978-84-7873-656-0 NGA A1plus TEACHER GUIDE DIGITAL EDITION PDF

BOOK
TEACHERS
elementary A1+
NEW GO AHEAD
NEW
GO AHEAD
elementary
TEACHERS
BOOK
by
Teresa Gerdes
and pronunciation by
Cleo Merino
ENGLISH COURSE
A1+
TEACHERS
BOOK
NEW
GO AHEAD
elementary
A1+
Published by
Written by
Teresa Gerdes
Illustrated by
Lander Ayllon
Design and layout:
produccioneditorial.com
Front page design by
Stanley Publishing
Copyright Stanley Publishing

www.stanleypublishing.es
ISBN:978-84-7873-656-0
Digital edition 2013
All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems without permission in writing from the publisher.
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photos: Futureimagebank/Illustration Stock / Dreamstime and Stanley Publishing.
TEACHERS GUIDE 1.indd 1
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Table of Contents
Contents of Students Book + Workbook.................................................... 4
Introduction.................................................................................................... 6
Holistic Focus and Methodology.......................................................................... 6
The Theory of Multiple Intelligences.................................................................... 8
Multiple Intelligences Inventory for Teachers........................................................ 9
Selected Bibliography......................................................................................... 10
Pronunciation: Towards Natural Speech by Cleo Merino .............................................. 11
The Common Reference Levels........................................................................... 12

Ideas for Lesson Plans
Unit 0 - Go Ahead............................................................................................. 13
Unit 1 - Getting Started..................................................................................... 17
Unit 2 - People, Friends and Family.................................................................... 29
Unit 3 - Jobs and Professions............................................................................ 43
Consolidation: Units 1-3.................................................................................. 54
Unit 4 - Free Time............................................................................................. 56
Unit 5 - How was your weekend?....................................................................... 67
Unit 6 - Looking Back........................................................................................ 78
Consolidation: Units 4-6.................................................................................. 90
Listening Transcripts....................................................................................... 92
A Note to the Teachers................................................................................. 97
e-Posters ........................................................................................................ 98
Rubrics............................................................................................................. 99
Tests................................................................................................................. 105
Answers to Tests ........................................................................................... 109
Games, Activities and Photocopiable Materials....................................... 113
stanley publishing 3
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Contents of Students Book + Workbook

Unit
Language Focus
Vocabulary
PAGE 4
Go Ahead
Communicative
Objective:
You will learn basic
classroom language.
- Personal pronouns - The alphabet

- Numbers
- Colours
- Classroom objects
- Classroom
language
PAGE 6
Getting Started
Communicative
Objective:
You will learn how to
meet and introduce
people.
- Be: affirmative,
negative and
questions
- Possessive
adjectives
- Indefinite articles
- Demonstratives
Reading and
Listening
Speaking
Pronunciation
Writing
- The letters of the
alphabet
- Numbers and their
words
- Colours
- Classroom language
and objects
- Personal pronouns
- Simple instructions
- The alphabet
- Numbers
- Student language
- The alphabet
- Colours
- Numbers
- Student language
- Greetings and
language for meeting
people
- More common objects
- Countries and
nationalities
- Professions
- On holiday
- Two professionals
- Whos that guy?
- A Summer to Remember:
Chapter 1
- Meeting and introducing - Natural speech:

people
linking words
- Spelling: numbers and - Prominent and
names
non-prominent
words
- The disappearing
/h/
- Write a paragraph about

Robert
- Be: all forms

- Adjectives and nouns
used to describe
- Have got:
people, objects and
affirmative,
conditions
negative and
questions
- Opposites
- The possessive: s - The family
- Physical descriptions
- Blind dates
- The Mendez-Davis family
- Who am I?
- Describing common
objects
- You and your family
- Who am I?
- Blind date dialogue
- The Mendez-Davis
family
- Aileens family
- The alphabet
- Numbers
- Student language
PAGE 13 - Workbook Unit 1

PAGE 19 - Competences Unit 1
2
PAGE 20
People, Friends
& Family
Communicative
Objective:
You will learn how
to describe people,
family, friends and
possessions.
- Aileens Family
Chapter 2
- Natural speech:
- Consonant sounds:
- Vowel sounds:
and

3
- Present simple:
PAGE 37
questions,
Jobs &
affirmative and
Professions
negative
Communicative
- Frequency adverbs
Objective:
You will be able to talk - Prepositions of
about daily routines
time
and professions.
- Professions and
vocabulary related to
the daily routine
- Telling time and time
expressions
- Days of the week
- Australia needs doctors / My

life in Australia
- What do they do?
- From California to Madrid
- Leisure activities
- Months and seasons
- Personal profiles:
Amanda Roberts Martin
van Holden
- Calgary tourism & travel
guide
- A Summer to Remember
Chapter 4
Chapter 3
- Frequency adverbs
combined with daily
routines
- Think - pair - phare:
Morning, afternoon,
evening and night
- Plural after:
- and /i:/
- Natural speech:
Frequency adverbs
- Sentences with
frequency adverbs
- Questions
- Its Only Rock and Roll
- California to Madrid
- Jeff and Carlos

PAGE 50 - Consolidation Units 1-3
4
- Present simple
PAGE 52
- Like + -ing
Free Time
Communicative
- Can: for ability,
Objective:
making requests
You will be able to talk and possibility
about what people like
doing in their free time.
- My three favourite
intelligences
- Your favourite season
-What can Amanda and
Martin do?
- Say you can!
- Natural speech:
Intonation
- Not or note:
- Can or cant:
/k
nt/
- List your top ten pet

hates
- Questions about
Amanda and Martin
- Making requests
- Amanda and Martin
can...

4 stanley publishing
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- Past simple:
PAGE 66
regular and
How Was Your
irregular verbs
Weekend?
Questions with
Communicative
question words
Objective:
You will be able to talk and did
- Imperatives
about what you did
last weekend.
- Vocabulary related to - Marios e-mail

weekend activities
- Go Ahead -pedia: Notting
- Means of transport
Hill
- Giving directions
- The woman behind Notting
Hill
- Go Ahead -pedia: A brief
history of Trinidad
Chapter 5
- Retell Marios weekend - Regular past simple

ed
- Your weekend
- Rhythm: questions in
- Giving directions
the past tense
- Cat or cut:
// - /
- Questions in past
tense
- Getting around town
- Your weekend
- The woman behind
Notting Hills carniva
- Vocabulary related to - A brief History of New York

history of New York
City
City and childhood
- The Engagement Ring
- Historical facts
- A Summer to Remember
- Ordinals, dates and
Chapter 6
years
- Questions about NYC

- The city that never
sleeps
- Exact date trivia
- What could you do
when you were six?

- Could for inability
- Remembering Your
childhood
- The Engagement Ring,
Part Two
- Polite requests

6
- Past Simple:
regular / irregular,
negative sentences
- Questions with
question words,
did, was / were
- Ago
- Could / couldnt for
ability
- Object pronouns
PAGE 82
Looking Back
Communicative
Objective:
You will be able to tell
a short story and /or an
event that happened in
the past.

years.
- th = // - //.
- Word stress: The letter
E in the first syllable:
/e/ - Natural speech:
Initial s + consonant

PAGE 101 - Consolidation Units 4-6
PAGE 103 - Grammar Reference
PAGE 109 - Pronunciation Reference
PAGE 111 - Listening Transcripts
PAGE 116 - Appendix 1: Irregular Verbs
PAGE 117 - Appendix 2: Vowel sounds - Consonant sounds
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Introduction
Holistic focus and methodology
New Go Ahead is a communicative-based course. This introduction
will give you an overview of the holistic approach that New Go Ahead
offers. The strategies, methods and techniques that are mentioned
here are detailed in the lesson-planning section of this guide. The
introductory DVD highlights the major points of this introduction. You
can view the DVD either before or after reading this introduction.
students can be taught in a more natural way, where language is

authentic and not stilted or artificial.
3. The monitor hypothesis

The monitor is a natural self-correcting mechanism that enables us
to consciously edit our speech. In the case of young children, speech
is produced spontaneously and, in most cases, the monitor is not
active. Generally speaking, adults are much more self-conscious when
it comes to learning a foreign language and often overuse their monitor.
Through minimal or indirect correction we can create a safe learning
environment so that our adult learners can take risks and be more
successful in oral production. One of the key instructional components
of New Go Ahead is the creation of a safe and enjoyable learning
environment.
4. The input hypothesis

Krashen believes that:
material should be slightly above the students level.
interesting and comprehensible material is essential.
listening comprehension and reading competency
normally develop before spontaneous oral production.
Krashens Theory of Language Acquisition

Dr. Stephen Krashen, Professor Emeritus at the University of Southern
California, is one of the most important linguists in the field of language
acquisition. One of his most important contributions is his theory of
second language acquisition, which presents five key hypotheses. An
awareness of Krashens theory can help us to better understand and
nurture the natural processes involved in acquiring a language.
1. The acquisition-learning distinction

In his book The ACT Approach: The Artful Use of Suggestion for
Integrated Teaching, Lynn Dhority summarizes the acquisition-learning
distinction this way:
In accordance with these principles, New Go Ahead incorporates

reading texts that are challenging, meaningful and interesting, yet at
the same time easy to understand. It is also important to remember
that many learners have been studying English for years and,
consequently, have developed their reading skills beyond their other
abilities.
5. The affective filter hypothesis

When teachers create a positive, relaxed learning environment that
promotes students self-confidence, students are much more likely
to be successful in acquiring a foreign language. Listening
comprehension is the first step in language acquisition. Often students
must pass through a silent period until they gain enough confidence
to venture into speech.
Similar to first-language acquisition Formal knowledge of language
New Go Ahead gives teachers authentic materials to combine natural

language acquisition with learning strategies. The story A Summer to
Remember is part of this innovative approach.
Picking up a language
Knowing about a language
TPR
Subconscious
Conscious
A rich environment where the

teacher varies facilitation
techniques in a playful way
Formal step-by-step instruction
Acquisition
Learning
2. The natural order hypothesis
TPR or Total Physical Response was developed by James Asher and

is an effective way to engage students actively. At the same time, it
is helpful in developing comprehension. TPR is very effective for
beginners and is easy to use. Teachers simply say a word or phrase,
such as stand up, while mimicking the action. Normally TPR
exercises consist of a series of five or more commands which are
repeated.
In language acquisition, grammatical structures are assimilated in a

natural way. If language input is comprehensible and meaningful,
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For example:
Stand up.
Touch the blackboard.
Walk to the window.
Walk to your chair.
Touch the window.
Touch your chair.
Walk to the blackboard.
Sit down.
At elementary level, students simply perform the action that the teacher
commands. The activity is, in fact, very similar to the well-known childrens
game Simon says Teachers can make their own TPR exercises or
they can follow those provided in the lesson plans.
Instructional scaffolding occurs when teachers actively use graphic

organisers, such as Venn diagrams, conceptual maps, and other
graphic material to make lesson delivery more effective.
Verbal and instructional scaffolding techniques are outlined in the
section on lesson planning.
Brain Research
Dr. Roger Sperry was awarded the Nobel Prize for his research
on the functional specialization of the cerebral hemispheres.
Sperry discovered that each hemisphere housed specific
functions.
Metacognition
Metacognition simply means getting students to think about their
thinking processes, thereby helping them become more effective
learners. Some students are naturally good learners and can approach
material in various ways. Other students are not always consistent
with the organisation of their learning, which makes learning more of
a challenge for them.
One of the main metacognitive features of New Go Ahead is the very
important concept of telling students what they are going to learn.
Before you begin each unit, as a class, you should read the overall
communicative objective on the Contents page at the front of the
book. You can also detail this information and divide the objectives
into the five different areas established by the Common European
Framework: listening, reading, spoken interaction, spoken production,
and writing. These objectives are found in the competences the after
each unit.
Once you have finished each unit, talk about whether you have met
the overall objectives or not. This should be done before students do
the competences. If students do not feel that they have reached the
objectives, revise the material until they feel more confident.
New Go Ahead promotes the idea that learning involves a solid teacherstudent partnership. Teachers can involve students more in their own
learning process while students can give teachers feedback about
the effectiveness of their teaching.
As teachers, we must keep in mind that by using both sides of the

brain, the logical left hemisphere as well as the more creative right
hemisphere, we are promoting a more integrated approach to teaching
and learning. Conceptual maps and brainstorming are whole-brain
techniques that can be found in the students book. Activities that
incorporate learning through movement, imaging (creating visual
images in ones mind) and other whole-brain techniques are detailed
in the lesson-planning section.
Scaffolding Techniques
Conceptual Maps
Scaffolding is related to Vygotskys concept of Zone of Proximal

Development (ZPD). Essentially, ZPD focuses on the difference
between what students can accomplish on their own and what they
can accomplish with the assistance of a more experienced person.
There are two types of scaffolding, verbal and instructional.
Tony Buzan invented Mind Maps, which we have chosen to call

conceptual maps. The way to use a conceptual map is very simple.
The main idea is placed in the centre of the diagram and the supporting
ideas are placed on the different branches. New Go Ahead encourages
teachers and students to use conceptual maps because it is an
effective whole-brain technique for the learning of vocabulary and
concepts.
Verbal scaffolding refers to the use of techniques such as

paraphrasing and indirect correcting to provide a model of correct
English usage. Verbal scaffolding helps students correct mistakes,
but it is done in such a way that students do not feel that they are
being corrected.
Conceptual maps are different from the traditional way of outlining.

First, they give the viewer a quick impression of the concept. They
organise colour-coded words into categories and the concepts are
often illustrated.
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The Theory of Multiple Intelligences
Emotional Intelligence
Howard Gardner, professor at Harvard and Boston University, is the

creator of the theory of Multiple Intelligences (MI). He believes that
there are at least eight ways that we can demonstrate intelligence.
Many of us have read Daniel Golemans bestseller Emotional

Intelligence, Why It Matters More than IQ. Many people are unaware,
however, that it was Dr. Howard Gardners ideas on personal
intelligence (interpersonal and intrapersonal) that influenced Goleman
to theorize about Emotional Intelligence. Goleman believes that we
must not try to exclude emotion, but rather to incorporate it into our
daily lives.
What are the implications for language teachers? An awareness of
Emotional Intelligence can aid us in creating an atmosphere of wellbeing in our classrooms. When we care for the individual, not just the
person in his or her role as a language student, we are establishing
an affective learning environment that allows the learner to realise
his or her goals. Learning English is a lifelong process with many ups
and downs. We can use Emotional Intelligence to help students in
their journey to learn English by recognizing specific emotions.
Exercises designed to foster Emotional Intelligence are provided in
the lesson plan of each unit.
Cooperative Learning
The implications of this theory are important for teachers. First of
all, just by looking at the Multiple Intelligences, we can see that
there are many ways to demonstrate intelligence. Gardner believes
that intelligence does not reflect a single unvarying aptitude, but
rather that it reflects each individuals unique combination of
aptitudes. This idea reinforces the concept of diversity and the
belief that all learners are unique. By incorporating MI in our
teaching, we will be more effective because we will invariably be
able to better reach our students. If we choose to use only a lecture
approach, students who do not excel in the classic intelligences
(verbal/linguistic and mathematical/logical) will undoubtedly have
to struggle to keep up.
Cooperative learning is an effective way of grouping students. As the

name implies, cooperative learning stresses cooperation, not
competition. When students work cooperatively, as opposed to
competitively, there are a number of positive results.
Group members gain from each others efforts.
Students share a common goal and this in turn produces
positive repercussions in the dynamics of the group.
Aspects of Emotional Intelligence such as empathy, learning
how to work together and managing emotions are promoted.
Students gain confidence by working together as a group.
Explanations of the different types of cooperative learning groups and
how to set them up can be found in the lesson-planning section of
each unit.
Self-Esteem and Multiple Intelligences

Another important aspect of Multiple Intelligences is the students
self-esteem. If we incorporate strategies that cater to diversity, we
are sending an important message to our students. We are
acknowledging their way of learning and their way of being, we are
reinforcing their self-esteem. Many English learners, however, suffer
from low self-esteem. As teachers, the way we teach can help in
stimulating positive self-esteem. That alone is a sufficient reason for
incorporating MI in our day-to-day teaching.
Multiple Intelligences Inventory

You can explore your own unique combination of intelligences by
completing this simple inventory. There is a simplified inventory for
your students in Unit 4.
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Multiple Intelligences Inventory for Teachers

Verbal / Linguistic
Musical / Rhythmic
I love reading books.
I sing along with the radio.
Words and languages fascinate me.
I can play a musical instrument.
Spelling comes easily to me.
I like to work with background music.
I enjoy spending time in a library or bookshop.
It bothers me when someone sings off-key.
I like playing word games and solving puzzles.
I enjoy going to concerts.
People enjoy listening to me tell stories.
I have a good sense of rhythm.
I write about things I read and do.
I often remember advertisement jingles.
Logical / Mathematical
Interpersonal
I often see patterns and sequences in things.
Spending time with friends helps me relax.
Manipulating numbers fascinates me.
Id rather learn new material in a group.
I can understand graphs easily.
I often spend time talking to friends.
I expect everything to have a rational explanation.
People come to me for comfort and advice.
Computers fascinate me.
I rarely spend time alone.
Solving numerical problems is easy for me.
I belong to clubs or organisations.
I enjoy finding out how things work.
I enjoy helping others.
Visual / Spatial
Intrapersonal
I like drawing or painting in my free time.
I need time to be alone.
I can express my mood effectively with colour.
I can identify the things I am good at.
In a magazine, I prefer looking at the pictures to reading the text.
I regularly think about my day and reflect on what I have accomplished.
I enjoy finding my way around with a map.
I think that I am strong-willed.
I enjoy watching television.
I enjoy setting goals.
I am good at creating images in my mind.
Being with lots of people can make me nervous.
I enjoy spending time in an art gallery.
I like to keep a journal or a diary.
Bodily / Kinesthetic
Naturalist
I exercise regularly.
I enjoy gardening.
I cannot sit still for very long.
I like collecting things.
I learn better with hands-on activities.
When learning, I tend to organise material into categories.
I use a lot of gestures when I speak.
I enjoy looking at trees and flowers.
I enjoy sewing, carpentry or other activities that involve using my hands.
I often like to get away from the city and enjoy nature.
I enjoy dancing or going to the gym.
I enjoy learning the names of living things in our environment, such as flowers
and trees.
I often go for a walk to clear my head.
Recycling is an important part of my life.
When shopping, I always have a desire to touch what Im going to buy.
I am keenly aware of my surroundings and of what goes on around me.
Total:
Verbal / Linguistic
Musical / Rhythmic
Logical / Mathematical
Interpersonal
Visual / Spatial
Intrapersonal
Bodily / Kinesthetic
Natural
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Selected Bibliography
Arnold, Jane: Affect in Language Learning, Cambridge (Cambridge University
Press, 1999)
Damasio, Antonio R: Descartes Error: Emotion, Reason, and the Human Brain,
New York (Avon Books, 1994)
Dhority, Lynn: ACT Acquistion Through Creative Teaching: The Artful Use of
Suggestion for Integrated Teaching, Sharon, MA (Center for Continuing
Development, 1991)
Echevarria, J., Vogt, M.E., & Short, D.J: Making Content Comprehensible for
English Learners, Boston (Pearson Education, 2004)
Gardner, Howard: Frames of Mind, New York (Harper Collins, 1983)
Gardner, Howard: The Theory of Multiple Intelligences in Practice, New York
(Harper Collins, 1993)
Goleman, Daniel: Emotional Intelligence, London (Bloomsbury,1996)
Hanaford, Carla: Smart Moves, Arlington, VA (Great Ocean Publishers, 1995)
Jensen, Eric P: Super Teaching, Del Mar, CA (Turning Point, 1988)
Jensen, Eric P: The Learning Brain, Del Mar, CA (Turning Point, 1996)
Moskowitz, Gertrude: Caring and Sharing in the Foreign Language Class,
Boston (Newbury House Publishers, 1978)
Norman, Susan: Transforming Learning: Introducing SEAL Approaches, London
(Saffire Press, 2003)
Rose, Colin: Accelerated Learning, New York (Dell Publishing, 1985)
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Pronunciation:
Towards Natural Speech
By Cleo Merino
In New Go Ahead pronunciation is integrated into each unit in response
to the needs that arise from the language content, with an emphasis
on the most common difficulties experienced by Spanish beginners.
There is work on individual sounds and spelling, word stress, sentence
stress, linking, rhythm and intonation. Most activities can be carried
out as pairwork after some choral repetition. When feasible, a useful
variation (for short dialogues) is to use multiple pairs by having a class
mingle, where students walk about the classroom and speak to as
many other students as possible.
It is in the area of pronunciation that we must lay sound foundations.
For absolute beginners, the benefits are obvious. But false beginners,
too, often find in speech work an additional source of motivation. More
often than not, they have already experienced for themselves what it
is like not to understand spoken language that later they had no
difficulty to recognise in writing. They are aware of their needs in this
field and improvements can be very rewarding.
The items selected are those that are likely to have a noticeable effect
not only on students fluency as speakers but also on their ability to
understand spoken language. The influence of inaccurate pronunciation
(the acoustic image of a word that students create in their brain) on
listening comprehension is often overlooked. For that reason, sentence
stress, linking and rhythm are given prominent attention. Similarly,
the aim of activities on intonation is for students to appreciate the
emotional effect that wrong use can have on the listener.
Once they break the code of phonetic script, students will not shy
away from it. They can be familiarised with the phonetic chart in the
first few lessons by drilling and by visually relating sounds to words.
It will quickly become just another tool but a powerful one to be
used in the language classroom.
The strong influence that spelling exerts on that acoustic image of a
word cannot be ignored. The use of phonetic script can help
counterbalance this effect. Emphasis is also placed on recognising
word stress and on the high-frequency occurrence of schwa in
unstressed syllables, regardless of how they are spelt.
Most activities are extended and reinforced in the Pronunciation
Reference appendix. This section can be used during feedback on
students performance. It aims at promoting learner autonomy and
thus at building self-confidence by encouraging students to recognise
predictable patterns. Explanations are given in simple terms, favouring
cognates and other familiar words. Technical terms (consonant
cluster, etc.) have been used only when essential. The adult learner
tends to lean on cognitive areas and to demand explanations, patterns,
logical connections between spelling and pronunciation, and so on.
While stressing the fact that English spelling shows many irregularities,
it is reassuring to establish relationships between spelling and
pronunciation. In the recurrent Do you remember? boxes students
are reminded of some of the features that can contribute most
effectively not only to self-expression but also to understanding native
speakers successfully.
Individual sounds have been dealt with whenever they tend to be a

source of communicative interference. There is work on minimal pairs
and spelling patterns.
Why use phonetic script for recognition?

The symbols provide us with visual support for the new sounds:
they become a tool to help students recognise and establish in
their minds ear differences between sounds that do not exist
in their mother tongue. Reinforcing a sound by using a graphic
device is useful for all kinds of students, and especially for those
with a strong visual sense. The words that illustrate the phonetic
symbols have been chosen because they can easily be made into
pictures, occur frequently and present no obvious spelling
irregularities; whenever a sound is referred to, it is useful to link
it to the example word so as to reinforce memorisation (e.g.
as in milk).
In addition, most good dictionaries use phonetic symbols; by
being able to recognise them, the learner does not depend on
the teacher or a native speaker to check the pronunciation of
new words.
13/02/13 16:15
The Common Reference Levels

There does appear in practice to be a wide, though by no means
universal, consensus on the number and nature of levels appropriate
to the organisation of language learning and the public recognition of
achievement. It seems that an outline framework of six broad levels
gives an adequate coverage of the learning space relevant to European
language learners for these purposes.
Breakthrough, corresponding to what Wilkins in his 1978 proposal
labelled Formulaic Proficiency, and Trim in the same publication
Introductory.
Waystage, reflecting the Council of Europe content specification.
Threshold, reflecting the Council of Europe content specification.
Vantage, reflecting the third Council of Europe content
specification, a level described as Limited Operational Proficiency
by Wilkins, and adequate response to situations normally
encountered by Trim.
Effective Operational Proficiency, which was called Effective
Proficiency by Trim and Adequate Operational Proficiency by
Wilkins, and represents an advanced level of competence suitable
for more complex work and study tasks.
Mastery (Trim: comprehensive mastery; Wilkins:
Comprehensive Operational Proficiency), corresponds to the
top examination objective in the scheme adopted by ALTE
(Association of Language Testers in Europe). It could be
extended to include the more developed intercultural
competence above that level which is achieved by many
language professionals.
When one looks at these six levels, however, one sees that they are
respectively higher and lower interpretations of the classic division into
basic, intermediate and advanced. Also, some of the names given to
Council of Europe specifications for levels have proved resistant to
translation (e.g. Waystage, Vantage). The scheme we propose, therefore,
adopts a branching principle, starting from an initial division into three
broad levels A, B and C:
Common Reference Levels: global scale

Procient User
Can
understand
with
ease virtually everything heard or read. Can
C2
summarise information from different spoken and written sources,

reconstructing arguments and accounts in a coherent presentation.
Can express himself/herself spontaneously, very uently and
precisely, differentiating between fine shades of meaning even in
complex situations.
C1 Can understand a wide range of demanding, longer texts, and
recognise implicit meaning. Can express himself/herself uently

and spontaneously without much obvious searching for appropiate
words. Can use language exibly and effectively for social,
academic and professional purposes. Can produce clear, wellstructured, detailed text on complex subjects, showing controlled
use of organisational patterns, connectors and cohesive devices.
Independent User
B2 Can understand the main ideas of complex text on both concrete
and abstract topics, including technical discussions in his/her eld

of specialisation. Can interact with a degree of uency and
spontaneity that makes regular interaction with native speakers
possible without strain for either party. Can produce clear, detailed
text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various
options.
B1 Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can

deal with most situations likely to arise while travelling in an area
where the language is spoken. Can produce simple connected text
on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes and ambitions and briey
give reasons and explanations for opinions and plans.
Basic User
A2 Can understand sentences and frequently used expressions related
to areas of most immediate relevance (e.g. very basic personal and

family information, shopping, local geography, employment). Can
communicate in simple and routine tasks requiring a simple and
direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very
basic phrases aimed at the satisfaction of needs of a concrete type.

Can introduce himself/herself and others and can ask and answer
questions about personal details such as where he/she lives,
people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and
is prepared to help.
Council of Europe. The Europe of cultural co-operation.
13/02/13 16:15
Unit 0 - Go Ahead
Common European Framework Objectives
After completion of Unit 0, students will be able to:
Spoken Interaction:
Interact in English in simple situations, such as asking for
assistance or clarification.
Listening:
Understand basic classroom language.
CD 1
Spoken Production:
Use common vocabulary related to the classroom.
Reading:
Writing:
Understand simple phrases and sentences related to

classroom language.
Complete simple matching exercises related to classroom

language.
Overview of Unit 0
Before beginning Unit 1, you may feel the need to spend one or two lessons revising the contents of Unit 0, especially if your learners are
absolute beginners. This revision consists of a basic yet thorough set of exercises that will help make the student feel more comfortable before
starting Unit 1. The lesson is self-explanatory and easy to use.
Language Focus
Reading
and Listening
Vocabulary
- Personal pronouns - The alphabet
Speaking
Pronunciation
Writing
- Simple instructions
- The alphabet
- The alphabet
- The letters of the alphabet
- Numbers
- The alphabet
- Colours
- Numbers
- Colours
- Numbers
- Numbers
- Student language
- Classroom objects
- Student language
- Student language
- Numbers and their words

- Colours
and objects
- Personal pronouns
Before beginning the unit:

Turn to Contents on page 4 and read the communicative objective for Unit 0 with your class.
Warm-ups:
We encourage you to use warm-ups at the beginning of each class. Warm-ups are important for two basic reasons. First, as the name implies,
they ease students into the material. Second, they provide opportunities to link prior knowledge to what students will be learning. When we link
prior knowledge we are building on what students already know and so they feel validated.
Most warm-ups are 5 minutes or a bit longer. For the first day of class, however, you may decide to spend more time getting to know your class.
We recommend you read the section on establishing a positive classroom environment. Many of the activities can be used as warm-ups.
Establishing a positive classroom environment

As you already know, your first contact with your students is important.
We all know the importance of first impressions and the language
classroom is no exception. There are many ways you can make
students feel comfortable and excited about this new experience that
both you and they are going to embark on. Heres a conceptual map
that will give you some ideas.
13/02/13 16:15
Verbal/nonverbal communication
Ball-Toss
The very first day of class is when you can begin to use positive verbal
and nonverbal communication. What you say with your eyes, gestures
and body is just as important to your students as the words you use,
and perhaps even more important.
Soft balls for ball-tosses can be found in many toy shops or department
stores. This is an amusing way to get students speaking. You may
want to get to know everyones names with a ball-toss. Simply think
about what you want to say and throw the ball to someone else:
Many students are nervous and insecure about learning a new

language. Establish eye contact with each and every student, smile,
and use gestures to welcome them. Tell them how happy you are to
be their teacher or whatever you may be genuinely comfortable telling
them.
My name is...
Whats your name?
Music
My name is
Whats your name?
You may choose to have soft music playing at different moments

during the class. Before the class actually begins is a good time as it
helps students relax and settle in.
You can also toss the ball and count in English, say the alphabet, name
the vowels and consonants, and much more.
Welcome poster
TPR activities
Make a welcome poster and put it up in the classroom. Have students

write their names with colourful felt tip pens and put their names on
the poster. You might want to make a welcome poster like a conceptual
map or a flower.
This is a perfect opportunity to do a TPR. Turn to page 6 for explanation.

You can use TPR#1 or you can make up one of your own.
Verbal Scaffolding
Comprehension is the skill that must be developed before all others.
When elementary level students begin to speak, we must be very
careful when correcting. When we see that they have understood
what has been said, we know they are on the right track. Whether
or not what they say is grammatically correct is not as important.
Errors can be corrected gently. We can use verbal scaffolding
techniques or indirect correction to paraphrase what a student has
said and feed it back to the student in the correct form. Here is an
example of verbal scaffolding in which one student refers to another
female student as he:
Student: He is my friend.
The teacher gently rephrases the sentence and engages the student in
spoken interaction:
Teacher: Ah, shes your friend.

Student: Yes, she is.
Emotional Intelligence or EI
Tell the students what you expect from them as English language
learners. You may want to tell them about the special features of New
Go Ahead.
Ask them to talk about their past language-learning experiences.
Many of them will want to share their positive experiences and others
will want to talk about their past failures. It is important for you to
remind them that learning a foreign language is a lifelong process
and it is not a linear process there are ups and downs. They will
feel comforted to be reminded that this is a new opportunity and that
they can wipe the slate clean before beginning again.
The student has the opportunity to hear the corrected form in such a
way that the initial confusion of personal pronouns is not emphasised.
The teacher acknowledges the content rather than the form, thereby
encouraging the student to continue communicating.
As previously mentioned, Unit 0 can be spread over two or even three
lessons, depending on the level of your students. If your students are
false beginners, you may choose to start directly with Unit 1.
13/02/13 16:15
Students Book, page 4

1. Listening 0.1
Listen to the English alphabet and repeat:
TRACK 1
LISTENING
0.1
This is the English alphabet.

Listen and repeat:
A B C D E F G H I J K L M N
O P Q R S T U V W X Y Z
2. Listening 0.2
Fill in the exercise as you listen.
TRACK 2
LISTENING
0.2
Listen and write the letter you hear:
L
K
B 4. ______
S
C
1. _____ 2.
_____ 3.
_____
5. _____
X
T
Q
P
R
6. _____ 7.
_____ 8.______ 9.
______ 10.
_____
3. Listening 0.3
TRACK 3
5. Listening 0.4
TRACK 4
Listen to the numbers and put the word with its number.
Now listen and repeat.
0.4
- one - two - three - four - five - six - seven - eight
- nine - ten - eleven - twelve - thirteen - fourteen

- fifteen - sixteen - seventeen - eighteen - nineteen
- twenty - thirty - forty - fifty - sixty - seventy - eighty
- ninety - one hundred - five hundred - one thousand
LISTENING
Listen to the numbers and repeat:
6. Colours
With a partner, spell the colours you see. Then write the names
of the colours:
yellow brown
purple
pink
blue
black
red
green
orange white
7. Classroom Language
Match these instructions to the picture:
LISTENING
0.3
A
E
I
O
U
1. _____
2. _____
3. _____ 4.
______ 5.
_____
The letters in Listening 0.2 are CONSONANTS
The letters in Listening 0.3 are VOWELS
read
listen
write
4. Numbers
Put the word with its number.
one hundred eighteen two ten thirty eighty seventy
fifty six twelve fifteen four eight thirteen twenty
1
one
two
three
four
five
10
six
seven
eight
nine
ten
11
12
13
14
15
eleven
twelve thirteen fourteen Fifteen
16
17
sixteen
30
19
20
seventeen eighteen
nineteen
twenty
40
50
60
70
thirty forty
Fifty
sixty
seventy
80
100
500
1,000
one
thousand
eighty
90
ninety
18
one
five
hundred hundred
pen cil
repeat
match
look at page...
spell
work with a partner
work with
a partner
repeat
stand up
read
come here
write
match
look at page...
sit down
spell
listen
come here
stand up
sit down
13/02/13 16:16

8. Classroom objects
Do you know the names of these classroom objects? Work with a
partner and find the words in the word search.
9. Language Focus
LANGUAGE FOCUS
Personal pronouns
the
Write the pronoun with
it.
picture that illustrates
I
you
he
she
it
we
you
they
She
we
it
you
he
I
you
they
10. Listening 0.5
TRACK 5
LISTENING
Student language
0.5
Listen and repeat:
1. How do you say _________in English?

