A2 ELEMENTARY - · PDF fileELEMENTARY Teacher's Book ... Grammar Vocabulary Reading &...

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A2 BIG Picture The ELEMENTARY Teacher's Book www.richmondelt.com/thebigpicture LYNDA EDWARDS CAROLINE KRANTZ Series editors: BEN GOLDSTEIN & CERI JONES

Transcript of A2 ELEMENTARY - · PDF fileELEMENTARY Teacher's Book ... Grammar Vocabulary Reading &...

Page 1: A2 ELEMENTARY -  · PDF fileELEMENTARY Teacher's Book   ... Grammar Vocabulary Reading & Listening Pronunciation 1 One

A2

BIG PictureTheELEMENTARY Teacher's Book

www.richmondelt.com/thebigpicture

LYNDA EDWARDSCAROLINE KRANTZ

Series editors: Ben GoldSteIn & cerI joneS

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Student's book contents page 4

Introduction page 6

1 One world page 14

2 My life page 22

3 Days to remember page 30

Review a page 38

4 Home life page 40

5 A real achievement page 48

6 Shopping around page 56

Review b page 64

7 Going places page 66

8 In the news page 74

9 Hungry planet page 82

Review c page 90

10 State of the art page 92

11 A working life page 100

12 Listmania! page 108

Review d page 116

Writing bank page 118

Grammar reference answer key page 120

Workbook answer key page 121

Track listing page 128

Contents

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Grammar Vocabulary Reading & Listening Pronunciation

1 One worldpage 4

•Present simple: to be•This, that, these, those•Position of adjectives•Possessive adjectives

•Countries & nationalities•Money & documents•Personal possessions•Adjectives

R Comments on holiday photosL Description of documents•Dialogues in an airport

•/ɪ/ & /i:/•Intonation in

greetings

page 12 Functional language: saying hello & goodbye page 13 Speaking task: introductions page 152 Writing bank: form filling

2 My lifepage 14

•Present simple: have•Possessive ’s•Present simple: I, you,

we, they •Wh- questions

•Family members•Common verb

collocations•Free-time activities

R Online forum•Instant messaging dialogueL Description of an online video•Survey results•Avatars

•Schwa /ə/•Intonation in wh-

questions

page 22 Functional language: asking about occupations page 23 Writing task: a profile for a blog

3 Days to rememberpage 24

•Frequency adverbs•Present simple: 3rd

person singular•Like/love/hate + -ing

•Telling the time•Collocations with go, get,

have•Activities•Adjectives

R Blog about lazy son’s habitsL Daily routines•What makes people happy

•3rd person and plural endings•Sounding happy

page 32 Functional language: special days page 33 Speaking task: a class survey page 153 Writing bank: a blog post

page 34 Review A, units 1–3 page 37 Bring it together 1, 2 & 3

4 Home lifepage 38

•There is/There are + a/an, some, any•Prepositions of place

•Talking about homes•Urban places

R Review of hotel roomsL Interview with homeless

people in Paris•A mobile home•Different neighbourhoods

•Sentence stress•Intonation: Excuse

me...

page 46 Functional language: giving directions page 47 Writing task: an email asking for information

5 A real achievementpage 48

•Can/Can’t for ability, permission & possibility•Imperatives•-ly adverbs

•Sports & pastimes•Collocations•Parts of the body•Verbs of movement

R They look alike, but…!•Bossaball, Parkour & ZorbingL Rules of a sport•What people notice when they

meet someone•Instructions

•Weak form of can /kən/•Intonation: Hello?

page 56 Functional language: on the phone page 57 Speaking task: a job interview page 154 Writing bank: a short note

6 Shopping aroundpage 58

•Present continuous•Present continuous &

present simple

•Shops & amenities•Colours•Clothes

R A mall with a difference•Fake … and we love it!L People describing where

they shop •Dialogues in a shopping mall•Interview about what people

are wearing

•/ɜ:/•Intonation in yes/no

questions

page 66 Functional language: shopping page 67 Writing task: a description of photos

page 68 Review B, units 4–6 page 71 Bring it together 4, 5 & 6

Grammar Vocabulary Reading & Listening Pronunciation

7 Going placespage 72

•Past simple: to be•Past simple: regular &

irregular verbs•Uses of the past

simple

•The weather•Transport

R Paradise lost•Text messagesL Weather report •Visit to Benidorm•A rainy day•Transport to work

•Past tense /ed/ endings•Sentence stress

page 80 Functional language: using public transport page 81 Speaking task: a programme for a day out page 155 Writing bank: an email to a friend

8 In the newspage 82

•Past simple: irregular verbs & time expressions•Verb + to + infinitive•Sequencers

•Talking about the news•Lexical sets •Collocations

R The world’s oldest blogger•Australian police arrest French

Spider-ManL Three news stories•Radio report about Alain Robert

•Irregular past tense verbs•Showing interest/

emotion

page 90 Functional language: responding to news page 91 Writing task: a local news story

9 Hungry planetpage 92

•Countable & uncountable nouns•Quantifiers: too much/

many, a lot of, a few, etc

•Food & drink•Talking about food

R Article about pasta •Opinions about a campaignL Breakfast around the world•Explaining an advert

•/ʌ/, /ʊ/, /u:/ •Intonation in

questions and requests

page 100 Functional language: eating out page 101 Speaking task: a description of a meal page 156 Writing bank: reply to a blog post

page 102 Review C, units 7–9 page 105 Bring it together 7, 8 & 9

10 State of the artpage 106

•Comparative adjectives•Going to•Personal pronouns

•Technology•Communication verbs &

adjectives

R Online comments•Cell phones fighting povertyL Advert for an e-reader•Interview about flash mobs

•Weak form of going to /gənə/•Checking

understanding

page 114 Functional language: giving instructions page 115 Writing task: a class forum

11 A working lifepage 116

•Superlative adjectives•Will/Won’t•Will & might

•Work & jobs •Work conditions

R Hairdressers: the happiest profession

•Top ten predictions: the world of work

L Radio show about island caretaker job

•will: in questions, short answers & for emphasis•Stress in offers &

requests

page 124 Functional language: offers & requests page 125 Speaking task: an action plan page 157 Writing bank: reply to an online advert

12 Listmania!page 126

•Present perfect: Have you ever…?•Present perfect & past

simple•Review of verbs

•Dreams & ambitions•Review: common verbs &

collocations•Describing places

R Top ten things to do before you die

•Review of two citiesL Discussion about books•Description of two cities•Ironman World Championship

