On Course 2 Teacher's Guide

introduction 11/09/07 02:27 MM Page 1

introduction 30/06/11 11:47 ¶M Page 2
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CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-6
MODULE 1 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-16
MODULE 2 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-25
MODULE 3 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-35
MODULE 4 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-44
MODULE 5 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45-53
MODULE 6 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54-62
MODULE 7 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63-71
MODULE 8 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-80
MODULE 9 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81-89
MODULE 1O (LESSONS 1-6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-101
SUPPLEMENTARY TEACHING MATERIAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103-112
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INTRODUCTION
ON COURSE (books 1-5) is a coursebook series, written after extensive research into the latest language
learning theory, including the Common European Framework of Reference for Languages.
The course aims to provide students with the language tools necessary to cope effectively with real English;
the English, in other words, that will be of practical use to them in a pan-European context. In terms of
receptive skills, this means bringing students into contact with a comprehensive range of source material taken
from real-life contexts, both written and oral; from comic strips and songs, through poetry and answerphone
messages, to magazine articles and news bulletins. Productive skills are developed in a similarly practical way,
bringing students into everyday situations and giving them the means by which they can achieve goals within
them. A variety of techniques are presented which will help students organise their thoughts into accurate
spoken and written English.
A modular approach is taken, meaning that topics such as ‘fashion’ or ‘crime’ can be dealt with from more than
one angle and in greater depth. Through the course of the five books, students will become familiar with all the
themes and contexts which people encounter in their daily lives.
Recognising that students will use their English to communicate with people other than native speakers,
the course makes extensive use of pair and groupwork. This activity-based approach enables students to learn
from and help one another, while feeling less constrained than they might when trying to communicate with a
native speaker. Interaction is also encouraged in most of the project work that accompanies each module, and
in the mediation tasks in the third, fourth and fifth books.
Students and teachers who are interested in adopting the learner-centred approach promoted by the Council
of Europe will find that opportunities for self-assessment are included in the first four books. These sections are
entitled ‘Are You Moving On? Check Yourself’, and allow students to take responsibility for their own
development by helping them recognise their own strengths and weaknesses. Classroom tests and module
tests are also provided and can be used in conjunction with the coursebook, with students reconsidering their
self-assessment in the light of their test results.
Similarly, many of the writing tasks and projects are designed with the European Language Portfolio in mind. In
this course, students can be encouraged to build up a similar portfolio of work that they have produced. Tasks
and projects suitable for this are marked with the symbol .
In addition, the course tries to connect the English language to the world in a broader sense. In the first three
books, the emphasis is on cross-cultural issues, and students are introduced to different countries and
societies both in Europe and worldwide, promoting the acceptance of differences between individuals, social
groups and nationalities. In the fourth and fifth books, the students’ level will be high enough for cross-curricular
topics to be introduced, extending their knowledge of English through subjects like geography, science and
history.
The first three books employ a realistic storyline to engage the students and draw them into the situations
presented, enabling them to see situational English in use. In the fourth and fifth books, students are required
to deal with a wider variety of material, but the approach remains pragmatic. Grammar, vocabulary and other
aspects of language awareness are still dealt with thoroughly, however, since real confidence in a foreign
language still derives very much from how comfortable students are with the patterns of that language.
On completion of the ON COURSE series, students will be able to:

● use spoken English to carry out a variety of functions, from straightforward ones such as asking
and answering personal questions to more complex ones such as speculating and discussing
current affairs.
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● understand written and oral texts of varied lengths and styles, and be able to successfully carry
out a variety of comprehension tasks based on them.
● produce both short and longer written work of various types, fulfilling a variety of communicative
goals.
● select appropriate grammatical forms and employ them with the degree of accuracy necessary
to achieve communicative aims.
● use lexical items (prepositions, phrasal verbs, idioms, etc.) at a level consistent with their age
and experience of English.
ORGANISATION AND CONTENT

ON COURSE 2 consists of ten modules, each divided into four lessons (with the exception of the final module,
which is divided into six).
Reading
A reading text introduces each lesson, whether in the form of a dialogue (as with the ongoing storyline) or any
other style of writing (a short passage, an article, an e-mail, a short story, etc.). The last lesson of each
module contains the ‘Cross-cultural corner’, a reading text designed to widen students’ perspective by
introducing them to places, lifestyles and beliefs they may not have come across before, while still following
the theme of the module.
Grammar
The book systematically builds up students’ knowledge of and ability to use grammatical structures
appropriate to this level. Grammar boxes present exemplification of rules rather than theory; the theory is
contained in the grammar reference at the back of the book. Ample practice is provided in the coursebook
itself, with further reinforcement offered in the activity book and in the regular classroom tests.
Listening
The wide variety of listening texts found in this book feature native speakers of the language, exposing
students to the real sounds of English. The exercises aim to improve students’ ability to use different
strategies for listening: listening for specific information; listening for key words, etc.
Writing
A guided approach to writing has been adopted, with model texts and the provision of appropriate vocabulary
and structures. Within this framework, however, there is scope for creativity and individual input. Writing tasks
considered suitable for this level include short stories, letters and descriptions.
Speaking
Oral activities offer both controlled and free practice of grammatical structures, familiarise students with pair
and groupwork, and create a learning environment in which ideas can be exchanged. The speaking sections
of each module are thematically linked to the module, encouraging students to use new language while it is
still fresh in their minds. Tasks include both functional activities (for example, giving information to the police),
and more creative and challenging ones (for example, discussing a poem). The ‘Let’s Talk’ section (Lesson 4),
in particular, allows students to apply knowledge and skills to new situations, such as understanding the lan-
guage of advertising.
Vocabulary
The course exposes students to a wide variety of vocabulary items, and constantly recycles and reinforces
them. In every module, there is emphasis on functional and situational language, equipping students with the
tools they need to cope with everyday situations. Students will also develop an awareness of more expressive
language in the form of similes, idioms, collocations and much more.
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Pronunciation
Pronunciation exercises throughout the book provide ample practice in the correct production of vowel and
consonant sounds. All pronunciation sections include recordings, allowing students to hear the sounds
produced by native speakers.
OTHER FEATURES
Grammar Reference Section
This can be found at the back of the book and contains all the grammar theory students will need, presented
in a clear, accessible way so that students can use it on their own as well as in class.
Songs
These can be found at the back of the book and should be regarded as an important source of language
practice, as well as motivation and enjoyment.
Maps
Book 2 has a map of Europe and another of the whole world so that students can see the exact locations of
the places that appear in the book.
TEACHER’S BOOK
The teacher’s book contains detailed guidance on how best to exploit the material found in the coursebook,
as well as additional activities, tapescripts, an answer key to both the coursebook and the activity book, and
photocopiable classroom tests, which should be administered upon completion of each module.
TEACHING TIPS
While the needs of every classroom are different, there are a number of ideas that we recommend teachers
adopt for this course.
● When students carry out pair or groupwork, ensure they do not always work with the same
people. It can also be beneficial to put students of different levels together sometimes, so the
one at a higher level can play the role of teacher in dialogues / discussions.
● While students are engaged in conversation, walk around the room. In this way, you show
interest in what is going on, while at the same time being able to evaluate their progress and
give help where necessary.
● Address oral errors made by students when they have finished speaking so as to avoid
interrupting them during the production of speech.
● Offer students the chance to correct their own written work by pointing out where errors lie but
not what they are.
● Encourage students to work out the meaning of new items of vocabulary from the context they
appear in.
● Allow students on occasion to rephrase an English sentence or phrase in Greek in order for
them to practise the parallel use of the two languages. English should, however, be used as
much as possible in the classroom. The benefit to students of such a learning environment
cannot be emphasised enough.
The ON COURSE series focuses on the real needs of a student of English in Europe today, while at the same
time giving teachers the guidance and support they need to make effective use of its resources. We feel
that the course will give students a strong practical base in English, allowing them to deal confidently and
comfortably with any demands placed on them. Paired with a systematic and thorough development of
vocabulary and grammar, this will ensure students move seamlessly from beginners to intermediate level in
English.
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MODULE 1 Family and Friends

Lessons 1-4
■ Students look at page seven of the coursebook. Explain to them that this page gives information about what they
are going to learn in this module. The pictures illustrate some of the things that students will learn. Read the first
two points with them. Ask students:
What do you know about Australia?
■ Read the Learn to ... section. Ask students which of the things mentioned they feel they can already do in
English.
■ Use students’ mother tongue (LI) to explain the meaning of Cross-cultural corner. Ask students what they expect
to find in this section of the book.
1 Lesson 1 All good things come to an end.
Lesson Summary
Functions: Objectives:
● talking about what people are doing ● to introduce the main characters in the storyline
● talking about future plans ● to teach the present progressive to enable students
● asking and saying what people are doing at to talk about what people are doing and future plans
particular times ● to enable students to talk about their families
● to revise days and time
Topics:
● family; relatives; friends ● to familiarise students with pairwork activities
Structures:
● present progressive (affirmative, negative,
interrogative)
Yes, he is. / No, he isn’t.
What are you doing at ... o’clock?
WARM-UP Listen and Read

■ Lead in by asking students questions about the two
■ Direct students’ attention to the title of the lesson.
pictures on page eight. Ask: Explain the expression come to an end. Ask for any
What can you see in the first picture? examples of good things that come to an end (e.g.
Where is the boy? school summer holidays; trips; parties). Ask students to
guess what good thing is coming to an end for the two
What is he doing?
children in the first picture.
What can you see in the second picture?
■ Play the cassette while students follow in their books.
What do you think the boy is doing?
Pause the cassette at the end of the first paragraph.
Ask:
What is Julie doing?
Who is Daphne?
What is Mark doing?
Why are Julie and Mark sad?
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■ Continue playing the cassette; pause after There are a ■ Write the sentence on the board and explain (using
lot of big boxes on the pavement ... Ask: LI if necessary) that this is a second use of the present
Where are the children’s parents? progressive tense. Elicit from students that it is used to
What are they doing? Why? talk about future plans.
What is Julie doing now?
■ Write She walked to school on the board and
■ Play the last section of the dialogue. Ask: elicit from students the negative, interrogative and
What can Julie see? negative-interrogative forms.
How old is Mark?
■ Explain the spelling rules to students by referring them
Who do you think the boy is?
to the Grammar Reference (page 156). Read through
■ Tell students to read the text again (including the the relevant information with them.
dialogue) and to underline any unknown words /
■ Read the section about stative verbs with students
expressions. Go through these and elicit explanations
using LI where necessary to make sure they
from class members where possible.
understand.
■ Choose students to read out the passage.
■ Read these examples of the present progressive from
■ Students work in pairs to read the dialogue. Ask two or the text on page eight (Julie is sitting at the desk in her
three pairs to read it to the rest of the class. bedroom. Mark is not writing a letter. They are having a
barbecue tonight. Their friends are coming at half past
seven. She is looking out of the window.) and ask
students to tell you whether the tense is being used to
Comprehension Check describe something happening now or to refer to the
■ Ask for a volunteer to read the four statements to the future. For example:
rest of the class. Teacher: Julie is sitting at the desk in her bedroom.
■ Students should read the text again carefully to find out Students: Now.
whether the statements are true or false. Teacher: They are having a barbecue tonight.
Students: Future.
■ Check students’ answers. Ask for corrected versions of
the incorrect statements. (For example: It isn’t Julie’s
birthday – it’s Daphne’s birthday.)
Grammar Practice
Grammar Ex 1 This provides controlled practice in the use and
formation of the present progressive tense.
■ Ask What am I doing? Pretend to be writing a
letter (putting it in an envelope, addressing it and Ex 2 Students fill in the short answers.
sticking on a stamp to make it clear). When Ex 3 This activity provides practice in using the present
someone answers correctly, take a magazine and progressive and revises the days of the week.
pretend to be reading it. Ask What am I doing now?
■ Write What am I doing? You are reading a magazine on
the board (with am ... doing and are reading in a
different colour from the rest of the sentence). Write Speaking
present progressive on the board and explain to
■ Briefly revise telling the time in English by drawing four
students that this is the name of the tense.
clock faces on the board, showing ten o’clock, quarter
■ Ask students what we use this tense for, using students’ past eleven, half past one and quarter to four and
mother tongue (LI) if necessary (to talk about something asking What’s the time? while pointing to each one in
that is happening now). turn. As students provide the answers, write them under
■ Look at your watch / point to the classroom clock. Say each clock.
what the time is and mention something you are doing
■ Explain to students that they have to ask their partner
later. For example:
questions, as in the example. They should take it in
It’s ten o’clock now. I’m going home at two o’clock.
turns to ask and answer.
It’s half past twelve. I’m having lunch at one o’clock.
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FOLLOW-UP ACTIVITY
Language Awareness
When students have completed the guided
practice activity, offer them free practice in using the ■ The prepositions practised here are all used in similar
present progressive by asking them questions similar structures in the text on page eight. Students fill in their
to those in the Speaking activity for which they have to answers, then refer to page eight to check / correct
provide their own answers. For example: them.
Teacher: What are you doing on Friday evening?

Student: I’m going shopping.
Teacher: What are you doing on Saturday afternoon?
FOLLOW-UP ACTIVITY
Student: I’m playing basketball with some friends.
Students write sentences of their own using sit at a
desk, write a letter to, move into and in a few days.
Vocabulary Expansion
■ Ask students questions about their families. For
example:
Have you got any brothers or sisters?
How many people are there in your family?
What’s your grandfather’s name?
■ Write mother, father, sister, brother on the board then
direct students’ attention to the family tree at the top of
the page. Ask:
Who is Mark’s sister? (Rachel)
Who is Sarah’s father? (Joe)
Who is Joe’s mother? (Hazel)
Who is Sam’s brother? (Mark)
FOLLOW-UP ACTIVITY
Students work in pairs to ask and answer questions
about the family tree. For example:
Student 1: Who is Luke?
Student 2: He’s Sarah’s brother. Who is Tom?
Student 1: He’s Mark’s grandfather / Tracey’s father,
etc. Who is ... ?
Ask students if they remember what is happening at
Mark and Julie’s house at half past seven according to
the text on page eight (They are having a barbecue).
Use LI, if necessary, to ask students if they have ever
been to a barbecue or had one at their home, and what
kind of food and drink is usually served.
Introduce the other lexical items in this exercise by
asking the following questions:
I’m having cornflakes for breakfast tomorrow
morning. What are you having?
What are you having for dinner today?
We’re having a picnic tomorrow. What food and
drinks are we taking?
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1 Lesson 2 Mark meets Rob.
Lesson Summary
● talking about daily routine ● to enable students to use the simple present to talk
● talking about habits about their daily routine, and to ask and answer
● introducing yourself questions about other people’s daily routines
● to develop students’ comprehension skills
Topics:
● to familiarise students further with pairwork
● daily routines
● to offer students practice in writing about their own
Structures: lives
● simple present (affirmative, negative, interrogative)
Yes, I do. / No, I don’t.

What time do ... ?
Hi, I’m ... / Hello, my name’s ... / I’m from / I come
from ...
WARM-UP FOLLOW-UP ACTIVITY

Students underline any new vocabulary in the text.
■ Revise the present progressive briefly by holding up
Help them to work out the meaning of each item from
pictures of people doing different activities and asking
the context. For example, for the word miss, ask:
questions such as:
Where are Rob’s friends? (in Liverpool)
What is the woman doing?
Can he see them? (no)
What are the children eating?
Do you think he likes this? (no)
Then ask students What are you doing this evening? to
practise the second use of the present progressive.
Listen and Read Comprehension Check

■ Ask students who they can see in the picture on page ■ Students read the text again and do the comprehension
eleven (Mark and Rob). Then ask What is Mark doing exercise.
today? (to elicit the answer He is playing football.).
■ Play the first part of the cassette (the introductory
paragraph). Students listen and follow in their books.
Ask: FOLLOW-UP ACTIVITY
Where is Mark going? Say Rob is worried because he is going to a new
Why is he going there? school. Ask students to make similar sentences about
Is Rob happy? themselves or other people (e.g. their classmates). For
example:
■ Play the rest of the cassette. Read the statements below
Student 1: I am worried because I’m doing a French
and ask students to complete them for you.
exam later.
Mark’s house is number ... (fifteen). Student 2: My friend is worried because she is going to
Rob is from ... (Leeds). the doctor’s later.
Rob and Mark’s school is ... (St. Matthew’s).
■ Students read the dialogue in pairs. Ask one or two
pairs to read it to the rest of the class.
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Grammar
■ Say one or two sentences about yourself using the He has breakfast every day.
simple present. For example: He doesn’t have breakfast every day.
I work in a school. Does he have breakfast every day?
I live in ...
Point out that the formation of have in this tense should
I play tennis every Saturday.
not be confused with that of have got.
Write these on the board. Then ask students some
questions about themselves. For example:
Do you live in ... ?
Do you play tennis every Saturday? Grammar Practice
When you have elicited answers from students, write Ex 1 This offers controlled practice in the use and
some of the questions (including a negative sentence) formation of the simple present.
and answers on the board. Use LI to explain that the
Ex 2 Students practise short answers.
examples are in the simple present tense and that this
tense is used for something which is always true or Ex 3 Students write full sentences using the simple
about habits in the present. Explain that when talking present.
about habits in the present, we use words such as
always, often, etc. Give students some examples (for
example: I always get up at seven o’clock.) and elicit
examples from them about their own lives. FOLLOW-UP ACTIVITY
Students write sentences, using the simple present,
■ Write I like chocolate on the board (with like in
about the things they do on certain days of the week.
a different colour), then ask students to conjugate
the verb for you making similar sentences. (You like
chocolate. He likes ... , etc.) Write these on the board
with the verb in a different colour each time. Then do
the same for the negative, interrogative and negative- Speaking
interrogative forms.
■ This activity offers students practice in talking about
■ Ask a student Do you live in Greece? to elicit the short their daily routine. Read through the prompts to ensure
answer Yes, I do. Then ask another student Do you the class understand all the verbs / phrases. Students
work in a school? to elicit the short answer No, I don’t. then work in pairs to ask each other the questions.
Write these on the board. Practise short answers by When one student has elicited answers from his / her
asking students a number of questions. For example: partner, they swop roles. Once everyone has finished,
Does your mother work? ask some students to report to the whole class what
Do you like music? they have found out.
Does it snow in the summer?
Do I work in a school?
■ Draw students’ attention to the spelling changes Functional Language
required when forming the simple present by referring
■ Choose two pupils (one male and one female) to read
them to the Grammar Reference (page 157). Read
out the short dialogue in this section. Then take the part
through the relevant information with them. Then put
of Student A yourself (substituting Clare for your own
the following sentences on the board and elicit what the
name) and choose somebody else to take the part
sentence would be in the third person.
of Student B (substituting Pierre / France with the
I do my homework (He / She does ...) appropriate information about themselves). Students
I wash my hair. (He / She washes ...) then read the dialogue in pairs. They then complete the
I try hard. (He / She tries ...) dialogue on the right hand side.
I make cakes. (He / She makes ...)
■ Make sure students can use the verb have correctly in
the simple present by putting the following example on
the board:
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FOLLOW-UP ACTIVITY Daily Routine

Students choose a new name and country of origin
for themselves, then walk around the classroom Ex 1 This focuses on the use of adverbs of frequency.
introducing themselves to each other. For example: Explain to students that these are often used with the
Student 1: Hello. My name’s Boris. simple present tense. Write never, usually, often,
Student 2: Hi, I’m Britney. always, sometimes on the board and ask students to
Student 1: Where are you from? put them in order of frequency (always, usually /
Student 2: I’m from the USA. Where do you come from? often, sometimes, never).
Student 1: I come from Russia. Ex 2 Students write sentences about themselves using
This activity is more suitable for students who have not adverbs of frequency and the simple present.
done many years of English. With classes where
SAMPLE ANSWERS:
students do not know each other well and there are a
1 I always drink milk in the morning.
number of students from other countries, the same
2 I sometimes wake up early.
activity can be done without students choosing different 3 I often watch TV in the evening.
identities for themselves. It will serve as a means of 4 I never eat lunch at school.
getting to know one another
Language Awareness
Ex 1 Show students the picture on page eleven of the
coursebook and ask Does Rob look very happy?
Then hold up some pictures of people with happy,
sad or worried expressions on their faces and ask
similar questions. Then look at one particular picture
and say I’m looking at this picture. Use LI to explain
the difference between look unhappy, worried, etc.
and looking at something. Check students’
understanding of watch and see by asking:
What can you see out of the window?
Do you often watch TV?
Ex 2 Students fill in the prepositions.
FOLLOW-UP ACTIVITY
Students write sentences using the phrases in Exercise
2 (on Saturday, on Saturday afternoon, etc.).
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1 Lesson 3 What are you doing on your birthday?

Lesson Summary
● asking and answering questions about a birthday ● to expose students to the structure and register of an
party informal letter

● to teach the pronunciation of the vowel sounds: /ã/
Topics:
and /·:/
● birthdays; fancy dress parties; costumes; footwear
● to develop students’ ability to understand spoken
Writing Skills: English
● completing an informal letter with the present
progressive

Students work in pairs to write an additional
■ Students open their books on page fourteen. Say My
comprehension check question about the letter on a
birthday is ... (the date of your birthday). When is your
piece of paper. For example:
birthday? Ask a number of students. When someone
What do Mark and Julie sometimes do on Saturday?
gives a date that is in the near future, ask What are you
They swap their question with that of another pair and
doing on your birthday? Depending on the response,
write the answer to it. These should then be returned to
you could ask follow-up questions. For example:
the pair who wrote the question so the answers can be
Are you having a party?
checked (for correct content, grammar and spelling).
Are you going somewhere special?
Listen and Read Vocabulary Check

■ Ask students if they can remember the name of Julie’s ■ This exercise practises four of the verbs used in the text
penfriend and where she is from. Then play the first on page fourteen. Tell students they do not need to
section of the cassette (the introduction) to see if they change the form of the verbs to complete the sentences.
were correct. Explain the capital of, once a month, write
back and on different sides of the world.
■ Play the rest of the cassette (Julie’s letter to Daphne).
FOLLOW-UP ACTIVITY
Students follow in their books. Ask:
Students work in pairs to write sentences of their own
Is it Julie’s birthday? using each of the verbs.
Does Julie like school?
What is the weather like?
What is happening tonight?
What are Mark and Julie doing later? Writing
Ex 1a Students read the letter extract and then answer the
questions relating to it.
Comprehension Check Ex 1b Put the phrases fancy dress party and costume on
the board. Say to the class I’m going to a fancy dress
■ Students look at the letter again and answer the
party so I’m wearing a cowboy / gorilla costume.
questions.
Elicit the meanings of the words and then ask
students to complete the exercise by matching the
questions with the answers.
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FOLLOW-UP ACTIVITY
Pronunciation
Students imagine they are going to a fancy dress party.
Ask them to tell you what kind of costume they are ■ Play the cassette pausing after each word / phrase so
wearing. Put the phrase I’m going to the fancy dress students can repeat chorally. Play the cassette again,
party as a cowboy on the board so they can substitute this time pointing to individual students to indicate that
cowboy with their own ideas. they should repeat what they hear.
■ Read the words in exercise b one by one. Ask students
Ex 2 Students complete Daphne’s letter by putting the
to decide whether the vowel sound in each one is
verbs into the present progressive.
similar to that in happy or in are.
Speaking
■ This activity develops students’ oral skills by allowing Listening
them to have a short, guided conversation with a
partner in English. When students have had adequate ■ Before students do this exercise, ask them what they
time to practise the dialogue, invite one or two pairs to can see in each picture.
act it out for the rest of the class.
FOLLOW-UP ACTIVITY
Students swap roles and have a similar dialogue; this
time Student B substitutes the information included in
the prompts for information of his / her own. Student A
should try to ask at least one more question. For
example:
What time does the party end?
What food is there?
Ex 1 Students close their books. Say Who’s wearing
sandals today? and look around the class to see if
anyone is. If so, point to that person’s feet and say ...
is wearing sandals today. Do the same with trainers
and shoes. Say When I go to the beach, I usually
wear flipflops. Put the word flipflops on the board
and see if anyone can guess what it means.
Students then match the words with the pictures and
the descriptions.
Ex 2 Students work in pairs to try and find words /
phrases to replace those in bold. If they can’t, they
can refer to the letter on page fourteen for help.
14
Module 1 11/09/07 09:42 ¶M Page 15
1 Lesson 4 Cross-cultural corner

Lesson Summary
Project: Objectives:
● finding out about the lives of children in other ● to offer students insight into the lives of their peers
countries in other parts of the world

● to encourage students to exchange ideas in English
Topics:
with their peers
● penfriends; children’s lives; free time activities;
family photos ● to introduce students to the self-assessment section

of the book
(about Carr):
WARM-UP
■ Ask students Have you got a penfriend? If anyone Where does Carr live? (Norway)
answers in the affirmative, elicit more information from What does he do in his free time?
them (the penfriend’s name, country of origin, interests, (reads; goes for bike rides)
etc.). What time of year does he like best? (summer)
■ Students work in small groups (four or five per group) ■ Ask students which of the three penfriends they would
and spend a few minutes thinking of as many reasons like to write to most and why.
as they can about why it is a good idea for young peo-
ple to have penfriends. Ask for feedback and write their FOLLOW-UP ACTIVITY
ideas on the board. (Possible ideas are: People often Students try to work out the meaning of mosque,
use a foreign language when they write to a penfriend, coconuts, rubbish and go sailing.
so they can practise the language. You can learn about
life in another country. You can visit your penfriend one
day.) Comprehension Check
■ Students refer to the text to answer the questions in this
Listen and Read exercise. Encourage them not to read each section
■ Read the title (Worldwide Penfriends) and try to elicit an from beginning to end to find the answers but to skim
explanation of the word worldwide. Play the introductory them to locate the information.
paragraph. Students listen and follow in their books.
Students close their books.
Vocabulary Check
■ Play the first section (about Jabir); students listen. Ask:
■ Explain to students that the four vocabulary items in this
Where is Jabir from? (Morocco) exercise are all phrasal verbs. Put the term on the board
How old is he? (13) and ask if anyone can explain it. Use LI to explain that a
Has he got a pet? (a black cat) phrasal verb is a verb which is followed by a preposition
What does he do with his friends? (plays football in the or adverb. Ask if students can think of any examples of
street) phrasal verbs. Make a list on the board.
■ Students open their books. Somebody reads the text ■ Students do the exercise, filling in the missing words.
out and students check their answers to the questions All the phrasal verbs are used in the text on page
you asked. seventeen, so this can be referred to if necessary.
■ Follow the same procedure for the next two sections. Check answers, then elicit from students the meaning
Ask the following questions: of each phrasal verb. Ask them to mime take off, get up
and throw away.
(about Kamala):
Where is Kamala from? (Thailand)
FOLLOW-UP ACTIVITY
What pet has she got? (a monkey)
Students write sentences of their own using the phrasal
What kind of music does she like?
verbs in this exercise.
(American pop music)
15
Module 1 11/09/07 09:42 ¶M Page 16
Ex 2 Explain the speaking activity. Students work in pairs

Speaking to ask and answer questions.
Q1 Students should spend a few minutes brainstorming
ideas / vocabulary relating to each picture. They then FOLLOW-UP ACTIVITY
each give a different answer to the questions and Students find one or two photos of family members at
decide whose is the best / most logical.
home to bring into the next lesson. They then work in
Q2 Have a classroom discussion based on the question. small groups and show each other their family photos.
Remind students that we use the simple present to Each student shows the rest of the group a photo,
talk about our freetime activities. saying who it is and giving some information about the
person.
Project
■ Before looking at the requirements of this particular Are you moving on? Check Yourself
project, explain to students that as they work through
■ Read the five statements one by one and demonstrate
this book, they will do a number of projects. These often
what is meant by each one in the following way:
involve working in groups or with a partner and are a
chance for them to use English both to discuss the 1 Ask a student to talk about their family.
topic orally, to make decisions and to do the written
2 Say to a student Hello! I’m ... (give your name) and
work.
I’m from ... Indicate that you want them to respond in
■ Divide the class into groups of between three and six a similar way.
people. Each group should spend some time deciding
what country they will write about and where they will get 3 Tell students a few things about someone else’s
their information and pictures from (the Internet, daily routine. (For example: a friend’s, a student’s, a
encyclopedias, friends and family, magazines, son’s / daughter’s, etc.)
penfriends, etc.). Each group should also decide how to
4 Ask a student What do you do every day? and elicit
organise the work between them. As this could be their
some information about their daily routine.
first experience of project work, it might be a good idea
5 Tell a student to imagine they are having a party.
to tell them to decide which person / pair will find out,
write about and find / draw pictures for each of the three Ask a few basic questions about it. For example:
areas given (what they do every day, what they do in their Where is the party?
free time, what games they play / where they play). How many people are you inviting?
Is it a fancy dress party?
■ Explain to students that they should check each other’s
What are you wearing?
written work for mistakes before putting the whole thing
together. The completed projects can be displayed on Students decide by themselves which boxes they
the classroom wall. want to tick. Make sure they understand there are no
right or wrong answers. As students are working,
Language corner walk around the class to see what choices they are
making. If there are any statements which a lot of
■ Read this section with students. Tell them to be careful
students feel they aren’t very good at doing, then
when using these particular structures.
find time to repeat the corresponding activities (if
oral) or to revise the relevant structures / vocabulary.
Let’s talk
Ex 1 Students work in pairs. They read the three short
texts and try to work out the meaning of any Preparation for Module 2
vocabulary then don’t understand. Help them with
◆ a map of Britain
this where necessary, then instruct them to discuss
◆ holiday leaflets of different countries /
the answers to the questions with each other. After
places
everyone has finished, ask various students what
they decided.
FOLLOW-UP ACTIVITY
Students write a short text about themselves similar to
those on page nineteen. They then come to the front of
the class and read them out. These texts can be stuck
onto paper to make a magazine feature similar to that
on page nineteen.
16
Module 2 11/09/07 09:44 ¶M Page 17
MODULE 2 Places of Interest

Lessons 1-4
■ Direct students’ attention to the pictures on page twenty-one of the coursebook. Ask them for their ideas about
what they might learn based on the pictures. Then read the information with them, making sure they understand
everything.
■ Ask students what ways of greeting and introducing people in English they can think of. Write their ideas on the
board. For example, ‘Hello! Hi! This is my friend ... .
2 Lesson 1 Rob isn’t very happy.

