885076prelimsp01 17.indd, page 14 @ preflight · reading: to complete a questionnaire and a...

Main author:

PAUL SELIG

SON

3

www.richmondelt.com/essentialenglish

Richmond

PRE-

INTERMEDIATE

Teacher’s Book

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Contents

Teacher’s Book

Unit 1

1A page 18

1B page 21

1C page 23

1D page 26

1E page 28

1F page 30

1R page 33

Unit 2

2A page 35

2B page 37

2C page 40

2D page 42

2E page 45

2F page 48

2R page 51

Unit 3

3A page 53

3B page 56

3C page 59

3D page 62

3E page 65

3F page 68

3R page 71

Unit 4

4A page 73

4B page 75

4C page 77

4D page 80

4E page 82

4F page 84

4R page 87

Writing 1 page 89

Writing 2 page 90

Writing 3 page 91

Writing 4 page 92

Teacher’s Resource Materials page 93

Activity Book answer key page 119

Audioscript page 122

Course map page 4

Course aims page 8

Course components page 8

Approach page 9

Methodology page 10

Special features

Grammar boxes page 11

Pronunciation page 11

Tip boxes page 11

Writing page 11

Word Bank page 11

Revision page 12

Phrasebook page 12

Essential Grammar page 12

Songs page 12

Activity Book page 12

Test yourself page 12

Teaching skills page 13

Pairwork and Groupwork page 13

Personalisation page 15

Organisation and timing page 17

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Page Lesson Language in action Grammar Vocabulary

18 2A Which film is better?

It’s scarier than Batman Begins. Comparatives Adjectives

20 2B Have you read Duma Key?

He has written over 200 stories. Present perfect Genres of text

22 2C A spider for breakfast?

You aren’t old enough. too and enoughPersonalityadjectives

24 2D Do you love your computer?

This is the easiest game. Superlatives Computers

26 2E Have you ever volunteered?

It’s the best thing I’ve ever done.Superlatives andPresent perfect

AnimalsUseful verbs

28 2F Special memories

There were so many events that we couldn’t see them all.

so / such … thatUseful verbsListening phrases

30 Revision 2

61 Writing 2 A film review 77 Phrasebook 2 95–119 Activity Book 114 Essential Grammar 2


4 1A What was the weather like?

What were the people like?Who did you go with?

be likeWord order in questions

Weather

6 1B Saving the planet

The climate is changing.He’s arriving at 8.30 a.m.

Present simple andPresent continuousPresent continuous for future

EnvironmentPublic transport

8 1C I’m going to relax by the pool

I’ll have the chicken.I’m going to eat lunch.

will / won’t and be going toHotel facilitiesThe verb get

10 1DA very bad journey

Where was he going?It was pouring with rain.

Past continuous Travel problems

12 1E Should I or shouldn’t I?

You shouldn’t eat candy. should / shouldn’tAgreeing and disagreeingAmerican and British English

14 1F Location vacation!

The city is beautiful.You can go on a walking holiday.

Articles Going on holiday

16 Revision 1

Unit 2

Unit 1

Course book contents map

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Pronunciation Skills Recycling

thanListening: for specific information; to put information in order; to identify comparativesReading: to complete a questionnaire and a dialogueSpeaking: talking about TV and film viewing habits; comparing films and actors

be likeAdjectives

\huÜz\

Listening: to check answers; to complete a dialogueReading: biographies for specific information; to identify past participlesSpeaking: talking about tastes in books, films and TV programmes; asking and answering about past experiences

Irregular verbs

Sentence stressListening: for specific information; to complete phrasesReading: for specific information; to make predictions Speaking: talking about reality shows; describing and comparing personalities

Adjectives

-estListening: for specific information; to complete sentencesReading: to match text to pictures; to match sentences to text; to complete gaps in a textSpeaking: talking about computer use; comparing technology

ArticlesComparatives

Listening: to complete sentencesReading: for specific information; to deduce speakers’ whereaboutsSpeaking: talking about pets, memorable experiencesWriting: sentences for partners to guess a speaker’s whereabouts

Present perfect

Listening: to describe what people are doing and how they are feeling; for specific information; to check answersReading: to match blogs to photos; for specific informationSpeaking: describing what people are doing and how they are feeling; describing memorable events; using positive feedback phrases while listening

Unit 2 content

Reading: to complete sentences; to identify correct adjectives; to correct a textSpeaking: talking about differences and experiencesWriting: to complete sentences from prompts; to correct sentencesListening: for specific information; to correct sentences; to correct a text


Regular verbs:‘extra’ syllableIrregular verbs:vowel sounds

Listening: to complete a text; for specific informationSpeaking: describing the weather; asking and answering about holidays

Question formationIrregular past tense forms

Word stressListening: for specific informationReading: for specific information; to complete a questionnaire / sentencesSpeaking: asking and answering about plans and arrangements

TransportHow often do you … ?

’ll

Listening: for specific information; to match questions and answersReading: for specific information; to complete dialogues / match questions and answers Speaking: talking about hotel facilities; making and responding to offers, suggestions, invitations; making decisions

Free-time activities

was / wereListening: to check sequence of events; for specific informationSpeaking:retelling a story in the past

Past simpleTime expressions

Listening: in order to complete adviceReading: for specific informationSpeaking: talking about habits in the past; giving opinions and advice; agreeing and disagreeing

Past simpleLinkers

Listening: for specific informationReading: to summarise holiday descriptions; to match types of holiday; to analyse vocabularySpeaking: talking about holiday destinations; doing a holiday survey

Unit 1 content

Listening: to correct mistakes in a text; for specific informationReading: to identify correct verbs; to complete sentences; to complete a text; for comprehension Speaking: describing actions; talking about plans; giving adviceWriting: to describe past actions


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Unit 3


46 4AMemorable moments

Doing the exam was terrible. -ing form Verbs, adjectives and prepositions

48 4BLooking good

You’ll look younger. will and mightHealthUseful verbs

50 4CFriends for life?

If we find your friend, we’ll put you in contact.

first conditionalFriendshipMore verbs and prepositions

52 4DI earn too much!

She earns less money than me.much, a lot, a little, a bit +comparative

Describing jobs

54 4EChanges

I used to be a lawyer. used to Life changes

56 4FKeeping a record

We’re going back next year. Verb + backKeeping recordsPrepositions

58 Revision 4

63 Writing 4 A formal e-mail 78 Phrasebook 4 100–106 Activity Book 118 Essential Grammar 4


32 3ALearn English the modern way

I have to get up early tomorrow.must / have to /mustn’t / don’t have to

Learning EnglishVerbs, adjectives and prepositions

34 3BA new life

How long have you lived here?Present perfect to join the past and the present

Time expressions

36 3CHow good is your vocabulary?

It’s somebody who drives a taxi.1 anybody / everybody /

nobody / somebody2 who / which / that

Types of games

38 3DA holiday with a difference

You can drive as fast as you want.

as … as Driving

40 3EHigh Earners

Who likes classical music?Subject andObject questions

Professions

42 3FTake a break!

I gave up smoking last year. Phrasal verbs Phrasal verbs

44 Revision 3

62 Writing 3 A blog 78 Phrasebook 3 93–99 Activity Book 116 Essential Grammar 3

Unit 4

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Listening: to check answersReading: to match a text to a picture and question; to summarise a text orally; to match sentence halvesSpeaking: describing feelings; asking and answering about childhood memories

Superlatives

Sentence stressand \´\\l\

Listening: to match adverts to photos; for specific information; to identify word stressSpeaking: discussing ways to look good; making predictions about the futureWriting: an advert for a health / beauty product or service

Will

Linking words andsilent letters

Listening: for specific information; to match topics to picturesSpeaking: talking about friendship; talking about possible future situationsReading: to identify gist; to complete texts with missing wordsWriting: endings for sentences about the future

Prepositions

Stressed wordsListening: to check a prediction; for specific informationSpeaking: talking about work and pay; making comparisonsReading: to match statements to pictures

PersonalityadjectivesComparatives

Consonant sounds used to

Listening: to check an oral summary of a text; for specific informationSpeaking: comparing photos; making predictions about people’s lives; talking about situations in the pastReading: in order to summarise a text

Comparatives

Vowel sounds\s \, \z \

Listening: to check answers; to match speakers to photosSpeaking: talking about ways of communicating / keeping records now and in the pastReading: to complete texts; for specific informationWriting: questions for ‘online’ chatting

The verb getUnit 4 content

Reading: to correct sentences; for comprehensionWriting: to complete prompts; to make sentences; to complete a textSpeaking: describing yourself; to perform a roleplay; describing life changes and habitsListening: for comprehension; to correct sentences; for specific information


Reading: to complete a questionnaire; for specific information; to complete a textSpeaking: talking about obligations and necessities