•I've lived vs I lived•Sentence stress

page 134 Functional language: finding out & recommending page 135 Writing task: language learning tips

page 136 Review D, units 10–12 page 139 Bring it together, 10, 11 & 12

page 140 Grammar reference page 152 Writing bank page 158 Communication bank page 162 Transcripts page 168 Irregular verbs

Student's book contents

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Grammar Vocabulary Reading & Listening Pronunciation

1 One worldpage 4

•Present simple: to be•This, that, these, those•Position of adjectives•Possessive adjectives

•Countries & nationalities•Money & documents•Personal possessions•Adjectives

R Comments on holiday photosL Description of documents•Dialogues in an airport

•/ɪ/ & /i:/•Intonation in

greetings

page 12 Functional language: saying hello & goodbye page 13 Speaking task: introductions page 152 Writing bank: form filling

2 My lifepage 14

•Present simple: have•Possessive ’s•Present simple: I, you,

we, they •Wh- questions

•Family members•Common verb

collocations•Free-time activities

R Online forum•Instant messaging dialogueL Description of an online video•Survey results•Avatars

•Schwa /ə/•Intonation in wh-

questions

page 22 Functional language: asking about occupations page 23 Writing task: a profile for a blog

3 Days to rememberpage 24

•Frequency adverbs•Present simple: 3rd

person singular•Like/love/hate + -ing

•Telling the time•Collocations with go, get,

have•Activities•Adjectives

R Blog about lazy son’s habitsL Daily routines•What makes people happy

•3rd person and plural endings•Sounding happy

page 32 Functional language: special days page 33 Speaking task: a class survey page 153 Writing bank: a blog post

page 34 Review A, units 1–3 page 37 Bring it together 1, 2 & 3

4 Home lifepage 38

•There is/There are + a/an, some, any•Prepositions of place

•Talking about homes•Urban places

R Review of hotel roomsL Interview with homeless

people in Paris•A mobile home•Different neighbourhoods

•Sentence stress•Intonation: Excuse

me...

page 46 Functional language: giving directions page 47 Writing task: an email asking for information

5 A real achievementpage 48

•Can/Can’t for ability, permission & possibility•Imperatives•-ly adverbs

•Sports & pastimes•Collocations•Parts of the body•Verbs of movement

R They look alike, but…!•Bossaball, Parkour & ZorbingL Rules of a sport•What people notice when they

meet someone•Instructions

•Weak form of can /kən/•Intonation: Hello?

page 56 Functional language: on the phone page 57 Speaking task: a job interview page 154 Writing bank: a short note

6 Shopping aroundpage 58

•Present continuous•Present continuous &

present simple

•Shops & amenities•Colours•Clothes

R A mall with a difference•Fake … and we love it!L People describing where

they shop •Dialogues in a shopping mall•Interview about what people

are wearing

•/ɜ:/•Intonation in yes/no

questions

page 66 Functional language: shopping page 67 Writing task: a description of photos

page 68 Review B, units 4–6 page 71 Bring it together 4, 5 & 6

Grammar Vocabulary Reading & Listening Pronunciation

7 Going placespage 72

•Past simple: to be•Past simple: regular &

irregular verbs•Uses of the past

simple

•The weather•Transport

R Paradise lost•Text messagesL Weather report •Visit to Benidorm•A rainy day•Transport to work

•Past tense /ed/ endings•Sentence stress

page 80 Functional language: using public transport page 81 Speaking task: a programme for a day out page 155 Writing bank: an email to a friend

8 In the newspage 82

•Past simple: irregular verbs & time expressions•Verb + to + infinitive•Sequencers

•Talking about the news•Lexical sets •Collocations

R The world’s oldest blogger•Australian police arrest French

Spider-ManL Three news stories•Radio report about Alain Robert

•Irregular past tense verbs•Showing interest/

emotion

page 90 Functional language: responding to news page 91 Writing task: a local news story

9 Hungry planetpage 92

•Countable & uncountable nouns•Quantifiers: too much/

many, a lot of, a few, etc

•Food & drink•Talking about food

R Article about pasta •Opinions about a campaignL Breakfast around the world•Explaining an advert

•/ʌ/, /ʊ/, /u:/ •Intonation in

questions and requests

page 100 Functional language: eating out page 101 Speaking task: a description of a meal page 156 Writing bank: reply to a blog post

page 102 Review C, units 7–9 page 105 Bring it together 7, 8 & 9

10 State of the artpage 106

•Comparative adjectives•Going to•Personal pronouns

•Technology•Communication verbs &

adjectives

R Online comments•Cell phones fighting povertyL Advert for an e-reader•Interview about flash mobs

•Weak form of going to /gənə/•Checking

understanding

page 114 Functional language: giving instructions page 115 Writing task: a class forum

11 A working lifepage 116

•Superlative adjectives•Will/Won’t•Will & might

•Work & jobs •Work conditions

R Hairdressers: the happiest profession

•Top ten predictions: the world of work

L Radio show about island caretaker job

•will: in questions, short answers & for emphasis•Stress in offers &

requests

page 124 Functional language: offers & requests page 125 Speaking task: an action plan page 157 Writing bank: reply to an online advert

12 Listmania!page 126

•Present perfect: Have you ever…?•Present perfect & past

simple•Review of verbs

•Dreams & ambitions•Review: common verbs &

collocations•Describing places

R Top ten things to do before you die

•Review of two citiesL Discussion about books•Description of two cities•Ironman World Championship

•I've lived vs I lived•Sentence stress

page 134 Functional language: finding out & recommending page 135 Writing task: language learning tips

page 136 Review D, units 10–12 page 139 Bring it together, 10, 11 & 12

page 140 Grammar reference page 152 Writing bank page 158 Communication bank page 162 Transcripts page 168 Irregular verbs

Student's book contents

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One world1

Key vocabulary pages 4–5

Lead-in

If you have a multilingual class, write on the board: How do you say the name of your country in English? How do you say your nationality in English? Students answer in pairs.

Elicit answers onto the board and drill pronunciation.

In a monolingual class, draw a map of the country and its neighbours. Point to the countries and elicit the English word for the country and nationality.

1 Refer students to exercise A in the Key vocabulary panel. In pairs they match the jigsaw pieces with the countries.

Do the first one together, then students continue in pairs.

Check answers and highlight the following:

We use capital letters in English for countries and nationalities; -ian, -an, -ish and -ese, are typical endings for nationality words.

