New Go Ahead Beginner PDF Teacher's Book

NEW
GO AHEAD
Glenn Darragh
beginner A1
ENGLISH COURSE
TEACHER’S BOOK
TEACHER’S BOOK
NEW
GO AHEAD
beginner A1
Published by
Author
Glenn Darragh
Illustrated by
Lander Ayllon
Design and layout:

Stanley Publishing
Copyright © Stanley Publishing

www.stanleypublishing.es
ISBN: 978-84-7873-619-5
Digital Edition 2013
© STANLEY PUBLISHING. - All rights reserved. The contents of this file are the property of the copyright.
Stanley Publishing grants teachers permission to print the designated printable pages from this book for classroom use, if you
had legitimate access to the original.
No other part of this publication may be reproduced in whole or in part, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without written permission of the publisher. For information
regarding permission, write to [email protected].
Contents of STUDENT’S BOOK
1 1 2 5 3 9
What’s your name? Is this your car? Where are you from?
• Present of be: am, are, is • Place indicators: here, (over) there • Positive imperative: come in, sit down
Affirmative, negative and question • Demonstrative pronouns: • Negative imperative: don’t sit down
forms (+, -, ?) this, that, these, those • The alphabet
• Subject pronouns: I, you, it • Indefinite article: a, an • Stressed syllables
• Possessive adjectives: my, your • Regular plurals: car, cars • Cardinal numbers: 0 - 1,001
• Cardinal numbers: 0 – 10 • Cardinal numbers: 11 - 20 • Questions with be: What’s your name?
• Contractions: I’m, you’re, it’s, etc. • Present of have: have, has What’s your job? etc.
• Short answers: Yes, I am / No, I’m • Possessive adjectives: • Giving basic personal information
not / Yes, it is / No, it isn’t my, your, his, her, its, our, their (name, age, where from, etc.)
• –What’s this? –It’s a... • Vocabulary: colours • Vocabulary: common verbs
4 13 5 17 T1 - Revision test 21
What time is it? Is there a bank near here? C1 - Competence
• Asking and telling the time • Asking for and giving directions
• Prepositions: at, from, until (turn left, turn right, etc.)
• Expressions of time: in the morning, • There is, there are (+, -, ?)
in the afternoon, at night, etc. • Questions with how many...?
• Expressing obligation with have to: • Prepositions of place: in, on, under,
I have to go, etc. between, over, behind
• Possessive ’s (John’s newspaper) • Ordinal numbers: 1st, 2nd, 3rd, etc.
• Position of adjectives • The months of the year; saying dates
• Adjectival opposites • Present simple (I see, I go, etc.)
• Vocabulary: family relations
6 25 7 29 8 33
What do you do? What time do you get up? Do you like your job?
• Present simple (+, -, ?) of common • Present simple to describe daily • Present simple to express likes and
verbs (work, want, live, need, etc.) routines dislikes (I like tea, I don’t like tea)
• Present of be contrasted with present • Formation of present of be contrasted • Spelling of -ing form of everyday
simple of other verbs with present simple of work verbs (going, coming, running)
• Short answers with be and the • Days of the week • Degrees of liking (like, love, hate)
auxiliaries do and does: • Prepositions of time: on, at, from, • Object pronouns:
Yes, I am / Yes, I do / No, I’m not / until, during, etc. me, you, him, her, it, us, them
No, I don’t / etc. • Wh- questions: what, where, when, • Adverbs of frequency: always,
• Common mistakes and confusions what time, etc. sometimes, never, etc.
• Vocabulary: jobs • Vocabulary: routine actions • Vocabulary: sports
9 37 10 41 T2 - Revision test 45
Can I help you? Do you have any money? C2 - Competence
• Requests and offers with can (Can • Some in affirmative sentences, any
you help me? Can I help you?) after negatives and in questions
• Can to ask for or give permission • Exceptions to this rule in offers and
(Can I park here?) requests
• Can to express physical ability (I can • Something, anything, nothing
lift it) or knowledge (he can speak six • Somebody, anybody, nobody
languages) • Countable and uncountable nouns
• Pronunciation: stressing the t of can’t • Questions with how much and how
• Short answers: Yes, I can. / No, I can’t. many + is there or are there
• Asking and understanding prices
2 · stanley publishing
11 49 12 53 13 57
What’s the matter? Where were you last night? What was the weather like?
• Expressions with be + adjective (be • Past of be: was, were (+, -, ?) • Past simple (+, -, ?) of regular and
hot, be cold, be hungry, be right, etc.) • Formation of present and past of be some common irregular verbs
• Making suggestions with Why don’t contrasted • Regular verbs: pronunciation of -ed
you...? • There was, there were (+, -, ?) • Formation of present simple and past
• Expressing frequency (how often? • Using be born in questions and simple contrasted
once, twice, three times a day, etc.) affirmative sentences • Questions withWhat’s ... like?
• Position of adverbs of frequency • Questions with whose...? • Asking and answering questions with
• Infinitive of purpose (she went to the • Possessive pronouns: be born and die
supermarket to buy some food) mine, yours, his, hers, its, ours, theirs • Vocabulary: the weather
• Question words: why, what kind, etc.
14 61 15 65 T3 - Revision test 69
What happened next? What are you doing C3 - Competence
• Past simple (continued) now?
• Past of can/can’t: could/couldn’t • Present continuous (+, -, ?) for
• Questions with How long...? in actions occurring now, at the moment
present and past • Short answers to questions in past
• Asking questions with past simple and present: Yes, I am / Yes, I was /
• Routine actions in the past Yes, I do / Yes, I did
• Distinguishing between adjectives • Usage: choosing the correct tense for
and adverbs actions now, every day, yesterday
• Conjunctions: and, but, so, because • Prepositions: in, on, at, with, etc.
• Grammatical terms
16 73 17 77 18 81
What are you doing later? What were you doing What are you going to do?
• Present continuous (continued) when...? • Future plans and intentions with
• Planned actions in the future (I’m • Past continuous (+, -, ?) going to + infinitive
going on holidays next week) • Formation: comparison of present • Making predictions with going to +
• Common verbs not used in simple and past simple; present infinitive
continuous forms (like, love, want, continuous and past continuous • Plans and intentions in the past with
remember, etc.) • Time markers: now, later, ago, when was/were going to
• Usage: choosing the correct tense for the phone rang, etc. • Reflexive pronouns
past, present, future • Usage: choosing the correct tense • Word order with still, also and
• Vocabulary: clothes • Common errors adverbs of frequency
• Vocabulary: accidents and road safety
19 85 20 89 T4 - Revision test 93
Could you repeat that, Would you like a cup of tea? C4 - Competence
please? • Offers with Would you like...?
• Can and could (+, -, ?) • Do you want...? and Would you
• Making requests with could like...?
• Too + adjective, adjective + enough, • Possible confusion with Do you
enough + noun like...?
• Formation of regular adverbs • Have to / had to / don’t have to /
• Irregular adverbs (well, hard, fast, didn’t have to
late, early) • Word order: subject + verb + object
• Conjunctions (and, but, so, because) + adverbials
Activities 1 – 20 97
Grammar reference 118
Vocabulary 124
Introduction to the Teacher’s Book
New Go Ahead is a foundation course designed to take young adult students of
English from beginner to intermediate level in six consecutive, self-contained
stages. This first volume in the series is aimed at absolute beginners and false
beginners in need of revision of the basic structures. The book is composed
almost entirely of exercises, drills and activities. These are arranged in a logical,
step-by-step progression. The overall aim of the Beginner course is to give
students a sound grasp of a small number of key grammatical structures and a
core vocabulary of approximately 1,000 high-frequency words through carefully
controlled practice in the four main skill areas – listening, speaking, reading
and, to a lesser degree, writing. Students will also acquire elementary social and
survival skills: asking for directions, obtaining information about others, making
requests and suggestions, and so on.
Assumptions
Not all teachers work under the same constraints or have the same resources at
their disposal. Any number of variables may be in play, the most obvious ones
being class size and number of contact hours. New Go Ahead is a highly flexible
course. It makes only a few – but a few fairly important – assumptions.
First, it assumes that teachers need clear and simple lesson plans that will not
make exorbitant demands on their time. Second, it assumes that different
teachers have their own preferred methods and techniques for presenting
and practising new material and do not need to be told what to do at every
stage. New Go Ahead allows teachers the freedom to choose which exercises
to use and which to replace or supplement with their own material. Third,
regarding resources, we assume only that the classroom is equipped with the
bare minimum: a whiteboard or blackboard and a CD player. These elements
– the teacher, the book, the board and the CD player – constitute four of the
five constantly shifting focus points of any lesson; the fifth, of course, being the
students themselves. We assume that the students are reasonably well-motivated.
An important assumption is that classes are monolingual and that the students’
native language is Spanish. This is by no means an indispensable requirement for
using the course but it explains why certain structures are presented in the order
and manner that they are.
Course contents
As reflected in the questions which form the titles of each unit, and as is
customary in a beginners’ course, most of the emphasis is placed on the
formation and usage of verb tenses and structures. Verb forms are presented as
follows:
• the present of be (Units 1-4)
• the present of have – affirmative only (Unit 2)
• have to + infinitive – affirmative only (Unit 4)
• there is / there are (Unit 5)
• the imperative – positive and negative (Unit 5)
• the present simple (from Unit 5)
• can / can’t (Unit 9)
• the past of be (Unit 12)
• the past simple (Units 13 and 14)
• the present continuous (Units 15 and 16)
• the past continuous (Unit 17)
• be going to + infinitive (Unit 18)
• would you like / I’d like + infinitive (Unit 20).
Several remarks are necessary here. First, the decision not to include have got
was taken, essentially, on the principle “one thing at a time”. It was felt that
more was to be gained by treating have for the time being like any other verb
rather than as an auxiliary, especially since its do/does/did forms are perfectly
acceptable.
Once have has been taught, there is no good reason, especially where Spanish
speakers are concerned, not to introduce have to do, which closely parallels the
tener que hacer structure in their own language.
“One thing at a time” also determined that a single contracted form of the
negative of be is taught at this stage. The alternative would have been to include
both forms and run the risk of overburdening students before they have gained
a proper foothold in the language: thus, you aren’t is preferred to you’re not,
he isn’t to he’s not, and so on. Students need to know both forms, of course, but
they don’t need to learn them simultaneously. Something similar occurs in Unit
4, What time is it? Here it was decided, not altogether arbitrarily, that students
should master the “twenty-five past three” form before proceeding (at the next
level) to the “three twenty-five” form, even though the latter is undoubtedly
easier for them to assimilate.
Working method
Each lesson is meant to follow a basic five-stage development. The stages are (1)
presentation, (2) explanation, (3) repetition, (4) practice, and (5) transposition.
These are briefly described below.
(1) Presentation. New language items are presented through dialogues or short
monologues recorded on the accompanying CD. Some pre-teaching will often
be necessary for students to be able to seize the gist of these dialogues. And even
then, at the start of a lesson, much will still be incomprehensible. At beginner
level, students should be allowed to “read along” with the recording. This
gives them the opportunity, aided by the teacher’s preliminary remarks, by the
illustrations, and by words in the text which are cognate with words in their own
language, to extract a fair degree of meaning from the spoken and printed words
by themselves. Reading along with the recording also enables students to relate
the spelling of individual English words to their sound, thereby helping with
pronunciation.
(2) Explanation. After exposing students to the whole dialogue in this way, the
teacher now breaks the dialogue into manageable chunks, playing these and
explaining new words and expressions. Often explanation will involve translation
by the teacher into the students’ own language. In this case, at the end of a
chunk, the teacher can check understanding by asking individual students to find
the translation of Spanish phrases in the text. At this point, students are still far
from mastering the new material, but, by the time the teacher has gone through
the whole dialogue chunk by chunk, they should have some understanding of
what it is about. Understanding precedes assimilation, to which the rest of the
lesson must now be devoted.
(3) Repetition. The listen-and-repeat exercises which follow each dialogue offer
students the opportunity to practise the pronunciation, word stress, rhythm
and intonation patterns of new language items. These are often sentences taken
directly from the dialogues with few and slight variations, so students should
be repeating sentences they understand and not merely parroting meaningless
phrases. Repetition, choral then individual, should be a books-closed exercise
to prevent students from being excessively influenced by the vagaries of English
spelling. In this phase of the lesson, teachers need to be alert to typical features of
the pronunciation of Spanish speakers of English:
– difficulty in recognising and producing English vowels

– a tendency to imitate in English the close relationship between spelling
and pronunciation that exists in Spanish (so that in a word like answer the w
and r are pronounced, in a word like chocolate the second o and final e are
pronounced, and so on)
– difficulty in perceiving and producing English consonant clusters (so that
Spain becomes Espain, when and went both become wen, breakfast becomes
brefas, etc.)
– a strong devoicing of final voiced consonants (so that friend becomes fri-en,
can’t becomes can, etc.)
– a flat sentence rhythm, without the typical prominences of English, making
understanding difficult for English listeners
– a narrower range of pitch, producing a bored effect.
All that said, it is probably not a good idea to insist on perfection. Drilled
repetition, whether choral or individual, can too easily lose its challenge and
become boring, in which case students will simply switch off.
(4) Practice. The exercises which make up the bulk of each unit generally
progress from easiest to most difficult. They require students to do the usual
things: fill in blanks, ask each other questions, re-order words to make sentences,
match pairs of words, choose between correct and incorrect usages, complete
tables, and so on. Students will always have encountered the grammatical
structures tested by these exercises, since they have been presented in the
dialogues and repetition drills. However, the exercises themselves may well
contain vocabulary with which the student isn’t yet familiar – often starting
with the exercise instructions. For that reason, teachers should present each
exercise separately, using the whiteboard or blackboard to explain any new or
troublesome lexical items and to give examples so that students know what
they’re being asked to do. In many cases, the teacher may want to do an exercise
along with the students, orally, having previously instructed them not to write
anything in their Student’s Book for the moment. Once the exercise has been
completed in this way, students can then be allowed to repeat it in writing, on
their own, in the Student’s Book. Correcting the exercise together, orally, not
only saves the teacher time but gives students another opportunity to hear
themselves speaking English. By the end of the practice phase, having worked
through all the exercises, students should have a sound understanding of the
linguist mechanisms being studied and be well on their way to using them
automatically and accurately.
(5) Transposition. The transposition phase is the culmination of all that

has gone before. Its purpose, ideally, is to transfer the structures learned in
the various classroom exercises to “real-life” situations involving “genuine”
communication. The more closely transposition activities are related to the
student’s life, the more successful they usually are. Obviously however, at
beginner level, this is a fairly difficult aim to achieve. But it is not always
impossible. Pattern drills requiring students to interact while the teacher stands
by, guiding a sequence of questions and answers with gestures and occasionally
correcting errors, can provide contexts which at least approximate real
communication. Many of the exercises in the Activities section of the Student’s
Book are meant to be used in this way, with students exploiting visual stimuli to
interact, eliciting information and learning from each other. Games and role-
playing can also be used to this end. Most of the situations described in the
dialogues can be mimicked by the more enterprising students in a class, giving
rise to various kinds of improvisation. Students are often self-conscious and
reluctant about engaging in role-plays, but they should be strongly encouraged
to do so from the very first lesson (where, using the prop ID cards provided in
the photocopiable pages at the end of this Teacher’s Book, they can engage in
simple but authentic dialogues with others). Transposition role-plays not only
give students the confidence they need to stand up and speak for themselves,
they often provide, for teachers and students alike, the most surprising, amusing
and enjoyable moments of a lesson.
Classroom practices
One advantage of adapting a programmatic approach like the one just described
is that it allows the teacher to establish familiar routines and clear classroom
practices from the outset. Routines and rules are reassuring for beginners. There
is much to be said for devoting at least part of the first class to explaining, in the
students’ own language, what they are going to be learning and how they are
going to be learning it.
By far the most important question in this respect is the degree to which the
students’ own language can be used in the classroom. Extensive research has
shown that adult learners of foreign languages always seek the reassurance of
translation, if not from the teacher, then from dictionaries or other students.
That being so, it seems perverse in a monolingual class not to use the students’
own language when doing so can simplify explanations, resolve confusions and
generally save time. The important point is that, in such instances, translation is
being used not as a method but as a means to an end. A helpful approach is to
establish the rule that the teacher can speak Spanish when he or she thinks that
this is justified but that students, except in cases of unimaginable dire emergency,
can speak only English.
That said, it may seem contradictory that optional Spanish-English translation
exercises are included in the photocopiable pages for each unit. These, however,
are meant to be used as homework assignments. And if the completed sheets are
corrected collectively in class, there should be no need for students to speak in
Spanish: they will simply be reading out what they’ve written in English.
Even so, the teacher should aim to use Spanish as sparingly as possible, i.e. only
when pictures in the book or drawn on the board, or mime or gestures cannot
do the job as effectively. Classroom instructions (Repeat / All together / Again /
Complete the sentences / Fill in the gaps / etc.) may be issued bilingually in the
early stages of the course, but translations should gradually be discarded and
only the English retained. Generally speaking, the danger of allowing students to
use their own language whenever they feel like it is that this prevents them from
overcoming their natural inhibitions, taking the plunge and speaking freely to
the teacher and to each other in English.
The Student’s Book
New Go Ahead – Beginner consists of a Student’s Book, this Teacher’s Book, and
an audio CD containing recorded dialogues and exercises. The Student’s Book
contains twenty units, each of four pages, plus a section of twenty associated
“activities” to be used as aids in the transposition phase. Every five units there is
a revision test and a self-evaluation form, both designed to show students and
teachers what kind of progress is being made and where remedial work may be
necessary. At this level there is little point in abandoning students to their own
resources to confront the tests and self-assessments, since their own resources
are still practically nonexistent. For the time being, teachers will need to work
through the exercises of the tests and the questions of the self-assessment form
along with the students, explaining instructions and difficult words, revisiting
points of grammar, and so on.
At the end of the Student’s Book are unit-by-unit lists of new vocabulary as well
as a sampling of lists of vocabulary grouped by theme. There is also a grammar
reference section explaining in simple language how to form and use the main
grammatical structures presented in the course and how to avoid common
errors.
The Teacher’s Book
The authors of most modern teacher’s books clearly believe that English teachers
(a) do not know how to do their job, (b) dispose of unlimited time to prepare
their lessons, and (c) enjoy working with two different books simultaneously, a
Student’s Book in one hand and a generally overweight Teacher’s Book in the
other. This guide makes no such assumptions. It contains the full text of the
Student’s Book so that teachers do not have to be constantly switching back and
forth between texts. The Student’s Book itself is laid out in a clear, well sign-
posted manner, designed to facilitate lesson preparation along the lines of the
five-step working method described above. The “teacher’s notes” which introduce
each unit are limited to a single page per unit and purport only to suggest how
such and such exercises might be used in class. Answers are provided to some
exercises (crossword puzzles, for example) with a view to saving the teacher’s
time. More exercises and activities are grouped in the photocopiable pages at the
end of the book, including the series of optional translation exercises, suitable
for use as homework, previously referred to. Finally, it shoud be noted that the
exercises in the Activities section of the Student’s Book are, in the Teacher’s
Book, attached directly to their corresponding units, which makes sense from
the point of view of lesson preparation.
Student’s Book page: 1
Unit 1
What’s your name?
• Present of be: am, are, is
Affirmative, negative and question
forms (+, -, ?)
• Subject pronouns: I, you, it
• Possessive adjectives: my, your
• Cardinal numbers: 0 – 10
• Contractions: I’m, you’re, it’s, etc.
• Short answers: Yes, I am / No, I’m
not / Yes, it is / No, it isn’t
• –What’s this? –It’s a...
Unit 1: Teacher’s notes
Note: The main teaching points of each lesson are listed in the “menu”
in the top righthand corner of the page opposite.
1.1 – Presentation. Much of this lesson can be presented and explained