Language learninghave to

Linking long and have / hasConsonant sounds

Listening: dictated questions; for specific information; to complete sentencesReading: for specific informationSpeaking: talking about living abroad; asking and answering questions about duration

Past simple

Sentence stressListening: to complete relative clauses and spoken phrasesReading: for specific information; to find words to match definitionsSpeaking: talking about games; playing a word game

The verb get

as … as

Listening: for specific information; to complete sentencesReading: for specific information; to complete sentencesSpeaking: talking about journeys and landmarks; talking about holiday preferences; comparing the present and the past; giving directions

Holidays

Connected speech: linking words

Listening: for specific information; to complete a chartReading: to answer a quizSpeaking: asking and answering about famous people’s lives

Question formationIrregular verbs

Listening: for specific information Reading: to complete texts; for specific informationSpeaking: talking about gap years; talking about recent experiences with phrasal verbs; planning a gap year

Unit 3 content

Listening and Writing: for comprehension; to complete sentencesSpeaking: talking about obligations; talking about experiencesWriting: to complete sentences; to make sentences for a partner; to revise vocabularyReading: to correct a text

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1A

18

Aims Talking about the weather

Vocabulary Nouns: firefighter, forest fire, headline, news, rescue team, season, tour

Word Bank 1: The weather

Word Bank 13: Irregular verbs

Adjectives: awful, brave, empty-handed, expensive, memorable, similar

Verbs: check, disappear, happen, invite, refuse, remember, stay

Adverbs: exactly, literally, quite, really

Other: somebody, something, sometime

Expressions: It didn’t matter. I’m not sure. It’s cool. Let’s go!

Grammar (be) like

Word order in questions

Pronunciation Regular verbs: ‘extra’ syllable

Irregular verbs: vowel sounds

Skills Listening: to complete a text; for specific information

Speaking: describing the weather; asking and answering about holidays

Recycling Irregular past tense forms, Past simple verbs; Adjectives; Questions

Preparation Lead in: Teacher’s Resource 1, p. 94

A map of the world; flashcards of the Red Sea / Egypt / divers

Lead in 5 min

● Books closed. Say Welcome (back). Introduce

yourself and find out which SS are new and which

have already studied with REEC. Ask SS who know

the course to tell other SS anything they remember

about it.

Speaking 10 min

1 ● Books open. Focus on the speech bubbles. Allow two

minutes for SS to find out about their partner, then tell

the class three interesting things about him / her.

2 1.1

● Focus on the photos. Ask Where do you think these

places are? (The Red Sea / Egypt) What is the weather

like? Do you know anywhere like this?

● Focus on the questions. If you are from a different

country from your SS, talk about the weather in your

country, your favourite kind of weather and why you

prefer it, then elicit SS’ responses about their country.

If you are all from the same country, pretend that you

What was the weather like?are from a different country and talk about the weather

there as a contrast. Then SS turn to Word Bank 1 on p.

64.

● Word Bank Ex. 1: focus on the examples. In pairs, SS

match the remaining adjectives to the pictures. Play

audio. SS listen and check. If necessary, elicit / teach

the simpler nouns (sun, rain, wind, cloud, fog, ice, snow)

that correspond to some of these weather adjectives.

1 sunny 5 rainy 6 windy 7 cloudy 8 foggy 9 icy 10 snowy

Answers

Tell SS that all new multisyllable words are printed with pink type on the stressed syllable.

Tip

● Word Bank Ex. 2: in pairs, SS cover the words in Ex. 1,

point to the pictures and test each other.

● Word Bank Ex. 3: in pairs, SS match the nouns and

pictures. Ask the questions. Play audio. SS listen and

check.

12 flood 13 storm 14 lightning 15 thunderThunder and lightning are uncountable.Yesterday it rained. / Yesterday it snowed.

Answer

● Word Bank Ex. 4: SS match the phrases to the speech

bubbles. Teach / Elicit the correct pronunciation. Play

audio. SS listen and check.

16 a 17 d 19 cAnswers

● Finally, SS turn back to p. 4 and describe the weather

in their country in different seasons / their favourite

weather again, but with a different partner.

@Weblink

SS go to bbc.co.uk/weather and metoffice.gov.uk/weather

Grammar 5 min

3 1.2

● Focus on the Grammar box. Play audio. SS listen and

complete. Paircheck then classcheck.

● Ask questions with What (be) like? e.g. What was the

weather like on your last holiday? What’s your city / car /

best friend like? SS ask you similar questions.

● Extra practice: Ex. 2, Activity Book p. 79.

A reference to a follow-up Activity Book exercise is included at the end of every Grammar section so that SS can extend the grammar practice. Alternatively, this can be done later as part of the homework.

Tip

was; It was boiling; were, like; were lovely, friendlyAnswers

Listening 15 min

4 1.3

● Focus on the jumbled questions and the example.

Play audio. Elicit the second correct question. In pairs,

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19UNIT 1

SS put the remaining questions in the correct order.

Classcheck.

● Play audio again. SS find the answers to questions 1–7.

Classcheck.

1 7 Some old friends from school. 2 1 It was a last-minute thing. 3 2 No, he stayed in a five-star hotel. 4 3 It was a package holiday and everything was included. 5 6 Yes, but he only had a week. 6 4 There wasn’t time. 7 5 It was unbelievable – incredibly clean and it had millions of fish.

Answers

Audioscript

J = Jill; S = SamJ: Wow Sam, you’re very brown. How was your holiday?

S: Amazing, Jill. We had a wonderful time.

J: We? Who did you go with?

S: Some old friends from school. They’re really into diving and asked

me to go with them.

J: Lucky you! Why didn’t you tell me before? I’d love to go to Egypt!

S: Sorry, but, er, it was a last minute thing and, you know …

J: Don’t worry. I was really busy last week. So, what was the weather

like in Egypt?

S: It was boiling. But it didn’t matter. We went diving every day and

the evenings were beautiful.

J: Wow! What were the people like?

S: They were lovely. Really friendly.

J: Where did you stay?

S: In a 5 star hotel in Sharm El Sheik!

J: But wasn’t that expensive?

S: No, not at all. We got a package holiday and everything was

included.

J: Nice one. Did you see much of Egypt?

S: Not really. We stayed at the hotel most of the time.

J: Didn’t you want to see the Pyramids?

S: Yes, of course, I did. But, we only had a week and there just wasn’t

time to fly to Cairo.

J: And what was the diving like?

S: Brilliant. The Red Sea is unbelievable. It’s incredibly clean and

there were literally millions of fish.

Grammar 5 min

5 ● Focus on the question types in the Grammar box.

Explain any terms / abbreviations.

● Focus on the example. In pairs, SS match the

remaining question types in Ex. 4 by writing the

question number(s). Explain that some question-types

correspond to more than one question.

2 Other Yes / No questions 5 Wh-? be questions 7 Other Wh-? questions6 Negative Wh-? questions1 and 4 Negative Wh-? questions.

Answers

6 ● Focus on the letters and the completed example in

the Grammar box. Elicit examples of each question

element, e.g. an auxiliary verb, an infinitive verb, etc.

Elicit a Yes / No be question, e.g. Is he busy?, Was she at

home?

● In pairs, SS complete the other gaps with the correct

reference letters. Classcheck.

● Talk about word order in questions in SS’ own language

and elicit any differences / similarities.


Other Yes / No questions: 1 A 2 S 3 IWh-? be questions: 1 Q 2 B 3 SOther Wh-? questions: 1 Q 2 A 3 S 4 INegative Yes/No questions: 1 N 2 S 3 INegative Wh-? questions: 1 Q 2 N 3 S 4 I

Answers

Use these same letters as a mnemonic each time you introduce a new tense.To practise question word order, (books closed) write statements and skeleton questions on the board to elicit full questions, e.g. Sam went with his friends – Who with? (Who did Sam go with?)He didn’t invite Jill – Why? (Why didn’t he invite Jill?)He stayed in a hotel? (Did he stay in a hotel?)It was cheap – Why? (Why was it cheap?)It wasn’t expensive – Why? (Why wasn’t it expensive?)He didn’t want to see the Pyramids? (Didn’t he want to …?)They didn’t visit Cairo – Why? (Why didn’t they …?)

Tip

Listening 10 min

7 ● Focus on the headlines and photos. Elicit SS’

suggestions for the full news stories. Ask SS to find

California and the Himalayas on a world map if

available.

● Elicit / Explain the meanings and drill pronunciation of

rescue, empty-handed, brave, save and forest fire.

8 1.4

● Tell SS they’re going to listen to the news to check their

ideas for Ex. 7. Elicit / Explain the meanings of the pink

words. Introduce words from the photos (pole, bucket),

if necessary.

● Play audio. SS listen and write T or F. Play audio again if

necessary.

● Paircheck then classcheck. Elicit / Explain meanings of

refuse and firefighter.