AnswersAustralia g Brazil h Canada b India d Japan a Mexico e Poland c Spain f

2 a If you think your students may be unfamiliar with the concept of word stress, write Britain and America on the board. Model pronunciation (with the stress on the first syllable in Britain and middle syllable in America) and ask students if they can hear the stress.

Reinforce the stress by exaggerating it and tapping a pen on the table as you say the words. Underline the stressed syllables.

Play the first part of the audio and point out the underlined stressed syllable.

Play the remaining audio for students to mark the stress on the words in the table. Check answers and highlight the stress shift in Canada / Canadian and Japan / Japanese.

AnswersAustralia, Australian Brazil, Brazilian Canada, CanadianIndia, Indian Japan, Japanese Mexico, MexicanPoland, Polish Spain, Spanish

Answers1 Kenya, Egypt 2 the USA, Argentina, Colombia, Canada, Brazil, Mexico 3 Japan, Thailand, India, China4 the UK, Poland, Spain, Italy, France, Germany, Bulgaria5 the UK, the USA, Russia, Japan, Germany, France, Canada, Italy

Background notes

The official name of the UK is the United Kingdom of Great Britain and Northern Ireland. Great Britain describes the island which consists of the three countries of England, Wales and Scotland. The Republic of Ireland is a separate country.

The G8 or Group of Eight is an international forum consisting of France, the USA, the UK, Russia, Germany, Japan, Italy and Canada. The forum meets to discuss global topics such as climate change, world peace, terrorism and poverty.

The European Union is composed of 28 members: Austria, Belgium, Bulgaria, Croatia, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovak Republic, Slovenia, Spain, Sweden, and the United Kingdom.

7 a&b Students look at the photos and guess in pairs which countries they are from. Play the audio for students to check their predictions.

Answers1 Bulgaria 2 Brazil 3 Japan

1.3

1 This is in Bulgaria. 2 This is in Santos, in Brazil.3 This is in Japan, on the island of Okinawa.

1.1 Meeting page 6

Reading & Listening

1 Focus on the photos and ask: Where are the people? Elicit ideas about which countries they are in. Students do the matching task in pairs. Check answers.

Answers1 b 2 c 3 a 4 d

2 a&b Focus on the conversations for photos b and c. Students complete the conversations. Play the audio for them to check.

Students will practise...•theverbto be•this, that, these, those•possessiveadjectives

and they will learn how to... •introducethemselves&others•askfor&givepersonalinformation•describethingsusingcommonadjectives

1.1 See answer key for 2a.

b Play the audio again for students to repeat, paying attention to the stress. Students add their own country and nationality to the table if they aren’t there.

3 a Play the audio for students to complete the dialogue.

Play it a second time for students to listen and repeat. Focus on the contractions: what’s/name’s/I’m and the weak form of are in Where are you from?

1.2

A: What’s your name?B: My name’s Anna.A: Where are you from?B: I’m Polish. I’m from Poland.

Answers1 Anna, Polish, Poland

b Students change the dialogue to make it true for them. They read it aloud in pairs. Walk around monitoring for correct pronunciation.

4 Students stand up and introduce themselves to as many other students as possible in five minutes.

When they sit down you can see how much the students have remembered by pointing at individual students and asking: What’s his/her name? Where’s he/she from?

5 Focus on the map in the Key vocabulary panel. Students complete exercise B in pairs.

Answers1 the UK 2 Germany 3 Bulgaria 4 Turkey 5 France 6 Italy 7 Egypt 8 China 9 the USA 10 Thailand 11 Colombia 12 Kenya 13 ArgentinaUSA stands for United States of America, and UK stands for United Kingdom.Argentinean, Bulgarian, Chinese, Colombian, Egyptian, French, German, Italian, Kenyan, Thai, Turkish,British, American

6 a&b Students answer the questions in pairs. Then they write one more country for each category in 6a.

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One worldAnswers1 Kenya, Egypt 2 the USA, Argentina, Colombia, Canada, Brazil, Mexico 3 Japan, Thailand, India, China4 the UK, Poland, Spain, Italy, France, Germany, Bulgaria5 the UK, the USA, Russia, Japan, Germany, France, Canada, Italy

Background notes

The official name of the UK is the United Kingdom of Great Britain and Northern Ireland. Great Britain describes the island which consists of the three countries of England, Wales and Scotland. The Republic of Ireland is a separate country.

The G8 or Group of Eight is an international forum consisting of France, the USA, the UK, Russia, Germany, Japan, Italy and Canada. The forum meets to discuss global topics such as climate change, world peace, terrorism and poverty.

The European Union is composed of 28 members: Austria, Belgium, Bulgaria, Croatia, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovak Republic, Slovenia, Spain, Sweden, and the United Kingdom.

7 a&b Students look at the photos and guess in pairs which countries they are from. Play the audio for students to check their predictions.

Answers1 Bulgaria 2 Brazil 3 Japan

1.3

1 This is in Bulgaria. 2 This is in Santos, in Brazil.3 This is in Japan, on the island of Okinawa.

1.1 Meeting page 6

Reading & Listening

1 Focus on the photos and ask: Where are the people? Elicit ideas about which countries they are in. Students do the matching task in pairs. Check answers.

Answers1 b 2 c 3 a 4 d

2 a&b Focus on the conversations for photos b and c. Students complete the conversations. Play the audio for them to check.

Answers1 Nice to meet you. 2 Where are you from? 3 What’s your name? 4 Nice to meet you. 5 Where are you from?

1.4

1 B = Ban E = Eric M = MarieB: Hello. Welcome! Nice to meet you. This is your room.E: Thanks.B: Where are you from?M: We’re from France … Paris. B: Ah, a beautiful city! M: Yes, it is.B: Have a nice stay!E/M: Thank you.

2 S = Sonia D = Dave J = JenS: Come in! Welcome to my house. D: Thanks. I’m Dave and this is Jen. What’s your name?S: Sonia. Nice to meet you.J/D: And you.S: Are you American, Jen?J: No, I’m not. Dave’s American. I’m Canadian. S: Canadian? Where are you from? J: Vancouver.

3 Before asking students to read the dialogues in groups, read them together chorally as a class.

To avoid the monotone sound that often occurs when a whole class reads together, read out the conversation once, at a natural speed, emphasizing the stressed words. Then ask students to read along with you. Use gestures to encourage them to read loudly, keeping up with your speed and rhythm.

