samplepagescatalogue - mm...

24
sample pages catalogue Beginners (A1.1) Elementary (A1.2) Intermediate (B1) Level B1+ Pre-Intermediate (A2) Level B2 Student’s Books

Upload: duongtu

Post on 06-Feb-2018

226 views

Category:

Documents


1 download

TRANSCRIPT

samplepagescatalogue

Beginners (A1.1) Elementary (A1.2)

Intermediate (B1) Level B1+

Pre-Intermediate (A2)

Level B2

Student’s Books

It follows

the requirements of the Common European

Framework of Reference

the modular approach and is organized in topic-

based modules.

New Destinations is an exciting six-level

course for young adult learners, that takes

them from Beginner (A1.1) to B2 level.

Broaden your horizons

6 LEVELS

Beginner (A1.1) to B2 level

Course Features:

Motivating and contemporary topics with

multicultural and cross-curricular information

Lively dialogues presenting real spoken English

An integrated approach to the development of the

four skills

Special emphasis on vocabulary building

Grammar presented and practised in context

Systematic development of reading and listening

skills and subskills

A variety of communicative tasks

Step-by-step approach to writing

Activities encouraging critical thinking and personal

response

Practical tips helping students to become

autonomous learners

A round-up section in each module providing regular

revision and consolidation

A grammar reference section

Culture/cross-curricular pages with web links

Songs

Competence-based Tasks

Extra Grammar Practice

new destinations

Clear, flexible and compatible with competence-based programmes.

American edition also available

Beginners (A1.1)

Pre-Intermediate (A2)

Level B1+

Elementary (A1.2)

Intermediate (B1)

Level B2

with

2

Components for students

Components for teachers

Student’s Book Full-colour Workbook DVD Activity Book

Interleaved Teacher’s Book

Class CDsWorkbook Teacher’s Edition

Interactive Whiteboard material

DVD

Online multimedia resources for students at www.mmpublications.com

Teacher’s Resource CD/CD-ROM with• Tests• Portfolio including projects• Extra practice on: grammar &

vocabulary, reading and speaking

Teacher’s Resource CD/CD-ROM with

Online MM Placement Test

3

Modules Grammar

• What’s your name? • I’m.../My name’s...• How do you spell...?• Plurals (regular -s)• Imperative (affirmative)

• The verb be (I, you, he, she, we, they)

• Possessive adjectives (my, your, his, her, our, their)

• Who?/What?/How?/Where...from?• a / an

Cross-curricular page: The British Isles: Terminology p. 20

• this / that / these / those• The verb be (it)• Plurals (regular-irregular)• Possessive case• Whose?• The verb have got• AdjectivesCulture page: How many names for

family members? p. 34

• Present Simple • What time? / When?• Prepositions of time• Adverbs of frequency

Cross-curricular page: The Tembé Indians of the Amazon p. 48

• There is / There are• Prepositions of place • a(n) / the• Object personal pronouns• Imperative

Culture page: What’s up there? p. 62

• a(n) / some• Countable and uncountable

nouns• some / any• would like + noun• How much / How many?

Cross-curricular page: Jacket potatoes p. 76

• The verb can• Present Progressive • Let’s / How about?

Culture page: Life in the fast lane... p. 90

• Past Simple • Time expressions• Why? / Because• Past Simple of the verb be• Past Simple vs Present Simple

Cross-curricular page: The race to the South Pole p. 104

• Future be going to • Time expressions• want to / would like to• The verb should

Culture page: Travelling to New Zealand

p. 118

Contents New Destinations Beginners A1.1

Meeting peoplepage 7

Time offpage 105

Hellopage 4

1

That’s me page 212

Day in, day outpage 353

Home is where the heart is

page 494

Let’s eatpage 635

What are you up to?page 776

It happened...page 917

8

Modules Grammar

• What?/ How?/ How old?/ Where... from?

• this/that• Imperative (affirmative-

negative)

• The verb be • These / Those • Plurals• Possessive adjectives • Possessive case• The verb can • a/an • Who...?

Culture page:The history behind a name p. 20

• Present Simple • Prepositions of time • would

like to / want to • like / love etc. + -ing• Adverbs of frequency• How often...? Once / Twice,

etc. • When...?

Cross-curricular page:Phishing for danger p. 34

• Present Progressive• Whose...? • Possessive Pronouns• There is / There are • a(n) / the• Present Simple vs Present

Progressive • Why?/ Because...

Culture page:Life in Tornado Alley p. 48

• (Un)countable nouns• some/any/no • How much/many...? • much/many/a lot of/lots of/

a few/a little • Object Personal Pronouns• The verb shouldCross-curricular page:

Healthy smoothie recipes p. 62

• Past Simple • Past Simple of the verb be• The verb could• Adjectives-Adverbs of

manner

Culture page:The British Education system p. 76

• Future be going to• can, could, may, will, would

(for requests)• The verb have to (affirmative)• some, any, no, every

(Compounds)• Let’s... / How about...? / Why

don’t we/you...? • Which...?

Cross-curricular page:Animals in Danger p. 90

• one / ones• too / enough• Comparative Forms• Superlative Forms

Culture page:Driving around p. 104

• Present Perfect Simple (ever, never, before)

• Present Perfect Simple vs Past Simple

• Reported Speech (Commands-Requests)Cross-curricular page:

Ice Hockey p. 118

My world page 7

Things I do page 21

Something differentpage 35

Food for thought page 49

I did it! page 63

What’s happening?page 77

Simply the best! page 91

What an experience!page 105

Hellop. 4

1

2

3

4

5

6

7

8

Contents New Destinations Elementary A1.2

4

Modules Grammar

• Present Simple vs Present Progressive

• Stative verbs• Past Simple • used to• Prepositions of time• QuantifiersCulture page:

Fandoms p. 18

• Past Progressive• Past Simple vs Past

Progressive • Time Clauses (when, while,

as, as soon as)• Present Perfect Simple • Present Perfect Simple vs

Past SimpleCross-curricular:

Who really discovered America? p. 32

• can, could, may, be able to• have to, don’t have to, need to, don’t need to,

needn’t, must, mustn’t• Indirect questions• Comparisons

Culture page:Quiz: Famous Landmarks p. 46

• Future will• will have to, will be able to• Time clauses (when, after,

before, until, as soon as)• too-enough • Relative clauses (who-which-

that-where)Cross-curricular:

Green Roofs p. 60

• Infinitives• -ing• should - had better• Passive Voice

(Present Simple - Past Simple)

Culture page:Call for help! p. 74

• may, might, could• Conditional Sentences

Type 1• if vs when • so / neither / too / either• Present Perfect Progressive• Present Perfect Progressive

vs Present Perfect SimpleCross-curricular:Music genres p. 88

• Question tags• Negative questions• Exclamatory sentences• Clauses of result• Reflexive pronouns• Past Perfect Simple

Culture page:The dollar p. 102

• Reported speech (statements, questions, commands, requests)

• Conditional Sentences Type 2

• Wishes and unreal pastCross-curricular:Installation art p. 116

Modern timespage 47

A helping handpage 61

The time of my life!page 75

Job huntingpage 89

Lifestylespage 103

Networkingpage 5

Unforgettablepage 19

What a place!page 33

1

2

3

4

5

6

7

8

Contents New Destinations Pre-Intermediate A2

Modules Grammar

• Present Simple - Present Progressive• Stative verbs• Questions and Question words• Indirect questions• Past Simple • used to - be/get used to

• Past Progressive• Past Simple vs Past Progressive• Relative clauses• Adjectives - Adverbs of manner• Comparisons

• Present Perfect Simple – Present Perfect Progressive

• must, have to, need, would rather, had better

• may, might, could• must, can’t

• Future tenses• Time clauses• Conditional sentences

(Types 1, 2)• Articles - Nouns - Determiners

• Past Perfect Simple - Past Perfect Progressive

• Reported Speech (statements)• Reported Speech (questions, commands

and requests)

• Passive Voice I• Clauses of reason, concession, purpose• Passive Voice II

• Infinitives and -ing forms• Causative form • Modal verbs + have + past participle

• Conditional sentences (Type 3)• Wishes and Unreal Past• all / both / neither / none• both... and... / neither... nor... / either... or...

Life in the 21st century

page 101

We’re only human!

page 117

Cultures & customs

page 5

People to admire

page 21

Everyday life

page 37

1

2

3

4

5

7

8

Pack your bags

page 856

Fact or fiction

page 69

Mother Nature

page 53

Contents New Destinations Intermediate B1

5

Modules Grammar

• Present Simple - Present Progressive• Stative verbs• Comparisons• Countable and uncountable nouns

• Past Simple - Past Progressive

• Past Perfect Simple - Past Perfect Progressive

• used to - would - was/were going to

• Present Perfect Simple - Present Perfect Progressive

• Relative clauses• should - ought to -

had better

• Future tenses• Other future forms• Time clauses• Conditional sentences (Type zero, 1, 2)• must - have to - need

• Infinitives and -ing forms• may - might - could• must - can’t• Question tags

• Passive Voice• Clauses of concession

• Reported Speech (Statements, questions, commands and requests)

• Clauses of result

• Unreal past• Conditional sentences

(Type 3)• Causative Form

Meeting people

page 51

See the world

page 232

Getting ahead

page 41 3

From Hi-fi to Wi-fi

page 594

Out and about

page 775

Earth Watch

page 956

Body Talk

page 1137

On the gopage 1318

Contents New Destinations Level B1+

Modules Grammar

• Present Simple - Present Progressive

• Stative verbs• Nouns and quantifiers

• Present Perfect Simple - Present Perfect Progressive

• Articles

CHECKPOINT 1 p. 31

• Past Simple - Past Progressive

• Comparisons

• Past Perfect Simple - Past Perfect Progressive

• would - was/were going to• Questions and question

words

CHECKPOINT 2 p. 59

• Future forms• Time clauses• Modal verbs I (can - could

- may - might - must - need to - have to - should - ought to - had better)

• Conditional Sentences (Type zero, 1, 2)

• Modal verbs II (will - can - may - might - could - must - can’t)

CHECKPOINT 3 p. 87

• Relative clauses• Participle clauses

• Infinitives and -ing forms• Modal verbs + have +

Past Participle

CHECKPOINT 4 p. 115

• Passive Voice

• Clauses of concession, result and purpose

• Causative form

CHECKPOINT 5 p. 143

• Reported Speech (Statements, questions, commands and requests)

• Conditional Sentences (Type 3)

• Unreal Past• Inversion

CHECKPOINT 6 p. 171

Thrills and chillspage 47

Modern lifepage 63

Save our planetpage 75

Holidayspage 7

Going placespage 19

Against the lawpage 35

1

2

3

4

5

6

7

8

9

10

11

12Mind matters

page 147

Health and fitnesspage 159

Get the messagepage 131

Let’s celebratepage 119

Entertainmentpage 103

Celebritiespage 91

Contents New Destinations Level B2

6

SAMPLE PAGE FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

Meeting peopleMeeting people 1Discuss:• Do you like meeting

new people?

• What do you usually talk about?

Flick through the module and find...• a TV programme about

a group of friends

• a blog about finding a job

• two friends greeting in the morning

• a man with a new phone

• flags from different countries

In this module you will learn...• to greet people and say

goodbye

• to introduce yourself and others

• to ask for and give basic personal information (name, nationality, age, job, telephone number, e-mail, marital status)

• to complete a form

• to write about yourself

• to talk about relationships

• to use numbers 0�100

7

introduction to the topic of the module through various activities

objectives of module clearly presented

7

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

How are you?How are you?How are you?How are you?1a

Good evening,... Hello,... How are you?Not bad. And you?

Mrs Day Good afternoon, Mrs Ignes. How are you?

Mrs Ignes Good afternoon, Mrs Day. I’m fine. And you?

Mrs Day I’m very well, thank you.

Jill Good morning, Brian.

Brian Hi, Jill. How are you?

Jill Not bad. And you?

Brian I’m OK, thanks.

Paul Hello, Leo!

Leo Hi, Paul! What’s up?

Paul Not much. How’s it going?

Leo Great!

3 SpeakTalk in pairs.

NOTE• Male: Mr • Female: Miss, Mrs, Ms

NOTENOTE

1. a. Good morning.

b. Very well, thanks.

2. a. Have a nice weekend.

b. Fine thanks. And you?

3. a. I’m Steven.

b. Not bad.

4. a. Bye!

b. I’m OK.

5. a. Take care.

b. What’s up?

6. a. See you tomorrow!

b. Great!

B. Now, listen again and answer.

Bye.

Goodbye.

Good night.

See you.

See you later.

See you tomorrow.

Take care.

Have a nice weekend.

Hello... Hi! How are you?

Bye! Goodbye!

6 SpeakTalk in pairs. Practise greeting and saying goodbye in the following situations.

1 VocabularyListen and repeat.

2 ReadListen and read. Which phrases are formal, informal or both?

4 VocabularyListen and repeat.

5 ListenA. Listen and choose

the correct answer.

Good morning!

Good afternoon!

Good evening!

8 9

lively dialogues presenting real spoken English

8

How are you?How are you?How are you?How are you?1a

Good evening,... Hello,... How are you?Not bad. And you?

Mrs Day Good afternoon, Mrs Ignes. How are you?

Mrs Ignes Good afternoon, Mrs Day. I’m fine. And you?

Mrs Day I’m very well, thank you.

Jill Good morning, Brian.

Brian Hi, Jill. How are you?

Jill Not bad. And you?

Brian I’m OK, thanks.

Paul Hello, Leo!

Leo Hi, Paul! What’s up?

Paul Not much. How’s it going?

Leo Great!

3 SpeakTalk in pairs.

NOTE• Male: Mr • Female: Miss, Mrs, Ms

NOTENOTE

1. a. Good morning.

b. Very well, thanks.

2. a. Have a nice weekend.

b. Fine thanks. And you?

3. a. I’m Steven.

b. Not bad.

4. a. Bye!

b. I’m OK.

5. a. Take care.

b. What’s up?

6. a. See you tomorrow!

b. Great!

B. Now, listen again and answer.

Bye.

Goodbye.

Good night.

See you.

See you later.

See you tomorrow.

Take care.

Have a nice weekend.

Hello... Hi! How are you?

Bye! Goodbye!

6 SpeakTalk in pairs. Practise greeting and saying goodbye in the following situations.

1 VocabularyListen and repeat.

2 ReadListen and read. Which phrases are formal, informal or both?

4 VocabularyListen and repeat.

5 ListenA. Listen and choose

the correct answer.

Good morning!

Good afternoon!

Good evening!