2. How do you spell that?
3. How do you pronounce this word?
4. Can you help me?
5. Can you repeat that, please?
6. I dont understand.
13/02/13 16:16
Unit 1 - Getting Started

Spoken Interaction:
Interact in English in simple situations, such as meeting and
greeting people.
Listening:
Understand common greetings and simple
introductions when meeting people.
CD 1
Spoken Production:
Use common greetings and simple introductions when meeting
people.
Reading:
Writing:
Understand simple dialogues and texts related to meeting

people.
Complete simple written exercises related to the topic of

meeting people.
Overview of Unit 1: Getting Started

As the title of the unit suggests, this is the true starting point of New Go Ahead. It gives students the resources they need to feel comfortable
with the course. The emphasis in this unit is on strong communicative skills so that learners can be immersed in active and multisensory learning.
Language Focus
- Be: affirmative,
negative
and questions
- Possessive adjectives
- Indefinite articles
- Demonstratives
Vocabulary
Reading
and Listening
- Greetings and language

for meeting people
- On holiday
- More common objects
- Whos that guy?
- Two professionals
Speaking
- Meeting and
introducing
people
Pronunciation
- Natural speech:
linking words
Writing
- Write a paragraph about

Robert
- Prominent and non- Spelling: numbers prominent words

- Countries and nationalities - A Summer to Remember: and names
- The disappearing /h/
Chapter 1
- Professions

Warm-up activity: brainstorm greetings and parting

expressions
After you have greeted your students and everyone has settled in, tell them that
you are going to begin with a warm-up activity. Explain that this is a good way to
link what they already know with what they are going to learn. Write the word
greetings on the board. Now ask students to think of as many greetings as
possible. Write their suggestions around greetings. Do the same with the parting
expressions.
Getting Started
Open books to page 6. Ask students to look at all the photos
on pages 6 and 7 and say what they think is happening. It is possible that
someone may say that the characters are on holiday. Write the sentence They
are on holiday. on the board. Tell students that they are going to listen to
dialogues about Kate and Philip and Ana and Manuel who are on holiday.
13/02/13 16:16

1. Listening and reading 1.1
TRACK 6
Allow students to keep their books open and read as they listen to this
short text. You can listen to the recording as many times as you think
appropriate. Many different activities can be built around this text.
3. Match the phrases

Have students match the
sentences. Tell them that
they can look at the dialogue
again if necessary.
Hello!
Its a beautiful day!
Where are you from?
Where are you from, Ana?
LISTENING AND READING

On holiday
.
Nice to meet you

Kate: Its a beautiful day!
1.1
Ana: Yes, it is!
Kate: Hello, Im Kate and this is Philip.
Ana:
Hi, nice to meet you. Im Ana.
Kate and
Philip: Pleased to meet you, Ana.
Ana: Where are you from?
Kate: Were from Britain.
Philip: Where are you from, Ana?
Ana: Im from Spain.
Kate:
What a great day for skiing!
Activities for listening and reading 1.1

Choral reading
Students listen and repeat the different roles.
Im from
Spain.
Pleased to
meet you.
Hi!
Were from Br
itain.
Yes, it is!
4. Listening/Pronunciation 1.2,
TRACK 7
Make sure you have read Cleo Merinos foreword about pronunciation.
It can be found in the introductory section of the teachers guide.
LISTENING AND PRONUNCIATION

Natural Speech.
1. When we speak fast, we link words together: final

consonant sound initial vowel sound.
This is Philip; Im Ana.
2. We also stress PROMINENT content words. The
vowel sound in the non-prominent words is weak.
Its a BEAUTIFUL DAY!
NICE to MEET you!
What a GREAT DAY for SKIING!
1.2
Tell your students that when we speak fast, we link words. We also stress
important content words. Have them look at the listening / pronunciation
box on page 6. Play the recording and have them repeat the phrases.
Tell them to look at page 111 of the transcript and play the recording
again for them. Have them pay close attention to the words that are
linked and the prominent content words. Show them the pronunciation
reference section on page 109. Explain that this is where they can find
more information about the integrated pronunciation exercises.
Role-play
Have students act this short dialogue.
2. Language Focus
The verb be
Most students are familiar with the verb be and will be eager to
complete the table. Draw their attention to text 1.1, On Holiday. Ask
them to underline or tell you the different forms of the verb be.
At this point, you may decide to point out the full and contracted
forms of the verb be. You may also want to tell students that we
nearly always use the contracted forms when speaking.

5. Listening and reading 1.3
TRACK 8
With books open, direct students attention to dialogue 1.3 on page 7.
Have students look at the photos of Ana and Manuel and elicit
information from them. This exercise requires that they fill in the blanks
with either the verb be or a personal pronoun. Play listening and reading.

Listen and complete:
S
LANGUAGE FOCUal pronoun.
person
Complete with a
Be
you

she

e
w

I am
are
he is
is
it is
are
you are
they are
Im
you
hes
she
its
we
youre
theyre
re
s
re

Ana: Manuel, this is Kate and Philip.
1.3
Manuel: Nice to meet you.
Kate and
Philip: Pleased to meet you, Manuel.
Manuel: Are you
British?
Philip: Yes, were
from London.

Ana: I love London! Its a wonderful city.
Philip: Where are you from?
Manuel: We re
from Granada.
Philip: The Sierra Nevada is
a great place to ski.

Ana: Yes, it is
.
Manuel: Im hungry. Are you hungry?

Kate: Yes, I am! How about something to eat and drink?
Philip: Lets go!
13/02/13 16:16
6. Greetings
Read the greetings and tell students when to use them.
Hello / Hi. - Good morning.
Good afternoon. - Good evening.
Good night. - Good bye. - Bye!
7. Language focus
Draw students attention to the language focus on possessive adjectives.
Again, many students will already be familiar with the possessive
adjectives. Have them fill in the chart and proceed to elicit examples.
With a partner
Now have students work with a partner. Tell them to do the activity
on page 7. This requires them to spell their names and to say their
telephone numbers. Move around the classroom and monitor their
progress.

9. Language focus
LANGUAGE
LANGUAGE FOCU
swers with be:

he isnt.
Questions and an
he is not. No,
, he is. No,
FOCUS
jectives
Possessive ad

I
you
he
she
it
we
you
they
your
her
its ur
o
his
your
their
8. Go Ahead,
Have students go ahead and fill in the exercise by using the
appropriate possessive adjective.
GO AHEAD
Her name is Ana.

2. His name is Manuel.
3. Their names are Kate and Philip.
1.
Speaking
This exercise calls for students to work in groups of three or four. Putting
students into groups can be an activity in itself. The following activity is
optional, but we recommend that you take the time to do it.
Pass out strips of paper with a word from a category. For example,
depending on the class size, you could use the categories and words
shown in the table below. For this particular exercise, we recommend
groups of three to four students. Simply choose three or four words from
the following categories.
Make sure you have enough strips of paper for everyone. You can get
students to count the number of class members. Explain to them that
they will receive a strip of paper with a word on it. They must then find
people with words from the same category and form a group. Once they
have found the members of their group, ask them to tell you what
category their words fall into.
personal
pronouns
I
you
he
she
it
we
they
colours
red
blue
green
yellow
pink
purple
white
numbers
one
two
three
four
five
six
seven
possessive
adjectives
my
your
his
her
its
our
their
Yes
Spanish?
isnt.
is not. No, she
she is. No, she
,
Yes
?
can
eri
isnt.
Is she Am
not. No, it
is. No, it is
it
,
Yes
Is it blue?
No, Im not.
No, I am not.
, I am.
Yes
h?
glis
En
, we arent.
Are you
, we are not. No
Yes, we are. No
s?
nd
frie
, they arent.

No
Are you
, they are not.
Yes, they are. No

py?
hap
y
Are the
Is he
ctives
essive Adje
ouns Poss
Personal Pron
my
greetings
hello
hi
good morning
good afternoon
good evening
good night
goodbye
Once students are in their correct groups, have them follow the
instructions for speaking on page 7.
Before you go on to the next exercise, you may want to consolidate
the speaking exercise with a ball-toss involving the whole class. This
can lead into a revision of the alphabet and numbers. Again, you can
use the soft ball to help you revise. We advise you to write letters the
students find difficult on the board.
Have students look at the language focus on questions and answers

with be. Many of them will already know how to form questions
with be, but what is usually not as easy for elementary students is
to get into the habit of asking the question and giving a complete
short answer. Many students tend to rely on a question intonation
while saying a sentence in the affirmative form. For example: (with
question intonation) He is Spanish? Again, we must use careful
rephrasing or verbal scaffolding to correct this basic mistake. Write
the question form of the verb be on the board so that students have
visual support at all times.
10. Go Ahead
Students can now go ahead and complete exercises
1-5 and the grid on countries and nationalities.
GO AHEAD
1. Are
you from Great Britain?
m
not
No, I
2. Is
he 32 years old?
he
is
Yes,
3. Are
they on a camping holiday in Spain?
Yes, they are / No, they arent

4. Is
it an English book?
No, it isnt / Yes, it is
5. Are
Ana and Manuel from Valencia?
No, they arent
.
.
.
.
.
Countries and nationalities

Ireland
Australia
Spain
France
British
Canadian
American
Italian
13/02/13 16:16
Whats wrong?
Use the negative form of BE to make the sentences correct.
14. Vocabulary - Jobs / professions
1. Kate is Spanish.
Common jobs and professions have been chosen for this introductory
exercise. Most of the names of these professions will be similar to
those in the students native language.
Kate isnt Spanish
2. Ana and Manuel are English.
Ana and Manuel arent English
3. Philip is from Seville.
Philip isnt from Seville
4. Manuel is Kates boyfriend.
Manuel isnt kates boyfriend
11. Listening/Pronunciation 1.4
TRACK 9
Tell your students that they are going to listen to another example of
how English speakers link words and stress nonprominent words.
Remind them that the vowel sound in nonprominent words is very
weak. Have them listen and repeat. Remind them that they may look
at the pronunciation reference for more information.

Personal questions: Listen and repeat.
WHATs
your NAME?
WHERE
HOW OLD are you? WHERE do

WHATs your JOB?
are
you FROM?
1.4
you LIVE?
They are doctors.

He is a policeman.
He is a painter.
They are dentists.
They are musicians.

He is a photographer.
She is a singer.
He is a farmer.
15. Language focus
The language focus is on the indefinite articles. Again, at this

initial stage, most students will remember the rule for using
indefinite articles.
S
LANGUAGE FOCU n
icles: a and a
Indefinite art
Remember:
ant
an
a tree
an egg
a car
an ID card
a notebook
an object
a pen
an umbrella
a sandwich
fo r w or ds
n
a
We us e
o,
a, e, i, u.
beginning with
Notice: The vowel sound in the non-prominent words is very weak.
12. Write the correct question
This is another opportunity to practice asking questions. This exercise

can also be done orally before students complete it in the book.
Write the correct questions:

1. Where are you from ? Im from Oxford.
2. Whats your job
? Im a doctor.
Whats
your
name
3.
? My name is Mary.
? Im 34 years old.
4. How old are you
5. Where do you live
? I live in London.
16. Class Activity
Have students form small groups of 3-4 students. Tell them together to
think of more professions and to write down these new jobs in the form
of a conceptual map. They can write directly in the book or they can
use a piece of paper, but they should follow the diagram on page 9.
13. Listening/Pronunciation 1.5 TRACK 10
This exercise is based on the answers from the previous exercise.

Elicit the linked and prominent words before students listen to the
recording. Then listen and check.
Listening Transcript
Im from OXFORD.
Im a DOCTOR.
MY names MARY.
IM THIRTY -FOUR YEARS old.
I LIVE in LONDON

Listen and repeat.
Now listen to the answers and repeat.
Which words are linked ( )?
Which words are PROMINENT?
See Pronunciation Reference 1.2.
1.5
Jobs and
professions
Once they have brainstormed their jobs and professions, call for the
whole classs attention. Now you are going to compile all of the
professions that they have written down. Make sure you use the
conceptual map pattern, placing jobs and professions in the centre.
Write students contributions around this main idea. In brainstorming,
all ideas are valid, so you must write every idea on the board. You may
have to scaffold or correct indirectly, but it is important for every response
to go on the board.
13/02/13 16:16
17. Reading
21. Vocabulary Common objects
Students will be able to read this short text about two professionals
and answer the questions with ease. The text also serves as a
model for the next exercise.
Most of these objects will be familiar to students. If they are, with

books closed you can do a ball-toss in which students have to take
turns spelling the different objects orally.
chairs
books
balckboard
pencils
windows
pens
schoolbags
mobile
Mp3
Answer the questions:

1. What is her name? Angelina/Gina.
2. Where are her parents from? Italy.
3. How old is she? 27.
4. What is her job? Fashion designer.
5. What is her boyfriends name? Robert.
18. Writing
After reading the short text about Gina, ask students to read the
phrases about her boyfriend Robert. Before beginning the task, have
students close their books. Modify the questions about Gina,
changing Gina/she/her, etc. to Robert/he/his, etc. Now ask the
students these new questions with the soft ball. After they have
successfully answered the questions, tell them to open their books
again and write a paragraph about Robert. Remind them to use the
paragraph about Gina as a model.
Class activity
For this activity, use the objects that are in your classrooms. Any of
the objects from the vocabulary exercise would be fine. Brainstorm
the nine objects that you are going to use. Then have students put
some of the objects close to the class and others in the distance.
Do the exercise orally before you write it in the book.

19. Listening 1.6
TRACK 11 TRACK 12
Numbers. Many students have difficulty understanding the numbers
written on page 10. You may want to take some time to revise these
numbers before students do the listening. If students still have
problems differentiating between these numbers, tell them to listen
for a more drawn out sound such as thirteeeeen (while gesturing
to show that you are elongating the word thirteen horizontally).
Contrast this with the word thirty (which you can imagine between
your hands as you administer a sharp karate chop).
TRACK 11
TRACK 12
Whos that guy?

Whos that guy? is a play on words. We use the word guy when
we refer to a man we dont know. We also use the plural guys
when we refer to a group of people who can be either known or
unknown. The reason this is a play on words is that the man in the
photograph is Guy Ritchie.
a. 13
30
b. 14
40
c. 15
50
d. 16
60
e. 17
70
f. 18
80
g. 19
90
TRACK 13
91 522 1783
The exercise begins with a brief introduction. Two paparazzi are on

holiday and they see someone famous. Students have to listen to
the dialogue and fill in the blanks. Naturally, this is the most
demanding listening exercise so far. Before you play the recording,
tell students that they will be listening for the words in the box. Many
of the words are in the contracted form and this can prove difficult
for English language learners. The contracted form hes is especially
difficult for learners. It may be necessary to play the recording several
times. Use your discretion.
217 453 2744
Telephone numbers:
1.6
h.
i.

22. Listening 1.7
j.
01383 885 544
20. Language focus

Demonstratives. Have students observe the language focus
on demonstratives. The concept should be very clear with the
illustrations. Elicit the rule for demonstratives from the students,
then have them write it down in the space provided.
Complete:
We use this for a singular noun close to us.
We use that for a singular noun in the distance.
noun close to us.
We use these for a plural
noun in the distance.
We use those for a plural
Mario: Flavio, who is that man over there?

1.7
Flavio: Hmmm... hes someone famous.
Mario: Yes, hes someone famous but who is he?
Flavio: I know! Ummmm
Mario: Yes?
Flavio: Is he Sharon Stones husband?
Mario: Who?
Flavio: No, no, no, hes not Just a minute. Thats it!
Mario: Who is he?
Flavio: Hes Madonnas husband. Yes, thats it!
Mario: Is he famous? Whats his name?
Flavio: His name is Guy Ritchie.
Mario: Is he a singer, too?
Flavio: No, hes not. Hes a Film director.
Mario: Oh, right. Wheres he from?
Flavio: I think hes from the United States.
Mario: No, he isnt. Hes from England.
Flavio: Oh, no! Where is he?
Mario: Oh well, Madonna is the famous one!
Flavio: True!
13/02/13 16:16
TRACK 14
This is another exercise devoted to linking words and stressing

prominent words.
Have students listen and repeat. They may turn to the pronunciation
reference for more information.

Listen and repeat
Is
(h)e FAMOUS?
WHATs
1.8
(h)is NAME?
Is
(h)e SHARON STONES HUSBAND?
Is
(h)e a SINGER ?
Is
(h)e a FILM DIRECTOR?
See Unit 1 Pronunciation Reference 1.8.
A Summer to Remember, Chapter 1

Getting Started
1.9
Tell your students that they will be listening and reading a special
story called A Summer to Remember at the end of each unit and
that they will be doing activities based on the story.
Tell them to open their books at page 12 and to sit back and enjoy
listening to the story. Play recording 1.9.
TRACK 15
It is a beautiful summer morning and Carlos Gray is in a taxi on his

way to the airport. He is finally on holiday and is feeling happy and
relaxed. He is going to Brighton to see his friend Andrew. The taxi
arrives at the airport. Carlos pays the taxi driver and they say
goodbye.
The airport is full of people who are also beginning their summer
holiday. There is a feeling of excitement in the air. Carlos goes to
the ticket counter and waits patiently until it is his turn.
Ticket Agent: Good morning, sir. May I see your ticket,
please?
Carlos: Yes, certainly. Here it is.
Ticket Agent: Can I also see your passport, please?
Carlos: Yes, here it is.
Ticket Agent: The flight to London is overbooked.
Carlos: Oh, no.
Ticket Agent: Just a minute, please. (The ticket agent
leaves.)
Manager: Hello. The flight is overbooked, but were going
to upgrade you to Business Class. Is that OK?
Carlos: Yes, thats great! Thank you.
Manager: Have you got any luggage to check?
Carlos: Yes, Ive got one suitcase.

Manager: Do you prefer a window seat or the aisle?
Carlos: Id like a window seat, please.
Manager: The flight to London is on time. Your gate is
G24 and your seat is 4D. Have a nice journey. Goodbye.
Carlos: Thank you! Goodbye.
Wow! Thats lucky, Carlos thinks to himself. He sees the dutyfree shops and he goes inside one of them.
Shop Assistant: Good morning. Can I help you?
Carlos: Yes. Im looking for the Spanish wine section.
Shop Assistant: Come this way, please. This is an
excellent Rioja wine.
Carlos: Hmmm. Ill take two bottles, please.
Shop Assistant: Its twenty-six euros.
Carlos: Thats reasonable.
Shop Assistant: Yes, its a very good price. Will that be
cash or credit?
Carlos: Cash.
Shop Assistant: May I have your boarding pass, please?
Carlos: Yes, certainly. Here it is.
Shop Assistant: Thank you. Heres your wine and your
receipt. Have a nice trip. Goodbye!
Carlos: Goodbye!
Carlos goes to his gate, where he sees that they have begun
boarding. He joins the queue. Hmmm... I have a good feeling
about this holiday, he thinks to himself.
Reading in pairs
Now tell students to sit with a partner and read the story together.
Students should take a role and then proceed to read the story.
When they have completed the reading, get them to switch roles
and read the story again. During this time, move around the
classroom and listen to them read. This serves two main purposes.
First, students see that you are actively interested in their progress.
Many will take this opportunity to ask for clarifications. Second,
you can make a mental note of words and phrases that students
are having difficulty with. You can use this information to rephrase
and model the correct pronunciation.
Vocabulary mime
Put these words and phrases up on the board: passport, overbooked,
suitcase, window seat, cash or credit, boarding pass and receipt.
Have students think about these items for a while. Now ask for
volunteers to come to the front of the room to mime a word. Before
a student volunteers, show how to mime a word. It is very important
to demonstrate any activity before asking students to perform it. The
other students have to guess the word that is being mimed.
Theatre
Students now perform the story in role-play form. Ask for volunteers
to read the different roles in the chapter. Encourage them to be
expressive and enthusiastic and to use all the props available to them.
Workbook exercises
At this point students should do the corresponding workbook

exercises.
13/02/13 16:16
Answers Workbook exercises
Complete the sentences with the correct

information:
Ana
Im from Spain
I am
We are
Were from Britain
I am
Im
British.
.
Negative Sentences
The sentences are false. Use the negative

form of the verb be to correct the sentences.
Philip.
from Britain.
is
Spanish.
Hes from Spain
.
He
Join the words with a line to

form correct sentences:
Her name is Kate.

Her name isnt Kate
Philip is from Spain.

Philip isnt from Spain
They are Spanish.

They arent Spanish
Ana and Manuel are from Britain.

Ana and Manuel arent
from Britain
Greetings
What
you British?
Good evening / Good afternoon / Good morning / Good night
Where
I am.
Write the correct greetings:
Are
is your name?
Yes,
is Kate.
My name
are you from?
Use the correct form of be:
Big Ben
is
in London.
Pilar
is
09:15 Good morning
16:30 Good afternoon.
18:45 Good evening
23:00 Good night
from Spain.
Numbers
Unscramble the letters to form the numbers 1-10.
ten
githe eight
neo one
wot two
six
xsi
nte
They
are
friends.
He
is
British.
four
rfuo
nine
nnei
three
rehte
five
vfei
seven
eevsn
13/02/13 16:16
Put the following sentences into the negative form:
Writing
Write sentences about the following people:
1. Kate is Canadian.

Kate isnt Canadian
Philip isnt from Paris
2. Philip is from Paris.

3. Ana and Manuel are Australian.

Ana and Manuel arent Australian
4. Ana is Philips girlfriend.

Kate is British.
Shes from Britain
Ana isnt Philips girlfriend
Put the words into the correct order to form questions:
1. job / your / is / what / ?

What is your job?

Manuel is
Spanish
Hes from Spain.
2. where / live / you / do / ?

Where do you live?
3. name / your / what / is / ?

What is your name?
4. are / where / from / you / ?

Where are you from
10
Professions
Find 10 jobs / professions in the wordsearch:
Italian
Shes from Italy
Simoneta is
S
W
R
M
F
A
R
M
E
R
.
.
Olivier is
French
Hes from France
.
.
E
R
I
I
S
T
T
U
P
S
D
E
N
T
I
S
T
S
O
N
O
N
U
R
L
E
O
I
L
D
C
G
Y
O
A
F
U
C
I
S
T
I
D
C
W
N
H
I
C
I
O
S
H
W
Y
O
J
A
E
N
R
E
R
A
E
D
I
N
M
G
R
D
H
B
R
G
M
L
A
E
A
R
T
I
S
T
E
F
N
R
1. Policeman
2. Doctor
3. Artist
4. Singer
5. Farmer
6. Lawyer
7. Musician
Bob and Mary are
Canadian
They are from Canada
8. Dentist
9. Teacher
.
.
10. Designer
13/02/13 16:17
Writing
Reading
11
Read about David:
Complete the ID card with YOUR details and then write

a short paragraph about YOU:
My name is David, but my friends call me Dave. Im American,

but my parents are originally from England. We live in New York.
Name:
I speak English, French and a little Italian. Im twenty-nine years

old and I am a doctor. My girlfriends name is Sara.
Live:
13
Age:
Job:
Answer the questions:
1. What is his name?

His name is David
2. Where are his parents from?

His parents are from England
3. How old is he?

He is twenty-nine years old
4. What is his job?

He is a doctor
5. What is his girlfriends name?

His girlfriends name is Sara
Writing
Now write a paragraph about Sara:
parents from Madrid / live in Barcelona / 28 years old /

fashion designer / boyfriend David
.
.
.
this / that / these / those
1. this
2. that bag
12
twenty-eight years old. She is

a fashion designer. Her boyfriends name is David.
bag
3. these pencils
4. those pencils
5. these books
Her parents are from Madrid.

She lives in Barcelona. She is
14
Complete with:
6.
those books
7.
these pens
8. those pens
15
Vocabulary
Unscramble the letters to form common objects:
1. ROKLBACBAD
blackboard
2. AHCIR
chair
3. EIBOML NHPOE
mobile phone
4. OIDWWN
window
13/02/13 16:17
Crossword
16
Reading and Writing

Julie and Michelle are journalists. Julie is Australian and Michelle
is French. They specialise in the lives of famous people. Theyre
paparazzis. They are good friends and are on holiday in Madrid.
Complete their conversation below:

Julie: Yes, shes someone famous, but
Michelle: I know! shes

Across
Down
1.
1.
2.
2.
Julie: Michelle, who is that over there?
Michelle: Hmmm Shes someone famous.

17
Julie: Who?
Michelle: No, no, no,
3.
who
3.
is she?
Ronaldos wife.
Shes not. Wait. Thats it!
is
she ?
Michelle: Shes David Beckhams wife. Yes, thats it!

Julie: Is Shes famous? Whats her name?
4.
4.
5.
5.
Julie: Who
1 A C
Michelle: Her name is Victoria.

Julie:
is
she a footballer as well?
Shes a singer.
Oh right. Wheres Shes from?
I think Shes from Canada.
No, shes from England.
Oh no! Where is she
?
Michelle: No, of course not!

Julie:
Michelle:
Julie:
Michelle:

5
3 P
E
4 W I N
Julie: Oh well, David Beckham is the famous one!
1
D
R O S S
W
2
N
C
2 T H R
A
E N C I L
R
D O W
5
Michelle: True!
3
O
N
E E
4
S
E
V
E I G H T
N
A Summer to Remember: Chapter 1
18
Vocabulary
Complete with vocabulary from A Summer to Remember. Use an indefinite article and personal pronoun
plus the contracted form of TO BE when needed:
1. Its a
5.Its
passport
2. Its a
ticket
3. Its
a suitcase
4. Its
a bottle
a receipt 6. Its a boarding pass 7. Its a duty free shop
13/02/13 16:17
19
Personal Pronouns.
Write the correct personal pronoun:
He is Carlos.
________________
They are suitcases.

________________
At the Airport.
He is a ticket agent.
________________
They are travellers.
She is a shop assistant.
________________
________________
It
____________
She
is a boarding pass.
________________
He
________________
________________
am a student.
In the
Classroom
is a man.
It
is a teacher.
________________
is a window.
They are students.

________________
She
________________
is a woman.
They are books.

________________
20
Who is speaking?
Match the sentences with the pictures. Draw a line from the sentence to the picture.
Yes, thats great! Thank you.
Good morning, sir. May I see your ticket, please?
Carlos
May I have your boarding pass, please?

Can I also see your passport, please?
Ticket Agent
The flight is overbooked, but were going to upgrade you to Business Class.
Is that OK?
Yes, Ive got one suitcase.
Manager
Do you prefer a window seat or the aisle?

Will that be cash or credit?
Shop Assistant
Id like a window seat, please.

13/02/13 16:17
21
FYI: For Your Information. Complete the paragraph about Carlos and Andrew with the information in the boxes below.
His name is Carlos Gray . Hes Spanish
Information Box
Brighton architect Carlos Gray Spanish
friend England thirty-two Spain
, but
his father is originally from England
. Carlos
lives in Spain
years old
. Hes thirty-two
and is an architect
Brighton
. Hes on holiday and is going to
to visit his friend
Andrew.
His name is Andrew Reynolds . Hes British

. Hes thirty-one
lives in Brighton
and
years
old and is a computer engineer. His friends name is
Information Box
thirty-one computer engineer Brighton

British Carlos Gray Andrew Reynolds
Carlos Gray .
UNIT
COMPETENCES
Understanding
Listening
Reading
I can understand:
common greetings and simple introductions when meeting
people.
Speaking
Spoken
Production
Writing
I can understand:
simple dialogues and texts related to meeting people.
Speaking
Spoken
Interaction
For more practice:
I can:
interact in English in simple situations, such as greetings
and meeting people.
For more practice:

3
For more practice:

1
I can:
complete simple written exercises that are related to the
topic of meeting people.
For more practice:
I can:
use common greetings and simple introductions when
meeting people.
For more practice:

1
13/02/13 16:17
Unit 2 - People, Friends and Family

Spoken Interaction:
Listening:
Ask and answer simple questions related to the topic of the family
and friends.
Understand basic vocabulary when people talk

about their family. Understand simple physical
descriptions of people.
CD 1
Spoken Production:
Use simple phrases and sentences to talk about the topic of family
and friends.
Reading:
Writing:
Understand basic texts related to the family and simple physical

Write simple exercises that are related to the topic of meeting

people.
Overview of Unit 2: People, Friends and Family

This unit is devoted to describing people and objects. It also covers vocabulary related to the family and provides language input in this context.
Language Focus
Reading
and Listening
Vocabulary
- Be: all forms
- Adjectives and nouns - Physical descriptions

- Have got: affirmative, used to describe people, - Blind dates
objects and conditions
negative and
questions
- Opposites
- Aileens family
- The possessive: s
- The family
Speaking
- Who am I?
Pronunciation
- Natural speech:
Writing
- Who am I?
- Describing common - Consonant sounds:

objects
- Blind date dialogue
- You and your family - Vowel sounds:
- Aileens family

Chapter 2

Warm-up activity:
This aim of this activity is to pre-teach very basic vocabulary so that
students can do Listening and Reading activity 2.1 with ease. If you
have students with different colour of hair, you can do this activity
using your own students. If not, you can cut out pictures from a
magazine. If you do not have all of the examples below, you can either
supplement with pictures or you can leave them out.
Black or
very dark
hair
Brown
hair
Blond/
light hair
Red hair
Shaved
and/or
bald heads
Choose a student for each hair category and have them stand at
the front of the room. Tell the rest of the class to look at the students
who are now standing at the front of the classroom and direct their
attention to the students hair. Choose another student from the
rest of the class and lead the student and have him/her stand next
to the student from the appropriate category. With gesture,
encourage students to find their own hair category. If they dont
understand, continue to place students until the rest of the group
understands the idea. Once everyone is standing in their respective
hair categories, talk about the different colour of hair. Weve got
brown hair. Theyve got blond hair. Shes got red hair and hes got
black hair. Many students will already be familiar with this
vocabulary and will be able to follow quite easily. If they find this
warm-up activity easy, you can have them talk about the different
hair colour in the class, as well as eye colour.
13/02/13 16:17

1. Listening and Reading 2.1
TRACK 16
The conceptual map
Before students listen to the recording, draw their attention to the
conceptual map on page 21. Go over the map and its different
categories: age, eye colour, height and hair.
Make sure you spend plenty of time explaining the map. You may
also want to tell them about conceptual maps and how they are
useful tools for organising information.
Now they are ready to listen and read activity 2.1.

Listen to and read the descriptions below.
2.1
Match the number with the appropriate letter:
1
Hes twenty-nine years
old. Hes got blond hair
and blue eyes.
letter ........
4
Shes in her twenties.
Shes got long dark hair
and green eyes.
2
Shes in her twenties.
Shes got long red hair
and green eyes.
letter ........
5
Hes in his thirties.
Hes got a shaved
head and his eyes
are brown.
3
Hes in his thirties. Hes
got dark hair, dark eyes
and glasses.
6
Shes fifty-one years
old. Shes got short
blond hair, blue eyes
and glasses.
A
E
F
letter ........
letter ........
Allow students to listen to the recordings and read simultaneously the
first time round. After theyve heard the recording at least once, you
may want to have your students cover the descriptions below the
photos and try to identify the people. The exercise calls for them to
match the written description to the picture. Spend the necessary time
with this exercise and the conceptual map on page 21.
2. Listening 2.2
TRACK 17
This is a more advanced listening activity and students are required
to listen to the people talk about themselves. They must write the
name of the person who is speaking, the letter of the picture and
the persons nationality.
1. Hi! My name is Sarah. Ive got long dark hair and green eyes. Im
Irish.
2. Hello. My names Barbara. Ive got long red hair and green eyes.
Im Canadian.
3. Hi! My name is Susan. Ive got short blond hair, blue eyes and
glasses. Im American
4. Hello. My names David. Ive got a shaved head and my eyes are
brown. Im British.
LISTENING
Complete the table
1. Sarah
2. Barbara
3. Susan
4. David
Picture Nationality
A
Irish
C

Canadian
E
American
F
British
You may choose to present the Language Focus on have got either
before or after this activity.
4. Speaking
Think Pair Share
This activity calls on students to:
Think about their physical self in English for 30 45 seconds,
Pair i.e. they must find a partner,
Share i.e. take turns talking about their physical self in English.
5. Writing and Speaking
This is a guessing game that involves writing and speaking. Go over
the two examples and see if students can guess who they are. These
examples are models for students to write their own descriptions
and play a guessing game with a partner.
Who am I?
letter ........
letter ........
Name
3. Language Focus
Have got
2.2
1. I havent got brown hair and I havent got brown eyes.

Ive got glasses and Im a woman. Who am I?
Susan
2. Im not a woman. I havent got black or blond hair.

