English Network Newedition Starter TB A1 1

English Network Starter - new edition
HHH
H H
H Niveau H
A1/1 H
H Teacher’s Book
HHH
Teacher’s Book
ISBN 978-3-12-606545-0
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Teacher’s Book
Michele Charlton
Ernst Klett Sprachen

Stuttgart
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English Network Starter – new edition – Teacher’s Book

Lehrwerkskomponenten:
Kursbuch 606544
Text-CDs (2) 606598
Autorin: CD-ROM 606603
Michele Charlton, Freiburg Break 606553
Lehrerhandreichungen online
Beratung: Activity Book 606569
Roswitha Fenes, Bergisch-Gladbach,
Carolyn Wittmann, München
Wir danken allen, die uns bei der Entwicklung und Erprobung von
English Network New Edition beraten und unterstützt haben,
insbesondere:
Ingrid Boczkowski (Saarbrücken),
Dr. Philip Devlin (Berlin)
Lynda Hübner (München),
Erika Köhler (Cremlingen),
Dr. Dieter Kranz (Münster),
Sofia Kutsopapa (Bamberg),
Waltraud Leonhard (Berlin),
Nicola Karásek (Liberec)
Birgit Polzin (Gehrden),
Dr. Donald C. Porsché (Frankfurt),
John Potts (Zürich),
Gaynor Ramsey (Hove/Zürich),
Mike Rutman (Zürich),
Jutta Sendzik (Wernigerode),
Silvia Stephan (Offenburg),
Regine Wagner (Hartha ),
Claudia Zahn (Burghausen)
Redaktion:
Carola Jeschke
Grafik und Desktop-Publishing:

Filmsatz Schröter, München
Sabine Wittmann, München (Umschlag)
Besuchen sie auch unsere Homepage: www.klett-sprachen.de/englishnetwork
1 5 4 3 2 | 2019 18 17 16
© Ernst Klett Sprachen GmbH, Stuttgart
Erstausgabe erschienen 2001 bei der Langenscheidt KG, München.

Das Werk und seine Teile sind urheberrechtlich geschützt. Jede Verwendung in anderen als
den gesetzlich zugelassenen Fällen bedarf der vorherigen schriftlichen Einwilligung des
Verlags.
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Contents
Introduction to English Network Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The aims of the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Course schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Components of the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Further optional material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Coursebook design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Symbols, abbreviations and headings used in the Teacher’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teaching a unit in English Network Starter ............................................. 8
Timing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Using the photo pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Using the Starter activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Using the Dialogues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Using the Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Using the pronunciation activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Using the listening comprehension activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Using the Language study page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Using the Homestudy page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Using the Revision & Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Using the Extra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Frequently asked questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

English money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Hello! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 1 Arrival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 1 Step 1 Come in, please. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 1 Step 2 Where are you from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Unit 1 Step 3 Welcome to the cottage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 1 Revision & Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 2 Settling in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit 2 Step 1 Oxford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 2 Step 2 The house . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 2 Step 3 The family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Extra 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 3 Out and about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 3 Step 1 Where is the nearest shop? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Unit 3 Step 2 At the shop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 3 Step 3 A postcard from Oxford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
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Unit 4 Meeting people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit 4 Step 1 At the pub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 4 Step 2 Free time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 4 Step 3 Small talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Extra 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Unit 5 People and places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 5 Step 1 A letter from Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Unit 5 Step 2 At the information centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Unit 5 Step 3 A day on the river . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Unit 6 End of the holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Unit 6 Step 1 E-mail from America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Unit 6 Step 2 An interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Unit 6 Step 3 Goodbye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Extra 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Supplementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
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Introduction
Introduction to English Network Starter

The English Network series of textbooks is a multi- • a basic vocabulary of approximately 400 words,
level programme for adult learners in Germany,
Austria and Switzerland, leading up to the “Certificate • pronunciation of some of the more difficult sounds
in English B1” (formerly “VHS Certificate”) of the in the English language,
“European Language Certificates”.
• training in the skills of speaking, listening, reading
English Network Starter is one of two coursebooks in and, to a lesser extent, writing,
the English Network series that are intended specifi-
cally for adults who have no prior knowledge of • cultural information,
English:
• useful tips on learning how to learn with a view to
becoming an independent learner.
English Network Starter English Network Starter
Compact
By the end of the course, the learners should feel
For absolute beginners For absolute beginners confident enough to join a false-beginners course
in English who have in English who have using English Network 1, the next book in the series.
little or no experience learnt another language English Network 1 not only revises and develops the
in learning other with some degree of vocabulary, functions, structures and skills learnt in
languages. success. Network Starter but also offers new language items
Material for about sixty Material for about thirty and situations right from the very beginning.
class-hours = thirty class-hours = fifteen
double lessons. double lessons.
Prepares for Prepares for Course schedules
English Network 1. English Network 1.
The material in English Network Starter has been

Which book you should use depends not only on the specifically designed for courses comprising a
time available, but more importantly on the type of minimum of 25 and a maximum of 30 ninety-minute
learner you expect to have in the course. You, the lessons in length. Those courses consisting of one
teacher, may find that this decision has been made for ninety-minute lesson per week would therefore take
you by the school or Volkshochschule (VHS), which about one year to work through the book. There is
might offer one or both types of courses depending material for 28 lessons in the book (including three
on whether experienced or inexperienced learners are optional lessons: Extras) and supplementary practice
expected to enrol. material is provided in the Teacher’s Book (see
Supplementary activities).
The aims of the course

Components of the course
English Network Starter is a course intended to impart
basic elementary skills and knowledge of the English The course English Network Starter consists of the
language to adult learners who have never learnt following components:
English before and who have little or no experience in
learning other languages. The step-by-step approach, Coursebook (Student’s Book) Best.-Nr. 606544
with ample opportunity to practise new material and
revision of recently taught items at regular intervals, The English Network Starter coursebook contains not
will gradually give these “real” beginners the neces- only the complete classroom material, but also a built-
sary confidence to interact in English in an independ- in workbook in the form of Homestudy.
ent manner.
Teacher’s Book
The course includes the following:
This book contains a comprehensive introduction as
• some basic grammatical structures: be, have got, well as answers to “Frequently Asked Questions” and
present simple and past simple, a step-by-step commentary, giving ideas on how to
use the material, some background information, keys
• useful language functions such as greeting each and further practice material. The Teacher’s Book also
other, asking the way, asking for prices, saying thank includes the tapescripts to recorded material on the
you, Text CDs.
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Text CDs (2) Best.-Nr. online

These contain all the recorded material that is Further optional material
intended for classroom use: dialogues, pronunciation
and listening comprehension exercises. Each of these Although the coursebook along with the Text CD
recordings is identified by the symbols T in the contain complete material for a course at this level,
coursebook and the Teacher’s Book. this Teacher’s Book gives additional suggestions in
each step for activities you might like to do with your
CD-ROM Best.-Nr. 606603 class for further practice or for a change of pace (see
The CD-ROM gives extensive practice accompanying Option and If time permits).
each unit in the book. The well-structured menu for
each unit allows easy access to the different practice Also in the Teacher’s Book there are occasional
types.The computer permits the learners to choose the suggestions of things you could bring into the
type of practice they would like to do as many times classroom to give your lessons even more variety.
as they want to. Learners can listen to and repeat the These are to be found in the step-by-step commentary
Dialogues from the coursebook - the advantage of the next to the heading Preparation. They include some of
computer being that the learner can record his/her the following: magazine pictures of people and places,
own voice and then compare the recording with the photos of family and friends, small name and place
original. In addition, there is a varied range of activities cards, toy clock and dice.
to practise grammar, vocabulary, functional language
and writing, and learners can also do all the Finally, you – the teacher – almost certainly have your
Homestudy listening tasks. Finally, there is a dictionary own ideas, explanations and favourite activities that
section, in which each word is read aloud and you would like to bring into the classroom. This, of
translated, and a grammar reference section. course, makes your teaching more personal to you
and to your students.
Einstufungstest online
The Network placement test (Einstufungstest) will
help you choose the appropriate course for your Coursebook design
students at beginners’ level: False beginners should
start with English Network 1. Absolute beginners in
English with some experience in learning another The English Network Starter coursebook consists of
language should start with English Network Starter six main units, each organised in the same way to
Compact. Absolute beginners with little or no make it more user-friendly. Each unit comprises the
experience in learning other languages should start following: two pages of photos serving as a pictorial
with English Network Starter. introduction to the theme of the unit, three steps (of
There are detailed instructions which will enable you, four pages each) where the new language is
in a personal interview, to advise your students on the presented and practised and a two-page revision
beginners’ course which will best suit their needs. For section Revision & Extension which revises the
English Network 2 and later coursebooks the manual language items from the three previous steps as well
also includes a multiple choice test. as providing appropriate additional material. The
timing of each step and Revision & Extension is such
English Network Starter Break Best.-Nr. 606553 that they can be completed in a ninety-minute lesson.
This is a selfstudy practice book for those learners
who have completed English Network Starter or After every second unit there is an optional Extra
English Network Starter Compact, and who would like (three in all) which offers a variety of activities. These
to consolidate and extend what they have learnt may be left out if time is short but there is a key to the
before starting English Network 1. It contains a variety wordgames and crosswords at the back of the book
of exercises to practise grammatical structures, so that learners can do them at home and check their
language functions and vocabulary items and an answers if they wish.
exciting story presented in instalments.
Before the first unit there is a brief introduction to the
student, followed by a first step Hello! which includes
among other things a getting-to-know-you activity
and an introductory photo page, where the characters
from the storyline are introduced in German. There is
also a map of Great Britain showing the places
mentioned in the book.
Pages 8 –11 provide an overview of the contents of all

six units, with a photo from each unit, a brief summary
of the story in German and a list of the language items
presented.
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Introduction
Pages 114 –117 contain six Exchange information

activities, in which two students looking at different Symbols, abbreviations and headings
pages with complementary information ask each used in the Teacher’s Book
other questions and give answers. Students are
referred to these activities at the appropriate times. T Dialogues, Activities etc. with this symbol
can be found on the Text CD. The numbers refer to
Also at the back of the coursebook there is a the numbers of the tracks on the CD.
considerable amount of reference material, designed
to encourage learner autonomy and enable the
learner to work at home between lessons: Here you can find the solutions to the
corresponding activities.
• Answer key (Lösungsschlüssel) to the Language
study, Homestudy and Extra (pages 118 –122). TS: Tapescript. The tapescripts of the recorded
material on the Text CD can be found in this Teacher’s
• Tapescripts (Hörtexte) for the recordings on the Book on pages 75–80.
Learner CDs (pages 122 –125).
Timing: A suggestion on how long to spend on each
• A reference table of basic grammatical terminology section of the lesson.
(pages 126 –127).
If short of time: A suggestion of which activities/
• A brief overview of the grammatical structures exercises can be shortened, omitted or given as
(Grammatische Grundzüge) presented in the course homework if time is short.
(pages 127–129).
Preparation: Suggestions of things that can be
• A guide to the International Phonetic Alphabet brought to the lesson or can be prepared before the
(Phonetische Lautschrift) (page 130). lesson. These are usually optional so that the
preparation is not absolutely essential.
• A chronological Vocabulary section listing the
active vocabulary (approximately 400 words) as they Board: Words, sentences, sketches that can be written
appear in each step with the pronunciation, a German or drawn on the board or on an OHP transparency.
translation and a gapped example sentence for
systematic vocabulary revision (pages 130 –140). Information: Extra background information about
people and places mentioned in the book.
• An alphabetical Dictionary section listing not only
the 400-word active vocabulary, but also all other Option: An optional activity that can be done during
English words that appear in the book, for instance in the lesson to give students extra practice or to give a
headings and captions and in the reading texts in the change of pace.
Extra. Each word in the Dictionary is listed with its
pronunciation and a German translation (pages 141– If time permits: Suggestions for further activities that
148). can be done at the end of a lesson if there is still time.
• A list of people’s names and place names (People

and places) that appear in the book with the
pronunciation (page 149).
• A list of classroom phrases (Überschriften und

Übungsanweisungen) which occur in instructions in
the coursebook (pages 150–151).
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Teaching a unit in English Network Starter

Each of the units in English Network Starter starts with • Avoid long explanations before your students have
an introductory photo page followed by three steps started an activity. If your students are having
each consisting of these sections: problems carrying out the activity, just give a quick
explanation or blackboard sketch at this stage. An
• a brief Starter activity, explanation can often be shorter and more effective
after they have done an exercise / activity and have
• a Dialogue or, in Unit 3 Step 3, a postcard and, in started to see how a particular structure or function is
Unit 6 Step 1, an e-mail, used.
• a series of communicative Activities for use in the • Try and keep your pairwork phases and feedback
classroom sessions fairly short. When the first two or three pairs
are finished, it’s often better to stop the others, give
• a Language study page with grammar and function some brief feedback and get on with the next part of
summaries in boxes and exercises, designed for the lesson.
flexible use in or out of the classroom,
• Spend as little time as possible checking the
• a Homestudy page for the student’s use outside the answers to each exercise from the coursebook. If the
classroom. answers are short, write them on the board. If not, it’s
often quicker and more effective if you read out the
Each unit ends with a Revision & Extension. answers rather than getting the students to do it.
In case you have time left over at the end of a lesson,

Timing see the section called If time permits at the end of the
Teacher’s Book notes for each step.
Each of the steps and the Revision & Extension is

intended to be done in one ninety-minute lesson in Using the photo pages
the classroom. We suggest that you keep to this
rhythm if at all possible, so that students who miss a
lesson will know exactly what has been done and There is an introductory double page occurring at the
which step will await them when they return. beginning of each of the six units which serves as a
preview of the storyline and of the language content
In this Teacher’s Book there is a suggestion for each that comes up in the following unit. The photos depict
step about how the time (90 minutes) might be some of the places and people that appear in the
divided up between the various components of the steps, the storyline is briefly described and the main
step. This suggestion is of course only approximate, language points listed. This double page is primarily
as times can vary depending on various factors such there to serve as an “appetizer”. By spending a minute
as the size of the group, the age or educational or two looking at the photos, students’ interest for the
background of the students. content of the following unit is aroused. Most of the
photos have captions in English and you can quickly
If you are short of time for a particular step you can give a brief introduction to the different places
always assign one or more of the exercises on the (background information is provided in this Teacher’s
Language study page as homework, since these Book). This may well have to be in German at the
exercises have been designed to be done either in the beginning although it will be possible to do much of
classroom or at home, depending on the time this in English by the end of the book. During the steps
available. In addition, the notes in this Teacher’s Book you may like to refer back to individual photos
include a time-saving suggestion for each unit, under whenever the places depicted in the photos are
the heading If short of time. mentioned.
If you find that you are chronically short of time, you