8 9

listening activity

a variety of communicative tasks

9

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

1. P

ola

nd

2. S

pai

n

3. B

razi

l

4. M

exic

o

5. I

taly

6. C

hin

a

7. P

eru

8. T

urk

ey

9. H

un

gar

y

10. C

olo

mb

ia

11. V

enez

uel

a

12. F

ran

ce

a. T

urk

ish

b. S

pan

ish

c. C

hin

ese

d. I

talia

n

e. P

eru

vian

f. C

olo

mb

ian

g. P

olis

h

h. V

enez

uel

an

i. B

razi

lian

j. H

un

gar

ian

k. F

ren

ch

l. M

exic

an

Where

are y

ou fro

m?Wh

ere ar

e you

from?

Where

are y

ou fro

m?Wh

ere ar

e you

from?

1bTI

P P

ract

ise

the

spel

ling

and

pron

unciat

ion

of n

ew w

ords.

Where

are y

ou fro

m?

B. R

ead

aga

in a

nd

co

mp

lete

wit

h

Isab

el, M

arek

or

Isab

el a

nd

M

arek

.

1. ‘I

’m n

ot

Ital

ian

.’

2. ‘I

’m f

rom

Mad

rid

.’

3. ‘I

’m P

olis

h.’

Mar

y, th

is is

Jo

hn

.Jo

hn

, th

is is

Mar

y. N

ice

to m

eet y

ou

, ...

Hi,

...

Full

form

sSh

ort

fo

rms

I am

I’m

You

are

We

are

are

no

t

Rea

d th

e ex

amp

les

and

wri

te th

e sh

ort

form

s in

the

tab

le.

I’m f

rom

Co

lom

bia

.

I’m n

ot

fro

m

Ven

ezu

ela.

My

nam

e’s

Car

los.

Yo

u’r

e P

olis

h.

Yo

u a

ren

’t H

un

gar

ian

.

Yo

ur

surn

ame’

s D

ud

ek.

We’

re f

rom

Sp

ain

.

We

are

n’t

Mex

ican

.

Ou

r su

rnam

e’s

Mar

tin

.

TH

E V

ER

B to

be

(I, y

ou

, we)

P

OSS

ESS

IVE

AD

JEC

TIV

ES

(my,

yo

ur,

ou

r)

Y

es,

I am

. /

Are

yo

u E

ng

lish

? Y

es,

we

are

.

N

o, I

’m n

ot.

/

N

o, w

e ar

en

’t.

Ken

G

oo

d a

fter

no

on

, I’m

Ken

an

d t

his

is S

ally

.

Wom

an

Wh

at’s

yo

ur

surn

ame?

Ken

O

ur

/ Y

ou

r su

rnam

e’s

Jam

eso

n.

Wom

an

Are

yo

u /

Yo

u a

re S

cott

ish

?

Ken

N

o, w

e am

no

t /

are

n’t

.

Wom

an

Wh

ere

/ W

hat

are

yo

u f

rom

?

Ken

Y

ou

’re

/ W

e’re

Am

eric

an. I

’m f

rom

New

Yo

rk.

Sally

I’m

/ I’

m n

ot

fro

m N

ew Y

ork

. I’m

fro

m

Bo

sto

n.

I’m M

arie D

upon

t.I’m

fro

m F

ranc

e. /

I’m

Fre

nch.

I liv

e in

Par

is.

Stu

de

nt

A: R

ead

th

e ca

rds

bel

ow

an

d c

ho

ose

a

per

son

. Do

n’t

tel

l Stu

den

t B

.

Stu

de

nt

B: A

sk q

ue

stio

ns

and

gu

ess

wh

o

Stu

den

t A

is.

NA

ME:

Die

go A

lvar

ez

NA

TIO

NA

LITY

:Pe

ruvi

an

NA

ME:

Ann

a Va

rga

NA

TIO

NA

LITY

:H

unga

rian

NA

ME:

Kar

olin

a M

alik

NA

TIO

NA

LITY

:Po

lish

NA

ME:

Cla

ude

Gre

nier

NA

TIO

NA

LITY

:Fr

ench

Are

yo

u P

oli

sh?

Ye

s, I

am.

So, y

ou

’re.

.. Y

es!

Are

yo

u P

oli

sh?

No

, I’m

no

t.W

her

e ar

e y

ou

fro

m?

I’m

fro

m...

So, y

ou

’re.

..

5 Pr

actice

Cir

cle

the

corr

ect w

ord

s.

4 Gr

amma

r

3 Sp

eakT

alk

in g

rou

ps

of t

hre

e.

6 Sp

eakG

UE

SSIN

G G

AM

ET

alk

in p

airs

.

7 Wr

iteW

rite

a fe

w s

ente

nce

s ab

ou

t yo

urs

elf,

as in

th

e ex

amp

le.

1 Vo

cabula

ryM

atch

the

cou

ntr

ies

wit

h th

e n

atio

nal

itie

s.

Th

en li

sten

an

d c

hec

k.

2 Re

adA

. Lis

ten

an

d r

ead

.

Go

to

Gra

mm

ar R

efer

ence

Tom

H

ello

, Mar

ek. T

his

is m

y fr

ien

d I

sab

el. I

sab

el,

this

is M

arek

.

Isab

el

Nic

e to

mee

t yo

u.

Mar

ek

Hi,

Isab

el. T

hat

’s a

nic

e n

ame

. Are

yo

u It

alia

n?

Isab

el

No

, I’m

no

t. I

’m S

pan

ish

. I’m

fro

m M

adri

d, b

ut

I liv

e h

ere

in L

on

do

n.

Wh

ere

are

you

fro

m?

Mar

ek

I’m f

rom

Po

lan

d.

Isab

el

Oh

, so

yo

u’r

e P

olis

h.

1011

prac

tical

tips

hel

ping

stud

ents

to d

evel

op

skill

s and

bec

ome a

uton

omou

s lea

rner

s

voca

bula

rypr

esen

ted

thro

ugh

visua

l pr

ompt

s

a va

riety

of

com

mun

icativ

e ta

sks

shor

t writ

ing

activ

ity

gram

mar

pre

sent

ed a

nd p

ract

iced

in co

ntex

t

10

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

Kev

in

Ell

ie

Dav

id

Deb

orah

Ale

xan

der

Mar

y

Ste

ven

Who’s

that?

Who’s

that?

Who’s

that?

Who’s

that?

1c

4. W

hat

’s h

is n

ame?

5. I

s h

e si

ng

le?

6. W

ho

’s h

is

flat

mat

e?

B. R

ead

aga

in a

nd

an

swer

the

qu

esti

on

s ab

ou

t th

e p

eop

le in

the

pic

ture

s.

frie

nd

s

clas

smat

es

bo

ss

nei

gh

bo

urs

1. W

hat

’s h

er n

ame?

2. I

s sh

e m

arri

ed?

3. W

ho

’s h

er

colle

agu

e?

teac

her

flat

mat

es

7. W

hat

are

th

eir

nam

es?

8. A

re t

hey

sin

gle

?

colle

agu

es

This

is M

aria

and

Cra

ig.

They

’re m

arrie

d.

This

is F

ay. S

he is

n’t

mar

ried.

She

’s s

ingl

e.

Mar

ia is

her

bes

t frie

nd.

This

is B

arry

. He’

s si

ngle

, too

. Fay

and

B

arry

are

col

leag

ues.

This

is N

orm

an. N

orm

an

and

Bar

ry a

ren’

t col

leag

ues.

Th

ey’re

flat

mat

es.

T���

� f�

v��

�i��

�la

�� i

� � c

a�é

c���

e�...

get t

oget

her

chan

nel

3 M

onda

ys 9

:00

Wh

o’s

Kev

in?

Is h

e y

ou

r n

eigh

bo

ur?

Yes

, he

is. /

No

, he

isn

’t. H

e’s

my.

..

1. Susa

n

Th

ere’

s B

eata

an

d h

er

/ th

eir

bo

ss.

Car

ol

Wh

at’s

he

r /

his

nam

e?

Susa

n

An

ton

io P

anin

i.

Car

ol

He

is /

Is h

e It

alia

n?

Susa

n

No

, he

isn

’t /

are

n’t

. H

is /

He’

s Sp

anis

h.

2. Dav

id

Susa

n a

nd

Tin

a is

/ a

re b

est

fri

end

s.

Gar

y T

hey

are

/ A

re t

hey

cla

ssm

ate

s, t

oo

?

Dav

id

Yes,

th

ey a

re /

are

th

ey.

Gar

y W

ho

’s t

hey

’re

/ th

eir

fav

ou

rite

tea

cher

?

Dav

id

Mrs

Gar

cia.

Gar

y

Oh

, ye

s, s

he

is /

isn

’t n

ice

.

1. K

evin

an

d G

ord

on

are

.

a. f

latm

ate

s

b

. nei

gh

bo

urs

2. M

ark

and

Elli

e ar

e

.

a. f

rien

ds

b

. co

lleag

ue

s

3. L

ind

a an

d E

mm

a ar

e

.

a. t

each

ers

b

. cla

ssm

ate

s

1 Vo

cabula

ryL

iste

n a

nd

rep

eat.

2 Re

ad

A. L

iste

n a

nd

rea

d. W

ho

’s th

e st

ar o

f th

e T

V s

ho

w?

4 Pr

actice

Cir

cle

the

corr

ect w

ord

s.

5 Lis

tenL

iste

n to

thre

e sh

ort

dia

logu

es a

nd

ch

oo

se a

or

b.

6 Sp

eakW

rite

the

nam

es o

f peo

ple

yo

u k

no

w o

n a

pie

ce

of p

aper

. Th

en s

wap

pap

ers

wit

h y

ou

r p

artn

er.

Tal

k in

pai

rs a

nd

try

to fi

nd

ou

t wh

o th

e p

eop

le

are.

Rea

d th

e ex

amp

les

and

wri

te th

e sh

ort

form

s in

the

tab

le.

TH

E V

ER

B to

be

(he,

sh

e, th

ey)

PO

SSE

SSIV

E A

DJE

CT

IVE

S (h

is, h

er, t

hei

r)

3 Gr

amma

r

He’

s Sp

anis

h.

He

isn

’t M

exic

an.

His

nam

e is

Ju

an.

She’

s M

exic

an.

She

isn

’t P

eru

vian

.

He

r n

ame

is D

ora

.

Th

ey’r

e m

arri

ed

.

Th

ey a

ren

’t s

ing

le.

Th

eir

su

rnam

e is

To

rre

s.

Ye

s, h

e/sh

e is

.Is

he/

she

sin

gle

?

N

o, h

e/sh

e is

n’t

.

Full

form

sSh

ort

fo

rms

He

is

She

is

Th

ey a

re

is n

ot

are

no

t

Wh

o is

...?

Wh

at is

...?

Y

es,

th

ey a

re.

Are

th

ey c

lass

mat

es?

N

o, t

hey

are

n’t

.

TIP

• L

ook

at t

he e

xam

ple.

Spea

k on

ly in

Engl

ish.

Go

to

Gra

mm

ar R

efer

ence

1213

gram

mar

exp

lana

tions

& g

ram

mar

refe

renc

e se

ctio

n at

the

back

of t

he b

ook

varie

ty of

list

enin

g and

com

mun

icativ

e tas

ks

voca

bula

rypr

esen

ted

thro

ugh

visua

l pr

ompt

s

vario

us

types

of

text

11

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

1. 15

50

2. 17

70

3. 1

3 30

4. 1

8

80

5. 1

9

90

5. 1

9

90

7 Sp

eakT

alk

in p

airs

.

NAME:

Dan J

ones

Don J

ones

PHONE N

UMBER:

02

0

87

62

99

40

02

0

87

62

914

0

E-MAIL:

djones44@gmail.

com

djones44@gmail.

co.u

k

Wh

at’s

yo

ur

ph

on

e n

um

ber

?

020

84

46

10

14

708

09

010

0

304

050

60

1819

2021

1415

1617

1011

1213

thir

teen

twel

veel

even

ten

eig

htee

nni

net

een

twen

tytw

enty

-one

seve

ntee

nfo

urte

enfif

teen

sixt

een

thir

tyfo

rty

fifty

sixt

y

seve

nty

eig

hty

nin

ety

one

hun

dre

d

sixt

ee

n –

six

ty

fou

rte

en

– f

ort

y

B. L

iste

n a

nd

tick

the

corr

ect n

um

ber

.

5 Sp

eakT

alk

in p

airs

.

Spea

k S

peak

Tal

k in

pai

rs.

Ho

w o

ld a

re y

ou

?

I’m

27

(yea

rs o

ld).

1 Vo

cabula

ryL

iste

n a

nd

rep

eat.

2 Sp

eakT

alk

in p

airs

.

4 Pr

onunci

ation

A. L

iste

n a

nd

rep

eat.

No

tice

the

dif

fere

nce

in

pro

nu

nci

atio

n.

3 Vo

cabula

ryL

iste

n a

nd

rep

eat.

9 Lis

tenL

iste

n a

nd

cir

cle

the

corr

ect a

nsw

er.

6 Re

adA

. Lis

ten

an

d r

ead

.

Cla

ire

Hi,

Sim

on

. Hap

py

Bir

thd

ay!

Sim

on

Th

anks

.

Cla

ire

Ho

w o

ld a

re y

ou

?

Sim

on

25. L

oo

k! H

ere’

s m

y n

ew p

ho

ne

.

Cla

ire

A p

rese

nt

fro

m D

on

na?

Sim

on

Th

at’s

rig

ht.

Hey

, Cla

ire

.

Wh

at’s

yo

ur

nu

mb

er?

Cla

ire

078

6 2

13 2

258

.

Sim

on

An

d w

hat

’s y

ou

r e

-mai

l?

Cla

ire

clai

re76

@g

mai

l.co

.uk.

Sim

on

Th

anks

.

Spea

k S

peak

Tal

k in

pai

rs.

Wh

at’s

yo

ur

e-m

ail?

d

avid

pet

ers7

62@

yah

oo

.co

mM

atch

the

qu

esti

on

s w

ith

the

answ

ers.

QU

EST

ION

WO

RD

S (W

ho?

/Wh

at?/

Ho

w?/

Wh

ere.

..fro

m?)

8 Gr

amma

r

1. W

ho

are

yo

u?

2. W

hat

’s y

ou

r p

ho

ne

nu

mb

er?

3. W

hat

’s y

ou

r e

-mai

l?

4. H

ow

are

yo

u?

5. H

ow

old

are

yo

u?