I havent got any hair. My eyes are brown. Who am I?
David

6. Language Focus
Questions and short answers with have got.
Present the question forms of have got.
7. Class activity
What have you got?
In groups of 3-4 students, brainstorm 15 objects in English.
Each student chooses 3 objects.
Take turns guessing everyones objects.
TRACK 18
Natural speech
Consonant sounds
Use the Phonetic Chart and present the following sounds:
- - .
Have students look at the following four sentences: Whats he got?
/ Whats she got?/ Has he got? /Has she got? Now have
students look at the phonetic script in the 2.3 listening / pronunciation
box. Model each sentence for your students and have them repeat
after you. After sufficient practice, tell your students that they will
first listen to two forms: Whats he got? / Whats she got? Questions
5-8 are Has he got? and Has she got? In each section, they
must tick the correct box.
13/02/13 16:17
1. Whats she got?
5. Has he got brown hair?
2. Whats he got?
6. Has she got a Vespa?
3. Whats he got?
7. Has she got glasses?
4. Whats she got?
8. Has he got blue eyes?
Natural speech
Consonant sounds
2.3
Which form can you hear? Listen and tick the correct column.
Whats he got? Whats she got?
1.
2.
3.
4.
6.
7.
8.
Students have now had sufficient exposure to this text and should be
able to successfully complete the dialogue between Mark and Jill. After
they have finished, they may listen and check their answers.
Mark: What colour of hair has she got?

Jill: Shes got dark brown hair.
Mark: Has she got long or short hair?
Jill: Shes got short hair.
Mark: What colour of eyes has she got?
Jill: Shes got brown eyes and shes got glasses.
Mark: Is she tall?
Jill: No, shes short.
Mark: What type of car has she got?
Jill: She hasnt got a car. Shes got a Vespa.
Mark: Wow! So have I!
Jill: Great! Its a perfect match!
9. Go Ahead
Up to now, students have used have got to provide physical
descriptions and to talk about possessions. Have them work through
the exercise on page 14. You can use this exercise to talk about have
got to express illness, as in example E Ive got a headache.
2. B
12. Listening and Writing, 2.4.b., TRACK 20
Now complete the dialogue with a form of

have got or be. Then listen to the CD.
Has he
Has she
Answers: 1. C
2.4a
LISTENING AND WRITING
Whats he
Whats she
Has he got? Has she got?
5.
Brenda: Is he tall?
Jill:
No, he isnt, but he isnt short. Hes average height.
Brenda: What colour of hair has he got?
Jill:
Hes got light brown hair.
Brenda: Has he got glasses?
Jill:
Yes, he has.
Brenda: Has he got a car?
Jill:
No, he hasnt. Hes got a Vespa!
Brenda: Wow! So have I!
3. E
4. D
5. A
6. F

10. Reading, Blind Dates
Pre-reading: Set the scene for students by explaining with the use
of gesture and key phrases what a blind date is. For example:
Hold your book up high so they can follow what you are saying and
what you will be pointing to: Jill and Brenda are friends. Point to
Jill and Brenda. Jill and Mark are friends. Point to Mark and Brenda.
Jill has got an idea! Make the gesture of having an idea. Continue
saying that Mark and Brenda have got a blind date for next Saturday.
Elicit the meaning of blind date. More than likely, someone will offer
a translation of blind date in their mother tongue. Students are now
ready to read Blind Dates.
After students have read the first part of Blind Dates, check
comprehension to make sure they have fully understood what they
have read.
11. Reading and Listening, 2.4.a
TRACK 19
Depending on the level of your class, you can have your students read
along with the recording or they can listen with books closed. Check for
comprehension.
2.4b

13. Vocabulary - Adjectives
Before doing this activity, bring to class the following realia so that
you can have a display of opposites. You can also borrow objects
from your students and turn the setting up of the pre-activity into a
minilesson in itself. These are only suggestions; you can always
replace any of the objects.
Adjective
Adjective
cotton
a glass of water
soft
full
gravel or stones
an empty glass
hard
empty
a new book
a black-coloured pencil
new
dark
an old book
a white-coloured pencil
old
light
Elicit the adjectives from your students. Now have them match the
opposites on page 24 and write the adjectives under the appropriate
pictures.
1. small
2. expensive
3. new
4. dirty
5. full
6. hot
7. hard
8. dark
9. comfortable
f. big
i. inexpensive
g. old
e. clean
d. empty
a. cold
h. soft
b. light
c. uncomfortable
13/02/13 16:17
dirty clean new
hot
cold
old
small
full empty hard
expensive inexpensive
big
light
soft
comfortable
1. Hes got an expensive watch.

2. Theyve got a big dog.
3. Theyve got a comfortable armchair.
4. Shes got an inexpensive car.
5. Shes got an old computer.
dark
uncomfortable

TRACK 21
Tell students that you they will be listening to the sound.
Play the recording and have them repeat after each word.

Listen and repeat:
2.5
she Spanish Irish

British fashion Sharon
cash description
musician
sugar
Listening/Pronunciation 2.6
TRACK 22
7. so
8. yes
2.6
9. wash
10. watch

Usual spelling: sh
or

16. Speaking
Think Pair Share
More common objects: this exercise encourages students to talk about
common objects combined with the adjectives they have already seen.
The most frequent vowel in English
TRACK 23
2.7
,
or
?
Look at the pronunciation chart with students and tell them that they
will now be listening to three different sounds:
,
or . Make sure they can differentiate between
these sounds before they proceed to listen.
Play the recording and have them tick the appropriate box. Reassure
them that this is a pronunciation exercise and they do not need to
know the meaning of these words.
1. shoe 3. March 5. lunch
2. Sue
4. mash
6. show
15. Go Ahead
What have they got?
This exercise combines the adjectives from the vocabulary with
have got. Have students unscramble the sentences.
Which form can you hear? Listen and tick the correct column.
(You dont know the meaning of some of these words; just
listen to the sounds.)
2.6
Stress pattern
sofa
perfect
mother
children
album
different
Stress pattern
computer
attraction
fantastic
Stress pattern
comfortable
excellent
A syllable disappears in two words. Which?

Answer: different and comfortable.
2 / / Listen again. All the non-stressed (weak) syllables in those
words are pronounced with the same sound: / / (schwa), the
weakest vowel sound.
Point out to students that many unstressed syllables have the same
vowel sound, no matter how they are spelt. Therefore, the first thing
students need to know is where the stressed syllable is.
Listen and check.
Tell students that all the unstressed syllables in these words are
pronounced / / (schwa). This is the most common sound in
unstressed syllables in English: it occurs in almost every English
word with more than two syllables. This sound is so frequent that
it even has its own name!
1.
2.
3.
4.
5.
6.
Schwa is never found in a stressed syllable. It is also the weakest

vowel sound; in fact, it is so weak that in some words it has
disappeared altogether, as in comf o rtable (3 syllables) and diff e
rent (2 syllables).
7.
8.
Tell students to go to Pronunciation Reference.
9.
10.
Highlighting spelling does not help, but if they know that a syllable
is unstressed, the vowel sound is very likely to be schwa.
Key: See Pronunciation Reference 2.6.
13/02/13 16:18
Listening/Pronunciation 2.8
TRACK 24
The most frequent vowel in English

The second most common vowel sound in an unstressed syllable is / /.
When an unstressed syllable is spelled i or y, it is very likely to be
pronounced / /.
Listen and Check.
/ / is spelled e (usually in first syllable position) if it precedes the stress:
de pend.
A
Stress pattern
dirty
empty
Stress pattern
eleven
expensive
2.8
Stress pattern
family
TRACK 25
The Mendez-Davis family
2.9
The Mendez-Davis family lives in Madrid. Luis is 48 years old and is

from a small village called El Toboso in the province of Toledo. Amanda
Davis is 44 years old and is originally from Dublin, Ireland. Theyve
got three children. Julia is 16 years old, Aileen is 14 and Liam is 10.
They speak English at home, but at school and work they speak
Spanish. Amanda and the children always return to Ireland for the
summer. Luis goes to Dublin for the month of August. They love
Ireland, but Madrid is home.
After listening to the recording, students can now complete the KWL
chart and answers questions 1-3 on page 25.
Name Luis Amanda Julia Aileen Liam
The Mendez-Davis family

Pre-listening
This is the first of a series of listening exercises on the MendezDavis family. Before you play the recording for students, have them
look at the photos of the family.
Metacognition
In the pre-listening exercise you are preparing your learners to
anticipate specific information. Predicting information about what
your students are going to listen to should become part of your
pre-listening or reading routine. At first you will have to guide them
in this process, but in time, students will do it automatically.
There are many ways to elicit information. You can ask them to
reflect on the Wh questions: Who? What? Where? When? and Why?
Or you may want to introduce your students to K-W-L charts. With
the K-W-L chart you will ask them what they know about the
subject matter and what they want to know. When they have
finished listening to the recording, they can complete the chart and
record information about what they have learned.
Draw the chart on the board and begin writing what students know
about the Mendez family. Encourage students to freely express
what they know about the family. More than likely you will have to
use scaffolding techniques. For example, imagine the following
teacher/student dialogue:
Student: Luis is father.
Teacher: Yes, Luis is the father.
The teacher acknowledges only the content which is correct and
uses verbal scaffolding to indirectly correct the mistake. The teacher
then proceeds to write the correct sentence on the board.
(What they know)
(What they want

to know)
(What they have

learned)
They are the Mendez Where do they live?

Davis family.
Where is Luis from?
Luis is the father.
Where is Amanda from?
Amanda is the mother.
Julia, Aileen and Liam are the
children.
Luis is 48 years old.
Amanda is 44 years old.
18. Listening 2.9
(Students are to
complete this after
they have listened to
the recording.)
Age
48 44 16 14 10
Questions:
1. Where do they live? In Madrid.
2. Where is Luis from? El Toboso, Toledo.
3. Where is Amanda from? Dublin, Ireland.
After students have had time to complete their information, return to

the K-W-L chart and complete the L section with the information that
they now have. Talk about the family and their relationship to each other.
19. Vocabulary
Match the opposites
mother
child
husband
sister
daughter
children
brother
father
parent
wife
parents
son
Explain to students that the

vocabulary is arranged by opposites.
After they have completed this
exercise, relate the vocabulary to the
Mendez-Davis family.
20. Language Focus

Have students look at the photo of the dog with the bone and the
caption: The dogs bone. Tell them that this is an example of the
possessive and that the s shows possession. Now have them look
at the Language Focus and present the possessive at this point.
LANGUAGE FOCUS
s)
The possessive (s /
ter (singular)
Aileen is Liams sis
(plural)
r
the
The sisters bro
ts (irregular plural)
ren
pa
s
The children
n
s - Liams sister is Ailee
n
sio
es
ss
shows po
family
s - Aileen and Liams or words
s
me
na
two or more
n
sio
es
ss
po
that show
and remember...
m is a boy
s- Liams a boy = Lia rb be, not
the ve
contraction of
e
the possessiv
13/02/13 16:18
GO AHEAD
21. Complete with a vocabulary word.

1. Luis is Amandas husband.
2. Liam is Luiss son.
3. Aileen and Julia are Amanda and Luiss daughters.
4. Amanda is the childrens mother.
5. Liam is Amandas son.
6. Amanda is Luiss wife.
7. Luis is Liams father.
8. Liam, Julia and Aileen are Amanda and Luiss children.
9. Luis and Amanda are the childrens parents.
10. Julia and Aileen are Liams sisters.
Pre-reading
Have students observe the title of the Reading My mothers family
on page 27 and tell them to look at the photos. Elicit information.
You can use a K-W-L chart or you can use the Wh question e-poster
to elicit information. For example you may want to ask these Wh
questions.
Who is Aileen? Who are the other people in the photo? Where is
Aileens mothers family from?
22. Reading
Students can now read, My mothers family. Before they answer
the questions below, look at Vocabulary together.
23. Vocabulary
Go over the vocabulary and make sure you clarify any doubts students
may have regarding it. Make sure students understand that in English
we say aunt and uncle (and in that order).
24. Questions
1. How old is Aileens grandmother? 75.
2. What is her grandfathers name? Jack.
3. Has Aileen got an aunt and uncle? Yes.
4. Who is John? Aileens cousin.
5. What has John got in the familys garden? A big tree house.
25. Go Ahead
My fathers family
This reading exercise is intended for students to do on their own.
They have been guided through the previous reading exercise and
now they should be able to successfully complete this reading /
gap-filling exercise by themselves.
Pre-reading
Before they begin reading, remind them to go through the prereading process, either by doing a K-W-L chart or by asking
themselves Wh questions.
After they have finished their pre-reading process, they can complete
the text.
Whole class instruction
Ask them to share their pre-reading process. This is important
because it shows students the importance of this initial process and
it also helps students learn from each other.
Afterwards, read My fathers family together and talk about the
answers to the gap-filling exercise if necessary.
GO AHEAD
Now read about Aileens Spanish family and complete the
text with the words below:
grandmothers grandfathers daughter brother
wifes have got are is
My fathers family
My dads family is from El Toboso, in the province of Toledo. Its
grandfathers
very different from Dublin. My
name is Miguel and my grandmothers
name is
Victoria. My grandfather is eighty years old and my grandmother
have got
is seventy-eight years old. They
a typical
is
stone house that
200 years old. My dad has got a
wifes
brother . His name is Jos and his
daughter
name is Claudia. They have got a
. Her
name is Ana and she is twelve years old. The people in the village
are
very friendly. In August, El Toboso has its annual
celebrations or fiestas. Its a lot of fun!
26. The Go Ahead-pedia

The idea behind the Go Ahead-pedia is to connect information from
the textbook with interesting aspects of Englishspeaking culture.
In the reading My fathers family the concept of fiesta is
mentioned and it is then connected to Hemingways novel The Sun
Also Rises, which is about the fiestas in Pamplona. The word fiesta,
like many Spanish words, has become a recognisable word in
English. Students are asked to brainstorm English words used in
Spanish and Spanish words used in English. You can have students
get into small groups and brainstorm in their groups and then
everyone reports their words to the whole class. The teacher acts
as the secretary, recording all the answers.
oTHE GO AHEAD-PEDIA:
Ernest Hemingways book The Sun
Also Rises, is called Fiesta in
Spanish. It is about the fiestas of
a Spanish town.
Which Spanish town is it? Pamplona

There are many Spanish words that are used in English.
There are also many English words that are used in Spanish.
Can you think of any?
patio
super
English words
used in Spanish
light
Spanish words
used in English
siesta
13/02/13 16:18
27. Writing and Speaking

You and your family
Tell students the importance of drawing their family first and then
writing. Drawing is a right-hemisphere activity and writing is a lefthemisphere activity. By drawing and writing we are using an
integrated approach to writing.
Have students follow the four steps.
WRITING AND SPEAKING

You and your family
Step 1: Draw a simple picture of you and your family.
Step 2: Write a simple paragraph about your family.
Step 3: Find a partner and talk about your family.
Step 4: Introduce your family to the class.
A Summer to Remember, Chapter 2 TRACK 26
Andrew: Im fine, thanks! There are a lot of people at the

airport today.
Carlos: Yes, there are. My flight was overbooked.
Andrew: Really?
Carlos: Yes, they upgraded me to Business Class!
Andrew: Thats lucky! Carlos, its really great seeing you
again.
Carlos: Its good to see you, too, Andrew!
Andrew: Here, let me help you with your suitcase.
Carlos: Thanks.
Andrew: This way. My car is here in the car park.
Carlos: Lets go!
Reading in pairs
Now tell students to sit with a partner and read the story
together. Remind them to take a role and then proceed to
read the story. When they have completed the reading, get
them to switch roles and read the story again. Make sure
you circulate and monitor their progress.
Getting Started
Comprehension Check
Remind students to simply relax and listen to the story.

2.10
Tell them to open their books at page 28. Play recording 2.10.
Begin retelling Chapter 2, but deliberately make mistakes.

Tell students that you are going to talk about the story. Say
that Carlos is in the 1st Business Class section of the plane
and that he is very happy. They should interrupt you and
say Business Class. Pretend that youve made a mistake,
dramatise and say Ah, yes, yes, youre right. Then say
that the flight attendant gives Carlos a cup of tea. The
plane is going to Liverpool. Carlos is going to see his friend
Charles. Continue retelling the story in this fashion, allowing
your students to correct you in the main ideas. This is an
entertaining way to check students comprehension and to
have a good laugh together.
Carlos is sitting in the Business Class section of the plane. He is

going to see his friend Andrew, who lives in Brighton. The flight
attendants are serving breakfast.
Flight attendant: Would you like coffee or tea, sir?
Carlos: Coffee, please.
Flight attendant: Do you take milk and sugar?
Carlos: Just sugar, please.
Flight attendant: Here you are.
Carlos: Thank you. How much longer before we land?
Flight attendant: We will be landing in about thirty minutes.
Carlos: Thank you.
Flight attendant: Goodbye
Carlos finishes his coffee. He hears a flight attendant announce that

the plane will be landing soon. The flight attendants check that all
the passengers have fastened their seat belts and their seats are in
an upright position. The plane lands and the pilot welcomes the
passengers to Londons Gatwick Airport.
Carlos says goodbye to the flight attendants and goes to collect his
suitcase. All of the passengers walk to carousel number seven. He
sees many suitcases and finally he sees his blue suitcase. He picks
up his suitcase and he walks out the exit doors. He sees a lot of
people in the arrival hall. Suddenly, he hears someone say Carlos!
and there, standing in the sea of people, is Andrew.
Theatre
Students now perform the story theatrically. Ask for
volunteers to read the different roles in the chapter.
Encourage them to be expressive and enthusiastic and to
use all the props available to them.
Workbook exercises
exercises.
Carlos: Andrew!
Andrew: Carlos, how are you?
Carlos: Very well, thank you! How are you, Andrew?
13/02/13 16:18
Draw a line to match the description with the correct person.
Hes a teenager. Hes got blond hair and blue eyes.
Shes a child. Shes got long brown hair and brown eyes.
Hes in his twenties. Hes got short brown hair. Hes got blue
eyes and glasses.
Shes in her thirties. Shes got long blond hair. Shes got green
eyes and she hasnt got glasses.
Hes middle-aged. Hes got short black hair and dark eyes.
He hasnt got glasses.
Shes a senior citizen. Shes got short grey hair and glasses.
Complete:
Full
form
Negative
form
got green eyes

__Ive
_____________________________________________
2. they / glasses / got / havent
hey havent got glasses

__T
_____________________________________________
I ve got
I have got
I havent got
You ve got
I have got
I havent got
He ve got
You have got You havent got
She s got
He has got
She has got
He hasnt got
hasnt got blue eyes

__She
_____________________________________________
She hasnt got
5. isnt / tall / he
We have got
We havent got
_____________________________
_____________________________
_________________
We s got
_____________________________
They ve got
_____________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
1. got / Ive / eyes / green
Have got:
Contracted
form
Put the words in the correct order:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
They have got They havent got
________________________________________
________________________________________
3. we / got / have / hair / brown
have got brown hair

__We
_____________________________________________
4. she / eyes / got / hasnt / blue
__He
_____________________________________________
isnt tall
6. short / arent / you

__You
_____________________________________________
arent short
13/02/13 16:18
Circle the correct answer about YOU

1. Ive got: brown hair / red hair / black hair / blond hair.
__Ive
_____________________________________________
got green eyes
Christine: His names Rob.
3. Ive got: straight hair / curly hair / wavy hair.
Katie: Is he handsome?
have got brown hair

__We
_____________________________________________
Christine: Well, hes tall and hes got black hair.
4. Ive got: blue eyes / green eyes / brown eyes / black eyes.
Katie:
What colour of eyes has he got?
hasnt got blue eyes

__She
_____________________________________________
Christine: Hes got green eyes.
5. I am tall / short / average height.
Katie: Hmmm He sounds interesting. Has he got a car?
isnt tall
__He
_____________________________________________
6. Ive got glasses/ I havent got glasses.
1. Has she got a car?
No, he hasnt.
2. Have they got blue eyes?
Yes, I have.
3. Have you got a vespa?
No, we havent.
4. Has he got glasses?
No, she hasnt.
5. Have we got brown hair?
Yes, they have.
Make these sentences negative

1. Shes got a lot of homework.
She hasnt got a lot of homework
_________________________________________________________________________________________________________________________
2. Ive got a headache.

I havent got a headache
_________________________________________________________________________________________________________________________
3. Hes got the time.

He hasnt got the time
_________________________________________________________________________________________________________________________
4. Theyve got a reservation.

They havent got a reservation
Christine: Yes, hes got a Mini.
Katie:
I love Minis! He sounds perfect for me!
arent short
__You
_____________________________________________
Match the questions and
Christine: Hi, Katie! Theres a new student in class.
Katie:
Whats his name?
hey havent got glasses

__T
_____________________________________________
Read the conversation between Christine and Katie,

two students.
2. Ive got: long hair / short hair / medium-length hair.
Blind Dates
Now complete the conversation between Christine

and Rob using the words in the box.
got (x 2) / her (x 2) / she / has / shes got
got
Christine: H i Rob! Ive _________________
a friend who is
very pretty.
Rob: Whats _______________

name?
her
Christine: Her names Katie.
she
Rob: Is _________________tall?
shes got
Christine:
Yes, shes tall and _________________
blond hair.
has

Rob: What colour of eyes _______________
she got?
got
Christine: S hes ______________
green eyes and
____________
favourite
her
cars are Minis!
Rob: Hmmm She sounds perfect!
_________________________________________________________________________________________________________________________
5. Weve got money.

We havent got money
_________________________________________________________________________________________________________________________
6. Its got 200 mega pixels.

It hasnt got 200 mega pixels
_________________________________________________________________________________________________________________________
13/02/13 16:18
Vocabulary
Lucky Charms
Put the letters in order to form family words
10
husband
1. bsahudn
___________________________________________________________________________________________________________
2. tfhrea
___________________________________________________________________________________________________________
3. efwi
___________________________________________________________________________________________________________
4. tmohre
___________________________________________________________________________________________________________
Have you got a lucky charm?
5. nos
___________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________
6. sserti
___________________________________________________________________________________________________________
7. adhgurte
___________________________________________________________________________________________________________
8. oerbhtr
___________________________________________________________________________________________________________
These are lucky charms
A horse shoe
A four leaf clover
A charm bracelet
What is lucky charm in your language?
father
wife
mother
son
sister
daughter
brother
_____________________________________________________________________________________________________________________________________
Now put the words you have

found into 2 groups
Reading
Sue is eighteen years old and lives in England.
She is very superstitious.
He
She doesnt like the number thirteen but she

loves black cats.
Shes got a lucky charm. Its a charm bracelet.

Its from Ireland.
Answer using full sentences.
She
Husband
Father
Son
Brother
wife
mother
daughter
sister
_____________________________________________________
______________________________________________
_____________________________________________________
______________________________________________
_____________________________________________________
______________________________________________
_____________________________________________________
______________________________________________
Look at the family tree and complete the

sentences below with the correct word
Sam is twenty years old and lives in Ireland.

He isnt superstitious. He hasnt got a
lucky charm, but his family has got a
horseshoe. His family comes from
Greece.
Writing
11
Joseph - 52 years old
Susan - 48 years old
Lucy - 24 years old
Scott - 20 years old
1. Susan is Josephs
2. Joseph is Scotts
3. Mark is Susans
4. Lucy is Scotts
5. Mark is Lucys
6. Susan is the childrens
12
Mark - 16 years old
wife
father
son
sister
brother
mother
________________________________________________________________________________
1. Whos got a lucky charm?

Sue has a lucky charm
________________________________________________________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________________
_______________________________________________________________________________________
2. Who isnt superstitious?

Sam isnt superstitious
________________________________________________________________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________________
3. Who lives in England?

Sue lives in England
________________________________________________________________________________________________________________________________
Read: My father is 63. Hes a teacher.
4. Who is twenty years old?
Hes English and hes from Manchester.
Sam is twenty years old
Writing
________________________________________________________________________________________________________________________________
5. Who doesnt like the number 13?

Sue doesnt like the number 13
13
Now write about your father or mother.

____________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
6. Is Sams family from America?

No, his family is from Greece
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
13/02/13 16:18
14
What have they got?

Look at the pictures of Donna and Simon. What have they got? Complete the sentences below about what they have
got. Use the adjectives in the box to describe the objects.
This is Donna
This is Simon
1.
Donna has got a hot drink.
2.
_______________________________________________________________________________________________________________________________________________________________________________________________________
3.
_______________________________________________________________________________________________________________________________________________________________________________________________________
4.
_______________________________________________________________________________________________________________________________________________________________________________________________________
5.
_______________________________________________________________________________________________________________________________________________________________________________________________________
6.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________
Simon has got a cold drink
Donna has got an expensive car

Donna has got a small dog
Simon has got an inexpensive car

Simon has got a big dog
15
Possessives and Contractions

Underline the possessive s and box the contraction of is and has.
1. Marks Scotts brother.
Example: Its Donnas bag.
2. Its Simons box.
3. Shes got blue eyes.
4. Marks sixteen years old.
5. Josephs Lucys father.
6. Its Donnas pen.
13/02/13 16:18
16
Read the information about Jodies brother.

Name Age
Gary
29
18
Coffee or tea?
Appearance
Relation
Job
black hair / green eyes
brother
dentist
Shes got one brother called Gary. He is 29 and hes a

dentist. Hes got black hair and green eyes.
Look at the phrases below.

Decide if you want coffee or tea and create your own dialogue.
Flight Attendant: Would you like coffee or tea?
__________________________________________________________________________________________________
You: Tea / coffee, please
___________________________________________________________________________________________________________________________
Flight Attendant: Do you take milk and sugar?
___________________________________________________________________________________________________
Now read about the rest of her family and write

sentences about them.
You: Just milk / sugar, please. / Milk and sugar, please
_____________________________________________________________________________________________________________________________
Flight Attendant: Here you are
___________________________________________________________________________________________________
Name Age
Appearance
Relation
Job
Helen
25
brown hair / blue eyes
sister
teacher
James
43
blond hair / blue eyes
uncle
policeman
George
blond hair / brown eyes
cousin
(Jamess
son)
17
Writing
1. Shes got one sister called Helen. She is
25 and shes a teacher. Shes got brown
hair and blue eyes.
2. Shes got one uncle called James. He is 43
and hes a policeman. Hes got blond hair
and blue eyes.
3. Shes got one cousin called George. He is
You: Thank you
_____________________________________________________________________________________________________________________________
Tea, please.
ar?
and sug
k
il
m
e
tak
Do you
are.
Here you
Coffee, please.
6. Hes got blond hair and brown eyes.
ar, please.
Milk and sug
Now complete the box with information about your family

and write sentences below.
Name Age
Appearance
Relation
Just milk, please.

Thank you.
Job
please.
Just sugar,
a?
ffee or te
o
c
e
k
li
u
Would yo
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
13/02/13 16:18
Write the correct word below the picture:
Reading
Tea teapot iced tea tea bag a cup of tea
19
About Tea
20
People all around the world drink tea. The

origin of the tea plant is in south and
southeast Asia. In Asian countries, tea is an
important part of the culture.
Tea is also an important part of the culture
in Great Britain and Ireland. The average
person consumes 2.5 kilos of tea a year. In the United Kingdom, tea is not
just the drink; it is also a light evening meal.
tea bag
teapot
__________________________________________
__________________________________________
You can make tea with tea bags and hot water directly in a cup or you can
use a teapot. In the United States, Thailand and other countries iced tea is
popular.
There are many types of tea black, green, red, white and many types
of herbal teas.
tea
a cup of tea
__________________________________________
__________________________________________
For more information about tea, do a search on tea.
iced tea
__________________________________________
Reading Comprehension:
tick if it is true or false:
21
1. The origin of the tea plant is Great Britain.

2. Tea is an important part of Asian cultures.
3. In the United Kingdom, tea is a light evening meal.
4. You can make tea with tea bags and cold water.
5. Iced tea is popular in the United States.
6. There arent many types of tea.
22
Venn Diagram of Carlos and Andrew

Look at these words: happy a car Spanish men dark hair brown eyes green eyes British tall two bottles of Spanish wine friends
Now decide if the words describe Carlos or Andrew or both of them.
Write the words in the diagram. Then use the verbs be and have got and write complete sentences in the table below.
Both
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Carlos is Spanish
Carlos and Andrew are happy
Andrew is
He has got brown eyes
They are men
He has got a car
He has got two bottles
Theyve got dark hair
He has got green eyes
of Spanish wine
They are friends
He is tall
13/02/13 16:18
Venn Diagram of you and a friend:
23
With a partner write your ideas in the diagram below.

Then write complete sentences with the verbs be and have got.
We
___________________________________________________
_____________________________________
___________________________________________________
___________________________________________________
_____________________________________
___________________________________________________
___________________________________________________
_____________________________________
___________________________________________________
___________________________________________________
_____________________________________
___________________________________________________
YOU
We
A FRIEND
You
UNIT
COMPETENCES
Understanding
Listening
Reading
I can understand:
basic vocabulary when people talk about their family.
I can also understand simple physical descriptions of people.
Speaking
Spoken
Production
Writing
I can understand:
basic texts related to the family and simple physical
Speaking
Spoken
Interaction
For more practice:
For more practice:

1
I can:
write short descriptive sentences about family and friends.
For more practice:
I can:
use simple phrases and sentences to talk about the topic
of family and friends.
For more practice:
I can:
ask and answer simple questions related to the topic of
family and friends.
For more practice:

1
13/02/13 16:18
Unit 3 - Jobs and Professions

Spoken Interaction:
Interact in English about simple daily routines combined with time

expressions.
Listening:
Understand daily routines combined with time
expressions.
CD 1
Spoken Production:
Use simple language to talk about daily routines.
Writing:
Reading:
Complete simple written exercises that are related to daily

routines.
Understand simple texts about a persons daily routine
Overview of Unit 3
Jobs and professions: this unit looks at the world of work and features the lives of different professionals.
Language Focus
Reading
and Listening
Vocabulary
- Present simple:
- Professions and
questions, affirmative vocabulary related to
and negative
daily routines
- Australia needs doctors /

My life in Australia
- Frequency adverbs
- From California to Madrid
- Prepositions of time
- Telling time and time

expressions
- Days of the week
- What do they do?
Chapter 3
Speaking
- Frequency adverbs
combined with daily
routines
- Think - pair - share:
Morning, afternoon,
evening and night
- Activation phase of
A Summer to
Remember
Pronunciation
- Plural after:
- Natural speech:
frequency adverbs
Writing
- Sentences with
frequency adverbs
- Questions
- Its Only Rock and Roll
- California to Madrid
- Jeff and Carlos

Warm-up activity: Morning TPR
Tell your students that you are all going to do a TPR or Total Physical
Response activity. Explain that they will listen to you give commands
and perform actions and they must simply do what you do. Its important
that they know that it is not necessary to speak at this point. Feel free
to clarify in their first language if necessary. This TPR should serve as
a guide. Change it to suit your own and your students needs.
Preparation: Write 6:55 on the board. Tell your students that at 7:00
they will wake up. Make sure you mime all concepts.
Its 6:55 a.m. and youre still sleeping. (hands together as if youre
sleeping)
Its 7:00 a.m. You hear the alarm clock and you wake up. (mime)
You get up and stretch.
You go to the bathroom and have a shower.
You wash your hair.
You get out of the shower and dry yourself with a towel.
You get dressed.
Its time for breakfast.
You have a cup of coffee and some toast.
You go to the bathroom and clean your teeth.
You brush your hair and look at yourself in the mirror.
You go to work.
Pre-reading and listening activity

Have students look at the photos on page 38 and 39. Tell them to
skim the text for information. Ask them Wh questions in order to
prepare for the reading and listening.
What is the name of the woman in the picture? Vanessa
What does she do? Doctor
Where does she live? Australia
What nationality is she? Spanish
1. Reading and Listening, 3.1
TRACK 27
Students can now listen and read along with the text. Talk about the
text with students. Check for comprehension. In pairs, they can do
the follow-up exercise on page 38. They must match pictures to
letters and then put the time in the time box. Note: Some of the times
are exact, other times are estimated.
3.1
Australia needs doctors:
The Australian government needs qualified overseas trained doctors
to enter the Australian medical workforce. Read and listen about a
doctor from Spain who now lives in Australia.
Hi. My name is Vanessa. Im 34 years old and I live in Sydney,
Australia. Its a long way from Valencia, Spain, where Im from, but
Sydney is now my home and I love it!
13/02/13 16:18
Im a doctor at a hospital. Sydney is a great place to live and work.

I have many friends and my job as a doctor is important to me.
People here are friendly and relaxed. There are people of all different
nationalities in Australia. Its very multicultural and I like that.
During the week I follow my Monday to Friday routine.
I always wake up at 6:00 am. I have a shower and get dressed and
then I have breakfast. I leave the house at 7:30 and I drive to the
hospital. I start work at 8:00. First, I visit my patients.
I often have a meeting at 10:00. Then I have a fifteen-minute coffee
break and I relax a little and talk to colleagues.
I usually have lunch at 12:30 in the hospital canteen, but when there
is an emergency and Im very busy, I dont have lunch until 3 or 4
oclock. My day at the hospital usually finishes at 5 oclock.
After work I sometimes go to the gym or I go jogging on the beach.
In the evenings I often meet friends for dinner or I have a light dinner
at home. At 8:00 pm I always telephone the hospital to check on
my patients. Then I usually read a book or study. I never go to bed
before midnight, but by then I am always tired and ready for bed.