before students even open their books. Greet the class, then greet
some individual students, shaking hands, introducing yourself with
appropriate gestures, repeating Pleased to meet you, etc.
After a few minutes of this, show students that they should open their
books at page 1. Direct their attention to 1.1 and play the dialogue
twice.
Test understanding by asking several students their names. Then ask
questions to elicit short answers: Are you Spanish?, Are you English?,
Are you a student?
Play dialogue 1.2 and proceed similarly. Translate the dialogue if
necessary, then move on to:
1.3 – Repetition. Play the first item –Hello. What’s your name? – and
gesture for choral repetition. Play this sentence as many times as
necessary to ensure that students understand your gesture.
Play the remaining sentences, moving from choral to individual
repetition when you feel that students are sufficiently “warmed up”.
1.4 – Practice. Students can now do this simple gap-filling exercise. It

should take only a few minutes. Point to individuals and indicate that
you want them to read out each short completed dialogue: Number one,
please... Number two, please.
1.5 – Gesture to students to close their books. On the board write the
numbers 0 to 10. Let students hear the CD and repeat. Then drill them
thoroughly, counting forwards and backwards.
1.6 & 1.7 – Students can now apply what they’ve just learned. Correct
the exercise collectively and orally.
1.8 – Change of subject, change of pace. Do the whole exercise orally
first, asking: What’s number 1? What’s number 2?, etc. Then indicate
that students should copy the words into their books.
1.9 - Again, do the exercise orally before telling students to write in

their books. Check random samples of what’s being written, making
sure that contractions are being used.
This exercise can easily be extended and transposed into the classroom
setting using any familiar objects to hand: bags, desks, chairs, etc. Get
students to ask each other what different items are.
1.10 - On the board, summarise the verb forms encountered so far (see
the Language Focus sidebar). Explain that in conversation contractions
are much more common than full forms. Invite students to do the
exercise; correct orally.
Activities ( Student’s Book page 98)

(e-Teacher’s Resource Pack page 4)
A1.1 to A1.3 – These exercises give further practice with numbers, in
particular telephone numbers, and allow for some simple interaction
between students, identifying common classroom objects.
Photocopiable pages
(e-Teacher’s Resource Pack pages 38-39)
P.1 – Transposition.
• Cut out the cards and distribute them, keeping one complete page for
yourself so that you can ask questions and check answers.
• Ask questions to elicit short answers: Are you Mary? Are you an
engineer?, etc. You can extend this (and keep other students alert) by
immediately asking a second student, Is she Mary? Is she an engineer?,
and so on.
• On the board, draw a three-column table like this:
Name Job Phone number
Thomas
Mary
Robert
Elizabeth
...
... etc.
Fill in the names of all the cards you’ve distributed. Alongside the table,
in mixed order, write the jobs of these characters so that students can
refer to them for spelling: doctor, mechanic, teacher, dentist...
• Tell students to copy the table, then to interview other students

and fill in the missing jobs and phone numbers. This can be either a
“mingle” or a role-playing activity.
Unit 2
Is this your car?
• Place indicators: here, (over) there
• Demonstrative pronouns:
this, that, these, those
• Indefinite article: a, an
• Regular plurals: car, cars
• Cardinal numbers: 11 - 20
• Present of have: have, has
• Possessive adjectives:
my, your, his, her, its, our, their
• Vocabulary: colours
Warm-up: Spend the first five or ten minutes of each class running through the
material of previous lessons: in this case, greetings; short answers (Is your name
Maria? Are you English? Is this a key?); numbers 0 – 10; and names of classroom
objects (What’s this?).
2.1 - Presentation / Explanation. Gesture to students to open their books at

page 5 and read along with the first dialogue. Play the dialogue twice, then use
the illustration to explain new words: suitcase, blue, red. Use gestures to explain
the difference between here, there, over there; and this, that.
Repeat for dialogue 2.2. Use the illustrations at the bottom of the page
to introduce the question What colour is [this suitcase]? and to check
understanding of colours.
2.3 – Point at various classroom objects to establish the difference between

this and that (What’s this? What’s that?), then do the exercise orally along with
the students. Continue the exercise by drawing some common objects on the
board (table, television, phone, etc.), then adding drawings of words beginning
with vowel sounds (apple, eye, elephant, ice cream [cone], orange, umbrella). Ask
questions to establish when to use a and when to use an.
2.4 – Repetition. Books closed. This drill stresses the difference between a/an
and introduces plurals. Make sure final -s is pronounced clearly.
2.5 and 2.6 – Practice. Do each of these exercises orally first, telling students not
to write in their books for the moment. Explain or translate any new vocabulary
items. Upon completion of each exercise, tell students to write the answers in
their books. Move around the class helping anyone in difficulty.
2.7 – Drill time. Books closed. Run through the numbers 0–10 several times
quickly, then write numbers 11-20 on the board. Play the CD, gesturing for
choral repetition after each number. Exaggerate the stress on the –teen syllable,
making sure that students do likewise. This will prevent problems later in
distinguishing between 14 and 40, 16 and 60, etc. Drill relentlessly, counting
forwards and backwards as before. Drill as a game, eliminating students who
falter or take too long answering.
2.8 – Introduce the plus and minus signs and do this exercise orally. Invite
individual students to ask their comrades to do similar calculations and to
correct their answers if necessary.
2.9 – A quick audio test of ability to understand numbers in context. Let
students write the numbers in their books as they listen to the CD.
2.10 - Books closed. Draw the Language Focus table on the board, the subject
pronouns in one column and the possessive adjectives in the other. While
pointing out the words on the board, give several complete declensions as
examples: I have a car; it’s my car. You have a car; it’s your car. He has a car; it’s
his car. Etc. Invite individual students to repeat the same drill with different
objects. When they can do it satisfactorily, tell them to open their books. Do the
exercise together orally.

A2.1 to A2.3 – Transposition. Oral exercises with students asking and
answering each other’s questions – What’s this? What are these? What’s 2 + 2 + 2?
What colour is the apple?, etc.
Photocopiable pages
P2 – A crossword puzzle with visual clues recycling the vocabulary of Units 1
and 2. The completed puzzle:
If time permits, correcting the puzzle together may provide a good opportunity
to give students the first notions of the English alphabet, which is taught in the
next unit.
Unit 3
Where are you from?
• Positive imperative: come in, sit down
• Negative imperative: don’t sit down
• The alphabet
• Stressed syllables
• Cardinal numbers: 0 - 1,001
• Questions with be: What’s your name?
What’s your job? etc.
• Giving basic personal information
(name, age, where from, etc.)
• Vocabulary: common verbs
Warm-up: Devote 5-10 minutes to reminding students of what they already
know: greetings, numbers, names of objects. You can now ask slightly more
complex questions using demonstrative pronouns and possessive adjectives: Is
this her book? Are those his keys?, etc.
3.1 – Presentation / Explanation. Tell students to open their books at page

9 and to read along with the dialogue. Play the whole dialogue through once
without comment. Test initial understanding by pointing to the woman in the
illustration and asking a student, What’s her name? Ask a second, What’s her job?
And a third, Where’s she from?
Play the dialogue again, explaining or translating troublesome words.
Remember that, at this stage, students aren’t required to be able to reproduce the
dialogue, but merely to understand it.
3.2 – From the dialogue, students have certainly grasped that the English
alphabet is pronounced differently from their own. Learning to spell in English
is a skill they will always need, so it’s worth spending time on this exercise. Get
the students to repeat after the recording, chorally then individually. Then have
chain recitation (each student saying one letter), encouraging students to go
faster and faster. When they can do this with only occasional errors, move on to:
3.3 – Practice. Pick individual students to stand up and spell the words. As
students spell, write the words on the board so that they can see any errors they
make: confusions between a, e, and i, for example, or between g and j. Extend
the exercise if necessary by telling them to spell the names of other common
objects.
3.4 – Repetition. When the previous exercise starts to run out of steam, switch
back to numbers. Have students repeat the sequences of numbers with their
books open. Make sure the difference between 16 and 60, and 18 and 80, etc. is
well understood.
3.5 – Practice. Have individual students stand up and read the sequences of
numbers. If you have a large class, repeat the exercise with different students.
3.6 – Stress. Explain to students that although English is unaccented, they

must learn where the stress is placed in words of more than one syllable.Show
them that this is often not the same syllable as the accented syllable in Spanish
cognates. Then work through the list of words together, underlining the stressed
syllables.
3.7 and 3.8 – Books closed. These two exercises focus on imperatives and
contain a lot of vocabulary which students have probably encountered already
(read, listen, repeat, open, close, etc.) but may not yet have assimilated. Before
asking them to do the exercises, therefore, give them some practice in hearing
and responding to instructions. Select a good student and issue some polite
orders like these: Stand up, please. Take your book. Go to the door. Open the door.
Come here. Put the book on my desk. Write your name on the board. Go to your
desk. Sit down. Gesture appropriately.
Choose other students and gradually introduce negative instructions to see if
they are understood: Go to the door. Don’t open the door. When students can
perform the specified tasks satisfactorily, tell them to open their books and do
the exercises.
3.9 – Making questions. By now students should be familiar with the idea of
inverting subject and verb to form questions. Do the exercise orally and ask
students to match the questions they make with a suitable answer. Solution to
the match-up:
1d 2i 3a 4g 5h 6b 7j 8c 9f 10e
3.10 - Transposition. A listening exercise which leads naturally into the

transposition phase in A3.1, where students are required to give information
about themselves and find out information about others.
Photocopiable pages
P3 - Practice numbers with a thrilling game of Bingo.
• Copy the numbers (1 to 75) on to a sheet of heavy paper (200g, for example)
and cut them out. Put them into an envelope or other container.
• Copy, cut out, and distribute a player’s card to each student. It is unimportant
if two or more students have identical cards.
• Rules: The teacher picks numbers at random, one at a time, from the envelope
– without looking, of course – and reads each number out. If a player has that
number, he checks it off his card. The first player to complete a full line of
checked numbers – whether horizontally, vertically or diagonally– and to shout
out “Bingo!” wins the game.

Unit 4
What time is it?
• Asking and telling the time
• Prepositions: at, from, until
• Expressions of time: in the morning,
in the afternoon, at night, etc.
• Expressing obligation with have to:
I have to go, etc.
• Possessive ’s (John’s newspaper)
• Position of adjectives
• Adjectival opposites
• Vocabulary: family relations
Warm-up: Ask questions from previous lessons: How are you? Where are you
from? What’s your job? Are you English? What’s your phone number? How old
are you? Move briskly from student to student. Select one to carry out various
commands: Go to the board, write your name, spell your name, etc. Conclude
with a new question. Pointing at your watch until the question is understood,
ask What time is it? Answer yourself.
4.1 – Presentation / Explanation. Books open at page 13. Point to the first
illustration: This man’s name is Alfred. Where is he? He’s in prison. He’s a prisoner.
A reporter is asking him questions. If necessary, translate. Then play the dialogue
through once. On your fingers, count out: It’s one o’clock, it’s two o’clock, etc.
Split the dialogue into two parts, the first ending at “small pieces”. Play the first
half again. This dialogue is rich in new vocabulary and will require careful
explanation. Some of the actions can be mimed, but the simplest solution is to
translate. On the board, make a list of the actions mentioned:
– get up at 6 o’clock
– wash my face and hands
– put on my clothes
– make my bed
– have breakfast at 7 o’clock
– clean my cell
– go to work
– break rocks.
Explain again that Alfred is in prison and has to do these things. Go through
the list item by item, translating. Ensure that the difference between have and
have to is perfectly clear. Play the first half again. Test understanding by asking
students to complete your sentences: At 6 o’clock he has to...?
He has his breakfast at...? After breakfast he has to...? Play the second half of the
dialogue and add items to the list on the board. Leave the list in view.
4.2 – Repetition. Books closed. Have students count from 1 to 12 a few times.
Then repetition of the sentences.
4.3 – Practice. Books still closed. From your bag of tricks, produce your prop
plywood or cardboard clock (standard operating equipment for all teachers
of beginner classes). Moving only the small hand, demonstrate the “o’clock”
positions. Then, moving only the big hand, demonstrate the “five past, ten past”
positions. Test understanding and retention by setting the hands to random
positions (but always at the five minute intervals) and repeatedly asking What
time is it? Then tell students to open their books and do the exercise.
4.4 – Write “the car of John” on the board and cross it out with a large X.
Explain that in English we say “John’s car”. Choose objects in the classroom
belonging to different students and ask others What’s this? to elicit It’s Pablo’s
book, it’s María’s bag, etc. Then open books and do the exercise together.
4.5 – Translate the vocabulary in the blue sidebar, letting students annotate their
books. Then do the exercise together. The point here is not the vocabulary itself
but again the use of the ’s.
4.6 – Draw a table on the board showing the subject pronouns and the
corresponding possessive adjectives, as in 2.10. Do this revision exercise orally.
4.7 – More practice with actions that have to be performed at certain times.
Explain or translate any new vocabulary and do the exercise orally with the
students.
4.8 to 4.10 – These three exercises allow students to practise manipulating

common adjectives. Before asking them to do that, however, make a list of these
adjectives on the board: fast, slow, busy, nice, cheap, expensive, beautiful, good,
bad, fantastic, terrible, easy, difficult, big, small, long, short, old, new. Most can be
easily explained with drawings or mimes, or by using the opposite sign (≠).
Ask students if they can make sentences using the words. These don’t need to
be complex: I have a fast car. He is a busy man. Etc. When you see that they
understand the words, open books and do the exercises together.

A4 – Transposition. The activities page offers further practice telling the time
and talking about family relations. For A4.2, you will need to prepare a list of
nine times that you can dictate to students, who must then draw the hands on
the blank clock faces. Remember at this stage to give times only with past and to.
Photocopiable pages
P4 – is again a Bingo game. This time, however, it is not with numbers but with
times of day. The rules are also slightly different: the first student to check off all
the times on his or her card is the winner.