might want to consider some of the following Using the Starter activities
suggestions:
• It is advisable to begin promptly with the lesson The Starter activities are brief activities designed to
even if not all the students are present, so as to avoid get each lesson off to a good start. There is one Starter
having an awkward period of waiting around for activity in Step 1 of each unit: Starter Vocabulary, and
people to arrive. two activities in Steps 2 and 3: Starter Revision and
Starter Vocabulary.
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Introduction
Starter Vocabulary introduces some of the lexical and talk to as many people as possible in a short time.
items that the students will meet in the course of the There are also six Exchange information activities in
lesson, via simple matching exercises and repetition the coursebook, in which pairs of students work
of the new words and phrases. Starter Revision is a together but look at different pages with comple-
fun activity that reviews a language point occurring in mentary information. Students are motivated to ask
the previous step. questions and give information in order to complete
the task.
Using the Dialogues The Activities are generally presented in such a way
that they can be used flexibly depending on how
much help your students need. Weaker classes will
Most of the steps have dialogues as the central feature need a longer teacher-controlled phase before going
for presenting new vocabulary, functions and struc- on to pair and groupwork. More prompts can also
tures in a realistic context. In Unit 3 Step 3 there is a be provided (see the step-by-step commentary for
postcard and in Unit 6 Step 1 there is an e-mail instead suggestions). Better students might like to cover up
of a dialogue. At the beginning of the book the the prompts and speech bubbles when carrying out
Dialogues are divided into two parts so that the new the activity or even think up more of their own.
language is introduced gradually. These parts become
increasingly longer in the course of the book and in Encourage your students to take an active part in the
the final unit the Dialogues are not divided so that the Activities, since extensive speaking practice is an
demands on the learners become gradually greater. important part of the language learning process.
Part 1 of the Activities corresponds to Part 1 of the
Dialogues and these activities should be carried out
immediately after working on Part 1 of the Dialogue. Using the pronunciation activities
The new language is therefore practised and con-
solidated before going on to Part 2 of the Dialogue.
Finally, at the end of the Activities the whole Dialogue Each step contains one or two pronunciation activities
is repeated with background noise and at slightly designed to make the students aware of some of the
faster speed. The Dialogues are printed in the course- peculiarities of English pronunciation and to intro-
book and are recorded on the Text CD, on the Learner duce them to the most useful symbols of the phonetic
CDs and on the CD-ROM with pauses for students to alphabet. Each pronunciation activity concentrates on
repeat. a particular sound, stress or intonation pattern and
usually consists of a list of words, phrases and / or
Every teacher has his or her favourite ways of working sentences that the students repeat in chorus. In the
with dialogues in the classroom, and we have following activity students can try out the new sound,
described some of ours in the step-by-step commen- stress pattern etc. in a communicative situation. The
tary. These include things you can do while listening pronunciation activities are also on the Learner CDs
to the Dialogue for the first time, e.g. answering so that students can work with them at home.
questions, filling in gapped sentences, following
directions on a map. They also include a variety of
things you can do after students have listened and Using the listening comprehension
looked at the Dialogue, e.g. repeating the Dialogue in
activities
chorus, acting out the Dialogue in small groups,
picking out some of the new structures and visually
presenting them on the board. Another feature of each step is a listening compre-
hension activity (usually the final activity on the page),
in which students learn to answer questions or com-
Using the Activities plete a task entirely by listening without recourse to a
printed text. For many students, understanding the
spoken language is a major source of difficulty. We
The Activities practise the grammar, functions and have, therefore, kept the listening texts fairly short
vocabulary presented in the Dialogue in a realistic and the tasks simple. It is, however, important for the
context via mini-dialogues, gamelike communication students to realise that they do not have to under-
activities, simple role-play etc. The new language is stand every word of the recording to carry out these
practised in small entities in a diversity of ways and tasks successfully. Make it clear that an important
this ensures that the learning experience is both en- aspect of the skill of listening comprehension is being
joyable and effective for the inexperienced beginner able to concentrate on the information one needs,
student. and ignore the rest. Suggested procedures for the
listening comprehension activities are in the step-by-
Many of the Activities are designed to be done in step commentary.
pairs or small groups, or in some cases as walk-
around activities in which the students move around
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The tapescripts for these recordings are printed at the At the top of each Homestudy page there is a Lerntipp.
back of this Teacher’s Book, starting at page 75, but This is a brief piece of advice in German on learning
they are not printed in the coursebook. techniques. Particular help is given on how to use the
coursebook, the reference material at the back of the
book and the other components of the course, e.g. the
Using the Language study page cassettes or CDs, to their full advantage. You are, of
course, welcome to discuss these with your students
and there are some suggestions on how to do this in
The Language study page, which is the third page of the step-by-step commentary in the Teacher’s Book.
each step, consists of grammar and function sum-
maries referred to as “boxes” in the Teacher’s Book At the bottom of each Homestudy or Language study
and two or three “exercises”. The Language study page there is a brief cultural note in German giving
boxes summarise the new grammatical, functional information about English-speaking countries, in par-
and lexical material presented in the Dialogue and ticular Great Britain. They always refer back to a point
Activities of the step and the exercises give some mentioned in the Dialogue or in the Activities, e. g.
written practice of the new language. shop opening times, British accents, and provide in-
teresting and useful information for the student.
The Language study boxes have purposely been
placed on the third page of the step as it is usually
more effective to introduce the new structures in Using the Revision & Extension
context first, using the Dialogue and Activities, before
giving an abstract explanation. You may find it useful,
however, to refer to the boxes if students ask specific The Revision & Extension pages are at the end of
questions during their work on the Activities. You will each of the six units and review the new language
also find some suggestions for quick grammar drills presented in the three previous steps. They also
in the step-by-step commentary which you may wish provide a few extra words and expressions to extend
to use with weaker classes. the students’ knowledge of the English language.
Each Revision & Extension has the following features:
The exercises can be done in class, either integrated a brief Starter activity, a Class list activity whereby
into the Activities to give students further practice of personal information is exchanged, a Listening com-
a particular structure, or at the end of the lesson as a prehension, Memory check where students review
consolidation of what they have learnt. Students can lexical items, a Reading and a series of Useful phrases
also do them at home, if there is no classroom time used in the classroom or in everyday situations, e. g.
available. There is an answer key at the back of the at the pub, at the station. The latter are also recorded
coursebook so that students can check their own on the Learner CDs so that students can listen and
work. repeat the phrases at home. There is a suggested
procedure for all these activities in the step-by-step
commentary.
Using the Homestudy page
Using the Extra
The Homestudy page, which is the fourth page in
each step, is intended primarily to be done at home,
though of course it may also be done in the class- The Extra offers a relaxing break from the rest of the
room in courses in which more time is available. The syllabus in that it introduces no new structures
listening material for these pages is on the Learner although the students will be given the opportunity to
CD, not on the Text CD. The Homestudy pages contain acquire a few new words and expressions. All parts of
no new structures and the answers are in the answer the Extra are optional and it is left to the teacher to
key at the back of the coursebook, so students can decide which activities are carried out in class. There
work independently and are able to check their own is however enough material in each Extra for a ninety-
work. Avoid spending valuable classroom time going minute lesson. The Extra has the following features: a
through the answers to these exercises, though of reading text with follow-up task, a crossword and / or
course you may have to answer students’ questions wordgame, a song (recorded both on the Text and
about them. It is advisable for the students to do these Learner CDs) and a variety of other fun activities.
exercises in pencil, so they can rub out any answers Vocabulary introduced in the Extra is not treated as
which turn out to be incorrect. assumed knowledge for the units that follow, so
students do not have to feel that they are at a dis-
advantage if their course does not have time for this
optional material.
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Introduction
Frequently asked questions

Why is the Teacher’s Book in English? What use you can actually make of the grammar
terms will depend on what sort of learners enrol for
This is something that experienced Network teachers your class. But, don’t forget that no amount of
have been suggesting at presentations and work- abstract grammar can replace the one most essential
shops for years. Their argument is that all English component of any language course: practice!
teachers can read English, but that some native
English teachers have difficulty reading a Teacher’s
Book written in German. In addition, the language Why are the short forms of the verbs introduced right
used in the step-by-step commentary will supply non- away?
native teachers of English with useful classroom
phrases for their English lessons. Sometimes beginning students are reluctant to prac-
tise the short forms (such as I’m, he’s, they’re …),
because they find them too difficult. In particular, they
Why is there so much German in the coursebook? find the distinction between the use of the short form
in the statement and the use of the long form in most
Some pages, e. g. the introduction to the characters in questions and in the short answers difficult to grasp.
the storyline on pages 6-7, are in German because as
absolute beginners our learners will not have the While it would be easier if students were to use the
vocabulary or structures necessary to understand this long forms (such as I am, he is, they are …) all the time,
sort of text in English. encourage them to use the contracted form as well.
You might like to point out that using the long forms
In the classroom activities, some of the instructions constantly in spoken English will make them sound
are in German, particularly in the first half of the book. stiff and formal.
They provide reassurance for those learners who
might otherwise feel insecure if everything were in
English right from the start. They also help to reduce Do my students have to learn the entire phonetic
the overall amount of German used in the classroom. alphabet?
Teachers can give a short explanation and demonstra-
tion of the activities in English but the German is there No, they don’t, but as a step towards learner auton-
for the students to read and confirm that they have omy it is important that students learn to recognise a
understood. few of the symbols of the phonetic alphabet and the
sounds they represent. They will consequently feel
In later units, however, the instructions are mainly in more confident in working out the pronunciation of
English, and at the end of the book there is a list of unknown words that they have looked up in the
classroom phrases (Überschriften und Übungsanwei- dictionary. The most important single symbol is the
sungen) that the learners can refer to if they are in any upside-down e or “schwa”: / ə/. This symbol, along
doubt. with a number of other very useful ones like / ð/ and
/ θ / for the voiced and voiceless th sounds, are intro-
The instructions on the Language study and Home- duced in the pronunciation activities in the six main
study pages are all in German, because in most cases units of the coursebook.
the students will be expected to do some or all of the
exercises at home without the help of the teacher.
My students always groan when I get out the CD
player. What can I do?
Why is there so much / so little grammatical termino-
logy in this course? Understanding authentic spoken English on cassette
or CD can present problems for students and they
Some people find it difficult to make sense of abstract may become anxious and / or frustrated if they feel
grammatical terminology and for this reason we have that they have understood very little. It is important,
tried to keep the number of grammatical terms to a therefore, to prepare the students well for listening
minimum. For those who do find the terminology comprehension activities and to encourage them
useful, we have tried to include those terms that we during and after listening. Make it clear to your
think will help them to make mental connections to students what the listening will be about, what the
things they have learnt before. listening task requires and in particular, that it is not
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necessary to understand every word. Above all, don’t This is a course for absolute beginners, but there’s
give up using the recorded material because listening somebody in my class who already knows a lot of
comprehension is one of the key skills in the entire English. What should I do?
language learning process. The coursebook offers
plenty of opportunities for listening so that in time This is a problem that should, ideally, be sorted out
your students will improve and this Teacher’s Book by the school or VHS before your course starts. Still,
includes many suggestions for effective and enjoy- it can easily happen that somebody with considerable
able listening comprehension work. prior knowledge of English might register for a begin-
ners’ course because they feel unsure of themselves
and think they have forgotten all the English they once
How can I make sure the Exchange information knew.
activities work properly?
If possible, have a course catalogue with you at your
English Network Starter includes six Exchange in- first lesson, so you can recommend possible alter-
formation activities, in which students A and B look at native courses. Point out that an absolute beginners’
different pages, ask each other questions and give course is really not very useful for people who have
answers. These activities can at first glance seem learnt English before, because only the very basic
confusing if you have never seen this activity-type structures and functions are introduced and practised.
before. It is, therefore, advisable to spend a little more Somebody who is merely a bit confused about the
time over the first of the Exchange information ac- present progressive, for instance, might be better off
tivities so that your students won’t be put off. Allow in a course using English Network 2, where this
time for students to think about and / or work out structure first appears, or perhaps even in a course
some of the questions and answers they will need to with English Network Refresher, where all the basic
do the task, before they come together in A / B pairs. tenses are systematically revised.
While the students are carrying out the activity
circulate and monitor carefully, ensuring that your You might also point out that for those course par-
students understand how they work. ticipants who really are absolute beginners it can be
discouraging if there is somebody in the group who
The next book, English Network 1, will contain a already knows all the answers.
number of activities of this sort, as will the rest of the
books in the English Network series. And if any of your
students ever take the examination “Certificate in Is there a placement test for people who have learnt
English B1” of the “European Language Certificates” English before?
(formerly “VHS Certificates”) they will find a section
in the revised oral examination which works exactly Yes, and it can be downloaded from
this way. www.klett-sprachen/englishnetwork.de on the
internet.
How can I get my students to listen to each other, for

instance during a feedback phase or when two or After this course, why can’t my students skip English
three are performing a dialogue or roleplay for the rest Network 1 and go directly on to English Network 2?
of the class?
Because English Network 2 would be far too difficult.
Try and give the others a reason for listening, via a Unless they were in the wrong course to begin with,
listening task. This Teacher’s Book offers suggestions in which case they should take a placement test to find
wherever possible: the level that best suits their needs.
• Unit 2 Revision & Extension, Activity 5 English Network 1 does in fact include a systematic
• Unit 4 Step 2, Activity 1c revision of just about everything that was in English
• Unit 4 Revision & Extension, Activity 2 Network Starter – which is what most ex-absolute-
• Unit 6 Step 3, Activity 3 beginners need and want. But it also includes
additional vocabulary and structures right from the
start, so your students are unlikely to feel that they are
just going over the same ground again in the next
course.
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English money
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Hello!
Contents
In this first lesson students will

• learn each other’s names and how to introduce themselves,
• get to know the coursebook and be introduced to the characters in the storyline,
• be made aware of how many English words they already know.
Functions Greetings and introductions: Hello. I’m … / Nice to meet you.
Vocabulary Words similar in English and German, e. g. bank, jeans.
Pronunciation Awareness of some of the differences in pronunciation in English and German.
Tips and info
Timing Activities 1 – 2: 15 min. Activities 3 – 5: 30 min.

Tour of the book: 15 min. Die Personen: 15 min.
If short of time • Ask students to look at pages 6 and 7 at home.
Preparation • Make a few photocopies of pages 4 –7 as you may find that not all the students
have the coursebook at the first lesson.
• (Neudeutsch) Bring in a mobile phone (optional).
• (If time permits) Make small cards. Write down on each card the name of a
character from the storyline (see pages 6 –7) or of a famous person that appears
in the coursebook (Bill Clinton, Tony Blair, Indira Ghandhi, Margaret Thatcher,
Michael Jackson, Richard Burton, Julia Roberts, Prince Charles, James Bond).
Before you start • Arrange the desks in a horseshoe or a circle, if possible, so that everyone can see
each other. It also creates some space in the centre of the room in case you wish
your students to get up and walk around speaking to different people.
1 Hello! • Write your name on the board and introduce yourself: Hello. I’m …
• Go around the class shaking hands and introducing yourself individually to
students. Encourage them via gesture to tell you their names.
• Ask students to open their books and look at 1 Hello! Use simple classroom
instructions right from the beginning: look at …, read, listen, repeat, open / close
your books etc. using mime and gesture to get over the meaning.
• Read the speech bubbles aloud and get students to repeat in chorus and individ-
ually. Pay attention to pronunciation and stress in hello / he’ləυ/ and linking in
Nicetomeetyou.
• Give a quick German translation if students are having difficulty with the meaning.
2 And now you • Write the dialogue from 1 Hello! on the board for students to refer to.
• Students introduce themselves to the person sitting on their right and on their left.
• Ask students to come into the middle of the room, walk around and introduce
themselves to as many of the others as possible. First demonstrate the activity
with a few students and then join in yourself encouraging all the students to take
part. Your students will probably find this a new experience and may feel nervous.
3 English and German! • Ask the students to look at the photos and the words at the bottom of page 4.
• Students work alone or with a partner and match the words to the photos.
• Check their answers by pointing to the photos in your book and getting individual
students to say what they are, as they don’t know the numbers in English yet.
• Repeat the word if they pronounce it incorrectly.
• Point out that nouns are written with a small letter in English (exception: T-shirt).
4 Pronunciation: Listen
and repeat. • Press pause button after each word and get students to repeat the word in chorus.
T 1/2 1’17” • Pay particular attention to the following sounds: // in laptop, sandwich, bank and
hamburger, /əυ/ in hotel and video, /d / in jeans, /ə/ in internet, computer, satellite
and hamburger. Don’t expect perfection at this stage and don’t dwell on problem
sounds, students should just be made aware that there are differences.
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Lesson notes – Hello!
5 And now you • Ask students to do this exercise in pairs.

Option • If some of your students can’t think of any words, write the following on the board
and get students to find the matching halves.
Board
ta ky dis over
whis xi cow ness
pull boy fit co
• Get students to read out their words and write them on the board grouping them
as far as possible according to sounds, e. g. // (taxi), /əυ/ (disco).
• Model the pronunciation of any words that you think might cause difficulty and
get students to repeat in chorus and individually.
• Students do the matching activity individually and check their answers with a
partner and then in class.
pyjamas, shopping, jogging, party, hotdog, happy, shorts, feeling.
Neudeutsch • Show students your mobile phone and ask them if they know what it’s called.
• Tell the students to read the text silently to find the answer.
Option • Mention another example: An ”Oldtimer” is a veteran car in English.
Tour of the book • Ask students to look at a coursebook.

• Show students the following features of the book and give a short explanation:
- the Inhalt (pages 8 –11);
- a unit with photo page, three Steps and the Revision & Extension (e. g. Unit 1,
pages 12 –27). Point out that the units are colour-coded (e. g. Unit 1: blue); the
Exchange Information activities (pages 114, 116), the Lösungsschlüssel to the
exercises (page 118) and the Vocabulary (pages 130 –132) have the same colour
as the main unit;
- a step with Starter, Dialogue, Activities, Language study and Homestudy (e. g.
pages 14 –17);
- an example of an Extra (e. g. pages 44 – 45);
- the Lösungsschlüssel to the Language study, Homestudy and Extra (pages 118 –
125);
- the Grammar (pages 126 –129), Vocabulary (page 130 –140), Dictionary (pages
141–148), People and places (page 149) and Überschriften und
Übungsanweisungen (pages 150 –151).
• Tell the students about the Learner CD and the CD-ROM.
Die Personen
Option • This is a fun activity to see how much students know about the geography of
Great Britain before they look at page 6. Draw a simple sketch of Britain on the
board, mark in five dots for Oxford, London, Cardiff, Edinburgh and Cambridge
and write the place names in a list on the board. Ask the students to draw a
similar map in their notebooks and write down on their map the places listed on
the board. Students check their answers with a partner and then look at the
map on page 6 to see if they were correct.
• Ask the students to look at pages 6 and 7. Explain that the story takes place in
Oxford and that these are the characters that appear in the storyline.
• Read the texts aloud or let the students read them silently.
• Ask if anyone has been to Britain. Someone may have stayed at a B&B or rented
a cottage and can say a few sentences about it.
If short of time • Ask students to look at pages 6 and 7 at home.
If time permits
I’m Marilyn Jones. • Give out a name card (see preparation) to each student and tell them that this is
their new name.
• Students walk around and introduce themselves to other members of the class
using their new names: Hello, I’m … Nice to meet you.
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Unit 1 Arrival
Unit 1 Step 1 Come in, please.
Contents
Storyline Emma and Oliver arrive in Oxford and meet Marilyn, the owner of the B&B and
Rose Cottage. Marilyn invites Emma and Oliver in for a cup of tea.
Grammar The indefinite article a - an; Personal pronouns I, you; Verb be: Questions and
short answers with am, are: Are you …? Yes, I am. / No, I’m not.
Functions Introducing other people: This is …; Asking someone to come in and sit down:
Come in, please. Have a seat. Offers and reacting to offers: A cup of tea? Yes,
please. / No, thank you.
Vocabulary Food and drink.
Pronunciation Linking between words: ThisisEmma.
Rising intonation in offers: A biscuit?
哭
Tips and info
Timing Photo page: 5 min. Starter: 5–10 min. Dialogue: Part 1: 10 min.
Activities: Part 1: 20 min. Dialogue: Part 2: 10 min. Activities: Part 2: 15 min.
Listening: 15 min. Language study: 10–15min.
If short of time • (1d And now you) Omit the groupwork. Students introduce one other student to
the class: This is …
• (3c Pronunciation: Listen and repeat.) Omit this activity.
• (Language study) Students read through the Language study boxes and do the
exercises at home. Make sure that they know where to find the key.
Warm-up • As your students come into the class, greet them by name: Hello (Anna) etc.
• Get your students to introduce themselves to any “new” students.
Photo page • Give students a little time to look at the photos on pages 12 –13.
• Remind students where Oxford is situated (see map on page 6) and of the names
of the main characters (Emma and Oliver). If necessary, refer back to the text on
page 6.
• Point to the photos and introduce them: This is Oxford, this is Rose Cottage etc.
• Point out to the students that they can find translations of unknown words, e. g.
twin town, in the Dictionary at the back of the book (pages 141 –148).
• Answer questions about the photos but avoid spending too long on this phase.
Information College in Oxford High Street: It is one of the 39 colleges that make up Oxford
University.
Oxford High Street: One of the main shopping streets in the town centre.
Oxford and Bonn: One of the squares in Oxford is named after its twin town,
Bonn.
Starter: Vocabulary • Before you start, make sure that students know what the title of the Step means.
Come in can be explained by getting someone to go out of the classroom and
inviting him / her in.
T 1/3 0’34” • Let the students look at the pictures and then play the CD. Press the pause button
after each word and get the students to repeat in chorus.
• Pay attention to the / ə / in a cup of tea / coffee. Orange juice often causes
difficulties.
• Write a and an on the board and try and elicit the difference from the students.
Refer to box 8 on page 16, if you wish.
• Ask students to make two columns in their notebooks with the headings a and an.
• Dictate about ten words from Hello! (pages 4 / 5) without the indefinite article and
ask students to write them in the correct column. Be sure to include some of the
following: e-mail, English biscuit, American bank, orange, internet web page.
• Individual students read out their answers to the class. Write them on the board:
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Lesson notes – Unit 1 Step 1
Board
A An
laptop e-mail
Option • For further practice, ask your students to do exercise 2 of the Language study in
pairs or orally round the class.
Dialogue: Part 1 • Students cover the printed text with a piece of paper and look at the photo.
• Ask them if they can remember the names of the people in the photo (Marilyn,
Emma, Oliver) and give a quick summary of the story in German. The storyline is
described on page 8 of the coursebook.
T 1/4 0’28” • Play the dialogue once and let the students listen. Stress the fact that it doesn’t
matter if they don’t understand every word.
• Play the dialogue a second time. Students look at the text this time.
• Be ready to answer any vocabulary questions. Try and get over the meaning of
unknown words and phrases via mime, gesture, blackboard sketches etc. You can
illustrate the meaning of this is … for example by asking two students to come to
the front of the class and introducing them to each other. Try not to spend too long
over this. If students still don’t understand, give a quick German translation.
• Point out that English has only one word you for “du”, “Sie” and “ihr”.
• Play the dialogue a third time. Push the pause button after each sentence and ask
students to repeat in chorus. If you find that the repetition phase goes on too
long, just get students to repeat some of the new language items.
• Model the /ð/ in this and the /θ/ in thank you, showing them the tongue position.
These are new sounds for the German speaker so get students practising them
right from the first lessons. They will soon feel more confident when using them.
Activities: Part 1 Here are a few suggestions for conducting the activities successfully.
• Read out or get students to read the instruction and example, then demonstrate
the activity with one or two students before groupwork commences.
• Difficult structures, e. g. the short answer and pronunciation problems, can be
quickly brought to the attention of the students via a quick blackboard
presentation using sketches, boxes, arrows etc.
• Walk around the room as soon as the students have started to make sure that
everyone has understood the instructions. If one or two groups have
misunderstood, repeat the instructions to them in a quiet voice, so as not to
interrupt those who are doing it correctly.
• While the students are doing an activity, be available to answer questions or make
corrections when appropriate.
• Don’t let the activity go on too long.
1a Pronunciation: • Let the students look at the activity and read the explanation.
Listen and repeat. • Play the sentences once and just let the students listen.
T 1/5 0’25” • Play the sentences again, press the pause button after each sentence and get
the students to repeat in chorus and individually.
1b Nice to meet you. • Ask students to read the instructions and write their answers individually.
• Act out the dialogue with one of the students so that everyone can check their
answers.
• Ask students to practise the dialogues in pairs taking it in turn to be “Ann”.
• Go round the class making sure that students link correctly: I’mAnn, Comein etc.
1c Are you Claudia? • The short answer is a difficult structure in English so write it again on the board
and point out that the answers yes and no on their own sound fairly abrupt and
impolite.
Board Yes, I am.