Lesson Summary
● asking and answering questions about habits and ● to consolidate the use of / differences between the
actions present progressive and the simple present

● introducing somebody ● to teach students the difference between a number of
Topics: easily confused words
● first day at a new school ● to enable students to introduce somebody and to
Structures: respond appropriately when meeting somebody
● What does ...? He ...
What is he ... doing? He is ...ing.

This is ...
WARM-UP
■ Revise what has happened in the storyline so far by ■ Play the first paragraph; students listen and follow in
asking: their books. Ask:
Who is Rob? (Julie and Mark’s new neighbour)
What time do Mark and Julie usually leave for
Where does he come from? (Leeds)
school? (a quarter to eight)
What does he miss? (his friends in Leeds)
What is Rob thinking about? (his friends in Leeds)
Why is he worried? (he is starting a new school)
What is Rob like? (he is shy)
Elicit from students the meaning of the adjective shy by
Listen and Read telling them that Rob doesn’t like meeting new people
■ Read the title of the lesson. Ask students what things and finds it hard to make new friends. Check their
make them happy and unhappy. understanding of the word by asking questions. For
■ Students describe what they can see in the picture. example:
Remind students that Mark and Julie are going to Does a shy person like talking to lots of people at the
school with Rob today. Ask Is Rob happy that Julie and same time?
Mark are going to school with him? Is a shy person usually quiet?
■ Ask students How do you usually go to school? to elicit ■ Play the next part of the cassette; students follow in
answers such as on foot / by bus / by car / on my bike. their books. Ask:
Write these on the board. Ask if they remember how What is Julie like? (pretty, with brown hair)
Mark, Julie and Rob are going to school today. (They What are all the children wearing? (school uniform)
are walking – text on page eleven).
17
Module 2 11/09/07 09:44 ¶M Page 18
■ Play the dialogue; students follow in their books. Ask:

Is London the same as Leeds? (no)
Grammar Practice
What is Rob doing at the weekend? (going sightseeing in Ex 1 This focuses on the difference in use between the
the city centre) present progressive and simple present.
Make sure students understand pleased to meet you, Ex 2 Students choose the correct tense to complete the
nice to meet you, different from and going sightseeing. letter.
■ Play the part of the dialogue again in which the children

greet each other (Hello, Rob ... to meet you too.) Pause
after each phrase / sentence and tell students to repeat Vocabulary Practice
what they hear. ■ This focuses on the prepositions used with means of
transport.
FOLLOW-UP ACTIVITY
Students work in groups of three and practice greeting
and introducing each other. They should imagine that Speaking
two of the group are together (as are Mark and Julie)
■ This speaking activity offers students a chance to
and that the other is alone. They should use the
practise asking and answering questions using the
appropriate gestures (smiling, indicating their friend,
simple present and present progressive. Ensure that
shaking hands, etc) when greeting / introducing one
students know what is required of them before they
another. Demonstrate what you mean by greeting a
begin the activity.
member of the class, and then introducing another
student to him / her.
FOLLOW-UP ACTIVITY
Students ask each other the same questions and
Comprehension Check
answers about what they do / are doing. This activity
■ Students refer back to the text to do the comprehension will allow them to use the tenses and structures in a
exercise. Elicit corrections for the false sentences. less controlled way.
Vocabulary Check
Functional Language
■ Students fill in the correct prepositions. They should refer
to the text to check their answers. Ex 1 Students have already seen ways of greeting and
introducing in the text on page twenty-two. This
exercise reinforces what was learnt there.
FOLLOW-UP ACTIVITY
Ex 2 This introduces students to another phrase used
Check students’ understanding of the lexical items by
when making introductions (How do you do?)
asking / instructing:
Explain that this is not the same as asking How are
Do you call for anyone on the way to school?
you? but is a formal way of greeting somebody.
Look out of the window. What can you see?
Smile at the person sitting next to you.
Imagine it’s 23rd December. What are you thinking
about? Language Awareness
Ex 1 The lexical items focused on here are often confused
by learners of English. Students can work in pairs
Grammar
to complete the sentences.
■ Students have already been introduced to and
Ex 2 Introduce the four words to students and check
practised the present progressive and simple present.
they understand their meanings by asking these
Elicit examples from them to illustrate the uses of these
questions:
two tenses.
In a big house, what rooms are usually upstairs
■ Refer students to the Grammar Reference (page 157)
and what rooms are usually downstairs?
and read through the information with them.
I am in an aeroplane. What can I see below me?
What’s above this classroom?
18
Module 2 11/09/07 09:44 ¶M Page 19
2 Lesson 2 Tell us about Leeds, Rob.

Lesson Summary
● talking about places of interest ● to enable students to talk about places of interest
(museums, zoos, etc.)

Topics:
● to offer students the opportunity to discuss something
● Leeds; places of interest; shops
and come to a decision about it
Structures: ● to revise the formation of plurals
● There are a lot of ...
● to expose students to a conversation in a tourist
There aren’t many / isn’t much ... information office and teach related collocations.
Have you got much / many ...?
plurals (regular and irregular)
WARM-UP Grammar
■ Direct students’ attention to the title of the lesson. Ask
■ Find out what students know about the formation of
students if they can remember where Leeds is (in the
plurals by giving them sentences and asking them to
north of England). Use a map to point out the exact
tell you the plural form. For example:
location of Leeds and London. Ask students if they
know anything about Leeds and what they know about Teacher: There is a big city in the north. (two)
London. Students: There are two big cities in the north.
Teacher: I can see a boy. (three)
Students: I can see three boys.
Listen and Read
■ Students close their books. Write the following on the Teacher: There is one person in the room. (five)
board and ask students to fill in the missing informa- Students: There are five people in the room.
tions as they listen. Where appropriate, ask them to spell the plural form (for
Over ________ people live in Leeds. (half a million) example: c-i-t-i-e-s) and write the word on the board as
The city has got over ________ shops. (a thousand) they do so. Then refer students to the Grammar
The shops are open ________ days a week. (six) Reference (page 158) and read through the information
on plurals with them.
■ Play the first part of the cassette; students fill in the
missing information. Students open their books and ■ Put these two lists on the board and ask students if they
read the beginning of the text again to check their know what the differences between them is (the first
answers. Ask students if the town / city they live in or group are countable nouns, in other words, nouns that
near is like Leeds in any way. have plural forms, and the second are uncountable
nouns, in other words, nouns that do not have a plural
■ Play the dialogue; students follow in their books. form).
Students close their books. Ask What can you tell me
about Leeds? Students tell you whatever they can table, chair sugar, bread
about the city. biscuit, man money, hair
dog, pen cheese, water
■ With books open, students read the text carefully,
underlining any new words / expressions. Help them ■ Write the sentences below on the board, using a different
work out the meaning from the context by asking colour for not many, many, not much, much, a lot of.
appropriate questions. There are not many shops in this village.
Are there many children in the park?
There is not much bread.
Comprehension Check Is there much orange juice left?
■ Students answer the comprehension questions referring There are a lot of restaurants in Leeds.
back to the text where necessary. He has got a lot of money.
19
Module 2 11/09/07 09:44 ¶M Page 20
Ask students what kind of sentences we use much and

many in (negative and interrogative) and what we use Situational English
for alternative sentences (a lot of). Explain that a lot of Ex a Students fill in the correct verbs.
can also be used for negative and interrogative
Ex b Students work in pairs to put the sentences in
sentences. Then ask which words we use for countable the correct order to form a dialogue. Explain that the
nouns (many, a lot of) and which we use for uncountable dialogue takes place at a tourist information office,
nouns (much, a lot of). Explain that a lot of can be between a visitor to Leeds and someone who works
replaced by lots of, and that when answering a question in the tourist information office..
such as Have you got much money? the answer is Yes,
a lot. (not ‘Yes, a lot of.).
FOLLOW-UP ACTIVITY
Choose two students to act out the dialogue for the rest
Grammar Practice of the class.
Ex 1 This consolidates what students have learnt about

the formation of plurals.
Ex 2 Students fill in the correct words. Vocabulary Expansion
Ex 3 Students practise plural forms. Ex 1 Ask students if the adjectives are positive or negative
in meaning (positive). Tell them they are going to
read a short extract about a zoo and that they should
complete it by filling in the adjectives in the
Vocabulary Practice appropriate places.
■ This exercise practises the use of prepositions. Ex 2 Ask students what shops they can think of in
English. Make a list on the board (baker’s, chemist’s,
etc). Students then do the exercise.
Speaking
■ Before students do this activity, read the information on
the three leaflets to make sure they understand Language Awareness
everything. Then put the structures below on the board
and ask whether we use them to give opinions, agree ■ The words / phrases here are all easily confused by
or disagree. learners of English. Explain the difference between
them, then ask students to fill in the missing words.
I think we should ... (give opinion)
I don’t agree. (disagree)
In my opinion ... (give opinion)
I agree. (agree)
We must ... (give opinion)
You’re right. (agree)
That isn’t a good idea. (disagree)
■ Tell students they can use some of these structures
while discussing their plans. When students have had
adequate time to come to a decision, ask what they
have chosen to find out which of the places are the
most / least popular.
FOLLOW-UP ACTIVITY
Ask students to tell you about a museum, or other place
of interest they like in their area.
20
Module 2 11/09/07 09:44 ¶M Page 21
2 Lesson 3 Children from around the world.

Lesson Summary
● talking about differences between two countries ● to introduce students to the perspectives of children
of their age
Topics:
● to offer students practice in listening for specific
● school; children’s experiences
information
Writing Skills: ● to teach the pronunciation of /∞/ and /„:/
● guided informal letter
● to offer students practice in writing a paragraph
using prompts
WARM-UP
■ If there are any children from other countries in the ■ Ask students from other countries if they agree with any
class, ask them some simple questions about their of the things the children in the article said (about
countries. For example: missing their relatives, not liking the food, etc.).
What is your country like?
Has it got many big cities?
What time do children start school?
What language do people speak there? Comprehension Check
Invite other members of the class to ask any questions ■ Students try to do the comprehension exercise without
they might have. Elicit some of the differences between looking at the text again to see how much they can
the two countries. remember. They should then skim the text to check
their answers.
Listen and Read

■ Tell students they are going to read an extract from a
school magazine. Ask what kind of things you can
Speaking
usually find in a school magazine. ■ Students look at the information about life for
Before students listen, tell them what countries the schoolchildren in Britain. Then ask them to make
three children are from and ask: sentences similar to those in the example. They can
Do you think David / Indira / Mae likes England? work in pairs first of all, then share their ideas with the
Do you think is it different from his / her country? rest of the class.
In what way?
SAMPLE ANSWERS:
■ Play the introductory paragraph and the section about In Britain, children wear school uniform, but in my country, we
David. Ask:
usually wear jeans for school; ... children have lunch at school,
Why does David like London?
but ... most children eat when they get home from school; ...
■ Play the section about Indira; students follow in their children have a lot of free time in the evening and at the week-
books. Ask: end but ... children don’t have much free time; ... schools close
Does Indira like school? for six weeks in the summer, but ... they close for more than
Who does she miss? a month.
Why is it hard for Indira to visit her relatives?
■ Play the final section; students follow in their books. FOLLOW-UP ACTIVITY
Ask: Ask students what they think is good about life for
What kind of shop have Mae’s parents got? schoolchildren in Britain and what they prefer about
What kind of food does Mae like? their own country.
■ Ask students if any of the guesses they made about the
children before listening were correct.
21
Module 2 11/09/07 09:44 ¶M Page 22
Language Awareness Pronunciation

■ Students choose the correct answers. ■ Play the cassette; students listen and repeat chorally.
Then read the words in b aloud and ask students to
write them in the correct place. Finally, students
Vocabulary Expansion practise saying the words in b aloud.
■ Explain that these prefixes are used to form the opposite
of words. Use happy - unhappy as an example to illustrate
this. Listening
■ Ask students what they know about life in the USA,
especially from the point of view of teenagers. (For
Writing
example: What they do in their free time. What kind of
Ex 1 Students complete the letter basing their answers on food they eat. What their schools are like.)
the ideas in the Speaking activity they have just
completed. ■ Ask for a volunteer to read the three statements aloud.
Play the cassette; students listen and choose their
Ex 2a Students practise writing questions. Remind them answers. Play the cassette a second time so they can
that the questions are to be asked directly to the new check / complete their answers.
girl so they must use the second person singular.
Ex 2b Give students a few minutes to think about what
their answers to the questions will be. They should
use their imagination to think of a new name /
country of origin for themselves. They then ask and
answer the questions in pairs. When they have
finished, they swap roles and carry out the activity
once more. In this way, both students will have a
chance to ask and answer.
Ex 3 This can be set for homework. Read through the

prompts to make sure students understand all the
words. You might like to do the exercise orally so
that students are better prepared to write it at home.
22
Module 2 11/09/07 09:44 ¶M Page 23

Lesson Summary
● giving directions ● to revise through oral work the present progressive
● asking about somebody’s plans for future plans

● to teach students to give and follow simple directions
Project:
● to offer students a chance to speculate about pic-
● a leaflet about things to do and see in your town
tures
Topics: ● to develop students’ awareness of their abilities in
● things to do and see in different cities; directions;
English
school trips
WARM-UP
■ Refer students to the Global map (page 181) and ask About Toronto:
Where’s Canada? A volunteer should come to the front SUGGESTED ANSWERS:
of the class and locate the country on the map. one of the most multicultural cities in the world / many
Students then work in groups to brainstorm anything people come from another country; people speak lots of
related to the country of Canada (for example: the different languages; Little Italy and Greek Town are full
names of places in Canada, geographical features of trendy bars and cafés; Toronto is a great city to live in
associated with the country, animals associated with it.). or visit; you can never be bored in Toronto
About Michael:
SUGGESTED ANSWERS:
Listen and Read he lives in Toronto; he’s happy there; he lives in a place
■ Students study the page for a minute (without reading where most people are Chinese; he likes learning about
it in any detail) and then tell you where they think it different way of life; He likes Chinese food; he goes to
comes from. If they are uncertain, ask questions such Little Italy and Greek Town on Saturdays
as Is it from a letter?, Is it from a story in a book?, etc.
(The text is a magazine article, but could also appear in
a newspaper.) Comprehension Check
■ Put the following lexical items on the board and ask stu- ■ Students try to do the Comprehension exercise from
dents if they can explain the meaning of any of them. memory first, then look at the text again to check their
tour local answers.
multicultural city herbs
first language trendy
culture lively
Explain those using LI where necessary. Vocabulary Check
■ Play the cassette; students listen and follow in their ■ This exercise practises some of the adjectives seen in
books. Ask students to read the text again underlining the text on page thirty-one.
any unknown vocabulary as they do so. Explain this to
them then tell them to work in a small groups (three to
four) and to make notes under the following headings.
About Canada:
SUGGESTED ANSWERS:
has different people and cultures; life is interesting
23
Module 2 11/09/07 09:44 ¶M Page 24
FOLLOW-UP ACTIVITY FOLLOW-UP ACTIVITY

Practise the adjectives seen in Module 2 in the following Take leaflets into the classroom for students to look at
way. Put the adjectives below on the board and ask in small groups. They should imagine they are going to
students if they are usually used for people, towns or the place the leaflet is about and talk about their plans.
shops.
local (shops)
interesting (people / shops / towns)
Project
multicultural (towns)
expensive (shops) ■ This project should be done with students working in
trendy (people / shops) small groups. Before they get started, ask the class to
lively (people / towns) imagine that you are a visitor to their town / city, and say
unhappy (people) I want to go sightseeing while I’m here. What places can
shy (people) I visit? As students tell you about different places, write
any relevant vocabulary on the board for them.
Explain to students that their projects should take the
form of a leaflet, focus on three or four places of
interest and be accompanied by postcards / pictures /
Speaking drawings. They can also include maps. The projects
■ Before students do this oral activity in pairs, ask them should include information about what you can see and
what they know about the two countries in question / or do at each place; students can also include
(Switzerland and Italy). Brainstorm places, words and information about opening times, ticket prices, public
ideas associated with the two countries in the following transport to the place, etc.
way. Write Switzerland and Italy on the board and add a Take a variety of leaflets into the class for students to
few ideas to get students started / demonstrate what pass around and look at so that they can familiarise
you want to do. themselves with the usual form / size / layout of a leaflet.
snow
Language corner
fashion
mountains Rome ■ Read through this section with students. Ask if they ever
make the mistakes focused on here.
Switzerland Italy
chocolate pasta Let’s Sing
spaghetti
New in Town
■ Tell students to turn to page 154 of their books and ask
them to read the song. Then ask them to say what it is
about (moving to a new town). Ask students how some-
Spend a few minutes on the brainstorming activity, then
body moving to a new town might feel. Students then
direct students’ attention to the two leaflets on page read the song again and try to work out the missing
thirty-two. Tell them that Zurich and Venice are both words.
cities. Read about the things you can do in both places,
■ Play the cassette; students check their answers.
then instruct students to work in pairs and to imagine
that they are talking on the phone (one of them from ANSWERS:
Venice, the other from Zurich). They should ask each miss, sad
other about their plans for the next day using the meet, go
present progressive and then say whether or not the write, doing
activity sounds interesting. friends, next
24
Module 2 11/09/07 09:44 ¶M Page 25
Let’s talk Are you moving on? Check Yourself

t You are
Ex 1a Draw this da bou here ■ Read the statements one by one and make sure
n
rou
diagram on the students understand them. Ask them to spend a while
board and use it King's Street thinking about how well they can do these things and
to demonstrate then tick the appropriate boxes. When they have
the meaning of finished, go through each statement again and ask
Queen's Street
the phrases / students for some examples of what they can do (for
traffic lights example: Ask someone to introduce their partner to the
vocabulary used
rest of the class. Ask how many ways of greeting
in the activity.
Princess Road people students can think of.) Then give students the
Say: Walk down chance to change their answers if they feel they can do
King’s Street until something better / worse than they thought.
you come to the school
roundabout. Turn
right into Queen’s Street. Go straight along this road
until you get to the traffic lights. Take the first turning Preparation for Module 3
on the left into Princess Road. The school is on the ◆ various pictures and / or objects
corner. connected with carnivals
◆ stamp, envelope, letter, parcel
As you say each sentence, demonstrate what you
◆ photocopies of Supplementary Teaching
mean by drawing a line on your map. Write each key
Material - page 104.
phrase (walk down, turn right, go straight along, take the
first turning on the left, is on the corner) on the board
after you demonstrate it.
Tell students to read the note from Louise and to mark
the route she suggests on the map. This activity
reinforces what students saw in the preceding
demonstration.
Ex 1b Add two buildings (cinema, shop, hotel, etc.) to the

diagram on the board to demonstrate the meaning
of the phrases on your left / right. The buildings
should be on different sides of King’s Street so you can
indicate what is meant by the two phrases.
Ex 2 Ask students the questions about the two pictures,
then direct their attention to the information
about the Natural History Museum and ask the
corresponding question. If student’s struggle to find
the answer, point out the key words Admission free.
Give them a few moments to see if they can guess
what they mean and then explain them.
Ask:
Is the museum open on Tuesdays?
What time does it open on Wednesdays?
Does it open at ten o’clock on Sundays?
Is it open on the 25th December?
Elicit explanations of the terms opening times,
closed on, Boxing Day, May Day and bank holiday.
■ Ask the last question in this activity. Here students
should understand that they are free to give any
answers they feel appropriate.
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Module 3 11/09/07 09:48 ¶M Page 26
MODULE 3 Theft
Lessons 1-4
■ Direct students’ attention to the pictures on page thirty-five and ask them what they think they might learn in this
module. Then read the information regarding the content. Ask students to speculate on who Debbie is and how
Mark becomes a hero. Elicit the meaning of theft from students and ask them how many other kinds of crime they
can think of. If they don’t know the exact terms in English, encourage them to explain the nature of the crime using
whatever language resources they have at their command. (For example: It’s when somebody takes money from
another person.)
3 Lesson 1 Mark helps Debbie.

Lesson Summary
● talking about the past ● to introduce students to the formation and use of
● asking and answering questions about somebody’s the simple past

life in the past ● to expose students to language appropriate for a
simple post office transaction
Topics:
● to offer students practice in asking and answering
● theft, the post office
questions using the simple past
Structures:
● simple past of regular verbs and be (affirmative,
negative, interrogative)
Yes, she did. / No, she didn’t.
WARM-UP
■ Hold your book open on page thirty-four and ask Who new vocabulary. Explain this to them. Demonstrate the
is the girl in the picture? If students need help, direct meanings of some of the verbs (for example: push,
their attention to the title of this lesson. Then ask Where drop, kick, shout, walk away) through actions where
is she? to elicit outside the post office. Ask students possible.
what people usually do at the post office and make a list ■ Play the dialogue. Students listen and follow in their
of their answers on the board. (buy stamps, post letters, books. Ask:
send parcels, etc.) Then ask students to tell you what is
Is Debbie all right now?
happening in the picture. Finally, ask How do you think
What class is Debbie in?
Debbie feels? to elicit the adjectives frightened and
What class is Mark in?
afraid. Write these on the board.
■ Ask students if they know anyone who is brave or nasty,
and if so, what kind of things these people do.
Listen and Read
■ Play the first part of the cassette (until the dialogue).
Students follow in their books. Use L1 to explain that as
this happened last week, the past tense is used.
Students may not be very familiar with this so avoid
asking comprehension questions about the text at this
stage. Ask students to read the text and underline any
26
Module 3 11/09/07 09:48 ¶M Page 27
FOLLOW-UP ACTIVITY
Tell students that the simple past tense is used in the ■ Next to I was happy, write I wasn’t happy. Was I happy?
story to recount the events. Explain that for regular and Wasn’t I happy? Ask students to provide the rest of
verbs this is formed by adding -ed to the verb. In pairs, the sentences. (You weren’t happy. Were you happy? ...)
students go through the text (not the dialogue) and Then teach the short answers Yes, I was / No, I wasn’t /
underline any examples of the simple past they find. Yes, they were / No, they weren’t.
This will help them do the Comprehension Check exer-
cise.
and read through the information on the simple past
with them. Pay particular attention to the spelling rules.
Comprehension Check
■ Students work in pairs to put the sentences into the
order in which they happened according to the text.
Grammar Practice
Ex 1 This exercise provides controlled practice in the
Grammar formation of the simple past.
■ Tell students that we use the simple past to talk about Ex 2 This exercise practises forming short answers in the
actions that happened in the past (as in the text for this simple past.
lesson), and that it can also be use for past habits. For
example:
I worked in a bank then.
■ Say I usually watch television in the afternoon.
Vocabulary Practice
Yesterday, I watched television in the morning. Write the ■ The prepositions practised here are all used in the text
sentences on the board with watch and watched in on page thirty-six
different colours. Then say Yesterday I didn’t watch
television in the afternoon. Put this on the board too with
didn’t watch in a different colour. Explain to students
that in affirmative sentences we add -ed to the verb to FOLLOW-UP ACTIVITY
form the simple past and that we form the Students make sentences of their own using am a pupil
negative with didn’t and the verb. Ask students Did you at, go to ... school, afraid of and look at. For the first two,
watch television yesterday afternoon? to elicit Yes or No students might need help to express the name of their
answers. Write the question on the board (with Did ... school correctly in English.
watch in a different colour) and next to it the short
answers Yes, I did and No, I didn’t. (with did / didn’t in a
different colour). Then give the negative interrogative
form Didn’t I ... Speaking
■ Put the sentence He walks to school. on the board and
■ This activity provides free practice in the use of the
ask students to put the sentence into the simple past
simple past. Demonstrate to students what is required
(affirmative, negative, interrogative and the negative-
of them by asking someone to come to the front of the
interrogative).
class with their book and asking / answering the first
■ Smile and say I am happy today and I was happy one or two questions.
yesterday. Write the sentence on the board and explain
that was is the simple past of the verb be. Conjugate the
verb for students by writing on the board (with was /
were in a different colour). FOLLOW-UP ACTIVITY
Students swap roles and do the activity again, this time
I was happy.
substituting Joe for you. Student B should answer the
You were happy.
questions about themselves, not about Joe.
He / She / It was happy.
We were happy.
You were happy.
They were happy.
27
Module 3 11/09/07 09:48 ¶M Page 28
Situational English Language Awareness

■ Read the expressions in the box with the class and Ex 1 This exercise draws students’ attention to and
elicit / explain what each one means. Then explain that practises words that are often confused.
the dialogue students are going to read is taking place Ex 2 Students identify the pairs of synonyms and
in a post office. Ask them to complete it with the antonyms. If necessary, tell them that afraid and
expressions in the box. awful have got synonyms and push and pretty have
got antonyms.
FOLLOW-UP ACTIVITY
■ Students identify and circle the four words in the ‘post
Ask students if they can think of any other pairs
office’ that are connected with it. Bring in each of the
of synonyms or antonyms. They could work in small
items in question (or draw them on the board) and ask
groups to do this. Get them started with these
students to match the words with the items.
examples: big / large (synonyms) and young / old
(antonyms).
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Module 3 11/09/07 09:48 ¶M Page 29
3 Lesson 2 At the police station.

Lesson Summary
● asking and answering questions about a theft ● to revise the formation and use of the simple past
(regular verbs / be)

Topics:
● to teach and practise the simple past of a number of
● theft; the police; feelings
irregular verbs
Structures: ● to draw student’s attention to a number of words
● simple past of irregular verbs (affirmative, negative,
which are easily confused
interrogative)
Did ... ?
Yes, he did. / No, he didn’t.