Unit 5
Is there a bank near here?
• Asking for and giving directions
(turn left, turn right, etc.)
• There is, there are (+, -, ?)
• Questions with how many...?
• Prepositions of place: in, on, under,
between, over, behind
• Ordinal numbers: 1st, 2nd, 3rd, etc.
• The months of the year; saying dates
• Present simple (I see, I go, etc.)
Warm-up – Using another essential prop, an empty shoebox, plus a pen and
keys, introduce the main theme of this lesson by demonstrating how the pen
can be in different positions relative to the box: Where’s the pen? It’s in the box,
it’s on the box, it’s behind the box, etc. Write the prepositions on the board: in,
on, under, above, near, next to, in front of, behind, between. Put pen or keys in
different positions and drill the prepositions with Where is/are...? questions. If
time permits, add imperatives to the mix: Stand up, come here, take the box, put
it in front of the door, put the keys under the box, etc. Involve various students in
hide and retrieve operations.
5.1 – Presentation / Explanation – Play the first dialogue twice, the first time
without comment, the second time explaining or translating new words and
expressions. Use the traffic signs on page 17 of the Student’s Book to explain turn
left, turn right, go straight ahead. On the board, write the numerals 1 to 6 and
alongside them the ordinal numbers 1st, 2nd, 3rd, etc. as well as the words first,
second, third, fourth, etc. Play the first dialogue again, checking that everyone
understands it. Then play dialogue 5.2. Before playing it a second time, direct
students’ attention to the speech bubble illustrating the policeman’s instructions.
Show them the four roundabouts, then speak the instructions yourself as you
follow the arrows: Go straight at the first roundabout; turn right at the second;
turn left at the third, etc. Play the recording again. Then check understanding
by telling some students to cover the text with their hand and, using only the
illustration, give directions to get to the bank.
5.3 – Practice. This is a listening exercise to establish the difference between

there is and there are and the fact that the question with how many is always
plural. Set the exercise up by asking how many windows, chairs, desks, students,
teachers, etc. there are in the classroom. Then do the exercise together.
5.4 – Point to the list of prepositions of place you put on the board earlier. With
a shoebox or coffee cup or other container, demonstrate the various positions
again, asking students where such and such objects are. Then let students do the
exercise in their books. Correct collectively, then move on to more practice with
prepositions in:
5.5 – Tell students to make sentences about the illustration on page 19 of their
books. Help them out by asking where various objects are: the plant, the poster,
the computer, the bed, etc. Then do the exercise together, explaining any new
vocabulary.
5.6 – Repetition. Somewhat delayed, this repetition exercise drills the months
and the ordinal numbers. By the time it’s completed, students should know
everything they need to do exercises 5.7 and 5.8.
5.9 – This simple exercise revises positive and negative imperatives and leads into:
5.10 – Transposition. Designate two students at a time to come to the front of

the class and do this role-play, one asking for directions, the other using the plan
to give them. Insist that the “asker” gets confirmation of the directions given by
repeating them back to the “giver” and saying thanks. This will introduce the
first person present simple. When students feel relatively comfortable with the
exercise, let them ad-lib similar encounters using the slightly more complex
town plan in P5. (e-Teacher’s Resource Pack page 46)

A5 - By way of a change of pace (or as a standby activity), do the crossword
puzzle together. This introduces the vocabulary necessary to describe the
various rooms of a house or apartment. The solution to the puzzle:
Across Down
1. bath 2. toilet
3. lamp 4. mirror
5. fridge 6. shower
7. sofa 8. armchair
10. cooker 9. sink
12. cupboard 11. rug
Revision Test 1 ( Student’s Book pages 21-23)
Competence 1 (Student’s Book page 24)
Revision Test 1 and Competence 1 – These follow Unit 5. As remarked in

the introduction, students are unlikely as yet to be able to do these activities
unaided. They may in some cases not even be able to understand what they are
being asked to do. Although the test introduces very little new material, it is
advisable for teachers to treat its different sections as activities to be undertaken
collectively. The self-evaluation form certainly needs careful explanation,
probably in the students’ own language.
C1 Competence - What can you do?
Put a tick ( ) in the appropriate box.
I can Not at
all
A
little
Quite
well Well
Very
well
… make sentences with the verb be (am, are, is) ☐ ☐ ☐ ☐ ☐

… ask questions with be ☐ ☐ ☐ ☐ ☐
… understand and use contractions with be ☐ ☐ ☐ ☐ ☐
… give short answers to questions with be ☐ ☐ ☐ ☐ ☐
… count from 1 to 1,001 ☐ ☐ ☐ ☐ ☐
… say and understand telephone numbers ☐ ☐ ☐ ☐ ☐
… express possession with my/your/his, etc. and ’s ☐ ☐ ☐ ☐ ☐
… use this/that/these/those to demonstrate position ☐ ☐ ☐ ☐ ☐
… say the alphabet and spell words and names ☐ ☐ ☐ ☐ ☐
… identify the stressed syllable in common words ☐ ☐ ☐ ☐ ☐
… give and understand simple instructions ☐ ☐ ☐ ☐ ☐
… give and ask for basic personal information ☐ ☐ ☐ ☐ ☐
… say what I have to do now and in the future ☐ ☐ ☐ ☐ ☐
… ask and tell the time ☐ ☐ ☐ ☐ ☐
… talk about my family relations ☐ ☐ ☐ ☐ ☐
… use adjectives in simple descriptions ☐ ☐ ☐ ☐ ☐
… say where things are with in/on/under/behind, etc. ☐ ☐ ☐ ☐ ☐
… say what date it is ☐ ☐ ☐ ☐ ☐
… understand simple dialogues and descriptions ☐ ☐ ☐ ☐ ☐
… identify common objects ☐ ☐ ☐ ☐ ☐

Unit 6
What do you do?
• Present simple (+, -, ?) of common
verbs (work, want, live, need, etc.)
• Present of be contrasted with present
simple of other verbs
• Short answers with be and the
auxiliaries do and does:
Yes, I am / Yes, I do / No, I’m not /
No, I don’t / etc.
• Common mistakes and confusions
• Vocabulary: jobs
Warm-up – The affirmative of the present simple was briefly introduced at the
end of Unit 5. Now the tense is presented fully. Warm up the class by first asking
familar questions with be: What’s your job? Where are you from? How old are
you? Then switch to present simple questions: Where do you work? What do you
study? Think about daily routines: What time do you get up? What time do you
have breakfast? The idea isn’t so much to obtain perfect answers (although you
might) as to prepare the class for the listening exercise. Therefore be sure to ask
someone What do you do?. The student’s incomprehension will allow you to
explain that What do you do? = What is your job?
6.1 - Presentation / Explanation. This is the first long dialogue. Before breaking
it into manageable pieces, play the whole piece through once, telling students
to read along as usual. Such a large slice of dialogue may look intimidating
but in fact, apart from the question and negative forms of the present simple,
it contains little that is new. And even don’t has already been encountered in
negative imperatives.
Play through the first section (ending, say, at “11 or 12 hours a day”). Then,
indicating the illustration, ask comprehension questions: Who is this man? How
old is he? What does he do? Where does he work? This allows you to transform 1st
person to 3rd and possibly to introduce doesn’t.
Repeat with the second section (ending at “a house in the country”) and the
third and final section. Test comprehension as previously. You can also discuss
the illustration showing the floor plan of Andrew’s small apartment: How many
rooms does it have? How many bedrooms? Etc. To avoid confusion, try to use
does it have rather than has it got.
6.2 – Repetition. List a few common verbs on the board: e.g. live, work, have,
smoke, do. Then in two circles add the subject pronouns. Finally, add the
auxiliaries and question marks so that you have a diagram something like this:
Following this demonstration of how to form questions in the present simple,
proceed to the repetition phase.
6.3 – Transform your blackboard diagram by erasing the auxiliaries and the
question marks and inserting don’t and doesn’t. Explain that this is how to form
the negative. Do the exercise orally first, then tell students to complete it in their
books.
6.4 – A listen and match exercise. Instruct students not to look at the phographs
but only at the two lists. These are what they have to match. If they look at the
photos, which are also labelled A to O, they will merely confuse themselves.
Pause the CD after each sentence to allow students time to read the jobs and
match them to the names. The solution:
1i 2l 3e 4j 5n 6a 7o 8b
9d 10c 11g 12f 13h 14k 15m
6.5 – This exercise is based on the previous one, so now you can link the photos
on the previous page to the name in the list. The first photo is of Roland, the
cook (1A), the second of Lulu, the mechanic (2B), the third of Robert, the waiter
(3C), and so on. Tell students to do the exercise, then correct it collectively with
individual students reading out what they’ve written.
6.6 to 6.10 – The remaining exercises focus on possible formation errors arising
from a confusion of be and the present simple. Work through the exercises with
the students, explaining any new vocabulary. Students can now ask What does ...
mean? and should be encouraged to do so.
A6.1 – A crossword puzzle about jobs. The clues contain vocabulary you will
need to explain. This vocabulary, however, can then be used in A6.2, where
students ask what people do, where they work, etc. The same vocabulary is again
recycled in P6 (e-Teacher’s Resource Pack page 48), a wordsearch puzzle.
Divide the class into competing teams to do it.

Unit 7
What time do you get up?
• Present simple to describe daily
routines
• Formation of present of be contrasted
with present simple of work
• Days of the week
• Prepositions of time: on, at, from,
until, during, etc.
• Wh- questions: what, where, when,
what time, etc.
• Vocabulary: routine actions
Warm-up – The main theme of this lesson is everyday routines. Since students
have already seen most of the verbs they’re going to need to talk about their
habitual actions, you can begin this lesson by listing such verbs on the board
and addressing the theme directly: When do you get up? What do you do after
that? What time do you have breakfast? What do you have for breakfast? Etc.
7.1 – Presentation / Explanation. Ask students to describe the illustration on

page 29. Encourage use of the formula How do you say ... in English? with regard
to the goldfish in its bowl. Establish that the woman is called Gertrude and that
a reporter is asking her questions. As usual, play the dialogue through from
beginning to end. Then split it in two, ending the first section at “I work in the
post office.”
Play the first section again, pausing to explain any new words or expressions.
Ask comprehension questions (What time does she get up? Does she have a bath
or a shower? What does she have for breakfast?), ensuring that students don’t
drop the final –s when they use 3rd person singular verbs.
Repeat with the second section. Ask questions to elicit short answers: Does
she have an interesting life? Does she work in a bank? Slip in a few questions
requiring short answers with be. When correcting errors, stress the auxiliary in
the question and the auxiliary in the answer, writing both question and answer
on the board and underlining the auxiliaries so that students can see that they
are always the same.
7.2 – Repetition. Books closed. Be attentive to the rhythms of the sentences.

When you play each sentence the first time, ask students which words carry the
stress. Write sentences on the board, underlining the stressed words or syllables
before repetition: What time do you get up?
7.3 – Comprehension questions. A purely oral exercise whose purpose is to give

you the opportunity to correct mistaken or missing emphases.
7.4 – Practice. The point of this exercise is to make verb formations perfectly
clear. Work through it column by column with the class, letting students fill in
the empty cells as you go.
7.5 – Repetition again, this time adding the days of the week. Like the months,
the number and the alphabet, these must be learned by heart and drilled at
every occasion.
7.6 –Practice. Let students do the exercise by themselves, then call on different
students to read out everything they’ve written.
7.7 and 7.8 – These exercises are on the formation of present simple negatives
and questions. Tell students to do them on their own, then correct them
collectively.
7.9 and 7.10 – These exercises, on prepositions of time and the use of the
present simple in a sustained context, are slightly more difficult than those
attempted so far. Do them with your students, helping and explaining where
necessary.
A7 – Transposition. This exercise requires students to convert a sequence of
pictures into words. Let them do it on their own as a written assignment. Tell
them again that they may ask questions using How do you say ... in English? if
necessary. Call on two or three individual students to read their work out to the
class.
P7 (e-Teacher’s Resource Pack page 50) – is a hands-on dictation exercise. Read
out the following sentences, pausing after each sentence so that students can
draw hands on the blank clocks to show when each action occurs.
1 Mr Smith gets up at 7 o’clock.

2 He has a shower at 5 past 7.
3 His wife makes breakfast at 1/4 past 7.
4 Mr Smith drives to work at 8 o’clock.
5 Mrs Smith does the dishes at 10 past 8.
6 Mr Smith starts work at 25 to 9.
7 Mrs Smith takes her son to school at 9.
8 She feeds the baby at 5 past 9.
9 She cleans the house at 1/2 past 9.
10 At 10 o’clock she does the washing.
11 At 1/4 to 11 she does the ironing.
12 At 12 o’clock she chats with her neighbour.
13 At 1/4 to 1 Mr Smith has lunch.
14 Mrs Smith does the shopping at 2 o’clock.
15 At 5 o’clock she sits down to relax.
16 Mr Smith prepares dinner at 7 o’clock.
17 They have dinner at 25 to 8.
18 Mr Smith sits down to watch TV at 5 to 8.
19 Mr and Mrs Smith say goodnight at 5 to 11.
20 Mr Smith goes to bed at 11 o’clock exactly.

Unit 8
Do you like your job?
• Present simple to express likes and
dislikes (I like tea, I don’t like tea)
• Spelling of -ing form of everyday
verbs (going, coming, running)
• Degrees of liking (like, love, hate)
• Object pronouns:
me, you, him, her, it, us, them
• Adverbs of frequency: always,
sometimes, never, etc.
• Vocabulary: sports
Warm-up – Do a series of chain drills, passing rapidly from student to student:
first counting from zero to 30; then from 5 to 100 in steps of 5; then from 30
to zero backwards. Next drill the ordinals from 1st to 31st, then the days, the
months and, for good measure, the alphabet. Whenever you have a few minutes
to spare in a lesson, this is a useful way to fill them. The theme of this lesson
being likes and dislikes, however, steer your warm-up in that direction by asking
several students the question: What do you do at the weekend? If necessary,
offer possibilites to elicit short answers: Do you go out with your friends? Do
you go dancing? Do you read books? Do you play sports? Pick up on answers to
ask neighbouring students if they like going out with friends, dancing, reading,
playing sports, studying, watching DVDs, etc.
8.1 – Presentation / Explanation. Indicating the photograph, tell students

to read along as they listen to the first short monologue. Play it twice, asking
comprehension questions afte the second playing: What’s her name? How old is
she? What does she do? Does she like being a student? Does she like studying? Why
not? Why doesn’t she like studying? What does she like doing?
Work through each of the monologues in the same way, asking similar questions
each time. Depending on the reaction of your students and whether or not they
are finding the activity relatively easy, you may want to appoint students to ask
the questions each time.
8.2 – Repetition. This exercise should drive home the fact that like behaves
exactly as other transitive verbs in English do and requires no special structure.
At the same time, the repetition again drills the interrogative and negative forms
of the present simple.
8.3 – Practice. Explain the spelling rules for adding –ing to the infinitive,
exemplified by the first three answers in the exercise (go-ing, com-ing, run-ning).
Then work through the exercise, calling on individual students to spell out the –
ing forms while the class writes them in their books.
8.4 – Essentially a vocabulary exercise, but not as difficult as it might seem since
the names of many sports are “international” words. Explain great and fantastic;
then let students do the exercise by themselves, correcting it collectively.
1c 2l 3g 4p 5a 6e 7b 8d 9o
10 m 11 f 12 j 13 l 14 h 15 q 16 r 17 n 18 k
8.5 – With the sports vocabulary established in 8.4, the class can now do this
listening exercise, which introduces different degrees of liking and disliking.
Pause the CD after each sentence to allow students sufficient time to tick the
appropriate boxes.
8.6 – Students can do this exercise on their own. Correct collectively, with
individual students reading out their answers.
8.7 – If necessary, explain the notion of subject-verb-object, taking sentences

already encountered in the lesson as examples, e.g. I like football, Frank loves
Cindy, etc. Replace the nouns by pronouns, then draw the table of subject and
object pronouns on the board. Do the exercise along with the class, translating
any new vocabulary.
8.8 – A quick revision exercise testing phrases which should now be familiar
against word-for-word translations from Spanish.
8.9 – and 8.10. Explain or translate the frequency adverbs and write pairss of
sentences on the board exemplifying how these adverbs are positioned after be
(He is always late.) and before other verbs (He always comes late.) Ask students
to deduce the rule from the examples. When they can do so, do the exercises
together.
A8 – Transposition. A visual crossword puzzle based on the names of the
different sports. Allow students a few moments in which to examine the pictures
and to ask you How do you say ... in English? questions before starting. The
solution:
Across Down
1. boxing 1. soccer
4. judo 2. bowling
6. weightlifting 3. skiing
7. baseball 5. pingpong
8. running 7. basketball
10. hockey 9. cycling
13. skating 10. hunting
14. cricket 11. darts
16. swimming 12. fishing
17. riding
Photocopiable pages

Unit 9
Can I help you?
• Requests and offers with can (Can
you help me? Can I help you?)
• Can to ask for or give permission
(Can I park here?)
• Can to express physical ability (I can
lift it) or knowledge (he can speak six
languages)
• Pronunciation: stressing the t of can’t
• Short answers: Yes, I can. / No, I can’t.
• Asking and understanding prices
Warm-up – This lesson develops the use of can and can’t, introduced already in
the self-evaluation form following Revision Test 1. Begin by asking questions
with be and the present simple to elicit short answers. For example, write 2 + 2
= 4 on the board and ask Is this correct? Then, 3 + 3 = 7, followed by the same
question. Ask various students Do you like mathematics? Do you like doing
calculations? Then write some impossible calculation on the board and ask,
Can you calculate this? Can you tell me the answer? Persist until you obtain Yes,
I can / No, I can’t. Change tack. Ask if anyone has a smart phone. When one is
produced, ask what it can do: Can it take photographs? Can it play music? Can it
make movies? Can it connect to the internet? Can it do crossword puzzles? Can it
speak Chinese? Etc.
9.1 – Presentation / Explanation. Tell students to describe the picture

illustrating the first dialogue. Ask What’s the taxi driver’s problem? to elicit The
suitcase is too heavy. He can’t lift it. As usual, play the recording once while
students real along, then a second time explaining or translating as required.
Ask comprehension questions. Ask someone to explain the word impossible – in
English, of course.
9.2 – Again direct students’ attention to the illustration: Where are these men?
What does the man on the left want to buy? Play the recording twice, explaining
new words and expressions the second time.
9.3 – Repetition. This exercise stresses the vital difference between can and
can’t. Impress on your students the idea that if the final t of can’t sounds
exaggerated to their ears, it will sound correct to an English speaker. Sentences
9 and 10 introduce the use of can to express ability. This usage will require some
explanation since it occurs frequently in the practice exercises.
9.4 – Practice. This audio exercise requires students to match the spoken
sentences to the various signs. Pause after each sentence, allowing students
enough time to scan the images.
1k 2e 3d 4j 5n 6f 7g 8c
9b 10 m 11 o 12 h 13 l 14 a 15 i
9.5 & 9.6 – Do these exercises along with students, again being particularly
attentive to the pronunciation of can’t.
9.7 – Books closed. Revise numbers 1 to 101 by giving students a short dictation
of, say, ten numbers. Write the numbers down yourself, of course. Check the
results orally. Then write some prices on the board, in pounds and dollars: £2.50,
$10.99, etc. and explain how these are spoken. Students can now practise further
with this highly structured reading exercise.
9.8 to 9.10 – These exercises revise points of grammar and vocabulary

previously studied. Explain the instructions if necessary, then let students
attempt the exercises on their own, correcting collectively as soon as they’ve
finished.