1 T 2 F It was fine yesterday. 3 F They tried to find them but did not succeed. 4 F The fire started two days ago in southern California. 5 T 6 T

Answers

Audioscript

R = Reporter; S = Surya1 R: With me here is Surya Pandey from Dingboche, a village near

Mount Everest where the tour group disappeared yesterday. Surya,

what’s the weather like there now?

S: Oh, it’s awful, absolutely awful. It’s snowing, freezing cold; it was

ten degrees below freezing an hour ago. And the winds are very

strong.

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11 ● In pairs, SS try to list ten irregular verbs. The first pair to

write down ten verbs should raise their hands.

● Class feedback to compare the irregular verbs SS have

listed.

● SS turn to Word Bank 13, Ex. 1 on p. 76, cover the past

simple column and look at the infinitive column only. In

pairs, SS test their partner on all the irregular past tense

forms. When a pair think they can remember ten past

tense forms, they raise their hands.

● If time, practise spelling by eliciting past tense verbs

on to the board. SS can return to this Word Bank at any

time and test themselves or their partner.

Speaking 5 min

12 ● Focus on the skeleton questions. Tell / Remind SS

that each * = one missing word. Think of a holiday

with memorable weather that you had and elicit full

questions from SS about it.

● SS think of their own holidays and ask and answer in

pairs, adding extra questions of their own. Encourage

SS to answer questions without looking at the

questions. Monitor for fluency and to hear as many

SS speak as much as you can. Try to correct one error

per S, either as they speak or in a round-up session of

anonymous errors on the board at the end.

● Class feedback. SS tell the class about their partner’s

holiday.

Extension

SS choose a holiday destination anywhere in the

world, then research (on the Internet / in holiday

brochures) the weather patterns there along with the

best / worst times to visit. SS report back to class in

next lesson. Useful websites: www. holiday-weather.com, www.responsibletravel.com and www.metcheck.com.

Extension

Teacher’s Resource 1● Play WHAT WAS THE WEATHER LIKE? Give cards A, B, C and

D to groups of four SS (A, B, C and D).

● Elicit examples from the group. Ask What’s the

weather like in Hong Kong this week?(C: It’s humid.)

and What was the weather like in Rio de Janeiro last

week?(D: It was foggy.)

● SS work in groups, taking it in turns to ask

questions. SS complete their card. The activity

finishes when the group has completed all the cards

● Classcheck.

Activity Book 1A, p.79 Homework

R: But why didn’t somebody stop the tour group before they left?

S: The weather was fine yesterday; just a bit cloudy, that’s all. But

then suddenly, the weather changed … there were storms and

everything. The rescue team tried to find them again this morning

but the day ended without any news. It’s terrible, and it looks like

they aren’t ...

V = Vanessa; M= Marty2 V: Incredible story this. Tell us more Marty.

M: Right Vanessa. Well, the fire started two days ago in a forest in

southern California. There were really strong winds and the fire

grew quickly, very, very fast, and moved towards Topanga. There

was a real danger of Topangans losing their homes. The police told

everybody to leave but they refused.

V: So why didn’t they leave?

M: Good question. It was really scary. But the people here have really

big hearts and, well, nobody wanted to go without a fight. Nobody.

Hundreds of them worked non-stop with the firefighters. They

made lines, passing water from hand to hand, all day and all

night, until well, they stopped the fire and saved their homes. Yes,

incredible.

Pronunciation 5 min

9 1.5

● Focus on the groups of verbs in the Past simple and

elicit the pronunciation of group 1. Ask How many

syllables in each verb? (helped = 1, moved = 1,

started = 2) and drill as necessary.

Use your fingers to count syllables and get SS to do the same.

Tip

● In pairs, SS circle the verb in groups 2 and 3 which has

an extra syllable when it is pronounced.

● Play audio. Classcheck and elicit the pronunciation

rule: verbs which end in a /t/ or /d/ sound in the

infinitive form add an extra syllable in the Past simple.

Elicit other past tense verbs that have the extra syllable,

e.g. waited, chatted, needed, landed.

1 started 2 ended 3 wantedAnswers

10 ● Focus on the pairs of irregular verbs. Elicit

pronunciation of pair 1 and whether the pink vowel

sounds have the same or different pronunciation, and

their infinitive forms.

● In pairs, SS decide which pairs have same or different

vowel sounds, then give the correct infinitive forms.

Classcheck by counting 1, 2, 3, and so on and getting SS

to shout out same or different.

S: 1 /e/ and 3 /Å/ D: 2 had /had/ made /meid/ 4 grew /gru…/ said /sed/ 5 found /faund/ thought /Do…t/ 6 told /teUld/ took /tUk/Infinitive forms: 1 go, leave 2 have, make3 be, get 4 grow, say 5 find, think 6 tell, take

Answers

1A

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21UNIT 1

1BSaving the planet

Aims Talking about the environment and climate change

Talking about plans and arrangements

Vocabulary Nouns: academy, activity, amount, bike, building, business, chimney, climate, danger, documentary, environment, expert, factory, ferry, global warming, issues, metal, paper, petrol, plastic, polluter, pollution, poster, prize, recycling, scientist, speaker, trailer, tram, truth, underground, underwear

Adjectives: award-winning, enormous, former, inconvenient, interesting, natural, powerful, scary, scientific

Verbs: agree, believe, carry, collect, destroy, eat up, drive, fly, include, miss, organise, plan, pollute, present, recycle, reduce, ride, understand

Grammar Present simple and Present continuous; Present continvuous for future

Pronunciation Word stress

Skills Listening: for specific information

Reading: for specific information; to complete a questionnaire / sentences

Speaking: asking and answering about plans and arrangements

Recycling Transport, How often do you … ?; Adverbs of frequency

Preparation Ex.10: Teacher’s Resource 2, p. 95

Lead in 5 min

● Books closed. Talk about travel to class. Ask Did you

come to class by car / get bus / on foot? How long

does the journey take? How far is it? How much do

you spend every week on tickets / petrol? Write Do

you worry about the environment / saving the planet?

on the board and elicit / explain the meanings of

environment and planet. Elicit SS’ opinions of the

different modes of transport and their effect on the

environment. Write the lesson title on the board and

get SS to brainstorm any associated words / phrases

they can think of as a warmer for the lesson.

Reading 10 min

1 ● Books open. SS study the poster for 20 seconds then

cover it. In pairs, SS answer the questions.

● Class feedback. If any SS have seen the film, elicit their

opinions of it. Ask Were you worried by it?

Help with words like chimney, pollution, factory, etc., as necessary, but try not to introduce too many words. SS can always express chimney, for example, without the word, e.g. ‘It’s tall / on a house / has smoke’ or just mime or draw it. It is just as useful to practise these ‘expressing skills’ as to learn the word itself.

Tip

2 ● Focus on the text to elicit the meaning of trailer, e.g.

Where can you see this type of text? (in a TV guide)

● SS read and circle the correct options in sentences 1–4.

Paircheck then classcheck.

● Elicit / Explain the meanings of the new words stressed

in pink. Ask What does global warming mean?

● Ask Do you believe what scientists say about climate

change? Are you changing the way you live? What can we

do? Elicit a few SS’ ideas for reducing climate change.

1 because of global warming 2 two prizes 3 disagree 4 A

Answers

@ Weblink

www.climate.crisis.net and AlGore.com

Pronunciation 10 min

3 1.6

● Focus on the table and elicit the correct pronunciation

of climate and repeat. In pairs, SS put the remaining

words in the correct group.

● Paircheck then classcheck.

1 danger, former, global, planet2 destroy, pollute

Answers

4 ● Focus on the rules. In pairs, SS complete them with the

correct words. Classcheck.

nouns, adjectives, verbsAnswers

Elicit one or two more words for each group in Ex. 3 and congratulate SS if they find an exception. Finding and noticing exceptions to rules is an excellent way to learn and remember.

Tip

Speaking

5 ● Elicit / Explain the meanings of green traveller and

private polluter. Elicit answers to the first two questions

and highlight the example answers.

● In pairs, SS ask and answer the questions. Elicit

feedback on how many SS are green travellers and how

many are private polluters. Elicit the most common

forms of green transport / polluting transport in class

and ask Are there good reasons why you can’t be a green

traveller?

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Grammar 10 min

Books closed. Write Present simple and Present

continuous on the board. In pairs, get SS to try to express what the differences between the tenses are. Monitor. You can do this with any of the lessons where you think SS might be able to express the content.

Tip

6 ● SS match sentences 1–3 to rules A–C.

● Paircheck then classcheck. If appropriate, ask Is your

language similar? Do you have two present tenses?, etc.


1 C 2 A 3 BAnswers

7 ● Focus on the photo of Al Gore. Elicit what SS already

know about him.