■ Revise the simple past of regular verbs and be by ■ Students look at the picture and tell you where Mark is
giving out photocopies of the oral activity (refer them to the title of the lesson) and who he is
(Supplementary Teaching Material – page 104) and with. Ask students
telling students to work in pairs to talk about what they In your opinion, what happened to the lady?
did yesterday. Students must take it in turns to say what Did Mark help her?
they did and to ask their partner if they did the same.
■ Play the first part of the cassette (up to the dialogue);
For example:
students follow in their books. Ask:
Student 1: Yesterday I played football with my friends.
Where was the old lady yesterday?
Did you play football? (outside / at the post office)
Student 2: No, I didn’t. I played tennis. Yesterday I What happened to her?
watched TV in the evening. Did you ... (Some boys tried to take her bag.)
■ Ask students questions about what happened in the Who helped her? (Mark)
previous lesson to remind them of the developments in ■ Ask students to read this paragraph again and to
the storyline and to revise the simple past further. Ask: underline any examples of the simple past of regular
Did Debbie walk to the post office last week? verbs (pushed, wanted, didn’t chase, needed, helped,
(Yes, she did.) asked, decided). Then ask if they can identify any other
verbs in the simple past (saw, took, ran, felt).
What did she post? (She posted a letter.)
■ Play the dialogue; students follow in their books. Tell
What did the boys try to do? students to read the dialogue again to identify any new
(They tried to take her bag.) vocabulary. Explain this then tell them to close their
Was she frightened? (Yes, she was.) books. Ask some questions to see how much students
remember.
Who helped her? (Mark) Where is the post office? (in Hill Street)
Was Mark afraid? (No, he wasn’t.) How many boys were there? (four)
How old were they? (about fifteen)
Did the boys take her bag? (No, they didn’t.) What was in the old lady’s bag?
(a twenty-pound note, her front door key, a silver pen)
Was the boy who pushed her over short?
(No, he was tall.)
Were his eyes big and green?
(No, they were small and blue.)
■ Play the last part of the cassette; students follow in their
books. Ask students to tell you what happened at the
end.
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Module 3 11/09/07 09:48 ¶M Page 30
FOLLOW-UP ACTIVITY
Grammar
Students work in groups of three to practise reading the
dialogue. Ask one or two groups to come to the front of ■ Ask students what we use the simple past for (to talk
the class to act it out. about past action / habits). Briefly revise the formation
of the simple past of regular verbs by putting the
two sentences below on the board and asking for
the simple past forms (affirmative, negative and
interrogative).
Comprehension Check
Paul is hungry. Sally works in a shop.
■ Students skim the text again to find out whether the
(Paul was hungry. (Sally worked in a shop.
statements are true or false.
Paul wasn’t hungry. Sally didn’t work in a shop.
Was Paul hungry?) Did Sally work in a shop?)
■ Explain that some verbs (irregular verbs) form the
Vocabulary Check simple past in a different way. Write the sentences
■ Check students’ understanding of the words by asking below on the board to illustrate what you mean (with the
them how they would feel in the following situations: verb in each sentence in a different colour).
I’ve got a difficult exam tomorrow. (worried) Every day she takes her dog to the park.
There’s a mouse on the kitchen table. (shocked) She took her dog to the park yesterday.
I fell off my bike. (hurt) He has a headache.
My brother broke my Discman. (angry) He had a headache.
Next to the sentence She took her dog to the park
yesterday. Write the negative and interrogative forms of
FOLLOW-UP ACTIVITY
the sentence. Ask students to do the same for the
Put the following list of words on the board. Ask
sentence He had a headache. Ask students to look at
students to take a small piece of paper each and to
page 160 and 171 of their books where they can find
write one of the adjectives on it. Take in all the pieces of
the simple past form for irregular verbs.
paper. Students then sit in small groups of five or six.
Give each of them a piece of paper. Students must look
at them in turn and pretend to be the word on it.
hurt happy nasty Grammar Practice
shocked unhappy shy
■ This exercise provides controlled practice in the
angry hungry
formation of the simple past (regular and irregular
worried frightened
verbs). Most of the verbs have been seen in Lesson 1
The other students in the group have to make guesses. and Lesson 2 of this module in the simple past. For any
For example: others, refer students to the list of irregular verbs on
Student 1: (pretends to be frightened) page 171 of their books.
Student 2: Are you shocked?
Student 1: No, I’m not.
Student 3: Are you frightened?
Student 1: Yes, I am.
Vocabulary Practice
■ The four verbs here all appear in the text on page thirty-
nine. Remind students of their meaning by asking a stu-
dent to come to the front of the class with his / her book
and to sit down. Tell him / her to stand up. Then push
him / her over (gently) and say I pushed him / her over.
Run away with the book and say I’m running away. Then
tell the student Get your book back. and indicate that
you want him / her to approach you and take the book.
Say He / She got the book back. Students then read the
sentences and fill in the appropriate words. Tell them
that they need to use the simple past for two of the sen-
tences.
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Module 3 11/09/07 09:48 ¶M Page 31
Speaking Language Awareness

■ This activity offers controlled practice in asking Ex 1 Explain the differences between each pair of words
questions in the simple past and answering using short before students do the exercise.
answers. Revise short answers by asking questions to
Illustrate the difference between steal and rob by
elicit both Yes, I did and No, I didn’t.
putting the following sentence on the board:
Did you do your homework yesterday?
Thieves stole a bank yesterday morning.
Did you walk to school this morning?
Did you travel to the USA in the summer? Explain that this means that they actually took the
building, not the money in it.
Students then do the oral activity in pairs. Ask a student
the first two questions (the examples) to illustrate what Ex 2 Students fill in the missing words.
is required.
FOLLOW-UP ACTIVITY
Students write their own sentences with the phrases
FOLLOW-UP ACTIVITY look like, look for and look after.
Students look at the list of irregular verbs on page 171
and write some questions to ask their partner about
yesterday. For example: Ex 3 Explain that scared and scary can both be used as
adjectives. Ask which as we usually use with people
Did you feel hungry / worried yesterday? (scared). Elicit synonyms from students (frightened,
Did you steal a bag yesterday? afraid). Then explain that we are scared when we
Did you see a football match on TV yesterday? see or hear something that is scary.
Still working in pairs, students ask and answer their
questions.
Situational English
■ Read the rubric with students to make sure they
understand what is required here. Then read the list of
verbs in the box and explain the meaning of grab. Also
teach the phrase come over.
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Module 3 11/09/07 09:48 ¶M Page 32
3 Lesson 3 Mark is in the newspaper!

Lesson Summary
● asking and answering questions about crime ● to consolidate and expand on students’ ability to talk
and write about past events

Topics:
● to expose students to the format and register of a
● catching criminals; witness descriptions
short, informal note
Writing Skills: ● to introduce students to word building exercises
● guided writing – completing a story about a crime
● to teach the pronunciation of -ed endings ( /t/, /d/,
/id/) for the simple past
WARM-UP
■ Read the title of the lesson and ask students why they Did the gang know she was a police officer? (no)
think Mark is in the newspaper. If necessary, prompt What did the thieves do to the police officer?
them by asking what happened in the previous two (they pushed her)
lessons. Who caught them? (six police officers)
■ Revise some of the verbs / phrases from the previous ■ Play the rest of the cassette (Julie’s note to Daphne).
two lessons that are used in this lesson by asking Students follow in their books. Ask for a volunteer to
students What did I do yesterday? and pretending to do read out the note.
the actions below. Students should guess, using the
appropriate verb in the simple past (for example: You
pushed someone over. You stole a book.).
push someone over kick a bag
steal a bag walk away
Comprehension Check
drop a bag run away ■ Students refer to the text again to answer the questions.
Listen and Read

■ Before students listen to the cassette, put the following Speaking
vocabulary items on the board and elicit / give
■ Students work in small groups to think about the
explanations.
answers to the questions. Then ask for feedback from
catch a thief ordinary clothes the whole class.
elderly woman uniform
useful information be in serious trouble
local schoolboy rob
Tell students they are going to read a newspaper article
■
Writing
about how the police caught the thieves that tried to
steal Debbie’s bag. Ask if they remember how many Ex 1 This exercise revises the simple past. Students can
boys were in the gang and how old they were. Play the refer to the list of irregular verbs at the back of their
books if necessary.
cassette, students follow in their books. Ask:
Ex 2 Read the prompts with students to make sure they
Who did the boys steal bags from?
understand everything. Students can complete the
(women, especially elderly ones)
story at home.
Who gave the police some useful information?
(Mark)
What did the police officer do? (went into the post
office and came out later with a purse in her hand)
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Module 3 11/09/07 09:48 ¶M Page 33
Language Awareness Pronunciation

■ Write the word catch on the board and ask the class Ex a Explain to students that the pronunciation of regular
what the police do to elicit catch thieves. Explain that verbs in the simple past is not always the same.
catch can be used with other nouns and that they will Write looked, pushed, studied on the board. Say
learn some of these in this exercise. each one aloud as you point to it and ask the class
to repeat chorally. Then play the cassette, students
listen and repeat chorally.
FOLLOW-UP ACTIVITY
Ex b Students work in pairs, saying each word aloud and
Students work in pairs to write sentences using catch a
deciding which group it belongs to.
thief, catch fire, catch a cold and catch the ball.
Listening
■ Explain that it is often possible to form one word from
■ Tell students that they are going to listen to Linda (the
another. Use save and safe as an example (seen in
girl from the Writing section, exercise 2) talking about
Module 3, Lesson 1). Tell students that all the words
the crime. Before playing the cassette, tell students to
they need to find to do this exercise appear in the text
read the information given and to tell you what kind of
on page forty-two.
word could fill gaps 1, 2 and 6. (For example: question 1
– 15, 16, 17, etc., question 2 – black, blond, straight, curly,
etc.) Play the cassette twice.
Situational English
Ex 1 Explain to students what is required, then tell them
to write the questions.
Ex 2 Students read the information about the thief and
use this to identify him.
FOLLOW-UP ACTIVITY
Students write a short description of the thief using the
information on the form. Tell them to use the expression
had ... on when writing about the man’s clothes. This
activity can also be done in pairs.
SAMPLE ANSWER:
He had blond hair. It was short and straight. His eyes were
blue. He was young and he had a black jumper and trousers
on. He was also tall and slim.]
33
Module 3 11/09/07 09:48 ¶M Page 34

Lesson Summary
● making a poster for a festival to bring people from ● to generate discussion about ways of bringing
different countries together people together

● to introduce students to reading and discussing
Topics:
poetry in a foreign language
● Notting Hill Carnival; the Scouts; the emergency
services; the police force ● to develop students’ comprehension skills

● to develop students’ ability to understand and talk
about written instructions
WARM-UP Comprehension Check

■ Bring in pictures (or objects) connected with carnivals ■ Students read the texts again and find the missing
and hand them around the class. Ask students what the information.
connection between them is to elicit the word carnival.
Write this on the board and ask students about their
own experiences of and feelings concerning this period.
Ask students What costume did you wear last year? Vocabulary Check
■ The verbs here all appear in the text as part of the
collocations in bold in the exercise.
Listen and Read SAMPLE ANSWERS FOR EX B:

I’m taking part in the Carnival this year.
■ Explain the title (Bringing People Together) to I usually make friends when I go on holiday.
students and ask (using L1 if necessary) what problems In my country, we hold a carnival every winter.
sometimes exist between different countries (for example We always have fun at the zoo.
wars). Teach the verb fight and play the introductory
paragraph as students follow in their books. Explain
does not have to be this way.’
Speaking
■ Play the next section (about the Nothing Hill Carnival).
■ Students work in pairs to decide if they want to take part
Students follow in their books, then read the paragraph
in the carnival or a trip to Chile with a scout pack. They
again identifying any new vocabulary. Go through this
then share their opinions with the rest of the class.
with the class, eliciting and providing explanations, then
ask:
How long does the carnival last? (three days)
What do people do? (sing and dance in the streets) Project
When did the carnival begin? (in the 1960s)
■ Divide students into groups of four, then read the
What kind of music can we hear at this carnival?
instructions with them. Students carry out steps 1-4 in
(Calypso, traditional Caribbean music)
class. Step 5 will be done at home. Tell students they
■ Write the word Scouts on the board and explain it to will need to find time outside the classroom to actually
students. Ask if anyone in the class is a scout and if so, make the poster. If time permits, the basic design can
ask what this involves. be worked out in class and the most artistic member of
■ Play the following section (about the Scouts). Students the group can make the poster at home. Other
follow in their books. They then read the text and members will provide photos, etc.
identify new vocabulary. Once you have explained this
to them, ask them to tell you where the writer of the
passage went with the Scouts and what happened
there.
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Module 3 11/09/07 09:48 ¶M Page 35
Language corner Are you moving on? Check Yourself

■ Read the pairs of sentences with the class and elicit ■ Read the statements one by one to make sure that
explanations of the differences between them. For the students understand them. Then ask them to tick their
first pair of words, ask students to demonstrate the choices according to their own abilities. When they
difference between dropping and throwing something have finished, ask which of the statements they feel are
with an object such as a pencil or rubber. (Warn them the most important and which are the least important
to be careful when throwing.) For the second pair of and why.
words, ask students what they can hear at the moment
(for example, the sound of traffic from outside the
classroom) and what music they listen to at home. For
the third pair, ask them to tell you who grows up Preparation for Module 4
(children) and what grows (flowers, grass, etc.) ◆ pictures of famous film stars – foreign or
local – from magazines, newspapers, etc.
◆ film review or cinema guide in a magazine
or newspaper
Let’s talk ◆ photocopies of Supplementary Teaching Material -
Ex 1a Ask students what they can see in the picture (a pages 105, 106 and 107.
phone box) and what people use them for (to phone
people / make phone calls). Ask if they use phone
boxes very often.
Write the word emergency on the board and elicit
an explanation from students as well as some
examples. Ask someone to read the information in
the box; explain any new vocabulary. Then tell
students to work in pairs to read the instructions and
discuss the points.
Ex 1b Students can work in pairs or alone to come up with
situations when they might need to call 999. (For
example: a house catches fire or there is a car
accident.)
Ex 2 Students discuss what is happening in each picture.

Supply any vocabulary students might need and
write this on the board. Then ask students whether
or not police offices have interesting jobs (it’s
exciting; you meet a lot of people; you work in
different places; you do different things all the time).
For the last two questions (c and d), encourage
students to speculate on the situations.
35
Module 4 11/09/07 10:01 ¶M Page 36
MODULE 4 Entertainment
Lessons 1-4
■ Ask students to discuss what things they might learn based on the pictures for Module 4 on page forty-nine.
■ Read the information with students so they can see what this module contains.
■ Ask students to make predictions about what happens when Mark and Rob go to the cinema and what kind of film
they see. Then ask students if there is a cinema in their neighborhood and how often they go. Tell them they will
have a chance to talk about their favourite films in the first lesson.
4 Lesson 1 What’s on at the cinema?

Lesson Summary
● asking someone to go somewhere with you ● to enable students to locate events within a text
Topics: ● to provide students with vocabulary related to the

● the cinema; films cinema and different types of films
Structures: ● to expose students to ways of inviting people to go
● I’ve got some ... / I haven’t got any ... / I’ve got no ... places
Have you got any ...?
derivatives of some / any / no
WARM-UP
■ Take in some pictures of famous film stars. Hold up What did they do in the afternoon?
each one and ask Who’s this? to elicit their names. (They did their homework.)
Then ask Do you know any of his / her films? Who finished first? (Mark)
What did he do? (He turned on the TV, turned it off
■ Direct students’ attention to the title of the lesson
(What’s on at the cinema?). Ask students what films are
again, then went into the kitchen.)
What did he pick up? (a newspaper)
on at the cinema at the moment. Write some of them on
What did he read about? (a new film)
the board, then ask which films students want to see.
Did Julie want to see the film? (no)
■ Play the dialogue; students follow in their books. Ask
Listen and Read students to find the names of two kinds of films in the
■ Students look at the pictures and describe what they dialogue (comedy: science fiction). Ask:
can see. Ask them what they think Mark is reading What kind of films does Julie like? (comedies)
about in the newspaper. What kind of films does Mark like? (science fiction)
■ Play the first part of the cassette (up to the dialogue). ■ Students read the dialogue in pairs.
Students follow in their books and underline any new
vocabulary they come across. Explain this (eliciting
explanations from students who know the lexical
items), then ask:
What did Mark and Julie do last Saturday morning?
(They stayed at home and did jobs around the house.)
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Module 4 11/09/07 10:01 ¶M Page 37
■ Explain to students that something, anything, nothing,

Comprehension Check etc., follow the same rules as some, any and no, but that
■ Students read the text again and put the sentences into some and its derivatives can be used in questions when
chronological order. we offer or ask for something. Put these examples on
the board to illustrate this. Would you like some cake?
Can someone help me?
FOLLOW-UP ACTIVITY
Students work in pairs to write a short dialogue that ■ Refer students to the Grammar Reference (page 160)
could take place between Mark and Rob when Mark and read through the information on some / any / no
phones him about the film. Provide the beginning for with them.
them.
Rob: Hello.
Mark: Hello, Rob. It’s Mark. Grammar Practice
Rob: Hi, Mark. ■ This exercise offers controlled practice in the use of
Mark: There’s a good film on at the cinema tonight. some, any, etc.
Students continue the dialogue from here.
FOLLOW-UP ACTIVITY
Give out the oral activity (Supplementary Teaching
Vocabulary Check Material – pages 105 and 106). This provides free
■ Students match the columns to make sentences. Tell practice in the use of some, any, no, something, etc.
them to refer to the text for help. Students each describe the picture they can see to their
partners, who have to decide which of the three
pictures they are looking at is being described. They
FOLLOW-UP ACTIVITY can ask questions if they feel it will help them (for
Students work in pairs to write sentences of their own example: Are there any children in the classroom?).
using turn on the TV, be on at the cinema, do my
homework and give somebody a ring.
Vocabulary Practice
Ex 1 Students choose the correct answer for each
Grammar exchange.
■ Arrange some books / pens on your desk and say, as Ex 2 Students fill in the correct prepositions. They can
you point to them, I’ve got some books and some pens, refer to the text on page fifty for help if necessary.
but I haven’t got any pencils. Have you got any pencils ...?
Write the sentences on the board with some and any in FOLLOW-UP ACTIVITY
different colours. Then elicit from students the rules Check students’ understanding of the phrases in
concerning the use of some and any. (Some is used in Exercise 3 by asking the following questions:
affirmative sentences and any is used in negative and 1 Who is in the film Mission Impossible?
interrogative sentences.) (Tom Cruise)
2 What is on TV tonight?
■ Write There’s somebody / someone outside on the
3 Did you stay at home last Sunday or did you go
board, with somebody / someone in a different colour.
out?
Ask students what other words we can form with some
4 What do you usually do in the everything?
(something / somewhere). Elicit example sentences
5 When you’re watching TV, do your parents ever
and write them on the board. Then ask for the three
turn it off? Why?
words we can form from any (anybody / anyone /
anything / anywhere) and example sentences.
■ Say I haven’t got any money (with your hands in your Speaking
pockets looking unhappy). Write this on the board and ■ Students match the films to the pictures.
ask students how we can rewrite the sentence using no. ■ Ask students for examples of the different kinds of films.
(I’ve got no money). Write this on the board too, then
elicit the derivatives of no (nobody / no one / nothing / ■ Have a short discussion based on the questions.
nowhere) and example sentences. Alternatively, arrange the class into groups of three or
four and instruct students to discuss the questions
amongst themselves.
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Module 4 11/09/07 10:01 ¶M Page 38
Functional Language Language Awareness

■ Read the rubric with students to ensure they understand Ex 1 The vocabulary covered here will be useful to
what is required of them, then tell students to work in pairs students when discussing the kind of films they like
to put the dialogue into the correct order. When students or writing film reviews, etc.
have finished, ask them to read it out to check that it
Ex 2 This exercise focuses on pairs of words which are
makes sense, then to make any necessary changes to often confused by learners of English.
their answers.
■ This activity builds on what students have learnt in the
Speaking section by revising some of the film types and
adding three new ones.
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Module 4 11/09/07 10:01 ¶M Page 39
4 Lesson 2 At the cinema.

Lesson Summary
● asking and answering questions about someone’s ● to introduce students to the simple present perfect
experiences and offer written and oral practice in this tense

● buying cinema tickets ● to expose students to language used at a cinema
box-office
Topics:
● to introduce students to keyword transformation
● the cinema; experiences
sentences
Structures:
● simple present perfect (affirmative, negative,
interrogative)
Yes, he has. / No, he hasn’t.
have been / gone

■ Ask students to tell you what happened in the previous ■ Students answer the questions using complete
lesson. Prompt them by asking questions. For example: sentences.
What did Mark and Julie do?
What did Mark see on the kitchen table?
What film was on?
Did Julie want to see it? Grammar
Who did Mark phone? ■ Drop your pen on the floor and say I have dropped my
■ Ask students to tell you what they usually do when they pen. Then pretend to look through your bag / pockets
go to the cinema (buy tickets, buy a drink, etc.). Try to in a worried fashion and say I have lost my purse / wallet.
elicit ticket, soft drink and queue; write these on the Write the two sentences on the board and explain that
board. the tense used in them is called the simple present
perfect (write this on the board too) and that we use it
for things that have just happened or things that
Listen and Read happened in the past but we don’t say when. Conjugate
■ Students look at the picture and make predictions the verb drop in the simple present perfect by writing
about the storyline. First, point to Debbie and ask Who’s You have dropped ..., He / She has dropped ..., We have
this? in case they have forgotten. dropped ..., etc. under the first sentence. Ask students
to do the same for the second sentence (I have lost my
■ Play the introductory paragraph and the first section of
purse) orally. Then give the negative, interrogative and
dialogue; students follow in their books. Ask:
negative-interrogative forms (I haven’t dropped my pen.
When is the film starting? (in (a) quarter of an hour)
Have I dropped my pen? Haven’t I dropped my pen?)
What do the boys want to do?(buy a soft drink and
and ask students to put the rest of the sentences
some popcorn)
into this form. (You haven’t dropped ... / Have you
Does Rob like Tom Cruise?(yes)
dropped ...?, etc.)
■ Ask students to tell you what happens next, then play
■ Read the information in the Grammar box and point out
the rest of the cassette; students follow in their books.
that regular verbs take an -ed ending (as in the simple
■ Ask students if the predictions they made about the past) but for irregular verbs, students will have to learn
storyline were correct or not. the past participles. Tell them that these can be found
in the list of irregular verbs on page 171 of their books.
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Module 4 11/09/07 10:01 ¶M Page 40

and read through the information on the simple present Situational English
perfect with them. ■ This activity introduces vocabulary connected to buying
cinema tickets. Before students complete it, explain the
term cinema box office.
Grammar Practice ■ Students read the dialogue in pairs.
Ex 1 This exercise practices the use of the simple present
perfect.
Ex 2 This exercise practices the use of have been and
have gone. ■ Remind students that prefixes can be used to form the
opposite of a word.
FOLLOW-UP ACTIVITY
Students write sentences of their own illustrating the FOLLOW-UP ACTIVITY
difference between have been to and have gone to. Check students’ understanding of the words covered in
this exercise by asking them the questions below.
1 Can people fly? Is it possible or impossible?
Ex 3 Make sure students understand they must not 2 Imagine you have just passed on exam. Are you
change the word given in any way. pleased or displeased?
3 What kind of things do you and your best friend
usually agree about? What was the last thing you
Speaking disagreed about?
4 Finish this sentence: Yesterday I wanted to go to
■ This oral activity offers practice in using the simple
the beach. Unfortunately ... (it started raining. / I
present perfect to talk about personal experiences. It
didn’t feel well. / The sea was cold. ...)
also practises the short answers. Before students start,
ask a couple of questions (for example: Have you ever
been to Canada? Have you ever seen a crocodile?) and
write their answers (Yes, I have. / No, I haven’t.) on the Language Awareness
board. Ex 1 Students fill in the correct words. Elicit / Explain the
■ Students work in pairs to do the second activity, then difference in meaning each time.
report back to the rest of the class about their partner. Ex 2 Students fill in the correct prepositions.
FOLLOW-UP ACTIVITY
Students think of two or three questions they could ask
their classmates using the simple present perfect. They
then turn to the person sitting behind them and ask
them the questions.
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4 Lesson 3 Rob’s letter to a friend.