6. W

her

e ar

e yo

u f

rom

?

a. I

’m 4

1.

b. I

’m O

K.

c. k

aty

15@

gm

ail.c

om

d. I

’m R

ob

erta

.

e. H

un

gar

y.

f. 0

20 8

99

4 5

563

one

two

thre

e

four

five

six

seve

nei

ght

nine

zero

NOTE

luke

davi

dson

34@

hotm

ail.c

omfo

r e-

mai

l ad

dres

ses

we

say:

Luke

Dav

idso

n 34 ‘a

t’ h

otm

ail

‘dot

’ com

NOTE

NOTE

luke

davi

dson

34@

hotm

ail.c

omfo

r e-

mai

l ad

dres

ses

we

say:

Luke

Dav

idso

n 34 ‘a

t’ h

otm

ail

‘dot

’ com

1. 2

5 ye

ars

old

2. c

lair

e76

@g

mai

l.co

.uk.

3. 0

786

213

225

8

4. n

ew p

ho

ne

B. R

ead

aga

in a

nd

wri

te S

for

Sim

on

or

C fo

r C

lair

e.

Go

to

Gra

mm

ar R

efer

ence

NOTE

for

tele

phon

e nu

mbe

rs:

0=o

h, 4

4=d

oubl

e fo

ur

What’

s your

numb

er?11

Vocab

ulary

Voca

bulary

Lis

ten

an

d r

epea

t.What’

s your

numb

er?Wh

at’s y

our nu

mber?

What’

s your

numb

er?1d

1415

vario

us ty

pes

of sp

eakin

g ac

tiviti

es

activ

ities

focu

sing

on re

adin

g for

det

ail

pron

uncia

tion

activ

ity

12

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

ALA

N G

RIM

ES

me

chanic

STEVE W

HIT

EM

ECH

AN

IC

AN

DREW

WIN

TER

S

ARC

HIT

ECT

SHEI

LA

FAR

AD

AY

AR

CH

ITEC

T

MA

RIO

NTA

YLO

Rch

ef

KEVI

N RI

CHA

RDS

C

HEF

JOB

CEN

TRE

FOR

M

JOB B

LOG

Hi!

I’m T

im a

nd I’

m 2

4. I’

m fr

om L

ondo

n an

d I’m

une

mpl

oyed

.Po

sted

by

Tim

Cha

ffer a

t 11:

12.

......

......

......

......

......

......

.R

E: H

ello

Tim

. My

nam

e’s

Jenn

y. I’

m 2

7 an

d I’m

a m

echa

nic.

Go

to g

etaj

ob.c

o.uk

. It’s

gre

at!

Post

ed b

y Je

nny

Col

lins

at 1

1:32

....

......

......

......

......

......

.....

RE:

Hi T

im! I

’m K

eith

and

I liv

e in

Man

ches

ter.

I’m a

n el

ectri

cian

. Jen

ny’s

right

, get

ajob

.co.

uk.

is a

gre

at w

ebsi

te.

Post

ed b

y Ke

ith B

all a

t 11:

56.

arch

itec

th

aird

ress

er

mec

han

ic

rep

ort

er

sho

p a

ssis

tan

t

acto

r /

actr

ess

do

cto

r

elec

tric

ian

po

lice

off

icer

chef

1. I

s m

r m

arti

no

yo

ur

bo

ss?

2. I

’m f

rom

can

ada,

bu

t I l

ive

in it

aly.

3. A

re y

ou

bri

tish

?

4. T

his

is m

s lip

ton

.

5. M

y n

ame

is t

anya

wh

ite

.

6. H

ow

are

yo

u, b

en?

ww

w.jo

bblo

g.ne

t

1 Vo

cabula

ryA

. Lis

ten

an

d r

epea

t.

B. R

ead

the

no

te a

nd

mak

e se

nte

nce

s.

She’

s a

den

tist

.

2 Re

adA

. Lis

ten

an

d r

ead

the

blo

g. D

o th

e p

eop

le k

no

w e

ach

oth

er?

B. R

ead

aga

in a

nd

wri

te T

for

Tru

e o

r F

for

Fal

se.

1. T

im is

En

glis

h.

2. T

im is

a m

ech

anic

.

3. J

enn

y is

27.

4. K

eith

is a

n e

lect

rici

an.

Wh

at d

o y

ou

do

?

I’m

a/a

n ..

. Are

yo

u a

/an

...?

3 Sp

eakA

. Tal

k in

gro

up

s o

f fo

ur

abo

ut w

hat

yo

u d

o.

Stu

de

nt

A: C

ho

ose

a p

erso

n f

rom

th

e ca

rds

bel

ow

, bu

t d

on

’t t

ell S

tud

ent

B.

Stu

de

nt

B: A

sk q

ue

stio

ns

and

gu

ess

wh

o

Stu

den

t A

is.

B. G

UE

SSIN

G G

AM

ET

alk

in p

airs

.

C

HEF

Are

yo

u a

/an

...?

Y

es, I

am

. / N

o, I

’m n

ot.

Are

yo

u...

?

4 Wr

iteC

apit

al le

tte

rs

Use

cap

ital

lett

ers:

wit

h n

ame

s/su

rnam

es

wit

h M

r/M

rs/M

iss/

Ms

wit

h c

itie

s/co

un

trie

s/n

atio

nal

itie

s

A. A

dd

cap

ital

s w

her

e n

eces

sary

.

B. C

om

ple

te th

e fo

rm b

elo

w.

TIP

Whe

n co

mpl

etin

g a

form

, m

ake

sure

you

unde

rsta

nd

wha

t in

form

atio

n yo

u ar

e as

ked

to g

ive.

TITL

E:

M

r

M

rs

M

iss

Ms

FIR

ST

NAM

E:

MID

DLE

NAM

E:

SU

RN

AM

E:

AGE:

NAT

ION

ALI

TY:

MAR

ITAL

STA

TUS:

JOB:

DAY

TIM

E P

HO

NE N

UM

BER:

EVEN

ING

PH

ON

E N

UM

BER:

MO

BIL

E P

HO

NE N

UM

BER:

E-M

AIL

:

I co

nfirm

tha

t, t

o th

e bes

t of

my

know

ledge

, th

e in

form

ation

give

n on

thi

s fo

rm is

corr

ect

. (P

rint

and

sig

n)

NOTE

a de

ntist

an e

lect

rician

nu

rse

What

do you

do?

11 Vo

cabula

ry V

ocabul

aryA

. Lis

ten

an

d r

epea

t.What

do you

do?

What

do you

do?

What

do you

do?

1ed

enti

st

fire

fig

hte

r

1617

activ

ities

fo

cusin

g on

read

ing

for d

etai

l

usef

ul

advic

e to

prom

ote

writi

ng

skill

s

spea

king a

ctivi

ties p

ract

icing

taug

ht la

ngua

ge

voca

bula

ry

pres

ente

d th

roug

h vis

ual

prom

ts

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

13

My name’s... I’m... years old.

1. Canada – Ireland – Mexican – Spain –

2. French – Italy – Polish – Australian –

3. friend – flatmate – neighbour – single –

4. classmate – electrician – chef – actress –

5. twenty – one – thirteen – age –

1. Chris is teacher.

2. Here’s present for your birthday.

3. Amanda’s doctor and her flatmate is nurse.

4. Is Darren architect?

5. I’m not police officer. I’m actor.

C. Choose a, b or c.

1. I’m from the USA. name’s Jack.

a. His b. My c. Your

2. Sophie is a hairdresser. e-mail is

[email protected].

a. She b. His c. Her

3. A: Are Mark and Jane married?

B: Yes, they are.

A: What’s surname?

a. your b. their c. our

4. A: Who’s Lee Jones?

B: our boss.

a. He’s b. His c. I’m

D. Circle the correct words.

1. Who’s / What’s your phone number?

2. We isn’t / aren’t British. We is / are Irish.

3. A: How am / are you?

B: You’re / I’m fine.

4. Donna and Betty is / are students, but we / they

aren’t classmates.

5. A: Are you / Is he your boss?

B: No, he aren’t / isn’t. He is / are my colleague.

G. Reply to the questions / phrases below.

1. Good morning!

2. How’s it going?

3. How old are you?

4. Where are you from?

5. Goodbye!

F. Match the questions with the answers.

1. What’s your e-mail?

2. Where are you from?

3. Who’s your favourite teacher?

4. Is she married?

5. What’s up?

a. Not much.

b. Turkey.

c. No, she’s single.

d. [email protected]

e. Mr Howard.

1

2

3

4

5

Now I can...

say where I’m from and where I live

introduce myself and others

ask and answer personal questions

greet people and say goodbye

talk about my marital status

say how old I am

say my telephone number and e-mail

say what I do

write some basic information about myself

complete a form

ask about one’s health

use numbers 0-100

talk about relationships

Round-upRound-upRound-upRound-up1VocabularyA. Cross out the odd word. Then add one more.

GrammarB. Complete with a or an.

CommunicationE. Complete the situations.

Good morning. What’s your name, please? Gary Hibbard.And your name? Delia Hibbard.OK. And how old are you, Mr Hibbard? ......

WriteWrite sentences about yourself.

SpeakROLE PLAYTalk in groups of three.

Student A and B: Look at the picture, pretend you are the man or the woman and come up with personal information (name, age, nationality, job, phone number).

Student C: Look at the picture and pretend you are the nurse. Ask Students A and B questions.

Self-assessmentRead the following and tick the appropriate boxes. For the points you are unsure of, refer back to the relevant sections in the module.

I’m fine, thanks.

01223 456 763.

My surname

is Finley.

Nice to meet

you, too.

I’m a mechanic.

18 19

A. What’s the difference between the UK, Great Britain and England? Listen, read and find out.

THE BRITISH ISLES: TERMINOLOGY

‘Nice to meet you’Go to Song page.

Cross - curricular pageA. What’s the difference between the UK, Great

Cross - curricular pageCross - curricular pageCross - curricular pageCross - curricular pageGeography

Cross - curricular page

You can find more information on this topic in the Student’s Area at www.mmpublications.com.

United Kingdom

Republic of

Ireland

Great Britain

Ireland

The national flag of the United Kingdom is called the Union Flag or Union Jack. It is actually three flags put together.

THE UNION JACK

St George’s Cross (England)

St Andrew’s Cross (Scotland)

St Patrick’s Cross (Ireland)

Union Jack

+ + =

THE UKIn the United Kingdom (UK) there are four countries: England, Scotland, Wales and Northern Ireland.

POLITICALIn the British Isles, there are two nations: the United Kingdom and The Republic of Ireland.

GEOGRAPHICALThe British Isles are basically two islands. They are called Great Britain and Ireland.

Northern Ireland

Scotland

Wales England

A person from the UK (England, Scotland, Wales and Northern Ireland) is called British.

But they are also English, Scottish, Welsh and Irish and often prefer these nationalities.

1. Great Britain is an islandof the British Isles.

2. There are four countriesin the British Isles.

3. England is a countryof the UK.

4. A person from Walesis British and Welsh.

5. The Union Jack isEngland’s national flag.

B. Read again and write T for True or F for False.

20

speaking activity for further practice

a self-assessment section fostering learner autonomy

vocabulary, grammar and communication revision activities

Web links

texts giving cultural and cross-curricular information

writing activity for further practice

B. Complete the dialogues with the words in the box.

A. Circle the correct words.

1c Who’s that?

they’re his her he’s she’s their

3. A: What’s name?

B: Mary. my classmate.

A: Are they single?

B: No, married.

A: What’s surname?

B: Donaldson.

2.

Dan Who’s (1) he / his?

Paul (2) He’s / His our neighbour.

Dan What’s (3) he’s / his name?

Paul Mario.

Dan Oh. And who’s (4) she / her?

Paul (5) Her / She’s our neighbour, too.

Dan Are they married?

Paul Yes, (6) their / they are.

C. Think of a person you know well and answer the questions.

1. What’s his/her name?

2. Is he/she English?

3. Is he/she single or married?

4. Is he/she your friend?

1. A: Who’s he?

B: my best friend.

name is Mike.

New Destinations_Beginners_BRIT_9 9 3/23/2015 12:28:23 PM

song a variety of activities

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

SAMPLE PAGE FROM NEW DESTINATIONS BEGINNERS A1.1 WORKBOOK

14

138

139

A. L

iste

n, r

ead

an

d c

om

ple

te th

e ta

ble

bel

ow

.

Bar

ry

Hi!

I am

Bar

ry S

mit

h. T

his

is E

va

Dem

eter

.

Eva

G

oo

d m

orn

ing

! N

ice

to m

eet

you

.

Ale

x H

ello

, I’m

Ale

x G

arn

ier.

Sandhy

a A

nd

I’m

San

dh

ya G

arn

ier.

Are

yo

u t

wo

m

arri

ed?

Eva

N

o, w

e ar

en’t

. We

are

sin

gle

. Bar

ry a

nd

I ar

e co

lleag

ues

.

Bar

ry

Wh

ere

are

you

fro

m?

Sandhy

a W

ell,

I’m In

dia

n, b

ut

Ale

x is

Fre

nch

.

Ale

x A

re y

ou

Am

eric

an?

Eva

B

arry

is, b

ut

I’m f

rom

Hu

ng

ary.

Ale

x O

h, s

o y

ou

’re

Hu

ng

aria

n? S

and

hya

’s

bo

ss is

Hu

ng

aria

n.

Eva

R

eally

? W

hat

do

yo

u d

o, S

and

hya

?

Sandhy

a I’m

a n

urs

e. W

hat

ab

ou

t yo

u?

Bar

ry

We

are

arch

itec

ts. W

hat

do

yo

u d

o, A

lex?

Ale

x I’m

a m

ech

anic

.

Bar

ry

Oh

, rea

lly?

Wh

at’s

yo

ur

ph

on

e n

um

ber

?

Ale

x It

’s 2

07

158

46

59.

Bar

ry

An

d m

y p

ho

ne

nu

mb

er is

20

7 19

4 1

234

.

Eva

O

K. H

ave

a n

ice

wee

ken

d!

Sandhy

a B

ye! S

ee y

ou

late

r!

FIR

ST N

AM

EEv

aB

arry

San

dh

yaA

lex

SUR

NA

ME

NA

TIO

NA

LIT

Y

MA

RIT

AL

STA

TU

S

JOB

PH

ON

E N

UM

BE

R

B. T

alk

in p

airs

. In

terv

iew

yo

ur

par

tner

, co

mp

lete

the

tab

le b

elo

w a

nd

pre

sen

t his

/her

info

rmat

ion

to th

e cl

ass.