Divide students into groups of three to practise reading the conversations in closed groups, then acting out the scenes. Check they understand that they are taking the part of the people in the photos.

4 a Focus on the two dialogues. Give students time to read through them before playing the audio. Check answers.

Answers1 Tom 2 Australian 3 photo 4 Spanish 5 Seville 6 married 7 inlove

1.5 3A: Who’s he?B: He’s a friend. His name’s Tom. He’s very nice. He says hello to everybody!A: Where’s he from? Is he from round here?B: No, he isn’t. He’s Australian, I think.A: It’s a great photo.B: Thanks! 4A: And who are they?B: They’re my best friends, Luis and Carmen. They’re Spanish. They’re from Seville.

and they will learn how to... •introducethemselves&others•askfor&givepersonalinformation•describethingsusingcommonadjectives

1.1 See answer key for 2a.

b Play the audio again for students to repeat, paying attention to the stress. Students add their own country and nationality to the table if they aren’t there.

3 a Play the audio for students to complete the dialogue.

Play it a second time for students to listen and repeat. Focus on the contractions: what’s/name’s/I’m and the weak form of are in Where are you from?

1.2

A: What’s your name?B: My name’s Anna.A: Where are you from?B: I’m Polish. I’m from Poland.

Answers1 Anna, Polish, Poland

b Students change the dialogue to make it true for them. They read it aloud in pairs. Walk around monitoring for correct pronunciation.

4 Students stand up and introduce themselves to as many other students as possible in five minutes.

When they sit down you can see how much the students have remembered by pointing at individual students and asking: What’s his/her name? Where’s he/she from?

5 Focus on the map in the Key vocabulary panel. Students complete exercise B in pairs.

Answers1 the UK 2 Germany 3 Bulgaria 4 Turkey 5 France 6 Italy 7 Egypt 8 China 9 the USA 10 Thailand 11 Colombia 12 Kenya 13 ArgentinaUSA stands for United States of America, and UK stands for United Kingdom.Argentinean, Bulgarian, Chinese, Colombian, Egyptian, French, German, Italian, Kenyan, Thai, Turkish,British, American

6 a&b Students answer the questions in pairs. Then they write one more country for each category in 6a.

1.0–1.1

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1 Refer students to the vocabulary box. In pairs, they match the words to the photos.

Check answers and drill the words with difficult pronunciation, especially money, where the ‘o’ is pronounced /ʌ/, receipts /rɪˈsiːts/, where the ‘p’ is silent and ID cards.

Answersa a passport b an ID card c a credit card d a passport e receipts f atravelcard g money h money i aplaneticket

2 Students do the task individually and check in pairs. Check answers.

Answers1 José Luís Castillo Fernández 2 No, he is Mexican. 3 284 5 Poniente 2438, Col La Paz 27160, Puebla; 222 485 2972

Listening

3 Pre-teach border. Explain the task, play the audio and check answers.

Answers1 passports 2 ID card 3 money 4 planeticket5 credit card 6 travelcard(buspass) 7 receipts

1.6

These are the documents I need to cross the border. These are my two passports – my Mexican passport and my American passport. My father is from the USA and my mother is Mexican. This is my Mexican ID card. This is my money – these are the American dollars, here, and those are the Mexican pesos, there. What else? Well, this is my plane ticket, this is my credit card and that’s my bus pass for when I arrive in Chicago. And those? Those are receipts. I don’t need them now.

4 Give students time to read the sentences. Play the audio again. Students complete the sentences and check answers in pairs before class feedback.

Answers1 passports; Mexican; American 2 card 3 money; American; Mexican 4 ticket;creditcard;buspass 5 receipts

Speaking

Ask students to rewrite the questions in Vocabulary 2 using you and your. Do the first question together, then students continue individually.

Answers1 What’s your full name? 2 Are you American? 3 How old are you? 4 What’s your address and phone number?

1 Elicit or explain what an arrival card is and what information you write on it.

4 Remind students how short answers are formed by asking them questions, for example: Are you Helen? (Yes, I am.) Is he Tino? (No, he isn’t.)

Students do the task individually and check answers in pairs before class feedback.

Answers2 Yes, they are. 3 No, they aren’t. 4 No, he isn’t. 5 Yes, she is.

Present simple: short answers It is common to answer a yes/no question with a short

answer, e.g. Are you married? Yes, I am. Giving a long answer can sound unnatural: Are you a student? Yes, I’m a student. Answering with just Yes or No, e.g. Is he Italian? Yes can sound impolite. Affirmative short forms cannot be contracted.

5 a Students put the words in the correct order. Check answers.

Answers2 Where are you from? 3 Are you Italian? 4 What’s your surname? 5 Who’s your teacher?6 Are you married?

b Students ask and answer the questions in pairs. Circulate and monitor as they speak, and listen out for correct use of the verb to be.

Ask for feedback about students’ partners: Her name’s Barbara. She’s from Warsaw, etc. Check for correct use of he/she/it/they.

1 Speaking

Write on the board the names of three of your friends, preferably friends of different nationalities. If possible, bring photos of them.

Tell students about each of your friends: This is my friend Ben. He’s from London. He’s a teacher too. He isn’t married. Ask students to think about three of their friends to talk about.

Students do the task in pairs. Ask them to give as much information as possible. Stronger groups can extend the conversations by asking questions.

1.2 My life in my pocket page 8

Vocabulary

Lead-in

Divide the class into two teams. Write on the board: Guess what’s in my pocket? Each team takes it in turns to guess an object which you have in your pocket or bag.

If they guess correctly, show the item and award the team a point. Keep a tally of the points on the board. The game finishes when all objects have been guessed.

A: Are they married?B: No, they aren’t, but they’re in love! A: I can see!

b Ask a pair of students to read the first dialogue aloud. Listen out for and correct any pronunciation errors.

Ask the class to practise the dialogue in closed pairs. Repeat with the second dialogue.

5 Students work in pairs to act out the dialogues.

Check students understand that this time they are talking about the people in the photos.

Grammar page 7

1 Write two sentences, one affirmative and one negative, about your nationality on the board, e.g. I’m Polish. / I’m not Mexican. Elicit the words positive and negative.

Focus on the instructions and point out that affirmative means positive when we talk about grammar.