Lesson Summary
● talking about films ● to provide guided practice in completing an informal
● giving your opinion letter about a film

● to expose students to the content of a film review and
Topics:
prepare them to write one of their own
● cinema; film reviews
● to teach the pronunciation of the vowel sound /∂:/
Writing Skills:
● to provide practice in understanding a dialogue
● completing an informal letter
● writing a short film review

■ Students find the adjectives used in the texts to
■ Ask students how often they write letters and about the describe the aspects of the film mentioned in the
last letter they wrote (who it was to, what it was about, Comprehension Check. (special effects - fantastic /
how big it was, etc.). amazing; monsters - horrible / scary; actors - brilliant;
■ Hold up the film review or cinema guide section in a story - silly)
magazine or newspaper. Ask students what information
you can find there. Write the term film review on the
board.
Ex 1 Read the vocabulary items with students. Screen is
the only one that students might not know. Help
Listen and Read
students to guess its meaning by telling them that
■ Tell students they are going to read a film review about both televisions and computers also have screens.
the film that Mark and Rob went to see (Lost Galaxy).
Ask if they can remember what kind of film it was Ex 2 Students read the sentences and decide what kind
(science fiction). Play the cassette (the film review); of word is missing from each one (verb, noun,
students listen and follow in their books. Ask students adjective). They then compare their answers with a
to tell you what they think the term special effects partner’s and, where they disagree, discuss their
means. Ask for examples of films they have seen which choices and try to decide what the correct answer is.
had good special effects. Discuss their answers as a class. (Sentence 1:
■ Play the rest of the cassette; students follow in their adjective; Sentence 2: noun; Sentence 3: adjective;
books. Without explaining any new vocabulary, ask Sentence 4: adjective.)
students what the main subject of the letter is (the film)
and what Rob thought of it. Write the three options
below on the board. Language Awareness
It was very good.
Ex 1 Students choose the correct word to complete each
It was quite good. (correct answer)
sentence. Explain the difference between in the
It was awful.
beginning and at the beginning by putting these two
Elicit what Rob liked (the special effects; the monsters) sentences on the board.
and didn’t like (the story). At the beginning of the book, we meet the main
character.
In the beginning, he seems nice but then we find
Comprehension Check out that he isn’t.
■ Students read the texts again to find the correct Ex 2 Students often confuse miss and lose; this exercise
answers. is designed to help them recognise the difference
between the two verbs in the English language.
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FOLLOW-UP ACTIVITY
A film review
Students work in pairs to write a short dialogue. They
should try to include as many of the phrases from ■ Students write a short film review. They can refer to the
exercise 2 as possible. When they have finished, they one on page fifty-six for help. Point out to students that
read their dialogue out for the rest of the class to hear. their film review is for their school magazine. Ask Who
is going to read it? (students at their school / the readers
of the magazine).
Speaking Read through the notes given and make sure students
understand what they have to include.
■ Students circulate around the class and ask two or
three of their classmates the questions. Then ask
students the questions again to find out their answers.
Ask then to expand on the last question by asking for
Pronunciation
more details of what they liked about the film and
asking if there was anything they didn’t like. Try to ■ Play the cassette. Students listen and repeat chorally.
elicit from students some of the adjectives already seen They then say all the words in exercise b out loud to
in this lesson. (fantastic, brilliant, amazing, silly, etc.) identify those with the /∂:/ sound.
Writing
Listening
■ Tell students they are going to write a letter to a friend
similar to the one that Rob wrote to his friend Edward. ■ Remind students that Julie doesn’t like science fiction
They can write about the film they have just discussed films but prefers comedies. Ask students which of the
in the Speaking section. Students fill in the name of the two they prefer and why. Students read the questions,
person they are writing to, then read the introductory then listen to the cassette and choose the correct
paragraph. For the second paragraph, read the points answers.
on the left to make sure students understand what
should be included. Students then write the second
paragraph. Do the same for the third paragraph.
FOLLOW-UP ACTIVITY
■ Students then show their work to their partners and ask
for their help in identifying and correcting any mistakes.
As students are doing this, walk around the class to
check what they are doing and offer help. For this
activity, it would be a good idea to pair weaker students
with stronger ones. The latter will be able to help the
former, and will not require so much help in checking
their own work.
■ Students write a corrected version of the letter at home
and give it in at the next lesson.
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Module 4 11/09/07 10:01 ¶M Page 43

Lesson Summary
● asking and answering questions about the music ● to offer students practice in identifying specific
people like / the musical instruments they play information in adverts

● to offer more practice in speculating about a photo
Project:
● carrying out a survey and presenting the results ● to introduce students to the idea of presenting
visually or through a short text information in the form of a graph or chart.
● to develop students’ oral skills through pair and
Topics:
group work
● the Eurovision Song Contest; music; musical instru-
ments; films; ● to provide further discussion of students’ progress

and achievements in English
WARM-UP
■ Write Eurovision Song Contest on the board and ask entered (took part in the competition)
students what kind of contest this is and whether or not pretty good (quite good)
they enjoy watching it. Ask students what their favourite see it live (see it where it took place)
song from the most recent contest was and why. my complaint (the thing that annoys me / that I don’t
like)
Listen and Read native language (the language which people speak in a
country)
■ Tell students to read the text quickly (allow about a
minute for this). Then ask what kind of text it is (a story,
article, letter, etc). Elicit that it is a magazine article.
Comprehension Check
■ Play the cassette (the first section); students follow in ■ Students look at the text again to decide if the
their books. Ask: statements are true or false.
What is the magazine article about? (people’s opinions
of the Eurovision Song Contest)
FOLLOW-UP ACTIVITY
■ Play the next section (Mr Richards). Ask whether Mr
Ask students which of the opinions expressed by the
Richards has a positive or negative attitude to the
three people they agree / disagree with. Ask if the song
contest (positive) and which words / phrases convey
which represents their country is usually in English and,
this (we love it / just as exciting).
if so, how they feel about this.
■ Play the next section (Patricia) while students follow in
their books. Ask:
Why do Irish people enjoy this contest so much?
(they love singing) Speaking
Does Ireland usually do well in it? (yes) Ex a Students work in pairs to make a list of different kinds
■ Play the final section (Carlos). Ask if Carlos has a of music. Get feedback from them and make a list on
positive or negative attitude to the contest (negative) the board (for example: pop music, rock music, jazz,
and why. (most of the songs are in English) classical, country and Western, hip hop, rap).
Ex b Put the phrase musical instrument on the board and
■ Put the following words / phrases on the board and ask
ask students to think of as many as they can. Make
students to work in pairs or small groups to work out
a list. Students then work with their partners to ask
the meaning according to the context.
and answer the questions about music.
sing their hearts out (sing as much / loudly as they Ex c Students take it in turns to report back to the rest of
can) the class about their partners.
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Ex 2 Students describe the picture and speculate on

Project the kind of film teenagers are watching and how
Put students in groups of four. Explain that this project they usually spend their time. Put the phrases
will take the form of a survey about music. First of all, below on the board for them to use.
they must write four questions like those given as They are / It’s probably ...
examples. Students can select to use some of these. I think they are / usually ...
Other possibilities include: Perhaps they ...
In my opinion, they ...
What is your favourite song?
Students then talk about the films they enjoy
Do you enjoy the Eurovision Song Contest?
watching and the things that make them laugh.
What musical instrument do you want to learn?
Each student in the group should choose one of the
questions and ask a number of people (family, friends, FOLLOW-UP ACTIVITY
teachers, etc.) the question. The results can be dis- Students think of jokes in their own language and tell
played in graph form (as on page sixty), as a pie chart, them in English. This activity can be done in pairs.
a table or a short paragraph. Give out copies of some
examples of these (Supplementary Teaching Material -
page 107) to help students understand the various Are you moving on? Check Yourself
options open to them. In addition, encourage them to
discuss with the other members of their group which ■ Read the three Check Yourself statements, then tell
format might be the most appropriate for their questions. students to tick the appropriate boxes. Ask what ways
they can think of for improving their communicative
When all members of the group have completed their
competence as far as all three are concerned. For
survey and have the information in the format they
example, they might improve the first and third by
decided on they can put it all together on a large piece
reading the film section of English magazines and
of paper.
newspapers. Ask which they feel is the most difficult to
This project can be extended by asking each group to
improve on (possible answer: the second statement as
present what they have found to the rest of the class.
it is something that you can only really practise doing in
an English speaking country).
Language corner
■ Read this section with students. Ask if they often make
any of the mistakes focused on here. Preparation for Module 5
◆ pictures of people wearing clothes from
different periods (e.g. the forties, the sixties,
Let’s talk the seventies)
Ex 1a/b This activity encourages students to identify ◆ pictures of people who look unhappy
specific pieces of information in a text. If students ◆ pictures of different people from magazines for
ask for explanations of any vocabulary / structures, a comparative exercise. (older, younger, better
encourage them to find the answers to the dressed, etc.)
questions without any help. ◆ pictures of different people; each one having a
different appearance and character for description
Ex 1c Students look at the questions and spend some exercise
time thinking about their answers. Then have a ◆ pictures of people of a variety of ages, social and
class discussion. Make sure students can justify cultural backgrounds which show different jobs,
their answers. (For example: A bookshop interests, etc.
because my younger brother loves books about
◆ photocopies of Supplementary Teaching Material -
animals!)
page 108.
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MODULE 5 Fashion
Lessons 1-4
■ Ask students what kind of texts they would like or expect to find in this module. (For example: magazine articles
about fashion, a discussion about the kind of clothes teenagers wear, a dialogue in a clothes shop.) Direct
students’ attention to the pictures for this module and ask them for ideas about what they might learn.
■ Read the first three points with students. (Read about ...) Ask questions about each one.
For example:
What clothes do you think Julie and Mark’s mum used to wear when she was a teenager?
How does Mark feel when he finds out that Debbie has a boyfriend?
What do you think Beth is like?
■ Read the rest of the points. (Learn ...) Ask students which they think will be the most interesting and which will be
the most useful.
■ Ask what they think the Cross-cultural corner will focus on.
5 Lesson 1 Fashion
Lesson Summary
● talking about possession ● to introduce the subject of fashion / clothes with
● talking about clothes / fashion / shopping reference to students’ own experiences

● to expose students to language used in a clothes
Topics:
shop
● fashion; clothes; the past; buying / trying on clothes
● to consolidate ways of referring to possessions
Structures:
● to introduce and offer practice in using too and
● This is my / your / her / his / its / our / your / their ...,
enough
Mine / Yours / Hers / His / Ours / Yours / Theirs ...,
Kate’s / The girl’s / The boys’ / the men’s ...
... (not) hot enough to ...
... too cold to ...
WARM-UP
■ Brainstorm vocabulary for clothes. Start off by asking ■ Ask students to describe what Julie’s mum is wearing
students what items of clothing they can think of and in the main picture and what she is wearing in the
making a list of items of clothing on the board. Then photograph.
expand this to include any materials students can think
■ Play the first part of the cassette (until They were in
of and any adjectives we can use for clothes (loose,
fashion in those days). Ask students if they have the
tight, fashionable, etc.).
same interests as Julie and Beth and if they have the
■ Hold up some pictures of people wearing clothes from same problem when it comes to shopping (not having
different periods (for example: the forties, the sixties, the enough money). Ask students what Julie probably
seventies, etc.) and ask students to guess the decades. thinks of the clothes her mum is wearing in the
photograph.
■ Play the rest of the cassette. Ask students to explain
Listen and Read high heels and comfortable.
■ Ask students to describe what Julie’s mum is wearing
■ Students read the dialogue in pairs.
in the main picture and what she is wearing in the
photograph.
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Module 5 11/09/07 10:03 ¶M Page 46

Comprehension Check and read through the information about too and enough
■ Students choose the correct word to complete the with them.
sentences.
FOLLOW-UP ACTIVITY
Grammar Students look at the text on page sixty-four again and
look for examples using too / enough. (They have not
■ Make sure students are familiar with possessive adjectives
got enough money to buy ... They weren’t comfortable
and possessive pronouns using the following drills.
enough to wear ... They were too high to wear ...)
1 Teacher: I / bag
Student 1: It’s my bag.
Teacher: You / pen Grammar Practice
Student 2: It’s your pen., etc.
Ex 1 This exercise practises the various ways of indicating
2 Teacher: It’s my bag
possession.
Student 1: It’s mine., etc.
Write the sentences on the board (It’s my bag. It’s mine. Ex 2 This exercise offers controlled practice in the use of
etc.) with the possessive adjectives and possessive too and enough.
pronouns in a different colour.
FOLLOW-UP ACTIVITY
■ Point to a student’s book, bag, jacket, etc. and say Give out the worksheet for this lesson (Supplementary
That’s Mary’s book / bag / jacket. Ask someone to write Teaching Material - page 108). Students work in
the sentence on the board for you. Make sure the pairs or small groups to form as many sentences as
apostrophe is in the correct place, then point to they can using something from each box in each
someone else’s belongings and say, for example, sentence. (For example: He doesn’t speak English
Those are the the girl’s pens. Again, ask someone to well enough to pass the test.) Allow a limited period
write the sentence on the board. Repeat with the bags of time for this (about five minutes). Each pair /
/ books belonging to two boys (Those are the boys’ group then reads out their sentences and you tell
books / bags) and the classroom itself. (This is the them whether they are correct or not.
children’s classroom.) Elicit an explanation as to why
POSSIBLE SENTENCES:
we write boys’ but children’s (children is an irregular
plural form). That jacket isn’t clean enough to wear for work.
■ Explain that for things we often use of. Give these He runs too slowly to win the race.
examples: These jeans are too expensive to buy.
The legs of the table are broken. I haven’t got / He hasn’t got enough money to go to
The wheels of the car are black. the concert.
■ Put the examples below on the board and explain their He is too young to go to the concert.
meanings.
She’s gone to the chemist’s.
Vocabulary Practice
He’s at Paul’s.
‘Whose cat is that?’ ‘It’s Kate’s.’ ■ The phrases practised here all appear in the text. Tell
students to refer to it to check their answers.
■ Write two sentences (one with too + adjective +
infinitive and one with not + adjective + enough +
infinitive) that are relevant to the time of day, weather, FOLLOW-UP ACTIVITY
students’ circumstances, etc. For example: Ask the questions below to check students’
understanding of the phrases.
It’s too early to have lunch. (looking at your watch)
1 When you go shopping for clothes,
John isn’t old enough to drive. (pointing to John)
who do you usually go with?
Write these sentences on the board and explain to 2 What changes at school from year to year?
students what they mean. Then look sad and say I (For example: different classroom / classmates /
haven’t got enough money to go on holiday / buy a teachers / subjects; it becomes more difficult. You
house., etc. Put this on the board too and explain its have more / less homework.)
meaning.
3 What kind of clothes do you feel good in?
4 What clothes are in fashion at the moment?
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Speaking Language Awareness

■ Students tell you what the items of clothing in the Ex a/b Students identify the pairs of antonyms, then
pictures are called. They then answer the questions. complete the sentences.
FOLLOW-UP ACTIVITY
Students work in groups and discuss the teenagers in Vocabulary Expansion
the picture further. They have to decide on names and Ex 1 Students fill in the missing words.
ages for them all and some details of their character,
hobbies, relationships between each other, etc. Ex 2 Ask students to identify whether the words in the box
Discuss the ideas each group has come up with as a are verbs, nouns or adjectives.
class. ANSWERS:
fashion – noun; fashionable, comfortable,
uncomfortable, interested – adjectives;
Situational English interest – noun / verb
■ Ask students what they usually do when they go into Tell students to think about grammar and meaning
a clothes shop. (For example: look at the clothes, ask when making their choices.
about the price, try something on.) Put any relevant
vocabulary on the board.
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5 Lesson 2 Unlucky in love.

Lesson Summary
● making comparisons ● to teach and offer practice (written and oral) in the
● agreeing / disagreeing comparative and superlative form

● to teach vocabulary relating to people’s appearance
Topics: ● to introduce students to phrases for agreeing and
● clothes; people’s appearance disagreeing
● to offer students practice in using phrases for
Structures:
agreeing and disagreeing with their peers about a
● older than ... / the oldest of / in ...
variety of subjects
more beautiful than / the most beautiful of / in ...
as ... as / not so / as ... as

■ Hold up pictures of people who look unhappy and ask ■ Students answer the Comprehension questions.
students to say how each one feels, then to speculate
on the reason for this. Write any relevant adjectives /
phrases on the board. This activity also serves to
practise some of the ways of speculating introduced in Grammar
Module 4, Lesson 4.
■ Choose three students to come to the front of the class;
they should all be tall and of different heights. Arrange
them in order of height, point to each one in turn and
Listen and Read say: (First student’s name) is tall. (Second student’s
■ Students look at the picture on page sixty-seven and name) is taller than (first student’s name). (Third
suggest reasons as to why Mark is so unhappy. They student’s name) is the tallest of all.
then close their books and listen to the cassette to find
Write the three sentences on the board, one below the
out the reason. (He likes Debbie but she has got a
boyfriend, Colin.) other, using a different colour for each sentence.
Explain that we use adjective + than to compare two
■ Students open their books and read the text out loud
things (the comparative form) and the most + adjective
(allocate different parts / roles to different students). As
students read, make a note of any problems with to compare a person / object with two or more people
pronunciation / intonation and address these when / objects (the superlative form).
students have finished reading. ■ Follow the same steps but this time with three books
■ Check students’ understanding of the text by reading out and the adjective interesting.
the statements below and telling students to raise their
■ Explain that adverbs can also be used. Give some
right hands if the statements is true and their left hands if
it is false. This approach to checking understanding examples of this. (For example: You drive more slowly
allow teachers to check comprehension at a glance. than me. She drives the most slowly of all.)
There aren’t many children in the school canteen. ■ Read through the information in the Grammar box with
(false) the class and draw their attention to the use of of all and
Debbie’s boyfriend is good-looking. (true) in ... (the superlative form); as ... as, not so / as ... as and
Mark is clever. (true) the two irregular adjectives.
Rob likes Debbie more than Julie. (false)
■ Ask students to look at the text again and work out the
meaning of: and read through the information about spelling rules
school canteen and adjectives that form the comparative and superlative
What’s the matter with you? irregularly with them.
miserable
agree
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Module 5 11/09/07 10:03 ¶M Page 49
FOLLOW-UP ACTIVITY
Language Awareness
Students read the text on page sixty-seven again,
and underline any examples of the comparative form Ex 1 Ask students what all four adjectives are used to
(more handsome than; taller and funnier than) and the describe (appearance). Then ask which can be used
superlative form (the most beautiful girl in ... , the best for men and which for women.
sister in ... , the silliest thing ...). Ex 2 Students fill in the missing colours.
Grammar Practice FOLLOW-UP ACTIVITY

Ex1 Students work out their answers according to the Check students’ understanding of the idioms by
picture on the right. asking:
Ex2 This exercise practises the various structures used When did you last feel blue? Why?
when making comparisons. Give an example of a situation when somebody
might go as white as a sheet.
When did your mum or dad last see red? Why?
Vocabulary Practice
Then ask students if they have any idioms which use
■ The three formulaic expressions all appear in the text. colours in their own language and, if they do, how they
could be expressed in English.
FOLLOW-UP ACTIVITY
Students work in pairs and write three short dialogues;
one of the formulaic expressions should occur in each Functional Language
one. This activity can be expanded on by telling
■ Read the phrases given and explain that they start with
students to leave a space where each expression
the strongest way of agreeing and finish with the
should go and giving their dialogues to another pair of
strongest way of disagreeing. Ask which one they
students to complete.
would use to express uncertainty. (I’m not sure about
that.)
Speaking ■ Explain the activity to students and tell them to work
■ This activity offers free practice in comparing people. with a partner.
Before students start, put the following sentences on
the board:
FOLLOW-UP ACTIVITY
Faye is darker than Lucy.
Expand on this activity by asking students to write a
Faye’s hair is darker than Lucy’s.
statement (similar to those given in the exercise) on a
Point out that students’ sentences need not all begin piece of paper. Help them by putting some possible
... is ... subject areas on the board (for example: UFOs / aliens;
SAMPLE ANSWERS: family and friends; singers / actors / films; school sub-
Jane is prettier than Lucy. jects; sports). Collect in the statements, then read them
out one by one, addressing different students as you do
Faye isn’t so happy as Jane.
so. Tell students to respond with one of the phrases.
Lucy isn’t as tall as Faye.
For example:
Lucy is the shortest of them all.
Faye’s hair is longer than Lucy’s. Teacher: I’m sure that aliens exist. Sophia.
Lucy isn’t as modern as the others. Sophia: I think you’re wrong there.
Jane is younger than Lucy. Teacher: History is an interesting subject. Andrew.
Lucy is the oldest of all. Andrew: I quite agree.
FOLLOW-UP ACTIVITY
Cut a variety of pictures of people out of magazines.
Divide students into groups and give each group three
pictures. They should compare the three people in
as many different ways as they can, practising the
structures learnt in this lesson.
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5 Lesson 3 My best friend.

Lesson Summary
● describing appearance ● to expose students to the format and content of a
description of a friend
Topics:
● to generate ideas during oral work that can be
● best friends, appearance; character
transferred to complete a piece of written work
Writing Skills: ● to teach functional language used to describe
● completing a guided description of a friend someone
● to develop students’ listening skills

■ Bring in some pictures of different people and ask
■ Students identify the true sentences. Ask them to
students to describe them for you. As they do so, write
correct those that are false.
any adjectives / phrases vocabulary that comes up on
the board under the headings: appearance and
character. When students talk about character,
FOLLOW-UP ACTIVITY
encourage them to use phrases such as:
Ask students if there are any similarities between Beth
She looks / seems ...
and their own best friend or a friend of theirs in the
He could be ...
some class.
She’s probably ...
■ Ask students which of the words / phrases on the board
they could use to describe the person sitting next to
them.
Functional Language
■ This exercise enables students to ask questions about
a person’s appearance and character.
Listen and Read
■ Read the introductory paragraph and then ask for a
description of the girl in the picture. Ask students what
kind of person she seems to be.
FOLLOW-UP ACTIVITY
■ Put the three sentences below on the board, then tell To check students’ understanding of the phrases, ask
students to read the description quickly to find which the questions below:
one best sums up Julie’s opinion of her friend (the first).
What does your father look like?
I think she’s great – even though she’s forgetful. What is your mother like?
She’s a silly person, but I like her! What do you like doing?
She’s the funniest and most intelligent person I know.
■ Play the cassette; students listen while following in their
books. Ask students to work in pairs to find words in the
text that mean: always telling the truth (honest) and
Language Awareness
someone who listens to other people when they talk Ex 1 This activity focuses on collocations.
about their problems (a good listener).
Ex 2 Students choose the correct word each time.
■ Students answer the question at the end of the text.
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Speaking Vocabulary Expansion

■ Students discuss their best friends with each other. As ■ Explain to students that we can add the suffixes -er or
well as referring to the adjectives in the boxes on the -or to some verbs in order to form nouns.
right, students should also look back at the preceding
exercises for relevant structures and lexical items. FOLLOW-UP ACTIVITY
Students work in small groups to come up
with examples of verbs or nouns to which -er or -or
can be added to form the person (for example:
photograph – photographer; travel – traveller; garden –
Writing
gardener; sing – singer.).
■ Tell students that the answers to the questions in
the Speaking activity should form the basis of the
description. Read through the plan with the class and
ensure that everyone understands what should be
included in each paragraph. Listening
■ Students can either complete this guided writing task in ■ Elicit brief descriptions of the people in the pictures.
class or do it at home. Students then listen and identify Elizabeth.
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Module 5 11/09/07 10:03 ¶M Page 52

Lesson Summary
● a poster showing people in unusual or interesting ● to offer students an opportunity for discussion with
clothes peers with the aim of reaching an agreement

● to generate discussion about judging people by
Topics:
appearance
● appearance; people around the world; school
● to allow students practice in locating specific
uniform; shops information on a store guide
● to offer opportunity for self-assessment
WARM-UP
■ Hold up pictures of people of a variety of ages, social ■ Play the final section (to the end of the cassette);
and cultural backgrounds and ask students to students follow in their books. Ask whether the following
speculate about their characters, jobs, interests, etc. statements are true or false.
Ask questions such as: This woman is a doctor in a New York hospital. (false)
What job do you think he / she does? The red dot on her forehead is called a bindi. (true)
Do you think this person enjoys sports? This woman isn’t married. (false)
Does he / she look serious? ■ Ask students if the people in the photos seem different
Then ask students if they think we can really tell what a now that they have more information about them.
person is like from their appearance.
■ Briefly revise some of the vocabulary / structures seen
in Module 5 so far by asking for descriptions of the Comprehension Check
people along the top of the page. Ask about appearance
and character, then ask students to decide which of ■ Students read the text again and fill in the missing
words.
these people they would most like to meet and why.
You could ask students to indicate their choice by a
show of hands to find out who seems the most popular. Vocabulary Check
■ Students match the words with their meanings.
Listen and Read

■ Play the introductory paragraph; students follow in their FOLLOW-UP ACTIVITY
books. Ask them to paraphrase the gist in L1. Ask them Students work in pairs to find words / phrases in the text
if they have ever been wrong about someone’s character that mean:
because they decided what they were like based on very surprised (shocked)
their appearance. seen everywhere (common)
■ Ask students to guess where the three people in the with nothing over it (uncovered)
photos are from and what their lives might be like. Play
the cassette (first section); students follow in their
books. Ask: Speaking
Do people in London find tattoos strange? (no) ■ Students discuss the questions in this section as a
What did a lot of Chinese people think of this man? class. Be prepared to help students with vocabulary
(that he was the sort of person who starts fights) that they might need for question 2.
■ Play the next section; students follow in their books.
Ask students to explain what happened to this girl at
school.
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FOLLOW-UP ACTIVITY FOLLOW-UP ACTIVITY

Students can draw a picture of what their school Choose one student to come to the front of the class.
uniform would be like based on their discussion. This Say This is ... (give the student’s name) and he / she has
can be labelled (a light blue sweatshirt, beach trousers, just moved to this area. He / She is going to tell you
etc.). When students have finished (there should be a something about himself / herself. Indicate that you
version for both boys and girls), collect in the designs, want ‘the new boy / girl’ to do so. Allow them to talk for
arrange them on a desk at the front of the class and ask approximately a minute about themselves. Then
students to decide which one they like best. Vote on choose a student at the front of the class. Tell him / her
this to find out which design is the most popular. to introduce / briefly describe the person sitting next to
him / her to the new member of class. The student who
is introduced / described will be the next person to
introduce / describe someone else. Continue around
Project
the class until everyone has spoken. For example:
■ Collecting the pictures for this project can be done at
Student 1: This is George. He’s very friendly and
home by individual students. Students will need to find
clever. He likes playing football.
time to get together to complete their posters (they could
take it in turns to do some at home). The completed Student 2
projects can be displayed for everyone to see. (George): This is Helen. She’s the most intelligent
girl in the class. She likes listening to
classical music, etc.
Language Corner With large classes, this activity can be done in two
groups.
■ Read through this section with students to highlight Ex 2b/c Students discuss the questions. Expand by
these common mistakes. brainstorming the advantages and disadvantages
of being a model and writing these on the board
under two headings.
Let’s Sing
Are you moving on? Check Yourself
What’s in Fashion?
■ Read the first statement. Ask for a volunteer to talk for
one minute about the clothes / fashions they like. Ask
them to read the song. Ask them what problem the per-
the rest of the class whether their classmate did this
son has. (She doesn’t know what to wear for a party.)
very well, quite well or not very well. Encourage them
Ask students if they ever feel like the person in the
song. They then work in pairs to fill in the missing to justify their opinion. (For example: She did it quite well
words. as it was interesting but she made some grammatical
mistakes.) Do the same for the second, fourth (compare
■ Play the cassette; students check their answers.
two people in the classroom) and sixth statements.
ANSWERS:
Students tick the boxes they feel represent their ability.
party; choose; friends; advice
Ask if anyone has chosen not very well, and discuss
suits; think; tried; nothing
their reasons for choosing this and what they could do
to improve in this area.
Let’s talk
Ex 1a Put the word department store on the board and Preparation for Module 6
elicit an explanation. Then ask students how often ◆ pictures with people in them, showing
they go to department stores and what they usually scenes of poverty, hunger or destruction
buy there. Students should attempt this exercise due to wars or natural disasters (earthquakes,
without asking for help with vocabulary. fire, flood, drought, bombed village, etc.)
Ex 1b Ask students Which floor are you on? (the ground ◆ photocopies of Supplementary Teaching Material -
floor). They then identify all the items they could buy pages 109 and 110.
there.
Ex 2a Explain the activity to students and ask them who
they would most like to sit next to and why. Then ask
why the other teenagers were less appealing.
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MODULE 6 Problems [1]

Lessons 1-4
■ Read the first three points (Read about ...) for Module 6 with students. After each point, students speculate as to
what might happen. This can be done by asking them to work with a partner to discuss their ideas and write some
predictions on a piece of paper. These can be checked at the end of the relevant lessons (1, 2 and 3) to see how
accurate students’ predictions were.
■ Read the rest of the information. Ask students what past tense they have already seen in the book (simple past)
and if they know of another past tense used in English (some students make already be aware of the past
progressive depending on their background in English). Then ask what the word disaster means and what
examples they can thing of. Make a list on the board. For the third point in the list (Learn to ...), ask students what
kinds of weather they already know how to describe and what they don’t (they can use LI for the latter).
6 Lesson 1 Is Colin a thief?