Are you …?
No, I’m not.
• Practise the short answers in class by asking students questions with Are you
(Hans)? making sure you get both yes and no answers.
• Students stand up and walk around the class asking and answering.
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1d And now you • Demonstrate this activity with two students at the front of the class before
students carry it out in groups of three.
If short of time • Omit the groupwork. Students introduce one other student to the class: This is …
Option • Refer to boxes 1, 2, 3 and 4 on page 16 and get students to do exercise 1 of the
Language study.
Dialogue: Part 2 • Follow the same procedure as for Dialogue: Part 1.

T 1/6 0’29” • Refer to Tea on page 17. Read this aloud or ask students to read it silently.
Option • Compare with the customs in students’ own culture(s), e.g. What do you usually
drink at home? What do you offer guests? Is it OK to refuse if someone offers you
a drink? This will have to be done in German here but can be done in English in
later units. If students have been to Britain, they might like to say one or two
sentences about their own experiences.
Activities: Part 2
2a Come in, please. • Ask students to congregate around the door.
• Send about a third of the students out of the room and ask them to knock on the
door in turn.
• The others take it in turns to ask them to come in and have a seat.
Option • If your students need more practice, repeat the activity by sending different
people out of the room.
2b Pronunciation: • Students repeat each phrase in chorus. Encourage them to exaggerate the
Listen and repeat. intonation pattern. Try and keep it light-hearted and don’t worry too much if they
T 1/7 0’27” don’t quite manage it this time.
2c And now you • Make two columns on the board with the headings a and an.
• Brainstorm all the words the students know for food and drink, elicit the correct
indefinite article and write the words on the board in the correct column.
• Students carry out the activity in pairs. After one or two minutes they should
change roles.
Listening
3a Listen again. • Play the dialogue once and let the students listen. They may look at the text if they
T 1/8 1’07” wish.
Options Here are one or two other suggestions for working with the dialogue if you have
time:
• Students get into groups of three, take roles and act out the dialogue. Walk
around the classroom and help with pronunciation.
• Play the dialogue again. Push the pause button sometimes and see if students can
say or write down the next word. It’s best to pause near the end of the sentences
rather than the beginning for this activity.
• Play part of the dialogue. Pause after each sentence and get students to write
down what they have just heard.
3b Listen and answer. • Tell the students they are going to hear two dialogues between Marilyn and a
guest at the B&B.
• Draw a  and  on the board and tell the students that the guest is more polite
in one dialogue.
T 1/9 0’47” • Students just listen and try to relax during the first listening.
TS, p. 75 • Make sure that the task is clear to the students. Tell them that they have to write a
number (1 or 2) in each box.
• Play the cassette a second time and ask the students to fill in the boxes.
• Let them compare answers with a partner before you write them on the board.
 = Dialog 2,
 = Dialog 1.
3c Pronunciation:
Listen and repeat. • This activity aims to make students aware of the wider voice range in English.
T 1/10 0’25” Encourage students to imitate it, even though it may seem a little strange at first.
TS, p. 75 • Press the pause button after the guest’s responses. Students repeat in chorus.
If short of time • Omit this activity.
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Language study
Boxes • These can be referred to during the lesson or looked at together at the end of the
lesson.
• Read the boxes aloud or ask students to read them silently. Encourage them to
ask about anything that is unclear.
• Point out anything that needs clarifying. Box 1: Hi! is more informal than Hello.
Exercises • These can be integrated into the Activities (see suggestions) or can be done after
the Activities, if you have a little time at the end of the lesson. Ask students to do
the exercises in pairs and point out that in exercise 1 they can cross off the words
as they use them.
• Get students used to checking their answers with the key. One student in the pair
looks at page 118 and reads out the answers to exercise 1 while the other one
checks. Students exchange roles for exercise 2, etc.
If short of time • Students read through the Language study boxes and do the exercises at home.
Make sure that they know where to find the key.
Homestudy • Spend a minute or two showing the students the Lerntipp, the Homestudy
exercises, the Lösungsschlüssel (page 118) and the Hörtexte (page 122) to the
listening exercise.
If time permits
An orange juice? • Each student writes three different food or drink items on three small pieces of
paper.
• Students walk around the class offering something to eat or drink to different
students.
• Whenever a student answers yes, please they may give away this piece of paper.
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Unit 1 Step 2 Where are you from?

Contents
Storyline Emma and Oliver meet David, Marilyn’s husband, and talk about where they are
from. Marilyn gives Emma and Oliver the key to Rose Cottage.
Grammar Personal pronouns he / she; Verb be: Statements, questions and short answers
with I, you, he / she; the definite article the.
Functions Asking and talking about where you’re from: Where are you from? I’m from … ;
Saying thank you: Thank you / Thanks for the … / You’re welcome.
Vocabulary Countries.
Pronunciation Sentence stress and rhythm; Different ways of pronouncing the: /ðə/ or /ði/.
Tips and info
Timing Starter: 10–15 min. Dialogue: Part 1: 10 min. Activities: Part 1: 20 min.
Dialogue: Part 2: 10 min. Activities: Part 2: 15 –20 min. Listening: 10–15 min.
Language study:10–15 min.
If short of time • (2b Memory game) Students do the activity asking and answering in class.
exercises at home.
Preparation • (2a He’s from Austria.) Bring in pictures of famous people from England, Scotland,
Wales, Germany, Austria, Switzerland (optional).
Starter
1 Revision • Put the “T” of Network on the board and elicit other words students could write
down, before students carry out the activity in pairs.
• Stop the activity after five minutes and get students to compare with another pair.
2 Vocabulary • Press the pause button after each country and get students to repeat in chorus.
T 1/11 0’29” Pay attention to the /ə/ in England, Scotland, Germany and Switzerland.
• Students draw lines from the country names to the outlines.
• Point to each outline in your book and get students to say the countries.
Dialogue: Part 1 • Students cover the printed text, look at the photo and say who the people are.
T 1/12 0’34” • Give a quick summary of the storyline and write the following on the board: Oliver
is from … Emma is from … David is from …
• Students listen to the dialogue and complete the sentences.
• Students listen again, look at the text and then do some choral repetition.
• Point out that from is pronounced / frɒm / (stressed) in where are you from? and
/ frəm / (unstressed) in the statement and in the question are you from Germany?
• Refer to The British on page 21. See Unit 1 Step 1 (Teacher’s Book, p. 18, Tea) for
a suggested procedure.
Information Great Britain consists of England, Scotland and Wales.
The United Kingdom consists of England, Scotland, Wales and Northern Ireland.
Activities: Part 1
1a Pronunciation: • This activity sensitises students to sentence stress and rhythm. Point out that the
Listen and repeat. unstressed words are naturally said more quickly and then get the students to
T 1/13 0’40” look at the conversation while you play the recording.
• Play the short conversation again. Students repeat in chorus after each sentence.
Option • If more practice is needed, students should act out the dialogue in pairs.
1b And now you • Students write down their names on a small piece of paper. Collect in the names
and redistribute them, making sure that students don’t receive their own names.
• In turn, students ask the person whose name they have where they are from.
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Dialogue: Part 2 • Introduce the following vocabulary items: key, he’s, she’s. Show the students a key
and tell them what it is. Point to a male and a female student and introduce them:
This is Hans. He’s from … / This is Anna. She’s from …
T 1/14 0’0’35” • Continue as suggested for Dialogue: Part 1, Unit 1 Step 1.
• Point out the use of contractions in English. Pick out a few examples from the
dialogue and show how this works.
Board she Xis = she’s here Xis = here’s you X

are = you’re
Activities: Part 2
2a He’s from Austria. • Show photos of famous people (see preparation) or point to students in the class
and characters in the story. Ask students: Where’s he / she from? Write an example
of the answer on the board: He’s from England. Elicit the question Where’s he / she
from? and write it on the board too. Point out the use of the contraction.
• Students do the activity in pairs, taking it in turns to ask the question. Give help if
students can’t recognise the landmarks: This is the Prater, etc.
• Students compare answers in class.
1 He’s from Scotland (Loch Ness Monster). 2 He’s from Switzerland (Matterhorn).
3 She’s from Wales (Welsh flag). 4 He’s from Austria (Prater).
5 She’s from Germany (Reichstag). 6 She’s from England (Big Ben).
2b Memory game • Present the structure visually on the board:


Is Claudia / Michael from Germany? Yes (s)he is.
Board
No, (s)he isn’t.

• Ask questions to practise the short answer, e. g. Is Boris Becker from Wales?
• Students do the activity in pairs taking it in turns to test each other.
2c Pronunciation: • Students first listen for the difference in pronunciation. Ask if anyone can tell you
Listen and repeat. what the difference is. Refer to box 5 on page 20.
T 1/15 0’34” • Students listen again and repeat each sentence in chorus.
Option • Do exercise 3 of the Language study.
2d Thank you. • Brainstorm some names of food and drink from the students.
• Students work in groups of four. Designate one student as the “host(ess)”.The
others thank him / her for the food and drink. Pay attention to the correct
pronunciation of the.
Listening
3a Listen again. • See Unit 1 Step 1, 3a Listen again (Teacher’s Book, p. 18) for a suggested procedure.
T 1/16 1’08”
3b Listen and match. • Elicit the names of the four people in the picture (David, Marilyn, Britta and Nils).
T 1/17 1’03” • Make it clear that there are three dialogues and that only one dialogue matches
TS, p. 75 the picture.
• Play the dialogues again if students find the task difficult and tell them to listen
out for the number of speakers in each dialogue.
Dialogue 2 matches the picture.
Language study • Box 1: Point out that the long form of the verb is used with yes (Yes, I am. / Yes, he
Boxes is.) and the short form with no (No, I’m not. / No, she isn’t.).
Exercises • Students can do exercise 1 orally in pairs. Each student takes a role. They can also
personalise the exercise by exchanging the names with their own names and
people from the class. The places will have to be changed accordingly.
If time permits
Where’s Claudia from? • Write the following on the board: Where’s … from? Is … from Germany?
• Tell the students they have five minutes to see if you can remember where
everyone in the class comes from.
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Unit 1 Step 3 Welcome to the cottage.

Contents
Storyline David takes Emma and Oliver to Rose Cottage. Emma and Oliver have left their
bags at the B&B. Simon brings them over.
Grammar Personal pronouns it, we, they; Verb be: Statements, questions and short answers
with it, we, you, they; Plurals with -s.
Functions Asking what something is and where it is: What is it? Where is / are …?; Making
suppositions: This / It must be … .
Vocabulary Numbers 1–10.
Pronunciation Different ways of pronouncing the plural ending: /s/, /z / or / iz /.
Tips and info
Timing Starter: 10–15 min. Dialogue: Part 1: 10 min. Activities: Part 1: 10–15 min.
Dialogue: Part 2: 10 min. Activities: Part 2: 30 min. Listening: 10–15 min.
Language study: 10 min.
If short of time • (2d Exchange information) All students look at page 114 and ask and answer
questions in class.
exercises at home.
Starter
1 Revision / Option • Get a few of the better students to turn their backs and ask the questions in turn.
2 Vocabulary • Pay attention to the / θ/ in three and the / v / in five and seven.
T 1/18 0’39”
Dialogue: Part 1 • Describe the storyline and elicit what students can see in photo.
T 1/19 0’22” • Pre-teach a few of the vocabulary items (name, number). Write one or two names
and numbers on the board and explain what they are: This is a name. This is a
number. Students will understand look at if you’ve been using it in class.
• The dialogue is short so get students to repeat each sentence in chorus. Pay
attention to the / ə/ in look at and the linking between words, e. g. Whatisit?
• Get over the meaning of it for objects. Point to a male student for he, a female
student for she and pick up various objects and say it.
• Refer to Houses and cottages on page 25.
Activities: Part 1
1a Numbers • Press the pause button after each number to give students time to write it down.
T 1/20 0’40” • Students compare answers first with a partner and then in class.
five, seven, one, ten, six, three, eight, two, nine, four.
1b What is it? • Draw one or two objects on the board and get students to guess what they are.
• Encourage “volunteers” to come to the board and take over.
Dialogue: Part 2 • Pre-teach tired and bag.

T 1/21 0’42” • After listening to and looking at the dialogue, do a visual presentation of they:
Board + = he £ = she t¶¢¡ = they

A = it AAA = they
Activities: Part 2
2a It must be a / an ... • Draw part of an object on the board, e. g. steak. Students make suppositions.
• Students do the activity in pairs and then compare answers in class.
1 key, 2 rose, 3 apple, 4 (mountain) bike, 5 ice-cream, 6 laptop / computer, 7 cup, 8 baby, 9
hamburger. (Different words are possible, e.g. flower instead of rose.)
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2b Pronunciation: • Get students to repeat each word. You don’t need to give a long explanation about
Listen and repeat. when each sound is used.
T 1/22 0’51” • Write a few more nouns on the board and get individual students to say the
plurals, e. g. steak, computer, name, house, number, key, bank, T-shirt, hotel.
Option • Refer to box 5 on page 24 and do exercise 1 of the Language study.
2c Where are the • With a weaker class, elicit some of the questions before they start the pairwork:
apples? Where’s the key? Where’s the laptop? etc. and point out the contractions.
Board itX
is = it’s they X
are = they’re
The laptop, orange juice, apples, biscuits and roses are in the bag. The key, videos,
oranges, tea, coffee and cups are in the rucksack.
Option • Refer to the Lerntipp on page 25.
2d Exchange • As this is the first Exchange information activity, spend a little time setting it up
information. and monitor it carefully. Give a lot of help and encouragement.
• Prepare students for the activity by writing these words on the board. Exchange
the names for names of students in your class.
Board from is Claudia are where Michael

Hans and Carmen Germany Austria you
• Ask the students to make questions with the words on the board, e. g. Is Claudia
from Germany? Where are Hans and Carmen from?
• Elicit questions and answers in class. You can give help by writing up the paradigm
of be and the short answers on the board as presented in the box on page 114.
• Now make two groups (A and B) on different sides of the room. Students should
form a pair with someone from their group. There should be the same number of
pairs in each group. If this doesn’t work out exactly make one or two groups of three.
• Give students time to read the instructions and write their questions.
• Ask each pair from group A to take their chairs and join a pair from group B.
• Students ask and answer questions in groups of four.
• Refer to page 127 (4.1) so that students know where to find the verb be in all forms.
Option • For further practice, students do exercises 2 and 3 of the Language study in pairs.
If short of time • All students look at page 114 and ask and answer questions in class.
Listening • See Unit 1 Step 1, 3a Listen again (Teacher’s Book, p. 18) for a suggested procedure.
3a Listen again.
T 1/23 1’11”
3b Listen and • Refer to page 7 to remind students who Todd is. Ask them to read the two questions.
answer. • Tell them to concentrate on no. 1 during the first listening and no. 2 during the
T 1/24 0’58”T second.
TS, p. 75 • Let the students listen to the dialogue twice.
1 b, 2 d.
Language study
Boxes • Box 3: Point out that English has two words (she and they) for “sie”.
If short of time • Students read the boxes and do the exercises of the Language study at home.
Preparation for next • Ask students to bring a small photo of themselves for the follow-up activity to
lesson 8 Reading.
If time permits
Bingo • Ask students to write down six numbers between 1 –10.

• Say numbers between 1 –10 in a random order making a note of the numbers.
• The first student to cross out all his / her numbers says bingo.
• The winner says his / her numbers aloud so that you can check they’re correct.
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Unit 1 Revision & Extension

Contents
Extension Asking for and giving telephone numbers: What’s your phone number? It’s …
Useful phrases in the classroom: How are you? I’m fine thanks. What’s this in
English? See you next lesson / week.
Tips and info
Timing Activity 1: 5 min. Activities 2 –3: 15 –20 min. Activity 4: 20 min.