C. M

ake

yo

ur

ow

n b

usi

nes

s ca

rd: w

rite

yo

ur

nam

e, jo

b, p

ho

ne

nu

mb

er

and

e-m

ail a

dd

ress

. Pre

ten

d y

ou

are

on

a b

usi

nes

s tr

ip a

nd

exc

han

ge

bu

sin

ess

card

s w

ith

yo

ur

clas

smat

es, i

ntr

od

uci

ng

yo

urs

elv

es b

rief

ly.

FIR

ST N

AM

E

SUR

NA

ME

NA

TIO

NA

LIT

Y

MA

RIT

AL

STA

TU

S

JOB

PH

ON

E N

UM

BE

R

E-M

AIL

Wh

at’s

yo

ur.

..?A

re y

ou

...?

Wh

ere.

..?W

hat

...?

Jam

es S

tuar

tD

entis

t

tel.

207

176

5253

jam

esst

uart@

dent

istm

ail.c

om

Hel

lo m

y n

ame’

s...

I’m

a/a

n...

Nic

e to

mee

t yo

u M

r/M

rs ..

.I’

m...

Tas

k 1

Tas

k 1

139

prep

arat

ion

for t

ask i

nvol

ving a

nalys

is, sk

ills

inte

grat

ion

and

info

rmat

ion

trans

fer

perfo

rman

ce

evid

ence

wh

ich li

nks t

he

lang

uage

with

re

al-li

fe n

eeds

an

d en

sure

s m

eani

ngfu

l le

arni

ng

com

pete

nce-

base

d ta

sks p

rom

otin

g le

arne

rs’

auto

nom

y and

enc

oura

ging

colla

bora

tive l

earn

ing

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK

15

SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - TEACHER’S BOOK

WARM-UPAim: to introduce the topic of the lesson

• Draw Ss’ attention to the title of the lesson.• Ask Ss to tell you what the lesson will be about.• Elicit answers.• Ask Ss some questions:

Do you like fast food?

How often do you eat fast food?

1. VOCABULARY �� 13, 14A. Aim: to present different types of fast food

• Ask Ss to look at the pictures and the words.• Ask Ss: What do the pictures show? and elicit the

answer: Different types/kinds of fast food.• Help Ss deduce the meaning of any unknown words

from the context of the corresponding picture.• Ask Ss some questions:

What is your favourite fast food?

What is the most popular fast food in your country?

• Ask Ss if they know where the types of fast food shown in the pictures come from.

• Elicit answers (pizza = Italy, fish and chips = UK, tacos = Mexico/Spain, noodles = Asia, kebab = Middle East, burger = USA).

These are two main types of kebab. Shish kebab is a meal of small chunks of meat grilled on a skewer. Dönar kebab is slices of meat slowly roasted on a rotating spit, and commonly served in pita bread. In the UK dönar kebabs are a very popular fast food dish and are usually eaten after a night out.

LANGUAGE PLUS

• Play the CD and pause so that Ss can repeat what they hear.

B. Aim: to introduce and give Ss practice in talking about prices in different currencies

• Play the CD and pause so that Ss can repeat what they hear.

• Explain to Ss how sums of money are read in English. • Ask Ss to tell you where pounds/pence, euros/cents and

dollars/cents are used.

BACKGROUND NOTEPounds/pence are used in the UK.Euros/cents are used in countries of the European Union.Dollars/cents are used in the USA.Australian dollars/cents are used in Australia.Canadian dollars/cents are used in Canada.

• Ask Ss the question in the rubric. Choose a student and ask him/her: How much does a pizza cost? and elicit the answer: A pizza costs (eg. €11.50).

• Choose Ss to tell you how much the food shown in the remaining pictures costs.

• For further practice in talking about prices, ask Ss to tell you how much other objects cost (eg. a pencil, a pen, a notebook, a mobile phone, a bag, etc.).

2. READ �� 15A. Aims: • to give Ss practice in predicting the content of

dialogues by using visual information • to give Ss practice in identifying the main idea of

the dialogues • to present vocabulary and functions in the

context of three dialogues

• Draw Ss’ attention to the three pictures and ask them the question in the rubric.

• Elicit answers but do not correct Ss at this stage.• Play the CD and have Ss read and listen to the first

dialogue and check their predictions.• Do the same with the other two dialogues.

KEYThe man in the first picture is ordering a burger and chips.The man in the second picture is ordering a slice of chicken and mushroom pizza and a lemonade.The woman in the third picture is ordering some chicken noodles and some fried rice.

• Ask Ss some questions:

Does Fred want mustard on his hot dog? Yes, he does.

How much money is the woman giving Fred back? Fifteen cents.

Does Tony want something to drink? Yes, he does.

How much does a medium lemonade cost? It costs €1.25.

What is the name of the restaurant Jasmine is calling? Dragon’s Den.

What is Jasmine’s phone number? It’s 294 5573.

What is the number of Jasmine’s flat? 8.

How much does Jasmine’s order cost? It costs £11.50.

We use the phrase There you go when we give someone something they want, have asked for or have bought.

LANGUAGE PLUS

Ordering foodTaking an orderTalking about pricesReading a menu

Fast Foodburger �ish and chips kebab noodles pizza tacos

Moneycent change dollar euro pence pound

Other words and phrasesfried How much is that? medium mustard say There you go

Functions

Vocabulary

pizza

1 Vocabularya. listen and repeat.

11 Vocabulary Vocabularya. listen and repeat.

5d

fish and chips

noodles

tacos kebab burger

£5.85 = five pounds and eighty-five pence

€13.59 = thirteen euros and fifty-nine cents

$49.15 = forty-nine dollars and fifteen cents

money

2 Reada. look at the pictures. What do you think the people are

ordering? listen, read and check your answers.

Fred Hi, I’d like a burger and chips, please.

Woman Do you want ketchup and mustard?

Fred Just mustard.

Woman Here’s your burger and chips.

Fred Great. How much is that?

Woman $4.85.

Fred Here’s $5.

Woman And here’s fifteen cents change.

Tony Hi, I’d like a slice of chicken and mushroom pizza.

Man Sure. That’s €2.75, please.

Tony Sorry, but it says €2.50 on here.

Man No, that’s just mushroom pizza.

Tony Oh, you’re right.

Man Anything to drink?

Tony Umm... I’d like a lemonade, please.

Man Medium or large?

Tony Medium. How much is that?

Man €4.

Tony There you go.

Man Enjoy!

B. listen and repeat. Then say how much the food above costs in your country.

Fast food

70

New Destinations_Beginners_BRIT_70 70 2/12/2013 11:24:16 ðì

5d

TB 70

16

WARM-UPAim: to introduce the topic of the lesson

• Draw Ss’ attention to the title of the lesson.• Ask Ss to tell you what the lesson will be about.• Elicit answers.• Ask Ss some questions:

Do you like fast food?

How often do you eat fast food?

1. VOCABULARY �� 13, 14A. Aim: to present different types of fast food

• Ask Ss to look at the pictures and the words.• Ask Ss: What do the pictures show? and elicit the

answer: Different types/kinds of fast food.• Help Ss deduce the meaning of any unknown words

from the context of the corresponding picture.• Ask Ss some questions:

What is your favourite fast food?

What is the most popular fast food in your country?

• Ask Ss if they know where the types of fast food shown in the pictures come from.

• Elicit answers (pizza = Italy, fish and chips = UK, tacos = Mexico/Spain, noodles = Asia, kebab = Middle East, burger = USA).

These are two main types of kebab. Shish kebab is a meal of small chunks of meat grilled on a skewer. Dönar kebab is slices of meat slowly roasted on a rotating spit, and commonly served in pita bread. In the UK dönar kebabs are a very popular fast food dish and are usually eaten after a night out.

LANGUAGE PLUS

• Play the CD and pause so that Ss can repeat what they hear.

B. Aim: to introduce and give Ss practice in talking about prices in different currencies

• Play the CD and pause so that Ss can repeat what they hear.

• Explain to Ss how sums of money are read in English. • Ask Ss to tell you where pounds/pence, euros/cents and

dollars/cents are used.

BACKGROUND NOTEPounds/pence are used in the UK.Euros/cents are used in countries of the European Union.Dollars/cents are used in the USA.Australian dollars/cents are used in Australia.Canadian dollars/cents are used in Canada.

• Ask Ss the question in the rubric. Choose a student and ask him/her: How much does a pizza cost? and elicit the answer: A pizza costs (eg. €11.50).

• Choose Ss to tell you how much the food shown in the remaining pictures costs.

• For further practice in talking about prices, ask Ss to tell you how much other objects cost (eg. a pencil, a pen, a notebook, a mobile phone, a bag, etc.).

2. READ �� 15A. Aims: • to give Ss practice in predicting the content of

dialogues by using visual information • to give Ss practice in identifying the main idea of

the dialogues • to present vocabulary and functions in the

context of three dialogues

• Draw Ss’ attention to the three pictures and ask them the question in the rubric.

• Elicit answers but do not correct Ss at this stage.• Play the CD and have Ss read and listen to the first

dialogue and check their predictions.• Do the same with the other two dialogues.

KEYThe man in the first picture is ordering a burger and chips.The man in the second picture is ordering a slice of chicken and mushroom pizza and a lemonade.The woman in the third picture is ordering some chicken noodles and some fried rice.

• Ask Ss some questions:

Does Fred want mustard on his hot dog? Yes, he does.

How much money is the woman giving Fred back? Fifteen cents.

Does Tony want something to drink? Yes, he does.

How much does a medium lemonade cost? It costs €1.25.

What is the name of the restaurant Jasmine is calling? Dragon’s Den.

What is Jasmine’s phone number? It’s 294 5573.

What is the number of Jasmine’s flat? 8.

How much does Jasmine’s order cost? It costs £11.50.

We use the phrase There you go when we give someone something they want, have asked for or have bought.

LANGUAGE PLUS

Ordering foodTaking an orderTalking about pricesReading a menu

Fast Foodburger �ish and chips kebab noodles pizza tacos

Moneycent change dollar euro pence pound

Other words and phrasesfried How much is that? medium mustard say There you go

Functions

Vocabulary

pizza

1 Vocabularya. listen and repeat.

11 Vocabulary Vocabularya. listen and repeat.

5d

fish and chips

noodles

tacos kebab burger

£5.85 = five pounds and eighty-five pence

€13.59 = thirteen euros and fifty-nine cents

$49.15 = forty-nine dollars and fifteen cents

money

2 Reada. look at the pictures. What do you think the people are

ordering? listen, read and check your answers.

Fred Hi, I’d like a burger and chips, please.

Woman Do you want ketchup and mustard?

Fred Just mustard.

Woman Here’s your burger and chips.

Fred Great. How much is that?

Woman $4.85.

Fred Here’s $5.

Woman And here’s fifteen cents change.

Tony Hi, I’d like a slice of chicken and mushroom pizza.

Man Sure. That’s €2.75, please.

Tony Sorry, but it says €2.50 on here.

Man No, that’s just mushroom pizza.

Tony Oh, you’re right.

Man Anything to drink?

Tony Umm... I’d like a lemonade, please.

Man Medium or large?

Tony Medium. How much is that?

Man €4.

Tony There you go.

Man Enjoy!

B. listen and repeat. Then say how much the food above costs in your country.

Fast food

70

New Destinations_Beginners_BRIT_70 70 2/12/2013 11:24:16 ðì

5d

TB 70

step-by-step guide to each stage of the lesson

tables of functions, structures and vocabulary introduced in each lesson

key for Student’s Book

suggested questions

background notes on different topics which aim at providing teacherswith useful information about the texts appearing in the Student’s Book

language plus boxes which give more detailed information about the new linguistic items presented in each lesson

17

SAMPLE PAGES FROM NEW DESTINATIONS ELEMENTARY A1.2 - STUDENT’S BOOK

1 Vo

cabula

ryL

iste

n a

nd

rep

eat.

Wh

ich

of

the

foll

ow

ing

do

yo

u li

ke?

• H

ow

man

y m

eals

do

yo

u h

ave

a d

ay?

• D

o y

ou

eat

fru

it a

nd

veg

etab

les?

• H

ow

mu

ch w

ater

do

yo

u d

rin

k?

• H

ow

mu

ch m

ilk d

o y

ou

dri

nk?

• D

o y

ou

eat

jun

k fo

od

?

• H

ow

mu

ch c

ho

cola

te d

o y

ou

eat

?

1. W

hit

e fr

uit

an

d v

eget

able

s h

elp

kee

p o

ur

h

ealt

hy.

a. e

yes

b

. hea

rt

2. T

he

man

an

d w

om

an d

on

’t n

eed

to

bu

y

any

.

a. s

traw

ber

rie

s b

. ch

erri

es

3. T

he

man

ord

ers

fo

r d

ess

ert.

a. a

fru

it s

alad

b

. ice

cre

am

“Eat

five

mea

ls a

day

, inc

ludi

ng lo

ts o

f fru

it an

d ve

geta

bles

,” n

utrit

ioni

sts

say.

It’s

impo

rtan

t to

incl

ude

diff

eren

t kin

ds o

f fru

it an

d ve

geta

bles

in e

ach

mea

l. Tr

y to

mak

e yo

ur m

eals

col

ourf

ul. I

t’s e

asy!

Eat r

ight

11 Vo

cabula

ry V

ocabul

aryL

iste

n a

nd

rep

eat.

Wh

ich

of

Eat r

ight

Eat r

ight

Eat r

ight

Eat r

ight

4b

carr

ots

aub

erg

ines

lett

uce

po

tato

es

pep

per

s

pea

s

app

les

apri

cots

gra

pes

blu

eber

ries

cher

ries

ban

anas

stra

wb

erri

es

wat

erm

elo

n

pea

ches

plu

ms

Veget

able

s:

Fruit:

ora

ng

es

2 Re

adA

. Rea

d th

e ti

tle

of t

he

mag

azin

e ar

ticl

e. W

hat

do

yo

u th

ink

it

mea

ns?

Lis

ten

, rea

d a

nd

ch

eck

yo

ur

answ

ers.

Red

frui

t and

veg

etab

les,

like

tom

atoe

s an

d w

ater

mel

on,

prot

ect y

ou a

gain

st s

ome

type

s of

can

cer.

Som

e ot

hers

, lik

e st

raw

berr

ies

and

red

grap

es, h

elp

keep

you

r hea

rt he

alth

y.

A lo

t of o

rang

e an

d ye

llow

frui

t and

veg

etab

les,

like

car

rots

, ar

e ric

h in

vita

min

A a

nd h

elp

you

have

hea

lthy

eyes

. The

y al

so p

rote

ct y

ou a

gain

st s

ome

type

s of

can

cer a

nd h

eart

dise

ase.

