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Teacher’s Support Book

Pre-Intermediate Teacher’s Support Book Grant Kempton
Pre-Intermediate Teacher’s Support Book Grant Kempton
Pre-Intermediate Teacher’s Support Book Grant Kempton
Pre-Intermediate Teacher’s Support Book Grant Kempton
Pre-Intermediate Teacher’s Support Book Grant Kempton
Pre-Intermediate Teacher’s Support Book Grant Kempton
Pre-Intermediate Teacher’s Support Book Grant Kempton

Grant Kempton

Pre-Intermediate Teacher’s Support Book Grant Kempton



Course description


Description of New Success components


Evaluation and testing system in New Success


New Success exams preparation


Map of educational content – index


Teaching notes

Unit 1


Unit 2


Exams Revision 1 (Units 1–2)


Unit 3


Unit 4


Exams Revision 2 (Units 3–4)


Unit 5


Unit 6


Exams Revision 3 (Units 5–6)


Unit 7


Unit 8


Exams Revision 4 (Units 7–8)


Unit 9


Unit 10


Exams Revision 5 (Units 9–10)


Unit 11


Unit 12


Exams Revision 6 (Units 11–12)


Culture Shock 1


Culture Shock 2


Culture Shock 3


Extra tapescripts


Photocopiable resources – contents


Workbook answers


Workbook tapescripts



Welcome to New Success – the new edition of the best-selling course for upper secondary students. This introduction:

• describes how the course meets the needs of students and teachers,

• outlines the principles on which the materials were developed,

• describes the course and its components.

NEW SUCCESS for StudentS

New Success is a six-level course for upper secondary students, taking learners from zero beginner to an advanced level of English competency. It is aimed at fourteen to twenty-year-old students. The age range has been fundamental in defining the most important features of the course.

Students at this age are at the peak of their cognitive development.

They learn best when they are encouraged to use discovery techniques and engage with interesting topics related to their age. In common with learners in all age groups, they need a lot of recycling to internalise and acquire the new grammar, vocabulary and functional language input, but they can also deal with big chunks of new material.

Students at this age want to learn about the world.

New Success has a highly educational content. It not only teaches English but also provides students with information about the culture of English-speaking countries and the world at large. It provides interesting and engaging exercises and texts that deal with citizenship issues, literature, history, geography, art, science and technology as well as the challenges of everyday life.

Students at this age are young adults who want to be independent in their learning.

New Success promotes maturity in its approach to learning through self-assessment strategies, topics and tasks which encourage the learner to think about what they read, rather than just respond to it. New Success provides everything students of English need to cross the border between their school life and the outside world. New Success is designed for learners who are at a critical point in their education. The exams they take, whether school-leaving/university entrance exams or public exams such as those of Cambridge Assessment, will determine their future. All exams now follow Common European Framework requirements, which means that they are skills-oriented with a special emphasis on communication.

New Success has a very strong skills syllabus and task types from different exams are practised throughout the course. Special features in the New Success Workbook such as exam tips and self-assessment tests also help students deal with exam tasks. The tests included in the Testing and Evaluation Programme (Test Master Multi-ROM) are designed to give students a sense of progress and achievement.

Students at this age are ‘digital natives’ who are versatile in using the latest technologies in their everyday lives.

New Success takes into account the needs of today’s students, who spend a lot of time online. Technology changes the way students learn and revise. They feel increasingly at ease using online learning programmes. New Success includes digital components such as New Success ActiveBook, an online workbook that can be used in place of the traditional Workbook. This ensures that students benefit from the most up-to-date ways of learning.

NEW SUCCESS for teacherS

Although the course has been designed for use in state- sector schools, it is also suitable for use in private language schools and the activities will work well with both small and large groups – of up to thirty students.

Lesson preparation

The format of the units in the Students’ Book guarantees successful lessons. Clear headings and the logical sequencing of exercises ensure that New Success will be very easy for you to teach from with little preparation.

The fact that the order of sections changes in every unit makes the lessons varied and interesting.

Further support is given in the Teacher’s Support Book with ideas for warm-ups, extra activities and photocopiable activities while the Workbook offers additional flexibility to the pattern of the unit. Extra material (e.g. Culture Shock sections) provides ideal material for special one-off lessons. The Workbook offers further exercises for homework. As the exercises strongly reflect themes and language from the Students’ Book input, you do not need to spend too much time explaining homework tasks to your students.

Evaluation and assessment

Monitoring students’ progress is particularly important in the light of exam preparation. Students need to be confident that they can pass the relevant exams at each stage of their learning.

New Success provides you with a unique testing and evaluation system that includes different types of tests carefully compiled to assess students’ progress in a comprehensive way. The Test Master Multi-ROM which is part of the Teacher’s Support Book DVD-ROM provides all the testing materials in an electronic version, making it easy for you to customise it to your particular classroom situation.