Activities 5 –7: 20 min. Activity 8: 15 –20 min. Activity 9: 10 –15 min.
If short of time • (4b Listen and write.) Leave out the last dialogue with Monika.
• (5 Wordspotting) Ask the students to do the word puzzle at home.
• (8 Reading: Follow-up activity: What about you) Omit the follow-up activity.
Preparation • (3 Roleplay) Bring a poster of a language school or make one yourself (optional).
• (8 Reading: Follow-up activity) Prepare a profile of yourself with photo. Bring in
sheets of paper and sellotape (optional).
1 Starter: Food and drink • Start off the activity yourself and then let the students continue.
2 Please complete • This is a good opportunity to get students to work with different partners.
and read out. • Students look at the picture and then complete the dialogue. Good groups should
cover up the words next to the picture when completing the dialogue.
• Assign roles to three students whose English pronunciation is good. They read out
the dialogue. The others listen and check their answers.
1 Are, 2 am, 3 ‘m, 4 from, 5 in, 6 to, 7 you, 8 is, 9 this, 10 is, 11 Nice, 12 Nice, 13
meet, 14 are, 15 from, 16 ‘m, 17 from, 18 cup of, 19 please.
• Students act out the dialogue in groups of three.
3 Roleplay • Brainstorm the names of countries the students know and write them on the
board.
• Then set the scene, if you wish, by showing a poster of a language school.
• Each student thinks of a name and a town and country he / she is from.
• Students tell their partner who they are and where they’re from.
• With weaker groups elicit some of the questions / phrases they will need in the
roleplay and write them on the board: Hello, I’m … Where are you from? This is …
Nice to meet you. Are you from …, too? He’s / She’s / We’re from …
• Demonstrate the activity first with one or two better students.
• Students walk around the classroom in pairs and have similar conversations.
4 Listening: Phone
numbers
a Listen and repeat. • Play the dialogue. Students look at the text and repeat after each sentence.
T 1/25 0’58” • Write a few phone numbers on the board and get individual students to say them.
b Listen and write. • If your students are having difficulties with the task, press the pause button after
) T 1/26 1’39” each phone number to give students time to write it down.
TS, p. 75 Beatrice: Bern, 3874415; Marc: Hamburg, 6024396; Monika: Salzburg, 5738002.
c And now you. • Ask students to write the class list in their notebooks.
Your class list • Students walk around the class asking questions and writing down the
information.
• Stop the activity after about five minutes and ask pairs to compare information.
5 Wordspotting • Students can do this alone and then compare with a partner.
Across: tea, two, please, he, Wales, happy, cup, to, coffee, meet, bag, really. Down:
welcome.
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Lesson notes – Unit 1 Revision & Extension
6 Memory check • Let students have a quick look back at Unit 1 Steps 1 –3.
• Ask them to close their coursebooks and jot down words and phrases.
• Stop them after a few minutes and let them compare and add to their lists in
groups of three.
• The group with the most words should read their list to the class.
7 Words to sentences • Start off the activity and then get students to continue around the class.
• Tell them to say pass if they are unable to make a sentence or phrase.
• If a student makes a mistake, say the incorrect word with rising intonation and get
the student to correct himself / herself.
8 Reading • Ask students to cover the text and look at the photo. Write the following on the
board: This is … He’s from … He’s in … now and ask students to complete the
information.
• Tell the students to read the text silently to find out more about Oliver.
• The reading texts have been written to practise the skill of reading and contain a
few unknown words and phrases. Encourage students to work out the unknown
words from context.
• This is also a good opportunity to show students the Dictionary on pages 141–148
again. Get students to look up unknown vocabulary items.
Follow-up activity: • Show your profile and photo to the class if you have already prepared one. If not,
What about you? write two or three sentences about yourself on the board using some of the
vocabulary from the Reading, e. g. Hello. I’m (Ann). I’m from (Birmingham in
England). I love Berlin.
• Ask students to take a piece of paper and write a short profile about themselves.
• This is a fairly free activity so go round prompting and helping with vocabulary.
• Ask students to hang their profiles (with photo if possible) on the wall or to lay
them out on a few desks at the front of the class.
• Give the students a few minutes to read the profiles.
9 Useful phrases: • Let students look at the first situation and elicit the meaning. Play the first
In the classroom dialogue getting the students to repeat after each sentence. Students practise the
T 1/27 0’54” dialogue first with their partners and then with other students.
• Students listen to the second situation and repeat. Pick up objects in the
classroom or draw a few on the board, e. g. key, book, cassette, mobile phone,
bag, T-shirt, sweatshirt, apple, and get students asking and answering: What’s this
in English? It’s a key.
• Play the third short dialogue and get students to repeat. Remember to use these
phrases at the end of the lesson.
• Remind students that they can listen to 9 Useful phrases on the Learner
CD / Cassette at home.
If time permits
1 Students’ checklist • Get students to look at the list of Situationen, Sprechabsichten, Wortschatz,
Grammatik and Aussprache of Unit 1 on page 9 of the coursebook.
• Read out the Situationen, Sprechabsichten and elicit phrases that can be used in
each situation. Hello, I’m (Claudia), This is (Michael), Nice to meet you, for
example, can be used for “sich begrüßen und vorstellen”.
• Get students to tick off items they feel they have mastered and encourage them
to look up those items at home they are still unsure of.
2 Tasks • Give individual students tasks: Say the numbers from 1 –10. What’s the plural of
cottage? Ask a question with where?, what?, how?, is?, are? What’s your phone
number? Say ten words from Unit 1. What’s this in English? Where’s Oxford,
Cardiff, Edinburgh? Name five characters in the book.
3 Activity Pack 1 Activity 2a (Find a matching pair) from English Network Activity Pack 1 revises
most of the language items from Unit 1.
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Unit 2 Settling in
Unit 2 Step 1 Oxford
Contents
Storyline Emma and Oliver look at a guidebook of Oxford at Rose Cottage. They find out
what there is to see in Oxford.
Grammar There is … / There are … : Statements, questions and short answers.
Functions Asking about and describing a place: Is there a … in (Oxford)? / There’s an
interesting … / There are a lot of … / There isn’t a good …
Vocabulary Numbers 11– 50; Buildings: church, cinema, etc.
Pronunciation The contrast in stress between thirteen and thirty etc.
Tips and info
Timing Photo page: 5 min. Starter: 5 min. Dialogue: Part 1: 10–15 min.
Activities: Part 1: 25–30 min. Dialogue: Part 2: 10 min. Activities: Part 2: 15 min.
Listening: 10 min. Language study: 10 min.
If short of time • (1b Pronunciation: Numbers) Omit the listen again and repeat phase.
• (1c And now you) Ask students to dictate five numbers to their partners instead of ten.
• (Language study) Students do the Language study exercises at home.
Preparation • (2a Ask your teacher) Bring in a map or atlas (optional).
Photo page
Information Christ Church College, Jesus College: Two of the 39 colleges in Oxford.
Passage between two college quads: A quad is the square, open place with
college buildings on all four sides. Quads are typical of Oxford colleges.
Botanic Garden and the River Cherwell: In Oxford it’s the Botanic Garden and not
the Botanical Gardens. Cherwell is pronounced / t ʃa:wəl /. The boats are punts.
Starter: Vocabulary • Ask students to look at the pictures. Read the six words underneath aloud.
• Students write the numbers of the pictures in the correct boxes. Encourage the
use of What’s this in English? Write the answers on the board.
1 church, 2 market, 3 theatre, 4 river, 5 cinema, 6 college.
T 1/28 0’30” • Play the recording. Students repeat after each word. The words are spoken in the
order 1– 6 (see key).
Dialogue: Part 1 • Students look at the photo and cover the printed text. Tell students that this is a
guidebook of Oxford and ask them what they can see on the cover: It must be …
T 1/29 0’51” • Students listen to the dialogue to find out if they speculated correctly.
• In the repetition phase, pay attention to linking in there is and there are.
• Refer to Oxford Colleges on page 32.
Information The photo shows a student in gown and mortar board. In Oxford these are worn
on formal occasions. Magdalen is pronounced / mɔ:dlin /.
Activities: Part 1
1a Pronunciation • Play the recording and get students repeating in chorus. Pay attention to the
Listen and repeat the pronunciation of -teen (stressed) and -ty (unstressed).
numbers 11– 50. • Write a few numbers on the board and get students to say what they are.
T 1/30 1’07” • Students do the counting tasks round the class, each student saying a number.
1b Pronunciation: • This activity practises the contrast of -teen and -ty, so point this out again.
Numbers • Press the pause button after each number for students to write it down.
T 1/31 1’14” • Let students compare numbers with a partner before you write them on the
board.
14, 40, 13, 50, 15, 16, 30, 18.
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1d Memory game • Explain the difference between there’s and there are. Ask students to look at page
24, exercise 1. Describe two of the pictures: There’s a house in this picture, there
are two bags … and write the sentences on the board. Elicit sentences for the
other pictures.
• Teach the word map, before students take a good look at the picture.
• In pairs, students discuss and write down what they can remember. Make sure
that they write down the exact number of objects to avoid the use of some.
• Students look at the picture again to check their answers and then take it in turns
to read out their sentences to the class.
There’s: a laptop, a map, a church, a mobile phone, an orange, a video.
There are: four roses, two biscuits, three apples, two guidebooks, five keys.
Dialogue: Part 2 • Write the question What is there in Oxford? on the board.
T 1/32 1’02” • Students listen to the dialogue and write down at least two things.
• After listening again and choral repetition, write two positive statements with
there’s / there are on the board. Elicit the negative, question and short answer and
write them on the board too.
Board + -
There’s a theatre in Oxford. There isn’t a theatre.
There are two rivers. There aren’t two rivers.
? + -
Is there a theatre? Yes, there is. / No, there isn’t.
Are there two rivers? Yes, there are. / No, there aren’t.
Activities: Part 2
2a Ask your teacher. • Choose a place you know well and, if you have a map, show students where it is.
• You might need to explain that it’s a university because of the initial sound /j /.
Option • Ask students to do exercise 1 of the Language study orally in pairs.
2b And now you • Get students to look at the example sentences and give a short account of another
place you know well.
• In pairs, students take it in turns to describe a place.
• If some of the students find this difficult, encourage their partners to ask questions
with Is there a … ? / Are there a lot of … ?
Listening
3a Listen again. • See Unit 1 Step 1, 3a Listen again (Teacher’s Book, p. 18) for a suggested
T 1/33 1’43” procedure.
3b Listen and tick. • This is the first time tick is mentioned. Draw a  on the board and explain that the
British usually tick boxes.
• Remind students of Jesus College, River Cherwell and the Botanic Garden. Refer
to the photos on pages 28 – 29.
T 1/34 0’59” • This listening contains a few unknown vocabulary items. Stress again to students
TS, p. 76 that they don’t need to understand every word to carry out the task.
River Cherwell, Botanic Garden, Queen’s College, University of Oxford shop.
Language study
Boxes • Refer to page 129 (10) so that students know where to find there is / are in all forms.
If time permits
Is there a river? • Students work in pairs. One student opens the coursebook on pages 12 –13, the
other on pages 28 – 29. Students should be able to see both photo pages.
• Write some question prompts on the board: Is there a … in the photo? Are there
(two, a lot of) … in the photo? Is (Emma) in the photo?
• One student chooses a photo from pages 12,13, 28 or 29.
• The other student asks questions to find out which photo his / her partner has chosen.
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Unit 2 Step 2 The house

Contents
Storyline Emma and Oliver find out what there is in the living-room of Rose Cottage. Later,
while unpacking Emma realises she’s forgotten something.
Grammar Have got with I, you, we, they: Statements, questions and short answers;
Possessive adjectives my / your; Irregular plurals with -ies and -es.
Functions Talking about what you have got with you / what you own: I’ve got a … ;
Expressions of surprise, joy etc.: Really? / Good. / Great. / Maybe.
Vocabulary Objects in the house: video recorder, television, CD-player etc.
Pronunciation The contrast of /f / and / v /.
Tips and info
Timing Starter: 10 min. Dialogue: Part 1: 10 min. Activities: Part 1: 20 min.

Dialogue: Part 2: 10 min. Activities: Part 2: 20–25 min. Listening: 10–15 min.
Language study: 10–15 min.
If short of time • (2c Have you got a mobile phone) Omit activity.
Preparation • (1a What’s the right order?) Bring in some scissors and sheets of paper.
Starter
1 Revision • Students make sentences round the class. As soon as students have run out of
things to say, name another place, e.g. museum, café, cinema etc.
• If your students all come from the same town, encourage them to make sentences
about the district they live in as well.
2 Vocabulary • Use the two photos on page 34 to introduce living-room and bedroom.
• Read the new words aloud and quickly get over the meaning of unknown items.
• Ask Where’s the mobile phone? Where’s the television? etc. and get individual
students to answer.
Living-room: television, CD-player, video recorder, English books. Bedroom: mobile
phone (on Emma’s coat), dictionary (on table). There isn’t a cat or a dog.
T 1/35 0’40” • Play the recording and press the pause button for choral and individual repetition.
Dialogue: Part 1 • Tell the class which of the objects in the Starter Vocabulary you’ve got at home:
I’ve got a television, I’ve got a … and … Write up the new grammar on the board.
Board X got a cat.

I’ve got a cat. = I have
T 1/36 0’49” • After listening to and repeating the dialogue, point out the irregular plural of
dictionary. Write a few more examples on the board: baby - babies, hobby -
hobbies.
• Refer to British TV on page 37.
Activities: Part 1
1a What’s the right • Students work in pairs and write the three sentences in their notebooks. Write the
order? answers on the board.
1 Have they got a cat? 2 They’ve got two mobile phones. 3 They haven’t got an
English dictionary.
• Write a positive statement with have got on the board and elicit the negative,
question and short answer. Write them on the board, too.
Board + - ? + -
I’ve got a dog. I haven’t got a cat. Have you got a cat? Yes, I have. / No, I haven’t.
• Pairs write their own sentence, cut it up and give to another pair to reorder.
• Get pairs who finish quickly to write and exchange more than one sentence.
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1b Pronunciation – • Students repeat each word or sentence in chorus and individually.

listen and repeat:
/ f / and / v/.
T 1/37 0’59”
Dialogue: Part 2 • Ask students to cover the printed text and look at the photo. Write the dialogue on
the board with gaps for problem, mobile phone, laptop and hairdryer.
T 1/38 0’25” • Play the dialogue and stop after each sentence. Ask students to write down the
missing words in their notebooks, if possible. Then compare in class.
• Students listen again and repeat. Make the meaning of my and your clear by
pointing to objects and making sentences, e. g. This is my bag. Is this your bag?
Activities: Part 2
2a Ask your teacher. • Students look at the objects in the picture and say what they are: CD, key, address
book, pen, dictionary, photo, apple, book, mobile phone, bag.
• Get individual students to ask questions.
Option • Write got in large letters on the board. Make sure it stands out – use a different
colour or put it in a box. Every time a student forgets the got, point to or look at
the word on the board.
2b And now you • Talk about what you have and haven’t got with you. Students continue in pairs.
• Make sure that there is an even number of pairs so that two pairs can join
together for the next activity. If this is not the case, make some groups of three.
2c Have you got a • Students should write down all the things they’ve got between them. If only one
mobile phone? student in the pair has got a mobile phone, they should write this down, too.
• Students ask and answer in groups of four and mark the things on their list that
both pairs have got.
• Keep the feedback session fairly brief. Each pair says one sentence.
If short of time • Omit activity.
2d This is my pen. • Make sure that students put singular objects on the table to avoid the use of these.
• Write Is this your … ? on board in case students need to ask who an object belongs to.
Listening
T 1/39 1’24”
3b Listen and answer. • Refer to the Lerntipp on page 37.
T 1/40 1’15” • Get students to say the phone numbers aloud before they listen to the recording.
TS, p. 76 3 is correct.
Language study
Boxes • Boxes 1 / 2: Write the following on the board for some further practice on have got.
Board have a you dog laptop I got we haven’t ’ve ? mobile phone
• In pairs or in class, students make as many sentences as possible using the words
on the board: We haven’t got a dog. Have you got a dog?
Exercises • Get students to read out their answers to exercise 3, so that you can help with
pronunciation difficulties.
If time permits
Have you got a cat? • Students write down two things they’ve got at home.
• They stand up and walk around asking and answering questions: Have you got
an English dictionary / a lot of CDs / a laptop?
• They write down the names of those students who answer with Yes, I have.
• Students report back to class: Dieter and I have got a …, Ten students have got a …
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Unit 2 Step 3 The family

Contents
Storyline Emma goes to the B&B to get a map of Oxford and meets Fiona, Marilyn’s
daughter. Emma sees a family photo and chats to Fiona about her brother Philip,
who lives in Australia with his wife and daughter.
Grammar Has got: Statements, questions and short answers; Possessive adjectives his / her;
Who? and Where?; ’s and of genitive: David’s son, a map of Oxford.
Functions Finding out what someone owns: Has she got a …?; Talking about the family: Have
you got a brother? His / Her name is …
Vocabulary Family members.
Pronunciation Word stress and the use of /ə/ in unstressed syllables.
Tips and info
Timing Starter: 10–15 min. Dialogue: Part 1: 10 min. Activities: Part 1: 25– 30 min.
Dialogue: Part 2: 10 min. Activities: Part 2: 15 min. Listening: 10–15 min.
Language study: 10–15 min.
If short of time • (1c Has your sister got a computer?) Omit the pairwork phase.
Preparation • (1c Has your sister got a computer?) Bring a photo of a family member (optional).
• (2a Who’s this?) Bring a few pictures of famous people.
Starter
1 Revision • Ask students to look at the jumbled words. Brainstorm other words they could use
in their questions and write them on the board. Choose singular countable nouns
to avoid the use of any.
• Ask students to work with someone they don’t know very well. Students take it in
turns to ask questions.
2 Vocabulary • Read out the names from the boxes. Explain the meaning of the unknown items:
Marilyn is David’s wife etc. Read out the names again and get students to repeat.
• Make one or two sentences about the family tree. Write them on the board and
point out the ’s.
• In pairs, students write down three or four more sentences about the family tree.
• They read out and compare their sentences.
• Refer to Brothers and sisters on page 40.
Dialogue: Part 1 • Elicit who is in the photo (Emma, Simon, Fiona) and where it is (living-room of B&B).
T 1/41 0’40” • After listening and looking at the dialogue, write the following on the board:
Board I / we / you / they he / she

I’ve got a sister.
We haven’t got a brother.
Have you got a daughter? Yes, I / we have.
Have they got a son? No, they haven’t
• Elicit the forms for he / she. Get students to look back at the dialogue if they are
unsure. Write the forms on the board and point out the contraction.
Activities: Part 1
1a Pronunciation – • This activity sensitises students to the existence of word stress and the use of the
listen and repeat: /ə/. /ə/. Play the recording and get students to repeat with the correct stress.
T 1/42 0’53” • If students find any words difficult, write them on the board and underline the
stressed part of the word. Get students to repeat again.
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1b And now you • Refer to the Lerntipp on page 41.