A9 – Transposition. This is a crossword puzzle with visual and verbal clues.
Before asking students to do it, tell them to cover the text on the left-hand side
of the page and focus only on the pictures. Invite them to make simple sentences
using can and can’t about each illustration. If they are unable to make sentences,
let them say so. When any new vocabulary has been explained, students can do
the puzzle. If time permits, do the match-up exercise orally. Solutions:
Across Down
4. paint 1. pay
6. climb 2. understand
9. lift 3. fix
10. play 5. drive
11. sleep 6. cut
12. start 7. buy
15. see 8. close
16. kill 13. tell
17. talk 14. go
18. dance 16. sing
Across 4k 6o 9i 10 s 11 h
12 j 15 t 16 p 17 u 18 l
Down 1g 2a 3q 5f 6e
7n 8m 13 b 14 d 16 c
Photocopiable pages

Unit 10
Do you have any money?
• Some in affirmative sentences, any
after negatives and in questions
• Exceptions to this rule in offers and
requests
• Something, anything, nothing
• Somebody, anybody, nobody
• Countable and uncountable nouns
• Questions with how much and how
many + is there or are there
Warm-up – Before starting the class, make a list of ten items of clothing and
attach a price to each, e.g. a pair of socks – £3.22; a T-shirt – $5.93, etc. Explain
to the class that you’re going to give them a short dictation and ask them
questions about it afterwards. Tell students to write nothing as you read the list a
first time, at normal speed, but to note down the items and the prices the second
time. Pause after each item to allow them time to do so. Get students to quiz
each other on how much the various items cost.
10.1 – Presentation / Explanation. Have students look carefully at the

illustration at the top of page 41 of their books. Ask them to describe what they
see. Help them by asking: Who is the man on the right? What does he want?
What does he say to the other man? After playing the recording through a first
time, write some sentences containing some and any on the board, e.g. I have
some money. I don’t have any money. Do you have any money? There’s some milk.
There isn’t any milk. Is there any milk? Invite the students to deduce a rule about
the use of some and any from these examples.
Split the text at “No, nothing.” Play the first half again, explaining or translating
as required and asking comprehension questions afterwards. Then do the same
for the second half.
10.2 – Repetition. When drilling these sentences, make sure that students aren’t
placing undue stress on the new elements (some and any) at the expense of
information-bearing words, saying, for example,
I have some money rather than I have some money.
10.3 – Practice. This exercise revises the affirmative of there is/are and
introduces the negative and interrogative forms. Two uncountable nouns (salt
and snow) are included, but countables and uncountables are treated more fully
in the following exercises.
10.4 to 10.7 – Do these exercises with your students, explaining or translating

any new vocabulary that crops up. Point out typical Spanish-speaker errors
arising from word-for-word translation, e.g. I don’t have car, I have to do my
homeworks, I have a good news for you, I need an information, etc.
10.8 & 10.9 – Draw a “+, -, ?” table on the board, explaining that something,
anything, somebody and anybody obey the same general rule as some and any.
Then write some examples showing that there isn’t any milk = there’s no milk,
there isn’t anybody = there’s nobody, and there isn’t anything = there’s nothing. Do
the exercise orally with the students.
10.10 – Having now firmly established the rule that some is used in affirmative
sentences and any in negative and interrogative sentences, write the fatal word
EXCEPTION on the board. Explain that the exception concerns questions in
which the speaker offers or requests something; in such questions, we use some,
not any. Examples speak louder than rules: Do you want some cake? (offer),
NOT Do you want any cake?; Can I have some cake? (request), NOT Can I have
any cake?

A10 – Transposition. An oral exercise with visual prompts which can be
interpreted in various ways.Instruct students to make sentences using there is/
isn’t or there are/aren’t for each picture. This will require them also to use a, an,
some, any, no, etc. as well as, in some cases, a lot of + singular and plural nouns.
You might want to introduce a piece of here for use with uncountable nouns.
Typical sentences:
– There’s an egg in a basket.

– There’s some salad on a plate.
– There’s a box. There’s nothing in the box.
– There are some small fish on a plate.
– There isn’t anything in the room. It’s empty.
– There’s some furniture in an office.
To vary the exercise, you can tell students to make questions about the pictures
instead of describing them.
Photocopiable pages
Revision Test 2 & Competence 2 – As previously, it is advisable to do this test

and questionnaire with your students rather than leaving them to their own
limited resources for several hours. Regarding the test, students can attempt the
various exercises by themselves, but you should correct each test orally as soon
as it is completed so that students are made aware of any mistakes they may still
be making. Move around the classroom while students are writing and make
yourself available for any questions they want to ask.
Similarly, you can let them attempt the self-evaluation by themselves provided
you allow them the possibility of asking you questions if there’s anything they
don’t understand.
I can Not at
all
A
little
Quite
well Well
Very
well
… talk about my job in simple terms ☐ ☐ ☐ ☐ ☐

… identify other common jobs ☐ ☐ ☐ ☐ ☐
… recognise and use the present simple ☐ ☐ ☐ ☐ ☐
… give short answers to questions in the present simple ☐ ☐ ☐ ☐ ☐
… give basic descriptions of people (age, hair, eyes, etc.) ☐ ☐ ☐ ☐ ☐
… talk about my daily routine and when I do things ☐ ☐ ☐ ☐ ☐
… ask others about their daily routine ☐ ☐ ☐ ☐ ☐
… say the days of the week and the months of the year ☐ ☐ ☐ ☐ ☐
… ask questions with what, when, what time, how, etc. ☐ ☐ ☐ ☐ ☐
… talk about things and activities I like and don't like ☐ ☐ ☐ ☐ ☐
… say if I like or don't like common sports ☐ ☐ ☐ ☐ ☐
… use adverbs of frequency (sometimes, always, etc.) ☐ ☐ ☐ ☐ ☐
… say what I can do and what I can't do ☐ ☐ ☐ ☐ ☐
… use can to ask for help and offer help ☐ ☐ ☐ ☐ ☐
… use can to ask for permission or give permission ☐ ☐ ☐ ☐ ☐
… say and understand prices in pounds and dollars ☐ ☐ ☐ ☐ ☐
… use common prepositions (in, on, at, to, from, etc.) ☐ ☐ ☐ ☐ ☐
… ask questions with how much and how many ☐ ☐ ☐ ☐ ☐
… understand when to use some and any ☐ ☐ ☐ ☐ ☐
… identify common uncountable nouns ☐ ☐ ☐ ☐ ☐
Unit 11
What’s the matter?
• Expressions with be + adjective (be
hot, be cold, be hungry, be right, etc.)
• Making suggestions with Why don’t
you...?
• Expressing frequency (how often?
once, twice, three times a day, etc.)
• Position of adverbs of frequency
• Infinitive of purpose (she went to the
supermarket to buy some food)
• Question words: why, what kind, etc.
Warm-up – This lesson introduces a number of expressions with the form be
+ adjective where the form of the corresponding expression in Spanish is have
+ noun (be hungry, be right, etc.). Write the word Adjectives on the board and
under it make a list, asking students to contribute. If they have done the Word
Boxes exercise in P10 (e-Teacher’s Resource Pack page 56), this should be
relatively easy. When you have a sufficient number, ask for examples of these
adjectives in sentences. Establish that adjectives describe people and things.
11.1 – Presentation / Explanation. Before playing the CD, ask students to

describe the illustration on page 49. With their limited linguistic resources, this
is a difficult task. However, you may hear: There’s a man. There’s an elephant. Ask
What colour is the elephant? Do you think the man is sober? Add sober to your
list of adjectives on the board and perhaps drunk also. Then play the dialogue
through once from beginning to end. Test comprehension by asking: What’s the
man’s problem?
Before playing the first section of the recording again (down to “I can drink
something else.”), tell students to underline any adjectives they see in the text.
When you review the first section, add the adjectives to your list (ignoring
several, if possible): hungry, thirsty, strange, terrible, horrible, hot, cold, right.
Emphasise that all of these are used with be, not with have.
Then go ahead and play the second half of the dialogue, explaining and
translating as required (How often...? Once, twice, etc.) Bear in mind that at this
stage you merely want students to understand what they’re reading and hearing;
you don’t yet expect them to be able to reproduce it.
11.2 – Repetition. The repetition exercise reinforces the idea of making

suggestions with Why don’t you...? in response to various problems.
11.3 – Practice. Referring back to the dialogue, ask How often does the man
see pink elephants? Explain again if necessary. Then ask several students about
routine activities, first establishing that they do something, then enquiring
how often they do it: Do you go to the cinema? eat in restaurants? play video
games? etc. Once students understand the kind of answers you want, direct their
attention to the table at the top of page 50. Interpret the first few lines of the
table for them: Tom and Ava go to the cinema once a week. Sid and Mary go to
the cimema three times a week. Etc. Ask individual students to continue. When
they can interpret the table orally, tell them to write the questions and answers
in their books as in the example.
11.4 to 11.6 – Do these exercises orally first, then have students write the
answers in their books. Apart from the occasional item of vocabulary, this
should present no particular difficulty.
11.7 – Ask who can remember the rule about the position of adverbs of
frequency. Write the rule in summary form on the board: after be, before other
verbs. Tell students to do the exercise.
11.8 – Similarly, ask if someone can recite the object pronouns. Write them on
the board and do the exercise orally.
11.9 – Ask general questions to elicit the infinitive of purpose: Why do people
work? (to get money), Why do people go to bars? (to drink alcohol, to meet their
friends), etc. Naturally you will hear for get money, for drink, etc. Correct this
error and do the exercise with the students.
11.10 – This exercise revises a number of question words which students must
place in a context. Have students compile a list of such words (again as in the
Word Boxes of P10) and write them on the board. Make sure to include less
frequent but still important items, such as How often...? and What kind of...?

A11 – Transposition. A visual crossword puzzle composed of adjectives and
adjectival expressions. Some of these will be new to your students. Nevertheless,
encourage them to do what they can with the puzzle, explaining the new words
only when students can go no further on their own (or with their dictionaries).
Solution:
Across Down
2. afraid 1. sad
3. tired 3. thirsty
5. pain 4. broken
6. worried 7. boring
8. nervous 9. cold
10. terrible 11. late
13. hurry 12. drunk
14. angry 13. heavy
15. love 16. hot
16. hungry
17. busy
Photocopiable pages
Unit 12
Where were you last night?
• Past of be: was, were (+, -, ?)
• Formation of present and past of be
contrasted
• There was, there were (+, -, ?)
• Using be born in questions and
affirmative sentences
• Questions with whose...?
• Possessive pronouns:
mine, yours, his, hers, its, ours, theirs
Warm-up – Since this lesson introduces the past simple of be, devote the first
five or ten minutes to revising verb structures encountered so far. To begin,
ask questions to elicit short answers of different kinds: Yes, I am. No, I’m not.
Yes, he is. No, he isn’t. Yes, there is. No, there aren’t. Yes, I can. No, I can’t. Then
get students to ask each other similar questions with yes or no answers. Write
some of their questions and responses on the board, demonstrating that when
questions are with be, the short answers are also with be, and that when the
question requires an auxiliary or modal (do, can), the same form is repeated in
the answer.
12.1 – Presentation / Explanation. Indicate the illustration and ask: Who are
these people? Where are they? Play the whole dialogue through once without
comment. Then split the dialogue into two parts at “I was in the pub.” Play the
first half again, explaining and translating as required and drawing particular
attention to the time marker last night. Test comprehension by asking yes/no
questions about the dialogue: Is this man’s name Charlie? Is this man a detective?
Are they in a pub? Are they in a police station? Does the detective want to ask
questions? Does Charlie know about the robbery? Then add the new elements:
Was there a robbery last night? Was the robbery in a shop? Was Charlie at the
cinema last night?
Play the second half of the dialogue, which contains numerous questions
and answers with the past of be. Explain any lexical items that might hamper
understanding (alone, remember, truth, honest, ago). Tell students to close their
books and ask them straightforward comprehension questions about the text:
Who were the people in the dialogue? Where were they? What were the detective’s
questions about? Where was the robbery? Finish by asking: What time is it now?
Where were you at this time yesterday? Make sure students understand yesterday
before proceeding to:
12-2 – Repetition. Books closed. The twelve repetition sentences drive home
question and answer forms with was and were. This phase should present no
particular difficulty.
12.3 – Practice. Books still closed. On the board, draw the “+, -, ?” table
comparing the formation of the present and past of be. Fill in the first
column yourself (I’m, you’re, he’s, she’s…), essentially to give students a point
of reference, then invite individual students to complete the five remaining
columns orally. When they can do this satisfactorily, tell them to open their
books at page 54 and complete the table in writing.
12.4 & 12.5 – Allow students enough time to do these exercises on their own,
then correct collectively.
12.6 – Present this exercise orally by asking students questions about the table,
for example: What nationality was Al Capone? What was his occupation? What
were his dates? What was he famous for? Who was Cleopatra? Etc. After five or
six minutes of such drilling, tell students to correct the statements in the exercise
following the model provided, i.e. with first a short-answer contradiction, then
an affirmative statement. If more practice is needed, continue this activity by
yourself making false statements based on the table.
12.7 – This exercise requires students to pay heed to time markers (today, last
night, ten minutes ago, etc.). Point these out, then do the exercise orally.
12.8 to 12.10 – Change of pace. These exercises revise the subject and object
pronouns and the possessive adjectives, adding the possessive pronouns to the
mix. Start with a books-closed question session, asking individual students
about objects available in the classroom: Whose book is this? Whose keys are
these? Etc. Your aim here is to elicit answers using the possessive adjectives and
’s. Write some of these questions and answers on the board, then demonstrate
how the possessive pronouns can be used in such answers: Whose pen is this? –>
It’s my pen. –> It’s mine. Books still closed, draw a table showing the subject and
object pronouns and the possessive adjectives and pronouns. Tell students to
open their books and do the exercises.

A.12 – Transition. This is a spot-the-differences puzzle, contrasting the
appearance of a room today and its appearance yesterday. Verbalising these
differences requires the use of both the present and past forms of be: Today
there’s one notebook on the bed, yesterday there were two. Divide the class into
competing teams. Allow the teams a few minutes to find the differences (which
are fairly obvious), then call on individual team members, one team at a time, to
describe them. Keep score on the board, awarding one point for each difference
correctly identified and described.
Photocopiable pages
Unit 13
What was the weather like?
• Past simple (+, -, ?) of regular and
some common irregular verbs
• Regular verbs: pronunciation of -ed
• Formation of present simple and past
simple contrasted
• Questions withWhat’s ... like?
• Asking and answering questions with
be born and die
• Vocabulary: the weather
Warm-up – Use P12 (e-Teacher’s Resource Pack page 60 to review the past of be,
introduced in the last lesson, and contrast it with the present. This is another spot-
the-differences game, showing a beach “yesterday” and “today”. The differences
are not particularly difficult to detect, but stating them in words requires a certain
degree of competence.
13.1 – Presentation / Explanation. This lesson introduces the past simple of

verbs other than be. These are mainly regular (call, want, say, need, decide, reserve,
rain, snow, stay, work) but there are also a few irregulars (get, find, leave, have,
tell). Before playing the recording, write these infinitives on the board in two
separate lists, leaving space alongside each list to add the past of the verbs. If
necessary, remind students of their meanings now. Then play the whole dialogue
through once. Try to assess your students’ level of comprehension with questions
like: Who are the two men in the picture? What do they do every day? What is their
conversation about? Where was George at the weekend? For the moment avoid
questions with did?
Split the dialogue as usual (at “We had a really nice time.”) and play the first half,
this time pausing and explaining after each sentence. On the board, label the lists
you’ve made “Present” and alongside them add two new lists, labelled “Past”, to
which you will add the past tense verbs you encounter now. The first of these are
called, wanted, said, decided, left. When you reach the end of the first half, label
your first two columns “Regular”, and the second two “Irregular”. Invite students
to deduce the difference between regular and irregular verbs. Two other points
remain to be stressed in the first half of the dialogue: the past question form
with the auxiliary did (How did you go?) and the idiomatic question What is X
like? Explain that the latter question simple means: Tell me about X. Write some
more examples on the board: What’s your job like? What’s Paris like? What are
your parents like? What’s the weather like? Rephrase these questions with “tell me
about…” and write sample answers: It’s very interesting. It’s beautiful in the spring.
They’re very old. It’s wet and cold. Having established these points, proceed to the
second half of the dialogue, explaining, translating, and adding new words to your
lists on the board.
13.2 – Repetition. Unlike other repetition exercises, this one focuses on a single
point: the pronunciation of the –ed added to the infinitive of regular verbs to
form the past. Students inevitably tend to pronounce the –ed as a separate syllable
(/id/) as in wanted, needed, decided. Make sure they understand that often –ed has
no syllabic value at all, as in the pronunciation of called (/d/) or worked (/t/).
13.3 – Practice. This exercise stresses the point just made. You can extend the
exercise by referring students to the list of common regular verbs on page 131 of
their Student’s Book.
13.4 – This table compares and contrasts the formation of the present simple
and the past simple. Discuss it orally with students, then let them fill in the cells
in their books. The parallels between the two tenses must be perfectly clear.
13.5 – Tell students to do this matching exercise about daily routines on their
own. It uses only the present simple, but its purpose is to set up the next two
exercises. Solution:
1b 2i 3e 4f 5a 6h 7j 8c 9g 10d
13.6 – This exercise describes the same routine, but now in the past. Since
students can’t yet be expected to have mastered all the past forms, the Language
Focus sidebar provides them with the words they need. Let students do the
exercise by themselves and then correct it collectively.
13.7 – Using the information in 13.6, students must now correct a number of
erroneous statements. Tell them to follow the example given, i.e. first a short-
answer contradiction, then an affirmative statement.
13.8 – Similarly, this exercise requires students to pick up on a previous
statement and to respond with a brief auxiliary + subject question (Did you?
Is she? Did they?), followed by a What … like? question. Do this exercise orally
with students, allowing them to write the answers in their books.
13.9 – A quick drill stressing the difference between When was he born? and
When did he die? Tell students to follow the models provided.
13.10 – Explain any new vocabulary (cloudy, windy, wet, etc.), then let students
do the exercise.