Keeping up-to-date with students

New advances in technology are changing the way students learn and want to be taught. New Success provides a number of digital solutions that will enable teachers to keep up with the latest trends in the classroom. ActiveTeach is the new software for interactive whiteboards. Teaching with an Active Teach is easy and motivating. Teachers will no longer need conventional teacher’s books as they will find a wealth of materials within a single environment.

Dealing with mixed-level classes

Placement tests in the Testing and Evaluation Programme (Test Master Multi-ROM) help you to place your students in groups according to their level, and allow you to make the right choice of book from the six levels of New Success for your class. For very able students, more challenging exercises on vocabulary (Extend your vocabulary) are included in the Workbook. These students should be encouraged to do more projects suggested in the Testing and Evaluation Programme as they give students the opportunity for freer language production. They will allow all students to contribute to the class irrespective of their abilities. Even the weakest students can participate and enjoy a real sense of success.

PrinciPleS behind the courSe

New Success is an ELT course written specifically for secondary school students. It draws from the most cutting-edge developments in ELT methodology and practice and is clear, accessible and novel. The ten most important features of the course concept are the following:

• A controlled environment for teaching and learning.

• Student and teacher motivation.

• An interactive approach to learning.

• Memorisation techniques.

• An equal emphasis on skills and grammar.

• A strong focus on vocabulary input and practice.

• Expanding general knowledge.

• Building cultural awareness.

• A principled testing and evaluation system plus exam preparation.

• Keeping up-to-date with new trends in education by providing innovative digital solutions for both teachers and students.

The above features make New Success a very well balanced course which gives you security, and your students a real sense of progress.

1 A controlled environment for teaching and learning

One of our most important aims was to publish

a course where learning is very carefully monitored.

A problem sometimes encountered in coursebooks is

that of un-previewed language and grammar. It can be frustrating for both you and the students when, for example, an elementary lesson on the Present Simple also contains examples of the Past Simple or even Present Perfect. Your assurances that ‘this will be covered later’ can stifle the students’ own sense of achievement. We have been very careful to avoid this in New Success. We have carefully monitored the language progression and have avoided using new

grammar in the skills sections. Each speaking exercise

is well guided through the use of prompts and

examples. The same approach has been carefully implemented throughout all the components. The second important aim was to create materials that provide methodologically sound lessons on the page. You do not need to adapt the material and no extra preparation or input is required. In other words, if you teach from New Success, you will be very successful with little effort.

2 Student and teacher motivation

The New Success course was designed to help you motivate students and also be very rewarding to teach from. One of the key ways of achieving this is that throughout the course there is a clear direction for learning. Unit objectives are clearly stated at the beginning of each unit. Lessons and tasks have carefully-prepared stages leading up to clear communicative outcomes. The varied unit structure, the liveliness of the presentations and exercises, and the sheer interest of the texts make the material extremely engaging. There is often an element of puzzle-solving which, added to the high quality of photos, illustrations and audio material, will add to students’ motivation and desire to learn. Most importantly, many of the presentations in New Success are amusing and thought provoking, which we hope will make the material memorable, thus promoting acquisition and learning. You and your

students will often find yourselves smiling at a funny cartoon or a humorous text. The topics covered are usually familiar but with a fresh and interesting angle, e.g. Intermediate Unit 6, ‘Animal magic’ shows how our favourite pets perceive their owners rather than the other way round. Grammar presentations, texts and exercises often contain an unexpected twist at the end which will surprise students and engage them further on the road to learning. We are sure that studying from New Success will be a very enjoyable


3 An interactive approach to learning

We believe that a unique feature of New Success is the fact that students are much more actively involved in every stage of the learning process than in other courses. The involvement is particularly transparent in the following sections of the book:

Grammar: the inductive approach makes the grammar presentations in New Success particularly interesting and memorable. Students analyse examples of language and arrive at the grammar rules themselves: this helps them understand and remember the rules better.

Skills strategies: while other courses offer language tips about skills strategies, we give students the opportunity to experience the strategy through doing exercises that illustrate them. Students can then understand the strategies boxes (Train Your Brain) much better, and even help create them. Reading and listening skills: we believe that these sections are developed in a very involving way. They very often work like puzzles where students have to complete the reading with the missing paragraph or title, or guess the ending of the listening before they listen to the last part of it. The variety of exercises and their unique character motivate the students and help them remember the material. Speaking: as in most courses these sections include

a box with the functional language highlighted.

However, what is unique in New Success is the fact that all the exercises are constructed in such a way that students have to either complete the box themselves or refer to it many times, so by the end of the lesson they can use the new phrases almost effortlessly. In order to prevent students from losing what they have once learnt, New Success now includes short, one-minute films that practise the functional and situational language in realistic yet amusing situations that make the phrases memorable.