• As this is the first time this activity-type appears, spend a little time setting it up.
• Write part of the table on the board and demonstrate the activity by asking some
of the students questions with have got: Have you got a sister?
• When someone answers with Yes, I have, write this student’s name in the table.
Find out how many sisters he / she’s got and write this in the table too.
• Students walk around and ask questions. They are only allowed to ask one
question before moving on so that they talk to as many students as possible.
• Stop the activity when one student has filled in the table or after a few minutes.
• Students sit down. Call out the name of a student. Students report what they
know about him / her: Pia has got two … She’s got a … . Call out a few more names.
1c Has your sister got • Draw a stickperson of someone on the board and show a photo. As students are
a computer? asking questions, write what your sister / friend etc. has got around the stickperson.
• Students do the task in pairs. Interrupt the pairwork after a few minutes and get
students to change roles so that both have the opportunity to ask and answer.
Dialogue: Part 2 • Ask the students to cover the printed text, listen to the dialogue and write down
T 1/43 0’59” the names of the people in the photo.
• Students listen again and look at the dialogue. Ask a few comprehension
questions: Who’s Makiko? Where’s Makiko from? Where is she now? Who’s Philip?
Has he got a daughter? What’s her name?
Activities: Part 2
2a Who’s this? • Show a picture of a famous person and ask Who’s this? Show some more pictures
and get students asking and answering in class. Introduce I’m sorry, I don’t know.
• Students do the activity in pairs without looking at the key at the bottom of page 39.
• Then one student looks at the key while the other student asks questions with who?
Information Bill Clinton, Margaret Thatcher, Tony Blair and Lawrence of Arabia studied at Oxford
University. Indira Ghandhi received an honorary doctorate from Oxford University.
Option • Do exercise 2 of the Language study orally in class.
2b Is her name • Start off the activity yourself and then hand over to a “volunteer”.
Claudia? • Keep the guessing phase fairly short (five or six guesses).
Option • Get students to do exercise 1 of the Language study for further practice of his / her.
Listening
T 1/44 1’21”
3b Listen: What’s the

right answer? • Read the questions aloud before playing the recording.
T 1/45 1’23” • Students compare answers in pairs before you write them on the board.
TS, p. 76 1c, 2b, 3a.
Language study
Boxes • Box 4: Show students where they can find the forms of have got on page 128 (4.6).
• Contractions: If these are causing difficulty, say a few sentences with long forms
and get students to say or write them using contractions: She is from London. We
are not from here. I have got a computer. They are very nice. He has got two
children. Where is the tea? Paul has got a dog. It is a lovely house.
Preparation for next • Remind students to bring in one or two family photos.
lesson
If time permits
A family tree • Draw your family tree on the board replacing the names via boxes.
• Write some question prompts on the board: Have you got a …? Has (your sister)
got a …? What’s his / her name?
• Students ask questions to find out about your family. Write the names into the
boxes as students ask for them.
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Contents
Extension Useful phrases on the phone: Hello, is that …? / No, this is … / Oh, Sorry. Wrong
number; Useful phrases in the classroom: Excuse me. Can you help me, please? /
Excuse me. Can you repeat that, please? / Yes, of course.
Tips and info
Timing Starter: 5 min. Activities 2– 3: 15 min. Activities 4 –5: 15 –20 min.

Activities 6 –7: 15 min. Activities 8 – 9: 15 –20 min. Activity 10: 15 min.
Activity 11: 10 min.
If short of time • (10 Reading: Follow-up activity) Omit activity or ask students to write about their
families at home.
Preparation • (7 Your family photo) Bring in a few photos of your family and friends.
1 Starter: One, two • Ask students to look at the symbols under the map. Read out the words before
three, four, five? students carry out the task.
There’s one museum, one church. There are three cinemas, two hotels,
two theatres, three pubs, five shops.
2 Roleplay • Get students working with new partners for this activity.
• Refer to the grammar section on page 129 (10), if students need reminding of
there is / there are.
• Each student should write down a few towns or cities he / she has been to and
would like to visit again.
• Students choose a town they find interesting from their partner’s list.
• Interrupt the activity after about four minutes so that students can change roles.
3 A number game • Stop the activity as soon as you feel interest is waning.
4 Listening: A hotel • Read the task and the list of words aloud.
T 1/46 1’29” • Play the recording. Students check their answers with a partner.
TS, p. 76 • Students listen again and then compare answers in class.
The hotel has got: satellite television, 14 rooms, a pub, hairdryers,
an e-mail address. The hotel hasn’t got: cable television, 40 rooms,
a restaurant, a boutique, an internet web page.
5 Your class list • Ask students to write the list of objects in their notebooks and to make six
columns to write in information about six students in the class. Elicit another
object they could ask about and get students to add this to their list.
• Students interview three other students and put ticks and crosses into three of
their columns.
• In the feedback phase, ask a student to tell the class about one of the people they
interviewed.
• The others write this person’s name at the top of one of their remaining columns
and mark what he / she has or hasn’t got, as they are listening.
• Ask two more students to report back on a person they interviewed.
6 Family words • Students work out the words, check with a partner and then in class.
b) children, c) daughter, d) father, e) husband, f) mother, g) parents,
1 sister, 2 son, 3 wife.
7 Your family photo • Ask students to gather around your desk. Show your photos to the class and get
students asking questions: Is this / that your …? Who’s this? Have you got a …?
What’s his / her name?
• Students ask and answer questions about their own photos in groups of three or
four.
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• See Unit 2 Step 3, If time permits: A family tree (Teacher’s Book, p. 31) for another
suggestion of an activity that can be carried out without photos. Students can do
this in pairs or groups.
8 Memory check • See Unit 1 Revision & Extension, 6 Memory check (Teacher’s Book, p. 25) for a
suggested procedure.
9 Six questions • Before students think of their own questions, elicit a few questions with where?,
what? and who? from the class and write them on the board to serve as
examples, e.g. Where’s your husband from? What have you got in your bag? /
in your living-room? Who’s Makiko? Who’s got a learner cassette? etc.
• This is a challenging exercise so if students have difficulties thinking of questions,
tell them to make questions starting with Have / Has … got … ? or Is / Are there … ?
as well.
• Go round and give help and ideas while students are working.
• Students get into groups of four to ask and answer their questions.
10 Reading • Ask students to cover the printed text and to look at the picture of Marilyn.
• Elicit from the class all the information they know about Marilyn and write it on
the board.
• Ask the students to read the text silently.
• Students report back on anything they’ve discovered about Marilyn that they
didn’t know before.
Follow-up activity: • Get students to write for about five minutes about their family and friends.
Write about your • Be available to help with vocabulary as this is a fairly free activity.
family. • Students exchange texts with a partner and read about their partner’s family.
• Students should write two questions to find out some further information, e.g.
Where is your daughter now? What’s your sister’s name? Where is your friend
from in England?
• Students ask and answer each other’s questions.
If short of time • Omit this activity or ask students to write about their families at home.
11 Useful phrases: • Ask students to look at the first situation. Play the recording getting the students
On the phone and in to repeat after each sentence.
the classroom • Let the students look at the second and third situations and elicit the meaning.
T 1/47 1’21” • Play both dialogues and get students to repeat.
Option • Elicit other useful phrases for the classroom that they know. Refer to page 27
(9 Useful phrases), if necessary. Show students the list of Weitere nützliche
Redewendungen on page 151. Read them out and get students to choose one or
two they’d like to remember. Encourage their use in future lessons.
If time permits
1 Students’ checklist • See Unit 1 Revision & Extension, If time permits: 1 Students’ checklist
(Teacher’s Book, p. 25) for a suggested procedure.
2 Tasks • Give individual students tasks: Say the numbers from 10 –20, 20 –30 etc. What’s
15 + 12 etc.? What is there in Oxford? What’s the plural of address, church, baby,
child? Who’s Philip, Makiko, Yuko, Fiona? Ask a question with: have got, has got, is
there, are there? Name eight things you can have in a house, eight buildings,
eight family members.
3 Activity Pack 1 • Activity 4 (They’ve got a dog) revises have got.

• Activity 5 (Build a house) revises numbers from 1 to 20.
• If you have access to an OHP, Activity 51a (Who’s that?) revises family members
and ’s genitive.
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Extra 1
Tips and info
Timing Word groups: 10 –15 min. Chain game: 5 –10 min.

Focus on reading: 25 –30 min. Crossword: 15 min.
Game: 5 –10 min. Song: 10 –15 min.
If short of time • (Crossword) Students do the crossword at home.
Preparation • (If time permits: 2 Cards) Bring in a pack of cards. Remove the Jack, Queen, King
and Joker. If you have a large group, bring in two or three packs.
Word groups • Students work in pairs and make four word groups.
• Check answers in class. Write the words on the board in columns as students read
them out.
• Brainstorm other words that could be added to each word group and write them
down in the correct column.
Option • Revise other word groups: Countries (England, Wales, Scotland, Germany,
Switzerland, Austria, Sweden, Australia, Japan), Food (biscuit, apple, orange, ice-
cream, steak, sandwich, hotdog, hamburger), Drink (tea, coffee, orange juice,
apple juice, whisky), Clothes (pyjamas, T-shirt, sweatshirt, jeans, shorts, hat).
• Say a word, e. g. Sweden. Each student says a word from that word group. When
students run out of ideas, say a word from another word group.
Chain game • This activity can be done round the class. In a small class you might like to go
round twice.
Focus on reading • As a pre-reading task, elicit what students can remember about Oxford.
• Tell students that Cambridge is another university town in England. Let students
look at the photos and find Cambrige on the map on page 6. Students shouldn’t
look at the text yet.
• Write some question prompts on the board: Is there a … ? Are there a lot of
(nice / interesting) … ? Has Cambridge got … ?
• Students work in groups of two or three and write four questions about
Cambridge. Go round and correct while students are working.
• Students read the text silently and write down the answers to their questions, if
possible. Be available to help students with vocabulary problems.
• Two groups join together and ask each other their questions about Cambridge.
Write We don’t know. on the board so that students can use this in their answers.
• Start off the speaking task in class. Elicit a few sentences: (…) isn’t an old city. It
has got a university, too, but it hasn’t got a lot of colleges. Let students continue
in pairs.
Crossword • Ask students to do the crossword in pairs. Get students to look through the
vocabulary sections of Units 1 and 2 (on pages 130 –134), if they are having
difficulties.
If short of time • Students do the crossword at home.
Game: • If your students like this game, get students in turn to whisper a question (with
Phone numbers who? what? have got? etc.) to his / her neighbour. The last person in the round
answers the question.
Song: Number 7 • Ask students to close their books and then play the recording.
T 1/48 1’50” • Elicit any words or phrases they understood and write them on the board.
• Ask students to look at the text, play the song again and get students to fill in the
gaps.
• Students compare answers with a partner. They might like to listen again to check.
• Students read out their answers in class (see key on page 119).
Option • Play the song again and get students to sing along.
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Lesson notes – Extra 1
If time permits
1 Noughts and • Divide the class into two teams: Team O and team X.
crosses • Draw a noughts and crosses frame with a word in each square on the board.
Board too from isn’t

there they has
good his must
• Team O chooses a word from the frame. Team X says a statement or question
using the word.
• If the sentence is correct, team X gets a X in the relevant square over the word.
If not, Team O gets an O.
• The first team to get a line of three Xs or Os is the winner.
• If students like the game, elicit nine more words to put in the noughts and crosses
frame and let students play in groups of four.
2 Cards • Students form groups of three or four. Distribute the playing cards (see
preparation) so that each group has roughly the same number.
• Students deal out the cards. Each student should have their cards face down in
front of them.
• One student starts, puts his / her top card face up in the middle of the table and
says the number, e. g. eight.
• The next student puts a card on top, e. g. five, and says thirteen. Students
continue in turn.
• When 50 has been reached, students start again from zero.
3 Dialogues • You might like to do some further language practice with some of the dialogues
from Units 1 and 2. See Unit 1 Step 1, 3a Listen again for some suggestions.
• For a more challenging activity, ask students to look at one of the photos at the
beginning of a dialogue. Students cover the printed text and in pairs or small
groups try to write the dialogue that goes with the photo. Point out that their
dialogue doesn’t have to be exactly the same as the original.
• Students can all work with the same photo or you can have pairs working with
different photos.
• You might like to get students acting out their own dialogues to the class.
4 Activity Pack 1 • Template 47 (Jigsaw) is a fun activity that you could use to practise have got or to
do some more work on wordfields.
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Unit 3 Out and about

Unit 3 Step 1 Where’s the nearest shop?
Contents
Storyline Emma and Oliver meet David on the street. They ask him where the nearest shop
is and when it’s open.
Grammar Imperatives: Turn / Go …; Prepositions of place: next to, opposite, on the left / right.
Functions Telling the time; Talking about opening and closing times: When’s it open? / It’s
open from … to … / It’s open until … ; Asking the way and giving directions:
Excuse me, where’s the nearest … ? / Go along / Turn … / It’s next to … /
opposite … / on the left / right.
Vocabulary Times: one o’clock, four fifteen in the morning / afternoon, etc.
Pronunciation Contrast of / ð/ and / θ/.
Tips and info
Timing Photo page: 5 min. Starter: 10–15 min. Dialogue: Part 1: 10–15 min.
Activities: Part 1: 20 min. Dialogue: Part 2: 10 min. Activities: Part 2: 15 min.
If short of time • (1c And now you) Omit activity.
Preparation • (Starter: Vocabulary) Bring in a toy clock (optional).
Photo page Sheldonian Theatre: Built in the style of a Roman theatre. It is open to the public
Information when concerts and University ceremonies are not being held.
The Oxford Story shows recreated scenes of Oxford University’s history.
English money: See Teacher’s Book, page 13.
Starter: Vocabulary • This is a brief introduction to telling the time. Only times with o’clock, fifteen,
thirty and forty-five are practised here.
T 1/49 0’23” • Play the times and get students to repeat.
• Show times on a toy clock or draw some clock faces on the board and ask
students: What time is it?
• In pairs, students point to the clocks in the book in turn and ask what time it is.
• Explain to the students that in English the 24-hour-clock is only used in timetables.
When talking about opening hours etc. the English use am, pm, in the
morning / afternoon / evening.
• Students complete the table and then read their answers to the class.
three o’clock in the afternoon, nine thirty in the morning, nine thirty in the
evening, seven fifteen in the morning, seven fifteen in the evening.
Dialogue: Part 1 • Students look at the photo and cover the corner shop
printed text. Try and explain the storyline
in English from now on: Emma and Oliver
ask David where the nearest shop is.
Windmill Road
• Pre-teach some of the vocabulary items

(go along, turn …, next to, opposite, on London Road
the left / right) by drawing a sketch on the
board and describing where some of the
buildings are (see page 50, Language
study, exercise 2 for an example of a
pub
sketch).
Board • Draw the sketch on the right on the board.
T 1/50 0’44” • Students listen to the dialogue, look at the sketch and follow the directions.
• Play the dialogue again while students look at the text.
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Activities: Part 1 • Refer back to the photo pages (pages 46–47) to remind students of Trinity College,
1a It’s in Broad Street The Oxford Story and the Sheldonian Theatre. Jesus College is on page 28.
next to ... • Play the recording. Students look at the map and repeat the names.
T 1/51 1’09” Boswells is a small department store.
Information • Ask individual students where some of the following are: St Mary’s Church,
Waterstone’s Bookshop, Exeter College, the Sheldonian Theatre, The Oxford Story.
• Students continue the activity in pairs.
• Students complete the sentence individually. Write up the answer on the board.
Boswells.
1b Go along Turl Street. • Get one or two better students to give directions for the rest of the class to follow.
• Continue the activity in pairs.
• There is a lot of pairwork in this step so you may prefer to do the first part of this
activity (giving directions from the classroom) with the whole class. Ask about
1c And now you other places that are near the classroom.
• As this is a less controlled activity, be available to help with vocabulary.
• Omit activity.
If short of time • Students look at the photo while you explain the storyline: Emma and Oliver ask
David when the shop is open.
Dialogue: Part 2 • Write the questions: What time is it? When’s the corner shop open? on the board.
• Students listen to the dialogue and answer the questions.
• Play the dialogue again. Students look at the text this time.
T 1/52 0’39” • Refer to Shop opening times on page 51.
• Compare opening times of supermarkets, video shops etc. in the students’ own
towns / areas / villages.
Option
• After the repetition phase, point out the phonetic symbols to the students.
Activities: Part 2 Encourage students to learn them so that they can check the pronunciation of
2a Pronunciation – listen words with th in the dictionary.
and repeat: /ð/ and /θ/.
T 1/53 0’48” • Put students into A / B pairs. Ask them to find the activity at the back of the book
and to read through the instructions. Make sure that students do not look at each
2b Exchange other’s pages.
information. • Point out the pronunciation of Thornhill and Information Centre.
• Students ask and answer questions in pairs.
• B compares his / her finished table of opening times with A’s table.
• See Unit 1 Step 1, 3a Listen again (Teacher’s Book, p. 18) for a suggested procedure.
Listening
3a Listen again.
T 1/54 1’15” • Tell students they will hear the directions to two different places. Make sure they
have all found the Sheldonian Theatre on the map and play the first dialogue.
3b Listen and match. • Give students time to mark the correct box before playing the second dialogue.
T 1/55 1’27” • Play the dialogues a second time, if necessary and then compare answers in class.
TS, p. 76 Dialogue 1: Exeter College; Dialogue 2: Waterstone’s Bookshop.
If time permits • Ask students to read through the Lerntipp on how to learn vocabulary on page 51.
• Then students look at the vocabulary items for Unit 3 Step 1 on page 134.
Lerntipp • Students work in pairs. One student covers the first column and reads out the
example sentence with the correct word or phrase. The other student helps and
corrects, if necessary.
• Students change roles after about ten words / phrases.
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Unit 3 Step 2 At the shop