A13 – Transposition. This activity requires students to put 12 pictures in
sequence in order to tell a story, the first words of which are Yesterday evening…
One possible story begins with the man returning from work and finding the
letter, but there are other possibilities as well. Let students work on their own,
numbering the pictures first, then converting their stories into words.
Photocopiable pages
Unit 14
What happened next?
• Past simple (continued)
• Past of can/can’t: could/couldn’t
• Questions with How long...? in
present and past
• Asking questions with past simple
• Routine actions in the past
• Distinguishing between adjectives
and adverbs
• Conjunctions: and, but, so, because
Warm-up – Students need to stay focused on the most common irregular verbs
for some time. Begin therefore by asking questions (and insisting on complete
sentences for answers) that will elicit past forms: What did you do last night?
Where did you go? What did you see? Etc. Especially, ask about routine actions
in the past: What time did you get up yesterday? What did you have for breakfast?
What time did you leave home? If anyone claims to have read a book or seen a
film or been to a concert, ask what it was like.
14.1 – Presentation / Explanation. Ask students if they can identify the

personage whose picture appears on page 61 of the Student’s Book. If they
know that it’s Henry VIII, you can also ask: Who was he? What was he famous
for? How many wives did he have? What happened to them? Point out that the
dialogue is between a professor, the author of a book on Henry VIII, and a
reporter. Then play the whole dialogue through without further comment or
interruption. At the end, you can test initial comprehension by asking questions
taken more or less directly from the text: What was Henry like when he was
young? What was he like when he was old? Who was his first wife? What was she
like? How long were they married? Etc.
Split the dialogue into two parts (the first ending at “after the baby was born”).
Play the first half through again, pausing and explaining as required. Point out
that could/couldn’t is the past of can/can’t, and stress that the l of could is not
pronounced. Also establish the difference between adjectives and adverbs by
asking students to identify examples of each in the text.
Proceed in a similar way with the second half of the dialogue.
14.2 – Repetition. The repetition phase reinforces the main points outlined
above as well as the formation of questions with when, why, what and how long.
14.3 – Practice. These comprehension question should pose no particular

difficulty and may avoid a possible confusion between the verb like and the
question What is … like? Do the exercise orally, allowing students to refer back
to the dialogue if they want to or to the table in the middle of page 62 of the
Student’s Book.
14.4 – Using this table, students now complete short exchanges with question
words and forms in the past simple. Allow students enough time to do the
exercise on their own, then correct collectively.
14.5 to 14.8 – A series of exercises offering further practice using the past
simple in context: converting from present to past, filling in the gaps with
affirmative past tense verbs, forming negatives and asking appropriate questions
to continue a conversation. These exercises can be done either orally along with
students or in writing first, followed by oral correction.
14.9 – This exercise returns to the difference between adjectives and adverbs.
Point out that most adverbs are regular (i.e. add –ly to the adjective), but that
there are a few important exceptions. Only one is included in the exercise: good/
well. You may also wish to point out what happens to spelling when an adjective
ending in –y (angry, happy, heavy) becomes an adverb.
14.10 – The final exercise is, nominally at least, about the conjunctions and,
but, so and because. You should do this exercise along with your students for
it contains vocabulary that will need to be explained (including the verb look
like, which also occurred in the dialogue). One approach would be to translate
one pair of sentences at a time, then ask individual students to read the two
sentences back to you in English but joined by an appropriate conjunction.

A14 – Transposition. A one-against-all game. Let students read each of these
four short texts on their own, taking one text at a time. Ask for a volunteer to
submit to questioning by other students on a particular text. The volunteer, who
must answer from memory, is awarded one point for every correct answer and
wins the game by reaching 5 points. A volunteer who makes three mistakes,
however, is immediately disqualified.
Photocopiable pages
P14 – In this question-and-answer activity, students work in closed pairs.

Each student has six pictures of famous people, but information for only three
of these people. Students must interview each other to obtain the missing
information and complete their sheets. This activity practices questions with was
and did (including was born), the reading of dates, and the alphabet.
Unit 15
What are you doing now?
• Present continuous (+, -, ?) for
actions occurring now, at the moment
• Short answers to questions in past
and present: Yes, I am / Yes, I was /
Yes, I do / Yes, I did
• Usage: choosing the correct tense for
actions now, every day, yesterday
• Prepositions: in, on, at, with, etc.
• Grammatical terms
Warm-up – The possibilities for warm-up reviews have now greatly increased.
Nevertheless, irregular verbs must take priority until students have developed
the right reflexes. Armed with a list of verbs encountered so far, or with the verb
list on page 132 of the Student’s Book, you should quiz students relentlessly,
giving only the infinitive to elicit the correct form of the past. Ensure that this is
a rapid-fire activity, one that does not allow time for reflexion. Also, make sure
that it doesn’t go on for too long. End the warm-up by passing on to questions
about yesterday, last night, in the last class, etc.
15.1 – Presentation / Explanation. The recorded text this time consists of six
short descriptions of six illustrations. The texts include examples of the present
simple to say what usually happens, and of the past simple to say what happened
five minutes ago. The main focus, however, is on the present continuous to say
what is happening, now, at the moment. Understanding and forming this tense
should present no special difficulty for Spanish speakers, but some practice will
no doubt be required in manipulating it successfully. Play the first description
once or twice while students read along as usual. Indicating the photo, ask
comprehension questions: Who’s this? What’s the weather like? When did it start
raining? Did Carol have her umbrella with her? What else did she have? (Did
she have her mobile phone?) Then switch to the present continuous: What’s
she holding? What’s she wearing? What’s she looking at? Who’s she talking to?
What’s she asking him? If necessary, translate the first few usages and explain
the formation with be + –ing. Then proceed to the second photo. Tell students
to cover the text and describe what they see. There’s a young man. He’s in the
kitchen. Ask What’s he doing? to elicit He’s cooking. Ask What’s he cooking?
Then play the recording once or twice. This time when you ask comprehension
questions, use every opportunity to switch between the present simple and the
present continuous and insist on receiving answers in the same tense as your
questions: What does Mark do? What’s he cooking? Who is coming to visit? What
does Mark want? Etc. Proceed similarly with the remaining texts.
15.2 – Repetition. This phase concentrates entirely on questions and

answers in the present continuous. Listen for devoicing of the final letters in
contractions like what’s, he’s, she’s, etc., and make sure that the –ing termination
is pronounced correctly.
15.3 – Practice. Review the spelling rules governing the –ing form of the verb
(introduced in 8.3), taking go, come and run as examples. Then go quickly
round the class asking individual students to pronounce and spell the present
participles of the verbs in the list.
15.4 & 15.5 – Prepare the first exercise by asking students to describe what’s
happening in the picture. Do the exercises, which practise the affirmative,
negative and question forms of the present continuous, along with your
students, correcting orally as you go.
15.6 & 15.8 – These exercises mix the three tenses encountered so far, drilling
short answers with the correct auxiliary and the affirmative and negative forms.
Let students do them in writing in their books, then review all three orally to see
if any problems persist.
15.9 – Ask students to help you make a list of all the prepositions they have seen
so far and write them on the board. Then let them do the exercise.
15.10 – This short exercise aims to remind students of the importance of

knowing basic grammatical terms. If they still have difficulty identifying the
parts of speech underlined in these sentences, consider using (or re-using) the
Word Boxes activity in P10 (e-Teacher’s Resource Pack page 56).

A15 – Transposition. Use this exercise, based on 34 photographs of people
engaged in various activities, to drill the present continuous in various ways.
For example, ask questions to elicit short answers, negative and positive. Or get
students to ask each other questions about what’s happening in the pictures.
Or make false statement about what’s happening, which students must then
contradict and correct.
Photocopiable pages
P15 – This is a spot-the-differences puzzle. Unlike previous puzzles of this sort,
this one concentrates on actions, so that students are obliged to use the present
continuous to describe the differences. In picture A, for example, the baby is
crying whereas in picture B it’s sleeping peacefully. If you feel that your students
have for the time being received enough practice with the present continuous,
you may wish to hold this activity in reserve for a review session later.

I can Not at
all
A
little
Quite
well Well
Very
well
… say when I’m hot, cold, hungry, thirsty, etc. ☐ ☐ ☐ ☐ ☐

… make suggestions using Why don’t you...? ☐ ☐ ☐ ☐ ☐
… say how often I do things (once, twice, three times...) ☐ ☐ ☐ ☐ ☐
… identify and use adverbs of frequency ☐ ☐ ☐ ☐ ☐
… use subject, object and possessive pronouns ☐ ☐ ☐ ☐ ☐
… talk about where I was at a moment in the past ☐ ☐ ☐ ☐ ☐
… say when and where I was born ☐ ☐ ☐ ☐ ☐
… ask and answer questions with Whose...? ☐ ☐ ☐ ☐ ☐
… talk about the weather, now and in the past ☐ ☐ ☐ ☐ ☐
… use the past simple to talk about the historical past ☐ ☐ ☐ ☐ ☐
… talk about routine actions in the past ☐ ☐ ☐ ☐ ☐
… use common regular and irregular verbs in the past ☐ ☐ ☐ ☐ ☐
… say what people and things are like or were like ☐ ☐ ☐ ☐ ☐
… distinguish between adjectives and adverbs ☐ ☐ ☐ ☐ ☐
… use conjunctions (and, so, but, etc.) to join sentences ☐ ☐ ☐ ☐ ☐
… say what is happening now ☐ ☐ ☐ ☐ ☐
… describe what is happening in photos and drawings ☐ ☐ ☐ ☐ ☐
… distinguish between present simple and continuous ☐ ☐ ☐ ☐ ☐
… use prepositions in common phrases ☐ ☐ ☐ ☐ ☐
… recognise and use basic grammatical terms ☐ ☐ ☐ ☐ ☐
Unit 16
What are you doing later?
• Present continuous (continued)
• Planned actions in the future (I’m
going on holidays next week)
• Common verbs not used in
continuous forms (like, love, want,
remember, etc.)
• Usage: choosing the correct tense for
past, present, future
• Vocabulary: clothes
Warm-up – Since this lesson continues with the present continuous, you may
wish to use the spot-the-differences activity from P15 (e-Teacher’s Resource
Pack page 66) – if you haven’t used it already, of course – to quickly review
formation. The main new element in this lesson is that the present continuous
is used to speak of planned actions in the future (where, normally, the present
indicative would be used in Spanish). However you choose to warm up the class,
conclude by asking various student what they’re doing after class, this evening,
at the weekend, etc.
16.1 – Presentation / Explanation. Indicate the illustration on page73 and

explain that the boy is Fred and the girl Nancy and that they’re speaking on the
phone. Then play the dialogue all the way through while students read along. At
the end, ask a few comprehension questions: What’s Nancy doing in the picture?
(She’s putting on lipstick.) In your opinion, does she have a terrible headache? Is
she going out tonight? Who’s she going out with? Etc. Since the answers to these
questions are not stated directly in the text but merely implied, students may
be tempted to respond with what they see on the printed page. Don’t bother to
contradict them at this stage, but simply ask other students if they agree. Then
split the dialogue in half and play the first half, commenting and explaining as
usual. Again, at the end, ask comprehension questions: What does Fred want to
do this evening? Does Nancy want to go to the cinema? What pretext does she give?
What is Fred’s second plan? What does Nancy tell him? Why can’t she see him
tomorrow night? Encourage students to answer in complete sentences. Proceed
similarly with the second half of the dialogue.
16.2 – Repetition. These sentences reinforce the usage of the present continuous
to refer to planned actions in the future by means of numerous time markers
(tomorrow evening, after work, next week).
16.3 & 16.4 – Practice. Students complete all the sentences in the first exercise
using the present continuous. In the second exercise, they decide whether
these sentences refer to the the present or the future. 16.5 – This is essentially
a vocabulary exercise (about clothes), so it may be well to review the words
provided in the blue box before asking students to attempts it. The various short
texts also provide numerous examples of the present continuous and present
simple being used together naturally in context.
16.6 – Students are asked to ask and answer a series of question based on a
“to do” list for tomorrow. When the exercise has been finished and corrected,
ask students to prepare their own “to do” list for the coming week. Then have
selected students read out their plans, using the present continuous, of course.
16.7 – A fluency exercise, requiring students to switch mentally from speaking

about the past to speaking about the future. Do it orally.
16.8 – This exercise reviews the most important question words encountered so
far, asking students to match the words to some highly laconic answers. When
they have completed the match-up, you can ask them to form the full questions.
For example, the first question is What? and the answer is Tea and toast.
Students can ask at least three full questions here: What do you usually have for
breakfast? What did you have for breakfast yesterday? What are you having for
breakfast tomorrow?
Solution to the match-up:
1f 2h 3a 4g 5l 6d 7j 8b 9k 10e 11i 12c
16.9 & 16.10 – The final two exercises concentrate on possible, and indeed
likely, confusions in the usage of the present simple and the present continuous.
Before asking students to do the exercises, review on the board the main
differences between the two tenses, explaining that certain very common verbs
(want, need, know, like, mean, cost, remember, believe, etc.) are not used with the
present continuous or other continuous tenses.
A16 – Transposition. A longer “to do” list focusing on household chores, which
can be used as a chain question-and-answer activity, with the teacher asking
the first question, a student answering it and asking a second student another
question, and so on. Different types of questions can be asked: What time is she
doing such and such? What is she doing at such and such a time? Is she doing such
and such at such and such a time?
Photocopiable pages
P16 A vocabulary review crossword.
Across 17. travel 5. chat

3. pocket 19. ready 6. divorced
4. conjunctions 21. enjoy 8. explorer
7. helmet 22. deliver 9. truth
10. deaf 25. illegal 10. discoveries
11. pint 27. message 12. angry
12. apron 13. soldier
14. protect Down 14. promise
15. follow 1. handsome 16. become
16. beard 2. postcard 17. together
3. pale 18. leather
Unit 17
What were you doing
when...?
• Past continuous (+, -, ?)
• Formation: comparison of present
simple and past simple; present
continuous and past continuous
• Time markers: now, later, ago, when
the phone rang, etc.
• Usage: choosing the correct tense
• Common errors
• Vocabulary: accidents and road safety
Warm-up – With this lesson, we progress from the present continuous to the
past continuous. Since students are by now completely familiar with the verb be,
formation of the new tense presents no special difficulty. Warm up the class by
questioning students with structures they already know, eventually establishing
the parallel between the present and past continuous: Do you like listening to
music? Do you listen to music every day? Did you listen to music yesterday? Are
you listening to music now? What are you doing now? What time is it? What were
you doing at this time yesterday? Repeat this routine with different subjects and
several students until you receive the answers you want.
17.1 – Presentation / Explanation. Tell students to examine the three pictures

on page 77 and ask: What do you think is happening in these pictures? At the
least, students should be able to determine that a strange-looking man is
entering a bank and that another man is watching him suspiciously. In the
third picture, the other man is calling somebody on his mobile phone. Who
is he calling? What is he saying? Establish the meaning of key words: gun,
sunglasses, false beard, false moustache, wig, witness. Explain that the man with
the telephone is a witness, a person who sees something, and that the dialogue is
between this witness and a lawyer in court.
Play the dialogue through once without interruption while students read along
in their books.
Then, as usual, divide the dialogue into two parts, the first ending at “He was
sitting in a car parked near the bank.” Play the first part again, explaining and
translating as required. When you have finished ask comprehension questions
related to the text. Indicating the illustrations again: Who is this man? What
was the witness doing on 17th July? Where was he standing? Why was he standing
there? What did he see? What was the other man doing?
Now play the second part of the dialogue, repeating the procedure. When you
have finished asking comprehension questions, ask students how many verb
tenses they can find in the text. They should be able to identify the present
simple, the past simple and the past continuous.
17.2 – Repetition. The sentences for repetition all stress the differences
between the past simple and the past continuous. Make sure that students,
when repeating, do not place undue stress on the auxiliaries at the expense of
information-carrying words. Not I was working but I was working.
17.3 – Practice. The table on page 78 of the Student’s Book recapitulates the
formation of the four tenses encountered so far. Allow students to complete
the table on their own so that they can clearly see the parallels between the two
simple and the two continuous tenses.
17.4 & 17.5 – These exercises test students’ ability to form and manipulate
the tenses correctly (as opposed to choosing the appropriate tense in specific
circumstances, which is a more difficult task and is dealt with later). Let students
do the exercises on their own, then correct collectively.
17.6 to 17.8 – These three exercises contrast the past simple and past continuous
in different ways. Have students do each exercise in turn, correcting each one
orally with students before proceeding to the next.
17.9 – Here students must identify the verb tense used in the sentences and
match them to appropriate time markers.
17.10 – The final exercise reviews the main points of the lesson. Use it as a test
of students’ understanding. Have students do the exercise on their own, then
pass their books to their neighbours for collective correction.