AnswersAffirmative:Thisis Whereare We’re itis I’m thisis What’s Areyou Dave’s I’m Whereare Who’s He’s name’s He’s Where’s Is he He’s It’s who are They’re They’re They’re Are they they’reNegative:I’mnot heisn’t theyaren’t

Present simple: To be We always use a noun or pronoun with the verb to be. In

some languages a pronoun is not necessary, e.g. Is Italian.

We make questions with the verb to be by inverting the verb and subject. In many languages there is no inversion, e.g. She is Spanish?

2 Give an example of a full form and a contracted form of the verb to be and explain that the contraction is a short form of the full form. Point out that we use contractions in spoken English and informal written English, e.g. emails and letters to friends.

Students are sometimes reluctant to use contractions but they need to understand that they won’t sound fluent if they don’t.

Students complete the Grammar panel. Encourage them to refer to the dialogues on page 6 to help them. Check answers and elicit some more examples using students’ own nationalities, e.g. Maria’s Spanish. / Hans is German.

Answers1 are 2 m 3 s 4 re 5 isn’t 6 are 7 Is 8 am 9 is

3 Do the first two sentences together as a class. Students continue in pairs. Check answers.

Answers1 He’s 2 He’s 3 it’s 4 He’s 5 She’s 6 They’re

1.1–1.2

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1 Refer students to the vocabulary box. In pairs, they match the words to the photos.

Check answers and drill the words with difficult pronunciation, especially money, where the ‘o’ is pronounced /ʌ/, receipts /rɪˈsiːts/, where the ‘p’ is silent and ID cards.

Answersa a passport b an ID card c a credit card d a passport e receipts f atravelcard g money h money i aplaneticket

2 Students do the task individually and check in pairs. Check answers.

Answers1 José Luís Castillo Fernández 2 No, he is Mexican. 3 284 5 Poniente 2438, Col La Paz 27160, Puebla; 222 485 2972

Listening

3 Pre-teach border. Explain the task, play the audio and check answers.

Answers1 passports 2 ID card 3 money 4 planeticket5 credit card 6 travelcard(buspass) 7 receipts

1.6

These are the documents I need to cross the border. These are my two passports – my Mexican passport and my American passport. My father is from the USA and my mother is Mexican. This is my Mexican ID card. This is my money – these are the American dollars, here, and those are the Mexican pesos, there. What else? Well, this is my plane ticket, this is my credit card and that’s my bus pass for when I arrive in Chicago. And those? Those are receipts. I don’t need them now.

4 Give students time to read the sentences. Play the audio again. Students complete the sentences and check answers in pairs before class feedback.

Answers1 passports; Mexican; American 2 card 3 money; American; Mexican 4 ticket;creditcard;buspass 5 receipts

Speaking

Ask students to rewrite the questions in Vocabulary 2 using you and your. Do the first question together, then students continue individually.

Answers1 What’s your full name? 2 Are you American? 3 How old are you? 4 What’s your address and phone number?

1 Elicit or explain what an arrival card is and what information you write on it.

2 Students do the task in pairs. Walk around monitoring and correcting.

Make a note of any errors for a short feedback session. If appropriate, ask a strong pair to act out the conversation for the class.

Grammar page 9

1 Put the contents of your pocket/bag on the table. Ask a student to put some of his/her things on his/her desk. Demonstrate this/these and that/those using the items: This is my ID card. That isn’t my ID card. That’s Ken’s ID card, etc.

Students do the task individually. Check answers with the class. Point out that Hey! in the context of sentence 1 is used to express annoyance, although in recent years its use as a synonym of Hi! has become more common.

Answers1 d 2 b 3 c 4 a

this, that, these, those We use this and these to refer to people and objects that are

physically close to us, and that and those to refer to people and objects that are at a distance from us.

The /ð/ sound at the beginning of these words can be hard for students to form. You could get students to put their index finger against their lips as if they were telling somebody to be quiet. If their tongue touches their finger when they make the sound, then they are doing it right!

2 Students complete the Grammar panel. Go through the answers and check they have understood by asking concept questions, e.g. Do we use ‘this’ to talk about something that is close to us? (Yes) Do we use ‘those’ to talk about one object? (No)

Answers1 This 2 That 3 These 4 Those

3 a&b Students match the words to the photos. Check answers, then elicit which nouns are singular and which are plural.

Answersa newspaper b wallet c camera d glasses e iPod f keys g mobile phone h sunglasses Singular: mobile phone wallet newspaper iPod cameraPlural:sunglasses keys glasses

4 a&b Students choose the correct word. Play the audio for them to check answers.

Answers1 These 2 that 3 those 4 this 5 This 6 that

1.7

1 These are nice sunglasses. 2 Is that your mobile phone?3 Sorry, but those are my keys.

4 Remind students how short answers are formed by asking them questions, for example: Are you Helen? (Yes, I am.) Is he Tino? (No, he isn’t.)

Students do the task individually and check answers in pairs before class feedback.

Answers2 Yes, they are. 3 No, they aren’t. 4 No, he isn’t. 5 Yes, she is.

Present simple: short answers It is common to answer a yes/no question with a short

answer, e.g. Are you married? Yes, I am. Giving a long answer can sound unnatural: Are you a student? Yes, I’m a student. Answering with just Yes or No, e.g. Is he Italian? Yes can sound impolite. Affirmative short forms cannot be contracted.

5 a Students put the words in the correct order. Check answers.

Answers2 Where are you from? 3 Are you Italian? 4 What’s your surname? 5 Who’s your teacher?6 Are you married?

b Students ask and answer the questions in pairs. Circulate and monitor as they speak, and listen out for correct use of the verb to be.

Ask for feedback about students’ partners: Her name’s Barbara. She’s from Warsaw, etc. Check for correct use of he/she/it/they.

1 Speaking

Write on the board the names of three of your friends, preferably friends of different nationalities. If possible, bring photos of them.

Tell students about each of your friends: This is my friend Ben. He’s from London. He’s a teacher too. He isn’t married. Ask students to think about three of their friends to talk about.

Students do the task in pairs. Ask them to give as much information as possible. Stronger groups can extend the conversations by asking questions.

1.2 My life in my pocket page 8

Vocabulary

Lead-in

Divide the class into two teams. Write on the board: Guess what’s in my pocket? Each team takes it in turns to guess an object which you have in your pocket or bag.

If they guess correctly, show the item and award the team a point. Keep a tally of the points on the board. The game finishes when all objects have been guessed.

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close to them and some further away. Walk round and check they are using this/these for items that are in front of them and that/those for objects at the far end of the desk.