2. Go Ahead
GO AHEAD
Look at the photos and

match them with the
corresponding
sentences.
Letter
Time
7:00
Letter
Put the time

in the time box.
a. Vanessa has lunch at the hospital.
b. She wakes up early.
c. She telephones the hospital.
d. She has a meeting.
e. She goes to the gym or goes jogging.
f. She goes to bed.
g. She reads or studies medicine.
h. She has breakfast. Letter A
Time 12:30
Letter
3. Language focus
LANGUAGE FOCUS
The present simple
am.
I wake up at 7:00
ir patients.
the
it
vis
The doctors
o oclock.
We have lunch at tw
2 - 3 -S
Remember: 1 lar: he, she, it
gu
3rd person, sin
Observe:
watches
go/goes watch/
dy/studies
stu
s
se
pass/pas
y/plays
finish/finishes pla
Direct students attention to the Language Focus on the the present

simple. Read together.
Remember 1 - 2 - 3 -S Refers to the idea that in the 3rdperson
singular the verb in the present simple has an S.
This an anchor. An anchor is a multisensory way of helping us remember
something. To activate the anchor with your students, explain that the
conjugated verb in the 3rdperson singular has an S and that there is
any easy way to remember this.
Count to 3 with your fingers and say 1-2-3 and then say S and
make an S with your finger. We are combining verbal, auditory and
kinaesthetic modalities in order to anchor this reminder. When students
forget the rule of 3rdperson singular, simply make the gesture with
your finger and theyll be reminded immediately. Try it; youll see that
it works!
Look at Observe. Have students observe the verbs: go, pass, finish,
watch and study. See if they can work out the rule for their conjugation.
You may want to look at the Grammar Reference Unit 3 at this point.
Underline ordinary verbs from Australia Needs Doctors and My Life
in Australia.
4.Listening/Pronunciation 3.2
TRACK 28
Have students read the words in Pronunciation 3.2 and decide how
many syllables these words have.
1. watches
2. glasses
3. pages
4. boxes
Time 12:00
Letter
Time 5:30
Letter
up at 6:00 am.
Vanessa wakes
tients.
She visits her pa
.
half past twelve
at
h
nc
lu
s
She ha
5. flashes
6. finishes
7. kisses
8. manages
9. buzzes
10. mixes
11. Lizs
3.2

How many syllables are there in these words?
1 watch 1 glass 1 page 1 box 1 flash

2 finish 1 kiss 2 manage 1 buzz 1 mix 1 Liz
Time 8:00
Letter
Now listen and write what you hear in the correct column.
How many syllables are there now?
Time 8:30
Letter
Final -es = / / after:
-s(s) /s/
glasses
buses
passes
kisses
-sh / /
flashes
finishes
-z /z/
buzzes
Lizs
-(t)ch / /
watches
-x /ks/
boxes
mixes
-(d)ge / /
pages
villages
manages

Time 6:00
Time 10:00
Use the pronunciation chart to point out the different es endings.

Ask students how many syllables are there now.
13/02/13 16:18
5. Go Ahead
8. Go Ahead - True or false
In pairs, have students work through the exercise together.
Have students work with a partner. This exercise asks them to recall
what theyve read from My Life in Australia. They must decide if
each sentence is true of false and then correct the false sentences.
GO AHEAD
Use the following verbs to complete the sentences

about Vanessas life in Australia.
have
go
meet
Answers:
1. Vanessa leaves her house at 8 oclock. - False
She doesnt leave her house at 8 oclock.
She leaves her house at 7:30.
2. She visits her patients. - True
3. She has a meeting at 11 oclock. - False
She doesnt have a meeting at 11 oclock.
She has a meeting at 10 oclock.
4. Vanessa and her friends meet for lunch. - False
She and her friends dont meet for lunch.
They meet for dinner.
5. She watches TV in the evenings. - False
She doesnt watch TV in the evenings.
She reads or studies medicine in the evenings.
Frequency Adverbs
The next exercise calls on the students to evaluate how often they
do the following:
need visit
1. The Australian government needs doctors.

2. Vanessa and her friends meet for dinner.
3. She goes to bed at midnight or later.
a coffee break at the hospital.
4. She has
5. She visits her patients.

6. Language Focus
LANGUAGE
FOCUS
vs. negative
Affirmative
I speak
French.
She drives to work.
h
We have lunc
oclock.
at 12
ch,
I dont speak Fren
n.
lia
Ita
k
ea
sp
I
but
He doesnt drive to work.

He takes the bus.
She doesnt have lunch at

12 oclock. She has lunch at
2 oclock pm.
Have students observe the Language Focus: Affirmative vs negative on

page 39. Go over the examples with them. Turn to Grammar Reference
Unit 3 on page 105 where they can see the negative chart. Before
continuing with the negatives, do Listening/Prounciation 3.3.
TRACK 29
Tell students that they will be working on two vowel sounds:
. Use the phonetic chart and model these two sounds and
have them experiment with the sounds. Use live, leave this and please
as examples of the two sounds.
1. live
2. leave
3. They live together
4. We leave happily
5. I want to live with you.
6. please
7. this
8. these
9. week
10. drink
3.3
1
live
leave
6
live
leave
10
1.
2.
3.
4.
5.
6.
I ________ watch TV in the evenings.

I ________ have breakfast.
I ________ go out for dinner at the weekends.
I ________ go for a walk in the evening.
I ________ write letters to my relatives.
I ________ go to museums on Sunday.
9. Frequency Adverbs
Have students observe the frequency adverb chart. Tell them to reread
the the text. My Life in Australia to find the correct frequency adverb
that goes in the corresponding sentences.
1. She often has a meeting at 10:00.
2. She usually has lunch at 12:30 in the hospital canteen.
3. After work she sometimes goes to the gym.
4. She often meets her friends for dinner.
5. She never goes to bed before midnight.
Pronunciation Reference Unit 3

Natural Speech: Read the note on natural speech on page 110. Remind
students to link and stress words. You can use the following activity to
practice.
Extra speaking activity:
Have students stand up with their books open. Tell them that they
must walk or mill around the classroom and when they hear the
signal they must stop and find a partner. The signal can be the clap
of your hands or you can turn off the lights, or anything that gets
their attention. Hold up a finger to signal the exercise number. For
example hold up one finger for exercise number 1. Students then
tell each other the frequency adverb they have chosen.
For example:
Sometimes
Always
Then they say the sentence in the 2nd person using their partners
frequency adverb.
You sometim
w
atch TV in es
h
c
at
th
You always w gs
evenings. e
in
n
e
v
e
e
TV in th
13/02/13 16:18
13. Language Focus
If they say the same frequency adverb,
Never
Never
they both say the sentence in the 1st person plural.
We never watch
TV in the evenings.
We never watch
TV in the evenings.
Remember to remind your students to circulate until they hear the

signal. They must pair up with as many people as possible. When
you have given the signal to stop, make sure they see you hold up
your fingers as to indicate what exercise they must do.

10. Writing
Its about time
This exercise focuses on writing the time in its simplest form. We
recommend that you work through the exercise orally with the
students and model the first four times.
Its twelve oclock.

Its half past twelve.
Its quarter to eleven. Its nine oclock.

Its quarter past twelve. Its half past ten.
Its quarter to two.

Its quarter past one.
Its quarter past five.

Its six oclock.
11. Listening 3.4
Its half past three.

Its quarter to seven.
TRACK 30
Students can listen, check their answers and repeat for pronunciation
practice.
Draw students attention to the different
ways you can express the time when it
is not quite the hour.
Its nearly ten oclock.

Its almost ten oclock.
Its about ten oclock.
3.4
Its twelve oclock. Its half past twelve. Its quarter to eleven. Its
quarter past twelve. Its nine oclock. Its half past ten. Its quarter
to two. Its quarter past one. Its quarter past five. Its six oclock.
Its half past three. Its quarter to seven.
12. Preposition of Time
Students will quickly see that we use the following prepositions:
In
the morning
the afternoon
the evening
At night
as opposed to:
eight oclock

twelve oclock
Questions in the present simple

Look at the photo of the man and the dog. Read together. Introduce
questions in the present simple. Direct students attention to the
language focus on page 40.
One of the most common problems for English language learners
is the corresponding short answer for questions with do.
For example:
Do you like pizza? Many students answer: Yes, I like.
There is a note to help students remember that how the question
is asked is how it is answered.
Do you speak Spanish? Yes, I do.
Questions words are also presented. You can have students refer
to Grammar Reference Unit 3 for more information.
LANGUAGE FOCUS
ent simple
Questions in the pres
rt work at 9 oclock?
sta
you
Do
they
he
like pizza?
she
Does
it
swer.
the question is how you an
Remember: how you ask
Answer
Question
Yes, I do.
Do you speak Spanish?
No, I dont.

Yes, she does.
Does she live in France?
No, she doesnt.

n words
Questions with questio e visit at the hospital?
Who
What
What time
When
How
Where
sh
st?
he have for breakfa
rt?
does the film sta
en?
op
op
sh
the
to work?
go
he
es
do
e?
liv
he

14. Listening 3.5
TRACK 31
What do they do?
The following Listening is about four people and their jobs. Students
have to listen for the answers to three simple questions about Robert,
Mary, and Jenny and Angie.
Pre-listening
Remind students to look at the photos in Listening 3.5 and to read
the questions carefully in order to prepare for the task.
3.5
1. Hi. My names Robert. Im a waiter in a restaurant in New

York City. I dont like my job. I want to be an actor.
2. Hello. My names Mary. Im a shop assistant. I like my job
because I love clothes. I start work at one oclock in the
afternoon. Its perfect because I dont like to wake up early
in the morning.
3. Hi, Im Jenny and this is Angie. Were freelance interior
decorators. We love what we do because its creative. The
only problem is that we work at the weekend.
13/02/13 16:19
Where is he from?
LISTENING
What do they do?
3.5
Where does he live?
Match the following professions with the job descriptions.

Listen to Robert, Mary and Tom talk about their jobs.
Answer the following questions:
Robert
1. What does Robert do? Hes a waiter.
2. Where does he work? He works in a restaurant in NYC.
3. Does he like his job? Why or why not?
What does he do?
Mary
4. What does Mary do? Shes a shop assistant.
5. Does she like her job? Why or why not?
17. Go Ahead
Questions
With a partner have students write the questions for the answers.
1. Where is he from?
No, he doesnt. He wants to be an actor.
Yes, she does because she loves clothes.

6. Does she wake up early? No, she doesnt.
Jenny and Angie
7. What do Jenny and Angie do?
They are interior decorators.
8. Do they like their jobs? Why or why not?
Yes, they do, because it is creative.

9. Do they work at the weekend? Yes, they do.
15. Vocabulary
Professions/Descriptions and Brainstorming Activity
In small groups have students work out the professions that
match the descriptions.

Professions
An architect
Descriptions
cooks food.
What time does he wake up in the morning?

These are precisely the questions that they will be asked to provide
in the Go Ahead questions that follow. By asking students to pay
close attention to these questions and by modelling the questions
that they will be asked to provide in the next exercise, you will be
providing instructional scaffolding for comprehension.
Hes originally from Los Angeles, California.

2. Where does he live?
He lives in Madrid.
3. What does he do?
Hes a musician.
4. What time does he wake up?
He usually wakes up at 7:00am, but sometimes he
wakes up at noon.
5. Does he like Madrid?
Yes, he does. He likes Madrid a lot.
6. Does he make lunch?
No, he doesnt. He usually has lunch at a restaurant.
7. Does he like his job?
A computer programmer
serves food.
A journalist
cuts and styles hair.
An interior decorator
designs buildings.
18. Listening 3.6
A hairdresser
decorates homes.
From California to Madrid
A chef
manages an office.
A waiter
sells merchandise.
A shop assistant
writes articles for newspapers.
Pre-listening: Tell students that they will listen to the life of another
musician who lives in Madrid. Have students look at the photo and
read the questions. Tell them that Carlos and Jeff have a lot in
common.
An office manager
works with computers.
After they have finished the exercise, tell them to brainstorm five to six
more professions. Once they have their professions, tell them to think
of a description for their professions. Monitor their progress and assist
them with any words they are having difficulty with.
Pass out 10 12 strips of paper, one for each profession and description.
Have them write their corrected professions and descriptions on
separate strips of papers. Tell the groups to exchange their two sets of
strips. Now students must match the professions to the descriptions.

16. Reading
Its Only Rock and Roll
Pre-reading: Tell students that they will be reading about the life of
Jeff Espinoza, who lives in Madrid. Tell them that you would like them
to play close attention to the following questions:
Yes, he does. He loves his job!
TRACK 32
3.6
Hi. Im Carlos. I live in Madrid, Spain. Im originally from Los Gatos,

California. Im married and Ive got a son and a daughter.
Im a classical musician. I play the viola for the National Symphony
Orchestra of Spain. Its a wonderful profession because I love
classical music.
Sometimes we go on tour, and when we do, we travel to Japan,
North and South America and other countries in Europe.
I like living in Madrid. There are many cultural opportunities here.
When I dont have a concert, my wife and I often go out for dinner
at the weekend. I love all types of food, especially Indian food.
13/02/13 16:19
19. Go Ahead
Questions from the listening.
1. Where is Carlos from?
Hes from Los Gatos, California.

Getting Started
3.7
2. Where does he live?

He lives in Madrid.
Remind students to simply relax and listen

to the story.
3. Has he got children?

Yes, he has. Hes got a son and a daughter.
Tell them to open their books at page 43 and to sit back

and enjoy listening to the story. Play recording 3.7.
4. What type of music does he play?

He plays classical music.
5. What type of food does he like?

All types, especially Indian food.
Jeff and Carlos have a lot in common.
Write 5 or more sentences about things they have in common.
Example: They both speak English.
Now write 5 sentences about things that they dont
have in common. Example: Carlos doesnt play rock and roll.
20. Writing
Have students work in groups of four or five students. Have them
draw a Venn diagram, like the one on this page. Tell them that they
are going to write five or more sentences about things they have in
common and five sentences about things they dont have in
common. Begin this activity as a wholegroup activity in order to
model the procedure. After you have modelled one sentence for
each section, have them continue in their groups.
When they have finished, read their sentences together.
Jeff
He doesnt play classical music.
He doesnt play the viola.
He doesnt have a son.
He doesnt play for the National
Symphony Orchestra of Spain.
He isnt from Los Gatos, California.
Carlos and Jeff
They are American.
They are from California.
They are musicians.
They speak English and Spanish.
They have children.
They are married.
They live in Madrid.
Carlos
He doesnt play rock music.
He doesnt play the guitar.
He hasnt got two daughters.
He doesnt play in Red House.
He isnt from Los Angeles.
Carlos and Andrew are now in the seaside town

of Brighton. They stop the car and admire the spectacular
Royal Pavilion, one of Brightons most famous tourist attractions.
Andrew: Look. Its the Royal Pavilion, one of Brightons
most famous landmarks.
Carlos: Its amazing! Its an example of Indian architecture
right here in Brighton!
Andrew: Speaking of architecture, hows work, Carlos?
Carlos: Its great. Im very happy at the architecture firm.
My colleagues are friendly and the work is challenging.
By the way, hows your job, Andrew?
Andrew: Well, Ive got a new computer shop here in
Brighton.
Carlos: Wow! Thats great. Congratulations!
Andrew: Thanks. Im very happy that Ive finally got my
own shop.
Carlos: We will have to celebrate!
Andrew: Most definitely... Oh my goodness, look at the
time. Its twelve oclock already!
Carlos: And that means its time for lunch!
Andrew: Youre right, Carlos. Lets go.
Carlos and Andrew get in the car and drive away. Its a beautiful
summer day. Carlos enjoys the fresh sea air and the mild temperature.
He hears the sound of seagulls and feels completely relaxed. The
sound of Andrews voice brings him back to reality.
Andrew: Lets go to my house first. My cousin is there.
Carlos: Oh really? Does he live in Brighton, too?
Andrew: No, she lives in Bath.
Carlos: Ah so, your cousin is a she and not a he.
Andrew: Thats right.
Carlos: How old is she?
Andrew: Shes twenty-eight.
Carlos: Is she here on holiday?
Andrew: Yes, for a couple of days.
Carlos: Oh, I see. What does she do?
Andrew: Shes a fashion designer. She loves her job.
Carlos: Whats her name?
Andrew: Her name is Sarah.
13/02/13 16:19
Reading in pairs
Theatre
Now tell students to sit with a partner and read the story together. Remind
them to take a role and then proceed to read the story. When they have
completed the reading, get them to switch roles and read the story again.
Make sure you circulate and monitor their progress.
Students now perform the story in role-play form. Ask for volunteers to read
the different roles in the chapter. Encourage them to be expressive and
enthusiastic and to use all the props available to them.
Workbook exercises
At this point students should do the corresponding workbook exercises.
Michaels Daily Routine

Michael lives in a house in Liverpool with his wife and their two daughters.
He is a teacher and he works in a secondary school.
He always wakes up at 6:30 a.m. He has a shower, gets dressed and
has breakfast at 7:00 a.m. He leaves the house at 7:30 a.m. and drives
to school.
6:30am
Time____________
Letter___________
b
He starts classes at 8:30 a.m. He has a twenty minute coffee break at

11:00 a.m. when he talks to colleagues and students. He always has
lunch at 1:00 p.m. in the school canteen. Classes finish at 3:30 p.m.
and the students go home. He then usually has a meeting with other
teachers. His day at school usually finishes at 5 oclock.
At 6 oclock he sometimes goes to the gym or plays tennis. In the
evenings he usually has dinner with his family at 7 oclock and watches
television. Later in the evening, he reads a book or works on the
computer. He never goes to bed before 11 oclock.
6pm
Time____________
a
Letter___________
7pm
Time____________
11pm
Time____________
8:30am
Time____________
d
Letter___________
e
Letter___________
c
Letter___________
Look at the photos and match with the corresponding sentences. Put the time in the time space.
a) Michael goes to the gym or plays tennis.

b) He wakes up at 6:30 a.m.
c) He starts classes.
d) He has dinner with his family.
e) He goes to bed.
13/02/13 16:19
Using Frequency Adverbs
always usually
X
at 6:30 a.m.
Have breakfast
Go out for dinner
Write letters
Go to museums
Watch television
Drive to work
__________________________________________________
has
breakfast at 7:00 a.m.
Write sentences about Paul.
leaves
the house at 7:30 a.m.
starts
classes at 8:30 a.m.
Complete the sentences with appropriate verbs.

1. Michael
lives
__________________________________________________
works
2. He
__________________________________________________
3. He
__________________________________________________
wakes up
4. He
5. He
__________________________________________________
6. He
__________________________________________________
7. He
watches
__________________________________________________
8. He
__________________________________________________
in a house in Liverpool.
in a school.
5
often
sometimes
never
X
X
X
X
X
e.g. Paul always drives to work.

1. Paul always drives to work
____________________________________________________________________________________________________________________
2. Paul always has breakfast
____________________________________________________________________________________________________________________
reads
television in the evening.
3. Paul often goes out for dinner
a book at night.
4. Paul never writes letters
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Tick the correct sentence.
5. Paul sometimes goes to museums
____________________________________________________________________________________________________________________
6. Paul usually watches television
____________________________________________________________________________________________________________________
1. a) He works in a school.
b) He work in a school.
2. a) Hes live in Liverpool.
b) He lives in Liverpool.
3. a) He has breakfast at 7:00 am.
b) He have breakfast at 7:00 a.m.
4. a) He finish work at 5:00 p.m.
b) He finishes work at 5:00 p.m.
5. a) He watch television.
b) He watches television.
6. a) He works on the computer.
b) He work on the computer.
Find 6 verbs in the wordsearch.

D
1. drive
2. watch
3. leave
___________________________________________________
___________________________________________________
___________________________________________________
5. speak
6. has
4. go
___________________________________________________
___________________________________________________
___________________________________________________
Now complete these sentences with verbs from

the wordsearch.
1. He doesnt drive
___________________________
to work. He takes the bus.
2. After work, she usually goes
___________________________
3. I leave
___________________________
4. He
to the gym.
the house at 8 oclock.
has
___________________________
breakfast at 7 oclock.
5. They dont watch
___________________________
television in the evenings.
6. We speak Spanish and English.

___________________________
6
A computer programmer
A hairdresser
A chef
A waitress
A journalist
What do they do?

Correct the sentences by writing 2 new sentences.
e.g. An architect writes articles for newspapers.
An architect doesnt write articles for newspapers.
An architect designs buildings.
1. A computer programmer cooks food.
A computer programmer doesnt cook food. A

computer programmer programs computers.
2. A journalist cuts and styles hair.
A journalist doesnt cut and style hair. A

journalist writes articles for newspapers.
3. A hairdresser manages an office.
A hairdresser doesnt manage an office. A

hairdresser cuts and styles hair.
4. A chef decorates homes.
A chef doesnt decorate homes.

A chef cooks food.
5. A waitress designs buildings.
A waitress doesnt design buildings.

A waitress brings your food.
13/02/13 16:19
Writing
Writing
What do you do? What does your family do?
I am
I
10
Match the sentences
1. Do you speak Italian?
a) Yes, it does.
2. Does he live in England?
b) No, she doesnt.
3. Do they start work at 9 oclock?
c) Yes, I do.
4. Does she like pizza?
d) Yes, they do.
5. Does it start at 6 p.m.?
e) No, he doesnt.
_____________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
My mother / father is
He / She
_____________________________________________________________________________________________________________________________
My brother / sister is
He / She
___________________________________________________________________________________________________
Complete with the appropriate form of do.

1. Do
you like football? Yes, I do
____________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
The time
__________________
_____________________
2. Does your sister speak German? No, she doesnt

__________________
3. Do
__________________
_____________________
your parents live in America? Yes, they do
_____________________
4. Does your father work in an office? No, he doesnt

__________________
a b c d
5. Do
you work in a school? Yes, we do
6. Do
they like music? Yes, they do
__________________
Write the times
_____________________
_____________________
____________________
a) Its 2 oclock
___________________________________________________________________________________________________________________________________________
_____________________
b) Its quarter past four
Answer the questions about you
c) Its half past six
1. Do you live with your parents?___________________________
d) Its quarter to nine
2. Does your mother work now?____________________________
___________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
3. Do your parents speak English?__________________________
Write the time. Example: 7a.m. Its seven oclock in the

morning
1. 7 p.m. Its seven oclock in the evening
___________________________________________________________________________________________________________________________
2. 11 a.m. Its eleven oclock in the morning
_________________________________________________________________________________________________________________________
3. 11 p.m. Its eleven oclock at night
_________________________________________________________________________________________________________________________
4. 4 p.m. Its four oclock in the afternoon
___________________________________________________________________________________________________________________________
5. 5 a.m. Its five oclock in the morning
____________________________________________________________________________________________________________________________
6. 8 p.m. Its eight oclock in the evening
4. Do you drive to work? _______________________________
_
_
_
1. get up / at / I / oclock / six

I get up at six oclock
_____________________________________________________________________________________________________________________
2. bed / she/ at / goes / to / past / half / eleven

She goes to bed at half past eleven
_____________________________________________________________________________________________________________________
3. past / has / quarter/ he / lunch / at / two

He has lunch at quarter past two
6. Do you have lunch at one oclock?_________________
_
_
Writing questions
11
Write questions for these answers

using appropriate question words
___________________________________________________________________________________________________________________________
Write the words in the correct order
5. Does your teacher work in the evening?____________________
do you live?
1. _Where
________________________________________
?

I live in Los Angeles, California.
does he go to work?
2. _How
________________________________________
?

He goes to work by car.
does she have for breakfast

3. _What
________________________________________
?
_____________________________________________________________________________________________________________________
4. to / eight / leave / we / at / house / quarter / the
time does the film start?

4. _What
________________________________________
?
We leave the house at quarter to eight
_____________________________________________________________________________________________________________________
5. at / arrive/ nine/ they / work / oclock / at

They arrive at work at nine oclock
_____________________________________________________________________________________________________________________
She has cereal and coffee for breakfast.
The film starts at eight oclock.
6. school / you / to/ past / eight / go / half / at
time does the shop open?

5. _What
________________________________________
?
You go to school at half past eight
________________________________________________________________________________________________________________________________
The shop opens at half past nine.

13/02/13 16:19
13
Reading
Pronunciation exercise
12
Put these words in the correct column
English these glasses sister speak need busy teenager his

/I/ Live
/i:/ Leave
English
these
glasses
speak
sister
need
busy
teenager
Catriona OReilly lives in

London, England. She
is originally from Cork,
Ireland, but London is now
her home. She is married
and she has one son.
Read her impressions about
her life in London
Cork is lovely, but London has got
something special. Its big and very cosmopolitan. There are
people of all nationalities and there are many things to do. I
love it!
his
Now write the questions for the answers below
1. Where is she from?
Shes originally from Cork, Ireland.
2. Where does she live?

She lives in London.
3. What does she do?

Shes a DJ.
4. What time does she get up?

She always gets up at 4:00 a.m.
5. Does she like London?

Yes, she does. She loves London!
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
I work as a DJ for a radio station called Capital City. I sometimes

interview famous rock stars, which is exciting, but the job has
its ups and downs. I always get up at 4:00 a.m. because the
radio programme starts at 5:30 a.m. I finish work at 8:00 a.m.
and drive home. My husband Matthew is an architect and he
works at home. My son Calum is three years old. When I get
home I like to play with my son and go to the park. I also love
cooking Indian food for my family and friends. Sometimes I get
invited to parties at night where I have to interview musicians
and singers. But I often go to bed at 9 p.m. as I have an early
start the next day!
14
A Summer to Remember: Chapter 3 Reading and drawing

Carlos Grays Daily Routine: Read the story and draw the missing pictures.
During the week, Carlos Gray always wakes up at seven oclock.1

He shaves, has a shower and gets dressed.2 He has a quick cup
of coffee3 and he leaves his house at quarter to eight.
until three oclock and they have lunch at a nearby restaurant.

6
At four oclock they go back to the office and work until half
past seven
He takes the underground to work and he usually arrives at work

at half past eight.4 He says good morning to his colleagues and
he starts work.
After work, Carlos always has something to drink with friends and
colleagues.7 Sometimes Carlos and a friend go to a restaurant
in the city centre. 8
At eleven oclock he and his co-workers go to a caf where they

have a coffee break.5 After their coffee break, they go back to work
He usually returns home late at night. He never goes to bed

before midnight.9
13/02/13 16:19
Writing
15
Andrew Reynoldss Morning: Look at the illustrations

and write about Andrews morning routine.
During the week, Andrew
always wakes up at six
oclock.
He has a shower and gets dressed.
Then he has breakfast and reads the
newspaper.
He always has coffee, toast and orange
juice for breakfast.
At ten to eight he walks to work.
He arrives at the computer shop at eight
oclock and works until twelve oclock. At
twelve oclock he has lunch.
UNIT
COMPETENCES
Understanding
Listening
Reading
I can understand:
simple daily routines combined with time expressions.
Speaking
Spoken
Production
Writing
I can understand:
2
I can:
interact in English about simple daily routines combined with
time expressions.
complete simple written exercises that are related to daily

routines.
For more practice:

1
I can:
For more practice:
I can:
use simple language to talk about daily routines.
For more practice:

1
simple texts about a persons daily routine.
Speaking
Spoken
Interaction
For more practice:
For more practice:

3
13/02/13 16:19
Consolidation: Units 1 - 3
Students Book, page 50-51
CD 1
Listening A
1. Martha Grant is Canadian and lives in the city of Toronto. She is thirty-six years old and is married. Martha works at a hospital. She is
a doctor. I love my job, but I am always very tired when I go home.
2. Roberto is Italian and lives in London He is twenty-eight years old and isnt married. I work at an Italian restaurant as a chef. London
is a great city!
3. Eva is thirty-two years old and is originally from Mexico. She lives in Paris and is a successful novelist. I love living in Paris, she says.
4. Rick is a journalist for the BBC. He is originally from Ireland, but now lives in Nairobi. I enjoy living here. Kenya is a beautiful country.
LISTENING
Listen and complete the table.

Age
Nationality
Profession
Residence
Martha
36
Canadian
a doctor
Toronto
Italian
a chef
London
Roberto 28
Eva
32
Mexican
a novelist
Paris
Rick
44
Irish
a journalist
Nairobi
Martha
Roberto
Eva
Rick
Listen and correct your answers.

Reading and Writing
With the information that you now have about Martha, Roberto, Eva and Rick, complete the following:
1.
works
is Canadian and __________
lives in the city of Toronto. She is ___________
thirty-six years old and is married. Martha ___________
Martha Grant ________
go home.
doctor I love my job, but I am always very tired when I _________
at a hospital. She is a __________.
2.
Italian and lives in ____________.

London He is _____________
twenty-nine years old and isnt married. I work at an Italian restaurant as a chef.
Roberto is _________
city
London is a great __________!
3.
Paris and is a successful novelist. I love living in Paris,

Eva is ___________
thirty-two years old and is originally from _________.
Mexico She lives in _________
she says.
4.
journalist for the BBC. He is originally from ___________,

lives in Nairobi. I enjoy living in Nairobi. Kenya is a
Ireland but now ___________
Rick is a ___________
beautiful country.
13/02/13 16:19
Match the questions with the

appropriate answers.
1. Do you like sushi?
a. Yes, he does.
2. Have they got children?
b. Yes, they are.
3. Does he live in Ireland?
c. No, I dont.
4. Is she from Spain?
d. No, they havent.
5. Are they British?
e. Yes, she has.
6. Has she got a sister?
f. No, she isnt.
Complete with the correct verb and

also write the time.
Jamies Daily Routine
Put the following words in order

to make a question.
1. from / are / Japan / they ?
Are they from Japan?

2. coat / your / is / where ?
Where is your coat?
3. he / got / has / a / job / new ?
Has he got a new job?
4. got / what / type / they / of / car / have ?
What type of car have they got?

5. German / you / study / do ?
Do you study German?

6. does/ time / the / concert / what / finish ?
What time does the concert finish?

7. books / are / your / these ?
Are these your books?
gets up
7:00
1. Jamie ______________
at ___________.
English quiz
Write the correct answer
on
a skiing holiday.
2. My mothers sister is my aunt
.
3. The day after Friday is Saturday .
1. Kate and Philip are
4. The day before Friday is Thursday .
quarter past seven

has
2. He ________
a shower at ___________________.
5. The opposite of clean is dirty
6. The opposite of full is empty
7. My fathers brother is my uncle

.
8. My mothers mother is my grandmother .
9. An architect designs houses and buildings.
gets dressed at_____________________.

twenty past seven
3. He ______________
10. A musician
11. Tony watches

12. Jessica
plays music.
studies
TV in the evenings.
French at university.
at
13. Barbara wakes up
in

the morning.
has breakast at ____________________.
half past seven
4. He _______
to
14. After work she goes

15. Franks party is
16. Do they work
eight oclock
on
at
17. The opposite of dark is
the gym.
Saturday.
the weekend?
light
18. My favourite colour is purple.

19. Monday, Tuesday, Wednesday and Thursday .
goes to work at ___________________

quarter to eight .
5. He _______
20. The Australian government
needs doctors.
13/02/13 16:19
Unit 4 - Free Time

Spoken Interaction:
Ask and answer simple questions related to leisure activities and

peoples abilities.
Listening:
Understand personal preferences related to
leisure activities, as well as simple statements
that express what one can or cannot do.
CD 2
Spoken Production:
Use simple language to talk about leisure activities.
Reading:
Writing:
Understand simple texts about what people like or dislike doing in their
free time, as well as short texts about what people can or cannot do.
Write simple descriptive sentences about what people like and

dislike doing.
Overview of Unit 4
Free Time: A look at hobbies, leisure activities, sport and other activities that people like doing when they have free time. Communication
tasks focus on asking about likes/dislikes and ability.
Language Focus
- Present simple
- Like + -ing
- Can for ability,
making requests
and possibility
Vocabulary
- Leisure activities
- Months and seasons
Reading
and Listening
Speaking
Pronunciation
- My three favourite
- Natural speech:
- Personal profiles:
intonation
Amanda Roberts, Martin van intelligences
- Your favourite season - Not or note:
Holden
-What can Amanda
- Calgary tourism & travel
and Martin do?
guide
- Can or cant:
- Say you can!
- A Summer to Remember,
- Activation phase
Chapter 4
of A Summer to
Remember
Writing
- List your top ten

pet hates
- Questions about Amanda
and Martin
- Making requests
- Amanda and Martin can...

Warm-up activity:
Students Book, page 52-53
Like and Dont Like Charades
1. Reading
Draw a smiley face and a sad face on the board. Write the words
like and dont like below the faces:
like
dont like
Everyone loves making inventories. Language learners are no

exception. This inventory has two objectives. First of all, to introduce
like/love + -ing and second, to introduce students to the theory of
Multiple Intelligences. (See introduction to methodology for Multiple
Intelligences Theory.) When we acknowledge there are multiple
ways of being intelligent and when we use the different intelligences
in our teaching, students will naturally feel empowered.
Mime like or dont like + mime a leisure activity or sport.
Before making the inventory
For example: Play tennis. Elicit from students:
Explain to students that they must read the different activities and
rate each on a scale of 1 (not agreeing with the statement) to 5 (in
total agreement).
Students: You like play tennis.

Teacher: Yes, I like playing tennis.
Have students take turns miming while the whole group guesses
the answer.
2. Multiple Intelligences
This is an introduction to listening 4.1.
13/02/13 16:19
3. Listening 4.1
TRACK 1
Have students listen to the brief explanation of the theory of Multiple

Intelligences. During this listening activity they will hear a brief
summary of the theory and a short explanation of each intelligence.
During the explanation of each intelligence, students are simply
expected to point to that particular section.
4.1
People who enjoy music show musical-rhythmic intelligence.