Lesson Summary
● talking about what people were doing at a certain ● to introduce students to the formation and use of the
time in the past past progressive

Topics: ● to offer practice (written and oral) in the past
● theft; sports equipment progressive
● to offer practice in locating information in one text
Structures:
and rephrasing it to complete another
● past progressive (affirmative, negative, interrogative)
● to introduce a variety of phrases containing the word
time

■ Take something belonging to someone else (for ■ Students describe the picture and say what they
example, a pencil case, bag) and say to the class What think Colin is doing outside the shop. Teach the word
am I? to elicit the word thief. (Students have seen this sportsbag.
word in Module 3.) Elicit the plural form (thieves), then
ask students what thieves do to elicit the verb steal ■ Students close their books. Write the following on the
(also seen in Module 3). board. Play the cassette (up to the dialogue) and ask
students to find the missing information;
■ Ask What kind of things do people steal and why? to
start a short classroom discussion on the subject. Write Rob left his classroom at ____. (4.45)
any useful vocabulary on the board. He saw Colin outside the school ____. (gym)
Later, Rob saw Colin near some ____. (shops)
When Colin came out of the sports shop he had some
____ in his hand. (money)
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■ Check students’ answers, then tell them to open their ■ Put a sentence in the first person singular on the board
books. Choose someone to read out this part of the (for example: I was reading a book at midnight). Ask
text. Ask students what they think the head teacher students to tell you the sentence in the second and third
wants to talk about. persons singular, then in the plural. Write this on the
board. Put the original sentence into the negative,
■ Play the rest of the cassette; students follow in their interrogative and negative-interrogative forms; ask
books. Ask students Who do the police think is the thief? students to do the same with the rest of the sentences.
Then ask Do you think they’re right? and elicit reasons Give students the short answers.
why Colin seems to be the thief. ■ Explain that we also use this tense to say what two
■ Put the following words on the board and ask students people were doing at the same time (for example: Sally
to guess their meanings from the context. They can was working and Jane was sleeping.) or in sentences in
which a longer action is interrupted by a short one (for
work alone or in pairs.
example: I was swimming in the sea when someone
pleased stole my mobile phone.). Point out that this tense
count the money cannot be used for past habits. Elicit from students what
second-hand sports equipment they should use for this (the simple past).
robbery ■ Refer students to the Grammar Reference (page 163 /
speaks in a low voice 164) and read through the information with them.
Comprehension Check Grammar Practice

Ex 1 This exercise offers controlled practice in the past
■ Students read the text again to find the answers.
progressive.
Ex 2 Students should fill in the simple past or past
FOLLOW-UP ACTIVITY progressive.
Students recreate Colin’s actions on the day of the
robbery by saying what he did in chronological order.
They should add one action each. For example: Vocabulary Expansion
Teacher: Colin went into the school gym. ■ Students fill in the missing sports. Ask them if they
Student 1: He stole the sports equipment. / He put know the name of any of the sports equipment in the
the sports equipment in the sportsbag. pictures
Student 2: He came out of the gym. ANSWERS:
Student 3: He went to some shops. 1 net 2 (golf) club 3 skis and ski boots
Student 4: He stopped outside the sports equipment 4 tennis racquet and tennis ball
shop.
FOLLOW-UP ACTIVITY
Students continue in this way, saying what they assume
Ask students which of the things in the pictures they
Colin did as well as what they know he did. For
own or have ever used, and which they would like to
example, what happened inside the shop and what
have / own.
happened after he walked away and Rob lost sight of
him. To help, you could pretend to do what happened
next each time. Speaking
■ This oral activity offers controlled practice in using the
Grammar past progressive.
■ Say At ten o’clock last night, I was watching TV. What
were you doing? Encourage students to try to answer FOLLOW-UP ACTIVITY
your question even if they are not familiar with the past Offer free practice in the use of the past progressive by
progressive. Write your question and some of the giving out the worksheet for this lesson (Supplementary
students’ answers on the board. Then explain that we Teaching Material – page 109). Tell students to work in
use this tense to talk about an action that was in small groups to discuss what all the people were doing
progress at a certain point in the past. at midnight.
SAMPLE ANSWERS: Kay was studying.
Make this clearer by explaining that at nine o’clock you
Simon and Jessica were sleeping.
turned on the TV and at eleven o’clock you turned it off,
Luke was working.
so at ten o’clock you were watching TV.
Kitty was chasing a mouse.
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Module 6 11/09/07 10:04 ¶M Page 56
Who stole the sports equipment? Language Awareness

■ Read the rubric carefully with the class to make sure the ■ Students fill in the phrases that are on the clock face.
situation is clear to them. For the first part of the activity,
students can work in pairs and should refer back to the
text on page seventy-eight. For the second part of the FOLLOW-UP ACTIVITY
activity, ask students to justify their answers. Students write sentences of their own using the
phrases.
FOLLOW-UP ACTIVITY
Students act out a conversation between the
head teacher of the school and a police officer. The
police officer should start the conversation Do you think
one of the students is the thief? (write this on the board
for them) and the head teacher should answer. They
should then continue the conversation. Depending on
the level of the class, you could put the following
prompts on the board for the police officer.
Police officer: find out if the head teacher thinks it
was one of the students
what he / she has learnt
what the students were doing
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6 Lesson 2 An awful experience.

Lesson Summary
● asking and answering questions about people’s ● to revise and expand on students’ knowledge of the
actions in the past use of definite and indefinite articles

● to offer both controlled and free practice in using
Topics:
articles
● burglary; people’s experiences of crime
● to offer students practice in writing full answers to
Structures: comprehension questions about a text
● articles
WARM-UP
■ Revise the past progressive by asking students What ■ Students read the dialogue in pairs. Ask one or two
were you doing at seven o’clock this morning? pairs to act it out in front of the class.
■ Revise the developments in the storyline by splitting the
class into two teams (or more with large classes). Read
out the statements below and tell students to decide Comprehension Check
amongst themselves whether each one is true or false. ■ Students answer the questions with full sentences.
They should write their answers down to be checked at
the end.
FOLLOW-UP ACTIVITY
1 Rob left school on time. (false) Students use the following words / phrases from the
2 He left his classroom at a quarter past five. (false) text in sentences of their own.
3 Colin came out of the school library and Rob saw break into all over the floor
him. (false) lock alarm
4 Colin had a sportsbag with him. (true) a mess
5 Rob wanted to do some shopping. (false)
6 Colin went into a sports shop. (true)
7 Later, Colin had some money. (true) Grammar
8 A police officer spoke to the students the next day.
■ Read out the examples in the Grammar box, then
(false)
refer students to the Grammar Reference (page 164)
and read through the examples there to give students
a more informed idea as to how and when we use
Listen and Read articles.
■ Ask students if anyone has ever stolen anything from
their school. Then ask about their homes. While
discussing these things, try to elicit the phrase break Grammar Practice
into. Write this on the board.
Ex 1 This exercise consolidates what students have learnt
■ Play the introductory paragraph; students follow in their about articles.
books. Ask students how they think Mark feels when he Tell students that when checking their own written
hears Rob’s story about Colin. work, they should look out for mistakes similar to
these.
■ Play the rest of the cassette; students follow in their
books. Ask How does Mark feel when he hears the Ex 2 This offers more practice in the correct use of articles.
news? (he can’t believe it) Then ask students what the
dialogue is about (an experience Mark’s next-door neigh-
bours once had when a thief broke into their house). Vocabulary Practice
■ Students fill in the prepositions.
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Module 6 11/09/07 10:04 ¶M Page 58
FOLLOW-UP ACTIVITY
Ask the questions below to check students’ understanding
of the phrases. Ex 1a This exercise offers students practice in the use of a
1 You are on holiday in Hawaii. What are you doing? number of phrases.
2 You’ve got a problem. Do you speak to your best Ex 1b Students work in pairs and take it in turns to provide
friend or your parents about it? the information. Encourage students not to give the
3 Have you ever stayed at a hotel? What was it like? information as a monologue but to have a short dia-
4 You forgot to do your homework and your teacher logue, rephrasing the prompts as questions
was angry. Do you tell your parents about it? For example:
5 Have you ever climbed into a house through a Student A: Where were you at the time?
window? Why? Student B: I was at a friend’s house. We were
watching a video.
Student A: What did you see when you got home?
Speaking
Ex 2 Students first work out what kind of word is needed
■ Make sure students understand exactly what is (adjective, noun, etc.), then fill in the missing words.
required of them before they start this activity. Before
they start, remind them of the uses of the simple past
and the past progressive. One or two pairs act out the Language Awareness
dialogue for the rest of the class.
■ The verbs say and tell are easily confused. Students
should try to remember the collocations in this exercise
when doing written work or checking it.
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6 Lesson 3 In deep water.

Lesson Summary
● talking about the weather ● to expose students to a model narrative about a flood
● to develop students’ writing skills through guided

Topics:
practice
● floods; bad weather
● to teach the pronunciation of the vowel sounds: /e/
Writing Skills: and /Â/
● completing a short story about a flood
● to offer students practice in listening for specific
information and completing sentences
ANSWERS:
WARM-UP terrible; storm; thunder and lightning; a strong wind was
■ Put the word flood on the board and brainstorm ideas blowing; water; it was raining heavily; come in under the
associated with it. (For example: flood - heavy rain - door; water all around us; deep
water - deep - danger) Ask students if they have ever
experienced a flood and what happened.
■ Tell students they are going to read something that has
been written by Julie’s friend Beth. Read out the
Comprehension Check
statements below about Beth and tell students to call ■ Students tick the true sentences and find out why the
out true or false. others are incorrect.
Beth is fourteen years old. (false - she’s thirteen)
Julie met her a long time ago. (true - on their first day at
school) Writing
She’s got curly black hair. (false - she’s got curly blonde
hair) ■ Tell students they are going to write a story similar to
She often wears jeans. (true) Beth’s. Ask someone to read the beginning. Explain
She sometimes does silly things. (true) that this is the introduction to their story. Students get
some ideas for the content of their story by answering
the questions. Allow a few minutes for this, then tell
students to share their ideas with their partner. Explain
that the answers to their questions will form the middle
Listen and Read paragraph of their story and that this is where most of
■ Tell students that Beth wrote this story for her school the action is related. Finally, someone reads out the end
magazine. Students read the text once and deduce of the story.
from it how they think Beth, her brother and her ■ This story can either by written in class, or at home. In
mother felt that evening (worried, scared, they felt they either case, remind students to look over their work
were in danger, etc.). carefully for any mistakes in spelling, grammar, etc.
■ Play the cassette; students follow in their books. Elicit a
brief summary of the main events. For example:
FOLLOW-UP ACTIVITY
Teacher: Julie’s dad left for work. What happened
Explain to students that stories, like other pieces of
next?
writing, must be organised in a logical way and easy to
Student: The storm started.
understand. Ask them to look at Beth’s story again and
Teacher: What happened next?
find any words or phrases that tell us when something
Student: Julie felt hungry.
happened.
Teacher: What happened next?
ANSWERS:
Student: She went into the kitchen.
it happened when; that night; at about six o’clock; at about
■ Students look at the text again and identify all the seven, suddenly; soon; at about midnight; all night; the next
vocabulary / phrases related to bad weather and its morning
consequences. Tell students to use such devices to tell their own stories.
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Module 6 11/09/07 10:04 ¶M Page 60
FOLLOW-UP ACTIVITY
Speaking
Give out the photocopies for this lesson
■ Have a classroom discussion based around the (Supplementary Teaching Material – page 110). Tell
questions in a. Write any relevant vocabulary on the students to work in pairs to complete the weather
board and encourage students to use appropriate map for their country. They should first read the text,
collocations (heavy rain / snow, strong winds, etc.). then extract from it the information which has to
■ Before students attempt exercise b, put the following be transferred onto the weather map for the coming
structures on the board: day. Students must think of what symbols (for
In the first picture, ... but in the second, ... example: , ) are most appropriate. Make sure
I prefer ... to ... students are familiar with the points of the compass in
I like ... more than ... because... English (north, south, east, west). Their completed
Students should use some of these when answering maps should be similar to the one below (although they
the questions. may have chosen different symbols for the weather
conditions).
Language Awareness
Ex 1 Students have already seen some of the 11oC
collocations connected with weather. This activity
reinforces and expands on what they have learnt.
If students have not written their story yet (Writing),
tell them to try and use some of these collocations in
it.
Ex 2 Tell students that one of the sentences in each pair
contains the kind of mistake often made by learners
of their age and level. Once you have checked their
answers, ask if they ever make the mistakes in this
activity. 21oC
Ex 3 Students read the sentences and fill in the correct

idioms.
Ask if they can think of any idioms connected with
the weather in their language and to express them in
English.
Pronunciation
■ Play the cassette; students listen and repeat chorally.
Students then fill in the words in b. Get them to say
each one out loud as they do so, and to check which
Vocabulary Expansion vowel sound it is, for example, very or letter.
■ Students identify the six words connected to the
weather then read the radio announcement and
fill them in. Alternatively tell them to cover the
announcement (but not the words in 1a). Then read out
Listening
the announcement and ask students to write down ■ Read out each sentence and ask students to call out
which they think is the missing word for each space. what they think the missing word is. Then play the
Students then uncover the announcement, read it and cassette twice while students fill in their answers.
check to see if the words they wrote down seem correct
now that they have the whole text in front of them.
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Lesson Summary
● making a poster asking for help for the victims of a ● to offer practice in locating specific information in a
natural disaster written text and transferring it to sentences about that
text
Topics: ● to expose students to poetry in English and encourage
● The United Nations; charity; natural disasters; war; them to think about / discuss its meaning
weather forecasts ● to offer practice in the following oral skills:
negotiating; justifying; speculating
● to develop students’ self-assessment skills
WARM-UP
FOLLOW-UP ACTIVITY
■ Bring pictures showing scenes of poverty, hunger or Students locate the following words / phrases in the text
destruction (due to war, natural disaster, etc.). Pass
and try to deduce their meaning.
them around and ask students to look at them in
take a look teddy bear
silence for a while. Then ask questions such as:
too good to be true rebuild
How do these pictures make you feel?
destroy peace
Which do you think is the saddest?
tent
Do any of them make you feel angry?
Listen and Read Speaking

■ Direct students’ attention to the title of the lesson and ■ Students imagine they are in the situation given. Ask:
ask if anyone can guess (or knows) the meaning of the How do you feel?
expression a helping hand. Prompt them by saying What can you see / hear?’
things like I’ve got to clean my house. Will you give me
■ Students work in pairs to decide which three items they
a helping hand?
will take with them. They do not have to agree on these,
■ Play the cassette (the first two paragraph); students but to discuss each other’s choices, justify their own, etc.
follow in their books. Ask them to read the text again,
and identify what exactly the United Nations does ■ Allow sufficient time for everyone to make up their
according to the text. They can give this information to minds, then ask for feedback. Find out what students
you in LI. (helps after earthquakes, fires and floods decided to take and why. Encourage students to
(natural disasters); helps people who are hungry; it express their approval or disapproval of others’ choices,
teaches people in poor countries how to grow food, using phrases such as
stay healthy and earn money) I agree / disagree.
■ Play the next paragraph; students follow in their books. You’re wrong about that.
Ask them what else the United Nations does (helps That would be a mistake.
people who leave their homes because of fighting / war; That’s true.
helps those people build new homes and grow food).
■ Play the last paragraph. Ask students if they can think
of anyone who needs their help whom they could give Project
a helping hand to (for example: an elderly neighbour) ■ Revise the different kinds of natural disaster students
or anyone they have hurt who deserves on apology. already know.
■ Ask students where they think a text like this might
■ Divide students into groups. Each one chooses a
appear (newspaper / magazine).
natural disaster and sets about designing a poster
asking for help for the victims of the disaster. Tell
Comprehension Check students that when deciding what kind of help to ask for
■ Students read the text again and fill in the missing words. (food, clothes, money, blankets, etc.), they should think
about what would be most helpful and practical (for
example: some kinds of food do not travel well).
Vocabulary Check
■ Students find the Vocabulary items in the text.
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■ Before students discuss their poster, put the following

points on the board. Let’s talk
How big is the poster? Ex 1a Make sure students understand the situation and
What kind of help? what is required of them. They then do the activity in
What kind of text? How much? pairs. Put the following structures on the board for
Any photos? Pictures? them to use:
How to get people’s attention? I think we should ...
■ Students can either get together after school to make Let’s have a picnic on ...
their poster or, if impractical, make individual posters. That isn’t a good idea because ...
These can be based on the decisions reached in class Yes. Let’s do that.
but obviously variation is acceptable. When students have finished, ask what they have
■ The completed posters are displayed somewhere in the decided and why.
school for everyone to see. Ex 1b This activity reinforces what students have already
learnt as far as talking about the weather in English
is concerned. Try to elicit as many ways as possible
Poem of expressing each symbol in words. (For example:
■ Put the following vocabulary items on the board and It will be sunny. It will be hot and sunny. The sun will
shine all morning. It will be a hot bright morning.)
explain them.
beat down get by Ex 2 Students practise some of the vocabulary seen in
ground in sight this module to answer the questions.
crops sigh
no matter how
Are you moving on? Check Yourself
■ Read the poem; students follow in their books. Then
ask them to read it again and say how they think ■ Read the first statements here. Ask what tense we use
the people feel. Then ask them to come up with for this (past progressive). Then ask students if they feel
answers to the following questions (put them on the they can use this tense well or if they feel like they
board so students can work at their own pace). would benefit from more practice in it. Students decide
which box to tick.
1 Why is the ground dry?
■ Read the second statement. Ask students if they feel
2 Why do the children start to cry?
they know enough vocabulary and have had enough
3 Who is lying on the ground?
practice in this to be able to confidently talk about /
4 What kind of help comes? describe a burglary. Students decide which box to tick.
SAMPLE ANSWERS: ■ Read the third statement. Ask students if they feel they
1 It’s very hot. / There probably isn’t any rain. have had enough practice in this. Then ask whether
they feel it would be easier to describe a disaster / diffi-
2 They’re thirsty and hungry.
cult situation in speech or writing. Students decide
3 People who died or are very weak. which box to tick.
4 Help from an organisation like the United Nations. ■ Read the fourth statement. Tell students to think back to
■ Ask students how the poem makes them feel. Exercise 1b and to tell you if they found it easy or not.
Students decide which box to tick.
FOLLOW-UP ACTIVITY
Preparation for Module 7
Artistic members of the class could be encouraged
◆ different kinds of greeting cards with the
to draw a picture inspired by the poem. This could
messages cut out. (for example: birthday,
represent what is described in a realistic or more abstract Valentine’s Day, new baby, thank you card)
way. Other students could comment on the pictures in ◆ objects or pictures of objects related to different
the following lesson and decide which they feel comes celebrations (for example: birthday cake, birthday
closer to the sentiments expressed in the poem. hat, birthday cake candle, Christmas decoration,
Easter egg, etc.)
◆ postcards of sights in London
Language corner ◆ photocopies of Supplementary Teaching Material -
■ Read this section with students. page 111.
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MODULE 7 Celebrations
Lessons 1-4
■ Direct students’ attention to the pictures on page ninety-one and ask them for ideas about what they might learn
based on what the pictures depict.
■ Students then read about what they will see in this module. Elicit from them which sections they expect to be the
most interesting and which they are not really looking forward to doing. Then ask which would be the most useful
for someone who is planning to spend six months in England soon (what to say to people on special occasions;
how to buy something at a newsagent’s; how to invite somebody to a party; how to refuse / accept an invitation).
7 Lesson 1 Hearts and flowers.

Lesson Summary
● talking about the future ● to expose students to language used in a newsagent’s
● making predictions ● to familiarise students with formulaic phrases and

messages related to greetings cards
Topics:
● Valentine’s Day; romance; greetings cards
● to enable students to use the simple future to make
predictions based on a text
Structures:
● simple future (affirmative, negative, interrogative)
● to offer more practice in agreeing and disagreeing
● reflexive and emphatic pronouns
WARM-UP ■ Play the cassette (up to the dialogue); students follow

■ Write Valentine’s Day on the board and ask: in their books. Ask students to tell you what they
When it this? have learnt about Valentine’s Day in L1 (without
translating the text). (It’s on the fourteenth of February;
What do people do on Valentine’s Day?
people send cards, flowers or chocolates; you shouldn’t
What kind of things do we usually see on Valentine’s
sign your name in a card; roses are popular on
Day cards?
Valentine’s Day.)
Is it an important celebration in your country?
■ Play the dialogue; students follow in their books. Ask
As students answer the questions, try to elicit the the following questions:
following vocabulary items and write them on the board.
Has Debbie invited Mark to her party? (no)
send cards
romantic Who has a bad idea and a good one? What are they?
roses (Julie – she wants to ask Debbie to invite Mark to her
party; she wants to help Mark choose the card)
newsagent’s
■ Play the last section of the cassette; students follow in
their books. Ask:
Listen and Read What kind of Valentine’s Day cards are in the
newsagents? (romantic and funny ones)
■ Students look at the picture and answer these
Do you think the card Mark is buying is romantic or
questions:
funny? (probably romantic as it has a bright red
What is Mark doing? (buying a Valentine’s Day card)
Who is the card for? (Student’s guess)
heart on it)
What is Rob doing? (choosing a card) Who is Rob buying the card for? (probably Julie)
Who is it for? (Student’s guess) How do you know? (he goes red when he sees her)
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FOLLOW-UP ACTIVITY ■ Take a pair of scissors, pretend to cut yourself on them

Students make inferences about Mark and Julie’s and say Ouch! I’ve cut myself. Put the sentence on the
relationship from the text, in particular the dialogue. You board and explain that myself is a reflexive pronoun.
may like to prompt them with questions such as: ■ Write the following on the board and ask students to
Do you think Mark trusts Julie? supply the missing words.
Does Julie mind when Mark says ‘Don’t be silly!’? You’ve burnt ____________ . (yourself)
Do they like helping each other? He’s burnt ____________ . (himself)
She’s burnt ____________ . (herself)
Ask students who have siblings in what way their It’s burnt ____________ . (itself)
relationship is similar to that of Julie and Mark. We enjoyed ____________ . (ourselves)
You enjoyed ____________ . (yourselves)
Comprehension Check They enjoyed ____________ . (themselves)
■ Students read the text again and complete the sentences. ■ Explain that in sentences like I made it myself the
pronoun is used to add emphasis; in other words, to
indicate that I did it and not anyone else. Also give the
Grammar example I did it by myself and explain that this means I
did it alone.
■ Say It’s Valentine’s Day soon. I think I will send my
boyfriend / girlfriend / husband / wife a card. I won’t buy ■ Refer students to the Grammar Reference (page 165)
a romantic one, I’ll buy a funny one. Will you come to the and read through the information on reflexive / emphatic
pronouns with them.
newsagent’s with me? Write this on the board with will /
won’t + verb in a different colour. Tell students this is
the simple future and it is used to talk about the future. Grammar Practice
Explain that the auxiliary verb is always will regardless of Ex 1 This exercise offers practice in the use and formation
whether it’s the first, second or third person and that this of the simple future.
is used in short answers (Yes, he will. / No, he won’t.).
Ex 2 This exercise practises the reflexive / emphatic
Put the sentence below on the board and elicit the
pronouns.
negative, interrogative and negative–interrogative forms.
She will take the bus to school.
Vocabulary Practice
■ Explain that the simple future is often used to make
■ Students look at the cards and tell you what
offers. Give them this example:
occasions they are for. (1 a birthday 2 a new baby 3 to
Man: It’s cold. say thank you 4 Valentine’s Day) Ask students when
Woman: I’ll close the window. they last sent a card similar to one of these.
Practise this use of the simple future in the following way.

Teacher: I’m hungry. Speaking
Student 1: I’ll make you something to eat / ■ This activity offers free practice in using the simple
get you a sandwich. future tense. Students have to give reasons for their
opinions. Encourage anyone who disagrees to say so.
Teacher: It’s too hot in here. Put these phrases on the board for them to use:
Student 2: I’ll open the window / turn on
}
I disagree with you
the air conditioning.
I think you’re wrong
Other prompts that can be used: I’m thirsty. Someone’s because ...
That won’t happen
at the door, I can’t do my French homework.
That’s impossible
■ Tell students It’s my birthday tomorrow. I am going to
have a party. Write the sentence on the board and FOLLOW-UP ACTIVITY
explain that am going to + verb can also be used to talk Divide students into groups. They should sit in a circle
about the future, especially for something that has been and make predictions about each other. For example:
planned. Ask students to put the sentence I am going to Student 1: I think Peter will be a famous football player
have a party. into the other forms (you are ..., he is ..., one day.
etc.) then give them the negative and interrogative Student 2
forms. (Peter): Mary won’t go on a holiday this summer.
■ Turn to the Grammar Reference (page 165) and explain Student 3
the points next to the warning signs ( ! ). (Mary): Joanna will marry Alex one day.
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FOLLOW-UP ACTIVITY
Situational English
Explain to students that the messages in such cards
Ex a Ask students what kind of things you can usually buy
in a newsagent’s (papers, cards, chocolate, cigarettes, usually rhyme. Students identify the rhyming words in
chewing gum, pens, etc.). Tell them they have to put the three messages (treats / eat; blue / you; best / test;
the dialogue in order. Students look at all the car / far).
utterances quickly to decide which one comes first Students work in small groups to write a message
(Good morning, can I help you?). They then put the for a card of their choice. Give out greeting cards (of
rest of the dialogue in order. different kinds) to each group with the message cut
Ex b Students choose the correct ending. out. Students should try and write an appropriate
message for their card. Tell them to try and make
Ex c Students work in pairs to find the synonyms.
these rhyme. Once the messages have been
completed, collect them in. After the lesson, take a
large piece of card, stick the greetings cards on one
Language Awareness side and the messages (in random order) on the
Ex 1 Students match the formulaic phrases with the other. This can be displayed in the classroom at the
situations. beginning of the next lesson; Students should try to
match the cards with the messages.
FOLLOW-UP ACTIVITY Ex 3 Students choose the correct sentence each time.
Say the following and ask for an appropriate response: Ask students if they think they often make either of
the mistakes focused on here.
I’ve just passed my FCE exam! (Well done!)
I’m starting a new job tomorrow! (All the best!) Ex 4 Students fill in the missing prepositions.
It’s my birthday today! (Best wishes!)
Ex 2 Choose different students to read out the messages;
students then work in pairs to decide which kind of
cards they probably appear in.
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7 Lesson 2 Love is in the air!

Lesson Summary
● talking about ability ● to introduce students to the uses of can / could /
● asking for permission may / might
● making requests ● to offer controlled practice in both the use and
● expressing possibility formation of modal verbs
● expressing certainty / uncertainty ● to enable students to express certainty and
Topics: uncertainty in a conversation with peers

● romance; a Valentine’s Day party; getting ready for a
party
Structures:
● Can you ...? / Can / May / Could I ...? /
Will you be able to ...? / It may / might ...
● question words
WARM-UP
■ Revise the future forms by asking students What are you Which shirt is Mark going to wear? (the blue one)
going to do this evening / tomorrow / at the weekend / What is he going to wear on his feet? (trainers)
in the summer? When they answer, respond where What is he wearing on his feet at the moment? (Julie’s
possible with a question in the simple future. For example: socks)
Teacher: What are you going to do this evening? ■ Students open their books; choose two to read out the
Student: I’m going to do my homework. dialogue. Then ask students What do you think will
Teacher: Will your mum help you? happen at the party? to elicit some of their ideas. Play
Student: No, she won’t. the last section of the cassette to find out.
■ Ask students what they think the tittle of the lesson
(Love is in the air!) means. Ask if they have a similar FOLLOW-UP ACTIVITY
expression in their own language and, if so, how it Students read the text again and underline any adjectives
would be expressed in English. / phrases that can be used to describe feelings.
(certain; disappointed; excited; annoyed; upset; over the
moon)
Listen and Read
■ Ask students what is happening in the picture. Then ask: Comprehension Check
Where Mark is going tonight?
■ Students read the text again and decide if the sentences
Which shirt will he wear, in your opinion?
are true or false.
■ Play the first section of the cassette; students follow in
their books. Ask students to work out the meaning of
disappointed. Help them by saying: I didn’t pass my exam
Grammar
and I’m disappointed. (looking sad) John didn’t get a new ■ Ask students Can you ride a bike? Can you speak
bike for his birthday and he’s disappointed. Then ask How Russian? to elicit Yes, I can. / No, I can’t. Explain that
did Mark feel about the party? to elicit excited. Ask what can is a modal verb and in these sentences it is being
children usually feel excited about (Christmas, Easter, used for ability. Put one of the questions and answers
their birthdays, holidays, etc.). on the board under the heading ability. (Your board
■ Students close their books. Put the following questions on should be divided into four large sections. See below.)
the board and tell students to answer them as they listen.
Play the next section of the cassette (the dialogue) and MODAL VERBS
then check their answers.
Ability
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■ Tell students to imagine they want to leave the class- FOLLOW-UP ACTIVITY
room. Ask them to start their questions with can I to Students write three or four extra questions to ask family
elicit Can I leave the classroom? Put this on the board members and friends at home. They should then write
under the heading permission. Ask students if they can
a short paragraph about What they have found out
substitute can with any other modal verbs to elicit May I
using can / can’t and could / couldn’t.
leave the classroom? and Could I leave the classroom?
Write these on the board too.
Say I’ve got a lot of work to do. Can you help me?
■
Language Awareness
Explain that can is being used for a request here and
add this to the board. Ask what modal verb could Ex 1 Students choose the correct meaning for the two
replace can to elicit could. Write the sentence again, idioms (over the moon appears in the text on page
starting with could. ninety-five). Ask them when people usually feel very
■ If appropriate, look out of the window and say It may happy (when they get good news, when someone
rain / snow later. Alternatively, say I may go to the gives them a nice present, when they win a
cinema tonight but I haven’t decided yet. Tell students competition, etc.). Students then work in pairs to
may in such sentences is used to express possibility write a sentence for each idiom.
and write this on the board with the sentence below it. SAMPLE ANSWERS:
Ask what other modal verb could replace may in the 1 Paul was over the moon when he passed the exam.
sentence to elicit might. Write the sentence with might. 2 Mum and Dad are taking me to Disneyland. I’m on
on the board too. top of the world.
■ Return to the first box on the board (ability). Write I can Ex 2 Students read the dialogue and fill in the prepositions.
swim. Elicit from students how we would express it in
the past (I could swim). Then write I can help you and
elicit how we would express this in the future (I will be FOLLOW-UP ACTIVITY
able to help you). Check students’ understanding of the phrases by
■ Turn to the Grammar Reference (page 166) and read asking the following questions.
through the information on modal verbs with students. 1 Do you think Mark is in love with Debbie?
2 Are you mad about any sports? What are they?
Grammar Practice 3 What food are you fond of?
Ex 1 This exercise checks students’ understanding of the

different uses of the modal verbs.
Functional Language
Ex 2 This exercise offers more practice in the use of the
modal verbs. Ex a Ask students questions to elicit some of the functional
language practised in this activity. For example:
FOLLOW-UP ACTIVITY Will it rain tomorrow?
Students work in pairs to write short dialogues of Are you going on holiday this summer?
their own, using May I ...? Could you ...? I can’t ... We Will you go to university when you leave school?
might ... Can I ...? Students read the dialogue in pairs, then answer the
two questions.
Ex b Students read the dialogue again and underline the
Vocabulary Practice relevant words and phrases. Tell them there are
■ For each of the question words students make a eight in all.
question. For example: Ex c Students discuss their answers to the questions.
What’s your name? SAMPLE ANSWERS:
Who is your best friend? Yes, because she’ll probably talk to her parents
They should direct these questions to one of their about it to night.
classmates, who should answer in turn. Students Lucy probably likes Wayne Evans.
then do the exercise. Ex d Explain the oral activity to students. They can write
the dialogue then read it, or act it out without writing
Speaking it first. This depends on the level of the class / each
pair of students. Easy finishers could help weaker
■ The speaking activity offers students a chance to pairs by checking what they have written so far and
practise using Can you and Could you in questions offering help with the use of phrases expressing
about ability. certainty / uncertainty.
After students have asked each other the questions,
they should report back to the class about their findings.
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7 Lesson 3 Let’s celebrate!