Vocabulary sections: These are not just a selection of exercises based around a particular lexical set. They are mini lessons which very often finish with

a speaking exercise in which students have to use the vocabulary they have just learnt.

4 Memorisation techniques

The course has been developed in the light of knowledge about how the brain works. To help students remember grammar, vocabulary and new

phrases, the following principles have been taken into


1 New language is always presented in context. Learners remember the interesting context, which then helps them remember the new structure or vocabulary.

2 Exposure leads to acquisition so new language is constantly revised within the unit and within the course. For example, the new grammar introduced in the opening spread is recycled in the Reading, Listening and Writing sections.



There are references to the language students have already come across in the course, which are called Think Back! Students are encouraged to find the information they need in the sections of the Students’ Book that they have already covered. This activates the knowledge students already have.


The Revision sections after every second unit help consolidate the material in all its aspects (grammar, vocabulary, pronunciation and skills).


The material from the Students’ Book is revised and consolidated in the Workbook.


The Teacher’s Support Book provides exercises which refer to the material covered in the previous unit or section (Warm-up in the Teacher’s Support Book). The bank of photocopiable activities helps to revise material in a communicative way.


An equal emphasis on skills and grammar

In keeping with current trends in language teaching, we provide very solid skills training but at the same time, we are aware that skills cannot be practised without a solid base in grammar. They have therefore been given equal emphasis.

Grammar presentation and practice

New Success provides a structured and thorough grammar syllabus which will not create unforeseen problems or surprises. The specific contents of the syllabus are organised in a logical way, which makes grammar easier to understand. Depending on the level and particular unit, there are up to three grammar points presented in a unit. Grammar is always presented in context. The presentation usually opens the unit, particularly at the lower levels, and the language is then consolidated and practised in all other sections, which is very important from the point of view of recycling and remembering new structures. The grammar presentation uses a variety of text types (dialogues, short reading texts, cartoons, famous quotations). Students first analyse examples from the presentation (Work it out section), then check if they were right by looking at the Check it out sections. Mind the trap! boxes draw students’ attention to areas of special difficulty and help to pre-empt errors. This particular way of teaching grammar encourages students to analyse and come to conclusions about grammar patterns and rules. The course deals with this important area effectively, yet without labouring the point. Grammar analysis is followed by controlled practice exercises, which provide a focus on accuracy, before moving on to freer practice exercises. Grammar is consolidated and practised in the Revision sections after every second unit. There are more grammar exercises in the Workbook.

Skills strategies training Skills training in New Success is organised in the following way:

1 The Students’ Book covers general skills strategies such as identifying speculation or text types and reading or listening effectively. These are ‘life skills’ students will need in different situations outside the classroom, regardless of whether they are taking any language exams or not.

2 The Workbook introduces exam skills which help students deal with specific exam task types such as multiple choice, true/false and matching. Skills strategies training is not limited to simple rules in a box. Students first ‘experience’ the strategy and then complete the Train Your Brain box with the information they already have about the given strategy. One example of the approach is the teaching of prediction for reading in Unit 5 of New Success Elementary. Students only read part of the text at

a time and are encouraged to guess what will happen on the basis of titles, pictures and their knowledge of the world, as well as clues within the text. The sequence of exercises leading up to the Train Your Brain box shows how the strategy works in a very practical way. This inductive approach to teaching skills is unparalleled in New Success.

Teaching Reading The Reading sections present topics and language in

a wide variety of text types such as notices, signs, text

messages, website pages, questionnaires, reports, brochures, advertisements, letters, emails, literary extracts and semi-authentic or authentic journalistic material, all written in a lively style. Each reading passage is accompanied by a wide range of exercises to encourage students not only to understand what they read, but also to notice the language used. They analyse the text in detail, focusing on new vocabulary while reinforcing and building on the grammar and vocabulary they have recently learnt. Reading strategies are introduced and practised systematically and thoroughly throughout the book. For reading strategies see the Students’ Book contents page. Reading is practised further in the Workbook. There are also photocopiable activities for practising reading skills in the Teacher’s Support Book as part of the DVD-ROM.

Teaching Listening Listening is probably the most extensively practised skill in New Success. There are special Listening sections in every unit, and shorter listening tasks in all the other Students’ Book sections, including the Revision and Culture Shock sections. The skills of listening are developed in New Success through a wealth of listening text types, including radio (reports, phone-in, interviews, quizzes), dialogue, monologue, announcements, speeches and mini-lectures, and songs. There is a wide range of task types, both for single answer, true/false, text

completion, table completion etc., and more extensive and freer note taking, with opportunities for students to compare their answers or report their findings. Listening texts mainly include standard British English and regional British accents, but some contain accents of other English-speaking countries such as the USA and Australia. Additionally, there are special Listening sections which cover all the listening tasks students are likely to come across both in real life and in exams. They introduce strategies for listening which are then used repeatedly in the book. For listening strategies see the Students’ Book contents page. Listening is consolidated and practised in every other Revision section. Listening is practised further in the Workbook.