Singers and musicians use this intelligence.
People who like sport or enjoy going to the gym use bodilykinesthetic intelligence. Actors, dancers and surgeons are
examples of professions that demonstrate bodily-kinesthetic
intelligence.
We see verbal-linguistic intelligence in people who enjoy
language. Authors, journalists and lawyers are examples of professions
that use this intelligence.
People who enjoy mathematics, problem solving and logic show logical
mathematical intelligence. Computer programmers, engineers and
scientists use this intelligence.
People who like nature and enjoy observing and looking after it
demonstrate naturalist intelligence. Ecologists, farmers and
biologists are professions that use this intelligence.
We see visual-spatial intelligence in people who enjoy painting,
drawing, designing and other artistic areas. Architects, designers and
artists all possess visual-spatial intelligence.
People who enjoy being with people and are good at organising people
demonstrate interpersonal intelligence. Teachers, managers and
politicians are examples of professionals who show interpersonal
intelligence
Philosophers and psychologists are examples of professions that use
intrapersonal intelligence. People who enjoy spending time alone
thinking and organising personal projects show this type of intelligence.

4. Speaking
SPEAKING
Interests and activities that we do in our free time are
manifestations of our unique combination of intelligences.
Which three intelligences do you like best?
My favourite intelligences are...

I like reading books and...
Hmmm... thats interesting.
My favourite intelligences are...
Think Pair Share
Think: Think about the three intelligences that you like best.
Pair: Find a partner.
Share: Tell your partner what your three intelligences are and
what you like doing in your free time.

5. Language Focus
Direct students attention to the language focus on like + -ing / dont
like + -ing. Read through the examples and explain that when
another verb follows like, love, enjoy, hate and dislike, we usually
use the ing form. Have students compare the sentences in the
language focus and the following sentences: I like warm weather, I
love Mexican food, I dont like loud music, I hate snakes, I enjoy
rainy days. Students should be able to work out on their own the
difference between I like + verb + ing and I like + nouns.
LANGUAGE FOCUS
like + ing
enjoy + ing
love + ing
I like reading books.
.
I enjoy going to parties
.
I hate being late
dont like + ing

hate + ing
I love going for walks.
ss.
I dont like playing che
ple.
peo
for
g
I dont like waitin
1. shopping
2. hotel
3. going
4. watching
5. jogging
6. doctor
7. home
8. photos
4.3

TRACK 3
4.3
Not or note?
Which form can you hear? Listen to these
words and write them in the correct column.
shopping
watching
jogging
doctor
hotel
going
home
photos
is usually spelled with the letter o - hot / sock

Also: what - was
is usually spelled with the letter o, o-e and oa - old / coat /
close
Also: show
7. Speaking
Think Pair Share
Look at the leisure activities and tell a partner which ones you like
or dont like doing.
13/02/13 16:19
8. Pet Hates
Pet hates, or pet peeves in American English, are things that annoy
us. Students are asked to read through the ten pet hates and to
reflect on them. With a partner, they must come up with their top
ten pet hates. They may simply use the ones in the book or they
can come up with their own. They should put them in order of most
annoying (# 1) to least annoying (#10).
Pre-Listening
1. I dont like waiting for people
2. I love going for walks
3. I like reading books
4. I dont like playing chess
5. I enjoy going to parties
6. I hate being late
Hi. My name is Martin van Holden. Im originally from Amsterdam,

but I now live in Ibiza and Barcelona. Im a DJ and I work at a famous
club in Ibiza from April until October. From November until March I
live in Barcelona. When Im in Ibiza I love going to the beach. I enjoy
swimming, sailing and windsurfing.
TRACK 2
4.2
Remind students to look at the photos and to read the questions

before they listen to the recording.
11. Listening 4.4
TRACK 4
4.4
Ibiza is a wonderful island. Everyone is friendly and life is relaxed

here. I only have one pet hate, and thats when people dont dance
to my music!
Answer the questions about Martin:
1.
1. Where is Martin from?

Hes from Amsterdam.
2. Where does he live from November until March?
He lives in Barcelona.
3. What does Martin enjoy doing when hes in Ibiza?
He loves going to the beach. He enjoys swimming, sailing and
windsurfing.
4. Has he got any pet hates?
When people dont dance to his music.
2.
12. Speaking
3.
Think Pair Share
4.
Think: Think about your favourite season and what you like doing
in that season.
Share: Tell your partner about your favourite season and what you
like doing.

Natural speech: intonation
How do these people sound: interested
or bored? Listen and tick the right column.
4.2
5.
6.
Now practise in pairs. Exaggerate for fun!

10. Reading - Personal Profiles
Pre-reading
Have students look at the photos and quickly skim the text. Have
them ask themselves Wh questions.
Have them read through the text and answer the questions about
Amanda. Now read the text aloud in the whole group and discuss
the questions.
Answer the questions about Amanda:
1. What does Amanda do at the Academy of Veterinary Medicine?
She teaches students how to look after animals.
2. What does she like doing in her free time?
She enjoys skiing, hiking, kayaking and going out for dinner and
dancing.
3. Why does she like living in Calgary?
She likes her job, the city, the mountains and she has a lot of friends.
4. Has she got any pet hates?
When people abandon animals.
5. Why does Calgary have the best of both worlds?
Calgary is an exciting city and it has the Canadian Rocky Mountains.
13. Go Ahead
Have students work in small groups or with a partner. This
exercise is presented as a revision of the months of the year
and the seasons. It also combines questions about holidays and
important dates with seasons.
Seasons
1. When is Christmas? Its in December
2. When is your birthday?
3. In what season is New Years Eve? Winter
4. In what season does school start for children
in your country? Autumn
5. In what season is Easter? Spring
Months of the year: complete
March
April
January February
May
June
July
August
September October
November December
13/02/13 16:19

14. Writing - What can they do?
Students are asked to use the information that they already have about
Amanda and Martin and write what they can do. If they are not sure,
they must make inferences from the information they already have.
Amanda
She can speak a little French.
She can ski and snowboard.
She can drive a 4x4.
Martin
He can speak Dutch, English, German and Spanish.
He can play the guitar.
He can windsurf.
15. Language Focus
S
LANGUAGE FOCU
Can for ability
Can + verb:
.
I can speak English
well.
She can swim very
hons.
They can run marat
Cannot = cant
We cant cook.
16. Class Activity

The Say you Can activity can be found in the photocopiable materials
of the Teachers Guide. Have students move around the room and
ask the questions in the survey. Students must put their initials next
to questions that they answer affirmatively.
17. Can you do this?
Make sure you try this activity with your class. Its amazing!
Can you do this?
1. While sitting at your desk, lift your right foot off the floor and
make clockwise circles.
2. Now, while doing this, draw the number 6 in the air with your
right hand.
Your foot will change direction and theres nothing you can
do about it!
18. Language Focus
LANGUAGE FOCUS
Can for making reerquanesdtsmake a request with can.
Put the words in ord
spaper / ?
1. I / look at / your / can / new per?
pa
ws
ne
Can I look at your
/?
can
/
ts
ligh
/
on
2. the / you / turn
ts?
ligh
the
on
n
tur
Can you
r/?
3. you / can / the / open / doo
?
or
do
the
Can you open
se / ?
clo
/
you
/
the
/
can
4. window /
w?
do
Can you close the win
5. you / can / come / here / ?
Can you come here?
of pizza / a / ?
6. give / me / can / you / piece of pizza?
ce
pie
a
Can you give me
19. Speaking Think - Pair - Share

Step #1
Think: Think about what either Amanda or Martin can do.
Share: Without looking at your book, tell your partner everything
that Amanda or Martin can do.
Step #2: Together with your partner, decide what Amanda and
Martin cant do.
20. Reading
Calgary Tourism and Travel Guide
Pre-reading
Remind students to preview the material before they begin reading.
Look at the chart What can you do in Calgary and when can
you do it?
Make sure your students understand all of the activities.
What can you do in Calgary and when can you do it?
Put a plus (+) or a minus sign (-).
Summer Spring Autumn Winter
Rafting
Rock climbing
Hiking
Snowboarding
Playing golf
Kayaking
Skiing
Canoeing
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
-
21. Language Focus
FOCUS
LANGUAGE
y
for possibilitkies.
t
n
a
c
/
n
a
C
n Roc
i in the Canadia
ry.
You can sk
e beach in Calga
th
to
go
t
n
a
c
You
Bow.
ing on the River
She can go raft ng.
rfi
She cant go su

Can or Cant
1. You can go rock climbing in spring.
2. You cant go snowboarding in summer.
3. You can play golf in summer.
4. You cant play golf in winter.
5. You cant go skiing in summer.
6. You can go kayaking in spring.
7. You can go canoeing in autumn.
8. You cant go canoeing in winter.
TRACK 5
4.5
13/02/13 16:19
Carlos: Yes, I do. Hey, were both in the design business!

Sarah: Yes, I suppose we are.
Can or cant
Andrew reappears.
Which form can you hear?

4.5
Listen to these words and tick the correct column.
Check your answers. Which of the two forms is not stressed?
Andrew: Im starving! Are the two of you hungry?

Sarah: Im famished!
Carlos: So am I!
Andrew: Great, lets go then!
Sarah: Where are we going, Andrew?
Andrew: To lunch, my dear cousin.
Sarah: Yes, I know were going to lunch, but where? Do
you have a restaurant in mind?
can /
1.
2.
3.
4.
5.
6.
7.
8.
cant /
Carlos, Andrew and Sarah stop and look at each other. Then they
begin to laugh.

Notice the stress and the pronunciation:
You can GO RAFTING in the SUMMER but you CANT

go SNOWBOARDING.

Getting Started
4.6
Andrew: Carlos, what type of food do you like?

Carlos: Oh, I dont mind. You know me Im easy to
please.
Andrew: Can you suggest a restaurant, Sarah?
Sarah: Well, I know a very nice little restaurant here in
Brighton, and it has got quite a few vegetarian dishes.
Carlos: Are you a vegetarian, Sarah?
Sarah: Yes, I am.
Andrew: Then that settles it. It sounds perfect.
Carlos: With all this talk about food, Im getting hungry!
Andrew: Lets go then!
Reading in pairs
Carlos and Andrew arrive at 16 Victoria Street. They park the car
in the garage and take Carloss suitcase out of the boot. Andrew
opens the door and invites Carlos in.
Remind them to take a role and then proceed to read the story.
When they have completed the reading, get them to switch roles
and read the story again. Make sure you circulate and monitor their
progress.
Andrew: Sarah! Were here!
Theatre
Sarah appears at the top of the stairs and walks down the stairs
very quickly.
expressive and enthusiastic and to use all the props available to
them.
Sarah: Hello, Andrew! You must be Carlos

Carlos: And you must be Sarah! Pleased to meet you.
Sarah: Its nice meeting you, too!
Andrew: Im going to put Carloss suitcase upstairs in the
spare room.
Workbook exercises

exercises.
Andrew goes upstairs with Carloss suitcase.

Carlos: So, Sarah, Andrew tells me youre a fashion
designer.
Sarah: Yes, I am. I love clothes and the fashion world.
Carlos: Do you like Spanish designers?
Sarah: Yes, I do. I enjoy going to the fashion shows in
Madrid and Barcelona. You can see all the important
Spanish designers there. What do you do, Carlos?
Carlos: Im an architect.
Sarah: Oh, thats interesting. Do you like your job?
13/02/13 16:19
Match the verbs in Box A with the words in Box B to form activities. Write these activities in Box C.
A
read books
read
to my favourite music
1.
play
quiet time alone
2.
go
books
3.
________________________________________________________________________________________________________
do
about my dreams
4.
________________________________________________________________________________________________________
look after
chess
5.
________________________________________________________________________________________________________
spend
sport
6.
________________________________________________________________________________________________________
listen
plants
7.
________________________________________________________________________________________________________
think
to the theatre
8.
________________________________________________________________________________________________________
________________________________________________________________________________________________________
play chess
_________________________________________________________________________________________________________
go to the theatre
do sport
look after plants
spend quiet time alone
listen to my favourite music

think about my dreams
Put the words in the correct order to form sentences.
I like reading books

1. like / reading / books / I __________________________________________________________________________________________
2. doing / like / I / sport
I like doing sport

__________________________________________________________________________________________
I love playing chess

3. chess / I / love / playing __________________________________________________________________________________________
I enjoy going to the theatre
4. theatre / going / enjoy / the / to / I________________________________________________________________________________
I love listening to my favourite music
5. love / my / to / I / music / listening / favourite________________________________________________________________________
I enjoy spending quiet time alone
6. time / quiet / spending / alone / I / enjoy___________________________________________________________________________
Correct the sentences.
I love going to the gym

1. I love go the gym.___________________________________________________________________________________________
I enjoy drawing and painting
2. I enjoys drawing and painting.___________________________________________________________________________________
I like playing with computers
3. I am like playing with computers.________________________________________________________________________________
I enjoy gardening
4. I enjoy to gardening._________________________________________________________________________________________
I love listening to music
5. I love listens to music.________________________________________________________________________________________

13/02/13 16:19
Reading
Write Yes for the things you like doing and

No for the things you dont like doing.
You
Joanne
Tony
Swimming
No
No
Skiing
Yes
Yes
Sailing
No
Yes
Cooking
Yes
No
Tracey Reynolds is from Cornwall, England. She works

for the British Red Cross. She helps with emergencies
and teaches volunteers how to help save lives. She loves
what she does because she enjoys helping people. One
of her pet hates is when people do not help other people.
In her free time she enjoys surfing in Bude. Bude is a
very popular town with tourists in summer. She also likes
sailing and eating out in restaurants with her friends. On
Sundays she takes her dog for long walks along Bude
beach.
1. Where is Tracey from?
__________________________________________________________________________
Shopping
No
Going to the beach
Yes
Yes
Yes
Now complete the sentences with the information

above.
likes
1. Tony
____________________
sailing, but he
2. Joanne likes
___________________
cooking, but she doesnt
5. I like Answers
cooking.
like shopping.
2. What does Tracey do at the British Red Cross?
6. I dont like
but I like
She helps
__________________________
with emergencies and teaches volunteers
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
how to save lives
3. Has she got any pet hates?

skiing.
dont like
swimming.
_____________________________
_______________________________________________________________
Yes, when people do not help other people
_____________________________________________________________________________________________________________________
__________________________________
will vary
4. What three things does she like doing in her free time?

__________________________________________________
but I dont like
Tracey is from Cornwall, England
_____________________________________________________________________________________________________________________
_______________________________
like
3. Tony and Joanne both

4. Tony and Joanne
doesnt like
_________________________________________
Answers will vary
Answers will vary
She likes surfing, sailing and eating out

_____________________________________________________________________________________________________________________
in restaurants with her friends
_____________________________________________________________________________________________________________________
5. What does she do on Sundays?
_________________________________________________
__________
She takes her
_______________________________________________________
dog for long walks along Bude beach
_____________________________________________________________________________________________________________________
_______________________________________________
Answers will vary
____________________________________________________________
Write complete sentences:

1. Joanne / sailing
Joanne doesnt like sailing
5
Seasons: Complete the table about months
and seasons.
____________________________________________________________________________________________________________________
2. I / shopping
I like / dont like shopping
_______________________________________________________________________________________________________________________
WINTER
December
__________________________
3. Tony and Joanne / go to the beach
Tony and Joanne like going to the beach
SPRING
SUMMER
March
June
__________________________
September
__________________________
January
April
__________________________
October

February
__________________________
August
__________________________
__________________________
July
AUTUMN
_______________________________________________________________________________________________________________________
4. I / swimming
May
__________________________
November
I like / dont like swimming
___________________________________________________________________________________________________________
13/02/13 16:19
Complete the sentences using can or cant.
Match the activities with a line.
Drive
a little French
Make
the guitar
Ride
yoga
Do
a4x4
She cant make / eat cake
_____________________________________________________________________
Play
a horse
Speak
sushi
Now using the activities from Box A write

sentences about yourself using can or cant.
For example: I can speak a little French.
1.
2.
3.
4.
5.
6.
I can / cant drive a 4 x 4
_________________________________________________________________________________________________________________________________
I can / cant make sushi
He can / cant swim
______________________________________________________________________________
_________________________________________________________________________________________________________________________________
I can / cant ride a horse
_________________________________________________________________________________________________________________________________
I can / cant do yoga
_________________________________________________________________________________________________________________________________
I can / cant play the guitar
_________________________________________________________________________________________________________________________________
I can / cant speak a little French
_________________________________________________________________________________________________________________________________
7
They can dance
Match the questions with the answers.
_________________________________________________________________________
1. Can you do yoga?
No, we cant.
2. Can they dance well?
Yes, he can.
3. Can she make a fire?
No, it cant!
4. Can we ski and snowboard?
Yes, they can.
5. Can he windsurf?
No, I cant.
6. Can your dog speak English?
Yes, she can.
They can walk / climb mountains
________________________________________________________________________________
13/02/13 16:20
10
Revision
Match the questions to the answers.
Tourist Information for Bude, Cornwall: about Bude, accommodation, events, etc.
Bude is Cornwalls special unspoilt place where coast meets

countryside. The Bude area offers its visitors a variety of
holiday experiences from a short relaxing weekend break
to challenging activity holidays in natural surroundings. The
area also offers family holidays with nearby attractions and
adventure parks, and opportunities for walking, fishing, cycling,
golf and bird-watching throughout all months of the year. Many
people enjoy canoeing and kayaking on the river in spring, and
of course hundreds of tourists come here to surf during the
summer. There is an annual jazz festival in late August. Come to
Bude! It is ideal because you have both beach and countryside.
What can you do in Bude and when can you do

it? Put an X in the correct box.
ACTIVITY
WINTER
SPRING
SUMMER AUTUMN
X
Surfing
Canoeing
X
Playing golf
Fishing
Bird-watching
3. Is he a doctor?
c) Yes, she has.
4. Does he like tacos?
d) No, he hasnt.
5. Is he from Spain?
e) No, they arent.
6. Are they your friends?
f) Yes, he is.
7. D
oes she get up at eight
oclock in the morning?
g) Yes, he does.
8. H
as she got a sister?
h) Yes, they are.
1. What time does he have breakfast?
_______________________________________________________________________________________________________________
He has breakfast at eight oclock.

3. Does she like surfing?
_______________________________________________________________________________________________________________
Correct these sentences.

1. You can go to the jazz festival in December.
You cant go to the jazz festival in December
_____________________________________________________________________________________________________________________
2. You can go canoeing in winter.
5. Has she got glasses
General Questions
1. What do chefs do?
2. Name the summer months.
4. You cant play golf in summer.

You can play golf in summer
_____________________________________________________________________________________________________________________
5. You cant go bird-watching in Bude.

_____________________________________________________________________________________________________________________
12
Answer with a complete sentence.
3. You cant go fishing in Bude.

_____________________________________________________________________________________________________________________
Yes, she has. Shes got glasses.
Chefs cook food
You can go fishing in Bude
No, he hasnt. He has a brother, but he hasnt got a sister.
You cant go canoeing in winter
_____________________________________________________________________________________________________________________
Yes, she does. She likes surfing.
_______________________________________________________________________________________________________________
You can go bird-watching in Bude
11
Write the question for the answer.
_______________________________________________________________________________________________________________
X
X
b) No, she doesnt.
4. Has he got a sister?
X
X
2. Are they from Japan?
Shes an artist.
Cycling
Listening to jazz
a) No, he isnt
_______________________________________________________________________________________________________________
Kayaking
1. H
as he got blond hair?
______________________________________________________________________________________________________________________
The summer months are June, July and August

______________________________________________________________________________________________________________________
3. When is your birthday?
My birthday is on...
______________________________________________________________________________________________________________________
4. What do hairdressers do?
Hairdressers cut and style hair
______________________________________________________________________________________________________________________
5. What is your favourite sport?
My favourite sport is.
______________________________________________________________________________________________________________________
13/02/13 16:20
13

Making Inferences:
From what you know about Carlos, Sarah and Andrew, what do you think they like doing? Look at the words below and make complete
sentences about what you think Carlos, Andrew and Sarah like doing.
He likes going to horse shows. She likes going to fashion shows.
He likes going to Formula 1 races
He likes scuba diving.
She likes hiking in the mountains
He likes reading historic novels.
He likes travelling
She likes dancing /going dancing.
He likes going to musicals.
He likes cooking.
She likes going jogging.
He likes downloading music.
go to fashion shows
hike in the mountains
go to musicals
go to Formula 1 races
go to horse shows
read historic novels
go scuba diving
travel
dance
cook
jog
download music
13/02/13 16:20
14
Reading, writing and drawing

Carlos loves going to horse shows in Andalusia. He especially enjoys
watching the Royal Andalusian Equestrian Art Foundation give
performances.
Another favourite activity is travelling. He likes travelling by plane
because its fast. His favourite place to visit is the island of Ibiza,
where he enjoys going scuba diving.
When he stays home, he enjoys cooking. He loves making paellas
and other rice dishes. He wants to take a cooking class next summer
so he can learn how to make sushi and other Asian dishes.
Andrew loves going to Formula 1 races. His favourite race

car driver is Fernando Alonso.
Another favourite activity is going to musicals. When
he is in London he enoys going to musicals with friends.
When he stays home, he enjoys reading historic novels
and downloading music.
Now look at the photos on the left. Write a short

paragraph about what Sarah likes doing.
Sarah absolutely loves going to fashion shows.
Her favourite shows are in Paris and Barcelona.
Another favourite activity is going dancing.
She loves going dancing with her friends when she
is in London.
Sarah also likes outdoor activities. She enjoys hiking
and going jogging.
.
at Andrew likes doing using a
Now you illustrate wh
are
we
draw and write
Remember, when we language learning!
ch to
whole-brain approa
UNIT
COMPETENCES
Understanding
Listening
Reading
I can understand:
personal preferences related to leisure activities. I can also
understand simple statements that express what one can or
cannot do.
Speaking
Spoken
Production
Writing
I can understand:
when I read a simple text about what people like or dislike
doing in their free time. I can also understand when I read a short
text about what people can or cannot do.
Speaking
Spoken
Interaction
For more practice:
For more practice:

1
I can:
write simple descriptive sentences about what people like and
dislike doing.
For more practice:
I can:
express myself in simple language on the topic of leisure activities.
For more practice:
I can:
ask and answer simple questions related to leisure activities
and peoples abilities.
For more practice:

1
13/02/13 16:20
Unit 5 - How was your weekend?

Spoken Interaction:
After completion of Unit 5 students will be able to:
Ask questions or ask for clarification when talking to someone about

what he or she did last weekend.
Listening:
Understand simple recordings of people talking
about their weekend.
Spoken Production:
CD 2
Talk about what one did during the weekend.
Reading:
Writing:
Understand simple texts related to how someone spent their

weekend.
Write a paragraph describing ones weekend.
Overview of Unit 5: How Was Your Weekend?

This unit features the weekend in London of an English student, as well as common everyday situations in the context of the simple past tense
Language Focus
Vocabulary
- Past simple: regular - Vocabulary related to

and irregular verbs
weekend activities
- Questions with
- Means of transport
question words
- Giving directions
and did
- Imperatives
Reading
and Listening
- Marios e-mail
- Go Ahead -pedia: Notting Hill
- The woman behind
Notting Hill
- Go Ahead -pedia: A brief
history
of Trinidad
Chapter 5
Speaking
- Retell Marios
weekend
- Your weekend
- Giving directions
- Activation phase of
A Summer to
Remember
Pronunciation
- Regular past simple:

ed
- Rhythm: questions in
the past tense
- Cat or cut:
Writing
- Questions in past tense

- Getting around town
- Your weekend
- The woman behind
Notting Hills carnival

Warm-up activity:
Clapping Activity

2. Language Focus
Begin this unit with a clapping session. This is very useful to practice
sentence stress. An easy way to go about doing this is to think of a
complete sentence such as Good morning, students and instead of
saying the words, clap out the words as if you were saying them.
Students must listen to your claps and repeat them exactly. Begin with
shorter sentences and build up to more complex sentences. Make sure
that students can follow the clapping sequence. In addition to working
on sentence stress, this is a good way to energise your class.
Students are asked to provide the missing infinitives. The list in

the Language Focus contains both regular and irregular verbs.
Elicit these two categories from students.

1. Reading
Read the introductory paragraph about Marios weekend together
with your students.
Ask your students these Wh questions to check comprehension.
Questions
What is his name?
Where is he from?
Where does he study?
What is his sisters name?
Answers
His names Mario.
Hes from Italy
He studies in Rochester,
England.
Carlotta.
Now tell your students that they are going to read Marios
e-mail to Carlotta about his weekend in London. Check comprehension.
See page 107 for the spelling rules for regular verbs and for a
partial list of irregular verbs. There is a longer list of irregular verbs
on page 116.
LANGUAGE FOCUS
e
Infinitive Past tens
want wanted
take took
stay stayed
have had
like liked
go went
buy bought
visit visited
nse
Infinitive Past te
see saw
get off got off
get on got on
catch caught
re
be was / we
p
fall asleep fell aslee
d
di
do
13/02/13 16:20
3. Go Ahead
This activity calls on students to complete the gaps and match the
pictures to the sentences.
1. want - wanted
5. decide - decided
a. Mario and his friends had

dinner at a typical
English pub. 3
b. Mario bought a present for Carlotta at Harrods. 4
c. They went sightseeing and saw Tower
Bridge, Big Ben and many other famous sights. 6
d. Mario and a group of friends took the train to
London. 1
e. They visited
the famous Portobello Road
5
market in Notting Hill.
f. They stayed
at a nice but expensive
2
hotel in Kensington.
g. After the sightseeing tour, they took the train back
to Rochester. 7
TRACK 8
5.2
2. visit - visited
6. invite - invited
3. depend - depended
7. start - started
4. wait - waited
8. represent - represented

Now listen to these words in the present
simple and their past tense form:
want
visit
decide
invite
What is different?
Complete the rule:
depend
start
wait
represent

4. Listening/Pronunciation, 5.1
TRACK 7
Regular Past Simple ED: Connected Speech

1. like - liked
2. travel - travelled
3. stop - stopped
4. fish - fished
5. live - lived
6. open - opened
7. watch - watched
8. organise - organised
9. stay - stayed
10. laugh / / - laughed
11. kiss - kissed
12. continue - continued
TRACK 9
5.1
5. Speaking
Tell students to take approximately one minute to think about Marios
weekend. Tell students to pair up with another student and take turns
recalling Marios weekend.
SPEAKING
Think - Pair - Share
Think: Take one minute each to look at the photos and
remember the story about Marios weekend.
Share: Take turns retelling Marios weekend.
1. wanted
2. opened
3. depended
4. watched
5. decided
6. kissed
7. fished
8. represented
5.3

Listen to the past forms now (both types).
How are the following verbs spelled? Put them in the
correct column.
-ed
(with pronunciation of the -E)
i. e. visited
visited depended
wanted decided
represented
-d
(without pronunciation of the -E)
i. e. stopped
stopped kissed
watched fished
opened

9. Language Focus
Point out to students that in order to formulate a question in the

past we use:
Read together with your students. This gives students cultural

background that is easy to read and understand about Notting Hill.
did + the infinitive (e.g. Did he buy Carlotta a present?) or a

question word + did + the infinitive (e.g. Where did they go?)
13/02/13 16:20
LANGUAGE FOCUS
Questions in the past tense.
end:
Answer the following questions about Marios week
?
1. Who did he go to London with
s.
end
fri
He went with his
ning?
2. What did they do on Friday eve
lish pub.
Eng
l
They had dinner in a typica
mo
ay rning?
3. Where did they go on Saturd
They went to Harrods.
a in English?
4. Why did Mario write to Carlott
lish.
Eng
He wanted to practice his
?
5. How did they travel to London
in.
tra
by
They travelled
y present?
6. Did Mario buy Carlotta a birthda
Yes, he did.
ds wax museum?
7. Did they go to Madame Tussau
No, they didnt.

1. WHO did he GO to LONDON WITH?
2. WHAT did they DO on FRIDAY EVENING?
3. Did he BUY CARLOTTA a PRESENT?
4. Did you SEE (h)er?
did
they do on Friday evening?
How
did
they travel to London?
5.4

Rhythm
Turn to Unit 5 Pronunciation Reference. Listen and repeat.
Students should be sufficiently familiar with Marios weekend to

complete the conceptual map on page 69. Encourage them to recall
as much as they possibly can before they refer back to the
conceptual map.
WRITING
Complete:
He fell asleep on
the train.
He took the train

back to Rochester
Questions with did
He took
the train to London.
Marios
weekend
Friday
He stayed at a
hotel in Kensington
Sunday
Did
he
buy Carlotta a birthday present?
Did
they
go to Madamme Tussauds?
Short answers
Yes,
I / you / he, she, it / we / they did.
No,
I / you / he, she, it / we / they didnt.
5.4
13. Writing
10. Question words

Questions with questions words
Who
did
he go to London with?
What
TRACK 10
Saturday
He went
sightseeing.
He saw Tower
Bridge and Big Ben
He went to
Notting Hill.
He had dinner
at a typical pub.
They went shopping

at Harrods.
He visited
Portobello market.
He bought
a present.
11. Language Focus

Have students look at these two sentences from the Language Focus.
Elicit from them what happens to the structure of the sentence when
we use a negation.
Tell students that didnt is the contraction of did not. We use the latter
in situations where we want to give the phrase special emphasis.
14. Your Weekend

Have students reflect on their weekend. Each cloud represents a
day. They should complete for Friday, Saturday and Sunday.
Your Weekend
in more formal writing.
LANGUAGE FOCUS
Didnt
I went to Madame
Tussauds wax museum.
Mario didnt go to Madame

Tussauds wax museum.
SPEAKING
15. Think - Pair - Share
Think: Study your conceptual map about your weekend.
Share: Take turns talking about your weekend.
13/02/13 16:21

16. Vocabulary
Getting around town
1. They took the train to London last weekend.
E
2. She flew to Los Angeles last year.
B
3. He drove to work last week.
C
4. They took the bus to Stonehenge.
G
5. They took the underground to Piccadilly Circus.
F
6. He rode his bicycle to work.
A
7. She walked to school.
D
The next exercise simple requires students to complete the table
provided with the formula: travelled by Point out the exception:
She went on foot.
Complete:
1. They travelled
by train.
2.
3.
4.
5.
6.
by
by
by
by
by
She travelled
He travelled
They travelled
They travelled
He travelled
7.
She went
plane.
car.
bus.
tube.
bicycle.
on foot.
17. Vocabulary
Means of transport
Students simply match pictures to the appropriate
vocabulary words.
3
1
2
8
9
a train
a car
a motorbike
a taxi
an airplane
10
5
7
4
6
a boat
an underground
a ship
a bicycle
a bus

18. Notting Hill
Have students turn to page 71. Give them approximately 2 minutes
to look at the photos and the text. Tell them to close their books. Tell
them to form groups of four or five. Tell them to do a K-W-L chart.
Refer to page 58 for an explanation of K-W-L charts.
Give them 2 minutes to write down what they know about Notting Hill
and 2 minutes to write what they want to know about Notting Hill.
Make sure your students know that you are more interested in seeing
the ideas that they generate, not class discussion and sharing of ideas.
Possible K-W-L- chart
What we KNOW
A district in London.
The Portobello Market.
A Julia Roberts and
Hugh Grant film
Notting Hill Carnival
What we WANT to know What we

have
Who is Claudia Jones?
Why is there a carnival in LEARNED
Notting Hill?
How did this carnival
begin?
19. Listening 5.5
TRACK 11
LISTENING
The woman behind the Notting Hill carnival
5.5
Complete the text with the past simple form of a verb

from the box.
Claudia Jones was one of the founders of the Notting

Hill Carnival and is considered one of the one hundred Great Black
Britons.
She was born in Belmonte Port of Spain, Trinidad in 1915 and
lived
in Harlem, New York until 1955. Because of
her political work during the McCarthy era, she was deported to
Great Britain in 1955. She did not stop her work in politics; she
continued and
became active in the local
Notting Hill campaign for equal rights for the African Caribbean
began
community. She also
the West Indian Gazette,
represented
a newspaper that
the Caribbean community
in London.
In 1958 there were racial conflicts in many parts of
London, including Notting Hill. In 1959 Claudia Jones
organised the first Carnival as a way to celebrate and
share Caribbean culture, as well as a way to fight racism.
Claudia believed , A peoples art is the genesis of their

freedom. Notting Hills Carnival is the largest carnival in Europe
and is a dynamic celebration of Londons multi-cultural diversity.
After students have completed Listening 5.5, have them complete the L
column, what they have learned, in their groups. They should now have
enough information from the text to complete the final column.
20. Language Focus
LANGUAGE FOCU
Was / were born
born?
was she

Where
born?
were you

they

te
as born in Belmon
Claudia Jones w
inidad in 1915.
Port-of Spain, Tr
u born?
When were yo
Speaking
e born.
d classmates wer
an
r
he
ac
te
ur
yo
Find out when

This is a brief summary of the history of Trinidad. It points out the
pluricultural dimension of the island of Trinidad and gives the students
background information about Claudia Joness native land. It also
demonstrates the British influence in the Caribbean and the
Caribbean influence on Britain and British culture.
13/02/13 16:21
22. Listening/Pronunciation, 5.6
TRACK 12

Cat or Cut? // - /
5.6
Listen to these words. Can you hear the difference?

cat cut
cap
cup
bad
bud
match much
ham hum
Turn to Unit 5 Pronunciation Reference.