Citr

us fr

uit,

like

oran

ges,

are

n’t r

ich

in v

itam

in A

, but

th

ey a

re ri

ch in

vita

min

C a

nd a

type

of B

vita

min

. The

y he

lp

keep

you

r hea

rt he

alth

y.

Gre

en fr

uit a

nd v

eget

able

s, li

ke s

pina

ch, g

reen

pep

pers

and

gr

een

appl

es, h

elp

keep

bot

h yo

ur e

yes

and

hear

t hea

lthy,

an

d pr

otec

t you

aga

inst

som

e ty

pes

of c

ance

r.

Blue

and

pur

ple

fruit

and

vege

tabl

es, l

ike

grap

es a

nd

aube

rgin

es, p

rote

ct y

ou a

gain

st s

ome

type

s of

can

cer a

nd

hear

t dis

ease

. Blu

eber

ries

also

hel

p yo

u ha

ve a

goo

d m

emor

y.

So, a

dd a

litt

le c

olou

r to

you

r m

eals

.

4 Pr

actice

Cir

cle

the

corr

ect w

ord

s.

1. D

rin

k a

lot

of

/ m

uch

wat

er in

th

e

sum

mer

. It’

s g

oo

d f

or

you

.

2. H

ow

mu

ch /

man

y h

ou

rs d

o y

ou

wo

rk

ever

y d

ay?

3. L

et’s

go

! We

do

n’t

hav

e m

uch

/ m

any

tim

e.

4. H

ow

mu

ch /

man

y m

ilk d

o y

ou

dri

nk

a

day

?

5. A

: We

do

n’t

hav

e m

uch

/ m

any

ve

get

able

s in

th

e fr

idg

e.

B: W

ell,

I can

go

to

th

e su

per

mar

ket

an

d b

uy

a lit

tle

/ a

few

car

rots

an

d

so

me

spin

ach

.

6. A

: Do

yo

u w

ant

any

salt

on

yo

ur

sala

d?

B: J

ust

a li

ttle

/ a

few

.

5 Lis

tenL

iste

n to

thre

e sh

ort

dia

logu

es a

nd

co

mp

lete

the

sen

ten

ces.

Ch

oo

se a

or b.

6 Sp

eakT

alk

in p

airs

.G

o to

Pai

r w

ork

act

ivit

y.

7 Wr

iteH

ow

hea

lth

y is

yo

ur

die

t? L

oo

k a

t th

e q

ues

tio

ns

bel

ow

an

d w

rite

a

par

agra

ph

ab

ou

t yo

ur

eati

ng

hab

its.

Rea

d th

e d

ialo

gues

bel

ow

. Lo

ok

at t

he

wo

rds

in b

old

an

d

com

ple

te th

e ta

ble

.

Ho

w m

uch

? / H

ow

man

y?

mu

ch /

man

y /

a lo

t of /

lots

of /

a fe

w /

a li

ttle

3 Gr

amma

r

Go

to

Gra

mm

ar R

efer

ence

1. A

: Ho

w m

uch

fru

it d

o y

ou

usu

ally

eat

?

B: I

do

n’t

eat

mu

ch f

ruit

.

2. A

: Ho

w m

any

tom

ato

es d

o y

ou

nee

d f

or

the

sala

d?

B: I

do

n’t

nee

d m

any

tom

ato

es.

A: W

ell,

I usu

ally

eat

a lo

t o

f /

lots

of

tom

ato

es.

3. A

: Wo

uld

yo

u li

ke a

few

pea

s in

yo

ur

sala

d?

B: N

o t

han

ks, b

ut

I’d li

ke a

litt

le le

mo

n ju

ice

on

it.

A: M

e to

o, b

ut

I’d a

lso

like

a lo

t o

f /

lots

of

salt

.

B: I

t’s

no

t g

oo

d f

or

you

, yo

u k

no

w.

CO

UN

TAB

LE

UN

CO

UN

TAB

LEB

OT

H

Ho

w m

any

“Eat

five

mea

ls a

day

, inc

ludi

ng lo

ts o

f fru

it an

d ve

geta

bles

,” n

utrit

ioni

sts

say.

It’s

impo

rtan

t to

incl

ude

B. R

ead

aga

in

and

tick

.

po

tato

es

pea

s

wat

erm

elo

n

apri

cots

stra

wb

erri

es

plu

ms

pea

ches

app

les

ban

anas

apri

cots

apri

cots

cher

ries

ora

ng

es

B. R

ead

aga

in

and

tick

.

A ra

inbo

w

o

n y

our

pla

te

spin

ach

pro

tect

ag

ain

st

can

cer

pro

tect

ag

ain

st

hea

rt

dis

ease

hel

p y

ou

h

ave

hea

lth

y ey

es

hel

p y

ou

h

ave

a g

oo

d

mem

ory

lem

on

s

5253

vario

us ty

pes o

f tex

ts

voca

bula

ry

pres

ente

d th

roug

h vis

ual

prom

pts

18

SAMPLE PAGES FROM NEW DESTINATIONS PRE-INTERMEDIATE A2 - STUDENT’S BOOK

ab

c

ab

c

ab

c

ab

c

B. R

ead

the

text

an

d c

ho

ose

a, b

or c.

Th

e te

xt is

:

a. p

art

of

a st

ory

th

at h

app

ened

in S

alva

do

r d

a B

ahia

.

b.

a d

escr

ipti

on

of

Salv

ado

r d

a B

ahia

.

c. a

n a

dve

rtis

emen

t ab

ou

t a

ho

liday

in S

alva

do

r d

a B

ahia

.

C. R

ead

aga

in a

nd

an

swer

the

foll

ow

ing

qu

esti

on

s.

B. U

se s

om

e o

f th

e ad

ject

ives

ab

ov

e to

des

crib

e y

ou

r ci

ty/t

ow

n.

Urban

life

Urban

life

Urban

life

Urban

life

3e 1 Vo

cabula

ryA

DJE

CT

IVE

S D

ESC

RIB

ING

PL

AC

ES

A. R

ead

the

sen

ten

ces

bel

ow

an

d m

atch

the

adje

ctiv

es in

bo

ld w

ith

the

def

init

ion

s a-

h.

1.

Th

e b

us

was

cro

wd

ed a

nd

I co

uld

n’t

get

on

.

2.

Wh

en I

get

tir

ed o

f lif

e in

th

e ci

ty, I

go

to

th

e co

un

trys

ide.

It’s

so

pea

cefu

l th

ere.

3. Y

ou

can

fin

d lo

ts o

f b

oo

ks a

bo

ut

anci

ent

his

tory

in t

he

libra

ry.

4. I

live

in a

no

isy

nei

gh

bo

urh

oo

d a

nd

can

’t sl

eep

at

nig

ht!

5. D

on

’t w

orr

y; t

he

stre

ets

aro

un

d h

ere

are

safe

for

the

child

ren

to

pla

y in

.

6. T

he

tow

n s

qu

are

is a

po

pu

lar

mee

tin

g p

lace

for

teen

ager

s.

7. W

e w

ent

on

a t

ou

r ar

ou

nd

th

e to

wn

an

d s

aw m

any

his

tori

c b

uild

ing

s.

8. T

he

tow

n c

entr

e h

as a

gre

at v

arie

ty o

f co

sy c

afés

an

d r

esta

ura

nts

.

a. c

om

fort

able

an

d w

arm

b.

qu

iet

and

cal

m

c. f

ull

of

peo

ple

d. m

akin

g a

lot

of

no

ise

e. l

iked

by

a la

rge

nu

mb

er

of

peo

ple

f. v

ery

old

g. i

mp

ort

ant

in h

isto

ry

h. n

ot

dan

ger

ou

s

2 Sp

eaking

Tal

k in

pai

rs. T

he

thre

e p

eop

le b

elo

w h

ave

bee

n o

ffer

ed

job

s in

the

thre

e ci

ties

pre

sen

ted

. Rea

d th

e in

form

atio

n,

dis

cuss

an

d d

ecid

e w

hic

h c

ity

is th

e m

ost

su

itab

le fo

r ea

ch p

erso

n. G

ive

reas

on

s fo

r y

ou

r ch

oic

es.

TIP

Whe

n ta

lkin

g to

anot

her

pers

on,

liste

n ca

refu

lly t

o hi

m/h

er a

nd

resp

ond

to w

hat

he/s

he is

sayi

ng

(eg.

I a

gree

, I do

n’t

know

abo

ut t

hat.)

Whe

n ta

lkin

g to

anot

her

pers

on,

Like

s: a

rt, c

inem

a, e

atin

g

ou

t, t

rave

llin

g

Dis

like

s: s

ho

pp

ing

, nat

ure

Jill

Gra

nt,

23Li

kes:

sp

ort

s, r

ead

ing

, sh

op

pin

gD

islik

es:

art

, th

eatr

e

Hel

en A

ber

son

, 34

Like

s: m

use

um

s, n

atu

re,

swim

min

gD

islik

es:

nig

htl

ife,

co

nce

rts

Har

ry P

erl,

41

• b

eau

tifu

l par

ks a

nd

bea

ches

• lo

ts o

f sp

ort

s fa

cilit

ies

• m

use

um

s

Ch

icag

o, I

llin

ois

• m

use

um

s, g

alle

ries

, sh

ow

s•

wo

rld

fam

ou

s sh

op

s•

hu

ge

vari

ety

of

rest

aura

nts

New

Yo

rk C

ity,

New

Yo

rk

• la

kes

and

par

ks w

ith

sp

ort

s ac

tivi

ties

• la

rge

sho

pp

ing

cen

tre

• m

any

thea

tres

Min

nea

po

lis,

Min

nes

ota

I th

ink

the

mo

st s

uit

able

cit

y fo

r Ji

ll is

... b

ecau

se...

I

dis

agre

e. I

thin

k th

e id

eal c

ity

for

her

is...

bec

ause

...

3 Lis

tening

A. D

iscu

ss.

• W

hat

are

th

e ad

van

tag

es a

nd

dis

adva

nta

ges

of

livin

g in

a c

ity?

B. L

iste

n to

Zo

e ta

lkin

g to

a fr

ien

d a

bo

ut h

er n

ew li

fe.

Wh

at is

her

op

inio

n a

bo

ut l

ife

in th

e ci

ty?

C. L

iste

n a

gain

an

d c

ho

ose

the

corr

ect p

ictu

re a

, b o

r c.

TIP

Bef

ore

you

liste

n, r

ead

the

rubr

ic c

aref

ully

and

look

at

the

pict

ures

, m

aps, e

tc. Thi

s w

ill g

ive

you

an ide

a of

wha

t to

liste

n fo

r.

Bef

ore

you

liste

n, r

ead

the

1.

Wh

ere

do

es Z

oe

live?

2.

Wh

ere

do

es Z

oe

go

eve

ry w

eeke

nd

?

3. H

ow

do

es Z

oe

get

to

wo

rk?

4. W

hat

can

Zo

e se

e o

ut

of

her

win

do

w?

4 Wr

iting

A D

ESC

RIP

TIO

N O

F A

PL

AC

EA

. Dis

cuss

.

• W

hat

is t

he

mo

st in

tere

stin

g p

lace

yo

u’v

e ev

er v

isit

ed?

• W

hy

did

yo

u li

ke it

?

Sal

vador

da

Bah

ia

Sa

lvad

or is

one

of

the

mos

t im

pres

sive

citie

s I’v

e ev

er v

isite

d. It

is

in e

aste

rn B

razi

l on

the

coas

t an

d it

is th

e ca

pita

l of

the

stat

e of

Bah

ia.

Salv

ador

has

man

y in

tere

stin

g pl

aces

to

see

such

as

Pelo

urin

ho, th

e ‘o

ld c

ity’.

This

area

has

col

ourf

ul c

olon

ial b

uild

ings

, na

rrow

st

reet

s, be

autif

ul s

quar

es a

nd a

ttra

cts

man

y to

urist

s ev

ery

year

. Oth

er p

lace

s w

orth

vi

sitin

g ar

e th

e nu

mer

ous

chur

ches

and

the

Afr

o-Br

azili

an M

useu

m.

Ther

e ar

e m

any

thin

gs t

o do

in S

alva

dor.

You

can

go t

o M

erca

do M

odel

o fo

r Sa

lvad

or’s

best

sho

ppin

g. A

t th

is m

arke

t, yo

u ca

n bu

y so

uven

irs,

tast

e Ba

hian

cui

sine

in o

ne o

f th

e m

any

rest

aura

nts

and

wat

ch t

he fas

cina

ting

ca

poei

ra, to

o. S

alva

dor

also

offe

rs a

gre

at

vari

ety

of b

eaut

iful b

each

es.

Salv

ador

is a

ver

y ex

citing

city

and

I h

ad a

fan

tast

ic t

ime

ther

e. It

was

an

unfo

rget

tabl

e ex

peri

ence

and

I ho

pe t

o vi

sit

this w

onde

rful

city

agai

n.

Wh

at is

th

e m

ost

inte

rest

ing

pla

ce y

ou

’ve

ever

vis

ited

?

1.

In w

hic

h p

arag

rap

h (

1-4

) d

oes

th

e w

rite

r:

des

crib

e w

hat

to

uri

sts

can

do

th

ere?

say

ho

w h

e/sh

e fe

els

abo

ut

the

pla

ce?

des

crib

e th

e m

ost

imp

ort

ant

sig

hts

?

giv

e g

ener

al in

form

atio

n a

bo

ut

the

pla

ce?

2.

Wh

ich

ad

ject

ives

do

es t

he

wri

ter

use

to

mak

e th

e d

escr

ipti

on

mo

re li

vely

?

WR

ITIN

G T

ASK

D. W

rite

a d

escr

ipti

on

of a

pla

ce y

ou

’ve

vis

ited

. Y

ou

r d

escr

ipti

on

sh

ou

ld b

e b

etw

een

10

0-1

20

wo

rds.

Wh

en

wri

tin

g a

de

scri

pti

on

of

a p

lace

:

* b

efo

re y

ou

sta

rt, w

rite

do

wn

so

me

idea

s.

* d

eve

lop

yo

ur

idea

s an

d w

rite

ab

ou

t th

e

mo

st im

po

rtan

t o

r in

tere

stin

g f

eatu

res

of

the

pla

ce.

* d

ivid

e yo

ur

text

into

par

agra

ph

s as

sh

ow

n

abo

ve.

* u

se a

var

iety

of

adje

ctiv

es

to m

ake

you

r

de

scri

pti

on

live

ly.