Teaching Speaking Speaking is often the area with which students experience the most frustration. They need considerable help and guidance to improve their accuracy, but not at the expense of fluency. New Success aims to give a wide range of speaking tasks to cater for all student types and give ample, regular practice. Speaking exercises in the classroom have to be particularly easy to administer, but also be worth the effort you put in. They should have a very high payoff with a sense of satisfaction for both you and the students. There are speaking activities in all sections of the course. The special Speaking sections introduce functional language (Speak Out), either connected with situations (e.g. buying goods in a shop) or everyday phrases (e.g. expressing interest). Students learn how to use these phrases in context and practise them meaningfully in dialogues. At the higher levels, students are introduced to speaking strategies which will help them to express themselves in a more sophisticated way as well as prepare them for various exams. In addition to this, there are speaking activities in every lesson of New Success. These exercises have been carefully designed so that they progress from guided to more open ones. There are extra speaking tasks in the Revision sections. In the Teacher’s Support Book as part of the DVD-ROM there are up to three photocopiable communicative activities for each unit. They provide extra speaking practice for each lesson. Speaking is practised further in each unit of the Workbook where there are exercises which practise the language from the Speak Out box. Teaching Speaking is enhanced even further in New Success as each Speaking lesson is accompanied by a one-minute film that is available on the DVD-ROM. These films show the language used in realistic yet amusing contexts that enhance memorisation and provide further practice.

Teaching Writing Writing is an essential part of the student’s competence and requires special emphasis. New Success addresses key text types, especially those required in exam situations. These include letters, notes, messages, emails, discursive and descriptive essays, reports and reviews. The course provides both appropriate guidance and opportunities for freer practice. All types of writing are covered and there is

a strong focus on micro skills such as punctuation,

linking words and avoiding repetition in order to build

and develop the overall writing skill. New Success also focuses on the communicative value of writing by making students aware of who they are writing to. There are writing tasks in every unit including six extended Writing sections in each book. Tasks move from controlled writing activities to longer writing exercises. Students analyse the specific features of

a model text by doing the exercises. This leads up to

a summary of the features in a Train Your Brain box. Students then write and check their own text using the Train Your Brain box to help them. Writing is practised further in the Workbook where the Writing section contains model texts for students to follow.

6 A strong focus on vocabulary input and practice

The activation, extension and enrichment of vocabulary is an essential element of New Success. The course pays attention to the revision and recycling of lexis in the belief that students at this level have particular difficulty in maintaining their fluency and need help in developing strategies for learning vocabulary in context. There is a strong focus on the practice of fixed and semi-fixed phrases, based on recent research showing that we acquire language more quickly and effectively by learning in chunks rather than single items. New vocabulary is presented where relevant through grammar and reading lessons, as well as in separate Vocabulary sections. The separate Vocabulary sections include word formation exercises, word webs, and exercises on prepositions and phrasal verbs. Mind the trap! boxes focus students’ attention on any exceptions to the rule and areas of special difficulty. Vocabulary is consolidated and practised in the Revision sections. The new vocabulary from the Students’ Book is revised in the Workbook. The exercises included in this section practise all the vocabulary from the word list and help students remember the words they have just been introduced to. From the Pre-Intermediate level, at the end of the Vocabulary section, there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know as well as learn new meanings of familiar words or expressions. The word lists in the Workbook are presented on

a grey panel next to the exercises. Students should

first do the exercises and refer to the word list. After


they have completed the exercises, they should be able to remember the words. By covering the exercises (or folding the word list), they can check if they remember them all. Word lists are now also included at the back of the New Success Students’ Books.

7 Expanding general knowledge

New Success has a highly educational content. Students learn, for example, about history, geography, music, the environment, developments in science and technology, as well as about people who have played an important role in politics, art and culture. It encourages students to discuss contemporary social issues which are relevant to their age. For a map of the educational content see pages 16–17 in the Teacher’s Support Book.

8 Building cultural awareness

The content of New Success is designed to represent the culture of Britain and other English-speaking countries that are multicultural and multiracial. The course also introduces characters from the countries where students are likely to use the book so that they can relate to the issues easily. Culture Shock sections focus on specific cultural facts and issues which provide further information and background about Britain and other English speaking countries.