● SS read and complete the speech bubbles with the

present simple or continuous form of each verb.


● Elicit / Explain the meanings of the words in pink. Ask

Do you do any of these things? Do you recycle anything?

Do you wear old / second-hand clothes?

1 have, doesn’t use 2 carry, buy 3 is / ’s wearing, doesn’t buy 4 take, walk, drive, is collecting, are going 5 Do, think

Answer

Listening 10 min

8 1.7

● Focus on the poster. Ask What’s this poster for? Where

is it? Elicit the meaning of issues. Ask What issues can

people learn about? Ask Have you ever been to a day like

this? Would you like to go to one?

● Play audio. SS listen and circle the correct answers.


Ask further questions to focus on the skill of listening, not just the answers, e.g. Who was easier to understand, him or her? What else did you understand / notice in the dialogue?

Tip

1 Si 2 4th 3 in the morning 4 pick somebody up

Answers

Audioscript

S = Si; B = BessS: Hi Bess. It’s Si.

B: Hi there. Is everything OK?

S: Fine. Look, you know we’re having a special ‘Environment Day’ on

4th June? Well, I’m organising it and, er, I need your help!

B: Sure, no problem. How can I help?

S: Right, well, a lot of important scientists are coming to talk about

different things – like pollution and recycling and things. We’ve

got Mark Barnard too! He’s giving a lecture on climate change in

the morning.

B: Wow! That’s good!

S: Yeah. The problem is - he’s arriving by train at 8.30. I’m meeting

the other speakers at 8.15 so I can’t pick him up at the station. Um,

could you do that for me?

B: Of course I can. No problem.

S: You’re a star! Look, we’re having a meal at Zebedee’s at 12.30.

Would you like to come with us?

B: Zebedee’s? How can I say no?

S: Thanks a million Bess! Speak soon. Bye!

Grammar 10 min

9 ● Focus on the Grammar box and statements A–C.

● SS read the extract from Si and Bess’s conversation, then

circle the correct words. Paircheck then classcheck.

A Present continuous B future time C plansAnswers

The Present continuous is often used to talk about definite future plans and arrangements, e.g. things you would write in a diary. More general plans are normally associated with going to which is covered in Lesson 1C.

Tip

10Teacher’s Resource 2

● Give cards A, B, C and D to groups of four SS (A, B, C

and D).

● Elicit arrangements for the day. Ask What’s happening

at 8.15? (A: I’m meeting the speakers.) and What are we

doing at 8.30? (B: Mark Barnard is arriving.)

● SS work in groups, taking it in turns to ask questions.

SS complete their card. The activity finishes when the

group has completed all the cards.

● Classcheck.

8.15 I’m meeting the speakers.8.30 Mark Barnard’s arriving. 9.00 Mark Barnard’s making a speech about climate change. 10.30 We’re having a break. 11.00 We’re watching a film about climate change.12.00 We’re having lunch. 2.00 Mark Barnard’s giving a lecture on recycling. 4.00 The speakers are leaving.

Possible answers

Speaking 10 min

11 ● Tell the class one or two of your plans for tomorrow.

Focus on the example and the speech bubble.

● In small groups, SS ask and answer, making a note of

any interesting plans to tell the whole class.

● Class feedback.

Encourage the class to respond to what they hear and ask questions, so this doesn’t just become ‘turn after turn’ and the lesson then ends on a high.

Tip

Activity Book 1B, p. 80 Homework

1B

885076TNU01p18_34.indd 22 09/02/10 13:47

I’m going to relax by the pool 1C

23UNIT 1

Aims Talking about plans

Making decisions

Vocabulary Nouns: beauty salon, beef, casino, channel, chicken, coat, dessert, guidebook, link, lunchtime, machine, main course, mini bar, night club, operator, plaster, salad, seafood, sightseeing, steak, trip, website

Adjectives: medium, non-alcoholic, rare, Swiss, well-done

Verbs: arrange, feel, sunbathe, surf

Word Bank 2: The verb get

Adverbs: actually, certainly, just, nearly

Expressions: Nothing for me thanks. Not quite. Do you want to come? Thanks for inviting me.

Grammar will / won’t and be going to

Pronunciation ’ll

Skills Listening: for specific information; to match questions and answers

Reading: for specific information; to complete dialogues / match questions and answers

Speaking: talking about hotel facilities; making and responding to offers, suggestions, invitations; making decisions

Recycling Free-time activities; polite requests

Preparation Hotel brochures

Extension: Teacher’s Resource 3, p. 96

Lead in 5 min

● Books closed. Tell class what you did last weekend

and what you are going to do this weekend, e.g.

I’m not going away. / I’m going to go to the cinema.

Ask What did you do at the weekend? What was the

weather like? What are you going to do next weekend?

What do you think the weather’s going to be like?

Revise weather words and phrases (using Word Bank

1 if necessary) and free-time activities.

● You could also show SS some hotel and holiday

brochures and elicit SS’ opinions of them.

Speaking 20 min

1 ● Books open. Focus on the lesson title. Ask What does it

make you think of? What’s another way to say by? (next

to, beside). Focus on questions 1–3. Get the class to ask

you about the last time you stayed in a hotel and elicit

another question or two. If necessary, elicit or exemplify

the meaning of facilities by using Ex. 2.

● In pairs, SS take turns to ask and answer the questions,

the answerer with book closed to create an information

gap. The questioner should write down the three hotel

facilities their partner looks for in a hotel.

● Elicit feedback on the most / least required hotel

facilities, e.g. by listing each one and ticking each time

it gets a vote to see which is the class favourite. Elicit

any interesting good or bad hotel experiences SS learnt

about from their partner heard about too.

Use the mini picture dictionary in Ex. 2 at any time, e.g. before or during Ex. 1, to correct pronunciation, to help with spelling or to clarify facilities, depending how many facilities SS can come up with.

Tip

2 ● Focus on icons 1–12 and the seven facilities. SS match

seven of the icons to the words. Paircheck then

classcheck.

● Elicit / Teach the correct words for the remaining icons.

Compare this list with the facilities SS voted for on the

board to see how many they said.

● SS individually choose their three most important

facilities of all and give reasons. Elicit votes and

encourage them to say why / try to persuade each other

that their choice is the best.

The superlative isn’t taught until Lesson 2C; this is just a preview, so don’t worry about accuracy of form at this stage. The idea is to get SS expressing themselves as best they can and to continue getting to know each other.

Tip

air conditioning / heating 3 cable TV 2 Internet access 9 laundry 4 room service 10

Other facilities: 1 restaurant 5 swimming pool7 safe / safety deposit box 8 gym12 bureau de change

Answers

Reading 5 min

3 ● Focus on the brochure. Give SS a minute to read it, then

cover it, and ask them questions, each of which they

have to answer from memory in pairs, What’s the name

of the hotel? Which country do you think the hotel is in?

How many facilities did it talk about?

● SS read the brochure and decide if sentences 1–6 are

true or false. Paircheck then classcheck. Elicit correct

versions of the false statements.

● Elicit / Explain the meanings of the pink words. Ask

Would you like to go to this hotel? Why / Why not? Have

you been to a rainforest?, etc.

1 F You get to the hotel by (Land Rover) car.2 F Drinks are included in the price. 3 T4 T 5 F There are no dangerous animals.6 F There is a wonderful restaurant.

Answers

885076TNU01p18_34.indd 23 09/02/10 13:47

24

1C

6 ● Focus on the facilities in the brochure. Play audio again.

SS listen and tick the facilities Dave’s going to use.

Paircheck.

● Focus quickly on the Tip box. Elicit, model and drill the

pronunciation of going to /"gøn´/. Ask Have you heard

‘gonna’, e.g. in any songs or films? (‘Everything’s gonna

be all right’ by Bob Marley, etc.)

● Classcheck by eliciting full sentences for what Dave’s

going to do, with /"gøn´/ pronunciation, e.g. He’s going

to get a plane, etc. Ask What’s Dave going to do on his

first day?

Use the Audioscript for a quick read and check if necessary, rather than play audio again, to speed up and add variety to the class. It’s generally better to play a recording again next class or later on for revision rather than overplay it in one class.

Tip

swimming pool, sauna and gym; boats for fishing trips; tropical rainforest

Answers

Reading 5 min

7 1.10

● Focus on the dialogues. Ask Who says each one? Dave or

the waitress? (1, 3 and 4 = Dave, 2 = waitress)

● SS read and choose a suitable response from options

A–C for each line. Elicit / Explain the meanings of

order, soup, steak (rare, medium and well-done), dessert,

starter and main course. Ask Why are the others wrong?

What would happen if you answered like this in your

country? Play audio. SS listen, check and repeat.

● SS practise the dialogues in pairs, taking the roles of

Dave and the waiter and acting them out to the class if

they wish.