Lesson Summary
● extending invitations ● to expose students further to informal letters
● accepting and refusing invitations ● to provide students with the resources to complete an
● talking about celebrations informal letter about Christmas

● to provide practice in understanding spoken language
Topics:
● to teach the pronunciation of /s/ and /˙/
● celebrations; Christmas
● to enable students to extend invitations to their peers,
Writing Skills: and to respond to invitations appropriately

● completing an informal letter about Christmas.
WARM-UP
■ Show students objects (or pictures of them) related to Question 4: I’d love to visit you at Christmas sometime.
different celebrations and elicit the kind of celebration. (Daphne’s letter)
(For example: a Valentine’s Day card, a birthday cake
candle, a Christmas decoration.) Ask students if they
can think of any other celebrations and, for each one, Vocabulary Check
ask what objects are connected to it (for example: ■ Students form nouns from the verbs. You could help by
Easter - eggs; the first of May - flowers). telling them that in each case the noun is formed in the
same way.
Listen and Read

FOLLOW-UP ACTIVITY
■ Ask students if they remember who Daphne is (Julie’s Tell students to look at Julie’s letter and to find an
penfriend) and where she lives (Australia). expression we use when we want to tell somebody
■ Play the cassette (the first letter); students follow in their something surprising (guess what). Practise the
books. Ask students what the letter is about (what expression by giving students situations and asking
happened on Valentine’s Day and what usually happens them to respond in the following way.
at Easter). Teacher: I had a maths test yesterday and guess
■ Ask What does Julie ask Daphne to do? (to write a letter what - I
about her favourite celebration). Then ask students what Student: passed / got 100% / got everything right.
they would write about if they were Daphne. Teacher: My grandma visited us yesterday and guess
■ Play Daphne’s letter; students follow in their books. Ask what - she
What celebrations does Daphne describe? (Australia Student: gave me a present / 20 euros.
Day and the Chinese New Year.) Other prompts:
We went to the zoo yesterday ...
I played tennis with Susan last week ...
Comprehension Check My sister went to Hollywood ...
■ Check students’ understanding of the text with the
multiple choice exercise.
For each answer, ask students to identify the place in Writing
the text that gives that specific information. Ex 1 Students cover up the answer choices. Read out the
Question 1: Although Valentine’s Day is fun, I think I text and pause at each space for students to supply
enjoy Easter more. (Julie’s letter) a possible answer. Do not say which answers are
Question 2: ... have a barbecue in the garden ... correct and which are incorrect at this stage, but
(Daphne’s letter) indicate through gestures how acceptable students’
Question 3: There were lion and dragon dances in the guesses are. Students then open their books and do
city centre. (Daphne’s letter) the exercise.
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Ex 2 Tell students to imagine that Daphne is also their

penfriend and that they are going to write her a letter Functional Language
about Christmas in their country. Read the Ex a Say I’m having a party on Saturday evening. Do you
beginning of the letter with them, then look at the want to come? to elicit from students responses
pictures which show some of the things people do at such as No, I can’t., etc. Read the phrases given and
Christmas. Ask students if they do these things, and explain that these can be used to invite someone
if there is anything else they would like to tell somewhere, to accept or refuse an invitation.
Daphne about. Supply the relevant vocabulary if Students put the phrases into the correct box, then
necessary. use them to complete the sentences.
■ Ask students Why do you enjoy Christmas so much? Ex b Students work in pairs to extend invitations and
and elicit some ideas from them. They can refer to respond with both an acceptance and a refusal.
the ideas given in part c if necessary. Finally, read
the letter ending.
FOLLOW-UP ACTIVITY
■ The letter can either be done in the classroom or Give out the photocopies (Supplementary Teaching
set for homework. Tell students to organise the Material - page 111). Students use the prompts to act
information they include in paragraphs as indicated out the dialogue. This activity practices functional lan-
in this section. guage connected with invitations and vocabulary con-
nected with celebrations.
Speaking Pronunciation
■ Students practice talking about important days in their Ex a Write see and She on the board and ask for a
country. They can work in pairs first, then tell the rest of volunteer to say each one. Point out that the sounds
the class about the three days. Offer students help with at the beginning of each word are different.
vocabulary / structures that might be required.
Play the cassette; students listen and repeat chorally.
Tell students that the sentence is what is known as a
Language Awareness tongue twister, and should be repeated again and
■ Students choose the correct answers. The expression again a little faster each time. Let volunteers try this.
for a while appears in Julie’s letter to Daphne. Ex b Students say the words out loud and tick the sounds
they hear.
FOLLOW-UP ACTIVITY
Students write sentences using the phrases in bold. Listening
■ Before students listen, ask them to tell you some ideas
associated with each celebration. Then play the
cassette twice while students match the speakers to the
celebrations.
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Lesson Summary
● gathering and presenting information pertaining to ● to motivate students to find out more about celebrations
celebrations that take place in other countries in other countries, using appropriate resources
● to offer more practice in coming to decisions through
Topics:
oral work
● celebrations; shops; parties
● to offer more practice in speculating about a situation
● to generate discussion about students’ achievements
in their learning

■ If possible, take some postcards of the sights of London ■ Students read the text again and fill in the months.
into the class and hold them up. Ask students what
places they show. Students tell you what they know
about London and if they would like to visit / have visited Vocabulary Check
this city. ■ Students do the matching exercise. Tell them to locate
■ Say London is a multicultural city. Write the sentence the words (a, b, c, d) in the text, then to try to work out
on the board, then say People from lots of different their meaning from the context. They should then look
at the definitions (1-4) and find which one is the closest
countries live there. Elicit from students the meaning of
to their idea.
the adjective multicultural. Then ask if they live in an
multicultural area and if so, what you can find and see
there (for example, Italian restaurants, shops selling FOLLOW-UP ACTIVITY
Asian food). Students look through the text again and underline any
vocabulary they do not understand. Make a list of words
Listen and Read on the board and elicit explanation from students. For
any words left, tell students to look at the text again to
■ Students look at the text and tell you where it might work out the meaning from the context.
appear (a magazine). Play the first part of the cassette;
students follow in their books. Ask students what facts
they learnt about the Chinese New Year from the text. Common Mistakes
(Chinese people give money to each other to wish each ■ Students read the pairs of sentences and decide which
other health and success; there are lion and dragon is correct. Point out that these are common errors and
dances in the streets; people have a meal; there are fire- that students should try to avoid making them in their
works) own oral and written work.
■ Play the next section; students follow in their books.
Ask:
Language Corner
Who is St Patrick? (Ireland’s saint)
What did he do? (travelled around Ireland and built ■ Students work in pairs to discuss the differences
schools and churches) between the pairs of words. Tell them to write sentences
to illustrate this.
What colour do people wear on St Patrick’s Day?
SAMPLE ANSWERS:
(green)
1 We’re excited about Christmas.
What do they do? (traditional Irish dancing)
This film is exciting.
■ Play the last part of the cassette; students follow in their 2 I’m interested in fashion.
books. Ask students what the differences are between This book is interesting.
this wedding and weddings in their country. 3 He didn’t pass the test and he was disappointed.
‘We’re not going on London this year.’
Ask different students to read out the texts. ‘That’s disappointing.’
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Joke Let’s Talk

■ Direct student’s attention to the joke. Ask them to explain Ex 1 Explain the situation to students. Before they start,
it using L1. put the following structures on the board for them
to use.
That must go ...
On the label it says ..., so let’s put it ...
Project on the top / bottom shelf
on the left / right
■ Tell students that this project involves finding out about near the till
celebrations that take place in other countries. Ask if
Ex 2 Students look at the picture and decide who is
they can think of any (for example: Thanksgiving in the having the party. Encourage them to give reasons
USA, the Carnival in Brazil). Then ask what sources they for their choice.
could use to obtain the information needed (for exam-
Students then answer the rest of the questions
ple: the Internet, a library, an encyclopedia, a about parties.
travel guide, foreign friends).
■ Divide students into groups of about four. They should
brainstorm to come up with any unusual celebrations Are you moving on? Check Yourself
they have heard of. Explain to students that for their ■ Read the first statement. Ask students what greeting
project they can also write about celebrations such as they would use:
Easter, Christmas, etc. but from the point of view of before a friend took an exam. (All the best / Good
another country, not their own. luck, etc.)
■ Students should each undertake to gather information on someone’s birthday. (Best wishes!)
about one celebration covering the four points when someone gets a new job. (Well done!)
mentioned. When the projects are complete, each ■ Read the second statement. Ask what kind of things we
group should come to the front of the class and share can buy at a newsagent’s and how we would ask for
with their classmates what they found out. They can them.
hold up any pictures they have to illustrate what they
■ Read the third statement. Ask students questions such as:
are saying.
What are you going to do tonight?
■ This project can be elaborated on by asking students to
What are wearing tomorrow?
make any of the traditional food they find out about (if
Are you going on holiday this year?
the ingredients are available). The finished product
should be brought into class for everyone to try. ■ Read the fourth and fifth statements. Ask three students
Alternatively, any students from foreign countries can to come to the front of the class. Give them each a
bring in food / traditional clothes / decorations, etc. piece of paper with one of the following things written
connected with the celebration. on it: invite both students to a barbecue at your house;
refuse the invitation and say why; accept the invitation
and ask a question about it. Students then act out a
short dialogue. Ask the rest of the class if they did it well
Let’s Sing or not and whether they made any mistakes.
Mad about you ■ Read the sixth statement. Ask students what kind of
celebrations they feel confident describing. Then ask if it
■ Students close their books. Write the title of the song on is easier to describe them verbally or in a piece of written
the board and ask what kind of song it could be (a love
work.
song). Play the cassette; students listen then tell you
what the song is about (unrequited love). ■ Students read the statements again and decide which
boxes to tick.
them to read the lyrics and fill in the missing words. Play
the cassette once more so they can check their
answers. Preparation for Module 8
ANSWERS: ◆ photos or postcards of a day out
of, too, out, over (for example: at a museum, zoo, a drive
heart, love, feel, think in the country, a different city) or some
souvenirs
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MODULE 8 Days Out

Lessons 1-4
■ Students look at the title and the pictures, and discuss what kind of days out are represented (a day out at a theme
park, zoo, etc.).
■ Read what is in the Read about ... section. Ask students what they think Chessington World of Adventures could
be and what a safari park is. Read the rest of the information. Ask students:
what ways of talking about future plans they know already. (going to ..., present progressive)
what ways of making suggestions they can think of. (For example: Let’s ..., Shall we ...? I think we should ...)
what adverbs of frequency they can think of. (For example: never, usually, often, sometimes.)
whether they think they could manage to ask for tickets at a fair or theme park in an English-speaking country.
what kind of things a visitor to their home town / city / island could do and see on a day out there.
what structures we can use to express preference. (For example: I like ... more than ..., That idea’s better than ...,
I prefer .... to ...)
■ Ask what is meant by the term Working Animals. Students identify one example of a working animal from the
illustrations on this page (the donkey) and talk about what kind of work this animal does (carrying people / things).
Ask if they can think of any other kinds of working animals (For example: police dogs, animals used in films / TV
programmes)
8 Lesson 1 A great day out.

Lesson Summary
● asking and answering questions using the future ● to introduce students to the formation and use of the
progressive future progressive tense

● making suggestions ● to offer practice (both written and oral) in using the
future progressive tense
Topics:
● zoos; theme parks
● to offer practice in identifying and correcting
mistakes in written English
Structures:
● to develop students’ oral skills with respect to
● future progressive (affirmative, negative, interrogative)
making suggestion and coming to decisions about
● What about...? / Why don’t we...? / Let’s ... / Maybe we
plans
can ...

■ Show some postcards or photos taken on a day out (at ■ Ask students to tell you what Mark, Julie and Rob are
a museum, zoo, different city, etc.) or some souvenirs discussing according to the picture (their day out at a
purchased there. Tell students something about your theme park) Teach the words roller coaster and ride.
day out, then ask them to tell you about a place they
■ Students read the text quickly to find out:
visited recently.
Where the children are going? (Chessington World of
Adventures)
When they are going? (during the Easter break / on
Wednesday morning)
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■ Play the cassette (up to the dialogue); students follow FOLLOW-UP ACTIVITY
in their books. Ask them to imagine they are at Students look at the text on page 106 again and underline
Chessington World of Adventures and to tell you what all examples of the future progressive. (they will not be
they can see and hear. For example: sitting in their classrooms; they will not be having a meal
I can see some wild animals in cages; children are ...; they will be having a hamburger ...; What will we be
laughing. doing...?; you two boys will be shouting for help...)
I can hear / see the monkeys; they’re funny.
I can see a fast food restaurant.
■ Play the dialogue; students follow in their books. Ask: Grammar Practice
Will it rain on Wednesday? (it might)
Does Julie think Mark and Rob will be scared on Ex 1 This exercise offers controlled practice in the
the roller coaster? (yes) formation of the future progressive.
Ex 2 This exercise offers free practice in the future
progressive.
Comprehension Check
SAMPLE ANSWERS:
■ Students read the text again carefully and write answers 1 At 5 o’clock tomorrow, I will be doing my
to the questions. homework.
2 On Saturday morning, I will be watching TV.
3 I will be playing basketball at midday on Sunday.
Vocabulary Check
■ Students should locate the words in the text, then
decide which of the two meanings seems most fitting. Vocabulary Practice
■ Students fill in the prepositions.
FOLLOW-UP ACTIVITY
Ask students to tell you some of the things they are
looking forward to (for example: the summer, their
Speaking
birthday). Then ask students to find words / phrases in ■ This oral activity offers students practice in asking and
the text that mean: answering questions in the future progressive. Students
a place with lots of rides (funfair) can either use the prompts given or ideas of their own
liked by a lot of people (popular with) based on what they know about Chessington World of
day out (day trip) Adventures.
FOLLOW-UP ACTIVITY
Grammar
On small pieces of paper write the names of some
■ Look at your watch and say It’s ... (give the time) now. places people might go to on a day trip in the students’
At this time on Saturday, I’ll be cleaning my car. Write country (for example: zoos, theme parks, parks). Ask
the sentence on the board in this way: for a volunteer to come to the front of the classroom
}
At this time and take a piece of paper. The student should say what
on Saturday,
At ...(the same time he / she will be doing at various times of the day (three
I will be cleaning my car.
as given above) or four sentences). The rest of the class should try and
(with will be cleaning in a different colour). Explain that guess the name of the place being visited. For
this tense is called the future progressive and that will example:
be cleaning indicates the action that will be in progress
at a particular time in the future. Write the negative, Students 1: At eleven o’clock on Sunday morning, I’ll
interrogative and negative-interrogative forms of the be sitting on a bus. At half past eleven, I’ll
sentence on the board too. Then teach the short be riding on the Pirate Ship. I’ll probably
answers. Explain that this tense is never used with be shouting for help as it’s quite scary. At
while. one o’clock, I’ll be having a soft drink. At
two o’clock, I’ll be waiting to get on the
■ Ask students What will you be doing at this time on roller coaster.
Saturday? to elicit replies in the future progressive.
Students 2: Are you going to the Allou Fun Park?
and read through the information with them. Students 1: Yes, I am.
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Language Awareness Functional Language

■ Students read the message and correct the mistakes. ■ Read the structures given and make sure students
know how they are used (for example: What about +
ing; Let’s + bare infinitive).
Vocabulary Expansion ■ Students work in pairs to decide how to spend their

time at the theme park. Then ask students if they
■ Read the list of rides on the left. Ask students which of managed to agree on this. If so, ask what they will be
these they know and what they are like. Students then doing. If not, find out about what they disagreed about.
match the rides with their descriptions
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8 Lesson 2 What a great day!

Lesson Summary
● asking and answering questions about how often ● to offer controlled practice in the formation and use
you do something of adverbs of manner

● to enable students to use adverbs of frequency
Topics:
correctly to produce both written and spoken
● theme parks; freetime activities; buying tickets for
language
funfair / theme park rides
● to expose students to the language used to buy
Structures: tickets for funfair or theme park rides
● adverbs of manner ● to offer students practice in understanding signs
● adverbs of frequency

Students look at the text again and find an expression
■ Revise the future progressive by asking students to
that means the same as pale (as white as a sheet). Ask
imagine they are going to spend the day on the beach
students when people might be as white as a sheet.
and to tell you about some of the things they’ll be doing
(For example: after watching a frightening film, at the top
at various times during the day. For example
of a tall building if they’re scared of heights, before an
At ten o’clock, I’ll be lying on the beach.
important exam.)
At twelve, I’ll be swimming.
■ See how much students remember about the storyline
by asking them to raise their left hand if the following Comprehension Check
statements are true and their right hand if they are false.
1 The children are going to a funfair. (true) ■ Students look back at the text and fill in the names. Ask
2 There is a zoo there too. (true) students why Rob doesn’t tell the truth about the time
3 It is the summer holidays. (false) (to avoid going on the roller coaster again).
4 They are going there by train. (false)
5 They’ll have something to eat there. (true)
6 The roller coaster there isn’t very scary. (false) Grammar
■ Write the sentences below on the board (with the
adjective and adverb in different colours).
Listen and Read He’s a quick runner.
■ Ask students to tell you what they can see in the picture He runs quickly.
and what they think has just happened. Play the first Ask students to tell you which is the adjective and
part of the cassette (up to the dialogue) then ask which the adverb. Then write the following sentences
students to tell you what actually happened. Elicit the on the board:
meaning of the adjective pale (students should be able She’s a slow runner.
to work it out from the context). She runs ________________.
Elicit from students what the adverb is (slowly). Then
■ Play the rest of the cassette; students follow in their ask How do we usually form adverbs? to elicit the rule
book. Ask students to tell you what the children discuss from students (by adding -ly to the adjective).
(the roller coaster, school / schoolwork, the time). Then
ask whether or not they enjoyed their day out. ■ Say I often go to the cinema on Friday evening. Do you
often go to the cinema on Friday evening? Try to elicit
■ Allocate roles; students read out the dialogue. from students responses such as I always / never /
sometimes go .... Explain that these are adverbs of
frequency and write a list of them on the board with
students’ help.
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■ Turn to the Grammar Reference (page 167) and read

the information about adverbs of manner and adverbs Situational English
of frequency with students. ■ Ask students who have been to a theme park or funfair
recently, how they paid. (Did they pay for each ride or
buy a pass?) Explain that at a lot of theme parks,
FOLLOW-UP ACTIVITY visitors have a choice of ways of paying, as explained
Students look back at the dialogue and identify all the in the dialogue. Ask students to read the sentences and
sentences that contain adverbs of manner (We’ve all decide which one opens the dialogue. (Two tickets for
worked really hard ...; We’ve done well; I did badly ...; the pirate ship, please.) This can be done in pairs.
Time goes quickly ...) and those that contain adverbs of Alternatively, give students the first sentence yourself.
frequency (I’ve never had an ...; Time goes quickly
sometimes ...).
FOLLOW-UP ACTIVITY
Students practice reading the dialogue in pairs.
Grammar Practice
Ex 1 Students form adverbs from the adjectives given.
Ex 2 Explain to students that adverbs of manner usually Language Awareness
go after the verb be (She is always late.), before a
Ex 1 Read the sentences with students and make sure
main verb (I never eat fish.) and after an auxiliary or
they understand the phrases in bold. Students then
modal verb (He can usually help us.).
write sentences of their own. This activity can be
done in pairs.
SAMPLE ANSWERS:
Speaking 1 We didn’t like the food in the restaurant at all.

2 ‘Thanks for giving me a lift home from work.’
■ This oral activity offers controlled practice in asking and
‘Not at all.’
answering questions about a person’s habits. Explain
3 He spent 150 euros in all on food.
to students that they must work in pairs and take it in
turns to ask each other the questions. Once they have Ex 2 Students read the signs and work out their meaning.
filled in the table, they can share what they have found
out about their partner with the rest of the class.
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8 Lesson 3 An exciting trip.

Lesson Summary
● completing an informal letter ● to offer students practice in discussing a written text
orally
Topics:
● to develop further students’ word formation skills
● theme parks; safari parks; day trips
● to expose students to the functional language used
Writing Skills: to express preferences
● expressing preferences
● to offer further practice in listening to a text for specif-
● giving opinions ic details

Students give examples of things / places that could be
■ Tell students they are going to go on a trip at the
described as:
weekend with their parents. They can go anywhere
out of this world
they want. Ask where they would like to go most, why,
terrifying
and how they would spend their time there.
crowded
Speaking
Listen and Read
Ex a Students look at the leaflet (without reading the
■ Ask students to read the introductory text aloud. Then accompanying text) and say what kind of place they
ask them to look at the leaflet and say what kind of think Woburn Safari Park is and what kind of
place Alton Towers is (a theme park). Ask students information might be contained in the text. Choose
what they understand by the sentence The rides are out somebody to read the text aloud.
of this world (amazing, fantastic, etc.).
Tell students to imagine they are planning a visit to
■ Ask a different student to read out the information on Woburn Safari Park and ask What information in the
the leaflet. Ask students what we learn about the rides. text is the most important? (the animals are free so
(They’re terrifying and exciting. There are special rides you have to go around by car - with closed windows
for children.) - or by the special bus).
■ Play the cassette; students follow in their books. Ask: Ex b Students give their opinion and justify it based on
Why is Beth writing to Vicky? what they know about the park.
(to tell her about the trip)
What doesn’t Beth’s Mum like? Ex c Direct students’ attention to the four phrases at the
(heights / frightening rides) bottom of the page (I think so, etc.) Illustrate their
Is Alton Towers near Beth’s home? (no) use by putting the following on the board:
{
Will a lot of people be there? (probably) I think so. Look at all the grey clouds!
I hope so. I love the rain.
Is it going to
I hope not. We’re having a barbecue
rain later?
in the garden tonight.
Comprehension Check I don’t think so. The sun’s shining
and there are no clouds in the sky.
■ Students correct all the sentences.
Alternatively, after you give the first response,
encourage students to supply appropriate
sentences to follow the other three phrases to show
Vocabulary Check
they understand their use and meaning.
■ Students locate the vocabulary items in the text and Students work in pairs to ask and answer questions
decide which meaning is correct. about the park. Early finishers can try to think up
additional questions to ask each other.
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Ask them to form:

Writing
the opposite of expensive (inexpensive)
■ Read out the rubric, then tell students to fill in the name the opposite of agree (disagree)
of the friend they are going to send their letter to in the an adjective from danger (dangerous)
appropriate place. Then read the questions and elicit an adjective from horror (horrible)
answers. For question 3 students should refer back to a noun for a person from listen (listener)
the text in the Speaking section. For question 4, they a noun for a person from visit (visitor)
can look at the leaflet and use their imagination. an adjective from help (helpful)
■ Explain that they should complete the letter by filling in an adjective from friend (friendly)
the answers to the questions in the appropriate places. another noun from neighbour (neighbourhood)
This can be set for homework or completed in class. a noun from invite (invitation)
another adjective from excited (exciting)
the opposite of popular (unpopular)
■ Read the sentences one by one and get students to tell
you what kind of word (adjective, noun, etc.) is missing Functional Language
from each one. They then fill in the answers. ■ Students locate the appropriate words / phrases in the
dialogue.
FOLLOW-UP ACTIVITY ■ Students read out the dialogue in pairs.

Tell students they are going to play a game which
FOLLOW-UP ACTIVITY
involves forming one word from another. Split the class
Students work in pairs to write a short dialogue using as
into two teams and put the diagramm below on the
many of the underlined words / phrases as they can.
board:
Tell them to begin by making some kind of suggestion.
For example:
Shall we go to the beach tomorrow?
Do you want to come to a football match on Saturday?
Choose some pairs to read out their dialogues.
Language Awareness
Ex 1 Students read the dialogues and fill in the missing
A B verbs.
Explain to students that you are going to give them a

word and they have to form another word from it. FOLLOW-UP ACTIVITY
For example: Ask the following questions to check students’
understanding of the expressions.
Teacher: Make an adjective from crowd. Did you have to wait long the last time you caught a
Team A: Crowded. bus?
If their answer is correct, rub out the football and move Do you take long to get ready to go out?
it one line closer to the opposing team’s goal. If they When was the last time your mum or Dad told you
answer incorrectly, however, the ball moves one line in not to be long?
the direction of their own goal. After each goal has been Ex 2 Students fill in the phrases. Ask them if they can
scored, put the ball back in the middle again. Tell teams think of anyway of rephrasing long ago and for long
they can only give one answer each time so they (a long time ago; for a long time).
should confer before deciding.
Ex 3 Students choose the correct answer each time.
Listening
■ Ask students for a brief description of what they can see
in each picture. Then ask which of these things they
would expect to be able to do or see at a safari park.
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Lesson Summary
● gathering and presenting information about ● to offer students practice in talking about pets and
interesting or unusual animals other animals

● to enable students to recognise the function of signs
Topics:
● working animals; pets
● to provide practice in drawing conclusions based on
visual and written material (leaflets)
● to motivate students to consider the role of animals
in our lives
● to develop students’ self-assessment skills.