9 A principled testing and evaluation system plus exam preparation

Testing in New Success is very carefully planned and includes a strong link between the Revision sections in the Students’ Book with the self-assessment tests in the Workbook as well as the tests in the Testing and Evaluation Programme on the Test Master Multi-ROM. The fundamental rule is that there should be no surprises for the students, which means that they should know the format of the test well in advance.

10 Keeping up-to-date with new trends in education by providing innovative digital solutions for both teachers and students

As in any other walk of life, trends and styles in language teaching are adapting all the time. Students’ needs change over time, and their learning styles evolve as they grow up in new environments. New Success keeps up-to-date with these changing needs and provides a number of innovative digital solutions in line with students’ different cognitive styles and current examination board requirements. We hope that you will enjoy working with New Success. Authors: Stuart McKinlay, Bob Hastings, Jane Comyns Carr, Jennifer Parsons, Peter Moran, Jeremy Day, Lindsay White


New Success Elementary Students’ Book (144 pages) with ActiveBook

Authors: Bob Hastings and Stuart McKinlay


The Students’ Book contains 12 thematic units, each consisting of 8 pages. Each unit is clearly divided into sections, i.e. Grammar and Listening, Reading and Vocabulary, Vocabulary, Listening and Speaking, Writing. Each unit follows its own pattern and the sections differ in length according to what the particular topic/grammar point/vocabulary set requires.

Every two units are followed by a two-page Exam Revision section which draws students’ attention to the material they have covered.

End matter contains:

– Student Activities for information-gap exercises.

– Culture Shocks – three lessons based around different aspects of British culture.

– Word lists with phonetic transcription.

The ActiveBook is a digital version of the Students’ Book with full audio and video.

Class CDs

The recorded material is a very important feature of New Success. There are usually four CDs for each level of New Success (the Advanced level offers as many as five CDs), which is more than any other course in this segment.

Class CDs include:

– Dialogues and listening activities from the Students’ Book.

– All the reading texts from the Students’ Book.

– Songs from the Students’ Book.

– Listening tests (also on the Test Master Multi-ROM).

New Success Pre-Intermediate Workbook (128 pages) with audio CD

Author: Lindsay White, Dominika Chandler

The New Success Workbook activates all of the language which was introduced in the Students’ Book.

As well as grammar and vocabulary practice, which is a common feature of workbooks for other courses, the New Success Workbook provides skills practice.

The unique features of the New Success Workbook are as follows:

Exam Strategies

As the Workbook provides a lot of exam task types, students’ attention is drawn to how these tasks should be approached so that they use the same techniques in the actual exam. Next to each exam tip there is a list of exercises it relates to and students are encouraged to use the strategy with these particular exercises.

Bank of Language Functions

This is a collection of phrases which were introduced in the Speak Out boxes in the Students’ Book. Students need this reference for the speaking exercises in the Workbook.


Grammar explanations open each Grammar section to provide reference for the exercises. They are an extended version of the Check it out sections in the Students’ Book and help students do the exercises that follow.

The grammar exercises are graded and go from easier, controlled tasks, to more challenging, contrastive exercises.


The units provide further practice of Reading, Listening, Speaking and Writing. Most of the tasks which go with these sections are exam oriented. Reading texts are recorded on the Workbook CD to provide further listening and pronunciation practice. Speaking exercises help students memorise the functions introduced in the Students’ Book. Writing sections include a model text which students follow in their homework assignments.


The new vocabulary from the Students’ Book is revised in the Workbook in sections called Vocabulary. The exercises included in this section practise all the vocabulary from the word list and help students remember the words they have just been introduced.

In the Pre-Intermediate level, at the end of the Vocabulary section, there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know, as well as learn new meanings of familiar words or expressions.

The word lists in the Workbook are presented on a grey panel next to the exercises. Students should first do the exercises and refer to the word list. After they have completed the exercises, they should be able to remember the words. By covering the exercises (or folding over the word list), they can check if they remember them all.

Self-assessment sections

After every second unit there is a self-assessment test with language and skills tasks. It is related to the Exam Revision sections in the Students’ Book and is designed to prepare students for the tests provided in the Testing and Evaluation Programme (Test Master Multi-ROM). As the key to the tests is provided in the Workbook, students can assess their progress and decide if they need further practice.


– Exam strategies tips related to the exercises in the Workbook.

– Bank of language functions.

– 12 units with further practice of the key grammar, vocabulary, and skills lessons from the Students’ Book.

– Cumulative self-assessment tests after every other unit with an answer key included in the Workbook.

– Vocabulary exercises.

New Success Workbook CD with listening exercises and reading texts.


New Success Pre-Intermediate Teacher’s Support Book (144 pages) with DVD-ROM

Author: Grant Kempton

New Success Teacher’s Support Book is a unique publication which contains a wealth of additional materials for teachers. The Teacher’s Support Book mirrors the Students’ Book in its organisation and thus is very easy to navigate.