1 A 2 C 3 B 4 AAnswers

Fast finishers

Fast finishers can practise the dialogues in pairs,

substituting other suitable answers where appropriate.

Grammar 10 min

8 ● Focus on the yellow examples in Ex. 5, 6 and 7. SS read

and complete sentences 1–3 with the correct words,

then complete the rules. Paircheck then classcheck.

SS can use Essential Grammar on p. 112 to check or to

consolidate the grammar at any time.

4 1.8

● SS give meanings of get in sentences 1 and 2 (travel and

obtain / buy), then turn to Word Bank 2 on p. 65. Elicit

any other meanings they know too.

● Word Bank Ex. 1: SS match the phrases to the correct

pictures. Play audio. SS listen and check.

1 get a bus 2 get to work / school 3 get a job 4 get married 5 get a text

Answers

● Word Bank Ex. 2: SS match the phrases in Ex. 1 to the

correct verb / meaning. Paircheck then classcheck.

2 buy 3 receive 4 travel by 5 arrive atAnswers

● Word Bank Ex. 3: in pairs, SS ask and answer using

expressions with get. Encourage them to respond and

ask for more information as appropriate each time. Ex.

3 may be done as a warmer for Lesson 1D or as revision

at any time.

Listening 15 min

5 1.9

● Focus on questions 1 and 2. Elicit the meanings of

pleasure and relationship. Play audio. SS listen and

answer.


For both questions, ask How do you know? What did you hear? to check SS’ perceptions, understanding and listening process. These are some of the most important questions you can ask for any listening.

Tip

1 for work 2 workmatesAnswers

AudioscriptM = Mona; D = DaveM: So, Dave, when are you off to ‘The Smiling Alligator Hotel’? That is

a wonderful name!

D: Isn’t it? I’m getting the plane tomorrow night. There’s going to be a

Land Rover waiting for me at the airport!

M: How exciting! What an amazing place to visit for work!

D: I know. It’s going to be brilliant! You and I have incredible jobs,

don’t we?

M: Yeah! I get the south of England and you get South America! Don’t

forget to write the holiday report!

D: Don’t worry. I’m going to write about everything I do.

M: We’ll see …!

D: I’ve got it all planned. I’m going to spend the first day by the pool.

I’m not going to do anything, just swim, sleep and use the sauna.

Oh – and write my report in the evening.

M: What else are you going to do?

D: Well. I’m going to go fishing and go for long walks in the forest.

And, you know what, I think I’ll try to use the hotel gym too.

M: Really? You in the gym! Hah! Well, I can’t wait to read your report

in next month’s magazine! And think of me back here, getting cold

and wet in the rain!

D: Don’t worry. I will!

885076TNU01p18_34.indd 24 23/02/10 9:10

25UNIT 1

1C

Ask questions to check SS’ comprehension of the future, e.g. How many future tenses do you know in English (three: going to, present continuous, will)? What are the differences between them? Which one do you use for (arrangements / plans / unplanned decisions)? etc.

Tip

● If time, write sentence prompts on the board and elicit

full sentences containing the correct verbs, e.g. I /

soup / pasta (I’ll have soup and pasta.) and I /visit /

brother / Sunday (I’m going to visit / visiting my brother

on Sunday.) Include prompts for negative sentences as

well.


1 will / ’ll 2 won’t 3 am going to / ’m going toRules: will (not); (not) going to

Answers

9 1.11

● SS read Dave and Camila’s sentences. Elicit meaning

and pronunciation of sunbathe. SS match the sentences.

Paircheck.

● Play audio. SS listen and check. Elicit and drill

pronunciation of I’ll /aIl/.

● Highlight that will / ’ll, like other modal auxiliaries (e.g.

can), remains the same for all persons and is followed

by an infinitive verb without to. The contractions are

’ll / won’t. We particularly contract ’ll with pronouns

(she’ll, he’ll, they’ll, we’ll, etc. We also say John’ll but still

usually write John will.

● Play audio again. SS listen and repeat. Ask What do

you think the relationship is between them? Colleagues?

Friends? Boy / Girlfriend? Why?

A 3 B 1 C 5 D 2 E 4Answers

Speaking 10 min

10 ● Focus on the example exchange. Then improvise a few

more suggestions and offers based on the brochure

activities, getting different SS to respond. Get them

to ask you too and respond to them, using will / ’ll.

Then SS continue in pairs, making suggestions and

invitations.

● Monitor and praise correct use of the future tenses, well-

pronounced contractions and clearly made decisions. If

time, ask one or two pairs to model their best exchanges

for the class.

Get SS to model the exchanges rather than report back, because this may lead to incorrect usage, e.g. She says / said she’ll sunbathe when it should be She decided to sunbathe.

Tip

11 ● Focus on the example exchange, then act out similar

conversations with one or two pairs of SS, using

different activities / future times.

● SS practise talking about their plans in threes and find

three things in common.

● Monitor and encourage fluency, noting any key errors to

deal with later.

● Class feedback. Groups report back the three things

they have found in common.

Extension

SS research luxury hotel facilities in holiday brochures

and on the Internet, then make a list of their ideal

hotel’s facilities and plan a week’s activities there. SS

tell the class their plans next lesson, e.g. I’m going to

go windsurfing in the morning on Monday.

Extension

Teacher’s Resource 3● Divide the class into pairs, SS A and B.

● S A begins as the customer and S B begins as the

hotel receptionist. Tell SS to read through their

notes and leaflet respectively, and prepare to

roleplay a conversation. Elicit dialogue examples, if

necessary:

A: Is there air-conditioning at the hotel?

B: I’m afraid not, madam.

● Monitor and offer guidance as necessary.

● SS swap roles and repeat.

● If SS are confident enough, ask one or two strong

pairs to repeat their conversation to the class as a

model.

A1 There isn’t any air-conditioning. Each room has cable TV. There is Internet access in the hotel lobby. It is an expensive restaurant, but this is because it has won awards and is the best on town. You can get to the hotel by a short taxi ride or a five minute walk from the train station.B2 There is a fishing trip, Monday to Friday, at 10 a.m. There is a fish and chip restaurant which serves local seafood. The nightclub is open until 2 a.m., Monday to Saturday. Yes, there is a sauna. Day trips and activities are organised by the hotel’s tour organiser.

Answers

Activity Book 1C, p. 81 Homework

885076TNU01p18_34.indd 25 09/02/10 13:47

A very bad journey1D

26

Aims Describing journeys

Vocabulary Nouns: basketball, company, conference, flight, flood, hurricane, identification, journey, mobile, motorway, passenger, passport, platform, programme, queue, ruins, story

Word Bank 3: Travel problems

Adjectives: ancient, elderly, enormous, lost, sick, worried

Verbs: queue

Expressions: loads of, I can imagine, I don’t blame you

Grammar Past continuous

Pronunciation was / were

Skills Listening: to check sequence of events; for specific information

Speaking: retelling a story in the past

Recycling Past simple; Time expressions; Weather; Transport and travel; There was / were

Preparation Extension: Teacher’s Resource 4, p. 97

Lead in 5 min

● Books closed. Tell SS about your journey to class

today. Include the means of transport you used,

whether it was a typical journey to school or whether

something unusual happened, if it took you longer

than usual and how you felt (stressed, calm, relaxed).

Conclude by saying whether it was a good journey

or a bad journey to tie in with the title of this lesson.

Ask How did you get here? How was your journey? How

long did it take? Was it slow / quick? Were there any

problems? Do you listen to the travel news before you

leave? Did you get wet / cold / hot / / bored / tired?

Did you read / listen to music / the radio during your

journey?

Speaking 15 min

1 1.12

● Write four bullet points on the board and elicit four

travel problems from SS. SS turn to Word Bank 3 on p.

66 to see if any of the things they mentioned appear in

Ex. 1.

● Word Bank Ex. 1: elicit the correct phrase to match the

first picture. SS match the travel problems with get to

the correct pictures. Paircheck then classcheck. Play

audio for pictures 1–4. Then SS match more travel

problems to the correct pictures. Play audio for pictures

5–10. SS listen, check and repeat.

1 get travel sick 2 get wet 3 get lost5 miss the bus 7 leave something on the train 8 flight delayed / cancelled 9 have to wait in a long queue / line 10 forget your passport

Answers

● Word Bank Ex. 2: focus on the example exchange. Elicit

/ Revise past simple verb forms for each travel problem.

In pairs, SS ask and answer. Ex. 2 can be done as a

warmer for Lesson 1E or at any time for revision.

Listening 20 min

2 1.13

● Focus on the pictures. Ask SS to describe what is

happening in each one. Elicit wake up, take the train,

(pouring with) rain, queue. Play audio. SS listen and

check the order of events.