Contents
Storyline Emma and Oliver buy a pen and postcards at the corner shop. They talk about the
postcards and then go to the park.
Grammar I’d like + noun; Can: Statements, questions and short answers.
Functions Shopping: I’d like … / That’s all, thank you; Asking for and saying prices: How much
is / are … ? / It’s / They’re … ; Making suggestions: Can we go … ? / Let’s …
Vocabulary Numbers 51– 100.
Pronunciation Weak and strong pronunciations of can: /kən/ and /kn/. Pronunciation of /ka:nt/.
Tips and info
Timing Starter: 15 min. Dialogue: Part 1: 10–15 min. Activities: Part 1: 20–30 min.
Dialogue: Part 2: 10 min. Activities: Part 2: 15 min. Listening: 10 min.
If short of time • (1c Roleplay: At the shop) Omit activity.
Preparation • (1a How much is it?) Bring in some British coins and notes and have some idea of
the exchange rate.
Starter
1 Revision • Remind students only to use times with o’clock, fifteen, thirty and forty-five.
• Students ask and answer in pairs and then check their times with their partner’s
clocks.
2 Vocabulary • Play the recording and get students to repeat after each number. Pay attention to
T 1/56 1’46” the initial stress in fifty, sixty, etc.
• Write a few numbers on the board and get individual students to say them aloud.
• Play the next lot of numbers and press the pause button after each number so that
students have time to write it down.
• Get students to read out their answers. Write the numbers on the board.
73, 37, 26, 62, 89, 98, 80, 18.
Dialogue: Part 1 • Students look at the photo. Explain the storyline: Emma and Oliver are at the
corner shop. Pre-teach postcard.
T 1/57 0’44” • Play the dialogue and ask students to listen out for the price of a pen and a
postcard.
• Play the dialogue again while students look at the printed text.
• Point out that there are 100 pence in a pound and give a rough estimate of the
exchange rate. Note the common use of p instead of pence when saying prices.
Option • It’s a good idea for students to read this dialogue aloud in groups of three as a
preparation for 1c Roleplay: At the shop.
• Refer to Corner shops on page 55.
Activities: Part 1
1a How much is it? • Show the class your British money or get students to look at the coins and notes
on page 46. (See also Teacher’s Book, p. 13.)
• Write some prices on the board and get students to say them.
• In pairs, students take it in turns to say the prices in the book.
1b Exchange • Do exercise 1 of the Language study as a preparation for this activity.

information. • Divide students into A / B pairs. They should find the activity at the back of the
book, read through the instructions and say what the items at the shop are: a map
of Oxford, three postcards, three videos, a guidebook, two T-shirts, two pens, an
English dictionary, a hat.
• Students ask and answer in pairs. A fills in the prices and then compares with B’s
price tags.
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1c Roleplay: At the • Do exercise 2 of the Language study as a preparation for this activity.
shop • Students form groups of three and lay out some of their things on the table.
Elicit one or two possible prices for some of the items.
• Students take it in turns to be the shop-keeper.
If short of time • Omit activity.
Dialogue: Part 2 • As this dialogue contains a few new vocabulary items, get students to look at the
T 1/58 0’44” dialogue while you play it for the first time.
• Encourage the students to guess the words from context.
• Write a statement with can on the board and elicit the negative, question and
short answer. Write them on the board too.
Board + -
We can visit the colleges tomorrow. We can’t visit the colleges tomorrow.
?
Can we visit the colleges tomorrow? Yes, we can. / No, we can’t.
• Point out that can is the same in all persons and is usually pronounced / kən/
except in the short answer, when it is pronounced / kn/.
Activities: Part 2
2a Pronunciation • Students repeat after each sentence.
Listen and repeat. • For further practice, get students to read out the dialogue in pairs.
T 1/59 0’44”
2b A day in Oxford • Give students a little time to read through the table. Ask how much some of the
things are.
Information The Museum of Oxford has exhibitions showing the story of Oxford and its people
from pre-historic times to the present day.
• Demonstrate the activity with a good student and write up other useful phrases
on the board, e. g. Yes, good idea. Yes, OK. On no, let’s …, Can we go to …? We
can go there in the morning / afternoon / evening.
• Students make suggestions in pairs keeping a record of where they’d like to go
and how much they spend.
• Write We’d like to go to … on the board and get pairs to say where they’d like to
go in Oxford. The others listen to see if any other pair have decided to do exactly
the same things as they have.
Listening
T 1/60 1’26”
3b Listen and write • Students listen to the recording, note down and compare prices with their partner.
the prices.
T 1/61 1’24” • Play the dialogue again and then write the prices on the board.
TS, p. 77 sunhat: £9.35, T-shirt: £10.50, sweatshirt: £18.99.
Language study
Boxes • Box 3: Point out that in English you can’t omit the verb “speak” (I can speak
French).
If time permits
Let’s go to ... • Students work in groups of three or four. Tell them that they are going to spend a
day together in their own town.
• Students decide where they can go and what they can see using the language
from 2b A day in Oxford.
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Unit 3 Step 3 A postcard from Oxford

Contents
Storyline Emma and Oliver are in the park. Emma writes a postcard to her mother.
Grammar Present simple: Positive statements in all persons; Prepositions: at, for, in, to;
Possessive adjectives our / their.
Functions Talking about likes: I like / love … / My favourite … ; Saying where one lives and
works.
Vocabulary Workplaces: office, factory, at home, etc.
Pronunciation Alphabet from A– N.
Tips and info
Timing Starter: 10–15 min. Dialogue: 15 min. Activities 1–2: 15–20 min.
Activities 3 – 4: 25 min. Activities 5–6: 10–15 min. Language study: 10–15 min.
If short of time • (3 Listen and complete) Omit talking about Oliver, Emma, Simon etc.
Starter
1 Revision • One person in each group is designated as “secretary” and writes down the
sentences.
• The group with the most sentences reads them out.
• If students enjoy the activity, give another word, e. g. let’s, go, beautiful.
2 Vocabulary • Read out the phrases and explain any unknown vocabulary items.
• Get students to repeat the new items. Pay attention to linking and weak forms,
e. g. I workat / ət / home, I work fora / fərə / computer company, I’m outof / əv /
work.
• Get students to say a sentence about themselves.
Dialogue • Students look at the photo. Explain the storyline: Emma and Oliver are in the park.
Emma writes a postcard to her mother.
• Write the following on the board and explain unknown vocabulary items.
Board Emma and Oliver love _______________

Marilyn and David own ________________
Simon and Fiona live ________________
_____________ is Oliver’s favourite college.
• Tell students that the missing information is in the postcard and elicit possible
endings for the sentences. Write these on the board, too.
T 1/62 1’32” • Play the dialogue to see if students speculated correctly.
• Write four or five of the sentences with present simple verbs on the board, e. g.
Our neighbours own Rose Cottage, Marilyn works at home. See if anyone can
explain why there is an “s” on some verbs and not on others. Refer to Box 1 of
the Language study, if necessary.
• Refer to Bed & Breakfast on page 59.
Activities
1 Pronunciation • Write some of the abbreviations that have occurred in the coursebook on the board
Listen and repeat the and get students to say them, e. g. B&B, CD, OK, am, pm, p.
alphabet A– N. • Play the alphabet and get students to repeat after each letter.
T 1/63 1’01” • Students say the alphabet A – N two or three times round the class.
• Students say the abbreviations round the class.
• In pairs, students choose abbreviations and take it in turns to say them. The other
student points to the correct abbreviation.
• If students ask, tell them what the abbreviations mean.
Information
GB: Great Britain, BA: British Airways, BBC: British Broadcasting Corporation, LA: Los
Angeles, CIA: Central Intelligence Agency, FBI: Federal Bureau of Investigation, GI: A
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soldier in the American army, especially during the second world war, CD:
Compact Disc, DJ: Disc Jockey, CNN: Cable News Network, NBC: National
Broadcasting Company (American TV network), MGM: Metro-Goldwyn-Mayer
(American film company), IBM: International Business Machines (American
computer company), C&A: Large shop that sells clothes, KLM: Dutch air company.
2 Alphabet bingo • Make a note of the letters of the alphabet as you call them out.
• Get the winner to say their words to check they are correct.
3 Listen and complete. • Refer students to page 7 to remind them of Todd and then read the task aloud.
T 1/64 2’12” • Tell students that the information they are listening for comes in the second half
TS, p. 77 of the dialogue. Weaker classes should listen two or three times and concentrate
on completing two or three sentences each time.
Option • As an alternative, divide the class into A / B pairs. Give the As three sentences to
complete, e. g. Fiona works …, Todd lives … , Marilyn and David meet … and the
Bs the other three sentences.
• Students compare their answers and then read them out to the class.
Fiona works in the pub next to Jesus College. Todd likes the pubs and the English
beer, lives in Manhattan, loves old cities. Marilyn & David love Oxford and the old
colleges, meet a lot of interesting guests at the B&B.
• Ask students to have a quick look at the postcard on page 56 and Die Personen on
pages 6–7 to remind them of the facts about the characters in the story.
• Students make sentences in pairs and then compare in class.
Option • For further practice of the present simple, do exercise 2 of the Language study.
If short of time • Omit talking about Oliver, Emma, Simon etc.
4 And now you • Talk about yourself. Then ask students to write five sentences about themselves.
• Go round making on-the-spot corrections so that the sentences are correct for the
next phase.
• Collect and redistribute the papers. Make sure that no one has his / her own paper.
• Individual students read out the sentences changing them into the third person as
they go along. In a large class this can be done in groups of four.
Option • Do exercise 1 of the Language study for further practice.
5 Our book or their • Divide the class into two groups: “Australia” and “Britain”. Students make
book? sentences in pairs with someone from their own group.
• Then name an object, e. g. guidebook of London and get students to say who it
belongs to: It’s our guidebook. It’s their guidebook.
Australia: T-shirt with Australia and Ayers Rock on it, pen with kangaroo on it,
postcard of Sydney, cup with koala bear on it, hat with corks.
Britain: guidebook of London, sweatshirt with Oxford on it, cup with the Loch
Ness Monster on it, policeman’s hat, bag with stickers on.
6 Listen again. See Unit 1 Step 1, 3a Listen again (Teacher’s Book, p. 18) for a suggested
Language study
Boxes • Box 1: Quote the following to the students to help them remember the rule: He,
she, it – s muss mit! Do a simple substitution drill for further practice. Ask
students to make sentences with the following prompts: I like coffee – they (they
like coffee) – Todd – tea – Emma – love – we – our English class.
• Box 3: Refer students to page 127 (3.2) for a list of possessive adjectives.
Exercises • Exercise 2: Students can write sentences with the verbs live and work about their
Option own family and friends.
If time permits
A is for Apple. • One student says the first letter of the alphabet: A. In turn, students say words
beginning with A until they run out of ideas.
• The next student says B. Students now say words beginning with B and so on.
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Contents
Extension Telling the time (timetables): 9.35, 14.40 etc.; Useful phrases asking the way: I
think it’s in (Brook Street). / Sorry. I don’t know. / Sorry. I’m a stranger here, too.
Tips and info
Timing Activities 1– 2: 20 min. Activity 3: 10 min. Activities 4 –6: 25 min.

Activities 7–8: 25 min. Activity 9: 10 min.
If short of time • (5 What’s our word?) Give the students a list of words containing the letters A–N
(see activity for suggestions).
• (7b Now listen and make notes) Leave out number three “Mary”.
Preparation • (9 Useful phrases) Make a small card for each student. Write a different place on
each card, e.g. café, video shop, bike shop, university, Aldi, market, etc. (optional).
1 Starter: • Get students to look at the plane times. Tell them that the 24-hour-clock is often
What time ...? used in timetables.
• Write some times on the board and get students to say them, e. g. 13.50, 12.10,
11.05 (eleven oh five).
• Demonstrate the dialogue with one or two better students, model the
pronunciation of flight and then get students to continue in pairs.
2 Where’s ...? It’s ... • In pairs, students write in the missing words. Encourage good students to cover
up the jumbled words.
• Get two students with good pronunciation to read out the dialogue so that
everyone can check their answers.
1 nearest, 2 opposite, 3 in, 4 Go along, 5 turn left, 6 on the left, 7 on the right,
8 next to.
3 Reading • Students look at the signs and put the correct numbers into the boxes.
• Elicit the meaning of means and model the pronunciation of wait.
• Students check their answers in pairs as in the example and then compare in
class.
1f, 2e, 3g, 4a, 5d, 6c, 7h, 8i, 9b.
4 Roleplay • Students look at the map on page 49 and write down four or five places they’d like
to visit.
• Students work in pairs. One student in each pair opens the book on page 114 so
that students can look at pages 49 and 114 at the same time. Make sure everyone
knows where they are (pub in Broad Street) and the time (11.30).
• Students show each other the list of places they’d like to visit. They discuss where
they’d like to go and in which order, ticking off the places on their lists as they go
along. This is a fairly free activity so be available to help with vocabulary.
• Stop the activity as soon as one or two pairs have ticked off all the places on their
lists.
5 What’s our word? • Refer students to the Vocabulary on pages 130 –140. In pairs, students look at the
list of words in the left-hand column in Units 1–3 and note down words containing
the letters A–N.
If short of time • Write a list of words on the board for students to choose from. The following
words occurred in Units 1– 3: all, am, an, and, bag, bank, be, bed, café, can,
channel, child, cinema, e-mail, Emma, England, film, fine, he, hello, hi, in, jeans,
like, name, nice.
• A student chooses a word to spell to the class and the others write it down. The
first student to say the word correctly continues.
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6 I like ... • Write a few prices on the board and get students to say them. Then ask students
what they can see in the shop window: hats, a guidebook of Oxford, a dictionary,
a T-shirt, sweatshirts, jeans, shorts.
• Give one or two example sentences yourself before students do the task in pairs.
7 Listening:Three people
a Listen and write the • Students look at the three pictures.
right number in the right • The first task is fairly easy so encourage students to relax while listening to the
box. recording for the first time.
T 1/66 2’31” • Students write in the correct numbers and compare answers in class.
TS, p. 77 1c, 2a, 3b.
b Now listen again and • Elicit the names of the three people, if possible: Harry, Mary, Mandy.
make notes. • Write up the following prompts on the board:
Board Mandy works _____________

She meets _____________
She likes _____________
She lives _____________
• Play number 1 “Mandy” and ask students to note down at least one thing about
Mandy using the verb prompts on the board to help them. After listening, give
students a little time to jot down those things they can remember. Students read
out their notes. Write them on the board.
• Write some more verb prompts on the board for “Harry”: Harry likes … , He lives,
He loves … , He meets … , He works … . Play number two “Harry”. Students make
notes, compare with a partner and then in class.
• Students listen to “Mary” and make notes without prompts this time.
• Play the whole recording again while students listen.
If short of time • Leave out “Mary”.
8 Memory check • See Unit 1 Revision & Extension, 6 Memory check (Teacher’s Book, p. 25) for a
Option • Refer to the Lerntipp on vocabulary on page 55. Ask students in pairs to order
their words and phrases according to theme. Write a few suggestions on the
board: Shopping, Work, Directions. Students compare their word groups in class.
9 Useful phrases: • Students look at the pictures, listen to the recording and repeat.
Asking the way
T 1/67 0’56”
Option • Give each student a “place” card (see preparation). Ask students to walk around
the class and ask five or six other students where the place on their card is.
Students give directions or give answers as in 9 Useful phrases.
If time permits
1 Tasks • Give individual students tasks: What time is it? When’s (Kaufhof / the bank) open?
How are you? Where’s (Balliol College / Boswells)? What’s 51 + 40? Name three
colleges / a museum / a bookshop in Oxford? Where can we go / What can we see
in (Basel / Berlin)? Talk about Emma, Oliver, Simon, Todd. Can you spell feeling /
bank / cinema?
2 Activity Pack 1 • Activity 9 (This is their cat) and activity 19b (This is his CD) revise possessive
adjectives.
• Activity 8 (Dot-to-dot) revises numbers 1–100.
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Unit 4 Meeting people

Unit 4 Step 1 At the pub
Contents
Storyline Emma and Oliver go for a drink and a meal at the pub where Fiona works. They
meet Todd, the American guest at the B & B.
Grammar Present simple: The use of do and don’t in the question, short answer and
negative statement; like and ’d like + noun.
Functions Talking about what you eat and drink: Do you like curry? / I eat / drink a lot of … ;
Ordering food and drink at the pub: We’d like … / A pint of … , please; Spelling
names and addresses.
Vocabulary Alphabet O – Z; Food and drink.
Pronunciation Rising intonation in questions with do.
Tips and info
Timing Photo page: 5 min. Starter: 10 min. Dialogue: Part 1: 10 min.

Activities: Part 1: 20 min. Dialogue: Part 2: 10 min. Activities: Part 2: 15–20 min.
If short of time • (2c Exchange information) Omit activity.
Photo page
Information Pubs in Oxford: There is a cultural note on pubs on page 67.
A fish & chip shop: Fish & chips is a very popular meal in Britain. It is bought
ready cooked and taken away wrapped in paper. It is eaten either at home or in
the street.
Oxford University Boat Club Boathouse: Rowing is a popular free time activity for
the students. Every year there is a rowing race called “The Boat Race” on the
River Thames between Oxford University and Cambridge University. The Boat
Race is a popular national event and is shown on television.
Starter: Vocabulary • The alphabet is recorded as a chant. If students find this too fast, first say the
T 2/2 1’03” letters O – Z one at a time for the students to repeat and then play the recording.
• Do the two practise tasks round the class.
Dialogue: Part 1 • Ask students to look at the photo and cover the text. Elicit some of the drinks
students think you can buy at a pub and list them on the board. Teach pint, beer,
lager, if students don’t mention them.
Information In British pubs there is no waitress service, so Emma and Oliver have gone to the
bar to be served. You ask for a pint or half a pint of beer (a pint = 0.57 litres).
T 2/3 1’20” • Play the dialogue. Students note down the drinks and food Emma and Oliver
order.
• Refer to Pubs on page 67.
• Elicit the two questions and answers in the dialogue, write them on the board and
point out the use of do. Refer to box 1 of the Language study.

Board Do you work here every day? No, I don’t.
Do you drink lager? Yes, I do.

