

M: That’s OK Come in and sit down There’s a place next to Kasia

S: Er OK

M: OK So, everyone Look at page 63 now See Exercise 1 What’s the answer to number 1?

Anyone? Kasia?

K: Close the window

M: Yes That’s right OK, everyone – you find the other answers

S: Teacher! I don’t have a pen

M: Oh, right Does anyone have a pen? Thanks, Kasia! Oh, and Simon, call me Matty, not

‘teacher’

S: OK OK Er … Teacher, what does ‘turn off’

mean?

M: Um … er … Do you have a dictionary?

S: No … Oh, Kasia, thanks And I didn’t bring

my notebook … sorry Kasia, do you have any paper?

6FS Play the audio Students listen and note down

which sentences include the word is

2 How long is the break?

3 Do you think so?

4 It’s not much homework

5 Thanks See you next week

6 My name’s Matty

7 Come in and sit down

8 What’s the answer?

Pronunciation notes

The full form is is pronounced / ɪz/ Is is often abbreviated

to ‘s After voiced sounds, ‘s is pronounced /z/ After

unvoiced sounds (e.g the /t/ sound), it is pronounced /s/

7 Start by asking students to read through the six

sentences Check any unknown words (break = short

free time at work or school)

• Play the audio again Students listen and write T (true)

or F (false) for each sentence

Answers

1 T (she offers to pay for both coffees)

2 F (twenty minutes)

3 F (do Exercise 2 on question forms and then in

Revision do all three exercises)

4 F (This is a lot of homework – he thinks it’s too

much)

5 T (There’s a place next to Kasia.)

6 T (‘Do you have a dictionary?’ ‘No … Oh, Kasia,

thanks.’)

8 Organize the class into pairs to discuss the questions

As students speak, go round and monitor, and note down any interesting pieces of language you hear

• At the end, elicit students’ ideas and look at good

pieces of language they used and pieces of language they didn’t quite use correctly during the activity

Example answers

1 I think Simon is a bad student He is late for the lesson and isn’t prepared He doesn’t have what

he needs and thinks the homework is too much;

Kasia is a good student She has everything she needs and answers questions

2 Yes, I do Matty is very patient and nice to everyone, including Simon

3 Students’ own ideas

Optional extra activity Write beginning, middle

and end on the board Put students in pairs Point to

beginning – students must act out a conversation at the

beginning of a lesson Point to end – they must try a different conversation Point to middle, or to beginning

again Students have to keep thinking of things to say

nouns

AIM

to introduce and practise countable and uncountable nouns

a class Ask students to give you other examples of countable and uncountable nouns

• Ask students to work individually to decide which

words are countable and uncountable Elicit the first answer to get them started

• Organize the class into pairs to check their answers

Monitor and note how well students understand the use of countable and uncountable nouns

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Language notes

Be aware that countability can be much more difficult

than it looks Your students’ L1 may have no concept

of countability (e.g Japanese), or may omit articles with

countable nouns (e.g Russian), or may consider words

that are countable in English to be uncountable (e.g

information is uncountable in English but countable in

French; the word for people in Italian is uncountable, but

the word for money in Italian is countable).

Try to show that countable nouns can be counted (use

your fingers or lines on the board to show four pens, for

example) and that their plural form adds -s or -es.

Note the following

Negative sentences

We use not a with countable singular nouns (dictionary),

not any with countable plural or uncountable nouns

(cars, traffic).

We use not many with countable plural nouns (cars) or

not much with uncountable nouns (traffic).

Questions

We use Do you have + a with countable singular nouns

(rubber), Do you have + any with countable plural or

uncountable nouns (scissors, paper, homework).

We use Do you want + some with countable plural nouns

(chips), or uncountable nouns (water).

10 Ask students to work individually to change the

nouns in the sentences Elicit an example for the first

sentence to get them started You may wish to support

students more here by asking whether students need

a countable or an uncountable noun in each sentence

For example, elicit that an in 1 needs a singular noun

with a vowel sound at the start, much in 7 needs

an uncountable noun, many in 8 needs a countable

noun, but a lot of in 9 could have a countable or an

uncountable noun

• Organize the class into pairs to compare their ideas

Monitor and note how well students understand the

use of countable and uncountable nouns

• In feedback, elicit some of your students’ ideas Focus

on areas where students made mistakes and explain

why some words can or cannot be used

Example answers

1 answer (singular countable noun beginning with

a vowel)

2 paper / pens (uncountable or plural countable noun)

3 time to do my homework (uncountable or plural

countable noun)

4 homework to do today (uncountable noun)

5 doctor (note that we say a with jobs)

6 paper on my desk (uncountable noun)

7 work (uncountable noun)

8 people (countable noun)

9 shops / restaurants near here (plural countable

noun)

10 food in the fridge (uncountable or plural countable

noun)

Optional extra activity Write the following prompts

on the board and ask students to make their own true sentences Ask them to make sentences negative

or positive and to add a word like some, any, much,

11 Ask students to prepare their questions individually

You could elicit two or three examples before they start

• As students prepare, monitor and help with ideas and

vocabulary

• Organize the class into groups of four or five to

practise asking and answering the questions

• As students speak, go round and monitor and note

down any errors or good uses of language you hear

• In feedback, find out what students have learned from

each other Look at good pieces of language that students used and pieces of language students didn’t quite use correctly during the activity

reference 2C in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1 and 2, Grammar reference 2C

1 1 a 2 some

3 a lot of, much 4 a, much

5 any, much 6 some, any

2 1 A: Do you have a pen and some paper? I need

to write a shopping list

B: Have a look in the drawer next to the fridge

2 A: Do you have any / some money with you?

B: Sorry, I don’t I usually use a card or my phone these days

3 A: Are there any good places for a coffee near

here?

B: Yes, there are some nice cafés on the next

street

4 A: Ah, there isn’t any milk, I’m afraid.

B: That’s OK Black coffee is fine

5 A: Do you have much homework this

evening?

B: Yes, I have a lot of vocabulary exercises to do

6 A: There’s a lot of traffic round here today.

B: Yes, I think there’s a big event at the stadium later

Tiêu đề	Learning Outcomes Elementary
Tác giả	Mike Sayer
Thể loại	Teacher’s Book

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Số trang	272
Dung lượng	8,18 MB