1.3 Travelling page 10

Reading & Vocabulary

Lead-in

Show students a photo (photocopied and enlarged, if possible) of your last holiday. Ask: What kind of holiday is it? (e.g. beach/city/skiing holiday) What can you see in the photo? Can you guess where it is? Would you like to go there?

1 Focus attention on the photos. For each photo, ask a student to say where the people are or what it shows.

Students then match the photos to the captions. Check answers with the whole class.

Answers1 c 2 d 3 a 4 b

2 Students match the words in bold to the pictures. Check answers, then model and drill the words. Pay particular attention to the words with problematic pronunciation, namely, early /ˈɜːli/, bored /bɔːd/ and tired /ˈtaɪəd/.

Get students to identify the pairs of opposites by asking What’s the opposite of ‘late?’ What’s the opposite of ‘big’?

Answers1 early 2 big 3 late 4 good 5 bored 6 happy 7 small 8 tired

Grammar(1)

1 Students complete the Grammar panel with examples from the captions. Do the first example together.

Ask students to continue individually and then check in pairs before you give the answers.

Answers1 Our plane is late / We’re bored / the coffee is good / 2 the small bag / a big bag 3 We’re bored

2 Read through the Notice box. Show the meaning of very and really by pointing at a big book and then a very/really big book in the class. Explain that the two words mean the same but that really is only used in an informal context.

Students do the task. Check answers and point out that the more stress we put on the word very or really, the stronger we make the adjective. Model one or two of the sentences to illustrate this. Then model and drill all of the sentences.

Answers1 Herhouseisverybig. 2 It’s a really beautiful house. 3 And we’re really happy to be here. 4 Butit’sverylateandwe’rereallytired.It’stimeforbed!

3 Students choose adjectives to make the sentences true for them.

4 Students add very or really to the sentences, then compare their sentences with their partner’s.

Grammar(2) page 11

1 Explain the meaning of possessive adjective. Students find examples of them in the captions, then complete the Grammar panel. Check answers with the whole class.

Answers(incaptions) Our our MyGrammar panel: 1 his 2 her 3 our 4 their

Possessive adjectives Possessive adjectives don’t change according to whether

they are followed by a singular or plural noun. We say our teacher and our teachers, not ours teachers.

In many languages a possessive adjective has the same gender as the noun that comes after it, so students may be tempted to say, e.g. David and her sister instead of David and his sister.

The pronunciation of the long vowel sounds in your /ɔː/, our /aː/ and their /eə/ can be challenging for students. Give plenty of practice in saying these sounds.

2 Check the meaning of flat. Explain that it is British English. In other varieties of English, apartment is more common. Students complete the descriptions.

Play the audio for them to check their answers.

Answers2 his 3 their 4 Their 5 Our 6 Her

1.11 These are photos of our holiday. This is Tim and this is his best friend, Hans. They live together. We’re in their flat in Istanbul. Their flat is very big and beautiful. Here I am again. I’m in the station with Tim and Hans. Our train is late. This is a friend from the train. Her name’s Tina. She’s a student.

3 Read the example sentences as a class. Students work in pairs to do the task, then swap roles. Conduct class feedback.

Listening

1 a Focus attention on the photos and elicit or teach the names of the areas of an airport that they show (Arrivals, security and passport control). In a strong class, ask students what they can see in each picture.

Tell students that they are going to listen to people talking in the different situations. Ask what words/phrases they might hear.

4 Whose wallet is this? 5 This is my new iPod. 6 Is that your newspaper?

Pronunciation

1 Play the audio. Show students how the mouth widens into a grin when we make the /i:/ sound.

Say kiss and keys several times, alternately, slowly at first and then quickly, and tell students to watch how your mouth changes from narrow to wide each time. Play the audio again for students to repeat.

1.8

/ɪ/ This is a kiss./i:/ These are my keys

2 a Write the phonetic symbols on the board. Students do the task. Play the audio for students to check their answers.

b Play the audio again. Students listen and repeat. Ask them to add some more words if they can.

Answers/ɪ/ it is isn’t six ticket/i:/ me he she three thirteen receipts

1.9

/ɪ/ it, is, isn’t, six, ticket/i:/ me, he, she, three, thirteen, receipts

3 a Play the audio. Students choose the word they hear.

Answers1 this 2 this 3 these 4 these

1.10

1 This is my ID card.2 Is this your ticket?3 Are these your books?4 These aren’t my receipts.

b Play the audio again. Students write the complete sentences.

AnswersSee transcript 1.10.

Speaking

1 Students do the task in small groups.

Circulate and feed in new vocabulary. After the task, ask students for new words they found and put them on the board. Check pronunciation.

2 Students tell their group about the objects. They should spread their objects around the table so that some are clearly

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close to them and some further away. Walk round and check they are using this/these for items that are in front of them and that/those for objects at the far end of the desk.

1.3 Travelling page 10

Reading & Vocabulary

Lead-in

Show students a photo (photocopied and enlarged, if possible) of your last holiday. Ask: What kind of holiday is it? (e.g. beach/city/skiing holiday) What can you see in the photo? Can you guess where it is? Would you like to go there?

1 Focus attention on the photos. For each photo, ask a student to say where the people are or what it shows.

Students then match the photos to the captions. Check answers with the whole class.

Answers1 c 2 d 3 a 4 b

2 Students match the words in bold to the pictures. Check answers, then model and drill the words. Pay particular attention to the words with problematic pronunciation, namely, early /ˈɜːli/, bored /bɔːd/ and tired /ˈtaɪəd/.

Get students to identify the pairs of opposites by asking What’s the opposite of ‘late?’ What’s the opposite of ‘big’?

Answers1 early 2 big 3 late 4 good 5 bored 6 happy 7 small 8 tired

Grammar(1)

1 Students complete the Grammar panel with examples from the captions. Do the first example together.

Ask students to continue individually and then check in pairs before you give the answers.

Answers1 Our plane is late / We’re bored / the coffee is good / 2 the small bag / a big bag 3 We’re bored

2 Read through the Notice box. Show the meaning of very and really by pointing at a big book and then a very/really big book in the class. Explain that the two words mean the same but that really is only used in an informal context.

Students do the task. Check answers and point out that the more stress we put on the word very or really, the stronger we make the adjective. Model one or two of the sentences to illustrate this. Then model and drill all of the sentences.

Answers1 Herhouseisverybig. 2 It’s a really beautiful house. 3 And we’re really happy to be here. 4 Butit’sverylateandwe’rereallytired.It’stimeforbed!