● Paircheck then classcheck. Play audio again if

necessary. Ask SS approximately how much they

understood: 25, 50, or 75%.

yesAnswers

SS can improve listening skills by making notes of key information whilst listening. Then listen a second time and try to expand on the notes. In pairs, SS compare their notes or retell the story. Listen and check and shadow read the audioscript on p. 107.

Tip

Audioscript

I = Interviewer; P = PhilI: And now we have Phil on the line. So Phil – tell us about your

terrible journey. Where were you going?

P: Hi Jay. Well, last week I had a meeting in Cardiff and I decided to

take the train. I don’t like travelling to Cardiff by car because of the

traffic.

I: Yes, it can be awful!

P: Uh-huh. Well, when I woke up it was pouring with rain and the

radio said there were loads of problems on the roads. So, I checked

online about the trains and it seemed the trains were working fine.

But my taxi journey to the station was terrible. There were floods

on some of the roads and the 15 minute journey took over an hour!

I: Oh no!

P: Right! And when I walked into the station, I couldn’t believe it!

It was full of people. Some were standing, others were sitting on

their bags. Loads were queuing for tickets and some were even

waiting outside in the rain! And there weren’t any trains. They

were all cancelled!

I: Wonderful!

P: Yes. So, we waited for another hour! Finally a bus came and took

us slowly to the next station.

I: Yuk.

P: Yes, and there, of course, more cold, tired people were waiting on

the platforms. When the train came it was really crowded. People

were standing and, babies were crying One child got travel sick,

everybody was having a horrible time. The air in the carriages was

hot and wet. It was an awful journey.

I: I can imagine.

P: We got to Cardiff nearly three hours late. It was still raining.

I: Of course, …

P: And I wasn’t feeling very well. I was tired, hungry, angry, late for

my meeting and I got completely wet because I left my umbrella on

the train! Next time I’m going to drive!

I: I don’t blame you!

885076TNU01p18_34.indd 26 09/02/10 13:47

1D

27UNIT 1

3 ● Ask Which problems from the Word Bank does Phil talk

about? SS turn to Word Bank 3 on p. 66 and find the six

problems.

● Play audio again. SS listen and check. Ask Have you

ever left anything – an umbrella or a bag – on a train or

bus? Did you get it back?

get stuck in a jam, get travel sick, get wet, have to wait in a queue, leave something on a train, (trains) delayed / cancelled

Answer

4 ● In pairs, SS read and answer the questions. Play audio

again and SS listen and shadow-read the audioscript to

check their answers. Highlight the use of slashes ( / ) to

show pauses. Elicit / Teach the meanings of flood, loads

of and carriage.

● Ask Do you often / sometimes travel by train? How would

you feel if this happened to you? Have you had any bad

journeys?

1 Cardiff 2 There is usually lots of traffic and the radio said there were lots of problems on the roads. 3 There were floods on some of the roads to the station. 4 standing, sitting on their bags, queuing for tickets, waiting outside in the rain 5 It was awful because it was crowded, noisy, hot and wet. Babies were crying and one child got travel sick. 6 tired, hungry, angry, late and completely wet

Answers

Grammar 5 min

5 ● Focus on the Grammar box. SS read and complete the

sentences with the correct forms of the verbs, then

choose the correct rule. Paircheck then classcheck.

● Extra practice: Ex. 3, Activity Book p. 82

woke up, was pouring; were standing, were sitting; wasn’t feeling; were, going Finished action: woke up Unfinished actions: was pouring, were standing, were waiting, were standing, were sitting, wasn’t feeling, were, going Rule: happening

Answers

Draw arrows on the board to compare finished and unfinished actions in the past, e.g.<..|.............. It was pouring with rain. .........|.......>7 a.m. I woke up.

Tip

Pronunciation 5 min

6 1.14

● Play audio. Elicit and drill correct pronunciation of was

/w´z/ and were /w‰Ü/. Play audio again. SS practise

pronouncing the sentences in the Grammar box in the

same way.

● Check that SS are pronouncing was and were correctly.

If they are having problems, model the sentences for SS

to repeat.

Speaking 10 min

7 ● Focus on the pictures in Ex. 2 and the example

sentence. Elicit full sentences for pictures 1 and 2.

Highlight the use of the Past continuous.

● In pairs, A tells Phil’s story from pictures 1, 3, 5, and

7 using the Past continuous where necessary; B tells

Phil’s story from pictures 2, 4, 6, and 8 also using the

Past continuous. Finally, SS swap roles.

● Monitor to make sure SS use the Past continuous

correctly. If they are having difficulty, write the

necessary verbs on the board.

8 ● In threes, SS invent and describe their own bad journey.

They can make notes using the table to help them

organise the information they need to convey. Refer SS

to Word Bank 3 on p. 66 for more ideas.

● Focus on the example and elicit further sentences,

using the Past simple and Past continuous, to complete

the account.

9 ● Class feedback. SS decide who had the worst journey.

Extension

SS research terrible journeys from Internet blogs and

websites such as Tripadvisor.co.uk or travelpod.com

and tell the class next lesson.

Extension

Teacher’s Resource 4● Give the board game to each group and provide

counters and a dice.

● SS take it in turns to roll the dice. The S with the

highest roll goes first, and then play continues in a

clockwise fashion.

● When a S lands on a square with a jumbled

sentence, they must order the words and then

follow the instruction. Allow weaker SS to work in

pairs for this.

● The winner is the first S to reach square 25, the

‘finish’ square. SS must roll the exact number of

spaces required to land on this square.

3 You forget your passport. 6 You get stuck in traffic. 10 You get lost. 13 You get travel sick.17 Your flight is cancelled. 20 You lose your ticket. 23 You have to wait in a long queue.

Answers

Activity Book 1D, p. 82 Homework

885076TNU01p18_34.indd 27 09/02/10 13:47

28

1E Should I or shouldn’t I?

Reading 15 min

2 1.15

● Focus on the photos. SS say where the people live and

what they can see (a subway station in New York). Ask Is

there an underground / subway in your city? Do you ever

travel by underground? Have you ever been to New York?

Is it a good place for children to live?

● Elicit other American English vocab (store, cell phone,

downtown). SS go to Word Bank 3 on p. 66.

● Word Bank Ex.1: focus on the examples. SS match the

remaining phrases to the correct pictures. Play audio.

SS listen, check and repeat.

Write ‘British English’ and ‘American English’ on the board and put the words from the photo under the correct headings. During the lesson you can add to the list. Alternatively, stick a poster-sized piece of paper on the wall and write the words there so that SS have a visual reminder in every lesson. SS can add words to the list in subsequent lessons as ongoing vocabulary practice / revision.

Tip

1 see a movie / film 2 play in the yard / garden 3 take the elevator / lift 4 use a cell (phone) / mobile (phone) 7 get the subway / underground 8 go shopping in a store / shop 9 have a vacation / holiday 10 eat a cookie / biscuit

Answers

● Word Bank Ex. 2: focus on the example exchange. Give

another American word / phrase and elicit the matching

British word / phrase from the class.

● In pairs, SS test their partners. Ex. 2 may be done as a

warmer for Lesson 1F or as revision at any time.

Extension

Divide the class into two teams. One S from each team

comes forward. Ask What’s the American English for

sweet? Both SS run to the board. The first S to write the

correct word on the board with the correct spelling gets

a point for their team. Then a new S from each team

comes forward and repeats with a different word. The

team with the most points wins.

Or: SS say the beginning of a sentence and their partner

tries to finish it using one of the words from Word Bank

3, e.g. A: I wanted to phone you but I lost my … B: … cell

phone!

3 ● SS scan the article and say what they think it is about.

They read the text again and write T or F for sentences

1–6. Paircheck then classcheck. Elicit correct versions of

the false statements.

● Elicit the meanings of directions, adventure, safe,

independent and protect. Or tell SS to find the words in

the text and encourage them to work out the meanings

from context.

Aims Giving opinions / advice with should / shouldn’t

Agreeing and disagreeing

Vocabulary Nouns: adventure, cell phone, direction, distance, downtown, freedom, item, map, mile, opinion, park, questionnaire, store, subway, vegetable

Word Bank 3: American and British English

Adjectives: alone, independent, safe, violent

Verbs: climb, guess, lose, obey, protect

Adverbs: completely, partly, successfully

Expressions: all the time, on their own

Grammar should / shouldn’t

Skills Listening: in order to complete advice

Reading: for specific information

Speaking: talking about habits in the past; giving opinions and advice; agreeing and disagreeing

Recycling Past simple; Linkers; Transport and travel

Lead in 5 min

● Books closed. If appropriate, tell the class about

your children / nephews / nieces. Ask Have you got

children / Are there many children (e.g. brothers,

sisters, cousins, nephews, nieces) in your family? How

old are they? Elicit / Teach teenager and kids and

write them on the board.

Speaking 15 min

1 ● Books open. Focus on the questionnaire. Elicit /

Teach the meaning of freedom. Answer the first three

questions yourself as an example.