Activities: Part 1
1a Pronunciation • Students repeat after each question. Pay attention to the linking in do you /djə/.
Listen and repeat. • Students ask each other the questions in class and answer with Yes, I do. / No, I
T2/4 0’37” don’t.
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1b And now you • See Unit 2 Step 3, 1b And now you (Teacher’s Book, p. 31) for a detailed procedure
of this activity-type.
• In the feedback phase, get each student to say a sentence.
1c I write / don’t • Refer back to the dialogue and write the negative sentence on the board: We don’t
write postcards. like English beer very much. Point out the use of don’t in the negative.
• Ask students to read through the verbs and phrases. Give an example about
yourself before students do the task in groups of three.
Option • Do exercise 3 of the Language study.
Dialogue: Part 2 • Students cover the printed text. As this is a fairly easy dialogue to understand,
T2/ 5 1’07” play the dialogue and then brainstorm any phrases / sentences the students
understood.
Option • Write some American words on the board and ask students if they know what
they mean: downtown (city centre), cookies (biscuits), French fries (chips), cell
phone (mobile phone).
Activities: Part 2
2a The alphabet • Play the recording. Students write down the letters they hear.
T2/6 0’51” • Get students to read the letters aloud. You write them on the board.
x, q, r, w, y, u, t, p, o, s, v, z.
2b And now you • Demonstrate the activity with a student. You are B. Ask students to write down
your name and address as you spell it.
• Students continue the activity in pairs taking it in turns to be B.
2c Exchange • Divide students into A / B pairs. Give students time to find the activity at the back
information. of the book and read through their instructions. Clarify anything they don’t
understand.
• A writes down the two questions and then reads them out to B.
Question 1: Where is the nearest pub? Question 2: Can you repeat that, please?
Option • Get the students to change roles after the first question.
Listening
T2/7 2’16” procedure.
3b Listen and write. • Tell the students that they will hear a woman phoning the Information Centre in
Oxford for a list of hotels.
• Write an example of an English address on the board with the road, town and
postcode, e. g. 24, Wollaton Road, Oxford OX2 7DT.
T2/8 2’31” • Tell the students that the name and address will be spelt twice. Play the recording.
TS, p. 77f. • Students compare the name and address with a partner and then in class. (The
pronunciation of the people and place names is on page 149.)
Jeanne Galvin, 35, Rathen Road, Leominster LM8 2WY.
Language study
Boxes • Box 3: Make sure the students know the difference between like and ’d like. This
will be consolidated in exercise 2 and 5 of the Homestudy.
Exercises • Students can do exercise 1 orally in pairs, taking it in turns to ask the questions.
If time permits
Do you like dogs? • Write the following sentences on the board: Our teacher likes … , (s)he drinks … ,
(s)he lives … , (s)he reads … .
• In pairs, students complete them, trying to make true sentences about you.
• Students ask you do you questions to find out if their sentences are true.
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Unit 4 Step 2 Free time

Contents
Storyline Emma, Oliver and Todd talk about what they do in their free time. They arrange
to go to a jazz concert together.
Grammar Present simple: Questions with question word and do; Prepositions of time: at,
in, on; The use of the definite article: I play tennis. / I play the drums; a bit (of) /
a lot (of).
Functions Talking about free time activities; Saying when you do something: at 8.30 / on
Mondays; Talking about the languages / dialects you speak.
Vocabulary Days of the week; Free time activities: watch television, play tennis, etc.
Pronunciation Falling intonation in questions with question words.
Tips and info
Timing Starter: 10–15 min. Dialogue: Part 1: 10 min. Activities: Part 1: 25 min.
Dialogue: Part 2: 10 min. Activities: Part 2: 10–15 min. Listening: 10 min.
If short of time • (1c What do you do in your free time?) Omit the feedback phase.
Starter
1 Revision • Spell one or two words from Unit 4 Step 1 to the class. Students continue in pairs.
2 Vocabulary • Introduce the word play: What sports can you play? etc.
• Brainstorm the names of sports, games and instruments and write them in three
columns on the board, e. g. Sports: badminton, ice-hockey, volleyball, golf, tennis.
Games: monopoly, trivial pursuit. Instruments: the cello, the saxophone, the
banjo.
• Point out the use of the with instruments in play the keyboard, etc.
• Students say one or two sentences about themselves: I play (the) … .
Dialogue: Part 1 • Ask students to look at the photo and cover the text. Explain the storyline.
• Write a few of the new words from the dialogue on the board and explain their
meaning: a bit, understand, night school, Monday, Friday.
• Write Todd’s two questions to Oliver on the board: Do you speak a lot of English in
your job? Do you go to English classes?
T2/9 0’44” • Students listen to the dialogue once or twice and note down Oliver’s answers to
Todd’s questions, if possible. Compare answers in class.
• Play the dialogue again. Students look at the dialogue this time.
• Write the following on the board: Do you speak a lot of English? I don’t speak a lot
at work. Elicit the difference between a lot of and a lot.
Activities: Part 1
1a I understand Swiss • Talk about yourself. Say what you speak, understand, read, listen to and write.
German. • Students say a few sentences each round the class. In a large class, students talk
in groups of four. Each group then chooses one person from their group to talk
about himself / herself to the class.
• It is not necessary to teach the names of the different dialects in English but give a
quick translation, if students are interested, e. g. Low German (Platt), Bavarian,
Swabian, Saxon, Upper Austrian, etc.
• Refer to Accents on page 71. Compare with students’ own culture(s): Do a lot of
people speak a dialect / High German / with an accent in …?
1b Pronunciation • Play the recording and ask students to repeat in chorus. Point out that in English
Listen and repeat the the days are always written with a capital letter.
days. T2/10 0’46” • Get students saying the days of the week round the class.
Option • If students find the days difficult to pronounce, refer to the Lerntipp on
pronunciation on page 71.
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1c What do you do in • Give students time to think about what they do in their free time and ask for any
in your free time? vocabulary items they will need.
• If you wish, tell the students about the differences between British and American
English. British English = at the weekend; American English = on the weekend.
• Students ask and answer in pairs.
• In the feedback phase, get each student to say a sentence.
Option • As an alternative, call out a free time activity, e. g. play an instrument, go to a
fitness studio, listen to the radio, read a lot and get students to say who does this
in their free time: Dieter and I both listen to the radio. Anna plays the piano.
If short of time • Omit the feedback phase.
Dialogue: Part 2 • Tell students that Oliver, Todd and Emma would like to go to a concert together.
Ask questions about the photo: What’s the name of the band? What type of music
do they play? What instruments do they play? When’s the concert?
T2/11 0’43” • Play the dialogue once or twice and let students look at the text.
Option • Pick out the words from Dialogue: Parts 1 and 2 that are written the same or
similar to German: English, accent, job, jazz, band, hobby, concert, theatre. Get
students to repeat the words to see what differences, if any, there are in the
pronunciation.
Activities: Part 2
2a Pronunciation • Students repeat each question in chorus and / or individually.
Listen and repeat. • Get students to ask and answer the questions in class.
T2/12 0’33”
2b Ask your teacher. • In pairs, students write down two or three questions they’d like to ask you.
• Students ask you their questions. Encourage students to ask as many questions as
possible, e. g. Do you watch television? When do you watch … ? What do you
watch? Do you like German films?
Listening
3b Listen and answer. • Point out that there are different accents on the recording. In the first dialogue the
two men are Welsh and in the second dialogue the two women are Scottish.
T2/14 1’42” • Play the first dialogue once or twice. Give students time to write down the
TS, p. 78 answers and compare with a partner before you play the second dialogue.
• Students read out their answers. Pay attention to the use of prepositions: It’s on
Friday at 4.30 pm / in the afternoon.
1 Friday, 4.30 pm, 2 Thursday, 8 pm.
Language study
Exercises • Students can do exercise 2 orally in pairs.
Option • Exercise 3: Write some sentences from the Dialogue on the board and ask
students to fill in “the”, where necessary: I speak a lot of English at _____ work.
Do you go to _____ English classes? I play _____ trumpet. There’s a jazz concert at
_____ Apollo theatre.
If time permits
Let‘s go! Write the following dialogue on the board.
Board A: There’s (a good film) at (the ABC cinema) on (Sunday).

B: Is there? When?
A: (On Sunday evening at 7.30.)
B: Great! Let’s go there.
• Elicit other ideas for a good film and ABC cinema, e. g. a (jazz) concert, a (football)
match, a play.
• In pairs, students have similar conversations changing the expressions in brackets
accordingly.
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Unit 4 Step 3 Small talk

Contents
Storyline Nils, the Swedish guest at the B&B, talks to Simon about Britta’s working day as a
journalist.
Grammar Present simple: The use of does and doesn’t in questions, short answers and
negative statements; Spelling rules in the third person: watches, goes, tries;
Adverbs of frequency never / sometimes / often / usually / always.
Functions Talking about your daily routine.
Vocabulary Daily routine: get up, have your lunch, come home, etc.
Pronunciation The contrast of / d/ and / t ʃ/.
Tips and info
Timing Starter: 15 min. Dialogue: Part 1: 10 min. Activities: Part 1: 25–30 min.
Dialogue: Part 2: 10 min. Activities: Part 2: 10–15 min. Listening: 10 min.
If short of time • (1d Exchange information) Omit activity.
Preparation • (2a An interview) Bring in a photo of a family member or friend (optional).
Starter
1 Revision • In pairs, students write down as many questions as possible. Make it clear that
students can make questions with is /can / have got as well.
• Each student asks another student a question.
2 Vocabulary • Read the six sentences aloud and ask students to match the pictures to the sentences.
They should be able to guess the meanings of most of the unknown words.
• Write the answers on the board and say the new words / phrases aloud for
students to repeat.
1d, 2b, 3c, 4f, 5e, 6a.
• Point out the spelling of goes. If students ask, explain that there is no got in have
your breakfast / lunch / evening meal.
• Students talk about Nils’ day round the class.
Dialogue: Part 1 • Ask students to look at the photo and talk about where it is and who they can see.
• Refer to Breakfast on page 75. Ask students what they usually have for breakfast.
T2/15 0’41” • Play the dialogue once or twice while students look at the text.
• Do a visual presentation of the adverbs of frequency on the board.
Board always usually often sometimes never

100%
70 – 90%
50 – 70%
10 – 40%
0%
• Ask students what they know about Britta: She often gets up early, she sometimes
gets up at … etc.
Activities: Part 1
1a Ask your partner • Get students to ask you about your daily routine. Then students ask and answer in
about his / her day. pairs, making notes about their partner.
• Each student chooses one thing about their partner to tell the class.
1b Pronunciation – • Play the recording and get students to repeat each word in chorus.
listen and repeat: /d/
and /t ʃ/.
T2/16 0’56”
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1c I never / • Point out that the adverbs of frequency come in front of the verb and / or refer to
sometimes / ... box 4 of the Language study.
• Students fill in the gaps and then read their sentences aloud to their partners to
compare.
1d Exchange • Divide students into A / B pairs. Give students time to find the activity at the back
information. of the book and read through their instructions. Clarify anything they don’t
understand.
• Write one or two verb phrases on the board, e. g. play tennis, speak English at
work. Elicit the question with How often … ? and one or two possible answers.
• Students carry out the activity in pairs marking their partners’ answers.
• In the feedback phase, write an adverb of frequency on the board, e. g. sometimes
and get students to tell the class what people sometimes do. Write up another
adverb of frequency.
Lerntipp • Refer to the Lerntipp on page 75 on making mistakes now or after an activity that
students found more challenging and where they made one or two mistakes.
Dialogue: Part 2 • Ask students to cover the dialogue and tell them that Nils talks about Britta’s job.
T2/17 1’00” • Play the dialogue and ask students to write down at least one thing that Britta
does.
• Compare answers in class. Play the dialogue again while students look at the text.
• Do a visual presentation of questions with does on the board.
Board She interview s film stars.

Does she interview a lot of different people?
Option • Students do exercise 1 of the Language study.
Activities: Part 2
2a An interview • Show a photo or draw a quick sketch of a family member or friend on the board
and tell students who it is.
• In a weaker class, get students to write down a few questions before they carry
out the interview.
2b The people in • Encourage students to write sentences about as many different people in the class
your class. as possible. If students have difficulty thinking of ideas, write some verb prompts
on the board: speak, understand, play, listen to, work, live, own, go to bed.
• Get each pair to read out one or two sentences to the class. The other students
should listen out for their names and correct the sentence, if necessary.
Listening
3b Listen and tick. • Ask if anyone can remember where Simon works (in a car factory).
T2/19 1’28” • Read the five sentences aloud and play the recording. Students tick the correct
TS, p. 78 boxes and compare with a partner and then in class.
• Play the recording again. Students correct the two wrong sentences this time.
2 wrong. He works in a factory in Oxford (Cowley), 3 right, 4 right, 5 wrong. He
starts at 9 o’clock.
Language study
Boxes • Boxes 1 and 2: Refer students to page 128 (4.4) where the present simple is set
out.
If time permits
Interview your partner. • Look back at 2a An interview and ask students to interview a partner about a
member of their family or a friend.
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Contents
Extension Useful phrases at the pub: It’s fun. / Would you like another drink? / Have a nice
weekend. / Same to you. / You too.
Tips and info
Timing Activities 1– 2: 15 min. Activities 3 – 4: 15 –20 min. Activity 5: 25 min.

Activities 6 –7: 15 –20 min. Activities 8 – 9: 15 min. Activity 10: 5 –10 min.
If short of time • (5 Reading: Follow-up activity: What can you say?) Students write about a typical
week at home.
• (6 Listening: Booking a table at a restaurant) Play only one dialogue.
1 Starter: Do you • Write Do you like … ? and Do you play … ? on the board. Brainstorm other ideas
like ...? / Do you play ...? to complete the questions and write them on the board, too.
• Each student asks another member of the class a question.
2 Interviews • In groups of four, students write down the six questions and then compare in class.
1 Do you get up early? 2 Do you have tea for breakfast? 3 Do you have lunch at
work? 4 Do you work in an office? 5 Do you meet your friends on Saturdays?
6 Do you go to bed late?
• Students make three columns and write down the name of the other students in
their group at the top of each column. Students ask and answer the questions in
their groups and write the answers (yes or no) in the columns.
• In turn, each student asks another student in the class a question with does.
Option • Turn the final phase into a game. Tell the students that they should try and get as
many yes answers as possible. If a student answers yes, he / she does, the group
that asked the question is awarded a point. The group with the most points wins.
3 What are the words? • Students unscramble the words individually and compare in class.
2 usually, 3 often, 4 sometimes, 5 never.
• In a large class, students can make sentences in groups of four.
4 Your week • Quickly practise the days of the week round the class before students do the task
in pairs.
Option • As an alternative, choose a day and ask the students to think of one thing they do
on this day. One student says a sentence. The next student repeats what he / she
has said and then adds his / her own contribution. Students continue round the
class, e. g.:
Hans: I often get up early on Saturdays.
Anna: Hans gets up early and I read the newspaper on Saturdays.
Carmen: Hans gets up early, Anna reads the newspaper and I … on Saturdays.
5 Reading • Ask students to cover the printed text and to look at the picture of Simon.
• Elicit from the class all the information they know about Simon and write it on the
board. Refer students to Unit 4 Step 3, 3b Listen and tick, if they need reminding.
• Ask students to read the text silently and to report back on anything else they
have discovered about Simon.
Follow-up activity: • Ask students to find a new partner to work with.

What can you say? • Students look at the text again. Elicit a few more questions they could ask and
write them on the board: Do you have orange juice for breakfast? Do you start
work at nine o’clock? etc.
• In pairs, students take it in turns to ask each other questions.
• Students write about a typical week. Stop the writing phase after five minutes and
get students to exchange texts with a partner. Students correct the text before
giving it back. If you wish, take the texts home with you to look at and correct.
If short of time • Students write about a typical week at home.
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6 Listening: Booking a • Give students time to look at the booking form.

table at a restaurant • Play the first dialogue. Students fill in the information and then compare answers
T2/20 2’29” with a partner.
TS, p. 78 • Do the same for the second dialogue. Compare answers in class.
Booking 1: Day: Friday, Time: 8.30 pm, Number of people: 4, Name: Shara Tosteel.
Booking 2: Day: Wednesday, Time: 10 pm, Number of people: 2, Name: Simon
Frazer.
If short of time • Omit the second dialogue.
7 What’s on the • Read through the menu. Explain unknown vocabulary items and model the
menu? pronunciation.
• Give students time to look at the example before they do the activity in groups of
three or four.
• Tell the students that you are the waiter. Go round to each group asking what they
would like to eat: Good evening. Are you ready to order?
8 Your class list • Quickly elicit the questions students need to ask: What’s your first name, please?
Can you spell that, please? etc.
• Students walk around asking questions and noting down the answers.
9 Memory check • See Unit 1 Revision & Extension, 6 memory check (Teacher’s Book, p. 25) for a
Option • Students choose any five words from their list and write them on five small pieces
of paper. Students stand up and find a partner. They exchange one of their pieces
of paper and form a sentence with their partner’s word. Students then find
another partner and exchange another piece of paper, etc.
10 Useful phrases: • Let students look at the three situations. Get students to ask about anything
At the pub they’re unsure of: What does … mean? I don’t understand … .
T2/21 1’10” • Play the recording and get students to repeat.
• Students act out the dialogues in groups of three.
If time permits
1 Tasks • Give individual students tasks: Spell Tuesday, sometimes, etc. Can you spell your
name, please? What do you do in your free time? What do you eat / drink for
breakfast? Ask a question with: do, does, what time? Tell me about your daily
routine, Britta’s daily routine. What do they say in America for city centre, biscuits,
holiday, film? Say the days of the week, five things you can play, four languages,
five drinks you can order in a pub.
2 Activity Pack 1 • Activity 7 (Do you ski?) and Activity 12a (Do you speak Italian?) revise questions
and short answers with do.
• Activity 12c (Does she play cards?) revises the present simple in the third person.
• If you have access to an OHP, Activity 52b (How often do you do that?) revises
adverbs of frequency.
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Extra 2
Tips and info
Timing Spelling game: 10 min. Wordspotting: 10 min. Focus on reading: 25–30 min.
Word groups: 5–10 min. Crossword: 15 min. Song: 10–15 min.
If short of time • (Wordspotting and Crossword) Students do the activities at home.
Preparation • (Focus on reading) Write the six true / false sentences on an OHP transparency or
write them on the inside flap of the board (optional).
Spelling game • Start off the activity yourself and then hand over to a volunteer.
Wordspotting • Students find the words, compare with a partner and check in class or with the
key on page 120.
• Say a word from the grid and ask students round the class to make sentences
with the word. When they run out of ideas, say another word from the grid.
If short of time • Students do Wordspotting at home.
Focus on reading • Ask students to close their books. Tell students that they are going to read about
what people in England do in the summer. Show them the following sentences
(see preparation) or write them on the board.
Board 1 English people often go to the beach for the day.