3 Students choose adjectives to make the sentences true for them.

4 Students add very or really to the sentences, then compare their sentences with their partner’s.

Grammar(2) page 11

1 Explain the meaning of possessive adjective. Students find examples of them in the captions, then complete the Grammar panel. Check answers with the whole class.

Answers(incaptions) Our our MyGrammar panel: 1 his 2 her 3 our 4 their

Possessive adjectives Possessive adjectives don’t change according to whether

they are followed by a singular or plural noun. We say our teacher and our teachers, not ours teachers.

In many languages a possessive adjective has the same gender as the noun that comes after it, so students may be tempted to say, e.g. David and her sister instead of David and his sister.

The pronunciation of the long vowel sounds in your /ɔː/, our /aː/ and their /eə/ can be challenging for students. Give plenty of practice in saying these sounds.

2 Check the meaning of flat. Explain that it is British English. In other varieties of English, apartment is more common. Students complete the descriptions.

Play the audio for them to check their answers.

Answers2 his 3 their 4 Their 5 Our 6 Her

1.11 These are photos of our holiday. This is Tim and this is his best friend, Hans. They live together. We’re in their flat in Istanbul. Their flat is very big and beautiful. Here I am again. I’m in the station with Tim and Hans. Our train is late. This is a friend from the train. Her name’s Tina. She’s a student.

3 Read the example sentences as a class. Students work in pairs to do the task, then swap roles. Conduct class feedback.

Listening

1 a Focus attention on the photos and elicit or teach the names of the areas of an airport that they show (Arrivals, security and passport control). In a strong class, ask students what they can see in each picture.

Tell students that they are going to listen to people talking in the different situations. Ask what words/phrases they might hear.

Play the audio. Students match the dialogues with the photos. Discourage them from looking ahead to the dialogues in 1b.

Answers1 b 2 c 3 a

1.12 1All watches, money, keys and mobile phones in the plastic tray, please. Take your computer out of your bag. Thank you. Next please. 2A: Passports or ID cards, please. Thank you. Where are you from?B: Poland.A: Are you students?B: Yes, we’re on holiday.A: Thank you.3 K = Kate B = Ben L = LeylaK: Look. It’s Leyla. B: Where?K: That’s her over there. B: Oh, yes! Hi, Leyla! We’re over here! L: Hi! I’m really happy to see you! Are these your bags? K: Yes, they are. So, how’s your family?

b Play the audio again. Pause after each situation to allow students time to write their answers.

Mixed ability

In a stronger class, students could complete the dialogues first and then listen to the audio to check.

Answers1 keys;mobile;bag 2 ID; Where; from; students3 Where;overthere;We’re;happy;bags

2 Give students time to read the dialogue aloud a few times until they have memorised it. Ask two or three groups to act out the dialogue to the class.

1.4 Functional language page 12

Tune in

1 Ask students: What’s the first word you say when you meet a friend? Elicit Hello! and write it on the board.

Elicit other words for saying Hello. Possible answers are Hi, Hey (American English but now common in British English), Morning (less formal than Good morning), Afternoon (less formal than Good afternoon).

Ask students to read the text and check the meaning of the words in bold in the dictionary. Read the sentences aloud so they hear the correct pronunciation.

Check comprehension by miming the actions and eliciting the words. Students complete the sentence individually. Finally, you could ask students to test each other in pairs by miming the words.

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2 Students compare their answers with a partner. If you have a monolingual class, establish together what the typical greeting for the country is. Is it different between men and women, older and younger people, the first time you meet/later meetings?

If it is a multinationality class, ask students to report their partner’s answers back to the class.

Ask the class if they know of any other kinds of greetings in other parts of the world. Discuss different countries and greetings.

FocusonLanguage(1)

3 Focus on photos b–d and read through the descriptions. Explain or elicit the meaning of boss.

Do the first example together. Students continue the exercise in pairs.

Answers1 b 2 d 3 c

4 a Play the audio. Students read and listen to the dialogues and then match them to the photos.

Check answers, pointing out that we only use Pleased to meet you the first time we meet somebody. Elicit what we say at later meetings: Nice to see you.

Answers1 b 2 c 3 a

1.13 1 A: Hello! Pleased to meet you. B: And you. 2 A: Hello, Hiro, how are you? B: Fine, thanks, Mrs Sato. And you?3 A: Hi! How are you? You look great! B: Thanks. You too.

b First read the dialogues out yourself, modelling a lively intonation and keeping up a natural speed.

Next ask students to read along with you, following your speed and intonation. Finally, they read the dialogues out in closed pairs.

5 Write How are you? on the board. Gesture for students to ask you the question.

Respond in the four ways shown in the task, using the appropriate facial expression and body language. Students match the responses with the faces.

Answers1 b 2 c 3 d 4 a

Intonation

Explain the meaning of intonation (the way the voice goes up and down). Point out that in English the voice goes up

and down more than in other languages. Ask students to try to notice this as they listen to the audio.

Play the audio once for them to notice the intonation and a second time for them to repeat the phrases.

Practise around the class by asking How are you? and prompting with a facial expression.

1.14 A: How are you? B: Fine, thanks.A: How are you? B: Not bad.A: How are you? B: Not so good.A: How are you? B: Great!

Over to you

6 Students do the activity as a class mingle. You could play music and ask students to wander around silently. Each time you pause the music they act out a conversation with the person next to them.

If you don’t have music, students wander around silently and when you clap your hands, they speak to the person next to them.

For variation, you could prompt with different scenarios. For example: It’s your birthday and you’re really happy. The weather’s terrible and you’re bored.

FocusonLanguage(2)

7 a Find out how many languages students can say goodbye in. Get them to demonstrate.

Give students a few moments to read through the phrases. Play the audio for students to complete the task. Check answers.

Answersa 5 b 2 c 4 d 1 e 3

1.15 1 See you on Monday.2 See you tomorrow. 3 See you later. 4 Bye. Take care. 5 Have a good weekend!

b Play the audio for students to repeat. To make the drilling sound less flat and laboured, try dividing students into ‘drilling pairs’, so that they are partnered with somebody sitting opposite them (or somewhere else in the classroom, but preferably not next to them). The students don’t change seats, but make eye contact with their partner. When they repeat the phrases they say or shout them to their partner.