● SS read and complete the questionnaire, then compare

answers in pairs.

● Elicit feedback from the class to find the most common

experiences of childhood / opinions about childhood

freedom today. Encourage SS to expand on their

answers and not just answer with one word. Some SS

may finish speaking before others. If so, ask What are

the differences between kids / teenagers today and kids /

teenagers 20 years ago?

885076TNU01p18_34.indd 28 09/02/10 13:47

29UNIT 1

1E

● Ask some of the questions from the article, e.g.

Should we protect children all the time? Should they be

independent? Would you let your children travel alone

across the city?

1 F She wanted him to come home on his own.2 F Izzy did want to make the journey alone – he wanted an adventure. 3 T 4 F She lives two miles from the store. 5 T 6 F Some people think it’s a good idea.

Answers

Listening 5 min

4 1.16

● Focus on Leonore’s sentences. Elicit the meanings of

violent and climb.

● Play audio, stopping after each sound effect to elicit SS’

guesses for what Leonore will say next. Then continue

with the audio for SS to listen and check. Ask Do you

agree with Leonore’s advice?

1 it’s going to rain. 2 to go to the dentist’s. 3 candy because it’s bad for your teeth. 4 vegetables because they’re good for you. 5 movies because you’re only nine. 6 trees because it’s dangerous.

Answers

Grammar 15 min

● Focus on the Grammar box and the yellow examples in

Ex. 3. SS complete the sentences with the correct words

and choose the correct options in the rules. Paircheck

then classcheck.

● Extra practice: Ex. 3, Activity Book, p. 83.

Fast finishers

Fast finishers can invent further similar sentences

using should / shouldn’t.

shouldn’t; should; Should Rules: the same; Should you … ?; Don’t use; good

Answer

Looking at examples of new language in context helps SS to notice any grammar patterns and is a valuable learning tool.

Tip

5 ● Focus on the sentences. Elicit / Explain the meaning of

obey. Give your own opinion for the first sentence.

● SS read and complete the sentences.

● Class feedback. Find out the majority opinion for each

statement by asking SS to raise their hands. Get SS to

give reasons for their opinions.

6 ● Focus on the phrases and drill the correct intonation.

● Focus on the example exchange, then elicit one S’s

opinion for sentence 2 in Ex. 5 and agree or disagree

with him / her, giving reasons. Elicit agreement /

disagreement plus reasons from other SS.

● In pairs, SS compare their answers to Ex. 5, then agree /

disagree giving reasons.

● Class feedback. SS tell the class about any strong

differences of opinion or any changes of mind they have

had since discussing the sentences.

SS often make mistakes with these phrases as they translate them directly from L1, e.g. Italian speakers may say I am agree. Advise SS not to translate.

Tip

Speaking 5 min

7 ● Focus on the cartoons. Elicit suggestions using should

for the first picture, e.g. She should find her mother.

● In pairs, SS talk about what each person should do,

then compare answers, agreeing or disagreeing, with

another pair. Monitor to check SS are using should +

infinitive correctly.

● Class feedback. Elicit the most interesting / amusing

suggestions from groups.

2 She should become a pop star.3 He should get a job and then he’ll have money. 4 He should tell her he loves her.5 He should get a hobby / do some exercise. 6 He should get a new job.7 He should paint the house.8 She should get somebody to do the housework.

Possible answers

Extension

SS prepare a list of bullet points using should /

shouldn’t sentences for a presentation to encourage

classmates to be greener / take more steps to protect

the environment. SS can use information they found

for Lesson 1B.

Activity Book 1E, p. 83 Homework

885076TNU01p18_34.indd 29 09/02/10 13:47

Location vacation!1F

30

Aims Talking about holiday destinations

Vocabulary Nouns: actor, beauty, brochures, chase, countryside, dream, double room, hill, location, nomination, palace, pub, railway, scene, series, survey, trip, train carriage, travel agent, vacation, wheel

Word Bank 4: Going on holiday

Adjectives: amazing, colourful, comfortable, famous, fantasy, ideal, including, incredible, limited, luxurious, magical, medieval, original, outdoor, whole, wonderful

Verbs: base on, follow

Expressions: in general, I’m not feeling well, to go to bed late

Grammar Articles

Skills Listening: for specific information

Reading: to summarise holiday descriptions; to match types of holiday; to analyse vocabulary

Speaking: talking about holiday destinations; doing a holiday survey

Recycling Countries and nationalities; Places; Travel and transport; Articles; Tenses; Questions

Preparation Holiday brochures

A world map

Lead in 5 min

● Books closed. Use a world map to revise country

names and nationalities. Ask Do many foreign tourists

come here / to your town or city? Which countries do

they come from? Which sights / attractions do they

visit? Why? Show pictures of famous attractions and

ask SS to name them. Ask Have you been there? If you

live in the town / city that you teach in, take photos

of different sights / attractions for SS to name. Take

the photos at strange angles to make it more difficult.

Alternatively, show SS photos of yourself / people

doing different holiday activities.

Speaking 15 min

1 1.17

● Books open. SS answer the questions then turn to Word

Bank 4 on p. 67.

● Word Bank Ex. 1: focus on the example. SS match the

remaining phrases and pictures 1–12. Play audio. SS

listen and check.

1 clubbing 3 camping 5 on a cruise6 out for a meal 7 by ferry 8 climbing9 sightseeing 10 for a walk11 to the toilet 12 snowboarding

Answers

● Word Bank Ex. 2: focus on the example. SS match the

remaining phrases and pictures 13–20. Play audio. SS

listen and check.

13 have a good time / fun 15 try new food 16 hire a car 17 buy souvenirs 18 meet new people 19 visit museums 20 sunbathe

Answer

● Word Bank Ex. 3: SS say which activities they usually do

on holiday, then compare their answers in pairs.

Listening 10 min

2 1.18

● Focus on the words. Elicit / Explain the meaning of

travel agents. Play audio. Paircheck then classcheck.

● Ask Where do you get ideas for your holidays? Which

holiday destinations do you recommend? Do you think

the Internet will ever completely replace a travel agent?

Why / Why not?

friendsAnswers

Audioscript

A = Ana; B = BobA: Do you like going to new places on holiday or going back to places

that you know?

B: That’s an easy question! We always go somewhere new. It’s good

to see different countries, do different things and meet different

people. How about you?

A: Oh – the same as you. But it isn’t always easy to choose where to

go.

B: So, how do you choose a new place?

A: Well, usually, we get ideas from our friends. People talk about

their holidays – where they went, what it was like – you know, and

sometimes I think ‘Yeah – I’d like to go there.’ People who know a

place can give you ideas about where to stay, where to go, where

not to go!

3 1.19

● Play audio of the second part of Anna and Bob’s

conversation.

Location VacationAnswers

Audioscript

A = Ana; B = BobA: People who know a place can give you ideas about where to stay,

where to go, where not to go!

B: Very true!

A: So, how about you? Last year you went to Scotland, didn’t you?

Why did you go there?

B: Well – you’ll think this is strange but Beth and I go on ‘Location

Vacations’!

A: What on earth’s a ‘Location Vacation’?

B: It’s getting really popular these days. It’s when you visit places

from films.

A: Right! You see a film and think you’d like to really visit the place

they made the film in?

885076TNU01p18_34.indd 30 09/02/10 13:47

1F

31UNIT 1

B: Yeah. So Scotland was part of the ‘Da Vinci Code’ holiday tour.

A: Of course – that little church in Scotland where they went at the

end!

B: Yes. We also went to the cathedral they used and lots of other

different places. It was fantastic.

A: What a good idea. Where are you going next year?

B: Er, Not sure yet. We’ll have to see what’s on at the cinema next

month!

@Weblink

SS look at www.onlocationvacations.com for more

information about location vacations.

4 ● Play audio 1.19 again and circle the correct options.


● Elicit / Teach the meanings of alone and popular.

● Ask Have you visited a location from a film? Which one?

Have you seen The Da Vinci Code or read the book? What

did you think of it / them? Is it better to read the book

first or watch the film first?

● Ask Who was easier to understand – Anna or Bob? Who

are you more like?

1 c 2 c 3 b 4 b 5 cAnswers

Reading 15 min

5 ● SS cover the texts. Focus on the photos and titles. Ask

Have you seen these films? What types of film are they?

What did you think of them? Are there any famous actors

/ actresses in them? Which countries are they set in?

● Divide the class into fours. Allow 45 seconds for each S

to read one of the four texts, then close their books and

tell the whole group what they remember about it.

● Alternatively, divide the class into four groups A, B, C

and D and allocate one text to each group. All the SS

in one group read the same text so that they can help

each other with any difficult words. After 45 seconds,

rearrange SS so that one S from each original group is

in a new group. Then, books closed, SS tell the other

members of their new group about their text.