2 They go to the amusement arcades near the beaches.
3 English people sometimes have picnics in their cars.
4 And they often have a picnic and watch beach volleyball.
5 There are a lot of street festivals in England.
6 The Notting Hill Carnival is in Oxford.
• Read the sentences aloud and help with unknown words.

• In pairs, students decide which sentences they think are true and which are false.
• Students compare answers in class. Ask students to read the text silently to see if
they guessed correctly. Encourage students to concentrate on the task and not to
worry at this stage about unknown vocabulary items.
1 true, 2 true, 3 true, 4 false, 5 true, 6 false.
• Students read the text again. Encourage students to guess words from context
and to look up words in the Dictionary on page 141–149.
• Write the following prompts on the board: A lot of people …, (German / Austrian /
Swiss) people …, We sometimes / often … and get students to talk about summer
in their country in groups of three. One person in each group acts as “secretary”.
He / She should write down and report back on the group’s ideas. This is a fairly
free activity so be available to help with vocabulary.
Word groups • Students work in pairs and make five groups of words. They compare answers in
class.
Crossword • Ask students to do the crossword in pairs and then check with the key.
If short of time • Students do Crossword at home.
Song: By train • See Extra 1, Song: Number 7 (Teacher’s Book, p. 34) for a suggested procedure.
T2/22 1’30”
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Lesson notes – Extra 2
If time permits
1 Who is it? • Say a word / phrase from Unit 3 or Unit 4, e. g. at the weekend. Students write a
true sentence about themselves or their families and friends on a separate sheet
of paper, that includes the word / phrase, e. g. My son plays in a band at the
weekend.
• Say a few more words, e. g at home, read, favourite, very much, on holiday, on
Mondays, usually, get up. Students write a sentence with each word / phrase.
• Collect and redistribute the papers at random making sure that no one gets
his / her own paper.
• In turn, students read the sentences aloud. The others guess who wrote them.
2 The alphabet • Ask students to line up in alphabetical order according to their family names.
Write prompts on the board before they start: What’s your family name? Can you
spell that, please? My family name’s Vogel, with a V, so I’m here.
• Check the order by getting each student to spell his / her family name.
Option • Students can pair off in the order they are standing, and the new pairs can sit
down together to do the next activity.
3 Verbs and nouns • Say a verb, e. g. read. In pairs, students ask and answer as many questions as
possible with the verb read: Do you read the newspaper on Saturdays? Do you
read a lot of books? Do you read in bed?
• Interrupt after one or two minutes and say another verb, e. g. play, go, get up,
work, listen to. Students ask and answer questions with the new verb.
• This activity can also be carried out in class. Students ask and answer questions
round the class. Say another verb, as soon as students have run out of ideas.
4 Activity Pack 1 • If students liked Wordspotting, try template 46 (Wordsearch) where students can
design their own grid.
• Activity 14 (True or false?) is a fun activity that revises be, have got, present
simple and possessive adjectives.
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Unit 5 People and places

Unit 5 Step 1 A letter from Australia
Contents
Storyline Marilyn gets a letter from Philip and talks to Britta about her son and his family.
Grammar Present simple: Questions with question word and does; Time phrases; Personal
pronouns him, her, it, them.
Functions Asking about and saying how often you do something.
Vocabulary Time phrases: once / twice / three times … , every day / summer, etc.
Pronunciation The sound /r/.
Tips and info
Timing Photo page: 5 min. Starter: 10 min. Dialogue: Part 1: 10–15 min.
Activities: Part 1: 15 min. Dialogue: Part 2: 10 min. Activities: Part 2: 20–25 min.
If short of time • (1b And now you) Omit activity.
Photo page
Information Big Ben is the name of the large bell in the clock tower of the Houses of Parliament.
The Houses of Parliament are the buildings in which the British parliament sits.
The Docklands Light Railway connects Docklands to the City of London. Canary
Wharf Tower is part of Docklands and is the tallest building in Europe. Docklands is
used without the definite article.
St. Paul’s Cathedral is one of London’s best-known landmarks. Built between
1675 –1710.
The Cutty Sark was built in 1896 and carried tea from China to England. It is now
preserved east of the City of London in Greenwich.
Stratford-upon-Avon is the birthplace of William Shakespeare and is very popular
with tourists. It lies on the River Avon.
Starter: Vocabulary • Pre-teach the new vocabulary items in the boxes by giving some example
sentences, e. g. I go to the fitness studio on Mondays. I go once a week.
• Ask students two or three of the questions with How often … ? Students may want
to say other things, e. g. I never go to the cinema. Let students continue in pairs.
Dialogue: Part 1 • Students cover the printed text. Ask students a few questions about the photo:
Who’s in the photo? What’s Marilyn got in her hand? Who’s the letter from?
T 2/23 1’05” • Play the recording and let the students listen.
• Tell the students to listen again and to write down what Britta says. Press the pause
button each time Britta says something. Students write down what they understood.
• Play the dialogue again. Students look at the text this time and check their answers.
• Elicit the meaning of What does he do? and ask a few questions: What does
David / Oliver / Todd do? What do you do? Point out that jobs are always used with
the indefinite article (David’s a porter) but that you can also answer with the verb
work, e. g. Todd works in a history museum.
• Refer students to Australia on page 85. Perhaps someone in the class has been
there and can say one or two sentences about it (in English or in German).
Activities: Part 1
1a What can you • In pairs, students take turns to ask the questions. Then compare answers in class.
remember? 1 (He lives) in Adelaide. 2 He’s a flying doctor. 3 Yes, he does. 4 Yes, he does. 5
(She works) in a pub. 6 No, he doesn’t. He works in a car factory. 7 She’s a
journalist. 8 (He plays) the trumpet.
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1b And now you • Elicit the names of all the people in the story and write them on the board.
• Give the groups about five minutes to look back through Unit 4 and Die Personen
on pages 6 –7 and to write down questions.
• Each student asks another student a question.
Option • Do the final phase as a team game. Each group is a team (team A,B,C etc). In turn,
teams ask each other questions and a point is awarded for each correct answer.
Dialogue: Part 2 • Play the recording. Students look at the text at the same time.
T 2/24 0’49” • Write him, her and them on the board. Students find sentences in the dialogue
containing the three words and dictate them to you. Elicit the meanings of him,
her and them. Point out that them is usually unstressed and pronounced /ðəm/.
• Write the examples from box 3 of the Language study on the board and ask
students to fill in the missing personal pronoun.
Board
He ’s my brother. Do you know ______ ?
She ’s my sister. Do you see ______ often?
They ’re my teachers. I like ______ very much.
Option • Students do exercise 1 of the Language study in pairs.
Activities: Part 2
2a Pronunciation – • Play the words and get students to repeat in chorus.
listen and repeat: /r/. • Students underline each r that is pronounced in the sentences and compare
T 2/25 1’17” answers in class. Students repeat the sentences in chorus.
The right road is next to the river. Britta never writes articles in German. Britta
writes to her very often.
2b Please match. • Introduce it and them when talking about objects. Point to a few objects and talk
about them: This is a nice pen / bag. I really like it. Your rings / earrings are lovely.
I like them.
• Students do the matching exercise in pairs.
1d, 2a, 3b, 4e, 5c.
• Ask students a few questions: Do you like Julia Roberts, The Beatles, techno
music? before students ask and answer in pairs.
2c I see him / her / them • Write down the names of people you see / visit on the board. Students ask you
once a month. questions: Who’s … ? How often do you see him / her / them?
• Students continue in pairs.
Option • Students do exercise 2 of the Language study.
Listening
Listen again. • See Unit 1 Step 1, 3a Listen again (Teacher’s Book, p. 18) for a suggested
3b Listen: What’s • Read the questions aloud and then play the recording.
right? • Students tick the correct boxes and compare with a partner. Play the recording
T 2/27 1’03” again and then compare answers in class.
TS, p. 79 1b, 2b, 3b, 4a.
Language study • Refer students to the Lerntipp on page 85 and show students the Grammatische
Grundzüge on pages 127–129, if you haven’t already done so.
Boxes • Box 3: If students ask, tell them that him is used for both “ihn” and “ihm”, her for
“sie” and “ihr”, them for “sie” and “ihnen”.
If time permits
Where does Anna work? • Look back at 1b And now you. In groups of three, students write two or three
questions about you and / or other students in the class.
• Students ask and answer the questions in class.
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Unit 5 Step 2 At the information centre

Contents
Storyline Emma and Oliver plan a day trip to London. They go to the information centre to
get a coach timetable and to find out about boat trips on the Thames.
Grammar ’d (would) like to + infinitive in questions and statements; Personal pronouns me,
you, us; by + methods of transport.
Functions Asking about and expressing wishes: What would you like to see? / I’d like to go
to … ; Asking for information: Can you give me some information about … ?; Asking
for departure and arrival times: When / What time does the (boat) leave / arrive?
Vocabulary Methods of transport: plane, train, coach etc.
Pronunciation Sentence rhythm and the /ə/ in unstressed syllables.
Tips and info
Timing Starter: 10 min. Dialogue: Part 1: 10 min. Activities: Part 1: 25 min.

Dialogue: Part 2: 10–15 min. Activities: Part 2: 15 min. Listening: 10 min.
If short of time • (2b Exchange information.) Students don’t change roles.
Preparation • (1c What would you like to see in London?) Bring in some pictures or photos of
London (optional).
Starter
1 Revision • Get students to make questions round the class. Encourage students to ask
questions with do and does.
2 Vocabulary • Students put the numbers of the photos in the corresponding boxes. Encourage
the use of What’s this in English? if students need help.
Information A coach is a comfortable bus used for long-distance travel or touring.
1 bike, 2 plane, 3 train, 4 car, 5 coach, 6 boat, 7 bus.
• Get students to compare answers in class. Help with pronunciation problems.
Dialogue: Part 1 • Tell students that Emma and Oliver would like to go to London for the day and see
the sights. Elicit the names of sights in London and write them on the board. Refer
back to the photo pages on pages 80 – 81, if necessary.
• Write the following questions on the board: What would Oliver like to see in
London? What would Emma like to see in London?
T 2/28 0’47” • Students cover the printed text, listen to the dialogue and answer the questions.
Information Westminster Abbey is a very large Gothic church near the Houses of Parliament.
• Point out the use of by with methods of transport.
Activities: Part 1
1a I usually go by train. • Teach the meaning of walk via mime. Ask students a few questions, e.g. How do
you go to the tennis club / market / cinema? etc.
• Students ask and answer in pairs.
1b Pronunciation – • Play the sentences and get students to repeat. Encourage the students to imitate
listen and repeat: /ə/. the rhythm.
T 2/29 0’31”
1c What would you like • Get students to look at the sights. Say the names aloud for students to repeat.
to see in London? (The pronunciation is found on page 149). Show your pictures / photos of London.
Information Buckingham Palace is the official home of the British royal family. The Globe
Theatre is a replica of the theatre in London where Shakespeare’s plays were first
performed. The National Gallery is an art gallery which contains the largest
permanent collection of western paintings in Britain. Harrods is a famous and
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expensive department store. Hyde Park is a large London park. In the park you can
find Speaker’s Corner where anyone can go and make a speech about any subject
they like. The Tower of London is an ancient fortress, formerly a place where the
king and queen lived and a prison for important people. It is now a museum
where the crown jewels are kept.
• Point out the use of the with Globe Theatre, National Gallery, Houses of Parliament
and Tower of London.
• Designate one person in each group as secretary. He / she writes down the sights
the group decides to see and reports back to the class: We’d like to see / go to … .
Dialogue: Part 2 • Elicit the meaning of arrive and leave. (Both words appeared in the song in Extra 2.)
• Write Oliver’s two questions on the board: When does the first boat leave? What
time does it arrive in Greenwich?
T 2/30 1’01” • Students listen to the dialogue without looking at the text and answer the
questions.
• Play the recording again. Students look at the text this time.
• Refer to Coaches on page 88.
Option • In groups of three, students read the dialogue aloud in roles as a preparation for
2b Exchange information.
Activities: Part 2
2a A plane timetable: • Read the cities aloud and ask students to repeat in chorus.
It leaves/arrives at ... • Get students to ask and answer a few questions in class and then continue in pairs.
Option • Ask students about bus / train times in their own towns / areas: Do you go to work
by bus / train? Do you come to the English class by bus? When does it leave / arrive?
2b Exchange • Put students in A / B pairs. Give students time to find the activity at the back of the
information. book and read through their instructions. Clarify anything they don’t understand.
• Before students carry out the activity, get them to look at the map on page 6 to
find the towns the coaches go to and then elicit the questions student B will need
to ask: When / What time does it leave / arrive? How much is it?
• Student B checks his / her answers with A before changing roles.
If short of time • Students don’t change roles.
Listening
3b Listen and tick. • This listening contains a few unknown vocabulary items. The students should
concentrate on the task and not worry if they don’t understand every word.
T 2/32 1’07” • Read task 1 aloud and play the recording once or twice. Students tick the correct
TS, p. 79 box and compare with a partner.
• Do the same for the second task and then compare answers in class.
1 no, 2 yes.
Language study
Option • Refer to the Lerntipp on page 89 on grammar terminology and ask students to
look at pages 126 / 127. Pick out a few of the terms, e. g. persönliches Fürwort,
besitzanzeigendes Fürwort, Grundform, Hauptwort, Verhältniswort and explain
them. Then write a few words on the board and ask students what type of word
each one is: next to, me, plane, their, spend.
If time permits
Sentence rhythm • Write some sentences from the dialogue on the board, e. g. What would you like
to see there? We can go on a boat trip. We can go by boat to Greenwich and see
Docklands from the boat. There’s a lot to see in Greenwich.
• Students copy them into their notebooks and with a partner put a circle round
those letters they think are pronounced /ə/ (the letters in bold).
• Get students to say the sentences aloud using the correct stress. Read those
sentences aloud that cause difficulty and ask individual students to repeat.
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Unit 5 Step 3 A day on the river

Contents
Storyline Emma and Britta talk about their day trips to London and Stratford.
Grammar Past simple: Statements, questions and short answers with was / were; Time
phrases in the past: yesterday, last …, … ago.
Functions Talking about the past; Talking about the weather.
Vocabulary Adjectives to do with the weather: sunny, warm, wet, dry, etc.
Pronunciation The sounds / v / and / w /.
Tips and info
Timing Starter: 10–15 min. Dialogue: 25 min. Activities 1–2: 15– 20 min.
Activities 3 – 4: 20 min. Listening: 10 min. Language study: 10 min.
If short of time • (4 What’s right / wrong?) Do this as a class activity.
Preparation • (If time permits) Bring in a dice for each group of three or four.
Starter
1 Revision • Give students time to think what they’d like to say and ask for any vocabulary they
might need.
• Tell the class what you’d like to do at the weekend. Then students say a sentence
or two each round the class.
2 Vocabulary • Students look at the weather adjectives and write those words they understand
under the correct picture.
• Explain the meanings of unknown words via blackboard sketches or mime.
Students write these in the correct column, too, and then compare answers
in class.
Column 1: lovely, warm, dry, sunny; Column 2: wet, awful, cold, cloudy.
• Say the words aloud for students to repeat in chorus.
Dialogue • Explain the storyline and ask students to cover the second part of the dialogue on
the right-hand side.
T 2/33 1’38” • Play the dialogue to You were lucky. We weren’t so lucky. Students look at the
dialogue at the same time.
• Elicit or explain new vocabulary items and point out that was and were have two
different pronunciations depending on whether they are stressed or not: /wɒz/ or
/ wəz / and / w: / or / wə/.
Information Was and were are usually unstressed except in short answers and negative
sentences.
• Play the first half of the dialogue again. Students pay particular attention to the
pronunciation of was / were.
• Preteach handbag, small boat, water by describing the photo.
• Play the second half of the dialogue. Students listen without looking at the text.
• Elicit any phrases / sentences they understood and write them on the board. Then
play the dialogue again while students look at the text.
• Write I was and a list of personal pronouns (you, he / she / it, we, they) on the
board. Elicit and write down the forms of was / were.
• Refer to The weather on page 93. Explain that the British often say something

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English Network Newedition Starter TB A1 1

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English Network Starter - new edition

Ernst Klett Sprachen

English Network Starter – new edition – Teacher’s Book

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© Ernst Klett Sprachen GmbH, Stuttgart

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Introduction to English Network Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The aims of the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Teaching a unit in English Network Starter ............................................. 8

Frequently asked questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit 1 Step 1 Come in, please. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 2 Step 1 Oxford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 3 Out and about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Unit 3 Step 1 Where is the nearest shop? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

English Network Starter – new edition – Teacher’s Book

Unit 4 Meeting people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 4 Step 1 At the pub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 5 People and places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Unit 5 Step 1 A letter from Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Unit 6 End of the holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Unit 6 Step 1 E-mail from America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Introduction to English Network Starter

The material in English Network Starter has been

The aims of the course

English Network Starter – new edition – Teacher’s Book

Text CDs (2) Best.-Nr. online

Pages 8 –11 provide an overview of the contents of all

Pages 114 –117 contain six Exchange information

• A list of people’s names and place names (People

• A list of classroom phrases (Überschriften und

English Network Starter – new edition – Teacher’s Book

Teaching a unit in English Network Starter

In case you have time left over at the end of a lesson,

Each of the steps and the Revision & Extension is

If you find that you are chronically short of time, you

English Network Starter – new edition – Teacher’s Book

Frequently asked questions

English Network Starter – new edition – Teacher’s Book

How can I get my students to listen to each other, for

English Network Starter – new edition – Teacher’s Book

In this first lesson students will

Tips and info

Timing Activities 1 – 2: 15 min. Activities 3 – 5: 30 min.

Lesson notes – Hello!

5 And now you • Ask students to do this exercise in pairs.

Tour of the book • Ask students to look at a coursebook.

English Network Starter – new edition – Teacher’s Book

Lesson notes – Unit 1 Step 1

Board Yes, I am.

English Network Starter – new edition – Teacher’s Book

Dialogue: Part 2 • Follow the same procedure as for Dialogue: Part 1.

Lesson notes – Unit 1 Step 1

English Network Starter – new edition – Teacher’s Book

Unit 1 Step 2 Where are you from?

Tips and info

Lesson notes – Unit 1 Step 2

Board she Xis = she’s here Xis = here’s you X

2b Memory game • Present the structure visually on the board:

English Network Starter – new edition – Teacher’s Book

Unit 1 Step 3 Welcome to the cottage.

Tips and info

Dialogue: Part 2 • Pre-teach tired and bag.

Board + = he £ = she t¶¢¡ = they

Lesson notes – Unit 1 Step 3