Over to you

8 Call out students’ names in turn. Those students must stand up and say goodbye to all their classmates.

1.5 Speaking task page 13

Tune in

Before you begin, elicit or explain the meaning of the lesson title, Introductions. This is a false friend for speakers of some languages.

1 a Read the words and elicit a person for each category. Students do the task. Check answers and elicit the rules for when we use a and an.

Answersan actor a singer a sports star a politician an artist a writer

b Students match the words to the photos. Check answers.

Answersa a politician b an actor c an artist d a writer e a sports star f a singer

2 a Students ask and answer the questions in pairs. Ask for answers, but don’t confirm or deny them at this stage.

b Play the audio for students to check answers.

Answers1 She’sAngelaMerkel.She’sfromGermany.2 That’s Daniel Craig. He’s British.3 That’s Fernando Botero. He’s from Colombia.4 She’s Isabel Allende. She’s Chilean.5 That’s Usain Bolt. He’s Jamaican.6That’sChristinaAguilera.She’sAmerican.She’sfromNewYork.

1.16 See answer key for exercise 2b.

3 Divide students into small groups to think of three famous people for each category and write them down.

You could raise the level of challenge by setting a time limit of two minutes. Students compare their answers with the rest of the class.

4 Ask a student: Who’s your favourite sports star? Elicit reasons, e.g. She’s great. He’s the best. Read through the examples with the students.

Students do the task in pairs. Ask students to report back on their partner’s answers.

Mixed ability

In a strong elementary class, elicit a list of useful adjectives for this activity onto the board: clever/fast/gorgeous, etc.

In a weaker class, you may wish to teach some extra adjectives at this point.

Prepare for task

5 Check students understand celebrity and fan. Explain that they are going to listen to two students role-playing an interview with a famous person.

1.4

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Play the audio for students to do the task. Check answers.

AnswersPedroAlmodovar no

1.17 A = Ana J = Jan P = PedroA: Jan, I’d like to introduce you to a friend. Jan, this is Pedro. He’s a film director. Pedro, this is Jan.P: Hi, Jan. Nice to meet you. J: Hi, Mr Almódovar! Nice to meet you, too. I’m a big fan. I love your films! P: Thanks!

6 a Play the audio again. Students order the sentences. Check answers, then model and drill the language.

Ask the following questions to highlight the functional language in the conversation:

What do we say before we introduce somebody? Let me introduce you to…

How do we introduce somebody? This is…

What do we say when somebody introduces a person to us? Nice to meet you.

How do we respond when somebody says ‘Nice to meet you’? Nice to meet you too.

Answers2, 4, 3, 1

b Students practise reading the dialogue in groups of three.

7 a Focus on the instructions for the role-play. Pick three strong students to act out an example. Students continue in groups of three.

b Students repeat the role-play two more times, changing roles each time. Ask two or three groups to act out their dialogues from memory.

Task

8 a Go through the instructions for the task. Give students two or three minutes to prepare their introduction.

b Students mingle to complete the role-plays. They may need to note down the celebrities they ‘meet’ depending on the size of the class.

Walk around and monitor. Make a note of examples of good language, as well as incorrect language, for analysis afterwards.

Report back

9 Students write their lists in pairs. Encourage them to comment as they go through.

10 Stop the activity after two minutes. Find out which pair has the longest list and ask them to read the names out so that the others can add any that aren’t there. Students vote on their favourite.

and down more than in other languages. Ask students to try to notice this as they listen to the audio.

Play the audio once for them to notice the intonation and a second time for them to repeat the phrases.

Practise around the class by asking How are you? and prompting with a facial expression.

1.14 A: How are you? B: Fine, thanks.A: How are you? B: Not bad.A: How are you? B: Not so good.A: How are you? B: Great!

Over to you

6 Students do the activity as a class mingle. You could play music and ask students to wander around silently. Each time you pause the music they act out a conversation with the person next to them.

If you don’t have music, students wander around silently and when you clap your hands, they speak to the person next to them.

For variation, you could prompt with different scenarios. For example: It’s your birthday and you’re really happy. The weather’s terrible and you’re bored.

FocusonLanguage(2)

7 a Find out how many languages students can say goodbye in. Get them to demonstrate.

Give students a few moments to read through the phrases. Play the audio for students to complete the task. Check answers.

Answersa 5 b 2 c 4 d 1 e 3

1.15 1 See you on Monday.2 See you tomorrow. 3 See you later. 4 Bye. Take care. 5 Have a good weekend!

b Play the audio for students to repeat. To make the drilling sound less flat and laboured, try dividing students into ‘drilling pairs’, so that they are partnered with somebody sitting opposite them (or somewhere else in the classroom, but preferably not next to them). The students don’t change seats, but make eye contact with their partner. When they repeat the phrases they say or shout them to their partner.

Over to you

8 Call out students’ names in turn. Those students must stand up and say goodbye to all their classmates.

1.5 Speaking task page 13

Tune in

Before you begin, elicit or explain the meaning of the lesson title, Introductions. This is a false friend for speakers of some languages.

1 a Read the words and elicit a person for each category. Students do the task. Check answers and elicit the rules for when we use a and an.

Answersan actor a singer a sports star a politician an artist a writer

b Students match the words to the photos. Check answers.

Answersa a politician b an actor c an artist d a writer e a sports star f a singer

2 a Students ask and answer the questions in pairs. Ask for answers, but don’t confirm or deny them at this stage.

b Play the audio for students to check answers.

Answers1 She’sAngelaMerkel.She’sfromGermany.2 That’s Daniel Craig. He’s British.3 That’s Fernando Botero. He’s from Colombia.4 She’s Isabel Allende. She’s Chilean.5 That’s Usain Bolt. He’s Jamaican.6That’sChristinaAguilera.She’sAmerican.She’sfromNewYork.

1.16 See answer key for exercise 2b.

3 Divide students into small groups to think of three famous people for each category and write them down.

You could raise the level of challenge by setting a time limit of two minutes. Students compare their answers with the rest of the class.

4 Ask a student: Who’s your favourite sports star? Elicit reasons, e.g. She’s great. He’s the best. Read through the examples with the students.

Students do the task in pairs. Ask students to report back on their partner’s answers.

Mixed ability

In a strong elementary class, elicit a list of useful adjectives for this activity onto the board: clever/fast/gorgeous, etc.

In a weaker class, you may wish to teach some extra adjectives at this point.

Prepare for task

5 Check students understand celebrity and fan. Explain that they are going to listen to two students role-playing an interview with a famous person.

1.5

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