A17 – Transposition. The pictures in this activity provide an opportunity to
review a great deal of everyday vocabulary while, at the same time, acting as
prompts for sentences with the structure: Somebody was doing something when
something happened. The master phrase “when the telephone rang” can be
used with all of them, but after a certain number of occurrences you should
encourage students to find something else: …when he fell off the roof, when the
fire started, when she hurt her back, when he broke the glass, etc.
Photocopiable pages
P17 - This is a wordless comic strip recounting the well-known fable of the fox
and the crow. Just in case there is someone in the class who isn’t familiar with
the tale, rehearse the story orally in the group before telling students to write it
out in full (possibly as a homework assignment).
Unit 18
What are you going to do?
• Future plans and intentions with
going to + infinitive
• Making predictions with going to +
infinitive
• Plans and intentions in the past with
was/were going to
• Reflexive pronouns
• Word order with still, also and
adverbs of frequency
Warm-up – On the board write the three headings Past, Present and Future,
leaving yourself enough space to write short sentences under each of them.
Ask the kind of questions the class should by now be accustomed to hearing:
Where were you last night? What were you doing there? What did you do after
that? What do you usually do in the evening? What are you doing now? Etc. Write
some examples of the answers to each questions under the appropriate heading.
Then, indicating the word Future, start asking questions with going to: What are
you going to do after this class? What are you going to do next weekend? Where
are you going to go on holidays next year? Answers with the present continuous
are usually acceptable, but rephrase them anyway with going to. Write some
examples under the Future heading.
18.1 – Presentation / Explanation. The dialogue introduces two main points;

the structure with going to, which has a close parallel in Spanish and should
therefore present no particular difficulty, and the reflexive pronouns. Draw
students’ attention to both points by indicating the illustration and asking:
Where is this man? Why is he standing outside the window? What’s he going to do?
What does he want to do? If students are unable to answer the questions, direct
their attention to the dialogue. When you have played the whole thing through
once, ask the same questions again, introducing himself at the appropriate
moment. Then, as usual, divide the dialogue into two parts, the first ending at
“What are they going to do?” Play the first part, explaining and translating as
required, and, having done so, ask some more comprehension questions: Why
does he want to jump? Why does he think the world is awful? Why does he think
that people are selfish? Etc.
Play the second half of the dialogue and repeat the procedure. Be careful only
to ask questions whose answers can be found in the text: What is Harold’s wife
going to do? What about his children? Why does Harold want to be alone? Why
does Marge want to close the window? Etc.
18.2 – Repetition. Before playing the sentences for repetition, draw a four-
column table on the board showing the subject and object pronouns, the
possessive adjectives, and finally the reflexive pronouns. Student will hear the
reflexive pronouns used several times in the sentences, so they should know
what they are repeating.
18.3 to 18.5 – Practice. These exercises call for students to generate language
from the visual prompts, using the going to structure to express intentions and
make predictions. Let them do the exercises on their own, with permission to
ask you (in English, of course) for any vocabulary they might need. Correct the
exercises orally.
18.6 – In Unit 16 students learned that they could use the present continuous to
express future plans. You should therefore point out that the present continuous
and the going to structure, although usually interchangeable, are not always
so. We use the present continuous when we say what we have arranged to do
(e.g. I’m meeting John tomorrow, I’m leaving next week). We use going to do to
say what we’ve decided to do (but perhaps not arranged): I’m going to paint the
house, I’m going to look for another job. The difference is small. If you feel it will
only confuse your class, skip this exercise.
18.7 – Past intentions are expressed with was/were going to. Point out that when
this structure is used, the past intentions are generally not realised. We were
going to travel by train… is enough to indicate that the speaker did not in fact
travel by train.
18.8 & 18.9 – These exercises return to the reflexive pronouns. The table at the
top of the page is read from left to right. Invite individual students to complete
it orally, one line at a time, before instructing the class to write it in their books.
In the second exercise, students have the opportunity of putting the reflexive
pronouns in context.
18.10 – Remind students of the rule regarding the position of the adverbs of
frequency: after be, before other verbs. Now complicate matters by adding a new
element: When verbs are used with auxiliaries, the adverb usually comes after
the auxiliary: Do you usually eat in this restaurant? We are still waiting for John.
Etc.

A18 – Transposition. The pictures in this activity can be used to ask and
answer different kinds of questions with going to: What’s going to happen to this
woman? She’s going to have a baby. Who’s going to win the race? The boy in the red
T-shirt is going to win. What’s the doctor going to do? She’s going to give someone
an injection. Etc. Use the pictures as the basis of a chain question-and-answer
session, each person answering and asking one question.
Photocopiable pages
P18 – This fortune telling activity is a communication game whose success will
depend very much on the imagination and resourcefulness of your students.
Print the page on hard paper (e.g. 200g) and cut out the 20 cards, each of which
shows a symbolic image (of such things as love, happiness, crime, justice, and so
on). Ask for two volunteers, one of whom will play the fortune teller, the other
the fortune teller’s client. The first shuffles the cards and deals five of them face
up. He or she must then rearrange the five cards in any order to make coherent
“predictions” using going to. For example: You are going to meet somebody and
get married. But you aren’t going to be happy. You’re going to meet somebody
else in a bar. Etc.

Unit 19
Could you repeat that,
please?
• Can and could (+, -, ?)
• Making requests with could
• Too + adjective, adjective + enough,
enough + noun
• Formation of regular adverbs
• Irregular adverbs (well, hard, fast,
late, early)
• Conjunctions (and, but, so, because)
Warm-up – This unit revises and develops a number of points touched upon
previously, including the use of can and could in polite requests. One way to
introduce the theme and to get students moving around the room is to ask them
to perform a number or actions: Could you stand up, please? Could you come
here? Could you say the alphabet in English? Could you put this book over there?
Etc.
19.1 – Presentation / Explanation. The dialogue this time actually involves four
people: one man, Robertson, who want to speak to the Sales Department, and
three other who seem to be doing everything they can to frustrate him. Their
interaction introduces several phrases commonly used in phone conversations
(Who’s calling, please? Hold the line. I’m putting you through, now.) but nothing
that is grammatically new or difficult. Play the recording through once while
students read along. Test general understanding with a few questions whose
answers are in the text.
Split the dialogue into two parts, the first ending at, say, “Hello. Is that the
Sales Department?” Play each half as usual, explaining and translating where
necessary, and asking comprehension questions after each listening. By way
of varying the usual practice, ask for four volunteers to read the various parts.
If you do this, set four chairs back to back at the front of the room so that the
readers can’t see each other. For good measure, have a fifth student play the part
of the telephone ringing. After a first read-through, ask the same volunteers
to read their roles again, but this time exaggerating the “Englishness” of their
intonation.
19.2 – Repetition. Make sure that students are not pronouncing the l of could.
Point out that could rhymes with good and food.
19.3 & 19.4 – Practice. These exercises practice the various uses of can/can’t and
could/couldn’t: to express ability and inability, to ask for permission, to make
offers and polite requests.
19.5 & 19.6 – These two exercises deal with too and enough. Introduce them by
writing a few adjectives on the board: high, tall, expensive. Demonstrate your
inability to touch the ceiling, explaining that it’s too high, and that you aren’t tall
enough. Explain also that you don’t drive a Rolls Royce because it’s too expensive
and you don’t have enough money.
Draw a box containing too + adjective and another containing adjective +
enough. Under the second add a third: enough + noun. Give an example of this
last one: He doesn’t have enough money. Then let the students do the exercises.
19.7 to 19.9 – Revision of adjectives and adverbs. In the first exercise, students
have merely to form adverbs by adding –ly to the adjective, or –ily when the
adjective ends in –y (happy, angry), a transformation already encountered in
14.9. The second exercise introduces some new irregular adverbs (early, late,
hard, fast). Explain that in these cases, the adjective and the adverb are the same.
Then let the students do the exercise. In 19.9, students must decide whether an
adjective or an adverb is required. This exercise can be done orally.
19.10 revises the four main conjunctions: and, but, so and because. This exercise
can also be done orally.

A19 – Transposition. The object here is to put students through their paces
with regard to the four verb tenses plus the going to structure they have learned
during the course. The activity is purely mechanical, but it requires a good
deal of verbal agility to do properly, especially when negatives and questions
are introduced. On the board draw a grid similar to the one at the top of the
A19 page, but leaving only the time markers (not the text in blue). Improvise
a number of examples, so that students see what you want them to do. For
example (indicating your grid): I’m teaching at the moment, I teach every
day, I taught yesterday, I was teaching when the phone rang, I’m going to teach
tomorrow. Tell students to look at picture 1 in their books, and again recite: She’s
doing the shopping at the moment, she does the shopping every day, etc. Designate
individual students to continue in the same manner. After a while, tell students
to make five negative sentences or to ask five questions.
Photocopiable pages
P19 (e-Teacher’s Resource Pack pages 74). A crossword puzzle reviewing the
vocabulary of recent lessons. Solution:
Across 29. towel 9. vase

1. selfish 30. pollution 10. solve
6. build 31. cloudy 13. court
11. moustache 32. without 14. reception
12. ladder 33. zebra 15. sharp
13. careless 19. wallet
16. explode Down 21. knee
17. shout 2. envelope 23. unusual
18. reason 3. instead 24. disease
20. mind 4. witness 25. knock
22. fluently 5. accidentally 26. crash
26. corner 7. pedestrian 27. roof
28. burn 8. wonderful
Unit 20
Would you like a cup of tea?
• Offers with Would you like...?
•D o you want...? and Would you
like...?
• Possible confusion with Do you
like...?
• Have to / had to / don’t have to /
didn’t have to
• Word order: subject + verb + object
+ adverbials
Warm-up – The dialogue introducing this lesson is fairly short, so you can
permit yourself a somewhat longer warm-up than usual. Also, as a general
review of the most important structures encountered in the course, you can
use P20 (e-Teacher’s Resource Pack page 76) at the beginning of your lesson
rather than at the end. This series of cards will show you and your students how
far they have come in mastering the course material. Copy and cut out several
sets of cards. In the set that you use for the warm-up, withdraw card number
10, which contains a structure that hasn’t been taught yet (but will be taught
in the course of this lesson). Shuffle the remaining nine cards, each of which
contains seven questions. Go from student to student asking each one the seven
questions printed on a given card. To work, this should be a rapid-fire activity.
The faster, the better.
20.1 – Presentation / Explanation. Draw students’ attention to the illustration

on page 89 of their Student’s Book and ask them to describe what is happening.
Tell them to cover the text and imagine what the characters are saying. Then
play the recording through from beginning to end. Tell students to listen again
and play the dialogue a second time, pausing to explain and translate difficult or
interesting points. The main theme of the dialogue is, of course, the use of the
conditional of like to express politely what one wants. In your comprehension
questions, however, avoid confusions by limiting yourself, for the moment,
to does he want? Use the illustration of a menu to explain the vocabulary
associated with the main stages of a meal. Then enquire: Is the man ready to
order? Does he want a starter? What does he want to start with? What does he
want for his main course? What does he want for dessert? Does he want to drink
water? Why not? Etc.
20.2 – Repetition. As in the last lesson, remind students that the l of could, like
the l of would, is silent, and that both these words rhyme with good and food.
Point out also, if you haven’t done so already, that I’d is the contraction of I
would, but that the answers to questions beginning Would you like…? are usually
either Yes, please. or No, thanks. Then let students repeat the sentences in the
usual way.
20.3 to 20.6 – Practice. These exercises now drill the would you like?/I’d like
forms, setting them in various contexts. Possible confusions that might arise
between I like / do you like? and I’d like / would you like? are the subject of 20.5
while 20.6 puts the two phrases into a series of short, natural conversations in
situations where they would normally be used: in a café, at the information desk
of a train station, in a hotel, etc. Let students do these exercises on their own.
Correct each exercise orally before proceeding to the next.
20.7 to 20.9 – These exercises review the have/has to do structure expressing

obligation. The first exercise, a simple match-up of sentences and illustrations,
merely reminds students of what they learned in Unit 4. The next exercise,
however, introduces the negative, not yet encountered, with don’t/doesn’t have
to. Do both these exercises with your students, explaining any difficulties that
arise.
20.9 goes one step further and introduces the past simple (had to / didn’t have
to) and the questions forms (do/does/did you have to?). Again, do these exercises
with your students, correcting errors as they occur.
20.10 – The final exercise changes the subject yet again and requires students
to make coherent sentences out of a jumble of words. This is an exercise they
can do on their own once you have explained that the normal word order for
an English sentence is: Subject-Verb-Object-Adverbial expressions. Write this
formula on the board, then show how the first few sentences of the exercise
conform to it: He — speaks — English — very well. He — doesn’t like — football
— very much. Etc.

A120 – Transposition. Each student has to choose a place he or she would
like to visit, then say what they would like to see or do there? The places don’t
necessarily have to be those represented on page 117. With a more enterprising
class, you can introduce the contractions he’d, she’d, we’d and they’d and then
have students interviewing and reporting on each other about where they’d like
to go, what they’d like to do there, and so forth.
Photocopiable pages
P20 – has already been referred to. If you have made several sets of cards, put
students in pairs, giving each pair a set of cards to be placed face down between
them. Each student takes a card in turn, one interrogating the other while the
teacher monitors the conversations, correcting and assisting wherever necessary.

I can Not at
all
A
little
Quite
well Well
Very
well
… use the present continuous to talk about my plans ☐ ☐ ☐ ☐ ☐

… describe what people are wearing ☐ ☐ ☐ ☐ ☐
… distinguish between present, past and future actions ☐ ☐ ☐ ☐ ☐
… ask questions with various question words ☐ ☐ ☐ ☐ ☐
… say what I am doing at the moment ☐ ☐ ☐ ☐ ☐
… say what I was doing at a precise moment in the past ☐ ☐ ☐ ☐ ☐
… form present and past simple and continuous tenses ☐ ☐ ☐ ☐ ☐
… tell and understand simple stories in the past ☐ ☐ ☐ ☐ ☐
… use going to to talk about my intentions ☐ ☐ ☐ ☐ ☐
… make predictions based on what I know or see ☐ ☐ ☐ ☐ ☐
… fill in a table showing pronouns / possessive adjectives ☐ ☐ ☐ ☐ ☐
… make polite requests with could ☐ ☐ ☐ ☐ ☐
… communicate using basic telephone language ☐ ☐ ☐ ☐ ☐
… say what I could and couldn’t do in the past ☐ ☐ ☐ ☐ ☐
… use too + adjective / adjective + enough correctly ☐ ☐ ☐ ☐ ☐
… describe actions using regular and irregular adverbs ☐ ☐ ☐ ☐ ☐
… express past and present obligations with have to ☐ ☐ ☐ ☐ ☐
… make and understand polite offers with would ☐ ☐ ☐ ☐ ☐
… put words in the right order to form correct sentences ☐ ☐ ☐ ☐ ☐
… read a simple menu and order food in a restaurant ☐ ☐ ☐ ☐ ☐
G 1Grammar
G1: Reference
Grammar reference
Pages 118 to 123 of the Student’s Book.
G1.1 Contents of grammar reference 3 We use an when the next word begins with a
• a/an, the G1.2 vowel sound.
• Adjectives & adverbs G1.3 an actor, an Englishman, an ice cream, an
• Adverbs of frequency G1.4 orange, an umbrella, an interesting book
• be: present & past G1.5 4 We use a or an when we say what someone’s job is.
• be + going to + infinitive G1.6 She’s a doctor. NOT She’s doctor.
• can/can’t, could/couldn’t G1.7 He’s an engineer. NOT He’s engineer.
• Countable & uncountable nouns G1.8 5 We say the when the other person knows who or
• have: present & past G1.9 what we are talking about.
• have to + infinitive G1.10 Are you going to the pub? (the pub we usualy
• Imperative (+, -) G1.11 go to)
• like, don’t like, love, hate G1.12
G1.3 Adjectives & adverbs
• Noun or -ing form of verbs G1.13
• one, ones G1.14 1 Adjectives come before nouns.
• Plural of nouns G1.15 a beautiful girl NOT a girl beautiful
• Possessive ’s G1.16 a Japanese car NOT a car Japanese
• Possessive adjectives & pronouns (my, mine) G1.17 2 Adjectives don’t have a plural form.
• Prepositions of place G1.18 good teachers NOT goods teachers
• Prepositions of time G1.19 3 We usually form an adverb by adding -ly to an
• Pronouns: subject & object (I, me) G1.20 adjective:
• some, any G1.21 slow slowly
• Reflexive pronouns (myself, yourself) G1.22 usual usually
• Suggestions G1.23 careful carefully
• there + be (there is, there are, etc.) G1.24 bad badly
• this, that, these, those G1.25 4 Adjectives describe nouns or pronouns;
• Verb tenses: present simple G1.26 adverbs describe verbs.
• Verb tenses: present continuous G1.27 You have a slow car.
• Verb tenses: past simple G1.28 You drive slowly. NOT You drive slow.
• Verb tenses: past continuous G1.29 He is a bad singer.
• would you like & I’d like G1.30 He sings badly. NOT He sings bad.
5 Regular adverbs end in -ly. But there are some
G1.2 a/an, the important irregular adverbs:
1 We use a and an before singular countable nouns good well
or an adjective and a singular countable noun. fast fast
It’s a book. late late
It’s an umbrella. early early
It’s an interesting idea. hard hard
2 We use a when the next word begins with a 6 Be careful with word order.
consonant sound. You speak English well.
a dog, a hat, a hamburger, a university NOT You speak well English.
4 Formation: past of be
G1.4 Adverbs of frequency
+ - ?
1 Adverbs of frequency are a special group of
I was I wasn’t was I
adverbs that say how often we do things: you were you weren’t were you
always usually often he was he wasn’t was he
sometimes rarely never she was she wasn’t was she
2 Adverbs of frequency come before the main verb it was it wasn’t was it
except when the main verb is be. They come after we were we weren’t were we
the verb be. they were they weren’t were they
I always go to work by car.
5 Short answers:
NOT I go always to work by car.
Yes, I was. / No, I wasn’t.
BUT It is always cold here.
Yes, we were. / No, we weren’t.
3 Some other common adverbs act like adverbs of
6 We use the past of be to talk about actions and
frequency:
events in the past.
also still already all
It was cold last week.
Tom speaks French. Jim also speaks French.
Where were you yesterday?
John is still working in his office.
The film last night wasn’t very interesting.
NOT John is working still in his office.
G1.5 be: present & past G1.6 be + going to + infinitive