Use the pronunciation poster to model the // and / / sounds. Elicit
from your students the positioning of the mouth for these two sounds.
Now turn to Unit 5 Pronunciation Reference on page 110.

23. Vocabulary
Pre-teach these words and expressions before beginning the lesson
on directions. You may want to set up a simple obstacle course in
the classroom where you can use some of these expressions. After
students are familiar with expressions such as turn right / left, carry
on and stop, choose a student and have this student close his/her
eyes and give commands.
24. Directions
Read the introductory paragraph with the whole class. Direct their
attention to the map and map key on page 72. The map key provides
the information for the first task and for the tasks in the Think-PairShare at the bottom of the page.
25. Listening 5.7
TRACK 13
5.7
Walk along Panton Street. Carry on until you come to Haymarket Street.
Turn right at Haymarket and walk along Haymarket until you come to Coventry
Street.
When you come to Coventry Street turn left and then you can see the Statue
of Eros straight in front of you.
2 Turn right at Hay Market and walk along Haymarket
for about three blocks.
3 When you come to Coventry Street turn left and then

you can see the statue of Eros directly in front of you.
1 Walk along Panton Street. Carry on until you come to
Hay Market Street.
26. Speaking
Think Pair Share
After completing the above exercise, the tasks found in the ThinkPair-Share should be simple to do.

Tell them to open their books at page 74 and to sit back
and enjoy listening to the story. Play recording 5.8.
5.8
Andrew, Carlos and Sarah have just finished their meal.
Sarah: So, Andrew, tell me, how did you and Carlos first
meet?
Andrew: Well, its actually a very funny story.
Carlos: It was the summer of 2003 and I had just finished
my degree in architecture.
Sarah: Yes...
Andrew: We were both at this spectacular restaurant in
Ibiza. I was with a couple of friends, and Carlos was with
about twenty people.
Carlos: No, there werent that many of us. I think there were
only fifteen of us altogether. It was a small graduation
party.
Andrew: At Carloss table everyone was having a good
time, and well, we were a little bored at our table and
I ... uhm ... you see, I made a comment about their table.
Sarah: You didnt, Andrew!
Carlos: He did!
Sarah: What did you say?
Carlos: He made a toast to the beautiful women at our
table.
Sarah: Andrew! What did you say?
Carlos: And he said it in perfect Spanish!
Andrew: Well, I was on holiday and, to be truthful, they
looked like they were having so much fun. Besides, the
women were beautiful!
Sarah: So what happened?
Carlos: We invited him and his friends to join our table.
Andrew: We had such a fantastic time! And then I found
out that Carloss father was British... and that he spoke
perfect English. Blimey, we didnt get home until the next
morning!
Sarah: What a story!
Carlos: Yeah, it was a good time.
Andrew: And here we are in Brighton. By the way, Id like
to make a toast to our friendship and to another beautiful
woman, my cousin Sarah!
Carlos: Ill drink to that!
Carlos looks at Sarah and smiles.
Waiter: Can I get you anything else?
Andrew: Just the bill, please.
Carlos: Let me get it, Andrew.
Andrew: No, Carlos, this ones mine.
Waiter: Im sorry, but both of you are too late. The lady has
already paid.
Carlos and Andrew look at each other in surprise.
Sarah: Come on, you two. Where are we off to now?
Andrew: Thank you, dear cousin!
Carlos: Thanks, Sarah!
Sarah: Dont mention it. And thank you for such an
entertaining lunch!
13/02/13 16:21
Pair up the following irregular verbs

one from each group:
Reading in pairs
Now tell students to sit with a partner and read the story
together. Remind them to take a role and then proceed to
read the story. When they have completed the reading, get
them to switch roles and read the story again. Make sure
you circulate and monitor their progress.
take eat have go buy

see get be fall catch
do come
Theatre
Students now perform the story in role-play form. Ask for

volunteers to read the different roles in the chapter. Encourage them to be expressive and enthusiastic and to use all
the props available to them.
Workbook exercises
At this point students should do the corresponding workbook exercises.
got had bought took

went fell did saw was/
were came caught ate
eat
ate
take
have
go
buy
see
get
be
fall
catch
do
come
took
had
went
bought
saw
got
was/were
fell
caught
did
came
Remember: Regular verbs
Spelling rules:
Verbs ending in e: you only need to add d.
Example: raise > raised, breathe > breathed
Verbs with one or two syllables ending in a consonant preceded by a
vowel: duplicate the consonant.
Example: beg > begged, travel > travelled (BrE),

traveled (AmE)
Verbs ending in y preceded by a consonant: letter y changes into
i before ed is added.
Complete the following stories with the past

simple of the verbs in brackets:
Long, long ago, in winter-time, when snowflakes fell from the sky, a
beautiful queen sat next to her window and sewed
(sew).
looked
As she worked (work), she sometimes
(look) at the falling snow. While she looked at the falling
snowflakes, she pricked
(prick) her finger with the needle.
Ouch! she cried. Three drops of blood fell on the snow. Look
at my red blood on the white snow! the queen exclaimed
(exclaim), I wish for a child as white as the snow, with cheeks as
red as my blood and with hair as black as the night.
______________________________
______________________________
______________________________
______________________________
______________________________
Example: carry > carried, try > tried
Write the past tense of the following regular verbs.

1. shop shopped
2. want
wanted
3. stop
stopped
4. study
studied
5. watch watched
6. play
played
7. view
viewed
8. like
liked
9. exclaim exclaimed
10. cry
cried
Answer the following questions about the text

with verbs in the past simple:
1. What fell from the sky?____________________________________________________________

Snowflakes fell from the sky
___________________________________________________________________________________________
2. What happened to the queen?__________________________________________________

She pricked her finger with the needle
___________________________________________________________________________________________
3. Where did the blood fall?_________________________________________________________

The blood fell on the snow
___________________________________________________________________________________________
4. What did the queen wish for when she saw the blood?__________________

She wished for a child
___________________________________________________________________________________________
5. What is the name of this story in your language? _________________________

Answers will vary
___________________________________________________________________________________________
6. What is the name of this story in English? __________________________________

Snow White
__________________________________________________________________________________
13/02/13 16:21
Complete the following crossword puzzle with

words from Marios e-mail in the Students Book.
Philip went to Sydney last month. This is his diary

about his trip. Read his diary and then do the
exercises on the next page.
Dear diary,
Today was our first day in Sydney and we had a great time. We got up
early because we wanted to go sightseeing.
S
T
First we bought a Day Tripper, a ticket that lets you use all the different
types of transport in Sydney. Then we took a train that goes through the
city to the harbour. When we got to the harbour, we walked to the Opera
House. The building is spectacular from the outside. We decided to take
a tour. We saw the different theatres, restaurants, bars and the souvenir
shop. It was incredible. It took two hours to see the entire building.
G
H
T
S
In the afternoon we went to Sydneys Harbour Bridge. We stood on the

bridge and watched the boats sail under it. Later that afternoon, we went
to Sydney Tower. We took a high-speed lift that only took forty seconds to
get to the top. The view was amazing! Thats all for today. Tomorrow is
another day another exciting day in Sydney!
W
E
I
D
R
G
Look at the verbs in bold from Philips diary. Write

the infinitive of those verbs below.
be
take
have
see
get up
go
buy
stand
Classify the verbs in the text into regular and irregular.
Philip is talking to his friend Lisa about his first day

in Sydney. Complete the blanks in the conversation
with the correct verb forms. Then practice the
dialogue with a friend.
Regular
Irregular
wanted
walked
decided
watched
was
had
got up
took
saw
took
went
stood
went
Lisa: Did you have a good time in Sydney?

Philip: Yes, I
did
.I
__________________________
had
__________________________
a great time.
Lisa: Im glad to hear that. Did you get up late the first day?
Philip: No we
didnt
. We
__________________________
Lisa: Really? What did you

Philip: We
went
Philip: We
did
______________________________
do
very early.
__________________________
___________________________________
Lisa: What
got up
sightseeing.
saw
__________________________
Did
______________________
Philip: It
was
He had a great time. / It was wonderful
_____________________________________________________________________________________________________________________
2. Why did they get up early?
you see?
They got up early to go sightseeing

3. How did they travel in the city?
the Opera House, Harbour Bridge and
They went by train
_____________________________________________________________________________________________________________________
4. What sights did they visit?
you
______________________
1. How was Philips first day in Sydney?
_____________________________________________________________________________________________________________________
__________________________
Sydney Tower.
Lisa:
Answer the following questions about Philips first day:
like
______________________
the Opera House?
They saw the Opera House, Harbour Bridge
_____________________________________________________________________________________________________________________
spectacular!
Lisa: It sounds wonderful! I want to go to Australia!
and the Sydney Tower
_____________________________________________________________________________________________________________________
5. How did they get to the top of Sydney Tower?

They took a high-speed lift
_____________________________________________________________________________________________________________________
13/02/13 16:21
Draw a map about your first day in the last trip you took.
They bought a
Day Tripper.
They went to
Sydney Tower
They took a
high-speed lift
to the top.
My first day in
Philips First Day

in Sydney
______________________________
They went to the

Opera House.
They went to Sydneys Harbour Bridge
Write an entry for your diary about the first day of your trip. Use your diagram to help you.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7
Unscramble the words to show the names of different types of transport.
1. usb bus
5. otab boat
2. iatx taxi
6. rca car
3. iclbyec bicycle
7. gndeoruru underground
4. inrta train
8. ekibmoort motorbike
13/02/13 16:21
Read Marias life story. Fill in the blanks with the

past simple of the verbs in brackets.
I was
________________________
(be) born in Australia, but my parents were (be) not born in Australia. My father was
________________________
(be) born in Greece, and my mother
was
________________________
________________________
(be) born in Spain. They are Australian now.
As a child, I learned how to speak Spanish, Greek and English, of course. I went (go) to school in Sydney
________________________
and I had
(have) many friends.
________________________
When I finished (finish) school, I decided (decide) to travel. I went (go) to Spain to
visit my family. I arrived (arrive) in Madrid in 1981. A few weeks after I arrived, my grandmother
became (become) very ill and we took (take) her to the hospital. Her doctor was
(be) a wonderful man.
________________________________
________________________________
________________________________
______________________________
______________________________
____________________________
To make a long story short, we

(have) two children.
In 1986, we
went
______________________________
got
___________________________
______________________________
( get) married and I stayed (stay) in Spain. We

____________________________
(go) to Sydney to visit my parents. My husband
from a hospital in the city and we decided (decide) to move. I

______________________________
got
______________________________
went
______________________________
had
____________________________
(get) a job offer
(go) back to school to finish my studies and I started (start)

______________________________
teaching Spanish in a secondary school in the western suburbs of Sydney. Australia is home again!
Write the following sentences about Marias life in chronological order in the spaces provided.
a. She had three children.
1. f
b. She visited her parents in Sydney.
2. d
c. She started working as a teacher.
3. e
d. She travelled to Madrid.
4. a
e. She got married.
5. b
f. She went to school in Sydney .
6. c
______________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________
Imagine you are asking Maria questions about her life. Here are the answers.
1. Q: When were you born?
A: I was born in 1958.
2. Q: Were your parents born in Australia?
A: No, they werent born in Australia.
3. Q: Where did you go to school?
A: I went to school in Sydney.
4. Q: Where did you travel?
A: I travelled to Spain.
5. Q: When did you get married
A: I got married in 1983.
6. Q: How many children did you have?
A: I had two children.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
13/02/13 16:21
Pronunciation exercise
How did Andrew and Carlos first meet?
10
Look at the words from the text about

Claudia Jones:
one black Trinidad hundred until culture

African as dynamic multi-cultural
With a partner decide which sound they have and put them in the correct
category.
//
/^/
black
one
Trinidad
hundred
African
until
as
culture
dynamic
mutli-cultural
Look at the picture diagram above.

Write a simple paragraph telling the story of how Andrew
and Carlos first met.
Andrews Toasts
Andrew made two toasts. He made one toast in
Ibiza and the other toast with Sarah and Carlos
in Brighton. Do you remember what he said?
In Ibiza Andrew made a toast to
11
_______________________________________________________________________________
the beautiful women at the table
________________________________________________________________________________________________________________________________________________
What happened after he made the toast?
Carlos invited Andrew and his friends
________________________________________________________________________________________________________________________________________________
to their table
________________________________________________________________________________________________________________________________________________
In Brighton he made a toast to
his cousin Sarah
__________________________________________________________________________________
What did Carlos say after Andrews toast?
Ill drink to that
________________________________________________________________________________________________________________________________________________
Who or what can you make a toast to? Here is one idea.
Think of more!
the English language
I want to make a
toast to
13/02/13 16:21
Comprehension Questions
12
1. Who did Carlos go to Ibiza with?
13
Who said what? Match the sentences

with the pictures
He went with his friends.
Can I get you anything else?
2. Where were they the night they met?
Come on, you two. Where are

we off to now?
_____________________________________________________________________________________________________________________
They were in Ibiza.
_____________________________________________________________________________________________________________________
Thank you, dear cousin!
3. Did they have a good time?

Yes, they did.
No, Carlos, this ones mine.
_____________________________________________________________________________________________________________________
4. Who did Andrew go to Ibiza with?
He went with his friends.

__________________________________________
Just the bill, please.
5. What time did they get home that evening?
Thanks, Sarah!
They got home the next morning.
_____________________________________________________________________________________________________________________
Im sorry, but both of you are too

late.
6. Where are they now?

They are in Brighton.
_____________________________________________________________________________________________________________________
UNIT
COMPETENCES
Understanding
Listening
Reading
I can understand:
simple recordings of people talking about their weekend.
Speaking
Spoken
Production
I can understand:
simple texts related to how someone spent their weekend.
Speaking
Spoken
Interaction
For more practice:
Writing
For more practice:
I can:
write a paragraph describing my weekend.
For more practice:
I can:
talk about what I did during the weekend.
For more practice:
I can:
ask questions or ask for clarification when talking to
someone about what he or she did last weekend.
For more practice:

1
13/02/13 16:21
Unit 6 - Looking Back

Spoken Interaction:
After completion of Unit 6 students will be able to:
Respond and react appropriately when told a short story or about

an event that happened in the past.
Listening:
Understand the gist of a simple historic text or story.
Spoken Production:
CD 2
Tell a simple story or explain an event that happened in the past.
Writing:
Reading:
Write a simple story or write about an event that took place in

the past.
Understand basic texts related to a historic event or a short story.
Overview of Unit:
This unit provides students with more practice of the simple past in the context of a short summary of the history of New York City and a story
set in NYC, The Engagement Ring.
Language Focus
Vocabulary
Reading
and Listening
- Past Simple: regular / - Vocabulary related to - A brief history of New York

history of New York City City
irregular, negative
and childhood
sentences
- The Engagement Ring, Part
- Historical facts
One
- Questions with
question
- A Summer to Remember,
words, did, was / were years
Chapter 6
- Ago
- Could / couldnt for
ability
- Object pronouns
Speaking

- The city that never
sleeps
- Exact date trivia
- What could you do
when you
were six?
Pronunciation
Writing

years.
- th =
- Word stress: The letter
e
in the first syllable:
- Natural speech:
initial s + consonant

- Could for inability
- Remembering your
childhood
- The Engagement Ring,
Part Two
- Polite requests

Warm-up activity:
Brainstorming activity about New York City. Write New York City on
the board and tell students to feel free to say whatever comes to mind.
Remember, when brainstorming, its important to generate as many
ideas as possible. Scaffold orally in order to correct oral form and then
transcribe on board.
The brainstorming activity provides an important metacognitive

connection from what students already know in their mother tongue
to what they are going to be exposed to in English. Most students
of this age already have a solid grasp of the history of New York
City. Activating what they already know is important because it
empowers our learners and gives them confidence.
For example:
a big city
many people
shopping
New York City
13/02/13 16:21
2. Reading Comprehension E, F & G

TRACK 15
With books open to pages 82 and 83, tell your students that theyll
be listening to the recording. Because the lesson is spread over two
pages and is quite long, it has been split into three sections: A & B,
C & D, E, F & G.
Tell students that they will listen to the recording and at the same
time fill in the blanks. Before playing the recording, tell them that
at the end of the section they will have time to complete or change
any answers they need to.
A Brief History of New York City
6.1
A. The Lenape Indians lived in Manhatina, or what is now

Manhattan, thousands of years before European explorers arrived.
The Lenape hunted, fished and farmed their native land.
B. In 1524, the Italian Giovanni da Verrazano explored the Native
Americans land. One hundred years later, the Dutch went to the
area and named it New Amsterdam.
In 1664, the British took control of the area and renamed it New
York, after the Duke of York, brother of King Charles II.
Pause
C. The United States was a British colony until the end of the
American Revolutionary War in 1783. When the United States won
its independence from Great Britain, New York City became the
new countrys temporary capital until 1790.
D. During the 19th century, New York City grew considerably. More
Europeans continued to emigrate to New York City.
In 1886 the French government gave the United States the Statue
of Liberty. It became the symbol of new opportunity for many
immigrants.
Pause
Reading Comprehension A & B

Encourage students to use complete sentences to answer the
questions.
1. When did the Great Depression begin?

The Great Depression began in 1929.
2. Where did many New Yorkers move to in the 1970s
and 1980s? They moved to the suburbs in New Jersey,
Connecticut and New York State.
3. How many people live in New York City today?
New York City has a population of more than eight million people.

E. At the beginning of the 20th century, there was an economic
boom. People enjoyed Broadway and jazz was popular. On 29
October 1929, the Stock Market crashed and the Great Depression
began. The years during the Depression were difficult, but the city
survived the hard times.
F. After World War II, New York became the leading industrial city
of the world and the city continued to grow again.
In the 1970s and 1980s, many New Yorkers left the city and moved
to the suburbs in New Jersey, Connecticut and New York State.
G. At present, New York City has a population of more than 8 million
people and the New York Metropolitan Area has a population of
more than 22 million people.
On 11 September 2001, there was a massive terrorist attack on
the World Trade Center - nearly 3,000 people died.
New York City is full of history, languages and culture. Its many
historical ups and downs make it the great city that it is today.
3. Speaking, Think- Pair-Share

Have students think about the following question on their own for
one minute: Why is New York often called The City That Never
Sleeps? After they have had time to think on their own, have them
find a partner and share their thoughts. Then lead a whole-class
group discussion. You may also want to ask them who sang about
The City That Never Sleeps?
TRACK 16
1. Who were the first inhabitants of New York?
The Lenape Indians were the first inhabitants.

2. Who was the first European explorer?
present (n.) emigrate depression economy revolutionary

beginning terrorist economic enjoy explore
temporary century exchange rename
Giovanni da Verrazano was the first European explorer.

3. What did the Dutch call New York City?
They called New York City New Amsterdam.
Reading Comprehension C & D
1. What city was the first capital of the United States?
New York City was the first capital of the United States.
2. Did New York City continue to grow in the 19th
century? Yes, it did.
3. What did the French government give the United States?
The French government gave the United States the Statue of Liberty.
2
present, emigrate,
terrorist,
temporary,
century
6.2
depression, economy, revolutionary,

beginning, enjoy,
economic
explore, exchange,
rename
The first syllable in all the words in column 1 has the sound /e/
The first syllable in all the words in column 2 has the sound / /
Complete the rule with: /e/ / / stressed stress non-stressed

The letter e in a stressed first syllable is pronounce /e/.
The letter e in a non-stressed first syllable immediately before the
stress is pronounced / /.
stressed - /e/
non-stressed - / /
13/02/13 16:21
TRACK 17
6.3
mother thought those thousand bath

other
throw their both theatre clothes then
//
thought
thousand
mother
those
throw
both
their
clothes
bath
other
theatre
then
Make questions by putting the following words in

the correct order. Then answer the questions:
1. were / first / in / New York City / inhabitants / who / the /?
Who were the First inhabitants in New York

City?
//
Make questions
2. the / did / Dutch / what / New York City / call /?
What did the Dutch call New York City?
6. Go Ahead
3. the United States / Great Britain / when / did /

independence / win / from /?
GO AHEAD
The following sentences are false.

Correct the sentence using the negative. Then give the correct
answer.
When did the United States win

independence from Great Britain?
Example:
The Lenape Indians called the area of New York City the Big Apple.
4. did / give / France / the United States / what /?
They didnt call it the Big Apple.

They called it Manhatina.
5. did / the / Great Depression / when / begin /?
What did France give The United States?

When did the Great Depression begin?
1. European explorers were the first inhabitants in the area of New York.
The Leanpe Indians were the First inhabitants in the area of New York .
8. Language Focus
2. In 1664 the Dutch took control of the area of New York City.
Ago
The British took control of the area in 1664.
3. The Dutch named the area New York.
The British named the area New York

4. Washington DC became the first capital of the United States.
New York City became the First capital of the United States.
Natural Speech: Initial s + consonant

7. Go Ahead
Writing questions in English is challenging for many English
language students. The exercises on page 85 are related to
formulating questions so that students have ample practice.
GO AHEAD
Questions with did or was / were

Fill in the missing words to make the question.
Example:
What did
the French
give
government
the
United States?
1. Did
people in New
enjoy
York City
Broadway at the beginning of
the 20th century?
2. What type of music was

popular at the beginning of the
20th century?
the Stock
3. When did
Market crash ?
4. When did
the Great
Depression begin ?
We use ago to indicate when something took place in the past. Point
out to students that ago is placed at the end of the sentence.
The Lenape Indians lived in what is now New York City hundreds of
years ago.
They built it seventy-six years ago.
TRACK 18
They gave the United

States the Statue of
Liberty.
Yes, they did. They
enjoyed Broadway.
Jazz music was
popular.
It crashed in 1929.
It began after the Stock
Market crashed in 1929.
Nearly all Spanish-speaking students will produce the initial s

sound with the Spanish s sound, i.e. es. Have students begin by
making snake-like sounds: sssssssssssssss and then form the word.
For example: s s s s s s s s s s s s s s s s s s s s s s s s p a n i s h ,
ssssssssssssssssssssssstart,
ssssssssssssssssssssssssssssssstudying,
sssssssssssssschool, etc. Now play recording 6.4.

Natural speech
Initial S- + consonant
6.4
Listen to these sentences and repeat.

Then turn to Pronunciation Reference.
WHEN
did
PANISH?
I
s...tarted
you
S...TART
s...tudying
S...TUDYING
S...panish
at
S...
SCHOOl(*)
Turn to Pronunciation Reference 6.4 and look at REMEMBER.

Then work in pairs. Now ask each other the questions in
Reading Comprehension. Check your answers with the text.
Have students turn to page 110 and read the Pronunciation Reference together.
13/02/13 16:21
Tongue Twister Game:

This mix and mingle gives students more opportunities to practice
the initial /s/ sound. You can find these tongue twisters in the
photocopiable section.
Steve skis,
scuba dives and
surfs, but he
never swims.
Seven silly
swans swam
south for the
summer.
Sarah speaks
Spanish when
she is in South
America.
Pre-game:
Make sure you have enough copies for your class. See photocopiable
materials. Everyone should get one of the tongue twisters. Tell students
to divide themselves into three groups, depending on what tongue
twister they have. The swans should go to one corner, Sarah tongue
twister holders go to another corner and Steve holders to another corner.
Have them practice saying their tongue twister together. Go to each
group and listen to them say the tongue twister. Correct if necessary.
The Game:
The objective: Students teach fellow students their tongue twister
and vice-versa. Cards are then swapped and students continue to swap
cards until they have learned all three tongue twisters..
Procedure: Students should begin walking around freely (mix and
mingle) and when they hear the signal, they must teach their tongue
twister to the other person and learn the other persons tongue twister.
Cards are then swapped. If students encounter a person with their
same tongue twister, they must recite from memory the tongue twister
three times each.
10. Speaking
Think - Pair- Share: Looking Back
Elicit usage of ago from students. Remind them that ago is used to
indicate when something happened in the past and is placed at the
end of the sentence.
Make sure your students use the questions provided to find about
each others past:
When did you...
start school?
learn to read and write?
learn to swim?
learn to ride a bicycle?

11. Language Focus
Expressing ability in the past: Could
Knowing how to use could enables students to talk about ability or

inability in the past. This short biographical summary of Nick Costa
puts could in a simple and tangible context.
12. Writing
Can and could
This activity provides students the opportunity to apply could in a
practical and personal follow-up. Answers will vary.
13. Go Ahead
This exercise gives examples of everyday situations of people who
werent able to do something because of circumstances. Read the
instructions together and do the first exercise together. Have students
work in pairs or small groups.
1. The Phantom of the Opera was sold out. Rosa and Carlo couldnt
see it on Saturday night.
2. Kim couldnt go ice-skating on Monday because the rink was
closed.
3. Angie had too much homework. She couldnt go to Coney Island
with her friends.
Answers may vary:
4. He couldnt go to the beach. His car didnt start.
5. She had a cold. She couldnt go to work.

14. Writing
Remembering your childhood
Students are asked to write a brief account of their childhood. The
conceptual map gives them the outline necessary to organise their
writing. A model paragraph is provided below. Read the paragraph
with your students before getting them to write. Point out how the
paragraph about Nancy follows the conceptual map and that they
should do the same.
15. Speaking
Think Pair Share: Looking Back
This activity is an extension on the activities found on page 86. At
this point students should have the necessary linguistic tools to feel
comfortable speaking in this context. Make sure they change
partners.
16. Language Focus
Writing and saying dates
There are many ways to say and write dates. In North America you
will find the date written like this: December 27, 1992, whereas in
the United Kingdom you normally find the date written 27th December
1992 or 27 December 1992. For the recording we have chosen to
use the standard way from the United Kingdom.
17. Listening 6.5
TRACK 19
After you have gone over Language Focus, play the 6.5 recording
and have students repeat.
a. 30 June 1944
June the thirtieth, nineteen forty four
b. 2 April 2004
6.5
April the second, two thousand and four
c. 1 January 1806 January the first, eighteen oh six

d. 16 October 1997 October the sixteenth, nineteen ninety seven
e. 15 May 2006
f. 14 July 1424
May the fifteenth, two thousand and six.

July the fourteenth, fourteen twenty four
g. 10 February 1902 February the tenth, nineteen oh two

18. Exact Date Trivia
Have students complete the sentences with the correct verb.
13/02/13 16:21
Exact date trivia
Put the verbs below in the past tense and complete the
sentences. With a partner, match the exact dates with a
historical fact.
4 July 1776 America declared independence from Great Britain.
1 January 2002 The euro became

the new currency for twelve
European countries.
20 21 July 1969 Man landed
on the moon.
14 July 1789 The French Revolution began
.
29 October 1929 The Stock Market crashed
9 November 1989 The Berlin Wall fell

23 April 1616 Shakespeare died
22 November 1963 The Beatles achieved

22. Reading
Have students decide if these sentences are true or false.
Reading comprehension
Are these sentences true or false? Correct the
false sentences.
.
international fame.
19. Preposition of time
F
1. Paul lived in Paris and his girlfriend lived in New York City.
On 29 October 1929, the Stock Market crashed.

In 1929
In the 1920s
In the 20th Century
2. He bought a ring for his girlfriend.

3. He told Juliane that he wanted to marry her.
4. Paul took a plane to Paris the next day.
20. Speaking Think-Pair-Share

This Think Pair Share calls on students to ask each other
questions about the above dates. Students are asked to use
complete sentences when answering.
5. Two security guards stopped him at the airport.

6. Paul had the receipt for the diamond ring in his pocket.

TRACK 20
The Engagement Ring - Pre-Reading
Talk about the words in the pre-reading: engagement ring, security
guard, mature, tears, receipt, to let someone do something, criminal
record, special news report. Make sure your students know the
meaning of these words.
K-W-L Chart: Divide your students in groups of four or five. Have
them complete a K-W-L chart for the story The Engagement Ring.
Have students read the entire story silently. After everyone has
finished reading, take turns reading aloud. You may decide to ask
comprehension questions after page 91 and after the story has been
read in its entirety.
The Engagement Ring
diamond ring missing an hour ago and we know you have one. Yes,
I do, said Paul angrily. Can we see your receipt for the ring? Thats
impossible, its at home, answered Paul.
6. The police knew that he didnt have a criminal record, so they let him
go back home for the receipt. He opened the door and went directly to
his desk in the study and there was the receipt. He sat down on the
sofa. He was tired; he couldnt believe his bad luck. He turned on the
TV. There was a special news report.
7. This is a special news reportFlight 626 from New York City to Paris,
France has crashed. The news continued... He ran to the telephone to
ring Juliane. He couldnt believe it. He couldnt believe his good luck...
6.6
1. Paul was in love; so in love that one sunny Friday afternoon he bought an
engagement ring for his girlfriend who lived in Paris. He wanted Juliane
to live with him in New York City.
2. Paul rang Juliane when he got home that evening. Im coming to Paris
tomorrow. I want to ask you something very important. What is it?
asked Juliane. Tomorrow my dear, said Paul.
3. It was the next day. He was now at the airport and it was time to get on
the airplane. Suddenly two security guards stopped him. Excuse me, sir.
Please come with us. What? cried Paul. Im on my way to Paris. Im
sorry, but you have to come with us.
4. Paul went with the security guards and from the window he could see
the airplane leave for Paris. Paul was forty-three years old, he was a
mature man, but he could feel the tears come down his face. He couldnt
understand what was happening.
5. He went with the security guards to a small room in the airport. Whats
wrong? asked Paul. A diamond ring is missing. A woman reported a
23. Writing
Have students complete written exercises 1-4.
Give complete answers:
1. Where was the receipt for the ring?
It was on Pauls desk in the study.

2. Did the police let Paul go back home alone?
Yes, they did.
3. What did Paul do after he got the receipt?
He switched on /turned on the TV.

4. Why couldnt Paul believe his good luck?
He couldnt believe his good luck
because of the airplane accident.
24. Language Focus

Object pronouns
Draw students attention to the Language Focus on object pronouns.
Activity to demonstrate object pronouns: Youll need a soft ball,
book, pencil or some other small object. Have students stand in a circle.
Give the object to one of your students and pointing to a female student
say, Give it to her. Now point to a male student and say, Give it to
him. Now point to two people and say, Give it to them. Stand close
to another student and say, Give it to us. Finally turn to the the student
who has the ball and say, Give it to me.
Now have students take turns giving the commands combined with
the object pronouns. You may choose to work with the whole group or
you can divide students into groups of five or six.
13/02/13 16:21
25. Go Ahead
Use the correct object pronoun
Students should be able to complete the Go Ahead exercise easily

with the correct object pronouns.
GO AHEAD
Carlos is happy with the bank transaction and leaves the bank.
Use the correct object pronoun.

1. Pauls girlfriend lived in Paris. He wanted to give
her
a ring.
2. The security guards said, You have to come with
us
.
3. He went with them
to a small room.
4. Paul didnt have the receipt with him
5. The guards asked Paul questions about the ring.

They thought he stole it
.
6. They let him
Carlos: Oh, thats very good.

Teller: Yes, its a good exchange if you have euros. This is
the receipt of the transaction. Please sign here. Here you,
are. Thank you, sir.
Carlos: Thank you. Goodbye.
go back home.
26. Writing
Think Pair Share
Put students in groups of four or five. Make sure you group students
heterogeneously there should be a balance in their written ability.
Once they are in their groups, make sure they brainstorm ideas for
part two of the story. When they have sufficient ideas, they can go
ahead and write the sequel.

Getting Started
6.7
Andrew, Carlos and Sarah are in the car. The radio is on and the
windows are down. They are enjoying the warm summer day.
Andrew: Where to now?
Carlos: I need to change some money. Are the banks
open?
Sarah: Yes, theyre open until 5 oclock. I think theres one
right here on North Street.
Andrew: Well wait for you outside. Its such a beautiful
day!
Carlos goes inside the bank. He sees a teller who is free.

Teller: How can I help you?
Carlos: Id like to change 1,000 euros to pounds.
Teller: This is the current exchange rate for the euro.
Andrew: How did you get on, Carlos?