■ Ask students what their favourite animal is and why. For ■ Students look at the text again to find the answers.
each one, try to elicit some words and ideas that
students associate with them. For example: lion - proud, FOLLOW-UP ACTIVITY
dangerous, king of the jungle; cat - independent, clever, Ask students the following question:
good pets, hunters. Who do you think would find this text most interesting?
a farmer
a teenager who is interested in animals
someone who is planning to visit the Himalayas
Students justify their choice.
Listen and Read
■ Students look at the pictures, tell you what animals they
can see and if they know what kind of work they do.
■ Students close their books. Write the following Vocabulary Check
sentences on the board and tell students to complete ■ Tell students to try and fill in the missing letters without
them as they listen. Play the first section of the referring to the text. If they have any difficulties, however,
cassette. they should do so.
Pigs have ______ noses. (strong)
Truffles are ______ . (expensive)
We find truffles in the ________. (forest)
FOLLOW-UP ACTIVITY
■ Check students’ answers, then put the following Refer students to the lexical item in sentence 5 (sense
sentences on the board. Students should listen and of smell). Ask how many senses we have (five) and
write yes or no next to each one. Play the last section of what they are (smell, sight, taste, touch, hearing). Ask if
the cassette. they know of any animals which have a particularly
Yaks live in the mountains. (yes) good sense of smell, sight, etc.
You can make clothes from a yak’s hair. (no)
You see lots of yaks on the roads. (no)
Yaks are dangerous animals. (no)
■ Check student’s answers; they then open their books.
Speaking
Choose students to read out the text, section by ■ Have a classroom discussion based on the questions in
section. Ask students why the pig described in the last this section. Expand on it by asking students if they feel
sentence of the first section will be very happy (because people treat animals badly and, if so, what examples
it will have eaten a truffle). Then ask which section they they can think of.
enjoyed reading most and why.
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Project Are you moving on? Check Yourself

■ Divide students into small groups and read the ■ Students read each statement in small groups and
instructions with them. Ask students where they can find discuss how well they feel they can achieve it. As they
information for this project (the Internet, encyclopedias, do so, walk around the class to offer help in
wildlife documentaries etc.). understanding the statement or reminding them in
which lesson / activity they practised it.
■ Ask what the names of the animals in the pictures are
(donkey, buffalo, llama, kangaroo, camel, deer, walrus) ■ When they have finished, practise doing some of the
and that they know about them. Then ask them to things in the statements. For example: ask them to tell
brainstorm different kinds of unusual or interesting you what they plan to do at the weekend / in the
animals. Each group shares its ideas with the rest of the summer / when they leave school; make some
class. suggestions for them to respond to, etc.
■ Tell students they should decide what format their
project will take. For example: a large poster / wall
display, a booklet, a magazine article, a talk to be given
orally. Preparation for Module 9
◆ pictures of people who look as though
they have problems (for example: family
problems, work related problems, problems
Joke at school, health problems)
■ Students look at the jokes, then explain to you why they ◆ Greek or English magazines aimed at teenagers
are funny. Ask if they know any jokes about animals in which have got an advice column or problem
their own language. If so, they should tell them in page related to health so that students can see
English. the letters
◆ a box or container that can be used to draw
pieces of paper from
Language Corner ◆ photocopies of Supplementary Teaching Material -
page 112.
■ Read this section with students. Ask if they think they
make either of these mistakes when writing or speaking
English.
Let’s talk
Ex 1a Students do this activity without asking about any
language they don’t understand. Once they have
finished, check their answers and discuss any new
vocabulary / structures.
Ex 1b Students work in pairs to decide how the sign
should be filled in. Although Do not feed the
giraffes is what would usually be seen in these
circumstances other answers are acceptable, such
as You should / must not feed / give food to the
giraffes.
Ex 2 Students look at the leaflets and discuss what they
might be able to do at each place. They then discuss
where they would prefer to go and try to come to a
decision regarding this. Remind them of the ways of
expressing preference seen on page 114.
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MODULE 9 Problems [II]

Lessons 1-4
■ Read the Read about ... section. Ask students what problems Mark’s friends could have, and what kind of
problems teenagers often have.
■ Read the Learn how to ... section. Ask students who they usually talk to when they have problems (a friend, a
parent, etc.). Then ask what ways of asking for and giving advice they know in English. For example: Can you help
me ...? I’ve got a problem and I need to talk to someone about it. You must ... . I think you should ... What about ...?
■ Read the Cross-cultural corner title. Ask students if they can think of any problems people face in other parts of
the world. For example:
In Asian countries there is often heavy rain, floods and typhoons.
People in some countries in Africa don’t have enough to eat.
■ Look at the pictures. Students say how they think the people feel and what problems they could have.
9 Lesson 1 I’ve got a problem.

Lesson Summary
● asking for advice ● to introduce students to functional language used to
ask for advice

Topics:
● to practise the formation and use of first conditional
● problems; asking for advice
sentences through role-play
Structures:
● to offer controlled practice in forming first conditional
● first conditional sentences
Do you think I should ... ? / What do you advise me to sentences
do? / What can I do?
WARM-UP ■ Play the cassette; Students follow in their books.

Ask:
■ Direct students’ attention to the title of the lesson (I’ve Why does Debbie think Colin stole the money? (she
got a problem.) and ask Who’s got a problem in this saw him with a sportsbag on the day of the robbery
lesson? to elicit the answer Debbie. Hold your book and he had money the next day)
open on page 120 and point to the picture if students Why doesn’t she want to tell the head teacher? (Colin
need prompting. will be in trouble with the police)
Why doesn’t she want to tell her mum? (she’ll
■ Ask students to give their opinions as to the following
probably phone the school)
questions:
1 How does Debbie feel? ■ Play the rest of the cassette: students follow in their
2 Why? books. Elicit from students what Debbie and Mark
3 Who will Debbie talk to about her problem? are going to do, then ask for any reasons why Debbie
doesn’t want to talk about the problem over the phone.
(She probably doesn’t want anyone to overhear.)
Listen and Read
■ Tell students to read the first section of the text (up
to the dialogue) quickly to find the answers to the Comprehension Check
questions above (1 she feels unhappy 2 she thinks Colin is
■ Students read the text again and answer the questions.
the thief 3 Mark).
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Vocabulary Check Grammar Practice

■ Students work out the meaning of the vocabulary items Ex 1 Students practise forming first conditional sentences
from the context. For each one, ask why they made the by filling in the verbs.
choice they did. For example:
FOLLOW-UP ACTIVITY
Colin will be in trouble if Debbie phones the head
Offer less controlled practice in the formation of first
teacher and we know that he has done something
conditional sentences by giving out the worksheet
wrong.
(Supplementary Teaching Material – page 112).
Students can include negative clauses in their
FOLLOW-UP ACTIVITY sentences.
Check students’ understanding of the three phrases by SOME SUGGESTED ANSWERS:
asking these questions: If it rains, you’ll get wet.
1 When was the last time you were in trouble with your If you go on the roller coaster, you’ll feel ill.
parents? What happened? If I go to the theme park, I’ll go on some rides.
2 Imagine you know your friend stole a T-shirt from a If I win some money, I’ll buy a nice car.
shop. Do you keep quiet about it? If you get wet, you’ll have a bad cold.
3 Do you often decide to do things and then change If I don’t feel well, I won’t go to school.
your mind? Ex 2 This exercise offers controlled practice in the use of
unless in first conditional sentences.
Grammar
Vocabulary Practice
■ Look out of the window and make a first conditional
sentence with reference to the weather. This sentence ■ Students fill in the correct form of the words given.
should take into account the fact that first conditional
sentences refer to something that could happen. Speaking
Therefore, if it is a fine day, you could say If it is sunny
Ex a Explain the activity to students. Student A (Mark)
tomorrow, we will have a picnic by the river or, if it is a
should form sentences with the modal verb
winter’s day, If it snows tomorrow, we will go skiing.
must and Student B (Debbie) should respond with
Write the sentences on the board and explain to
first conditional sentences. Early finishers can try to
students how such sentences are formed. Explain that
continue the dialogue with more advice from Student
first conditional sentences can also be negative. For A and appropriate responses from Student B.
example:
If it rains tomorrow, we won’t go to the beach. Ex b Have a discussion about what will happen next in the
story.
■ Offer practice in the formation of first conditional
sentences (and evaluate how well students have Functional Language
understood their meaning) by asking them to complete
the sentences you begin. For example: ■ Students read the dialogues and decide which ones
involve somebody asking for advice and somebody
Teacher: If it rains later,
giving it.
Student 1: I’ll get wet.
Teacher: If you are late for school,
Student 2: you’ll be in trouble. FOLLOW-UP ACTIVITY
Other prompts for the teacher include: If I go to the Students underline all the phrases in the dialogues that
library later, ... If I win the race, ... If I have time, ... etc. are used to ask for advice (Do you think I should ... ?
What do you advise me to do? What would you do in my
■ Explain that we sometimes use unless instead of if. For position? What can I do?). Students then think of a
example: problem and ask their partner for advice using one of
If you don’t help me, I will be angry. the structures. For example:
Unless you help me, I will be angry. Student 1: I can’t do my history essay. Do you think I
■ Explain that modal verbs can also be used in first should talk to my teacher?
conditional sentences. Read the examples in the Student 2: Yes, that’s a good idea. My parents want to
Grammar Reference (page 167) with students and the move to a different area, but I don’t want to.
part next to the warning sign ( ! ). What do you advise me to do?
Student 1: I think you should explain how you feel about
it.
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Joke
■ Refer students to the joke and ask for an explanation of
it in L1.
Language Awareness
Ex 1 All the phrases could be used when discussing
problems or confiding. Students match each one
with a phrase with the same meaning.
FOLLOW-UP ACTIVITY
Students work in pairs to write a short dialogue
containing as many of the phrases on the left (or the
right) as they can. They then read them out for the
rest of the class to hear.
Ex 2 Students identify the mistakes in the sentences and
correct them. Tell them to look out for similar
mistakes in their own written work.
■ This exercise introduces students to other ways of
discussing problems.
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9 Lesson 2 A shoulder to cry on.

Lesson Summary
● giving instructions / orders ● to equip students with the functional language
● giving advice appropriate for giving advice

● to introduce students to, and offer controlled practice
Topics:
in using, must, should / ought to and shall
● problems; helping friends
● to introduce students to the formation and use of the
Structures: imperative form
● imperative form
You must / should / ought to ...

Shall I ... ?
I’d advise you to ... / I think you should ... / What you
need to do is ...
WARM-UP
■ Hold up pictures of people who look as though they ■ Play the last part of the cassette. Ask:
have problems and ask students what they think each What advice did Mark give Debbie? (she should ask
person’s problem is. Elicit advice for some of these. Colin about the sportsbag and the money).
Is Debbie going to see Colin alone? (no, Mark is going
■ Revise first conditional sentences by giving students
with her)
a statement (for example: If it snows, I’ll go skiing.)
and asking someone to add another first conditional
sentence to this. (for example: If I spend a lot of money FOLLOW-UP ACTIVITY
today, I won’t have any next week.). Students continue Students make some predictions about what will
adding sentences for as long as they can. If a problem happen when Debbie meets Colin.
arises before everyone has had a turn, intervene with an
appropriate sentence, then ask the next person to
continue.
Comprehension Check
■ Students tick the correct boxes.
Listen and Read

FOLLOW-UP ACTIVITY
■ Ask students what they think the title means (someone Ask students what the words / phrases below mean:
you can confide in and get support from when you have a park bench
problem). Ask Who needs a shoulder to cry on? essay
(Debbie). ought to
■ Play the first part of the cassette; students follow in their nervous
books. Ask who Mark met (his friend Ben) and how he help out
seemed (upset). Write Let him leave on the board and explain the
■ Play the dialogue. Ask students to correct the following meaning. Give students the negative form too (Don’t let
statements: him leave.).
Ben wants to move. (he doesn’t want to)
Ben has only talked to his parents about how he feels.
(he’s only talked to his teachers)
Ben is going to phone his dad. (he’s going to speak to
him at home)
Ask students if they think Mark gave Ben the right
advice.
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Grammar Speaking
■ Tell students that we use the imperative to give ■ This activity offers students practice in using modal
commands, instructions, etc. Give some examples for verbs (must, should / ought to) and the imperative form.
students to carry out. For example: Before students start, make sure they understand
Open your books. exactly what is required.
Look up.
Don’t talk. FOLLOW-UP ACTIVITY
Stand up. Students swap roles. This time Student B has to think of
■ Say It’s a sunny day. Let’s go to the beach. Write some problems and Student A some relevant advice.
this on the board and explain that Let’s is used to make
suggestions. The negative form is Let’s not ... Functional Language
■ Ask students what modal verbs we use when giving Ex 1 Students discuss each of the possible solutions in
advice (must and should). Elicit examples from them small groups and try to come to a decision as
and write these on the board. Then explain that ought to to which is best. Find out what each group has
can be used instead of must. Explain that we can use decided and, if there is disagreement, encourage
have to instead of must. Write He has to leave on the classroom discussion so students can voice their
board, then give the past and future forms. Explain that opinions.
these are used instead of must.
Ex 2 Make sure students understand Darren’s problem,
■ Put the following sentences on the board and ask what then instruct them to work in pairs to discuss what
we use the modal verb shall for in such sentences (to he should do. Students should share their ideas with
make suggestions / offers). the rest of the class, providing justification.
Shall we go to the park?
Shall I help you?
Language Awareness
Tell students that the first sentence could be rephrased
as Let’s go to the park. Ex 1 Students fill in the correct words. As they do so, they
should decide which sentence contains the noun
■ Refer students to the Grammar Reference (page 168) and which the verb.
and read through the information with them.
Ex 2 Tell students that one word can often have a number
of meanings and that good is an example of this.
Students work out the meaning of good in each
Grammar Practice sentence.
Ex 1 Students choose the correct answers to complete

the dialogue. FOLLOW-UP ACTIVITY
Play the following game to consolidate what students
know about the different uses of modal verbs (and
FOLLOW-UP ACTIVITY structures that can replace them). Put the diagram
Students work in pairs and write the dialogue that below on the board:
they think will take place between Colin and the can ought to may
head teacher. Ask some pairs to read theirs out.
could might be able to
Ex 2 Students complete the signs, which all contain must shall should
examples of the imperative form, then decide where Students work in two teams (A and B). The game is
they might see each one. played like noughts and crosses. In other words, Team
A chooses a box and has to make a correct sentence
with it. If the sentence is completely correct, put an X in
FOLLOW-UP ACTIVITY it, if not, leave it as it is. Team B then chooses a box.
Ask students to work in small groups to draw other The object of the game is to get a row of three crosses
signs that could be seen in the four places mentioned, or three noughts. The row must be horizontal, vertical
using the imperative. Alternatively, they could try to or diagonal. This game can also be played with verbs,
think of signs that might be seen in other places (for adjectives, prepositions, etc.
example, outside a petrol station ‘Do not smoke.’).
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9 Lesson 3 Dear Penelope, ...

Lesson Summary
Functions:
● talking about problems Objectives:
● offering comfort ● to consolidate students’ ability to ask for and give
● giving advice advice by producing both written and spoken texts

● to teach the pronunciation of the vowel sounds /ˆ/ and
Topics:
/u:/
● magazine problem pages
● to develop students’ listening skills
Writing Skills: ● to expose students to the format and register of letters

● completing a letter of advice to a problem page
WARM-UP
■ Take in a number of Greek or English magazines (ones ■ Students work on their own to make full sentences from
aimed at teenagers in particular) hold them open at the prompts. This can be done in pencil first, then they
their problem pages. Ask students to tell you what kind should compare their work to their partners and see
of problems people write to these magazines about and what differences there are. These should be discussed
find out if students enjoy reading them. and the correct version decided on. Alternatively, this
exercise could be done at home.
Listen and Read FOLLOW-UP ACTIVITY

■ Play each section of the cassette with students’ books If the letter is completed in class, students can be asked
closed. After they listen to each letter in turn, ask for an to write a reply to either Luke or Clare at home. The
explanation of each problem and a possible solution to it. Speaking exercise in this section will be a good source
of ideas for this.
FOLLOW-UP ACTIVITY
Students work in pairs to work out the meaning of the
following words / phrases:
Speaking
■ Students act out the dialogue, asking for and giving
[CLARE’S LETTER] [JENNY’S LETTER] [LUKE’S LETTER]
advice. Early finishers can swap roles and act out
ask her out a dialogue focusing on one of the other problems.
strict shoplift
make fun of
care about jewellery
solve
tell lies lie
crazy
Language Awareness
■ Students work in pairs to correct the mistakes in the
Comprehension Check sentences.
■ Students decide which person each statement applies

to. Functional Language
Ex 1 Read the phrases then explain the verb comfort.
Writing Ex 2 Students read the dialogues (without filling in
■ Explain that the letter here is Penelope’s answer to one anything) and tell you what problems the three
of the problems. Students complete it by expanding the people have.
prompts into full sentences. Tell students to look at ANSWERS:
these prompts quickly and to work out from them who Rachel broke her dad’s computer.
the letter is for, Clare, Luke or Jenny. If anyone is Mrs Simmons is worried about paying a bill.
unsure, they can fill in the missing name once the letter Someone has stolen Andy’s motorbike.
is complete.
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■ Direct students’ attention to the quotation. Read it out

and allow students some time to work out what it Pronunciation
means. (It’s best to solve a problem when it first comes up, Ex a Play the cassette students listen and repeat the
rather than wait.) Then have a discussion about whether words chorally. Play the cassette again and this time
or not students agree with it. ask individual students to repeat.
Ex b Students say each word out loud and put them in
the correct place.
FOLLOW-UP ACTIVITY
Give out some of the letters from the problem pages
you showed the class at the beginning of the lesson.
Students work in small groups (three or four). Give a
Listening
different letter to one person in each group and tell him ■ Remind students of Luke’s problem (page 126). Tell
/ her that they should read the letter then imagine that them they are going to listen to the letter Penelope
they are the person who wrote it. They should then tell sent him. Before they listen, ask them to read the four
the rest of the class what their problem is. The others questions here and guess what the answers could be.
should give advice. Remind them to use some of the Then play the cassette twice so students can check /
phrases from the table in exercise 1. change their answers.
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Lesson Summary
● finding out and writing about foreign children living in ● to discuss verbally ideas which appear in a written text
student’s country ● to offer students a different perspective on teenage

problems
Topics:
● problems faced by teenage children living in a foreign ● to develop students’ ability to work out meaning from
country context
● to provide practice in simulating a dialogue based on
information presented as a notice / timetable
WARM-UP Vocabulary Check

■ Put the following phrases on the board and ask ■ Students fill in the missing words. If they have any
students if they have ever done any of them. problems doing so, refer them to the two letters on
move to a new area page 129, where all the answers can be found.
start a school where you don’t know anyone
eat at a restaurant that only serves foreign food
Speaking
Students discuss their experiences of the above. Those
who haven’t actually experienced these things can ■ Students discuss the questions. Write any relevant
contribute by saying what they imagine it must be like. vocabulary on the board. If there are any children from
other countries in the class, ask them to share some of
their experiences with the rest of the class.
Listen and Read
■ Read out the title of the article. Elicit its meaning from
students (people all over the world have problems).
Project
■ Read through the instructions for the project with the
■ Play the cassette (including the first letter); students
class. Ask students to raise their hands if they know a
follow in their books. Ask students to explain what
child / some children from foreign countries who they
Akanke’s problem is (her parents don’t give her enough
could talk to. Anyone who doesn’t, should be paired
freedom).
with someone who does. Explain that they do not have
■ Play the second letter; students follow in their books. to include information about all the aspects listed
Ask what Antonio’s problem is (he doesn’t want to return (it depends what they find out) and that they could
to Portugal). include other information about the life / experiences of
the person in question.
■ Ask for volunteers to read out the two letters.
■ While most children will probably prefer to present the
information in written form, students with access to a
Comprehension Check video camera could film interviews instead. However,
■ Students decide if the statements are true or false. for this to work, the person being interviewed would
have to be able to express themselves well in English.
FOLLOW-UP ACTIVITY
Students work in pairs to find in what way Akanke’s Poem
experiences are similar to Antonio’s. (They both moved ■ Read the poem; students follow in their books. Ask
to foreign countries as children. They both feel good about students what problem the person who wrote the poem
their social life. They both disagree with something their par- has and how they would feel if they were in the same
ents have decided. They both like life in their new country.) position. (He / She is moving house and doesn’t want to,
especially as it will include going to a new school.)
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■ Put these two questions on the board and tell students

to read the poem carefully to answer them. Are you moving on? Check Yourself
Why do you think the family is moving? (probably ■ Students read each statement and tick the box they feel
because of one of the parents’ – the father’s – job) is applicable. Then ask which of the four things they can
Have they moved before? (Yes – ‘What can I say? It do best and which they think is the most difficult. Ask
never ends.’) students if they feel reading the problem pages in
English magazines aimed at teenagers would help
FOLLOW-UP ACTIVITY them improve.
Write the names of as many different countries as there
are students in the class (make sure they are countries
students have some knowledge of already). Put them in
some kind of container and ask students to take one Preparation for Module 10
each. They look at it to find out what country they are ◆ pictures of different places, people,
moving to. Ask them to spend a few minutes thinking animals and objects
about two positive and two negative things connected
to moving to that country. They should then share their
ideas with the rest of the class.
Language Corner
■ Read this section with students.
Let’s Talk
Ex 1 Explain to students that they must work in pairs. One
of them will play the role of Mr Watson, the head
teacher and the other a student who wants to talk to
him. They must act out a dialogue in which they try
to find a time when they can meet and talk. The
times that Mr Watson is available are on the notice
on the door, the school timetable gives information
about the student.
Put the beginning of the dialogue on the board to
get students started.
Student: Excuse me, Mr Watson. I need to talk to
you.
Mr Watson: Well, I’m busy at the moment. Let’s try
and find a time that is suitable for both of
us.
Ex 2 Students speculate about the problem that Joanne
has. They then answer the rest of the questions.
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MODULE 10 Food & Health

Lessons 1-6
■ Students look at the pictures down the side of the page and say what countries they associate them with (Russia,
Germany, France, Greece). Ask if they are interested in trying foreign food. Ask them to look at the other pictures,
and ask for ideas about what they might learn based on what they can see.
■ Read aloud what is covered in this module of the book. Ask students what they think will be the most interesting
part of the module and what they are least looking forward to reading / learning about.
10 Lesson 1 Anyone for ice cream?
Lesson Summary
● talking about eating habits ● to introduce students to the formation and use of the
passive voice (simple present, simple past, simple
● giving cooking instructions
future)
Topics: ● to offer controlled practice in the formation of the
● ice cream; cooking; eating habits; menus

passive voice
● to offer controlled practice in the formation and use
Structures: of questions tags
● passive voice ● to introduce students to language connected with
● question tags food, its preparation and containers, and menus

■ Ask students what they have eaten so far today and if ■ Students read the text again and write answers to the
they think it was healthy food or not. Then ask what questions.
their favourite food is and how often they eat it.
Listen and Read Vocabulary Check

■ Students look at the pictures and make predictions ■ Students match the columns. The three expressions all
about what the text is about. appear in the text.
■ Tell students to read the text (up to the dialogue) in

order to answer the following questions: FOLLOW-UP ACTIVITY
Where does ice cream come from? (China) Ask students the following questions to check their
What do we need to make ice cream? (eggs, milk, understanding of the phrases.
sugar, fruit or chocolate) 1 Why do people usually put on weight?
2 What food are you fond of?
■ Check students’ answers then play the whole cassette; 3 Do you know anyone who is on a diet? What kind of
students follow in their books. Ask whether the food do they eat?
following statements are true or false.
Julie likes ice cream. (true) ■ Students look at the text again and find words to fit
Mark doesn’t like chocolate ice cream. (false) these definitions:
Mark’s trousers are too big for him. (false) a person who cooks food for others (chef)
Mark had two bowls of ice cream. (true) something sweet that we eat at the end of a meal
(dessert)
■ Ask students why they think Mark wants to lose weight. a sweet sauce (syrup)
(Perhaps to impress Debbie.)
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■ Put the examples below on the board – those with

Grammar negative question tags on the left hand side and those
■ Refer students to the sentences in the Grammar box with affirmative on the right hand (under their
and explain that they are all in the passive voice. Write corresponding sentences).
the sentences below on the board to explain the terms She is crying, isn’t she?
active voice and passive voice. They aren’t laughing, are they?
They sell concert tickets there. (Active voice) You like ice cream, don’t you?
Concert tickets are sold there. (Passive voice) He doesn’t like ice cream, does he?
(Sell and are sold should be in a different colour from He ate all the food, didn’t he?
the rest of the sentence.) He didn’t eat much, did he?
She will help us, won’t she?
■ Ask students what tense the active voice sentence is in
She won’t be there, will she?
(simple present). Explain that to form the passive voice,
the main verb of a sentence (sell in this case) is placed ■ Refer students to the Grammar Reference (page 169)
after the verb to be in the appropriate tense (in this case and read through the information with them paying
the simple present). Point out also that the object of the special attention to the note (pertaining to have) and the
active voice sentence has become the subject of the special question tags.
passive voice sentence.
■ Below the passive voice sentence, write the negative Grammar Practice
and interrogative forms. Then put the active voice
Ex 1 Ask students to look at each of the active voice
sentences below on the board, elicit the passive form in sentences and say which tense is used. Explain that
the affirmative, negative and interrogative. they have to rewrite the sentences in the passive
They finished the work. voice. Do the first one with them. Students complete
Someone will take you to the party. the rest alone.
■ Refer students to the Grammar Reference (page 168 / Ex 2 This exercise offers controlled practice in the formation
169) where they can see examples of passive voice of question tags.
sentences in the three tenses. Read through the
FOLLOW-UP ACTIVITY
information with them. Tell them they can look here
Hold up pictures of different places, people, animals
when doing the exercises in the Practice section if they
and objects and invite students to make comments
want to check their answers. about them using question tags. For example:
■ Say Ice cream is nice, isn’t it? Then write the sentence Teacher holds up a picture of a smiling woman.
on one side of the board (divide the board into two Student: She looks happy, doesn’t she?
halves by putting a line down the middle) with is and
Teacher holds up a picture of an aeroplane flying
isn’t it in a different colour from the rest of the sentence. through the sky.
Then say Chocolate isn’t good for us, is it? Write this
Student: It’s going fast, isn’t it?
on the other side of the board with isn’t and is it in a
different colour from the rest of the sentence.
■ Tell students that at the end of the these two sentences Vocabulary Practice
we have questions tags. Explain that we use these in
■ Students fill in the missing words.
sentences where we are sure of what we are saying and
in sentences where we are less sure and want FOLLOW-UP ACTIVITY
somebody to provide us with an answer. Use these Students work in small groups to think of as many
examples to illustrate what you mean: things as they can that could go with the six words in
It’s 4ÆC and you are on the beach with a friend. You exercise 3. Allow two minutes for this, then see which
group has come up with the most correct answers.
say It’s hot, isn’t it? You don’t expect a reply.
SAMPLE ANSWERS:
You think that Rome is the capital of Italy but you’re a bowl of cereal, cornflakes, soup etc., a cup of coffee, hot
not completely sure. You ask your friend Rome is the chocolate, hot milk, etc., a bottle of wine, beer, milk, etc., a
capital of Italy, isn’t it? and expect an answer. carton of milk, grapefruit juice, etc.,
a packet of sugar, flour, spaghetti, crisps, etc., a glass of
water, juice, Coke, lemonade, etc.
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Language Awareness Vocabulary Expansion

Ex 1 This exercise focuses on words often confused by Ex 1 Students read the menu and fill in the missing
students at this level. Ask students if they tend to words. Then ask them what they would choose from
confuse any of the vocabulary items here. the menu (one item from each section).
Ex 2 Ask students if they like spaghetti bolognese; what Ex 2 This exercise teaches students the names of some
ingredients it contains and how it is made. Then read basic food stuffs.
through the five verbs used in this exercise and elicit Ex 3 Students fill in the missing words.
their meanings. Prompt students by pretending to ‘do’
some of the verbs (this works with cut, add and mix).
For boil (students should be familiar with put and
cook), say that this is what we do to water when
making tea, or eggs at Easter. Students then complete
the instructions.
Speaking
Ex a For this exercise you could ask a number of students
to walk around the class and interview their classmates
about their eating habits using the questions provided
here. In a class of twenty, for example, choose four
people to carry out the interviews and tell them to
interview four people each. They then report back to
you about what they have found out. Then ask the
class whether they think their eating habits are healthy
or not, and what they can do to improve them.
Ex b Find out from students how the food in the pictures
is made and about some of the other things they can
cook.
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10 Lesson 2 Ben gets some good news.