The Introduction provides information about unique features of the New Success Students’ Book as well as the other course components. It describes how the course prepares students for exams. The map of educational content in the form of an index lists all the names of people mentioned in the course as well as geographical names, cultural events, film or book titles. It is an easy reference for teachers who are looking for specific information in the book. The teaching notes for each lesson start with information on how a given unit prepares students for exams. It is followed by a box which outlines what materials are available for the given unit. It is very often the case that teachers may expect difficult questions from students about the particular grammar, vocabulary, pronunciation, etc. Teacher’s Support Book Special difficulties section provides answers to the anticipated problems. Culture notes provide a wealth of information connected with the people, history and photos in the Students’ Book. Warm-up activities refer back to the material covered before and provide a nice start to a new lesson. Optional activities offer suggestions for the exploitation of the Students’ Book material.

The bank of photocopiable activities (available on

the DVD-ROM) contains 36 activities (three per unit) and it includes skills oriented activities.


– Introduction

– Components description

– Evaluation and Testing system in New Success

– Exams preparation in New Success

– Map of educational content – index

– Lesson notes with tapescripts

– Workbook answer key and tapescripts

The DVD-ROM contains:

– 12 short films to accompany each Speak Out box from the Students’ Book: these are short amusing films using the situational and functional language in real-life contexts

– Additional exercises to accompany the films

– Photocopiable materials

– Test Master Multi-ROM

New Success Pre-Intermediate Testing and Evaluation Programme with Test Master Multi-ROM

Author: Rod Fricker

The New Success Testing and Evaluation Programme is more than just a collection of tests. It offers a coherent system of evaluation and grading which covers a wide range of test types.

The Testing and Evaluation Programme includes:

1 Presentations

2 Projects

3 Oral Sets for the students and examiners

4 Written assignments

5 Language tests

6 Skills tests

7 Cumulative Grammar and Vocabulary tests

8 Placement test

The New Success Pre-Intermediate Test Master Multi-ROM includes everything in printable pdfs as well as in word files in an editable format. The audio mp3 files for the listening tests are also included on the Test Master. Alternatively, the tracks are at the end of the Class CDs.

New Success Elementary ActiveTeach

The New Success ActiveTeach is a new generation of interactive whiteboard software which includes many innovative features and a wealth of materials. All exercises have an in-built functionality of checking and/or showing answers. The open-ended tasks include sample answers students can follow when preparing their dialogues, monologues or written assignments.

The ActiveTeach also contains a lot of additional materials that make the lessons motivating and varied, such as the Speak Out films, photocopiable materials, etc.

Evaluation and testing system in New Success

Frequent testing and evaluation gives students a sense of achievement and prepares them for difficult exams in the future. It is also a source of information for teachers as to whether remedial teaching is necessary. The evaluation and testing system in New Success comprises:

A. Exam Revision sections in the Students’

Book After every two units in the Students’ Book there is an Exam Revision section which checks vocabulary, grammar and skills for the two units.

B. Self-assessment tests in the New Success

Workbook The self-assessment tests in the New Success Workbook are linked to the Exam Revision sections in the Students’ Book and prepare students for the Language and Skills tests in the Testing and Evaluation Programme.

C. Language and Skills tests in the Testing

and Evaluation Programme (Test Master Multi-ROM) The Language tests check the grammar and vocabulary from each unit. The Skills tests test the skills of reading, listening and communication on the topics related to the two units of the Students’ Book they follow.


D. A variety of other types of tests in the

Testing and Evaluation Programme (Test Master Multi-ROM) They are linked to speaking, writing, grammar and vocabulary exercises in the Students’ Book and the New Success Workbook.

The two main reasons for giving students regular tests are: the need to be able to assess their progress and the need to give them the confidence to continue learning. Therefore, our tests appear regularly and we test students’ knowledge in such a way that the students should get most of the answers correct if they have studied the material adequately. The purpose is not to trick students or show them how much there is still to learn but to demonstrate that systematic work brings benefits. If they work systematically during the semester, most students should get high marks in the tests.

TesTs and Types of assignmenTs in The New SucceSS TesTing and evaluaTion programme (TesT masTer mulTi-rom)

The New Success Testing and Evaluation Programme

is not just a collection of tests. We have prepared

a coherent system of evaluation and grading which

covers language and skills tests as well as oral exams, written assignments and class projects. To make the most of our programme, different tests should be carefully planned over the semester or school year.

The Testing and Evaluation Programme includes:

1 Presentations. There are twelve presentations, which correspond to the Students’ Book units.

2 Projects. There are twelve class projects to be prepared in groups of 2–3 students.

3 Oral Sets for the students and examiners. There

are four sets giving students extra practice of various types of tasks found in oral exams.