TIP

4243

a va

riety

of e

xerc

ises d

evel

opin

g sp

eaki

ng, l

isten

ing a

nd w

ritin

g sk

ills

prac

tical

tips

hel

ping

stud

ents

to d

evel

op

skill

s and

bec

ome a

uton

omou

s lea

rner

s

19

SAMPLE PAGES FROM NEW DESTINATIONS INTERMEDIATE B1 - STUDENT’S BOOK

I’m r

eally

into

sur

fing

the

Νet

and

pla

ying

str

ateg

y ga

mes

on

my

com

pute

r. I’v

e be

en p

layi

ng c

om

pute

r ga

mes

eve

r si

nce

my

fath

er g

ot

me

my

first

co

mpu

ter

whe

n I w

as s

ix. W

hen

I’m n

ot

play

ing

com

pute

r ga

mes

, I te

nd t

o be

out

and

abo

ut. M

y fr

iend

s an

d I sp

end

a lo

t o

f ti

me

at t

he lo

cal f

oo

tbal

l pit

ch s

o, a

ltho

ugh

I’m

not

so a

thle

tic,

I d

o ge

t so

me

exer

cise

. I’m

als

o in

to

hang

ing

out

at

the

loca

l sho

ppin

g ce

ntre

whe

re m

y fr

iend

s an

d I ei

ther

go

to t

he c

inem

a o

r to

a c

afé.

Bru

ce (

20 y

ears

old

)

C

A. D

iscu

ss.

• H

ow

mu

ch f

ree

tim

e d

o y

ou

hav

e?

• W

hat

do

yo

u li

ke d

oin

g in

yo

ur

free

tim

e?

B.

Rea

d th

e te

xts

A-D

qu

ick

ly. W

hat

top

ic d

o th

e fo

ur

pas

sage

s h

ave

in c

om

mo

n?

Wh

ich

tee

nag

er/s

men

tio

n/s

no

t b

ein

g in

tere

sted

in a

ctiv

itie

s d

on

e b

y p

eop

le t

hei

r ag

e?

1

bei

ng

inte

rest

ed o

nly

in o

utd

oo

r ac

tivi

ties

? 2

do

ing

on

ly a

ctiv

itie

s th

at k

eep

th

em in

do

ors

? 3

do

ing

an

act

ivit

y th

eir

par

ents

hel

ped

th

em b

egin

? 4

5

do

ing

an

act

ivit

y th

eir

par

ents

are

no

t h

app

y ab

ou

t?

6

do

ing

an

act

ivit

y th

at m

ade

it p

oss

ible

for

them

to

go

to

di�

fere

nt

pla

ces?

7

star

tin

g a

n a

ctiv

ity

at a

ver

y yo

un

g a

ge

that

th

ey s

till

do?

8

9

D.

Mat

ch th

e h

igh

ligh

ted

wo

rds/

ph

rase

s in

the

text

w

ith

thei

r m

ean

ings

.

E.

Dis

cuss

.

Rea

d th

e te

xt b

elo

w a

nd

co

mp

lete

the

bla

nk

s w

ith

the

Pre

sen

t Per

fect

Sim

ple

, th

e P

rese

nt P

erfe

ct P

rogr

essi

ve

or

the

Pas

t Sim

ple

of t

he

ver

bs

in b

rack

ets.

I (1)

(

alw

ays

/ w

ant)

to

do

som

eth

ing

inte

rest

ing

in m

y fr

ee t

ime,

bu

t I w

ork

qu

ite

lon

g h

ou

rs a

nd

I’m

oft

en v

ery

tire

d w

hen

I g

et

ho

me

fro

m w

ork

. So

me

tim

e ag

o, a

fri

end

of

min

e

(2)

(

giv

e) m

e th

e id

ea o

f jo

inin

g

the

Th

esp

ian

s, a

dra

ma

clu

b w

hic

h m

eets

just

on

ce a

wee

k. I

(3)

(

be)

a m

emb

er fo

r th

e

last

six

mo

nth

s an

d I

(4)

(

enjo

y)

ever

y m

om

ent

of

it. T

he

peo

ple

in t

he

clu

b a

re v

ery

frie

nd

ly, a

nd

th

e at

mo

sph

ere

is f

un

an

d r

elax

ed. F

or

the

pas

t fe

w w

eeks

, we

(5)

(reh

ears

e) fo

r a

pla

y th

at w

e’re

go

ing

to

pu

t o

n

for

the

loca

l co

mm

un

ity

cen

tre.

I am

rea

lly lo

oki

ng

forw

ard

to

it. T

he

dau

gh

ter

of

on

e o

f th

e m

emb

ers

(6)

(

stu

dy)

fash

ion

des

ign

at u

niv

ersi

ty fo

r th

e la

st t

wo

yea

rs a

nd

(7)

(

des

ign

) o

ur

cost

um

es.

Yest

erd

ay, I

(8

)

(g

o)

to t

he

clu

b fo

r o

ur

last

reh

ears

al b

efo

re t

he

pla

y. T

he

�irs

t

per

form

ance

will

be

on

Fri

day

nig

ht

and

I h

op

e

ever

yth

ing

will

go

wel

l.

1. b

oo

kwo

rm

2. c

on

stan

tly

3. in

ten

tio

n

4. c

ame

acro

ss

5. w

illin

g

6.

ten

d t

o

7. e

very

on

ce in

a w

hile

If y

ou

co

uld

get

to

kn

ow

on

e o

f th

ese

teen

ager

s, w

ho

w

ou

ld it

be

and

wh

y?

C.

Rea

d th

e te

xts

A-D

aga

in a

nd

an

swer

the

qu

esti

on

s 1-

9 b

elo

w. W

rite

A,

B, C

or

D in

the

bo

xes.

spo

rtp

lace

eq

uip

me

nt

cou

rtb

all,

rack

et, n

et, s

ho

rts,

tr

ain

ers,

T-s

hir

t

rin

gb

oo

ts, g

love

s, s

ho

rts

po

ol

bal

l, g

og

gle

s, s

wim

wea

r

slo

pe

bo

ots

, bo

ard

, go

gg

les,

g

love

s

cou

rtb

all,

net

, sh

ort

s, t

rain

ers,

ve

st

sea/

lake

swim

wea

r, b

oar

d, s

ail

pit

chb

all,

bo

ots

, sh

ort

s, s

hin

p

ads

Jenn

y (1

9 ye

ars

old

)

TH

E T

HE

SP

IAN

S

a. fo

un

d b

y ch

ance

b. a

pla

n a

bo

ut

wh

at y

ou

will

do

c. r

ead

y

d. d

o s

om

eth

ing

usu

ally

or

oft

en

e. s

om

etim

es b

ut

no

t ve

ry o

ften

f. so

meo

ne

wh

o li

kes

read

ing

g. a

ll th

e ti

me

A. L

oo

k a

t th

e ex

trac

ts fr

om

the

tex

ts a

nd

an

swer

the

qu

esti

on

s th

at fo

llo

w.

PR

ESE

NT

PE

RF

EC

T S

IMP

LE

PR

ESE

NT

PE

RF

EC

T P

RO

GR

ESS

IVE

Gram

mar

1. I’v

e m

et lo

ts o

f in

tere

stin

g p

eop

le...

(Te

xt B

)

• Do

es J

ames

say

exa

ctly

wh

en h

e m

et th

ose

peo

ple

?

• Wh

ich

ten

se is

use

d?

2. S

ince

I jo

ined

th

e g

rou

p, I

’ve

take

n p

art

in t

hre

e d

iffe

ren

t p

lays

. (Te

xt D

)• I

s Je

nny

stil

l tak

ing

par

t in

pla

ys?

• Wh

ich

ten

se is

use

d?

3. I

’ve

bee

n w

ind

surf

ing

for

ages

... (

Text

B)

• H

as J

ames

sto

pp

ed w

ind

sur�

ing?

• W

hic

h te

nse

is u

sed

?

Go

to

Gra

mm

ar R

efe

ren

ce

B. L

oo

k a

t th

e ex

trac

ts 2

an

d 3

aga

in. W

hic

h o

f th

e tw

o te

nse

s em

ph

asis

es th

e re

sult

of t

he

acti

on

an

d

wh

ich

em

ph

asis

es th

e d

ura

tio

n?

C. C

om

ple

te th

e ru

les

abo

ut t

he

use

s o

f th

e P

rese

nt

Per

fect

Sim

ple

an

d P

rese

nt P

erfe

ct P

rogr

essi

ve

by

ci

rcli

ng

the

corr

ect w

ord

s.

• Use

the

Pre

sen

t Per

fect

Sim

ple

/ P

ast S

imp

le fo

r an

act

ion

wh

ich

hap

pen

ed in

the

pas

t, b

ut t

he

exac

t tim

e is

no

t men

tio

ned

.

• Use

the

Pre

sen

t Per

fect

Sim

ple

/ P

rese

nt P

erfe

ct

Pro

gre

ssiv

e fo

r an

act

ion

or

stat

e w

hic

h st

arte

d in

th

e p

ast a

nd

co

ntin

ues

up

to th

e p

rese

nt (

emp

has

is

on

the

acti

on

).

• Use

the

Pre

sen

t Per

fect

Sim

ple

/ P

rese

nt P

erfe

ct

Pro

gre

ssiv

e fo

r an

act

ion

or

stat

e w

hic

h st

arte

d in

th

e p

ast a

nd

co

ntin

ues

up

to th

e p

rese

nt (

emp

has

is

on

the

du

rati

on

).

• Use

for

/ sin

ce +

a p

erio

d o

f tim

e an

d fo

r / s

ince

+ a

sp

eci�i

c p

oin

t in

time.

Vocab

ulary

LE

XIC

AL

SE

TC

om

ple

te th

e ta

ble

bel

ow

wit

h th

e co

rrec

t nam

e o

f th

e sp

ort

. Ch

oo

se fr

om

the

spo

rts

in th

e b

ox

.

bas

ketb

all

wat

er p

olo

w

ind

sur�

ing

sno

wb

oar

din

g

bo

xin

g

ten

nis

fo

otb

all

Pract

ice

We

use

th

e P

ast

Sim

ple

fo

r ac

tio

ns

that

h

app

ened

in t

he

pas

t an

d t

he

exac

t ti

me

is m

enti

on

ed.

NOTE

Jam

es (

17 y

ears

old

)

My

idea

of fu

n is

any

thin

g th

at’s

rel

ated

to

spo

rts.

I’v

e al

way

s be

en s

port

y an

d at

hlet

ic a

nd I

’m w

illin

g to

try

wha

teve

r w

ill g

et

my

adre

nalin

goin

g. U

nlik

e m

any

peo

ple

my

age,

I d

on’

t en

joy

goin

g o

ut t

o ca

fés.

I

love

doin

g th

ings

tha

t ke

ep

me

out

doo

rs in

the

nat

ural

en

viro

nmen

t. I b

ecam

e a

mem

ber

of a

rock

clim

bing

cl

ub a

bout

thr

ee y

ears

ago

, an

d I m

ust

adm

it t

hat

I’ve

had

a lo

t o

f fu

n. I

’ve

met

lo

ts o

f in

tere

stin

g pe

opl

e an

d I’v

e al

so b

een

to a

lot

of

inte

rest

ing

plac

es. B

esid

es

this

, I a

lso

find

wat

er

spo

rts

grea

t. I

’ve

been

w

inds

urfin

g fo

r ag

es a

nd I

’ve

also

rec

entl

y st

arte

d ta

king

sc

uba

divi

ng le

sso

ns.

B

D

Wh

en

mat

chin

g q

ue

stio

ns

wit

h s

ho

rt

text

s:

• sc

an e

ach

tex

t an

d lo

ok

for

the

spe

cifi

c in

form

atio

n m

en

tio

ne

d in

ea

ch q

ue

stio

n.

• F

ind

th

e p

art

of

the

text

wh

ich

co

rre

ctly

an

swe

rs t

he

qu

est

ion

. •

Be

care

ful!

Do

n’t

ch

oo

se a

tex

t ju

st

be

cau

se t

he

voca

bu

lary

or

ph

rasi

ng

in

th

e te

xt is

sim

ilar

to t

hat

of

the

qu

est

ion

.

TIP

I’m v

ery

soci

able

and

han

g o

ut a

t al

l the

‘in’

pla

ces.

I h

ave

lots

o

f fr

iend

s an

d lo

ve m

eeti

ng p

eopl

e. A

t th

e w

eeke

nds,

I us

ually

go

som

ewhe

re t

o da

nce.

Whe

n I w

as f

ive,

my

mo

ther

to

ok

me

to t

he C

ont

empo

rary

Sch

oo

l of

Dan

ce a

nd, s

ince

the

n, I h

ave

neve

r st

opp

ed d

anci

ng.

I al

so lo

ve m

usic

and

go

to c

onc

erts

ver

y o

ften

. On

top

of th

at, I

’m a

mem

ber

of a

loca

l the

atre

gro

up, a

nd w

e pu

t o

n pe

rfo

rman

ces

ever

y o

nce

in a

whi

le. W

e ha

ve a

lot

of fu

n ch

oo

sing

the

pla

ys a

nd r

ehea

rsin

g. S

ince

I jo

ined

the

gro

up, I

’ve

take

n pa

rt in

thr

ee d

iffer

ent

play

s. I

t’s n

ot

onl

y fu

n bu

t al

so v

ery

rew

ardi

ng.

readin

gA

. Dis

cuss

.

• H

ow

mu

ch f

ree

tim

e d

o y

ou

hav

e?

readin

grea

ding

readin

grea

ding

3avoc

abular

y & gr

amma

rvoc

abular

y & gr

amma

rvoc

abular

y & gr

amma

rvoc

abular

y & gr

amma

rvoc

abular

y & gr

amma

r3a

Eliz

abet

h (1

8 ye

ars

old

)

A

I’m w

hat

you

call

a bo

okw

orm

. I f

ind

noth

ing

mo

re e

nter

tain

ing

than

sta

ying

at

hom

e an

d re

adin

g a

good

boo

k. I r

ead

anyt

hing

fro

m a

dven

ture

to

scie

nce

ficti

on.

If

I st

art

read

ing

a bo

ok,

I d

on’

t pu

t it

dow

n un

til I

fin

ish

it. M

y pa

rent

s ar

e co

nsta

ntly

co

mpl

aini

ng t

hat

I do

n’t

get

out

muc

h, b

ut I

’ve

no in

tent

ion

of ch

angi

ng. I

’ve

rece

ntly

st

arte

d w

riti

ng a

nd I h

ope

to

wri

te a

bes

t se

ller

in t

he f

utur

e. I a

lso

spen

d a

lot

of

tim

e su

rfin

g th

e N

et. L

ast

wee

k, I c

ame

acro

ss a

sit

e fo

r pe

opl

e in

tere

sted

in w

riti

ng

and

I be

cam

e a

mem

ber.