1 Formation: present of be
1 We use the present of be + going to + infinitive
+ - ? to talk about future plans and intentions, and to
I’m (I am) I’m not am I make predictions.
you’re (you are) you aren’t are you
I’m going to buy some books tomorrow.
he’s (he is) he isn’t is he
NOT I go to buy some books tomorrow.
she’s (she is) she isn’t is she
it’s (it is) it isn’t is it I’m tired. I’m not going to study tonight.
we’re (we are) we aren’t are we Look at those black clouds! It’s going to rain.
they’re (they are) they aren’t are they 2 We use the past of be + going to + infinitive to talk
about things we intended to do in the past, but
2 Short answers: didn’t do.
Yes, I am. / No, I’m not. I was going to wash my hair but there
Yes, he is. / No, he isnt. wasn’t any hot water, so I didn’t wash it.
Yes, you are. / No, you aren’t.
3 Some examples of how to use the verb be: G1.7 can, can’t / could, couldn’t
It’s late. NOT Is late. 1 We use can like an auxiliary verb. We use it with
I’m a student an infinitive.
She’s a waitress. – Can you play the piano?
He isn’t English, he’s Spanish. – Yes, I can. / No, I can’t.
Your shoes are very dirty. 2 We often use Can I ...? to ask for permission to do
Elizabeth and I are cousins. something or to offer to help someone.
You’re right. NOT You have right. It’s hot in here. Can I open the window?
I’m hungry. NOT I have hungry. Can I use your computer for five minutes?
It’s cold today. NOT It makes cold today. Can I help you?
3 We use can/can’t to talk about a person’s ability to
G1.10 have to + infinitive
do something.
My brother can play the guitar. 1 We use have/has to + infinitive to say that
Deborah can speak German but she can’t something is necessary.
speak English. I have toothache. I have to go to the dentist.
– Can you cook? – No, I can’t. What time do you have to get up?
4 The past of can/can’t is could/couldn’t. He has to study for his examinations.
I was very tired last night but I couldn’t sleep. 2 We use don’t/doesn’t have to + infinitive to say
When I was young, I could ski very well. that something isn’t necessary.
5 We often use Could you...? to ask other people to The children don’t have to go to school today.
do things. Jack is rich. He doesn’t have to work.
Could you close the door, please? 3 The past of have/has to is had to.
Could you pass the salt, please? There were no buses, so we had to walk.
Did you have to work late yesterday?
G1.8 Countable & uncountable nouns
G1.11 Imperative (+, -)
1 Countable nouns have a singular and a plural
form. 1 The positive imperative is the same as the
car cars / apple apples / child children infinitive of the verb. We use the positive
2 Uncountable nouns don’t have a plural form. They imperative to tell someone to do something.
are always singular. Stand up! Sit down! Stop! Hurry up!
food fruit milk music money information 2 We use the negative imperative (don’t + infinitive)
3 With countable nouns, we use a/an (a car, to tell someone not to do something.
an apple) or some (some cars, some apples). With Don’t stand up! Don’t say anything!
uncountable nouns, we use some. Don’t worry. Don’t be afraid. Don’t stop.
I’m hungry. I need some food.
G1.12 like, don’t like, love, hate
I need some information, please.
NOT I need an information, please. 1 Like is a normal verb. It takes a direct object in
English.
G1.9 have: present & past I like football. NOT Football likes to me.
1 Have is an irregular verb. The present of have is: She doesn’t like football. She hates it.
2 We often use the -ing form of a verb after like,
+ - ? love, enjoy and hate.
I have I don’t have do I have We enjoy dancing. NOT We enjoy to dance.
you have you don’t have do you have
I don’t like playing computer games.
he has he doesn’t have does he have
I hate getting up in the morning.
she has she doesn’t have does she have
it has it doesn’t have does it have
G1.13 Noun or -ing form of verbs
we have we don’t have do we have
they have they don’t have do they have 1 We can use the -ing form of a verb as a noun,
2 The past of have is had. especially after certain verbs: like, love, hate, enjoy.
He had a Volkeswagen when he was young. They don’t enjoy eating in restaurants.
It was a nice house but it didn’t have a garden. Eating in restaurants is expensive.
Did you have a good holiday? Smoking is bad for you.
NOT To smoke is bad for you.
2 Formation: the majority of verbs simply add -ing.
G1.17 Possessive adjectives & pronouns
look - looking / play - playing / help - helping
3 Verbs ending in one -e: cancel -e and add -ing. 1 Here are the subject pronouns, the possessive
dance - dancing / take - taking / write - writing adjectives and the possessive pronouns.
4 Verbs of one syllable ending in one vowel and one I you he she it we they
consonant: double the consonant and add -ing. my your his her its our their
run - running / put - putting / sit - sitting mine yours his hers its ours theirs
G1.14 one, ones 2 We use the possessive adjectives and pronouns to

1 We use one or ones when we don’t want to repeat show possession.
a noun: one instead of a singular noun, ones This is my book. It’s mine. NOT It’s the mine.
instead of a plural noun. He gave me his address and I gave him mine.
My car’s very old. I need a new one.
G1.18 Prepositions of place
This glass is dirty. Can I have a clean one?
I don’t like the green shoes. I like the red ones. 1 Some prepositions of place: in, on, next to, above,
under, in front of, behind, between, opposite.
G1.15 Plural of nouns 2 We use these prepositions to say where
1 We usually make a noun plural by adding -s. someone or something is.
phone - phones / film - films / girl - girls My car is in front of the post office.
2 Nouns ending in -ch, -sh, -s or -x: add -es. There’s a garden behind the house.
watch - watches / brush - brushes / bus - buses
G1.19 Prepositions of time
3 Nouns ending in a consonant and -y: change
the -y to -ies. 1 Some prepositions of time: in, on, at, during, for.
party - parties / city - cities 2 We use at with the time and in the phrase at night.
4 The majority of nouns ending in -f or -fe: change Banks usually open at half past nine.
the -f or -fe to -ves. She’s a nurse. She often works at night.
shelf - shelves / knife - knives 3 We use in with parts of the day and with months
5 Some nouns have irregular plurals. and seasons.
man - men / woman - women / foot - feet I like to go running in the morning.
child - children / person - people / fish - fish His birthday is in January.
It’s always very hot in summer.
G1.16 Possessive ’s 4 We use on with days of the week and with dates.
1 We put -’s at the end of a noun to show possession. I’m going to go to London on Monday.
my sister’s house / James’s car / Ann’s dog We celebrate this event on 12th July.
2 Here are some other common uses:
G1.20 Pronouns: subject & object
Sally’s brother / Bill’s eyes / the cat’s milk
3 We don’t usually say the house of my sister, the 1 Here are the subject and the object pronouns.
brother of Sally, the car of James, etc. I you he she it we they
4 If a plural noun ends in -s, we add an apostrophe. me you him her it us them
her parents’ house / her friends’ addresses
5 Observe the difference between: 2 We use object pronouns after a verb when we
the student’s books (there is one student) don’t want to repeat a noun.
the students’ books (there are several students). I want the books. Please give them to me.
There isn’t any milk in the fridge.
G1.21 some, any
There aren’t any books in the bag.
1 We use some and any before plural and Is there a railway station in this town?
uncountable nouns. Are there any good programmes on TV tonight?
2 We normally use some in affirmative sentences. 3 We use there was / there were or there wasn’t /
I’d like some cake. there weren’t to speak about things that existed or
3 We normally use any in negative sentences and didn’t exist in the past.
in questions. There was a good film on TV last night.
There isn’t any cheese. There weren’t many people at the match.
We don’t have any friends here. 4 Short answers to questions are:
Do you have any money? Yes, there is. / No there isn’t.
4 BUT we use some in questionswhen we offer Yes, there are. / No, there aren’t.
something or ask for something. Yes, there was. / No, there wasn’t.
Would you like some cake? Yes, there were. / No, there weren’t.
Could I have some water, please?
G1.25 this, that, these, those
G1.22 Reflexive pronouns
1 We use this, that, these and those when we point
1 The reflexive pronouns are: at things. We use this (singular) and these (plural)
myself, yourself, himself, herself, itself, ourselves, for people and things that are near us.
themselves. Look at this picture.
2 Examples of how to use the reflexive pronouns: Who put these books on my desk?
I cut myself. NOT I cut me. 2 We use that (singular) and those (plural) for
Be careful! You’re going to hurt yourself. people and things that are not so near to us.
NOT Be careful! You’re going to hurt you. Is that your suitcase over there?
She’s looking at herself in the mirror. Who lives in those houses near the station?
NOT She’s looking at her in the mirror.
3 By myself, by yourself, etc. means alone. G1.26 Verb tenses: present simple
She was sitting by herself. (= alone) 1 Formation of the present simple of work.
I painted the house myself. (= nobody helped me)
+ - ?
G1.23 Suggestions I work I don’t work do I work
you work you don’t work do you work
1 We use Why don’t ...? and Let’s ... to make he works he doesn’t work does he work
suggestions. she works she doesn’t work does she work
Why don’t we go to the cinema? it works it doesn’t work does it work
I have an idea. Let’s watch a DVD. we work we don’t work do we work
they work they don’t work do they work
G1.24 there + be (there is, there are, etc.)
2 We use the present simple to talk about things
1 We use there’s (there is) and there are to say that that happen regularly or are facts.
something exists. I get up at 7:30 every morning.
There’s a bank in High Street. My grandparents live in New Zealand.
There are a lot of good restaurants here. Doctors often work in hospitals.
2 The negative form: there isn’t / there aren’t. 3 We use the auxiliaries do, does, don’t and
The question form: is there? / are there? doesn’t for short answers.
Yes, I do. No, I don’t. 3 We form the past simple of regular verbs by
Yes, he does. No, he doesn’t. adding -d or -ed to the infinitive. BUT there are
We also use the auxiliaries + an infinitive to make many common irregular verbs. You can find a list
questions and negatives. of irregular verbs at the end of this book.
Do you smoke? Does he play tennis? 4 We use the auxiliary did/didn’t for short answers,
He doesn’t smoke. NOT He doesn’t smokes. questions and negatives.
Yes, I did. No, I didn’t.
G1.27 Verb tenses: present continuous Did you watch television last night?
1 Formation of the present continuous of go. I saw Maria but she didn’t see me.
+ - ? 5 In questions and negatives, we use the infinitive
I’m going I’m not going am I going after did and didn’t.
you’re going you aren’t going are you going Did you watch TV? NOT Did you watched TV?
he’s going he isn’t going is he going She didn’t see me. NOT She didn’t saw me.
she’s going she isn’t going is she going
it’s going it isn’t going is it going G1.29 Verb tenses: past continuous
we’re going we aren’t going are we going
1 Formation of the past continuous of do.
they’re going they aren’t going are they going
+ - ?
2 We use the present continuous to talk about I was doing I wasn’t doing was I doing
things that are happening now, at the moment. you were doing you weren’t doing were you doing
Jane’s in the bathroom. She’s having a shower. he was doing he wasn’t doing was he doing
I’m learning Russian at the moment. she was doing she wasn’t doing was she doing
3 We don’t normally use certain verbs in the it was doing it wasn’t doing was it doing
continuous tenses: we were doing we weren’t doing were we doing
they were doing they weren’t doing were they doing
know like understand forget want hate
4 We sometimes use the present continuous to talk 2 We use the past continuous to say what was
about planned actions in the future. happening at a specific moment in the past, for
I’m meeting Sally for lunch tomorrow. example at the moment when the telephone rang.
He was having a shower when the phone rang.
G1.28 Verb tenses: past simple I was standing in front of the post office
1 Formation of the past simple of play. when the accident happened.
+ - ? It was raining when we left home.
I played I didn’t play did I play They were sitting in the park when it suddenly
you played you didn’t play did you play started to rain.
he played he didn’t play did he play
she played she didn’t play did she play G1.30 would you like & I’d like
it played it didn’t play did it play 1 We use I’d like and would you like ...? to ask for
we played we didn’t play did we play
things politely or to offer things.
they played they don’t play do they play
I’d like a cup of coffee, please.
2 We use the past simple to talk about actions and Would you like some chocolate cake?
events in the past. 2 We can use I’d like and would you like ...? with
I played football yesterday. another verb:
The concert started at 8 o’clock last night. Would you like to go out tonight?
World War II began in 1939. I’d like to go to the beach this weekend.
V1: Vocabulary: new words
Pages 124 to 129 of the Student’s Book.
Unit 1 Unit 2 plus prep. newspaper n. cousin n. time n.
policeman n. now adv. cross v. today n.
answer n. address n. radio n. of course phr. daughter n. tomorrow adv.
book n. African n./adj. receptionist n. old adj. day n. uncle n.
camera n. age n. red adj. open v./adj. dinner n. uncomfortable
cat n. and conj. right adj./adv. opposite n./prep. driver n. adj.
complete v./adj. animal n. road n. personal adj. early adj./adv, until prep.
contraction n. apartment n. sir n. photograph n. easy adj. very adv.
conversation n. apple n. son n. pronunciation n. every adj. wait (for) v.
dog n. bag n. street n. put v. exactly adv. wash v.
English n./adj. banana n. suitcase n. say v. face n. who prn.
excuse v. blue adj. table n. single adj. family n. wife n.
good adj. box n. there adv. sit (down) v. fantastic adj. work v./n.
grammar n. boyfriend n. thing n. speak v. fast adj./adv.
hello exclam. but conj. ticket n. spell v. father n. Unit 5
house n. car n. umbrella n. stand (up) v. film n.
Italian n./adj. card n. watch n./v. stressed adj. get up v. action n.
listen (to) v. case n. well adv./adj. syllable n. girl n. ahead adv.
look (at) v. chair n. window n. take v. glasses n.pl. April n.
meet v. child (children) n. woman n. taxi driver n. grandfather n. August n.
menu n. church n. word n. tell v. grandmother n. bank n.
Mexican n./adj. cigarette n. yellow adj. thanks n.pl. hair n. behind prep.
morning n. clock n. then adv. hand n. between prep.
name n. computer n. Unit 3 town n. hundred n. bridge n.
number n. correct adj. try v. husband n. bright adj.
page n. door n. about prep. underline v. into prep. building n.
passport n. elephant n. actress n. vocabulary n. kind n./adj. bus (buses) n.
pen n. etc. abrv. alphabet n. worry v. late adj./adv. Chinese n./adj.
phone n./v. evening n. ask v. lesson n. cinema n.
picture n. expensive adj. Australia n. Unit 4 list n. date n.
please v. eye n. Canada n. long adj. December n.
pleased adj. for prep. city n. adjective n. lunch n. description n.
question n. girlfriend n. class n. after prep. lunchtime n. desk n.
read v. green adj. close v. afternoon n. mark v. directions n.pl.
repeat v. have (had) v. come v. again adv. match v. drawer n.
rewrite v. here adv. comfortable adj. airport n. mother n. example n.
room n. ice cream n. count v. also adv. nephew n. far adj.
sandwich n. idea n. country (-ies) n. American n./adj. nice adj. February n.
sentence n. important adj. cry v. attract v. niece n. find v.
series n. Indian n./adj. down adv. aunt n. night n. floor n.
sorry adj. interesting adj. fine adj. back adv. past prep./n. hotel n.
Spanish n./adj. Japanese n./adj. first adj./adv. bad adj. piece n. immediately adv.
student n. key n. forget (forgot) v. beautiful adj. position n. interior n.
teacher n. lighter n. from prep. bed n. possessive adj. Irish n./adj.
telephone n. man (men) n. give (gave) v. bicycle n. prisoner n. January n.
television n. minus prep. hour n. big adj. relation n. July n.
thank you exclam. mouse n. how adv. boy n. restaurant n. June n.
too adv. Mrs title information n. break v. rock n. lamp n.
what prn. music n. instruction n. breakfast n. short adj. laptop n.
where adv. new adj. job n. brother n. sister n. left adj.
with prep. officer n. jump v. busy adj. sleep v. let v.
write v. orange n./adj. last adj. cell n. slow adj. light n.
yes exclam. over prep. make v. change v. small adj. magazine n.
packet n. married adj. cheap adj. terrible adj. many adj.
pencil n. necessary adj. clean adj./v. text n. map n.
player n. negative adj. clothes n. pl. the same adj. March n.
May n. identify v. go shopping v. bowl n. weekend n. skating n.
mention v. in front of prep. gym n. brackets n.pl. when adv. skiing n.
middle n. little adj. home n. coffee n. why adv. smoke v.
month n. mistake n. ill adj. cup n. soccer n.
much adj./adv. possession n. invest v. daily adv. Unit 8 somebody prn.
museum n. quite adv. investment n. during prep. stop v.
near prep. revision n. journalist n. eat v. adverb n. study v.
next adj./adv. talk v. just adv. egg n. air hostess n. surf v.
November n. test n. kitchen n. England n. atmosphere n. swim v.
October n. tick v. know v. everything prn. awful adj. tennis n.
office n. tree n. live v. expression n. basketball n. tired adj.
only adv. understand v. marital status n. finish v. before prep. usually adv.
other adj. verb n. mechanic n. football n. belt n. vegetarian n.
palace n. walk v./n. money n. form n. birthday n. visit v.
park n./v. nationality n. formation n. boss n. weightlifting n.
pork n. need v. Friday n. butcher n. wind n.
post v. Unit 6 note n. get dressed v. buy v. yet adv.
poster n. nurse n. goldfish n. climbing n.
preposition n. a lot (of) expr. often adv. golf n. cold n./adj. Unit 9
pub n. acceptable adj. originally adv. half n. cycling n.
roundabout n. actor n. people n. happen v. dance v./n. accent n.
second num./n. add v. perhaps adv. hide v. decision n. arm n.
see v. all adj./prn. person n. in fact phr. different adj. believe v.
September n. always adv. plan n. incredibly adv. dirty adj. bird n.
shelf (shelves) n. any adj. positive adj. intelligent adj. drink v. cent n.
shoe n. approximately possible adj. leave v. fishing n. certainly adv.
sign n. adv. present n. life n. frequency n. chess n.
simple adj. Australian n./adj. private adj. mean v. friendly adj. cost v.
sofa n. banker n. really adv. meeting n. funny adj. customer n.
sport n. bathroom n. reporter n. Monday n. garbage collector dollar n.
station n. because conj. rich adj. mouth n. n. downstairs adv.
straight adj. bedroom n. salary n. nothing prn. great adj. drive v.
supermarket n. begin v. school n. out adv. hard adj. else adv.
traffic n. blonde adj. secretary n. parent n. hate v. explain v.
turn v. bonus n. shark n. play v. horse n. food n.
under prep. British adj. shop n. post office n. infinitive n. French n./adj.
university n. brown adj. shop assistant n. quarter n. internet n. garden n.
use v. businessman n. show v. round prep. jogging n. hear v.
wall n. businesswoman n. sociable adj. routine adj. kill v. heavy adj.
year n. centre n. Spain n. Saturday n. like v. help n./v.
cigar n. still adv. shower n. love v. impossible adj.
Test 1 company n. stress v. something prn. marry v. inch n.
conductor n. sure adj. sometimes adv. meat n. incredible adj.
appropriate adj. cook n./v. think v. special adj. midnight n. jacket n.
basic adj. corridor n. usual adj. start v. move v. language n.
can v. cow n. waiter n. stay v. never adv. lift v./n.
choose v. dark adj. waitress n. stupid adj. object n. loud adj.
common adj. dentist n. want v. Sunday n. party n. luggage n.
competence n. dining room n. wear v. surface n. pay (paid) v./n. madam n.
demonstrate v. doctor n. worker n. tea n. perfect adj. matter n./v.
dictionary n. earn v. Thursday n. physical adj. measure v.
difficult adj. engineer n. Unit 7 train n. pilot n. mountain n.
difficulty (-ies) n. exercise n. Tuesday n. pronoun n. noise n.
email n. factory (-ies) n. afraid adj. usage n. rarely adv. nonsense n.
express v. friend n. agree v. wake (up) v. run v. order n.
full adj. garage n. bored adj. water n. safety n. painting n.
future n. gardener n. boring adj. Wednesday n. sailing n. pair n.
hospital n. go v. bottom n. week n. shut v. paper n.
pence n. lonely adj. quantity n. pity n. novelist n. wet adj.
permission n. lovely adj. recognise v. purpose n. occupation n. white adj.
piano n. machine n. relax v. pyramid n. off adv./prep. windy adj.
polite adj. memory n. salad n. sell v. painter n. Unit 14
pound n. milk n. similar adj. send v. photo n.
price n. moment n. some adj./prn. serious adj. profile n. accused n.
remember v. news n. star n. several adj. queen n. angrily adv.
ride v. nobody prn. teach v. shake v. revolution n. angry adj.
Russian n./adj. north n. term n. shave v. revolutionary n. another adj.
salesman n. offer v./ n. video n. sleepy adj. sad adj. around prep.
set v. pardon v. which prn. stamp n. scientific adj. at least phr.
shirt n. part n. suggestion n. scientist n. athletic adj.
size n. place n. Unit 11 taste n. sober adj. badly adv.
skirt n. police n. teeth n.pl. soldier n. become (became)
sock n. problem n. alternative n. tie n. symphony (-ies) v.
someone prn. repair v. appetite n. toothache n. n. bring (brought) v.
strange adj. request n. aspirin n. traditional adj. Thailand n. carefully adv.
strong adj. rice n. Brazil n. twice adv. together adv. charming adj.
sweater n. robber n. brush v. wrong adj. touch v. chat v./n.
tall adj. robbery n. call v. zoo n. tragic adj. Christmas n.
trousers n.pl. salt n. careful adj. truth n. clear adj.
truck n. secret n. check v. Unit 12 voice n. clearly adv.
type n. situation n. cheque n. voyage n. confident adj.
van n. snow n./v. circle n. accident n. weather n. conjunction n.
winter n. soup n. classical adj. ago adv. whose adj. continue v.
stranger n. colleague n. alone adj. yesterday adv. croissant n.
Unit 10 sugar n. colour n. America n. darkness n.
team n. condition n. Argentinian n./ Unit 13 dear n.
abandoned adj. thirsty adj. crazy adj. adj. affirmative adj. discussion n.
absolutely adv. toast n. dangerous adj. be born v. baby n. divorced adj.
anybody prn. tonight adv. depend v. beard n. bar n. each adj./prn.
anything prn. uncountable adj. discuss v. beret n. briefcase n. enemy (-ies) n.
arrive v. victim n. dress v. concert n. cloudy adj. enjoy v.
bath n. warm adj. Egypt n. Cuban n./adj. column n. execute v.
biscuit n. wine n. German n./adj. cut (cut) v. couple n. fall v.
bottle n. world n. Germany n. deaf adj. decide v. fat adj.
bread n. worried adj. glass n. detective n. die v. feeling n.
broken adj. grey adj. discovery (-ies) n. feel v. finally adv.
cake n. Test 2 headache n. documentary n. flight n. furious adj.
cereal n. horrible adj. Dutch adj. follow v. handsome adj.
chocolate n. activity (-ies) n. horror n. ear n. happy adj. head n.
clever adj. architect n. hot adj. Egyptian n./adj. history n. hurt v.
completely adv. beer n. hurry v. everybody prn. humid adj. include v.
countable adj. capital n. invite v. exam n. irregular adj. join v.
credit card n. chicken n. jazz n. explorer n. journey n. kiss n./v.
empty adj. cosmopolitan adj. learn v. fight v. kid n. Latin n.
engine n. disadvantage n. more adj./adv. gallery (-ies) n. later adv. laugh v.
fridge n. exciting adj. neighbour n. gangster n. miserable adj. lip n.
fruit n. famous adj. normal adj. holiday n. modern adj. lose v.
furniture n. fireman (firemen) nose n. honest adj. quiet adj. missing adj.
get married v. n. obviously adv. illegal adj. rain n. movie n.
hey exclam. free adj. on holidays phr. invent v. reserve v. pint n.
homework n. interview n. once adv. inventor n. romantic adj. pistol n.
hungry adj. leg n. pass v. king n. steak n. pocket n.
juice n. mere adj. patient n./adj. library n. stormy adj. political adj.
lawyer n. others n.pl. perfectly adv. musician n. sunny adj. poor adj.
lend v. outside adv. pill n. nervous adj. typical adj. popcorn n.
letter n. programme n. pink adj. novel n. unusual adj. princess n.
professor n. sing v. helmet n. hit v. spend v. onion n.
promise v./n. sky n. hold v. knee n. subject n. peas n.pl.
quick adj. system n. hope v. knock v. tap n. potato n.
quickly adv. theatre n. intention n. ladder n. towel n. rare adj.
quietly adv. toy n. jeans n.pl. moustache n. wallet n. rosé adj.
relatively adv. underground n. judo n. observe v. smartphone n.
relaxed adj. way n. large adj. pedestrian n. Unit 19 starter n.
religious adj. while prep. leather n. postman n. strawberry (-ies)
result n. win v. manager n. prime minister n. accidental adj. n.
servant n. maybe adv. ring v. accounts n. pl. vegetable n.
shoulder n. Test 3 meaning n. rob v. blank n. vodka n.
shy adj. mile n. roof n. careless adj.
sick adj. attention n. mirror n. side n. carelessly adv. Test 4
silly adj. coat n. must v. sunglasses n.pl. correctly adv.
simultaneously describe v. obvious adj. tense n. curry n. appointment n.
adv. distinguish v. pale adj. time marker n. department n. communicate v.
slowly adv. excellent adj. pizza n. vase n. easily adv. especially adv.
smart adj. flag n. plane n. wig n. envelope n. feed v.
sudden adj. get divorced v. policewoman n. witness n. everyone prn. forest n.
suddenly adv. historical adj. possibly adv. zebra crossing n. fluently adv. hood n.
summer n. iron v. probably adv. handbag n. intend v.
survive v. loudly adv. protect v. Unit 18 horribly adv. karate n.
swimming pool n. phrase n. ready adj. instrument n. precise adj.
ugly adj. public adj. rubber n. appreciate v. line n. story (-ies) n.
unfortunately adv. pull v. space n. away adv. metre n. striped adj.
unhappy adj. regular adj. suit n. build v. musical adj. surprised adj.
young adj. sea n. suntan lotion n. burn v. pick up v. various adj.
shine v. suppose v. bye-bye exclam. picnic n. wolf n.
Unit 15 sun n. trainers n.pl. care v. production n. wonderful adj.
sweets n.pl. travel v. climate n. reader n. woodcutter n.
bacon n. war n. travel agency n. destructive adj. reception n. wool n.
beach n. uniform n. disaster n. sharp adj.
black adj. Unit 16 disease n. shout v.
catch v. Unit 17 divorce n. solve v.
cheese n. afterwards adv. dozen n. suitable adj.
consider v. already adv. accidentally adv. dress n. through prep.
dishes n.pl. anorak n. café n. enough adj./adv. without prep.
doll n. anyway adv. carry v. few adj.
dominoes n.pl. anywhere adv. cloud n. fire n. Unit 20
flu n. apron n. corner n. goodbye exclam.
foot n. astronaut n. court n. greedy adj. army n.
fortunately adv. bikini n. crash v. indicate v. carrot n.
grammatical adj. blouse n. cyclist n. instead (of) adv. chips n.pl.
heavily adv. body n. dad n. knife n. chops n.pl.
law n. boot n. enter v. ledge n. client n.
literature n. button n. error n. light v. course n.
medieval adj. camping n. examination n. mind v. dessert n.
message n. cap n. explode v. Miss title diner n.
mobile phone n. casually adv. fill in v. operation n. Italy n.
noun n. cover v. fix v. paint v. main adj.
payday n. darling n. game n. plate n. meal n.
pipe n. deliver v. gap n. pollution n. medium adj.
possibility (-ies) download v./n. gentleman n. poverty n. mineral water n.
n. dry adj./v. guitar n. prediction n. multimillionaire
postcard n. fish n. gun n. reality n. n.
precocious adj. glove n. hammer n. reason n. New Zealand n.
prefer v. gold n./adj. hat n. selfish adj. notebook n.
prepare v. grandparent n. high adj. shoot v. obligation n.
V2: Word groups
Pages 130 - 131 of the Student’s Book.
Days, months 23 twenty-three Adjectives and hungry (hungrily)