4 Written assignments. There are twelve topics for written assignments, which correspond to the Students’ Book units.

5 Language tests. There are twelve A and B Language tests, which revise the grammar and vocabulary presented in each unit of the Students’ Book.

6 Skills tests. There are six A and B Skills tests which test the skills of listening and reading and communication, on the topics related to the two units they follow.

7 Cumulative Grammar and Vocabulary tests. There

are three A and B tests (one for every four units) that revise vocabulary and grammar.

8 Placement test. These tests are designed to help teachers decide which level of New Success they should use with their class/group of students.

Advantages of the programme

1 Motivation – students appreciate that their teacher has thought about their learning process and feel looked after. Most of them pay their teachers back by being equally well prepared for the tests.

2 Students’ independence – students feel that they

can choose to take the test or skip it as they establish the target number of points they want to achieve for themselves. It makes them feel that they are able to manage their own learning process.

3 Systematic work – students work very systematically to score as many points as possible without constantly needing to be reminded about it by teachers.

4 Clear and objective evaluation – students,

teachers and parents know the rules for the assessment for the year. The rules are the same for everybody, which helps to build trust between teachers and students.

5 Flexibility – the system of evaluation in points can be easily ‘translated’ into grades.

6 Exam preparation – the points system helps students to get used to the way they will be evaluated in the exam.

New Success exams preparation

Common european framework

new success and Cef

The New Success grammar, vocabulary and skills syllabuses are linked to the Council of Europe’s Common European Framework. The CEF is

a document created by the Council of Europe as part

of their policy to promote foreign language learning, cultural contacts and understanding between the people of Europe. The CEF suggests that learners use

a European Language Portfolio as a record of their language learning experience and progress.

languages within the Common european framework

The Common European Framework of Reference for

Languages is a system of describing language levels and competences. The Common European Framework

is used to describe levels of competence for a range of

languages across Europe. This means that students studying different languages, for example Spanish and German, in different countries can share a common and agreed level of competence. The Common European Framework helps teachers to plan their teaching and to match their students’ progress and level to a Europe-Wide system. The Common European Framework is also important for assessment. Different international language examinations are linked to levels within the Framework. This means that students, teachers and employers can link examinations to specific level descriptions as provided in the Framework.

levels within the Common european framework

Descriptions of different language levels are phrased in the form of can do statements. They state what students can do at each level. There are six levels:

A1 is the lowest, C2 is the highest. A1. Basic User. This is the lowest level which is described within the Framework. It is also described as Breakthrough Level. A2. Basic User. This is also described as Waystage Level. B1. Independent User. This is also described as Threshold Level. B2. Independent User. This is also described as Vantage Level. C1. Proficient User. Learners at this level are also described as having Effective Operational Proficiency.

C2. Proficient User. Learners at this level are also described as having Mastery. The Elementary level of New Success takes students from level A1 to A2. The other levels of New Success fit in across the levels – the Pre-Intermediate level of New Success takes students from level A2 to B1 of the framework, Intermediate takes students from level B1 to B2 and Upper Intermediate takes students from level B2 to B2+.

Categories within the Common european framework

Level descriptions are divided into five main categories or areas: Listening, Writing, Reading, Spoken Interaction, Spoken Production. There are descriptions within the Common European Framework of what students are expected to be able to do at each level in each of these five areas. You will notice that there is an exam preparation box at the beginning of each unit in the New Success Teacher’s Support Book. This includes the four main skills, Listening, Speaking, Reading, Writing.

objectives within the Common european framework

The level descriptions within the Common European Framework are also called competences or objectives. In New Success , there are objectives at the beginning of each unit in the Students’ Books. These objectives are all phrased as things students are going to do or can now do. For example: Write a biography. As an objective for the Unit, it tells the students what they are going to do. As a review at the end of the Unit, students can complete a comprehensive revision section so they can see what they can do now.

self-assessment within the Common european framework

The objectives for each skill at each level within the Common European Framework are used to provide students with a checklist of what they can do. In this way students develop their ability to assess their own progress and development: self-assessment. It is also very motivating to realise there are things they can do. Often they are demotivated by how much there is to learn and what they can’t do! Self-assessment is particularly important for young adults who are becoming more independent learners. Self-assessment promotes independence and confidence in students.

The european language portfolio

The European Language Portfolio is a system which enables students to maintain a record of their achievements and of their progress in language learning. The European Language Portfolio can include Common European Framework self- assessment checklists for different languages, test or examination certificates and comments and feedback from teachers for each of the languages that they are studying. Students are able to update the European Language Portfolio for each language they are studying as they progress though school and university and it provides a record for themselves and their employers of what they have done and of what they can do in a number of different languages.

over to you!