● Ask Where is Segovia? (Spain) Where is Darjeeling?

(India) Have you been there?

6 ● SS read the question and the phrases. Elicit possible

synonyms or other ways of expressing the same phrases

and tell SS to find the suitable holiday for each kind of

person. SS should underline the part in the text that

gives them the answer. Paircheck then classcheck.

● Ask Which location vacation in the texts would you like /

wouldn’t you like to take? Why / Why not?

1 Pan’s Labyrinth 2 Darjeeling Limited and Bourne Ultimatum 3 Pan’s Labyrinth 4 Pan’s Labyrinth 5 Darjeeling Limited and Atonement

Answer

Grammar 10 min

7 ● Focus on the yellow examples in the text on Pan’s

Labyrinth and the rules about articles. Elicit the rule to

match the first example (1).

● SS match the remaining examples to the correct rules.


● Ask Do the same rules apply in your language(s)? (Note

that some languages don’t use articles at all so some SS

may need extra practice.)

1 1, 4 2 2, 3, 2 3 5, 6 Answers

8 ● Focus on categories 1–5 and elicit an example for the

first one. In pairs, SS find examples of each category.

You can make this a race between pairs: give pairs a

target number of items to find for each category and the

first pair to find them all is the winner.


1 Segovia, Ludlow, London, Tarifa, Tangier, Berlin, Leipzig 2 Spain, Morocco, Germany3 Pan’s Labyrinth, Darjeeling Limited, Atonement 4 travellers, palaces, beautiful places, 1890s train carriages, special tours, country pubs, railway stations 5 Waterloo StationNote that Rajasthan is a state in India and Shropshire is a county in England.

Answers

Speaking 10 min

9 ● Focus on the gapped questions. Elicit full questions for

1 and 2 and answer the questions truthfully for yourself.

Remind SS that each * represents a missing word. Elicit

one or two other SS’ answers.

● SS read the question prompts and make complete

questions to create a holiday survey.

1 Where do you usually go on holiday? 2 What do you usually do? 3 Who do you usually go with? 4 Where are you going next year?5 What would you like to do there? 6 Where did

you go last year? 7 What was your last holiday like? 8 What exactly did you do?

Answers

10 ● In pairs, SS ask and answer their holiday survey

questions to find any coincidences they can tell the

class about their partners’ holidays.

● Class feedback. SS tell the class about any coincidences.

Share any coincidences of your own as well, e.g. Me too,

I’d like to go snowboarding in Alaska!

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32

1F

Review ● Ask SS if they enjoyed Unit 1, what they remember and

which lessons they particularly liked or found useful.

Encourage them to be honest.

● SS will find a two-page self-evaluation section in

Activity Book 1F. The aim is to help SS to see the

progress they have already made and to be aware of any

areas they need to revise through the Word Banks and

the Activity Book exercises.

● This is entirely free-standing. SS can do the exercises

at home, then check their answers, count their correct

answers and write their score in the box. You can

photocopy the relevant section of the Activity book

answer key on p. 119 for SS.

They then give themselves a mark according to how

they feel about their progress during the Unit, from

two thumbs up to two thumbs down. This will give you

another insight into SS’ individual feelings about the

course and their language learning.

● SS work through Phrasebook 1 on p. 77. See notes in the

Introduction, p. 12.

Extension

SS visit www.onlocationvacations.com to find their

three favourite film locations, then tell the class next

lesson.

Activity Book 1F, p. 84–85 Homework

885076TNU01p18_34.indd 32 09/02/10 13:47

Revision Unit 1 Language and vocabulary

Preparation Ex. 3: Teacher’s Resource 5 p. 98

Ex. 9: Teacher’s Resource 6 p. 99

1 1.20

● Focus on the dialogue and the example correction.

Elicit the second mistake and the correct version.

● In pairs, SS find and correct the remaining errors. SS

listen and check.

Rita: Cool. Where are you staying?Alan: Isn’t that quite close to Cologne?Rita: How long are you staying over here?Rita: Well, come and visit me in Cologne. Would you like to stay in my apartment? Alan: Yeah. If it’s not going to be a problem ...Rita: We’ll have a really good time. Alan: Aren’t there quite a lot of nightclubs in Cologne too?Rita: We can go clubbing if you like.Alan: Hey, by the way, what will the weather be like? Rita: Probably, but sometimes it’s quite sunny here in February.

Answers

2 ● Focus on the sentences and elicit the correct option for

the first sentence.

● SS read and circle the correct option in each remaining

sentence.


1 we’re buying 2 she’s swimming3 usually go 4 Are you getting5 I don’t believe 6 is sleeping7 Do you understand 8 isn’t playing

Answers

Fast finishers

Fast finishers can write another sentence with a choice

of Present simple and Present continuous verbs for a

partner to read and choose the correct option.


● Play WHAT AM I DOING? Give cards A, B and C to groups

of three SS (A, B and C). SS should keep their cards

hidden.

● Mime an action that isn’t on a card (e.g. swimming) and

elicit SS’ guesses (using the Present continuous) for

what you are doing, e.g. You’re swimming.

● In groups, S A mimes one of the actions on their card.

(Tell SS to choose any action on their card rather than

going through them in order.) Give SS B and C thirty

seconds to guess what S A is doing. SS B and C should

use the Present continuous for their guesses, e.g. You’re

snowboarding, You’re driving a car.

● Tell groups when 30 seconds is up. If SS haven’t

guessed, S A can say what the action is, e.g. I’m taking

photos.

● SS continue to take turns miming actions on their cards.

Monitor for accurate use of the Present continuous.

Remember any particularly good mimes for SS to show

the whole class at the end.

● Ask Which action was the easiest / most difficult to mime

/ guess?

4 ● Focus on the gapped dialogue. Ask Where are Nick and

José? (in a restaurant) What are they doing? (looking at

the menu). Elicit the correct verb to fill the first gap.

● SS complete the rest of the dialogue.


2 ’m going to go 3 ’s going to come4 aren’t going to get 5 ’re going to cycle6 ’ll call 7 ’ll choose

Answers

5 ● Focus on the example exchange. Choose two SS and ask

them what their weekend plans are. Encourage SS to

ask you what your plans are.

● SS ask and answer in pairs using going to.

6 1.21

● Focus on the gapped sentences. Elicit / Teach the

meanings of blood and ambulance.

● Play audio for SS to listen and complete.

● Paircheck then classcheck. Elicit the British English

equivalents of candy (sweets), cell phone (mobile

phone), subway (underground) and downtown (city

centre).

● Ask Have you ever had a similar experience?

What happened?

2 the street 3 70 4 face 5 candy6 cell phone

Answers

7 ● Elicit three irregular verbs from SS and ask SS to write

down as many irregular verbs as they can in one

minute.

● SS go to Word Bank 13, p. 76 to check their answers in

the left chart.

Extension

In pairs, ask SS to cover the left chart and test each

other.

8 ● Focus SS on the photos. Say These photos show what the

people were doing yesterday. Focus on the photo of the

man and the example answer.

Revision 1R

33UNIT 1

885076TNU01p18_34.indd 33 09/02/10 13:47

● If necessary, elicit an answer for another photo.

● SS write a sentence for the each of the remaining

photos.

2 They were waiting for a bus.3 They were eating dinner in a restaurant.4 They were watching a movie.

Possible answers


● Play WHAT SHOULD I DO? Give the cards to each group. SS

play the game in turns. Each S should take one card and

must not show it to the group.

● Each card has a problem and a secret word. In turns,

the S with the card begins the discussion by reading the

situation. Everyone discusses What should he / she do?

During the discussion, the S with the card must use the

secret word. Encourage SS to use should and shouldn’t

when discussing the problems.

● Give SS three minutes to discuss each problem. At the

end of each discussion, the other SS guess what the

secret word was. If a S spots the secret word correctly,

they win one point. If no one spots the secret word, the

S with the card wins one point.

● Continue until all the cards are used. The winner is the

S with the most points at the end of the game.

10 ● SS read the email. Give one or two suggestions of what

Eva should / shouldn’t do in your country or the country

you are in. Elicit SS’ own suggestions for their own

countries.

● In pairs, SS answer the three questions. Classcheck.

11 ● Focus on the text title and photo. Ask Have you seen

Mamma Mia? What did you think of it? Do you like

Abba’s music? Where is the film set? Have you been to

any Greek islands? Which ones?

● SS read the first sentence. Elicit the correct answer for

the first gap. In pairs, SS complete the remaining gaps

2–18. Classcheck.

● Ask Would you like to go to Skopelos? Why / Why not?

1 a 2 the 3 The 4 a 5 nothing 6 a7 the 8 nothing 9 the 10 nothing11 nothing 12 an 13 nothing 14 a 15 a 16 a 17 the 18 the

Answers

1R

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