24 twenty-four ill
and seasons adverbs
30 thirty important
31 thirty-one impossible
Monday afraid
32 thirty-two incredible (incredibly)
Tuesday angry (angrily)
33 thirty-three intelligent (intelligently)
Wednesday awful (awfully)
40 forty interesting
Thursday bad (badly)
50 fifty kind (kindly)
Friday beautiful (beautifully)
60 sixty large
Saturday big
70 seventy last (last)
Sunday boring
80 eighty late (late)
broken
90 ninety left
January busy (busily)
99 ninety-nine little
February careful (carefully)
100 a hundred long
March cheap (cheaply)
101 a hundred and one loud (loudly)
April clean
1000 a thousand lovely
May clever (cleverly)
1001 a thousand and one married
June cloudy
modern
July cold (coldly)
1st first necessary (necessarily)
August comfortable (comfortably)
2nd second new (newly)
September common (commonly)
3rd third next (next)
October crazy (crazily)
4th fourth nice (nicely)
November dangerous (dangerously)
5th fifth old
December deaf
6th sixth other
different (differently)
7th seventh patient (patiently)
winter difficult
8th eighth perfect (perfectly)
spring dirty
9th ninth polite (politely)
summer divorced
10th tenth poor
autumn easy (easily)
11th eleventh possible (possibly)
empty
12th twelfth quick (quickly)
Numbers enough
13th thirteenth quiet (quietly)
excellent
14th fourteenth ready
exciting
1 one 15th fifteenth rich
expensive (expensively)
2 two 16th sixteenth right
famous (famously)
3 three 17th seventeenth sad (sadly)
fantastic (fantastically)
4 four 18th eighteenth serious (seriously)
far
5 five 19th nineteenth several
fast (fast)
6 six 20th twentieth sharp (sharply)
fat
7 seven 21st twenty-first short
fine
8 eight 22nd twenty-second shy
free (freely)
9 nine 23rd twenty-third sick
friendly
10 ten 24th twenty-fourth silly
full
11 eleven 30th thirtieth similar (similarly)
funny (funnily)
12 twelve 31st thirty-first simple (simply)
good (well)
13 thirteen 32nd thirty-second single
great
14 fourteen 33rd thirty-third sleepy (sleepily)
handsome
15 fifteen 40th fortieth slow (slowly)
happy (happily)
16 sixteen 50th fiftieth small
hard (hard)
17 seventeen 60th sixtieth straight
heavy (heavily)
18 eighteen 70th seventieth strange (strangely)
high (highly)
19 nineteen 80th eightieth strong (strongly)
honest (honestly)
20 twenty 90th ninetieth stupid (stupidly)
horrible (horribly)
21 twenty-one 100th hundreth sunny
hot
22 twenty-two 101st hundred-and-first sure (surely)
surprised Common hate repeat
tall hope
regular verbs reserve
terrible (terribly) hurry rob
the same identify shave
thirsty (thirstily) add
agree include shout
tired
appreciate indicate show
typical (typically)
ugly arrive intend smoke
unhappy (unhappily) ask invent snow
unusual (unusually) attract invest solve
usual (usually) believe invite start
warm (warmly) brush join stay
wet call jump stop
windy kill stress
care
worried kiss study
carry
wrong (wrongly) knock suppose
young change
chat laugh surf
check learn survive
Colours lift talk
clean
close like tick
black
communicate listen (to) touch
blue
brown consider live travel
green continue look (at) try
grey count love turn
orange cover mark underline
pink crash marry use
red cross match visit
white matter wait (for)
cry
yellow measure walk
dance
decide mention want
Prepositions deliver mind wash
demonstrate move watch
about need work
after depend
describe observe worry
around
die offer
before
behind discuss open
between distinguish paint
during download pardon
for dress park
from get dressed pass
in dry phone
in front of pick up
earn
into play
enjoy
near please
off enter
excuse post
on
execute prefer
opposite
over explain prepare
past explode promise
round express protect
through fill pull
under finish recognise
until fix relax
while remember
follow
with repair
happen
without
Irregular verbs
be was / were feel felt lose lost sing sang
become became fall fell make made sleep slept
begin began fight fought mean meant speak spoke
break broke find found meet met spell spelt
bring brought forget forgot pay paid spend spent
build built get got put put stand stood
burn burnt give gave read read steal stole
buy bought go went ride rode swim swam
can could have had ring rang take took
catch caught hear heard run ran teach taught
choose chose hide hid say said tell told
come came hit hit see saw think thought
cost cost hold held sell sold throw threw
under- under-
cut cut hurt hurt send sent
stand stood
do did know knew set set wake up woke up
drink drank leave left shake shook wear wore
drive drove lend lent shine shone win won
eat ate let let shoot shot write wrote
feed fed light lit shut shut

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– difficulty in recognising and producing English vowels

(5) Transposition. The transposition phase is the culmination of all that

Student’s Book page: 1

1.1 – Presentation. Much of this lesson can be presented and explained

1.4 – Practice. Students can now do this simple gap-filling exercise. It

1.9 - Again, do the exercise orally before telling students to write in

Activities ( Student’s Book page 98)

Name Job Phone number

• Tell students to copy the table, then to interview other students

Student’s Book page: 5

2.1 - Presentation / Explanation. Gesture to students to open their books at

2.3 – Point at various classroom objects to establish the difference between

Activities ( Student’s Book page 99)

Student’s Book page: 9

3.1 – Presentation / Explanation. Tell students to open their books at page

3.6 – Stress. Explain to students that although English is unaccented, they

3.10 - Transposition. A listening exercise which leads naturally into the

Student’s Book page: 13

4.8 to 4.10 – These three exercises allow students to practise manipulating

Activities ( Student’s Book page 101)

Student’s Book page: 17

5.3 – Practice. This is a listening exercise to establish the difference between

5.10 – Transposition. Designate two students at a time to come to the front of

Activities ( Student’s Book page 102)

Revision Test 1 and Competence 1 – These follow Unit 5. As remarked in

… make sentences with the verb be (am, are, is) ☐ ☐ ☐ ☐ ☐

Student’s Book page: 25

Student’s Book page: 29

7.1 – Presentation / Explanation. Ask students to describe the illustration on

7.2 – Repetition. Books closed. Be attentive to the rhythms of the sentences.

7.3 – Comprehension questions. A purely oral exercise whose purpose is to give

1 Mr Smith gets up at 7 o’clock.

Student’s Book page: 33

8.1 – Presentation / Explanation. Indicating the photograph, tell students

8.7 – If necessary, explain the notion of subject-verb-object, taking sentences

Student’s Book page: 37

9.1 – Presentation / Explanation. Tell students to describe the picture

9.8 to 9.10 – These exercises revise points of grammar and vocabulary

Activities ( Student’s Book page 106)

Student’s Book page: 41

10.1 – Presentation / Explanation. Have students look carefully at the

10.4 to 10.7 – Do these exercises with your students, explaining or translating

Activities ( Student’s Book page 107)

– There’s an egg in a basket.

Revision Test 2 & Competence 2 – As previously, it is advisable to do this test

… talk about my job in simple terms ☐ ☐ ☐ ☐ ☐

Student’s Book page: 49

11.1 – Presentation / Explanation. Before playing the CD, ask students to

11.2 – Repetition. The repetition exercise reinforces the idea of making

Activities ( Student’s Book page 108)

Student’s Book page: 53

Activities ( Student’s Book page 98)

Activities ( Student’s Book page 99)

Activities ( Student’s Book page 101)

Activities ( Student’s Book page 102)

Activities ( Student’s Book page 106)

Activities ( Student’s Book page 107)

Activities ( Student’s Book page 108)

Activities ( Student’s Book page 109)

Activities ( Student’s Book page 110)

Activities ( Student’s Book page 111)

Activities ( Student’s Book page 112)

Revision Test 3 ( Student’s Book pages 69-71)

Activities ( Student’s Book page 114)

Activities ( Student’s Book page 115)

Activities ( Student’s Book page 116)

Activities ( Student’s Book page 117)

Revision Test 4 ( Student’s Book pages 93-95)