Sinc

e th

en I

’ve

had

the

opp

ort

unit

y to

tal

k to

peo

ple

wit

h si

mila

r in

tere

sts,

and

it’s

nic

e to

kno

w t

hat

I’m n

ot

so o

ut o

f th

e o

rdin

ary.

3839

emph

asis

on

voca

bula

ry

build

ing

warm

-up

activ

ities

in

trodu

cing

the

topi

c

grad

ual f

amili

ariza

tion

of

stud

ents

with

exa

m ty

pe ta

sks

activ

ities

enco

urag

ing c

ritica

l thi

nkin

gan

d pe

rson

al re

spon

se

20

SAMPLE PAGES FROM NEW DESTINATIONS LEVEL B1+ - STUDENT’S BOOK

TIP

Wh

en

wri

tin

g a

pro

ble

m/s

olu

tio

n e

ssay

:

• u

nd

erl

ine

the

key

wo

rds

and

th

ink

abo

ut

the

pro

ble

m

be

ing

intr

od

uce

d.

• co

nsi

de

r th

e n

ote

s yo

u h

ave

be

en

giv

en

an

d h

ow

the

se t

ran

slat

e in

to p

oss

ible

so

luti

on

s to

th

e p

rob

lem

.

• in

th

e in

tro

du

ctio

n, i

de

nti

fy t

he

pro

ble

m b

ut

do

no

t

talk

ab

ou

t sp

eci

�ic

solu

tio

ns.

• in

th

e m

ain

par

t, d

o n

ot

just

me

nti

on

th

e so

luti

on

s

you

are

pro

po

sin

g. U

se in

form

atio

n t

hat

can

he

lp y

ou

just

ify,

cla

rify

an

d e

xpla

in t

he

ir r

ele

van

ce.

• co

me

up

wit

h a

n a

dd

itio

nal

idea

th

at c

lear

ly s

erv

es

as

a so

luti

on

to

th

e p

rob

lem

an

d b

ack

it u

p b

y p

rovi

din

g

info

rmat

ion

th

at s

up

po

rts

it.

• p

rese

nt

the

info

rmat

ion

in a

man

ne

r th

at is

stra

igh

tfo

rwar

d, c

lear

an

d im

pe

rso

nal

.

• in

th

e co

ncl

usi

on

, do

no

t in

tro

du

ce o

r m

en

tio

n

add

itio

nal

so

luti

on

s to

th

e p

rob

lem

.

1. W

hat

is t

he

wri

ter’

s o

pin

ion

on

th

e to

pic

? U

nd

erlin

e th

e p

art

of

the

ess

ay t

hat

ind

icat

es

this

.

2. W

hat

is t

he

thir

d id

ea t

hat

th

e w

rite

r co

mes

up

wit

h?

4bwr

iting

Writin

g a pr

oblem/

soluti

on ess

ay I

1. D

ISC

USS

• W

hat

dan

ger

s ar

e in

volv

ed in

acc

essi

ng

blo

gs,

foru

ms

and

ch

at

roo

ms

and

tal

kin

g t

o p

eop

le y

ou

do

n’t

kn

ow

wel

l or

at a

ll?

• W

hat

do

yo

u k

no

w a

bo

ut

cyb

erb

ully

ing

or

bei

ng

bu

llied

on

line?

• W

hat

can

we

do

to

pro

tect

ou

rsel

ves

fro

m t

his

ty

pe

of

bu

llyin

g?

2. F

OC

US

ON

USI

NG

NO

TE

SR

ead

the

rub

ric,

the

essa

y to

pic

an

d th

e n

ote

s, a

nd

un

der

lin

e th

e p

arts

of t

he

essa

y th

at c

orr

esp

on

d to

the

no

tes.

3. F

OC

US

ON

CO

NT

EN

T A

ND

OR

GA

NIS

AT

ION

Rea

d th

e es

say

aga

in a

nd

an

swer

the

foll

ow

ing

qu

esti

on

s.

• Is

th

e e

ssay

wri

tten

in a

form

al o

r in

form

al s

tyle

?

• W

hat

exa

mp

les

can

yo

u �

ind

in t

he

essa

y to

just

ify

you

r an

swer

to

th

e ab

ove

qu

esti

on

?

4. F

OC

US

ON

ST

YL

E A

ND

RE

GIS

TE

R

A. R

ead

the

essa

y a

gain

an

d a

nsw

er th

e fo

llo

win

g q

ues

tio

ns.

1.

Peo

ple

are

ver

y w

orr

ied

ab

ou

t cy

ber

bu

llyin

g.

2. …

th

ere

are

thin

gs

that

we

can

do

...

3. …

hel

pin

g t

hem

lear

n…

4.

… t

he

�irs

t th

ing

we

can

do

5. …

ch

ildre

n m

ust

hav

e…

6.

We

can

all

see

B.

Fin

d p

hra

ses

or

sen

ten

ces

in th

e es

say

an

d m

atch

them

wit

h th

e m

ore

in

form

al v

ersi

on

s b

elo

w.

B.

No

w r

ead

the

essa

y to

pic

, no

tes

and

ess

ay th

at fo

llo

ws

and

co

mp

lete

it u

sin

g th

e w

ord

s/p

hra

ses

in th

e b

oxe

s.

5. F

OC

US

ON

LIN

KIN

G W

OR

DS/

PH

RA

SES

A. L

oo

k a

t th

e h

igh

ligh

ted

wo

rds/

ph

rase

s in

the

essa

y. W

hic

h w

ord

s o

r p

hra

ses

do

es th

e w

rite

r u

se to

:

6. W

RIT

ING

TA

SKA

. Rea

d th

e ru

bri

c, th

e es

say

top

ic a

nd

the

no

tes

and

un

der

lin

e th

e ke

y w

ord

s. N

oti

ce th

at th

ese

no

tes

hav

e b

een

exp

and

ed o

n.

In y

ou

r E

ng

lish

cla

ss y

ou

hav

e b

een

tal

kin

g a

bo

ut

the

ove

ruse

of

tech

no

log

y. N

ow

, yo

ur

En

glis

h t

each

er h

as a

sked

yo

u t

o

wri

te a

n e

ssay

. Wri

te a

n essay

usi

ng

all

the

no

tes

and

giv

e re

aso

ns

for

you

r p

oin

t o

f vi

ew.

Ch

ild

ren

are

sp

end

ing

too

mu

ch ti

me

on

co

mp

ute

rs a

nd

oth

er e

lect

ron

ic d

evic

es. W

hat

can

be

do

ne

to h

elp

them

dev

elo

p a

h

ealt

hie

r b

alan

ce in

thei

r li

ves

?

B.

No

w c

om

e u

p w

ith

yo

ur

ow

n id

ea o

n th

e es

say

top

ic

as w

ell a

s ex

amp

les

to s

up

po

rt it

.

D.

Wri

te y

ou

r p

rob

lem

/so

luti

on

ess

ay b

ased

on

the

ou

tlin

e y

ou

hav

e m

ade

(140

-19

0 w

ord

s).

add

itio

nal

so

luti

on

s to

th

e p

rob

lem

.Fo

r a

list

of

linki

ng

wo

rds/

ph

rase

s w

hic

h y

ou

can

use

wh

en

yo

u a

re w

riti

ng

a p

rob

lem

/so

luti

on

ess

ay, s

ee

Ap

pe

nd

ix I.

In y

ou

r E

ng

lish

cla

ss y

ou

hav

e b

een

tal

kin

g a

bo

ut

cyb

erb

ully

ing

. No

w, y

ou

r E

ng

lish

tea

cher

has

ask

ed y

ou

to

wri

te a

n e

ssay

. Wri

te y

ou

r es

say

usi

ng

all

the

no

tes

and

giv

e re

aso

ns

for

you

r p

oin

t o

f vi

ew.

An

incr

easi

ng

nu

mb

er o

f ch

ild

ren

are

bec

om

ing

vic

tim

s o

f cy

ber

bu

lly

ing.

C

an s

om

eth

ing

be

do

ne

to p

rev

ent t

his

fro

m h

app

enin

g?

NOTE

S• i

nfor

mat

ion

• ski

lls• …

(yo

ur o

wn

idea

)

Cyb

erb

ully

ing

is a

cau

se fo

r m

uch

co

nce

rn. T

his

is b

ecau

se y

ou

ng

peo

ple

, wh

o d

o n

ot

hav

e th

e

kno

wle

dg

e an

d s

kills

to

dea

l wit

h it

e�f

ecti

vely

, are

mo

st o

ften

th

e vi

ctim

s. I,

nev

erth

eles

s, t

hin

k th

at

ther

e ar

e m

easu

res

that

can

be

take

n t

o e

nsu

re t

hei

r p

erso

nal

saf

ety.

To b

egin

wit

h, i

t is

imp

ort

ant

to in

form

ch

ildre

n a

bo

ut

cyb

erb

ully

ing

. Th

is p

roce

ss o

f ra

isin

g t

hei

r

awar

enes

s ab

ou

t th

is p

rob

lem

is, i

n f

act,

an

ess

enti

al �

irst

ste

p t

o d

ealin

g w

ith

it. O

nly

in t

his

way

will

they

be

able

to

iden

tify

cyb

erb

ully

ing

an

d p

rote

ct t

hem

selv

es f

rom

it.

Seco

nd

ly, c

hild

ren

mu

st b

e eq

uip

ped

wit

h t

he

nec

essa

ry k

no

w-h

ow

an

d s

kills

bo

th t

o p

reve

nt

cyb

erb

ully

ing

fro

m h

app

enin

g t

o t

hem

an

d t

o d

eal w

ith

it w

hen

it d

oes

. Th

is a

ctu

ally

mea

ns

that

we

mu

st p

rovi

de

them

wit

h e

asy-

to-f

ollo

w, p

ract

ical

tip

s th

at t

hey

can

ap

ply

wh

en in

tera

ctin

g w

ith

oth

ers

on

line

.

Fin

ally

, ch

ildre

n m

ust

be

enco

ura

ged

to

tal

k ab

ou

t an

d r

epo

rt in

cid

ents

of

cyb

erb

ully

ing

. Th

is in

volv

es

savi

ng

mes

sag

es o

r p

ost

s th

at a

re o

�fen

sive

as

evid

ence

, tal

kin

g t

o t

rust

ed a

du

lts

and

info

rmin

g o

nlin

e

org

anis

atio

ns

of

case

s o

f cy

ber

bu

llyin

g.

It is

evi

den

t fr

om

th

e ab

ove

th

at m

easu

res

can

be

take

n t

o p

rote

ct c

hild

ren

fro

m c

yber

bu

llyin

g. I

th

ink

that

th

e so

luti

on

lies

in m

akin

g c

hild

ren

co

n�i

den

t u

sers

of

soci

al n

etw

ork

ing

by

rais

ing

th

eir

awar

enes

s

of

exis

tin

g d

ang

ers

and

eq

uip

pin

g t

hem

wit

h s

kills

to

dea

l wit

h t

hem

.

a. li

st p

oin

ts

b

. em

ph

asis

e

NOTE

S• r

aise

aw

aren

ess

• mot

ivat

e• …

(yo

ur o

wn

idea

)

giv

ing

op

inio

n

I am

in f

avo

ur

of

my

bel

ief

is t

hat

exp

ress

ing

re

sult

/co

nse

qu

en

ce

as a

co

nse

qu

ence

add

ing

po

ints

mo

reo

ver

list

ing

po

ints

�irs

tly

last

bu

t n

ot

leas

t

em

ph

asis

ing

as

a m

atte

r o

f fa

ct

sum

min

g u

p

taki

ng

eve

ryth

ing

into

acc

ou

nt

Th

e in

crea

sed

pro

du

ctio

n a

nd

co

nsu

mp

tio

n o

f ele

ctro

nic

go

od

s h

as r

esu

lted

in a

larg

e am

ou

nt o

f ele

ctro

nic

was

te b

ein

g p

rod

uce

d. W

hat

can

be

do

ne

to c

han

ge th

e w

ay

peo

ple

beh

ave

so a

s to

less

en th

e p

rod

uct

ion

of e

lect

ron

ic w

aste

?

Th

e ra

te a

t w

hic

h w

e b

uy

and

dis

po

se o

f el

ectr

on

ic g

oo

ds

is h

avin

g a

ser

iou

s im

pac

t o

n t

he

amo

un

t o

f el

ectr

on

ic

was

te t

hat

en

ds

up

bei

ng

th

row

n a

way

. Nev

erth

ele

ss,

(1)

mea

sure

s ca

n b

e ta

ken

to

less

en t

he

neg

ativ

e im

pac

t th

at c

on

sum

er b

ehav

iou

r is

hav

ing

on

th

e en

viro

nm

ent.

(2)

, peo

ple

nee

d t

o b

e m

ade

awar

e o

f th

e p

rob

lem

. Th

is w

ill h

elp

th

em r

ealis

e th

at h

ow

we

beh

ave

as

con

sum

ers

a�fe

cts

the

envi

ron

men

t. (

3)

,

this

re

alis

atio

n is

an

ess

enti

al �

irst

ste

p in

get

tin

g c

on

sum

ers

to

take

an

act

ive

inte

rest

in t

he

pro

ble

m.

(4)

, peo

ple

nee

d t

o b

e m

oti

vate

d t

o c

han

ge

thei

r co

nsu

mer

hab

its.

Th

is in

volv

es r

ewar

din

g d

esir

ed

beh

avio

ur,

such

as

giv

ing

th

em a

dis

cou

nt

wh

en t

hey

re

cycl

e o

ld e

lect

rica

l dev

ices

.

(5)

, peo

ple

nee

d t

o b

e in

form

ed o

f al

tern

ativ

e co

urs

es o

f ac

tio

n. T

hey

will

, (6

)

, a

ct m

ore

re

spo

nsi

bly

bec

ause

th

ey w

ill k

no

w w

hat

to

do

wit

h

dev

ices

for

wh

ich

th

ey h

ave

no

use

.

(7)

, it

is c

lear

th

at t

he

key

to r

edu

cin

g

elec

tro

nic

was

te li

es in

ch

ang

ing

co

nsu

mer

beh

avio

ur.

(8)

mea

sure

s b

ein

g t

aken

to

mak

e co

nsu

mer

s re

alis

e th

at t

her

e is

po

wer

in in

div

idu

al a

ctio

n a

nd

th

at o

ur

per

son

al c

ho

ices

can

mak

e a

di�

fere

nce

.