Lesson Summary
● talking about ways of cheering up a friend ● to introduce students to the formation and use of
second conditional sentences

Topics:
● to offer controlled practice in the formation of second
● an evening out with friends; cheering up a friend;
conditional sentences
restaurants
● to enable students to discuss solutions to a problem
Structures: with a group of peers, using both prompts and ideas
● second conditional sentences
of their own
● to teach the language used to order meals in a
restaurant

Students locate the following phrases in the text: turn
■ Ask a student to come to the front of the class. Tell him
up, made up my mind and go on. Ask which one they
/ her to look as thought they are unhappy. Say ... is
would use in these situations:
unhappy. He / She has got a problem. How can we
1 Your friend wants to phone a boy / girl he likes but
cheer him / her up? Explain the phrase cheer up (and
is scared to. (go on)
write it on the board), then elicit ideas from students.
2 Your parents have asked you what you want for your
birthday and you’ve now decided (made up my
mind)
Listen and Read 3 You are asking your cousin what time his friend
■ Ask students what is happening in the picture and what arrived at his house yesterday. (turn up)
problem Ben has? (his parents are thinking of moving to
Liverpool.)
Grammar
■ Play the opening paragraph of the cassette; students
follow in their books. Ask: ■ Put the following on the board (under the heading first
What time did Ben get to Pizza Palace? conditional) and ask students to complete it.
(probably 7 p.m.) If grandma gives me some money on Saturday, I ...
When did the others arrive? (twenty-five to eight) Remind them that this is a first conditional sentence and
■ Play the first dialogue; students follow with their books it is used for something that is possible. Ask for some
closed. Ask: more examples.
How does Ben feel? (angry, worried, bad-tempered, ■ Under the heading second conditional, put the following
etc.) example (with had and would talk in a different colour
from the rest of the sentence).
■ Students open their books. Allocate roles; students
If I had a problem, I would talk to my best friend about it.
read out the dialogue.
Explain that in this sentence, the person speaking does
■ Play the rest of the cassette. Ask:
not actually have a problem. Then write:
What does Ben find out when he gets home? (that
If she was / were rich, she would buy a villa by the sea.
they aren’t moving)
How does he feel? (happy) Explain that this sentence is about a person who isn’t
rich and that in second conditional sentences we can
use If I was / were and If he / she / it was / were.
Comprehension Check
■ Explain that in second conditional sentences we can
Students read the text again and identify the true
use modal verbs. Refer students to the examples in the
sentences. Ask them why the others are incorrect.
Grammar Reference (page 169) and to the point
explained next to the warning sign ( ! ).
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Grammar Practice Vocabulary Expansion

■ This exercise offers controlled practice in the formation of ■ Before students do this exercise, check their
second conditional sentences. understanding of the verbs by asking these questions:
1 Have you decided what job you want to do when
you leave school?
FOLLOW-UP ACTIVITY 2 When does your English teacher correct you?
Offer students free practice by inviting them to talk 3 Who directs the traffic when the traffic lights
about what they would do if they won a large amount of don’t work?
money. 4 If you had a history test tomorrow, how long
would you revise tonight?
Vocabulary Practice Language Awareness

■ This exercise uses phrases that appear in the text on
Ex 1 The phrases seen here all appear in the text on page
page 137.
137. Students choose the correct answer.
Ex 2 Students read the dialogue and correct the
sentences.
Speaking
■ Students look at the girl in the picture. Tell them her
name is Amy. Ask questions such as:
How old do you think Amy is?
What does she like doing in her free time?
Does she enjoy school?
■ Read the rubric; make sure students understand what
is required. Students work in groups. When they have
finished, find out what each group has decided.
Situational English
Ex a Explain to students that the dialogue takes place in
a restaurant. Students say who they think it takes
place between (two customers and the waiter).
Students work in pairs to put the dialogue into the
correct order.
Students practice reading the dialogue in groups of
three.
Ex b Students work in groups of three (two are customers
and one the waiter). They act out the dialogue, sub-
stituting the food / drink with ideas of their own and
/ or the ideas given.
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10 Lesson 3 We all make silly mistakes.

Lesson Summary
● talking about a restaurant ● to develop students’ oral skills through work with
peers
Topics:
● to teach collocations formed with do and make
● silly mistakes; foreign and traditional food;
restaurants ● to teach the pronunciation of the vowel sounds /∞/

and /Âˆ/
Writing Skills
● to develop students’ writing skills; and their
● completing a composition
understanding of the function of sequences in
written work
● to offer practice in listening for gist

■ Consolidate what students have learnt about second Students find words / phrases in the second e-mail that
conditional sentences by asking them the following mean:
questions: very hungry (starving)
What would you do if your Indian friend cooked you very big (huge)
a hot curry? burning (on fire)
If you had the chance, what country would you looking at (staring at)
visit? Why?
If you went to a French restaurant, would you order
Writing
snails?
If you went to Britain, what food would you try? ■ Explain the writing task and read through the ideas
given. Make sure students understand what each one
means, then tell them to complete the composition with
these ideas. This activity can be done at home or in
Listen and Read class.
■ Refer students to the title. Ask if they have made any
silly mistakes recently. Then tell them they are going to Speaking
read about a silly mistake Beth made while cooking.
Students try to guess what it could be. Ex a Ask students what dishes they can see in the pictures
and how they would describe these to a foreigner. Put
■ Ask students what they can see. (two e-mails). Find out the vocabulary / phrases below on the board to help
if they ever send or receive e-mails and, if so, what are them:
they usually about. It’s made of ...
■ Students close their books. Tell them to listen to the first We serve it with ...
e-mail to find out what mistake Beth made when The main ingredients are ...
cooking. (She put sugar in the omelette instead of salt.) It is sweet / spicy.
■ Play the rest of the cassette. Students listen to find out Students then do the activity in pairs. When everyone
what mistake Daphne made. (She ate some really hot has finished, find out what each pair has decided on.
curry.)
Comprehension Check
Students read the text again carefully and fill in the
correct names.
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Ex b Students read the advertisement for the restaurant.

Ask what other dishes they would expect to find on the Pronunciation
menu there. Ex a Students listen and repeat chorally. Play the cassette
and ask individual students to repeat.
Students work in pairs to ask and answer questions
about the restaurant. One of them has to refer to the Ex b Students say the words and match them to the correct
advertisement; the other asks the questions. sound.
Explain that when answering the questions about
what they ate, students can use their imagination.
They should not feel restricted by what’s in the
Listening
advertisement.
■ Tell students that the three people are talking about
their experiences with food. Students read the
sentences before they listen.
■ Students fill in the adjectives.
FOLLOW-UP ACTIVITY
Students write sentences of their own using the
adjectives.
Language Awareness
Ex 1 This exercise practices the use of do and make; two
verbs which are often confused.
FOLLOW-UP ACTIVITY
Students write five sentences using some of the
collocations given here. They choose those they feel
they most often make mistakes with.
Ex 2 Students work in pairs to correct the mistakes.
Ask students if they often make any of these
mistakes in their written or oral work.
96
Module 10 11/09/07 10:11 ¶M Page 97
10 Lesson 4 He likes me!

Lesson Summary
● talking about the past ● to teach the formation and use of the simple past
perfect
Topics:
● to offer controlled and free practice in using the
● relationships and misunderstandings
simple past perfect (written and oral)
Structures: ● to introduce students to the existence of formal and
● simple past perfect (affirmative, negative, informal register
interrogative) ● to introduce students to, and provide practice in, the
language used in making a phone call
WARM-UP Vocabulary Check

■ Write the word competition on the board and ask ■ Students locate the three phrases in the text. Ask what
students if they have ever entered a competition, and, if happens to verbs used with Spend a long time. (It’s
so, what kind it was (what they had to do, what they followed by the -ing form).
could win, etc.). SAMPLE ANSWERS:
1 I was very busy last night and I didn’t have time to do all
my homework.
2 We had a great time at Donna’s party.
Listen and Read 3 My room is very untidy, so I’ll spend a long time cleaning
■ Students look at the picture and tell you who they think it tomorrow.
Julie is talking to and what they are discussing.
■ Play the cassette (up to the end of the first dialogue).
Students follow in their books. Ask:
Grammar
Did Julie and Rob enjoy themselves at the cinema?
■ Write simple past perfect on the board with the following
(yes)
example below it.
Why do you think Rob spent a long time getting
I went to the cinema on Saturday but I was late.
ready? (he likes Julie)
By the time I got there, the film had started.
■ Play the second dialogue; students follow in their
Explain that had started is an example of the simple
books. Ask students to tell you what the girls talked
past perfect and indicates that this happened before the
about.
other verb in the sentence. (got)
■ Play the last part of the cassette. Tell students to look
■ Put the following examples on the board:
back at the dialogue to see what Mark heard (Julie’s
When my friend arrived, I had finished my homework.
word’s only). Ask how Mark feels.
Dad shouted at me because I had broken the living
room window.
FOLLOW-UP ACTIVITY Ask students in which order the actions happened.
Allocate roles; students act out the dialogues.
■ Elicit from students what the negative, interrogative and
negative-interrogative forms are, and provide the short
answers.
Comprehension Check ■ Turn to the Grammar Reference (page 170) and read
through the information with students.
Students read the whole text again and tick the correct
boxes.
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Module 10 11/09/07 10:11 ¶M Page 98
FOLLOW-UP ACTIVITY Ex b Students work in pairs to act out the two dialogues.
Students find all the examples of this tense in the text on Some students might prefer to write their dialogues
page 143. (Before he met her, he had spent ...; I thought down before acting them out. Others might prefer to
you’d said ...; ... what had happened ...; Mark had come only work orally. Before they start, ask which
in ...; he had realised ...; He had only heard ...) dialogue they will use more formal language for (the
first). Early finishers can be asked to try another
dialogue:
phone the police station to report a crime you saw
Grammar Practice Tell students to refer to the phrases in exercise 2a
Ex 1 This exercise offers controlled practice in the and the dialogue in exercise 1.
formation of the simple past perfect.
Ex 2 This exercise offers free practice in the use of the
simple past perfect. Language Awareness
SAMPLE ANSWERS:
Ex 1 The exercise focuses on phrases which use the verb
1 ... she had broken her leg.
get.
2 ... I hadn’t eaten anything all day.
3 ... she had just washed it. Ex 2 Students choose the correct meaning.
4 ... he had spent it all on CDs.
FOLLOW-UP ACTIVITY
Students work in pairs to use the phrases in sentences
Speaking of their own.
Ex a Students practice asking and answering questions ■ Put these sentences on the board and ask students to
using the simple past perfect. Point out that the short work in groups to substitute get with another verb /
answers are Yes, he had. / No, he hadn’t. They phrase.
should take it in turns to ask and answer. 1 What time did you get to Paris? (reach / arrive in)
Ex b Students now talk about themselves. Ask them to 2 I read a newspaper every day. I usually get the
share some of the things they had / hadn’t done with Times. (buy / take)
the rest of the class. 3 Have the police got the thief yet?
(catch / arrest / find)
4 His dog got his slippers for him. (bring)
Situational English
Ex 1 Ask students if they have ever made a phone call in
English and, if so, how well they felt they managed.
If not, ask them how they would feel about:
phoning the train station to ask about train times.
phoning a hotel to speak to somebody staying
there.
Students read the dialogue and fill in the sentences.
Students practice reading the dialogue in pairs.
Ex 2a Ask students to think about their own language and
to decide if they talk in the same way when they are
speaking to friends and speaking to their head
teacher. Elicit some of the differences.
Explain that English-speaking people also use
different language when talking to different people.
Ask if they would greet a friend or a teacher with Hi!
Students work in pairs to choose the correct
answers.
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10 Lesson 5 Come on! Let’s play tennis.

Lesson Summary
● talking about sports ● to teach vocabulary associated with sports and to
provide the opportunity to use it orally

Topics:
● to teach the use of the full infinitive and the bare
● misunderstandings; sports; sports centers
infinitive
Structures: ● to offer written practice in the use of the full infinitive
● the bare and full infinitive
and the bare infinitive
● to teach language associated with sports centers
WARM-UP
■ Ask students how many different kinds of sports they ■ Play the rest of the cassette. Ask students:
can think of. Make a list on the board and ask which are How did Mark feel when he heard Debbie’s
popular in their country, especially with young people. explanation? (embarrassed)
■ Briefly revise the storyline by asking if the following
statements are true or false. Where sentences are false,
ask for corrections. Comprehension Check
Rob won some money. (false - two cinema tickets)
■ Students read the text and answer the questions using
He went to the cinema with Debbie.
full sentences.
(false - with Julie)
They had a good time. (true)
Julie spoke to Debbie on the phone. (true)
Debbie had seen Colin. (true) FOLLOW-UP ACTIVITY
Colin hadn’t told the head teacher that he stole the Students work out the meaning of the following words /
sports equipment. (false - he had told him) phrases from context. This activity can be done in pairs.
Mark thought that Colin was still Debbie’s boyfriend. tennis court
(true) conversation
beat
I can’t wait
Listen and Read

■ Play the first paragraph; students follow in their books. Grammar
Ask:
Do you think Debbie is a better tennis player than ■ Put the following sentence on the board.
Mark? (probably - she has won lots of matches) I want to watch TV but I must do my homework first.
Why does Mark really want tennis lessons? (so he can Ask students what they notice about the verb want and
spend time with her) the modal verb must to elicit that the former is followed
Why isn’t Mark sure if he wants to see Debbie today? by the infinitive with to (to watch); the latter by the
(he thinks she is still going out with Colin) infinitive without to (do).
■ Play the first dialogue; students follow in their books. ■ Refer students to the Grammar Reference (page 170)
Ask students if they think Mark sounds angry. Then ask and read through the information with them.
what happened when Colin spoke to the head teacher.
Ask students how they think Mark felt when he heard
Debbie’s explanation? (embarrassed, silly, sorry, etc.)
Teach the word embarrassed and write it on the board.
99
Module 10 11/09/07 10:11 ¶M Page 100
Grammar Practice
Ex 1 Students choose between the full infinitive or the bare ■ Ask two students to read out their version. When
infinitive. anyone thinks they hear a wrong answer, they should
interrupt by putting up their hand and giving their
Ex 2 Make sure students understand what is required
answer. The rest of the class can be called on then to
before they do this exercise.
give their opinion as to who is right.
SAMPLE ANSWERS:
1 ... ask Debbie about Colin. ■ Students practise reading the completed dialogue in
2 ... worry too much. pairs.
3 ... to tell Debbies that you’re upset.
Vocabulary Practice Language Awareness

Ex 1 This exercise focuses on words which are easily con- Ex 1 Students will be familiar with these verbs but not with
fused by learners of English. all their uses.
FOLLOW-UP ACTIVITY Ex 2 Students work in pairs to fill in the missing words.

Students work in pairs to write sentences of their own The illustrations will help them.
using teach, learn, win, beat, hear and listen.
Ex 2a In pairs, students decide which category each sport

should go in. Some can go in more than one place. FOLLOW-UP ACTIVITY
Ask students to work in pairs or small groups to come
Ex 2b POSSIBLE ANSWERS:
up with logical ideas for the following.
Ball games - basketball, table tennis, rugby. as old as ... (the hills)
Water sports - water skiing, diving, surfing. as quiet as ... (a mouse)
Team games - hockey, basketball, cricket. as dry as ... (a bone)
Winter sports - ski jumping, ice hockey, snowboarding. as busy as ... (a bee)
as strong as ... (an ox)
(The correct answers are given in brackets and can be
Speaking given to students. But they should not be expected to
know these at this stage. The point of the exercise is for
■ Have a classroom discussion based on the questions.
them to discuss ideas in pairs and try to find an answer
Expand on them by asking students to justify their
that would be logical.)
answers.
Situational English
■ Direct students’ attention to the information in the box
(about the sports centre). Ask them what it is (an
advertisement) and where they might see it (in a local
newspaper, as part of a leaflet). Ask someone to read it
out, then elicit the meaning of work out, environment
and facilities to suit everyone’s needs.
■ Read the vocabulary items in the box; elicit / explain the
meanings. Students work in pairs to read the dialogue
and fill in the words.
100
Module 10 11/09/07 10:11 ¶M Page 101

Lesson Summary
● producing a menu ● to offer students further practice in discussing food
● to provide students with the opportunity to develop

Topics:
their communicative skills through groupwork and
● foreign food / eating habits; restaurants / cafés;
pairwork
menus
● to offer further practice in speculating about visual
material
● to encourage students to become more reflective as
far as their learning achievements are concerned
WARM-UP
■ Tell students you are going to play a game. You will ■ Ask different students to read out the text (a paragraph
give them a word and they have to respond with the first each). Students tell you if they would rather have a meal
thing that comes into their head. For example: with an Indian, Japanese or Aborigine family, explaining
Teacher: pizza the reasons for their choice.
Student: Italy
Teacher: chicken
Student: delicious Comprehension Check
Teacher: bread
Student: butter ■ Students look at the text to find the answers.
Give them the following words: rice, fish, spaghetti,

milk, curry, knife, tea, meat, bowl.
FOLLOW-UP ACTIVITY
In small groups, students think of three or four pieces
of information that could be included in a similar
Listen and Read paragraph on their own country. These could include:
■ Explain the meaning of the title. (Food for thought - information about the kind of food people generally
something that makes you think.) eat.
■ Students look at the article (without reading it) and tell any unusual eating habits.
you what they think it is about and what kind of rules relating to what is considered polite.
information could be included in each paragraph (for
example: It might be eating habits in India, Japan and
Australia.). Vocabulary Check
■ Students look at the pictures and say what they tell us ■ Students locate the words in the text as the context will
about each county. (For example: In India people sit on help them select the correct meaning.
the floor to eat not on chairs.) Explain that the third
picture shows an Aborigine and that these people were
the original inhabitants of Australia. Students close their
books. Write the statements below on the board, then Jokes
play the cassette. Students tick the true sentences. ■ Students read the jokes, then say whether or not they
1 In India, people eat a lot of meat. find them amusing. If students know any jokes relating
2 In India, people use their hands to eat. (✓) to food / eating habits in their language, they should try
3 In Japan, rice is popular. (✓) to tell them in English.
4 In Japan, people drink coffee with their meals.
5 In Australia, some people eat kangaroo meat. (✓)
101
Module 10 11/09/07 10:11 ¶M Page 102
Language Corner Let’s talk

■ Read this section with students. Ex 1 Read the rubric; make sure students understand what
they have to do. Explain that they should check that
the items they ordered are the same as those on the
Speaking bill. If not, they should note down the discrepancies.
■ Have a classroom discussion based on the questions.

FOLLOW-UP ACTIVITY
One student takes the role of the waiter, the other the
customer. They act out a conversation in which the
Project customer explains the problems with the bill.
■ Divide students into groups of four or five. Read the Provide the beginning:
rubric and make sure students understand what is Customer: Excuse me!
required of them. Students first decide whether they are Waiter: Yes, sir / madam.
going to open a traditional restaurant, café, etc. then Customer: I’m afraid there’s a problem with the bill...
choose a name for it.
Ex 2 Students answer the questions, then discuss some
■ Students either work in class to design the menu or
of the differences between the two places. Put the
arrange a time to meet after school to work on it.
following structures on the board to help with this.
Alternatively, each member of the group could
undertake part of the menu (starters, main course, etc.). In the first place you can ... but in the second...
At the beginning of the next lesson, students sit The first is ... and the second ...
together, look at each other’s ideas, then one person The main difference between the two places is
undertakes to actually make the menu. Once finished, that...
another student could decorate it another add prices. Ex 3 Students answer the questions about the sports.
etc.
■ The completed menus can be displayed on the Are you moving on? Check Yourself
classroom wall and students asked to choose which
they would go to: ■ Read the statements one by one and ask the following
to celebrate a friend’s birthday. questions:
with their grandparents. 1 Do you think you could follow the instructions on
after they leave the cinema with friends on a Saturday how to cook roast beef in English?
evening. 2 What kind of dishes could you give instructions
with their penfriend from another country. for?
3 What words / structures can you think of that you
could use to talk about the food you enjoy?
Let’s Sing (For example: My favourite..., I’m fond of ..., I like
/ enjoy ..., ... is delicious.)
Moving On
4 Imagine you are in a restaurant in England with a
group of friends. Would you offer to order the
them to read the lyrics. Ask them what they understand
food or would you ask someone else to do it?
by the phrase moving on (making progress). Ask if they
Why?
agree that It’s so good to learn and why.
5 Imagine you are talking to an English speaking
■ Students fill in the missing words, then discuss their
visitor to your country. Tell him / her some
answers with their partners. Play the cassette; students
information about traditional food in your country.
check their answers.
ANSWERS: 6 Do you think is would be easy for you to
top, good understand if you made a phone call to an
one, there English-speaking person? Do you think it’s
easier to talk to somebody face-to-face? Why?
7 What kind of information do people usually want
to ask about at a sports centre?
8 Do you think it’s easier to talk about the sports
you enjoy or to write about them? Why?
102
Teaching Material 11/09/07 10:20 ¶M Page 103
Supplementary
Teaching
Material
103
Module 3
Lesson 2
Student 1
● play football with friends

● watch TV in the afternoon
● study French
● help my dad
● be very hungry in the evening
Student 2
● play tennis
● watch TV in the evening
● study German
● help my mum
● not be very hungry in the evening
104
Module 4
Lesson 1
Student A
Describe this photo to your partner.
Now listen to your partner. Which photo is he / she describing?
A B
105
Module 4
Lesson 1
Student B
Describe this photo to your partner.
Now listen to your partner. Which photo is he / she describing?
B
A
106
Module 4
Lesson 4
Do you enjoy classical music?
No
35%
YES
65%
FAVOURITE SINGERS
Name of singer Number of people
Madonna 5
Britney Spears 1
Eminem 3
Justin Timberlake 1
107
Module 5
Lesson 1
I am has(n’t) got
He is have(n’t) got
It isn’t was(n’t)
These jeans are
doesn’t speak
That jacket aren’t English
too
enough
to go to the concert.
young to pass the test.
well to buy.
clean
fast to go to school.
expensive
warm to wear for work.
dirty
to win the race.
to wear a jacket.
108
Module 6
Lesson 1
Kay – 18 has an important exam today
Simon and Jessica 6 months old
Luke – 21 works as a DJ at a club every night
Kitty – 2
109
Module 6
Lesson 3
The weath
N er foreca
st
In the north
of the coun
sunny, but try, the wea
tomorrow th ther has be
ere’ll be bla en hot and
W E It’ll be the sa ck clouds a
me in the e nd heavy ra
ast with thu in.
nder and lig
In the south htening too
, the weathe .
r will be warm
about 21 oC e r with tempe
(much warm ratures of
S north of the er than the
country). Th 11 o
C we expec
e sun will sh t for the
but there’ll ine for most
be some clo of the time
uds too. No
rain, though
In the west .
of the coun
try, where th
and storms ere has bee
today, thing n heavy rain
s will be dri
er but wind
y.
110
Module 7
Lesson 3
Student A
➤ Ask your friend to spend Christmas or Easter with you.

➤ If he / she accepts, answer his / her questions.
➤ If he / she refuses, invite him / her to come the day
before / after and say what you will do.
Student B
➤ Respond to your friend’s invitation.

➤ If you accept, ask:
● what time you will arrive at his / her house.
● how you’ll spend the day.
● what kind of food there’ll be.
➤ If you refuse, explain why you can’t go that day, then
respond to your partner’s next invitation by accepting
or refusing.
111
Module 9
Lesson 1
Work in pairs. Make as many first conditional sentences as you can based on the pictures.
112
ON COURSE TEACHER'S GUIDE 2 30/06/11 11:46 ¶M Page 1
ON COURSE is a coursebook series written after extensive research into

the latest language learning theory, including the Common European
Framework of Reference for Languages. It takes learners of English through
all levels, from beginner to proficiency.
ON COURSE is a learner-centred course which provides students with
the skills necessary to fulfil a variety of communicative goals. The
educational objectives of ON COURSE are:
● to provide a supportive framework in which students can
develop their receptive and productive skills.

● to encourage students to become more responsible for their own
learning.
● to widen students’ knowledge and understanding of different
cultures, lifestyles and perspectives.

● to encourage students to work with their peers to exchange ideas,
solve problems, plan project work and so on.

The key features of ON COURSE 2 are:
✓ a motivating storyline based on realistic situations,
reflecting students’ own experiences and interests.
✓ a wide range of reading texts from a variety of sources.
✓ listening texts that reflect real-life situations and tasks.
✓ writing sections which aim to develop students’ ability to
express themselves in English, using a guided approach.
✓ speaking activities linked to the topic of the module, and
recognising the importance of pair and groupwork in the
development of students’ oral skills.
✓ straightforward presentation of grammar points followed
by ample practice.
✓ challenging exercises designed to build up students’
vocabulary, as well as language awareness sections.
✓ functional and situational English sections.
✓ self-assessment sections, songs, poetry and project work.
The wide variety of real-life situations gives students a strong practical

base in communicative English. Paired with a systematic and thorough
development of grammar and vocabulary, this will ensure students move
seamlessly through all stages of the language learning process, from
beginner to proficiency.
COMPONENTS
■ Student’s Coursebook* ■ Test Booklet Grammar &
■ Student’s Activity Book* Companion Teacher’s
■ Grammar and Companion* ■ IWB Software CD-ROM
■ Teacher’s Book ■ Interactive e-book CD-ROM
■ Test Booklet ■ Audio CDs
■ Test Booklet Teacher’s
■ Test Booklet Grammar &
Companion
[*The answers to these books are included in the Teacher’s Book.]
The ON COURSE series covers all types of texts, grammatical and

vocabulary items, listening, writing and oral tasks encountered in
examinations.

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introduction 11/09/07 02:27 MM Page 1

introduction 11/09/07 02:00 MM Page 1

© GRIVAS PUBLICATIONS 2005

MODULE 1 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-16

MODULE 2 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-25

MODULE 3 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-35

MODULE 4 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-44

MODULE 5 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45-53

MODULE 6 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54-62

MODULE 7 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63-71

MODULE 8 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-80

MODULE 9 (LESSONS 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81-89

MODULE 1O (LESSONS 1-6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-101

SUPPLEMENTARY TEACHING MATERIAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103-112

On completion of the ON COURSE series, students will be able to:

ORGANISATION AND CONTENT

MODULE 1 Family and Friends

1 Lesson 1 All good things come to an end.

WARM-UP Listen and Read

Teacher: What are you doing on Friday evening?

1 Lesson 2 Mark meets Rob.

Yes, I do. / No, I don’t.

WARM-UP FOLLOW-UP ACTIVITY

Listen and Read Comprehension Check

FOLLOW-UP ACTIVITY Daily Routine

1 Lesson 3 What are you doing on your birthday?

party informal letter

WARM-UP FOLLOW-UP ACTIVITY

Listen and Read Vocabulary Check

1 Lesson 4 Cross-cultural corner

countries in other parts of the world

family photos ● to introduce students to the self-assessment section

Ex 2 Explain the speaking activity. Students work in pairs

MODULE 2 Places of Interest

2 Lesson 1 Rob isn’t very happy.

actions present progressive and the simple present

What is he ... doing? He is ...ing.

■ Play the dialogue; students follow in their books. Ask:

■ Play the part of the dialogue again in which the children

2 Lesson 2 Tell us about Leeds, Rob.

(museums, zoos, etc.)

Ask students what kind of sentences we use much and

Ex 1 This consolidates what students have learnt about

2 Lesson 3 Children from around the world.

Listen and Read

Language Awareness Pronunciation

Ex 3 This can be set for homework. Read through the

2 Lesson 4 Cross-cultural corner

● asking about somebody’s plans for future plans

FOLLOW-UP ACTIVITY FOLLOW-UP ACTIVITY

chocolate pasta Let’s Sing

Let’s talk Are you moving on? Check Yourself

Ex 1b Add two buildings (cinema, shop, hotel, etc.) to the

3 Lesson 1 Mark helps Debbie.

● asking and answering questions about somebody’s the simple past

Situational English Language Awareness

3 Lesson 2 At the police station.

(regular verbs / be)

WARM-UP Listen and Read

Speaking Language Awareness