Carlos: Very well, thank you.
Sarah: Did you get a good exchange?
Carlos: Yes, I did. Apparently its a good time to have euros.
Andrew: When did Spain and the other European countries
start using the euro?
Carlos: I believe it was 1 January 2002. Yes, it was. Now I
remember, I was in Tenerife when it happened.
Sarah: Tenerife for New Years! Not bad.
Andrew: I suppose the euro has many advantages.
Carlos: Its convenient when you travel to other European
countries, but then again, prices have gone up. Why
hasnt the UK adopted the euro?
Sarah: Well, here in the United Kingdom, there are many
people who dont want to give up the pound. I suppose
they dont want to give up a part of their history.
Andrew: Yes, I think Sarah is right. Although people feel
European, theyre not ready to say goodbye to their
beloved pound.
Carlos: Hmmm. Interesting
Sarah: Yes, its a big issue now.
Andrew: Well, shall we go back to the house? Im sure
Carlos would like to rest a little before going out tonight.
Sarah: Are you going out again this evening?
Carlos: Yes, we are, and were expecting you to come out
with us, Sarah. So then, lets go back to the house and
get some rest before this evening.
Reading in pairs
Remind them to take a role and then proceed to read the story. When
they have completed the reading, get them to switch roles and read
the story again. Make sure you circulate and monitor their progress.
Theatre
expressive and enthusiastic and to use all the props available to
them.
Workbook exercises
exercises.
13/02/13 16:21
Reading. The First Inhabitants of Los Angeles, California.
Complete the following text with the past of the verbs in the box.
see - name - live - enjoy - be - explore - call - claim

lived
The Tongva, Chumash, and other Native Americans __________________________
in the Los Angeles coastal
enjoyed
area for hundreds of years. They ______________________________
the rich animal and marine life of the area.
were
In 1542 Juan Cabrillo and other Spanish explorers _____________________________________
the first Europeans
claimed
to visit the area and ______________________
this territory for Spain.
JUAN CABRILLO GASPAR DE PORTOLA
explored
southern California with Franciscan Fathers
In 1769, Gaspar de Portola _____________________________________
saw
Junipero Serra and Juan Crespi. Portola _____________________________________
a beautiful river and ________
named
_____________________________
it el Rio de Nuestra Seora la Reina de los ngeles de Porcincula, or in
English the River of Our Lady the Queen of the Angels of the Porciuncula. Today this river is ______
called
_______________________________
JUNIPERO SERRA
the Los Angeles River.
Reading.
Complete with one of the following words in the past tense.
win - be (2x) - bring - grow - modernise - help - begin

were
California and other western states ______________________________
part of New Spain. Their central
was
government______________________________
under the leadership of the Spanish viceroyalty in what
is today Mexico City.
won
In 1821 Mexico ______________________________
independence from Spain. The territory of California
grew
______________________________
in size and importance. In 1847 the American-Mexican war
began
______________________________
and Mexico lost California and other territories to the United States.
Los Angeles was now part of the United States.
modernised
Los Angeles in the 1800s. The discovery of oil also
The railroads ______________________________
helped
brought
______________________________
its growth. Later in the 1920s the film industry ______________________________
glamour and commerce to the city.
MEXICAN WAR
Los Angeles is now a dynamic, multicultural city. It is the home of all nationalities, but its
Spanish and Mexican heritage is evident.
1889
1955
Today
13/02/13 16:21
Language Focus
The following sentences are false.

Correct them by using the negative.
Complete with did or was/were

and then answer the questions.
was
New Spains central government?
1. Where _______________________
Example:
Europeans were the first people to live in the Los Angeles area.
Europeans werent the first people to live in the Los Angeles
area. Native Americans llived in the area.
New Spains central government was in Mexico City

___________________________________________________________________
did
2. When ______________
Mexico win its independence from Spain?
1. They enjoyed the abundant animal life of the forests in the area.
They didnt enjoy the abundant animal life of the forests

in the area.
They enjoyed the rich animal and marine life of the area.
2. In 1492 Juan Cabrillo and other Spanish explorers claimed
the Los Angeles territory for Spain.
Mexico won its independence from Spain in 1821

___________________________________________________________________
3. When _______________________
the American-Mexican war begin?
did
The American-Mexican war began in1847

___________________________________________________________________
did California become part of the United States?
4. When __________
California became part of the United States in 1847

___________________________________________________________________
In 1492 Juan Carillo and other Spanish explorers didnt

claim the Los Angeles territory for Spain.
In 1542 Juan Carillo and other Spanish explores claimed
the Los Angeles territory for Spain.
did
5. When_________________
the film industry come to Los Angeles?
The film industry came to Los Angeles in the later 1920s
___________________________________________________________________
3. In 1769 Gaspar de Portola explored northern California.
In 1769 Gaspar de Portola didnt explore northern California.

In 1769 Gaspar de Portola explored southern California.
6
Put the following words in the correct order.
1. from / Mexico / independence / Spain / won
4. Portola named the city after a mountain.
Mexico won independence from Spain

___________________________________________________________________
Portola didnt name the city after a mountain.

Portola named the city after a river.
Ordinals
Complete with the correct word or number:
2. New Spain / California / part / was / of
California was part of New Spain.

___________________________________________________________________
3. in / area / the / before / lived / the / Europeans / arrived /
2nd
3rd
first
second
third
4th
5th
6th
fourth
fifth
sixth
8th
seventh
eighth
ninth
10th
20th
21st
tenth
twentieth
twenty-first
25th
28th
31st
twenty-fifth
twenty-eighth
thirty-first
1st
th
Native Americans
Native Americans lived in the area before

___________________________________________________________________
the Europeans arrived
___________________________________________________________________
4. the / river / the Los Angeles River / called / today / is
Today the river is called the Los Angeles river

___________________________________________________________________
th
5. multicultural / city/ is/ now / a / dynamic / Los Angeles
Los Angeles is now a dynamic multicultural city

___________________________________________________________________
13/02/13 16:21
Could / Couldnt
Could you do the following things when you were five?

Write a sentence using each word or phrase.
Write the following dates in words.

Example: 20 February 2006
The twentieth of February,
two thousand and six
read - ride a bike - speak English - write - live alone

travel alone - take the bus - skateboard
4 June 1975
Example:
June the fourth, nineteen and seventy-five
________________________________________________________________________________________________________________________________________________
1. I couldnt read when I was five
30 March 2000
2. I couldnt ride a bike
March the thirtieth, two thousand
___________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
I couldnt speak English

3.________________________________________________________________________________
I couldnt write
4.________________________________________________________________________________
I couldnt live alone

5.________________________________________________________________________________
August the sixteenth, nineteen and sixty-two
________________________________________________________________________________________________________________________________________________
I couldnt take the bus alone

7.________________________________________________________________________________
1.
2.
3.
4.
5.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________________________________________________________________________________________________________________________________________
December the second, nineteen and twenty-eight

4 February 1925
February the fourth, nineteen and twenty-five
________________________________________________________________________________________________________________________________________________
Now I can!
1.
2.
3.
4.
5.
April the seventeenth, two thousand and five
________________________________________________________________________________________________________________________________________________
Think about five more things that you could not do when you were five
years old, but now you can do. Write your sentences below.
I could not do this when
I was five
17 April 2005
2 December 1928
I couldnt travel alone

6.________________________________________________________________________________
I couldnt skateboard
8.________________________________________________________________________________
16 August 1962
____________________________________________________
Historical Moments.
Complete with the past tense of the verbs in the box.
proclaim - become - record - invade
____________________________________________________
____________________________________________________
____________________________________________________
1. 4 April 1931. A provisional government

the Second Republic of Spain.
proclaimed
__________________________
____________________________________________________
Writing
Use the information above and write a short paragraph about
what you could or couldnt do when you were younger.
2. 1 September 1939. Nazi Germany
invaded
__________________________
Poland.
became
3. 12 April, 1961. Yuri Gagarin __________________________
the first human in
space.
When I was ____________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
recorded the hit song Hound

4. 2 July 1956. Elvis Presley __________________________
Dog.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
13/02/13 16:21
10
Why couldnt they?
11
Object Pronouns
I
Prado Museum
you
he
Open: 9:00 20:00
she
*Closed on Mondays
me
you
him
her
it
we
you
they
It
us
you
them
Rewrite the following sentences replacing the words in bold

with personal pronouns and object pronouns
Example: Paul rang Juliane when he got home that evening.

He rang her when he got home that evening.
1. Linda couldnt visit the Prado museum on

Monday because it was
closed.
_____________________________
1. Paul went to the room with the security guards.
_____________________________
He went to the room with them
_____________________________________________________________________________________________________________________
2. Paul told Juliane that he was going to Paris.

He told her that he was going to Paris
_____________________________________________________________________________________________________________________
3. The guards stopped Paul.
stopped him
They
_______________________________________________
4. James and I left the books on the table.
left them on the table

We
_______________________________________________
5. My sister gave my dad a new watch for his birthday.
couldnt go to the __________

beach
2. M
aria ____________
because of the weather.
gave him a new watch for his birthday

She
_______________________________________________
6. Fionna and Martha helped the man.
They helped him
_____________________________________________________________________________________________________________________
12
Revision of regular and irregular verbs in the Past Simple

eat
do
ate
sleep
speak
slept
spoke
bring
did
ring
write
rang
wrote
buy
brought
want
have
wanted
come
go
stop
went
stopped
show
made
become
came
had
bought
make
find
say
win
said
won
tell
flew
begin
became
found
showed
fly
be
talk
sing
told
get
talked
sang
hear
got
like
began
was/were
heard
invite
invited
wear
liked
wore
13/02/13 16:21
13
The dialogue between Carlos and

the bank teller is out of order.
Put it in the correct order in the box below
Read the sentences below. Decide if they are true or false.

Correct the false sentences and make them true.
This is what Carlos said:

Carlos: Oh, thats very good.
Carlos: Thank you. Good bye.
Carlos: Id like to change 1,000
euros to pounds.
True False
1. Sarah drove Carlos to the bank.
2. Carlos changed 1,000 pounds to euros.
3. Sarah and Andrew went into the bank with Carlos.
4. Carlos didnt get a good exchange rate.
5. The bank teller was friendly.
6. The bank teller forgot to give Carlos the receipt.
14
This is what the Bank Teller said:

Teller: Yes, its a good exchange rate if you have euros. This is the receipt of
the transaction. Please sign here. Here you are. Thank you, sir.
Teller: This is the current exchange rate for the euro.
Teller: How can I help you?
Teller:
How can I help you?
______________________________________________________________________________________________________________
Id like to change 1,000 euros to pounds

Carlos: _______________________________________
This is the current exchange rate for the euro
Teller: ________________________________________
Oh, thats very good
Carlos: _______________________________________
Yes, its a good exchange rate if you have euros.
Teller: ________________________________________
This is the receipt of the transaction
____________________________________________
Please sign here. Here you are. Thank you, sir
____________________________________________
Thank you good bye

Carlos: _______________________________________
15
Match to make a complete sentence. Write the sentences in the space below.
Id like to change
time to have euros.
Yes, its a good exchange rate
you to come out with us, Sarah.
Apparently its a good
if you have euros.
Im sure Carlos would like
has many advantages.
I suppose the euro
1,000 euros to pounds.
Were expecting
to rest a little before going out tonight.
1. Id like to change 1,000 euros to pounds
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Yes, its a good exchange rate if you have euros
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Apparently its a good time to have euros
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Im sure Carlos would like to rest a little before going out tonight
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
5. I suppose the euro has many advantages
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Were expecting you to come out with us, Sarah
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
13/02/13 16:21
Points of view: the euro and pound debate
16
In chapter 6 there is a debate about the euro and the pound.

Carlos has one point of view and Sarah and Andrew have another
point of view. Read the sentences and put them in
Carloss column or in Sarah and Andrews column.
vel.
n you tra
e
h
w
t
n
nie
Its conve
K.s history.
The pound is part of the U.
Prices have gone up.
Theyre not ready to

say goodbye to their
beloved pound.
Carlos
Sarah and Andrew
1. The pound is part of the U.K.s history
1. Its convenient when you travel
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
2. Prices have gone up
2. Theyre not ready to say goodbye
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
to their beloved pound
__________________________________________________________________________________________________________________
I ___________________________________________________________________
What do you think about

the euro?
____________________________________________________________________
____________________________________________________________________
UNIT
COMPETENCES
Understanding
Listening
Reading
I can understand:
1
the gist of a simple historic text or story.
Speaking
Spoken
Production
Writing
I can understand:
basic texts related to a historic event or a short story.
Speaking
Spoken
Interaction
For more practice:
For more practice:

1
I can:
write a simple story or write about an event that took place in
the past.
For more practice:
I can:
tell a simple story or explain an event that happened in the
past.
For more practice:
I can:
respond and react appropriately when someone tells me a
short story or an event that happened in the past.
For more practice:

1
13/02/13 16:22
Consolidation: Units 4 - 6
CD 2
Practice
Present Simple, like + -ing
skiing
1. She loves __________________________________
2. He enjoys__travelling
_________________________________
cooking
3. They like ___________________________________
dont like going
4. They ________________________________________
to the beach
___________________________________________________
What can they do?
Use these verbs to make a sentence with can/cant.
play dance ride ski make cook
1. they
4.
can play tennis
they can dance
2.
5.
he cant play chess
Past Simple
Write the questions and then answer them
using the words given
Example:
They/buy a house?
Did, they buy a house?
No, they bought a flat
a flat
he can make Sushi
3.
6.
she cant cook
she can ride a horse
1. Did she fly to New York?
No,
2. Did
No,
3. Did
No,
4. Did
No,
she flew to Los Angeles

he go by plane?
he went by train
you have a shower?
I had a bath
you see a film?
we saw a theatre play
13/02/13 16:22
Regular and irregular verbs

Decide if the following verbs are regular or
irregular verbs. Then write the verb in the past tense.

Regular
Irregular
visit
have
do
travel
take
stay
be
meet
go
see
like
buy
eat
get
Listening
Theresas weekend in London.

Listen and complete:
Past tense
What did Jane do yesterday?

Use the following verbs:
go(2x) have(2x) get up play
Hi! Im Theresa. I live in Canterbury. Last weekend

visited my friend Hannah who lives in London. We
I ______________
had
______________
a great time. This is what I did.
visited
had
did
travelled
took
stayed
was/were
met
went
saw
liked
bought
ate
got
went to London by train and I ______________

tOOK
Last Friday I ______________
the underground to Hannahs flat in Notting Hill. That evening we
was
had dinner at an Indian restaurant. It ______________
______________
met
delicious! Later that evening, we ______________ some of Hannahs
friends at a nightclub in Soho.
went to the Tate Museum. We
The next day we ___________
saw
liked it a
______________ the Frida Kahlo exhibition. We ___________
wrote some postcards and a poster at the museums
lot. I ______________
had a pizza in an Italian restaurant.
gift shop. Later we ______________
took the train back to

Later in the afternoon I ______________
was
Canterbury. It ______________ great visiting Hannah in London.
Now listen again and check your answers.
Questions: Theresas Weekend
Unscramble these words and make questions in the past

tense. Then answer the questions.
1. travel / did / train / Theresa / by / ?
Did Theresa travel by train? Yes, she did.
She got up at 10 oclock
2. dinner / did / they / have / where / ?
She had breakfast.
3. go / did / they / where / dinner / after /?
1.
_____________________________
2.
_______________________
3.
She had lunch
_______________________
Where did they have dinner?

At an Indian restaurant.
Did Theresa like the food?
Yes, she loved it. It was delicious
4. food / did / Theresa / the / like / ?
4.
She
went to the cinema.
_____________________________
Where did they go after dinner?

They went to a night club in Soho
She
went shopping.
_______________________
What exhibition did they see?

They saw the Frida Kahlo exhibition
5. see / what / exhibition / did / they / ?
5.
6.
She played tennis.
_______________________
6. she / did / book / buy/ a / ?
Did she buy a book?

No, she bought some postcards and a poster
13/02/13 16:22
Listening Transcripts
Unit 0
Ana:
Manuel:
Kate:

Philip:

Listening 0.1: The English Alphabet
a b c d e f g h i j k l m n o p q r s t u v w x y z
2. K
3. B
4. S
5. C
6. X
7. T
8. Q
9. P
10. R
Listening 0.3: Vowels

1. a
2.e
Listening / Pronunciation 1.4: Personal Questions

WHATs your NAME?
WHERE are you FROM?
HOW OLD are you?
WHERE do you LIVE?
WHATs your JOB?
Listening 0.2: Consonants

1. L
Yes, it is.
Im hungry. Are you hungry?
Yes, I am! How about something to eat and drink?
Lets go!
Listening / Pronunciation 1.5: Listen and repeat.
3. i
4. o
5. u
thirteen fourteen
Im from OXFORD.
Im a DOCTOR.
MY names MARY.
IM THIRTY -FOUR
I LIVE in LONDON
fifteen sixteen seventeen eighteen nineteen
twenty thirty
Listening 1.6: Numbers
forty fifty
sixty
ninety
one hundred
five hundred
Listening 0.4: Numbers:

one two three four
eight nine
ten
five six seven
eleven twelve
seventy eighty
one thousand
a. 13
b. 40
YEARS old.
c. 15
d. 16
e. 70
f. 80
g. 19
2. How do you spell that?
Telephone numbers
h. 91 522 1783
i. 217 453 2744
j. 01383 885 544
3. How do you pronounce this word?
Listening 1.7: Whos That Guy?
4. Can you help me?
Mario: Flavio, who is that man over there?

Flavio: Hmmm... hes someone famous.
Mario: Yes, hes someone famous..., but who is he?
Flavio: I know! Ummmm...
Mario: Yes?
Flavio: Is he Sharon Stones husband?
Mario: Who?
Flavio: No, no, no hes not... Just a minute. Thats it!
Mario: Who is he?
Flavio: Hes Madonnas husband. Yes, thats it!
Mario: Is he famous? Whats his name?
Flavio: His name is Guy Ritchie.
Mario: Is he a singer, too?
Flavio: No, hes not. Hes a film director.
Mario: Oh right. Wheres he from?
Flavio: I think hes from the United States.
Mario: No, he isnt. Hes from England.
Flavio: Oh, no! Where is he?
Mario: Oh well, Madonna is the famous one!
Flavio: True!
Listening 0.5: Student language

1. How do you say _________in English?
5. Can you repeat that, please?

6. I dont understand.
Unit 1
Listening 1.1: On Holiday
Kate: Its a BEAUTIFUL DAY!
Ana: YES, it IS!
Kate: HELLO, Im KATE and this is PHILIP.
Ana:
HI! NICE to MEET you. Im ANA.
Kate and Philip: PLEASED to MEET you ANA.
Ana: WHERE are YOU from?
Kate:
WERE from BRITAIN.
Philip: WHERE are YOU from ANA?
Ana:
IM from SPAIN.
Kate: What a GREAT DAY for SKIING!
Listening / Pronunciation 1.2: Natural Speech
When we speak fast, we link words together. Final consonant sound initial
vowel sound.
This is Philip.
Im Ana.
We also stress PROMINENT content words. The vowel sound in the nonprominent words is weak.
Its a BEAUTIFUL DAY!
NICE to MEET you!
What a GREAT DAY for SKIING!
Listening 1.3: On holiday
Ana:
Manuel:
Kate and Philip:
Manuel:
Philip:

Ana:

Philip:
Manuel:
Kate:
Manuel, this is Kate and Philip.

Nice to meet you.
Pleased to meet you Manuel.
Are you British?
Yes, were from London.
I love London! Its a wonderful city.
Where are you from?
Were from Granada.
The Sierra Nevada is a great place to ski.
Listening / Pronunciation 1.8: Listen and repeat.

Is (h)e FAMOUS?
WHATs (h)is NAME?
Is (h)e SHARON STONES HUSBAND?
Is (h)e a SINGER?
Is (h)e a FILM DIRECTOR?
Listening 1.9: A Summer to Remember: Chapter 1
Unit 2
Listening 2.1
1. Hes twenty-nine years old. Hes got blond hair and blue eyes.
2. Shes in her twenties. Shes got long red hair and green eyes.
3. Hes in his thirties. Hes got dark hair, dark eyes and glasses.
4. Shes in her twenties. Shes got long dark hair and green eyes.
5. Hes in his thirties. Hes got a shaved head and his eyes are brown.
6. Shes fifty-one years old. Shes got short blond hair, blue eyes and glasses.
13/02/13 16:22
Listening 2.2
Listening / Pronunciation 2.7: The most frequent vowel in English
1. Hi! My name is Sarah. Ive got long dark hair and green eyes. Im Irish.
2. Hello. My names Barbara. Ive got long red hair and green eyes. Im Canadian.
3. Hi! My name is Susan. Ive got short blond hair, blue eyes and glasses. Im
American
4. Hello. My names David. Ive got a shaved head and my eyes are brown. Im
British.
sofa
different
computer
perfect
comfortable attraction
mother excellent
children fantastic
Listening 2.3
dirty eleven
empty expensive
family
1. Whats she got?

2. Whats he got?
3. Whats he got?
4. Whats she got?
5. Has he got brown hair?
6. Has she got a Vespa?
7. Has she got glasses?
8. Has he got blue eyes?
Listening 2.4.a
Brenda:
Jill:

Brenda:
Jill:
Brenda:
Jill:
Brenda:
Jill:

Brenda:
Is he tall?
No, he isnt, but he isnt short. Hes average height.
What colour of hair has he got?
Hes got light brown hair.
Has he got glasses?
Yes, he has.
Has he got a car?
No, he hasnt. Hes got a Vespa!
Wow! So have I!
Listening 2.4.b
Mark: What colour of hair has she got?
Jill:
Shes got dark brown hair.
Mark: Has she got long or short hair?
Jill: Shes got short hair.
Mark: What colour of eyes has she got?
Jill:
Shes got brown eyes and

shes got glasses.
Mark: Is she tall?
Jill: No, shes short.
Mark: What type of car has she got?
Jill: She hasnt got a car. Shes got a Vespa.
Mark: Wow! So have I!
Jill:
Great! Its a perfect match!
Listening / Pronunciation 2.5
1. she
2. Spanish
3. Irish
4. British
5. fashion
6. Sharon
7. cash
8. description
9. musician
10. sugar
1. shoe
2. Sue
3. March
4. mash
5. lunch
6. show
7. so
8. yes
9. wash
10. watch
Listening 2.9: The Mendez Davis family

The Mendez Davis family lives in Madrid. Luis is 48 years old and is from a
small village called El Toboso in the province of Toledo. Amanda Davis is 44
years old and is originally from Dublin, Ireland. Theyve got three children. Julia
is 16 years old. Aileen is 14 and Liam is ten. They speak English at home, but at
school and work they speak Spanish. Amanda and the children always return to
Ireland for the summer. Luis goes to Dublin for the month of August. They love
Ireland, but Madrid is home.
Unit 3
Listening 3.1
Australia needs doctors:
The Australian government needs qualified overseas trained doctors to enter the
Australian medical workforce. Read and listen about a doctor
from Spain who now lives in Australia.
Hi. My name is Vanessa. Im 34 years old and I live in Sydney, Australia. Its a
long way from Valencia, Spain, where Im from, but Sydney is now my home
and I love it!
Im a doctor at a hospital. Sydney is a great place to live and work. I have many
friends and my job as a doctor is important to me. People here are friendly
and relaxed. There are people of all different nationalities in Australia. Its very
multicultural and I like that.
During the week I follow my Monday to Friday routine. I always wake up at 6:00
am. I have a shower and get dressed and then I have breakfast. I leave the
house at 7:30 and I drive to the hospital. I start work at 8:00. First, I visit my
patients. I often have a meeting at 10:00. Then I have a fifteen-minute coffee
break and I relax a little and talk to colleagues.
I usually have lunch at 12:30 in the hospital canteen, but when there is an
emergency and Im very busy, I dont have lunch until 3 or 4 oclock. My day
at the hospital usually finishes at 5 oclock.
After work I sometimes go to the gym or I go jogging on the beach. In the
evenings I often meet friends for dinner or I have a light dinner at home. At 8:00
pm I always telephone the hospital to check on my patients. Then I
usually read a book or study. I never go to bed before midnight, but by
then I am always tired and ready for bed.
1. watches
2. glasses
3. pages
4. boxes
5. flashes
6. finishes
7. kisses
8. manages
9. buzzes
10. mixes
11. Lizs
1. live
2. leave
3. They live together
13/02/13 16:22
4. We leave happily
5. I want to live with you.
6. please
7. this
8. these
9. week
10. drink
People who like nature and enjoy observing and looking after it demonstrate
naturalist intelligence. Ecologists, farmers and biologists are professions
that use this intelligence.
Listening 3.4
People who enjoy being with people and are good at organising people
demonstrate interpersonal intelligence. Teachers, managers and
politicians are examples of professionals who show interpersonal intelligence
We see visual-spatial intelligence in people who enjoy painting, drawing,

designing and other artistic areas. Architects, designers and artists all
possess visual-spatial intelligence.
Its twelve oclock. Its half past twelve. Its quarter to eleven. Its quarter past
twelve. Its nine oclock. Its half past ten. Its quarter to two. Its quarter past one.
Its quarter past five. Its six oclock. Its half past three. Its quarter to seven.
Listening 3.5
1. Hi. My names Robert. Im a waiter in a restaurant in New York City.
I dont like my job. I want to be an actor.
2. Hello. My names Mary. Im a shop assistant. I like my job because I love
clothes. I start work at one oclock in the afternoon. Its perfect because I
dont like to wake up early in the morning.
3. Hi, Im Jenny and this is Angie. Were freelance interior decorators. We love
what we do because its creative. The only problem is that we work at the
weekend.
Listening 3.6
Hi. Im Carlos. I live in Madrid, Spain. Im originally from Los Gatos, California.
Im married and Ive got a son and a daughter.
Im a classical musician. I play the viola for the National Symphony Orchestra of
Spain. Its a wonderful profession, because I love classical music.
Sometimes we go on tour, and when we do, we travel to Japan, North and
South America and other countries in Europe.
I like living in Madrid. There are many cultural opportunities here. When I
dont have a concert, my wife and I often go out for dinner at the weekend.
I love all types of food, especially Indian food.
Listening: 3.7: A Summer to Remember: Chapter 3
Consolidation:
Units 1-3
Listening:
A
1. Martha Grant is Canadian and lives in the city of Toronto. She is thirty-six
years old and is married. Martha works at a hospital. She is a doctor. I love
my job, but I am always very tired when I go home.
2. Roberto is Italian and lives in London He is twenty-eight years old and isnt
married. I work at an Italian restaurant as a chef. London is a great city!
3. Eva is thirty-two years old and is originally from Mexico. She lives in Paris
and is a successful novelist. I love living in Paris, she says.
4. Rick is a journalist for the BBC. He is originally from Ireland, but now lives in
Nairobi. I enjoy living here. Kenya is a beautiful country.
Unit 4
Unit 4: Listening Transcript
Listening 4.1
People who enjoy music show musical-rhythmic intelligence. Singers and
musicians use this intelligence.
People who like sport or enjoy going to the gym use bodily-kinesthetic
intelligence. Actors, dancers and surgeons are examples of professions
that demonstrate bodily-kinesthetic intelligence.
We see verbal-linguistic intelligence in people who enjoy language.
Authors, journalists and lawyers are examples of professions that use this
intelligence.
People who enjoy mathematics, problem solving and logic show logical
mathematical intelligence. Computer programmers, engineers and scientists
use this intelligence.
Philosophers and psychologists are examples of professions that use

intrapersonal intelligence. People who enjoy spending time alone thinking
and organising personal projects show this type of intelligence.
Listening / Pronunciation 4.2: Natural Speech: Intonation
1. I dont like waiting for people
2. I love going for walks
3. I like reading books
4. I dont like playing chess
5. I enjoy going to parties
6. I hate being late
1. shopping
2. hotel
3. going
4. watching
5. jogging
6. doctor
7. home
8. photos
Listening 4.4
Hi. My name is Martin van Holden. Im originally from Amsterdam, but I now
live in Ibiza and Barcelona. Im a DJ and I work at a famous club in Ibiza from
April until October. From November until March I live in Barcelona. When Im
in Ibiza I love going to the beach. I enjoy swimming, sailing and windsurfing.
Ibiza is a wonderful island. Everyone is friendly and life is relaxed here. I only
have one pet hate, and thats when people dont dance to my music!
Listening / Pronunciation 4.5: Can or Cant
1.
2.
3.
4.
5.
6.
7.
8.
You can go rock climbing in spring.

You cant go snowboarding in summer.
You can play golf in summer.
You cant play golf in winter.
You cant go skiing in summer.
You can go kayaking in spring.
You can go canoeing in autumn.
You cant go canoeing in winter.
Unit 5
Unit 5: Listening Transcript
Listening / Pronunciation 5.1: Regular Past Simple ED:
Connected Speech
1. like - liked
2. travel - travelled
3. stop - stopped
4. fish - fished
5. live - lived
6. open - opened
7. watch - watched
8. organise - organised
9. stay - stayed
10. laugh /l :f/ - laughed
11. kiss - kissed
12. continue - continued
13/02/13 16:22

1.
2.
3.
4.
5.
6.
7.
8.
want - wanted
visit - visited
depend - depended
wait - waited
decide - decided
invite - invited
start - started
represent - represented

1. wanted
2. opened
3. depended
4. watched
5. decided
6. kissed
7. fished
8. represented
1. WHO did he GO to LONDON WITH?
2. WHAT did they DO on FRIDAY EVENING?
3. Did he BUY CARLOTTA a PRESENT?
4. Did you SEE (h)er?
Listening 5.5: The woman behind Notting Hills carnival
Claudia Jones was one of the founders of the Notting Hill Carnival and is
considered one of the one hundred Great Black Britons.
She was born in Belmonte Port-of Spain, Trinidad in 1915 and lived in
Harlem, New York until 1955. Because of her political work during the McCarthy
era, she was deported to Great Britain in 1955. She did not stop her work in
politics; she continued and became active in the local Notting Hill campaign
for equal rights for the African Caribbean community. She also began the West
Indian Gazette, a newspaper that represented the Caribbean community in
London.
In 1958 there were racial conflicts in many parts of London, including Notting
Hill. In 1959 Claudia Jones organised the first Carnival as a way to celebrate
and share Caribbean culture, as well as a way to fight racism.
Claudia believed, A peoples art is the genesis of their freedom. Notting
Hills Carnival is the largest carnival in Europe and is a dynamic celebration of
Londons multi-cultural diversity
Listening / Pronunciation 5.6: cat or cut? / / - / /
cat cut
cap cup
bad bud
match
much
ham
hum
Listening 5.7
B. In 1524, the Italian Giovanni da Verrazano explored the Native Americans

land. One hundred years later, the Dutch went to the area and named it New
Amsterdam.
In 1664, the British took control of the area and renamed it New York,
after the Duke of York, brother of King Charles II.
Pause
C. The United States was a British colony until the end of the American
Revolutionary War in 1783. When the United States won its independence from
Great Britain, New York City became the new countrys temporary capital until
1790.
D. During the 19th century, New York City grew considerably. More Europeans
continued to emigrate to New York City.
In 1886 the French government gave the United States the Statue of
Liberty. It became the symbol of new opportunity for many immigrants.
Pause
E. At the beginning of the 20th century, there was an economic boom. People
enjoyed Broadway and jazz was popular. On 29 October 1929, the Stock
Market crashed and the Great Depression began. The years during the
Depression were difficult, but the city survived the hard times.
F. After World War II, New York became the leading industrial city of the world
and the city continued to grow again.
In the 1970s and 1980s, many New Yorkers left the city and moved to the
suburbs in New Jersey, Connecticut and New York State.
G. At present, New York City has a population of more than 8 million people and
the New York Metropolitan Area has a population of more than 22
million people.
On 11 September 2001, there was a massive terrorist attack on the World
Trade Center - nearly 3,000 people died.
New York City is full of history, languages and culture. Its many historical ups
and downs makes it the great city that it is today.
present (n.)
emigrate
depression
economy
beginning terrorist economic enjoy
temporary century exchange rename
revolutionary
explore

mother thought those thousand bath
other
throw their both theatre clothes then
did you S..TART S..TUDYING S..PANISH?
WHEN
I s..tarted s..tudying S..panish at SCHOOL.
Walk along Panton Street. Carry on until you come to Haymarket Street.
Listening 6.5
Turn right at Haymarket and walk along Haymarket until you come to Coventry
Street.
a. 30 June 1944
June the thirtieth, nineteen forty four
b. 2 April 2004
April the second, two thousand and four
When you come to Coventry Street turn left and then you can see the Statue of
Eros straight in front of you.
c. 1 January 1806
January the first, eighteen oh six
d. 16 October 1997
October the sixteenth, nineteen ninety seven
e. 15 May 2006
May the fifteenth, two thousand and six.
Unit 6
Listening 6.1: A Brief History of New York City
A. The Lenape Indians lived in Manhatina, or what is now Manhattan,
thousands of years before European explorers arrived. The Lenape
hunted , fished and farmed their native land.
f. 14 July 1424
July the fourteenth, fourteen twenty four
g. 10 February 1902
February the tenth, nineteen oh two
Listening and Reading 6.6: The Engagement Ring

1. Paul was in love; so in love that one sunny Friday afternoon he bought an
engagement ring for his girlfriend who lived in Paris. He wanted Juliane to
live with him in New York City.
13/02/13 16:22
2. Paul rang Juliane when he got home that evening. Im coming to Paris
tomorrow. I want to ask you something very important. What is it? asked
Juliane. Tomorrow my dear, said Paul.
3. It was the next day. He was now at the airport and it was time to get on the
airplane. Suddenly two security guards stopped him. Excuse me, sir. Please
come with us. What? cried Paul. Im on my way to Paris. Im sorry, but
you have to come with us.
4. Paul went with the security guards and from the window he could see
the airplane leave for Paris. Paul was forty-three years old, he was a
mature man, but he could feel the tears come down his face. He couldnt
understand what was happening.
5. He went with the security guards to a small room in the airport. Whats
wrong? asked Paul. A diamond ring is missing. A woman reported a
diamond ring missing an hour ago and we know you have one. Yes, I do,
said Paul angrily. Can we see your receipt for the ring? Thats impossible,
its at home, answered Paul.
6. The police knew that he didnt have a criminal record, so they let him go
back home for the receipt. He opened the door and went directly to his desk
in the study and there was the receipt. He sat down on the sofa. He was
tired; he couldnt believe his bad luck. He turned on the TV. There was a
special news report.
7. This is a special news reportFlight 626 from New York City to Paris,
France has crashed. The news continued... He ran to the telephone to ring
Juliane. He couldnt believe it. He couldnt believe his good luck...
Consolidation:
Units 4-6
Listening F
Hi! Im Theresa. I live in Canterbury. Last weekend I visited my friend
Hannah who lives in London. We had a great time. This is what I did.
Last Friday I travelled to London by train and I took the underground
to Hannahs flat in Notting Hill. That evening we had dinner at an Indian
restaurant. It was delicious! Later that evening, we met some of Hannahs
friends at a night club in Soho.
The next day we went to the Tate Museum. We saw the Frida Kahlo
exhibition. We liked it a lot. I bought some postcards and a poster at the
museums gift shop. Later we ate a pizza in an Italian restaurant.
Later in the afternoon I got the train back to Canterbury. It was great
visiting Hannah in London.
13/02/13 16:22
A note to the teachers

Rubrics
e-Posters
There are many different ways to assess a students progress. One

is to keep an ongoing record of the students work through rubrics.
There are photocopiable rubrics that assess the overall unit objectives.
It is recommended that after the completion of each unit teachers use
this evaluation instrument to keep a record of students progress.
Posters in electronic format for projection on an IWB.
Portfolios
Teachers may also decide to keep a portfolio of students work.
Teachers simply create a portfolio or file of selected work by individual
students. This aids teachers in ongoing assessment.
Tests
Two tests are included at the end of the Teachers Guide. The tests
cover all four skills and include a section on grammar, which is labelled
Language.
13/02/13 16:22
e-Posters
UNIT 2 - DESCRIBING GENERAL APPEARANCES

UNIT 1 - THE VERB BE
UNIT 3 - PRESENT SIMPLE
UNIT 4 - LIKE + INFINITIVE + ING
UNIT 5 - IRREGULAR VERBS
MAP OF THE UNITED KINGDOM AND IRELAND.