INT

RO

DU

CT

ION

MA

IN P

AR

T

CO

NC

LUSI

ON

C.

Co

py

an

d c

om

ple

te th

e o

utl

ine

bel

ow

for

yo

ur

essa

y.

Par

agra

ph

1:

Par

agra

ph

2:

Par

agra

ph

3:

No

tes

Just

i�ic

atio

n

• se

ttin

g li

mit

s•

Wh

y is

it im

po

rtan

t to

set

lim

its

to t

he

amo

un

t o

f ti

me

child

ren

sp

end

usi

ng

ele

ctro

nic

dev

ices

?

• in

tere

sts/

ho

bb

ies

• H

ow

can

hav

ing

oth

er in

tere

sts

that

do

no

t in

volv

e th

e u

se o

f el

ectr

on

ic d

evic

es b

ene�

it a

ch

ild?

NOTE

SW

rite

abo

ut:

• se

ttin

g lim

its

• in

tere

sts/

hobb

ies

• … (

your

ow

n id

ea)

• se

ttin

g lim

its

• in

tere

sts/

hobb

ies

You

r o

wn

idea

Just

i�ic

atio

n

•• •

7273

thor

ough

cove

rage

of e

xam

inat

ion

writi

ng ta

sks h

elpi

ng st

uden

ts to

ana

lyze

the w

ritin

g tas

k, co

me u

p wi

th id

eas a

nd p

rodu

ce a

cohe

rent

pie

ce o

f writ

ing

a co

mpr

ehen

sive A

ppen

dix h

ighl

ight

ing t

he

feat

ures

of t

he m

ost i

mpo

rtant

type

s of w

ritin

g

21

SAMPLE PAGES FROM NEW DESTINATIONS LEVEL B2 - STUDENT’S BOOK

When I got to Iceland, I was immediately struck by the unique natural beauty and absence of pollution. These things make the island stand out from other places, as it is truly untouched by those evils that have spoilt much of the rest of the world. One of the reasons that Iceland is such an amazing place is that about half of the island is made up of volcanoes and a mountainous lava desert. Who would imagine that a place with a name like ‘Iceland’ would feature landscape like that? Of course, Iceland also has several glaciers, or ‘frozen rivers’, and many fjords. Plus, it has more land covered by glaciers than anywhere else in Europe. So, when you think of it, the name Iceland does make sense after all!

When I was told that my trip to Iceland had been scheduled for the first week in January, what I expected was extreme cold. However, I was in for a surprise. The climate of Iceland is milder in winter than most people think. As it turned out, the weather was no obstacle to my expeditions to some fascinating places.

I have been travelling around the world for more than a quarter of a century, and I have been to several breathtaking natural wonders. Very few of them can be compared to the Great Geyser in Haukadalur in South Iceland. This geyser, or hot spouting spring, spouts hot water to a height of 60 metres, which is a truly remarkable and incredible sight! Another extraordinary sight I visited was the famous volcano of Hekla, one of the 200 active volcanoes in the country. Its first recorded eruption was in 1104CE and since then there have been a series of eruptions, some of which were gentle while others caused significant damage to the nearby countryside.

In addition to volcanic activity, Iceland is richer in hot springs and high temperature geothermal activity than any other country in the world! The inhabitants of Iceland have managed to harness the energy of their natural resources. They have built a power station which collects and uses the natural geothermal heat produced under the ground to meet the energy needs of the island. The Icelanders have also used geothermal heat for open-air swimming pools and spas. Plus, these thermal spas are famous for their numerous health benefits. So, who wouldn’t want to indulge in a stay at one of them? Naturally, I had made a reservation at one of the most popular spas, and it was an experience I will never forget!

What I found most difficult to get used to was the lack of daylight. You see in Iceland for two to three months of the year, there is continuous daylight, but from November to January there is an intensely dark period with only 2 to 3 hours of daylight per day. However, the breathtaking experience of seeing the Aurora Borealis, or Northern Lights, made up for this state of almost total darkness. This is a spectacular sight which you can admire especially well in Iceland on cold, clear nights from September to March. The sky lights up with many different colours caused by the interaction of particles from the sun with the earth’s magnetic field.

About four fifths of the population of Iceland live near the capital, Reykjavik, and the surrounding coastal areas. Icelanders are not characterised only by high standards of living and a high level of technology and education. Their culture is very rich with strong traditions in music, literature and art. Reykjavik has an annual cultural event every third week in August which attracts about 100,000 people from all over the world. Of course, throughout the year visitors can participate in a variety of fun activities. I myself particularly enjoyed riding on a famous Icelandic pony, river rafting, whale watching and hiking on glaciers.

Iceland is a land of contrasts and quite a unique place not only in terms of geographical features. The wild Icelandic landscape invites the adventurous traveller, and the Icelandic people set an example with their environmentally-friendly policies.

1. Why would one find it hard to believe that there arelots of volcanoes in Iceland?

a. Volcanoes are not usually found on islands. b. Volcanoes are a very special geographical feature. c. We do not usually associate volcanoes with ice. d. Volcanoes can cause damage to glaciers.

2. When Jake Heath went to Iceland, the weather was a. unusually mild. b. warmer than he had expected. c. as cold as he expected. d. stormy but not very cold.

3. What is remarkable about the Great Geyser? a. its location b. the temperature of the water c. its size d. the height the water reaches

4. What does the word it in line 55 refer to? a. the spa b. the reservation c. making a reservation d. staying at the spa

5. The Aurora Borealis a. lasts for six months continuously. b. occurs during daylight. c. is a natural phenomenon. d. is a state of total darkness.

6. What do we learn about the Icelanders from the extract?

a. They have a good quality of life. b. They are too traditional. c. Most of them live in Reykjavik. d. They keep themselves busy by taking part in fun

activities.

1. PRE-READINGDiscuss.

• When you hear the phrase ‘amazing places’, what kind of places come to mind? Which ones would you like to visit?

• Which of the following are important to you when you visit a place?

weather geographical features sightsculture and traditions people

• What do you know about Iceland?

2. READING FOR GISTRead the magazine article on page 21 about Iceland and answer the question below.

What is the purpose of the article?

a. to describe a place in detail

b. to educate the reader

c. to inform and entertain the reader

d. to advertise a holiday

3. READING FOR DETAILSRead the article again and answer the questions 1-6 below. Choose a, b, c or d. 4. GUESSING THE MEANING OF UNKNOWN WORDS

A. Match the highlighted phrasal verbs in the article with their meanings.

1. stand out

2. made up

3. turned out

4. made up for

a. to form

b. to compensate for

c. to be very noticeable

d. to happen in a particular way

B. Look at the following words from the article and choose the correct meaning, a, b or c.

1. struck (line 7)a. hitb. impressedc. attacked

2. scheduled (line 22) a. arrangedb. postponedc. designed

3. spouts (line 33)a. drips continuouslyb. flows heavilyc. comes out quickly and with force

4. harness (line 45) a. acquireb. exchangec. control and use

5. indulge in (line 53)a. think about

b. affordc. allow yourself to experience something enjoyable

6. coastal (line 72) a. near the seab. in the mountainsc. in the suburbs

7. policies (line 88)a. ideas or plansb. rules and lawsc. customs or traditions

• Would you like to visit Iceland? Why / Why not?• How is the place you come from different from

Iceland?

Are you in search of an amazing place to go on holiday? Have you ever considered Iceland? ‘Professional traveller’, Jake Heath has just returned from a fascinating trip to the historic second largest island in Europe and tells our readers about this impressive place.

niceland!

5. POST-READINGDiscuss.

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

reading1. PRE-READINGDiscuss.

readingreading2

• Read through the text before you look at the questions.

• Then read each question carefully to get an idea of what you are looking for and underline the section in the text where the answer is found. • Make sure you have chosen the correct answer by eliminating the wrong options. • Be careful! Don’t assume an option is correct just because it contains a word or phrase that is also in the text.

TIP

20 21

warm-up activities introducing the topic

practical tips helping students to develop skills and become autonomous learners

a variety of activities developing reading skills and familiarising students with exam type tasks

22

When I got to Iceland, I was immediately struck by the unique natural beauty and absence of pollution. These things make the island stand out from other places, as it is truly untouched by those evils that have spoilt much of the rest of the world. One of the reasons that Iceland is such an amazing place is that about half of the island is made up of volcanoes and a mountainous lava desert. Who would imagine that a place with a name like ‘Iceland’ would feature landscape like that? Of course, Iceland also has several glaciers, or ‘frozen rivers’, and many fjords. Plus, it has more land covered by glaciers than anywhere else in Europe. So, when you think of it, the name Iceland does make sense after all!

When I was told that my trip to Iceland had been scheduled for the first week in January, what I expected was extreme cold. However, I was in for a surprise. The climate of Iceland is milder in winter than most people think. As it turned out, the weather was no obstacle to my expeditions to some fascinating places.

I have been travelling around the world for more than a quarter of a century, and I have been to several breathtaking natural wonders. Very few of them can be compared to the Great Geyser in Haukadalur in South Iceland. This geyser, or hot spouting spring, spouts hot water to a height of 60 metres, which is a truly remarkable and incredible sight! Another extraordinary sight I visited was the famous volcano of Hekla, one of the 200 active volcanoes in the country. Its first recorded eruption was in 1104CE and since then there have been a series of eruptions, some of which were gentle while others caused significant damage to the nearby countryside.

In addition to volcanic activity, Iceland is richer in hot springs and high temperature geothermal activity than any other country in the world! The inhabitants of Iceland have managed to harness the energy of their natural resources. They have built a power station which collects and uses the natural geothermal heat produced under the ground to meet the energy needs of the island. The Icelanders have also used geothermal heat for open-air swimming pools and spas. Plus, these thermal spas are famous for their numerous health benefits. So, who wouldn’t want to indulge in a stay at one of them? Naturally, I had made a reservation at one of the most popular spas, and it was an experience I will never forget!

What I found most difficult to get used to was the lack of daylight. You see in Iceland for two to three months of the year, there is continuous daylight, but from November to January there is an intensely dark period with only 2 to 3 hours of daylight per day. However, the breathtaking experience of seeing the Aurora Borealis, or Northern Lights, made up for this state of almost total darkness. This is a spectacular sight which you can admire especially well in Iceland on cold, clear nights from September to March. The sky lights up with many different colours caused by the interaction of particles from the sun with the earth’s magnetic field.

About four fifths of the population of Iceland live near the capital, Reykjavik, and the surrounding coastal areas. Icelanders are not characterised only by high standards of living and a high level of technology and education. Their culture is very rich with strong traditions in music, literature and art. Reykjavik has an annual cultural event every third week in August which attracts about 100,000 people from all over the world. Of course, throughout the year visitors can participate in a variety of fun activities. I myself particularly enjoyed riding on a famous Icelandic pony, river rafting, whale watching and hiking on glaciers.

Iceland is a land of contrasts and quite a unique place not only in terms of geographical features. The wild Icelandic landscape invites the adventurous traveller, and the Icelandic people set an example with their environmentally-friendly policies.

1. Why would one find it hard to believe that there arelots of volcanoes in Iceland?

a. Volcanoes are not usually found on islands. b. Volcanoes are a very special geographical feature. c. We do not usually associate volcanoes with ice. d. Volcanoes can cause damage to glaciers.

2. When Jake Heath went to Iceland, the weather was a. unusually mild. b. warmer than he had expected. c. as cold as he expected. d. stormy but not very cold.

3. What is remarkable about the Great Geyser? a. its location b. the temperature of the water c. its size d. the height the water reaches

4. What does the word it in line 55 refer to? a. the spa b. the reservation c. making a reservation d. staying at the spa

5. The Aurora Borealis a. lasts for six months continuously. b. occurs during daylight. c. is a natural phenomenon. d. is a state of total darkness.

6. What do we learn about the Icelanders from the extract?

a. They have a good quality of life. b. They are too traditional. c. Most of them live in Reykjavik. d. They keep themselves busy by taking part in fun

activities.

1. PRE-READINGDiscuss.

• When you hear the phrase ‘amazing places’, what kind of places come to mind? Which ones would you like to visit?

• Which of the following are important to you when you visit a place?

weather geographical features sightsculture and traditions people

• What do you know about Iceland?

2. READING FOR GISTRead the magazine article on page 21 about Iceland and answer the question below.

What is the purpose of the article?

a. to describe a place in detail

b. to educate the reader

c. to inform and entertain the reader

d. to advertise a holiday

3. READING FOR DETAILSRead the article again and answer the questions 1-6 below. Choose a, b, c or d. 4. GUESSING THE MEANING OF UNKNOWN WORDS

A. Match the highlighted phrasal verbs in the article with their meanings.

1. stand out

2. made up

3. turned out

4. made up for

a. to form

b. to compensate for

c. to be very noticeable

d. to happen in a particular way

B. Look at the following words from the article and choose the correct meaning, a, b or c.

1. struck (line 7)a. hitb. impressedc. attacked

2. scheduled (line 22) a. arrangedb. postponedc. designed

3. spouts (line 33)a. drips continuouslyb. flows heavilyc. comes out quickly and with force

4. harness (line 45) a. acquireb. exchangec. control and use

5. indulge in (line 53)a. think about

b. affordc. allow yourself to experience something enjoyable

6. coastal (line 72) a. near the seab. in the mountainsc. in the suburbs

7. policies (line 88)a. ideas or plansb. rules and lawsc. customs or traditions

• Would you like to visit Iceland? Why / Why not?• How is the place you come from different from

Iceland?

Are you in search of an amazing place to go on holiday? Have you ever considered Iceland? ‘Professional traveller’, Jake Heath has just returned from a fascinating trip to the historic second largest island in Europe and tells our readers about this impressive place.

niceland!

5. POST-READINGDiscuss.

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

reading1. PRE-READINGDiscuss.

readingreading2

• Read through the text before you look at the questions.

• Then read each question carefully to get an idea of what you are looking for and underline the section in the text where the answer is found. • Make sure you have chosen the correct answer by eliminating the wrong options. • Be careful! Don’t assume an option is correct just because it contains a word or phrase that is also in the text.

TIP

20 21

activities encouraging critical thinking and personal response

23

Competence-based series

In accordance with the Common European

Framework

Turn your classroom into a motivating, interactive environment with whiteboard material.Turn your classroom into a motivating, interactive Turn your classroom into a motivating, interactive

N1503004021-9803

Competence-based seriesCompetence-based series Americanedition also

availableBeginners (A1.1)

Elementary (A1.2)

Pre-Intermediate (A2)

Intermediate (B1) Level B2

Level B1+