CITIES INCLUDED IN A Summer to Remember
13/02/13 16:22
Rubrics
Unit 1 Rubric for Continuous Assessment
Name of student
Name of student
Teachers notes
Teachers notes
Understanding
Uses common greetings and
simple introductions when
meeting people.
Reading
Can read simple dialogues and
texts related to meeting people.
Spoken Interaction
Can interact in English in simple
situations, such as greetings and
meeting people.
Spoken Production
Can use simple language to talk
about daily routines.
Writing
Can complete simple written
exercises that are related to the
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
meeting people.
Reading
Spoken Interaction
meeting people.
Spoken Production
Writing
Total points
Name of student
Teachers notes
Teachers notes

meeting people.
Reading
Spoken Interaction
meeting people.
Spoken Production
Writing
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Total points
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Total points
Name of student
Understanding
4
Always
2
Occasionally
Understanding
meeting people.
Reading
Spoken Interaction
meeting people.
Spoken Production
Writing
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Total points
13/02/13 16:22

Name of student
Name of student
Teachers notes
Teachers notes
Understanding
Understands basic vocabulary when
people talk about their family. Also
understands simple physical
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Can read basic texts related to the Always
family and simple physical
2
Occasionally
Spoken Interaction
4
Can interact and ask and answer Always
simple questions related to the
2
topic of family and friends.
Occasionally
Spoken Production
4
Always
Can use simple phrases and
sentences to talk about family and 2
friends.
Occasionally
Writing
4
Can write short descriptive
Always
sentences about family and
2
friends.
Occasionally
3
Usually
1
Never
Reading
4
2
Occasionally
Spoken Interaction
4
2
Occasionally
Spoken Production
4
Always
friends.
Occasionally
Writing
4
Always
2
friends.
Occasionally
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
Total points
3
Usually
1
Never
3
Usually
1
Never
Total points
Name of student
Name of student
Teachers notes
Teachers notes
Understanding
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
2
Occasionally
Spoken Interaction
4
2
Occasionally
Spoken Production
4
Always
friends.
Occasionally
Writing
4
Always
2
friends.
Occasionally
3
Usually
1
Never
Reading
4
2
Occasionally
Spoken Interaction
4
2
Occasionally
Spoken Production
4
Always
friends.
Occasionally
Writing
4
Always
2
friends.
Occasionally
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
Total points
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
Total points
13/02/13 16:22

Name of student
Name of student
Teachers notes
Teachers notes
Understanding
Understands simple daily routines
combined with time expressions.
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
Can read simple texts about a
persons daily routine.
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
Can interact in English about
simple daily routines combined
with time expressions.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
4
Always
2
Occasionally
3
Usually
1
Never
Writing
exercises that are related to
daily routines.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
daily routines.
4
Always
2
Occasionally
3
Usually
1
Never
Total points
Total points
Name of student
Name of student
Teachers notes
Teachers notes
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
4
Always
2
Occasionally
3
Usually
1
Never
Writing
daily routines.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
daily routines.
4
Always
2
Occasionally
3
Usually
1
Never
Total points
Total points
13/02/13 16:22

Name of student
Name of student
Teachers notes
Teachers notes
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Always
Understands simple text about
what people like or dislike doing in 2
their free time.
Occasionally
Spoken Interaction
4
Can ask and answer simple
Always
questions related to leisure
2
activities and peoples abilities.
Occasionally
Spoken Production
4
Can use simple language to speak Always
about leisure activities.
2
Occasionally
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
Reading
4
Always
their free time.
Occasionally
Spoken Interaction
4
Always
2
Occasionally
Spoken Production
4
2
Occasionally
Writing
sentences about what people like
and dislike doing.
3
Usually
1
Never
Writing
and dislike doing.
3
Usually
1
Never
Understands personal preferences

related to leisure activities. Can also
understand simple statements that
express what one can or cannot do.
4
Always
2
Occasionally
3
Usually
1
Never

Total points
3
Usually
1
Never
Total points
Name of student
Name of student
Teachers notes
Teachers notes
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Always
their free time.
Occasionally
Spoken Interaction
4
Always
2
Occasionally
Spoken Production
4
2
Occasionally
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
Reading
4
Always
their free time.
Occasionally
Spoken Interaction
4
Always
2
Occasionally
Spoken Production
4
2
Occasionally
Writing
and dislike doing.
3
Usually
1
Never
Writing
and dislike doing.
3
Usually
1
Never

4
Always
2
Occasionally
3
Usually
1
Never
Total points

4
Always
2
Occasionally
3
Usually
1
Never
3
Usually
1
Never
Total points
13/02/13 16:22

Name of student
Name of student
Teachers notes
Teachers notes
Understanding
Can understand simple
conversations about what someone
did at the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
did at the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Reading
Can understand simple texts related
to how someone spent their
weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Reading
weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
Can talk about what one did
during the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
during the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
Can write a paragraph describing
ones weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
ones weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Total points
Total points
Name of student
Name of student
Teachers notes
Teachers notes
Understanding
did at the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
did at the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Reading
weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Reading
weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
during the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
during the weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
ones weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
ones weekend.
4
Always
2
Occasionally
3
Usually
1
Never
Total points
Total points
13/02/13 16:22

Name of student
Name of student
Teachers notes
Teachers notes
Understanding
Understands the gist of a simple
historic text or story.
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
Can understand basic texts
related to a historic event or
telling a short story.
4
Always
2
Occasionally
3
Usually
1
Never
Reading
related to a historic event or
telling a short story.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction
Can respond and react appropriately

when someone tells a short story or
recounts an event that happened in
the past.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Interaction

the past.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
Can tell a simple story or
explain an event that happened
in the past.
4
Always
2
Occasionally
3
Usually
1
Never
Spoken Production
in the past.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
Can write a simple story or write
about an event that took place in
the past.
4
Always
2
Occasionally
3
Usually
1
Never
Writing
the past.
4
Always
2
Occasionally
3
Usually
1
Never
Total points
Total points
Name of student
Name of student
Teachers notes
Teachers notes
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Understanding
4
Always
2
Occasionally
3
Usually
1
Never
Reading
4
Always
related to a historic event or telling 2
a short story.
Occasionally
Spoken Interaction
4
Always
2
Occasionally
the past.
Spoken Production
4
Always
2
in the past.
Occasionally
3
Usually
1
Never
3
Usually
1
Never
3
Usually
1
Never
Reading
4
Always
related to a historic event or telling 2
a short story.
Occasionally
Spoken Interaction
4
Always
2
Occasionally
the past.
Spoken Production
4
Always
2
in the past.
Occasionally
Writing
the past.
3
Usually
1
Never
Writing
the past.
3
Usually
1
Never
4
Always
2
Occasionally
3
Usually
1
Never
Total points
4
Always
2
Occasionally
3
Usually
1
Never
3
Usually
1
Never
Total points
13/02/13 16:23
Test 1: Units 1-3

Name:
Date:
Vocabulary
A. Complete the table.
D. Write the opposite of the following adjectives.
Nationality
Country
1. dirty
1.
Spain
2. full
2.
Canada
3. comfortable
3.
Great Britain
4. cold
4. American
5. expensive
5.
Ireland
Points
Points
/ 10
/5
Total points
B. Complete the sentences below.
/ 25
Maria
Pete
Language
Victoria
Jason
A. Make question with the words below.

1. is / name / your / what / ?

1. Maria is Petes
2. Pete is Marias
3. Victoria is Maria and Petes
4. Jason is Maria and Petes
5. Pete is the childrens
2. you / old / are / how / ?
3. from / where / you / are / ?

Points
/5
C. Complete each sentence with the name of a profession.
4. live / do / you / where / ?

5. like / you / do / pizza?
Points
/5
Points
/5
B. Complete the short answers.
Marlene
John
1. Has he got a Vespa?
Yes,
2. Is she from Spain.
No,
Rosie
Tom
Marjorie
3. Have they got a house in Cadiz? Yes,
1. John is a
2. Marlene is a
3. Rosie is a
4. Marjorie is a
5. Tom is a
Points
/5
4. Does she live in Australia?
Yes,
5. Do they speak French?
No,
13/02/13 16:23
Listening
C. Complete the text with an appropriate verb.
Listening Tests 1
Vincent is American and lives in the city of Austin,

Texas. He is fortytwo years old and is an artist.
Listen to Anne talk about herself. Circle the correct

answer.
During the week he

at 6:00 a.m.
He has a glass of water, puts on his jogging clothes and
jogging for forty-five minutes.
1. Where is Anne from?

a Chicago
When he returns home,

gets dressed. He
then he starts to paint.
a shower and
breakfast at 7:00 and
Points
/5
D. Look at the table below. This is what Pete, Maria, Victoria

and Jason have or havent got. Use this information to
complete the sentences about them.
a car
a bicycle
a computer
Pete
Yes
No
Yes
Maria
No
No
Yes
Victoria and Jason

No
Yes
Yes
1. Pete
a car, but Maria
.
2. Victoria and Jason
a bicycle, but Maria and
Pete
.
3. Pete, Maria, Victoria and Jason
a computer.
Points
Total points
b St. Louis
c Los Angeles

a Shes a teacher.
b Shes an interior decorator.
c Shes an architect.
2.What is her ID number?

a X 9 51413 H
b S 0 951413 A
c E 0 951413 J
5. Does she like living in

Barcelona?
a Yes, she does.
b No, she doesnt.
3. Is she married?
a Yes, she is.
b No, she isnt.
Reading
A. Julian Matthews is twenty-three years old and is originally from
Bath, England, but he now lives in Budapest, Hungary. Julian is a
musician. He studies piano at the conservatory.
Budapest is an exciting city! says Julian. Hungarians love music
and it is a very important part of their culture. I am a pianist and
music is my life. When Im not studying piano, I often go to
concerts.
Budapest and Bath, where I am from, have got a lot in common,
says Julian. Budapest and Bath are famous for their health and
thermal spas. Both cities are very old and have got many
historical places to see. I love Budapest,
but I also love Bath!
B. Questions about the text.
/ 10
Speaking
Tell your partner:
your name
where you are from
where you live
your profession
/ 10
/ 25
Points
your age
your daily routine
your hobbies, or what you like
doing in your free time.
Points
/ 10
Writing
Use the information from the previous exercise to write
a paragraph about yourself.
Points
/ 10
1. Where is Julian from?
2. What does he do?
3. What does he often do when he is not studying piano?
Total points
/ 50
Total points
/ 100
4. What have Budapest and Bath got in common?
Points
/ 20
13/02/13 16:23
Test 2: Units 4-6

Name:
Date:
Vocabulary
C. Look at the photos and write how they travelled
A. Look at the pictures and complete the sentences.
1.
2.
4.
1. I enjoy going to the
3.
2. I like going to the
Points
5.
Total points
3. I dont like
/ 25
Language
4. I love
5. I like
Points
/ 10
B. What can you see in the photos?

Write the words below.
2
Infinitive Past Simple
1. go
6. get
2. be
7. become
3. eat
8. buy
4. have
9. meet
5. do
10. see
Points
3
1
4
5
7
/10
B. Write the question for each answer.

1.
She travelled by train.
2.
They had dinner at an Italian restaurant.
3.
They saw a film after dinner.
Now answer these questions using the words in brackets.
4. What did they find on the floor? (20 euros)
5. Where did she go? (beach)
10
1.
2.
3.
4.
5.
6.
/5
7.
8.
9.
10.
Points
Points
/10
/ 10
C. Rewrite the following sentences replacing the words

in bold with object pronouns.
1. Jane went to the park with Joe and Ann.
2. Jane told Ann that she was hungry
3. Jane told Joe that her sandwich was delicious
4. Give Ann and me a little, were hungry too said Joe
5. I dont want to give my sandwich to Ann and you ! said Jane
/5
Points
13/02/13 16:23
D. Complete this text with the correct verb.
Listening
Hi! Im Lisa. I live in Los Angeles, California. Last weekend I

to San Francisco to visit my friend Sheila. We
a
great time! On Saturday we
some of Sheilas friends and
we all went sailing. On Sunday we
very late and we
breakfast in a caf in North Beach. After breakast we went shopping.
two books, some postcards and a CD. In the afternoon
the Andy Warhol exhibition at the Museum of Modern
we
Art. Sheila ( - )
Answer the questions.

1. Where does Veronica live?
the exhibition, but I liked it a lot.

We
a cup of coffee and some cheesecake in the museums
caf. It was delicious! It
a perfect day, but it was time for
me to return to Los Angeles. I hope Sheila comes to Los Angeles
soon.
/10
Points
Total points
Listening Tests 2
2. What did Veronica do in the morning?

3. What did Veronica and her friend have
for lunch?
Veronica
4. Did they like the film?
5. What did Veronica do in the evening?
/ 35
Points
Reading
A. Santiago Ramn y Cajal was
born in Petilla de Aragn in 1852.
Ramn y Cajal was not an exemplary
student and changed schools many
times because of his bad behaviour.
He was an excellent artist and a
good gymnast.
/10
Speaking
Tell your partner what you did last weekend.
Points
/10
Writing
Ramn y Cajal went to medical school in Zaragoza and graduated in

1873. In 1883 he received his medical degree in Madrid. He was
professor of medicine in Barcelona and Madrid.
Write about what you did last weekend.
During his lifetime, Ramn y Cajal received many awards and prizes
for his research. Perhaps the most important recognition of his work
was the Nobel Prize for Medicine in 1906 that he and Camillo Golgi
won for their research on electrical synapses.
Ramn y Cajal made important contributions to the study of the central
nervous system. He died in Madrid in 1934.
Today he is considered one of the founders of modern neuroscience.
Points
B. Answer the questions with complete sentences.
1. Why did Ramn y Cajal change schools?

2. Where did he study medicine?
/10
Total points
/40
Total points
/ 100
3. Was Ramn y Cajal professor of medicine in Cdiz?

4. Where was Ramn y Cajal born?
5. When did he win the Nobel Prize?
Points
/10
13/02/13 16:23
Answers to Test 1: Units 1-3

Name:
Date:
Vocabulary
D. Write the opposite of the following adjectives.
Nationality
Country
1. Spanish Spain
2. Canadian Canada
3. British
Great Britain
The United States
4. American
clean
2. full
empty
3. comfortable uncomfortable
4. cold
hot
5. expensive inexpensive
1. dirty
5. Irish Ireland
Points
Points
/ 10
/5
Total points
B. Complete the sentences below.
/ 25
Maria
Pete
Victoria
Language
Jason
A. Make question with the words below.

1. is / name / your / what / ?
What is your name?
2. you / old / are / how / ?
How old are you?
1. Maria is Petes wife.

2. Pete is Marias husband.
3. Victoria is Maria and Petes daughter.
4. Jason is Maria and Petes son.
Points
5. Pete is the childrens father.
3. from / where / you / are / ?
Where are you from?
4. live / do / you / where / ?

/5
C. Complete each sentence with the name of a profession.
Where do you live?
5. like / you / do / pizza?
Do you like pizza?
Points
/5
B. Complete the short answers.
Marlene
John
Marjorie
1. John is a chef.
2. Marlene is a waitress.
3. Rosie is a hairdresser
4. Marjorie is a musician.
5. Tom is a journalist.
Yes,
2. Is she from Spain.
No, she
Rosie
Tom
Points
/5
he has.
1. Has he got a Vespa?
isnt.
3. Have they got a house in Cadiz? Yes,
they have.
4. Does she live in Australia?
Yes,
she does.
5. Do they speak French?
No,
they dont.
Points
/5
13/02/13 16:23
Listening
C. Complete the text with an appropriate verb.
Vincent is American and lives in the city of Austin,

Texas. He is fortytwo years old and is an artist.
During the week he wakes up/gets up at 6:00 a.m.

He has a glass of water, puts on his jogging clothes and
goes jogging for forty-five minutes.
When he returns home, he has/takes a shower and

gets dressed. He has breakfast at 7:00 and
then he starts to paint.
/5
Points
D. Look at the table below. This is what Pete, Maria, Victoria
and Jason have or havent got. Use this information to
complete the sentences about them.
a car
a bicycle
a computer
Pete
Yes
No
Yes
Maria
No
No
Yes
Victoria and Jason

No
Yes
Yes
1. Pete has got a car, but Maria hasnt .

2. Victoria and Jason have got a bicycle, but Maria and Pete
havent .
3. Pete, Maria, Victoria and Jasonhave got a computer.
Points
Total points
Listening Tests 1
/ 10
/ 25
Reading
A. Julian Matthews is twenty-three years old and is originally from
Bath, England, but he now lives in Budapest, Hungary. Julian is a
musician. He studies piano at the conservatory.
Budapest is an exciting city! says Julian. Hungarians love music
and it is a very important part of their culture. I am a pianist and
music is my life. When Im not studying piano, I often go to
concerts.
Budapest and Bath, where I am from, have got a lot in common,
says Julian. Budapest and Bath are famous for their health and
thermal spas. Both cities are very old and have got many
historical places to see. I love Budapest,
but I also love Bath!
B. Questions about the text.
TRACK 23
Anne Hidalgo is originally from Chicago, Illinois. She is American, but she
is now a European resident. Her European ID number is X-951413 H.
Anne lives in Barcelona, Spain. She loves Chicago and returns to visit her
family, but Barcelona is now her home. She is thirtysix years old and
single. She is a successful architect and enjoys her work.
Listen to Anne talk about herself. Circle the correct
answer.
1. Where is Anne from?

a Chicago
b St. Louis
c Los Angeles

a Shes a teacher.
b Shes an interior decorator.
c Shes an architect.
2.What is her ID number?

a X 951413 H
b S 0 951413 A
c E 0 951413 J
5. Does she like living in

Barcelona?
a Yes, she does.
b No, she doesnt.
3. Is she married?
a Yes, she is.
b No, she isnt.
Points
/ 10
Speaking
Tell your partner:
your name
where you are from
where you live
your profession
your age
your daily routine
your hobbies, or what you like
doing in your free time.
Points
/ 10
Writing
Use the information from the previous exercise to write
a paragraph about yourself.
1. Where is Julian from?
Hes from Bath, England.
2. What does he do?
Hes a musician.
3. What does he often do when he is not studying piano?
He often goes to concerts.
Points
4. What have Budapest and Bath got in common?
Budapest and Bath are famous for their

health and thermal spas. Both cities are
very old and have got many historical
places to see.
Points
/ 20
/ 10
Total points
/ 50
Total points
/ 100
13/02/13 16:23
Answers to Test 2: Units 4-6

Name:
Date:
Vocabulary
C. Look at the photos and write how they travelled
A. Look at the pictures and complete the sentences.
1. by
train
2. on
foot
4. by
gym.
2. I like going to the beach.
3. I dont like cooking.
4. I love listening to music.
5. I like painting.
1. I enjoy going to the
Points
/ 10
B. What can you see in the photos?

Write the words below.
2
3. by
plane
5. by
taxi
Points
Total points
1
4
5
7
/5
/ 25
Language
1. go
went
2. be
was / were
3. eat
ate
4. have had
5. do
did

6. get
got
7. become became
8. buy
bought
9. meet met
10. see
saw
Points
3
motorbike
/10
B. Write the question for each answer.

1. How did she travel?
She travelled by train.
2. W here did they have dinner?
They had dinner at an Italian restaurant.
3. W hat did they do after dinner?
They saw a film after dinner.
Now answer these questions using the words in brackets.
4. What did they find on the floor? (20 euros)
They found twenty euros on the floor.
5. Where did she go? (beach)
She went to the beach.
10
1. bicycle
2. ship
3. underground
4. boat
5. car
6. square
7. traffic lights
8. road
9. restaurant
10. theatre
Points
/ 10
Points
/10
C. Rewrite the following sentences replacing the words

in bold with object pronouns.
1. Jane went to the park with them
2. Jane told her that she was hungry
3. Jane told him that her sandwich was delicious
4. Give us a little, were hungry too said Joe
5. I dont want to give my sandwich to you ! said Jane
/5
Points
13/02/13 16:23
D. Complete this text with the correct verb.
Listening
Hi! Im Lisa. I live in Los Angeles, California. Last weekend I

went to San Francisco to visit my friend Sheila. We had a
great time! On Saturday we met some of Sheilas friends and we
all went sailing. On Sunday we got up / woke up very
late and we had breakfast in a caf in North Beach. After breakast
we went shopping. I bought two books, some postcards and
a CD. In the afternoon we saw the Andy Warhol exhibition at
the Museum of Modern Art. Sheila ( - )
didnt like the exhibition, but I liked it a lot.

We had a cup of coffee and some cheesecake in the museums
caf. It was delicious! It was a perfect day, but it was time for
me to return to Los Angeles. I hope Sheila comes to Los Angeles

soon.
/10
Points
Total points
Listening Tests 2
Hi! Im Veronica. Im fourteen years old and I live in Toronto, Canada.

Heres what I did yesterday. First, I woke up very late because it was
Saturday and I didnt have school. I watched TV all morning, then
I met a friend and we went skating in the park. My parents took us
to have pizza. It was delicious. After lunch we went to the cinema.
The film wasnt very good, but we ate lots of popcorn!
We returned to my house and we played games on the computer
until very late. It was a lot of fun!
Answer the questions.
1. Where does Veronica live?
She lives in Toronto,

Canada.
/ 35
2. What did Veronica do in the morning?
She watched TV and

went skating in the
park.
Reading
A. Santiago Ramn y Cajal was
born in Petilla de Aragn in 1852.
Ramn y Cajal was not an exemplary
student and changed schools many
times because of his bad behaviour.
He was an excellent artist and a
good gymnast.
TRACK 24
Veronica
3. What did Veronica and her friend have

for lunch?
They had pizza.
4. Did they like the film?
No, they didnt.
Ramn y Cajal went to medical school in Zaragoza and graduated in

1873. In 1883 he received his medical degree in Madrid. He was
professor of medicine in Barcelona and Madrid.
During his lifetime, Ramn y Cajal received many awards and prizes
for his research. Perhaps the most important recognition of his work
was the Nobel Prize for Medicine in 1906 that he and Camillo Golgi
won for their research on electrical synapses.
Ramn y Cajal made important contributions to the study of the central
nervous system. He died in Madrid in 1934.
Today he is considered one of the founders of modern neuroscience.
5. What did Veronica do in the evening?
She played games on the computer.

Points
/10
Speaking
Tell your partner what you did last weekend.
Points
/10
Writing
Write about what you did last weekend.
B. Answer the questions with complete sentences.
1. Why did Ramn y Cajal change schools?
He changed schools because of bad

behaviour.
2. Where did he study medicine?
He studied medicine in Zaragoza

and Madrid.
3. Was Ramn y Cajal professor of medicine in Cdiz?
No, he wasnt.
Points
4. Where was Ramn y Cajal born?
/10
He was born in Petilla de Aragn.
5. When did he win the Nobel Prize?
He won the Nobel Prize in 1906.

Points
/10
Total points
/ 40
Total points
/ 100
13/02/13 16:23
Games, Activities and Photocopiable Materials

Unit 1
The teacher simply reads these questions to
the groups:
Heads Together
Cooperative Learning activity
In groups of 5-6 students will listen to the following questions. The

members of each group must put their heads together to come up
with an appropriate short answer. All group members must be actively
involved in the decisionmaking process and all members are expected
to know the groups answer.
The teacher will ask any member to hold up the groups answer. A
set of short answers should be photocopied on card for each group.
Answers:

1. Is Tokyo in Japan?
Yes, it is.
2. Are you students?
Yes, we are.
3. Is Ibiza in Spain?
Yes, it is.
4. Am I a teacher?
Yes, you are.
5. Are the chairs purple?
No, they arent.
6. Is New York City in England?
No, it isnt.
7. Are you French students?
No, were not.
8. Is London in Spain?
No, it isnt.
9. Is David Beckham Spanish?
No, he isnt.
10. Is Rafa Nadal Spanish?
Yes, he is.
Short Answers
Yes, it is.
No, it isnt.
Yes, he is.
No, he isnt.
Yes, they are.
No, they arent.
Yes, she is.
No, she isnt.
Yes, we are.
No, we arent.
Yes, you are.
No, Im not.
13/02/13 16:23
Unit 2
Have You Got What Ive Got?
This activity combines a Cooperative Learning strategy called Inside Outside Circles with a chant. To set up an Inside Outside Circle, simply have
your students stand in two concentric circles facing each other. Either the outer or inner circle should move, but not both. You may choose to
work with six to eight students in both circles. The number of students who participate at one time depends on the teacher.
Preparation for the game:

Each student should think of one classroom object, such as a book, pencil, notebook, etc., without telling anyone else. Write the following chant
on the board. Practise with the whole class, making sure they have the correct rhythm. Have students learn it by heart before starting the game:
I am, you are,
Have you got what Ive got?
Playing the game and moving the concentric circles:
Play lively music. When the music stops, the students stand face to face and they say the chant together. I am, you are, Have you got what Ive
got? Students answer: Ive got a(n) _______________. If they have got the same object, they trade places. The game continues.
13/02/13 16:23
Unit 3
Find someone who
Name of classmate
1. Speaks three or more languages.________________________________________________________________
2. Wakes up before 6:30 a.m.____________________________________________________________________
3. Likes skiing._______________________________________________________________________________
4. Sings in the shower._________________________________________________________________________
5. Hates fast food._____________________________________________________________________________
6. Doesnt like sushi.___________________________________________________________________________
7. Has two sisters._____________________________________________________________________________
8. Rides a bicycle at the weekends._________________________________________________________________
9. Plays a musical instrument.____________________________________________________________________
10. Goes to the beach in the summer._______________________________________________________________
13/02/13 16:23
Unit 4
Say You Can!
Name of classmate
1. Can you use chopsticks?_________________________________________________________________________________
2. Can you sing Happy Birthday in English?_____________________________________________________________________
3. Can you count to 10 in French or German? ____________________________________________________________________
4. Can you spell your first name backwards? ____________________________________________________________________
5. Can you type?_________________________________________________________________________________________
6. Can you touch your nose with your tongue?____________________________________________________________________
7. Can you ride a horse?___________________________________________________________________________________
8. Can you run 3 kilometres or more? __________________________________________________________________________
9. Can you play a musical instrument?_________________________________________________________________________
10. Can you cook a Spanish omelette?_________________________________________________________________________
Your Questions
11. _____________________________________________?
_______________________________________________
12. _____________________________________________?
_______________________________________________
13. _____________________________________________?
_______________________________________________
14. _____________________________________________?
_______________________________________________
15. _____________________________________________?
_______________________________________________
13/02/13 16:23
Verb card. Unit 5
be
begin
buy
catch
come
do
drink
drive
eat
fly
get
go
have
make
pay
read
say
see
sing
sit
sleep
speak
spend
take
tell
think
wear
write
13/02/13 16:23
Unit 6
(See Teachers Guide Unit 6 for instructions.)
Tongue Twisters
Seven silly swans

Sarah speaks
Steve skis, scuba
swam south for the Spanish when she
dives and surfs,
summer.
is in South America. but he never swims.
Seven silly swans
Sarah speaks
Steve skis, scuba
dives and surfs,
summer.
Steve skis, scuba
Seven silly swans
Sarah speaks
dives and surfs,
summer.
Seven silly swans
Sarah speaks
Steve skis, scuba
dives and surfs,
summer.
Seven silly swans
Sarah speaks
Steve skis, scuba
dives and surfs,
summer.
13/02/13 16:23
Unit 6
Circle the Sage
A Cooperative Learning activity
The teacher passes out the same story to four students. Number the
rest of the students off, 1, 2, 3 and 4. Students then form groups 1,
2, 3 and 4. The group members must now go to the different Sages
in order to hear the story that is going to be told. Group members
should distribute themselves evenly and no more than three students
from the same group should go to the Sage.
Sages are encouraged to tell their story to the students who gather
round them, instead of reading it. Sufficient time should be given to
Sages to learn their story. Once students have heard a Sages story,
they must go to their respective groups and reconstruct the story.
Sages sit at the front of the classroom and wait for each group to
retell their story.
Each Sage has part of the story that is going to be told, therefore it is
important that all members of the same group are distributed evenly.
Sage 1
Sage 3
Sage 2
Sage 4
13/02/13 16:23
Unit 6
Once upon a time there was a beautiful princess who

lived alone in a castle.
One day the princess went for a walk.
She had many friends and enjoyed having parties at her

castle. She was very happy and loved her life just the
way it was.
She loved going for long walks in the country. Suddenly

she saw a small frog on the ground. She realised that
the frog could speak.
The frog told the princess that he was a handsome prince

and with one kiss he would become a prince again. The
princess was very surprised to hear the frogs words.
The princess said that she was very sorry, but that she
loved her life just the way it was and that he would have
to find another princess. She wished him luck and then
said goodbye. The princess lived happily ever after and
so did the frog!
13/02/13 16:23
Verb card. Unit 6
become
break
bring
build
choose
cost
cut
draw
fall
feed
feel
find
give
grow
hear
keep
know
leave
loose
ride
ring
run
sell
send
tell
understand
show
stand
13/02/13 16:23
13/02/13 16:23

978-84-7873-656-0 NGA A1plus TEACHER GUIDE DIGITAL EDITION PDF

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TEACHERS GUIDE 1.indd 1

TEACHERS GUIDE 1.indd 2

The Common Reference Levels........................................................................... 12

TEACHERS GUIDE 1.indd 3

Contents of Students Book + Workbook

- Personal pronouns - The alphabet

- Meeting and introducing - Natural speech:

- Write a paragraph about

- Be: all forms

PAGE 13 - Workbook Unit 1

PAGE 29 - Workbook Unit 2

- Australia needs doctors / My

PAGE 44 - Workbook Unit 3

- List your top ten pet

PAGE 59 - Workbook Unit 4

TEACHERS GUIDE 1.indd 4

- Vocabulary related to - Marios e-mail

- Retell Marios weekend - Regular past simple

- Vocabulary related to - A brief History of New York

- Questions about NYC

- Questions about NYC

PAGE 75 - Workbook Unit 5

- Ordinals, dates and

PAGE 100 - Competences Unit 6

TEACHERS GUIDE 1.indd 5

students can be taught in a more natural way, where language is

3. The monitor hypothesis

4. The input hypothesis

Krashens Theory of Language Acquisition

1. The acquisition-learning distinction

In accordance with these principles, New Go Ahead incorporates

5. The affective filter hypothesis

Similar to first-language acquisition Formal knowledge of language

New Go Ahead gives teachers authentic materials to combine natural

Knowing about a language

A rich environment where the

Formal step-by-step instruction

2. The natural order hypothesis

TPR or Total Physical Response was developed by James Asher and

In language acquisition, grammatical structures are assimilated in a

TEACHERS GUIDE 1.indd 6

Touch the blackboard.

Walk to the window.

Walk to your chair.

Touch the window.

Touch your chair.

Walk to the blackboard.

Instructional scaffolding occurs when teachers actively use graphic

As teachers, we must keep in mind that by using both sides of the

Scaffolding is related to Vygotskys concept of Zone of Proximal

Tony Buzan invented Mind Maps, which we have chosen to call

Verbal scaffolding refers to the use of techniques such as

Conceptual maps are different from the traditional way of outlining.

TEACHERS GUIDE 1.indd 7

The Theory of Multiple Intelligences

Howard Gardner, professor at Harvard and Boston University, is the

Many of us have read Daniel Golemans bestseller Emotional

Cooperative learning is an effective way of grouping students. As the

Self-Esteem and Multiple Intelligences

Multiple Intelligences Inventory