Here is an idea to help you develop your understanding of the Common European Framework of Reference for Languages. Look at the website for the Common European Framework on http://www.coe.int click on Organisation; European Language Portfolio; Levels; Education to find the levels and the sections which describe the appropriate learner levels for your class. Focus on the self- assessment grid for the different language skills. Think how you might adapt these and use them with your students. Note down your ideas in your teacher portfolio.

Cambridge exams

The New Success syllabus also takes into consideration the range of exams from the University of Cambridge exams suite. Although the level is obviously graded to your students’ needs, you will find all of the task types in one or more of the Cambridge exams. The table below shows how all of the levels of Success fit together with both CEF and the UCLES exams:

New Success




Main Suite




Beginner Elementary Pre-Intermediate Intermediate Upper Intermediate









New SucceSS and exams

New Success has two main aims: to help students gain

a general level of competence in English and prepare

for exams. New Success includes all of the features that you would expect to see in a general English course – listening, reading, speaking and writing tasks and in addition to this there are a variety of exam-style exercises which are graded to the students’ level.

exercise types

New Success includes a varied range of exercise types which will give students the practice they need in order to prepare for exams. True/false, multiple choice, gap-fill exercises are some of the many exercise types students will need to be familiar with and New Success includes all of these.



Students are likely to encounter a variety of text types in any exam. For example, written texts such as letters, emails, notes and extracts from literature. New Success exposes students to a wide range of these texts which are all graded to their level, so that students can gradually build up familiarity with a wide variety of text types.


As with reading text types, there is also a variety of listening types such as news bulletins, radio announcements or general conversations. All of the reading and listening text types are those that you would find in a variety of exams.


Whichever exam your students are planning to take, the course offers a range of guided writing tasks to help them prepare. Students are encouraged to plan and write letters, stories, notes, reviews, essays, emails and much more. All of these text types are included in many of the exams which students might take.


Students are able to practise speaking skills in

a variety of situations in order to help them prepare

for exams. There are also a wide range of topics to interest and motivate students.

Grammar and Vocabulary

Passing exams successfully wouldn’t be possible without grammar and vocabulary. New Success presents grammar in context and also gives extra practice. The vocabulary is also presented in a natural context and students have the opportunity to consolidate this in the Workbook.

Whether your students are preparing for school leaving exams or aiming to take the FCE in the future, New Success will give students the skills and awareness they need to approach any exam with confidence.

oTher New SucceSS ComponenTs


The Workbook provides students with additional practice in all the skills areas as well as grammar and vocabulary. Students will be able to consolidate at home and practise exam techniques learnt in class. The Workbook also gives the students once again the chance to self-evaluate what they have learnt and work on those areas they are weaker in.

Testing and evaluation programme (Test master multi-rom)

The Testing and Evaluation Programme gives students extra structured practice. Exam style reading, listening, writing and speaking tests consolidate themes and language presented and practised in the Students’ Book and Workbook.

Teacher’s support book

At the beginning of each unit there is information about which exercises in the Students’ Book are linked to exam task types. For example true/false, multiple-matching.

exam sTraTegies

There are tips and strategies in both the Students’ Book and Workbook to equip students with the tools they need to pass an exam successfully. The Workbook includes a three-page section on how to deal with exam-style tasks and the Elementary level includes a Functions Bank which lists useful words and phrases from Speak Out that students may need in a speaking exam. Additionally, the vocabulary is organised into topics to help with revision.

Map of educational content – index


Archimedes Beck, Harry Beethoven, Ludvig van

Bloom, Orlando Burton, Tim Cage, Nicolas Cardin, Pierre Carver, Raymond Chopin, Frédéric-François Christie, Agatha Coleridge, Samuel Taylor Costner, Kevin Crowe, Cameron Cruise, Tom Cruz, Penelope Czapiewski, Daniel d’Aguesseau, Henri D’Alusio, Faith Da Vinci, Leonardo Depp, Johnny Edison, Thomas Einstein, Albert Franklin, Benjamin Gershwin, George James, P.D. King George II Knightley, Keira Lennon, John Márquez, Gabriel García Menzel, Peter Morrison, Toni Nostradamus Picasso, Pablo Scott, Marianne Shakespeare, William Shaw, George Bernard Southall, Ben Stewart, Miley Tarantino, Quentin Verdi, Giuseppe Walpole, Robert Wilson, Robbie Withers, Bill Wordsworth, William

Geographical Names

Acapulco Amsterdam Australia Bahamas, the Baku Barcelona Ben Lawers Boston Brazil Buenos Aires Caribbean, the China Cornwall Croatia Detroit Fistral Beach Germany Great Barrier Reef Greece Hamilton Island Hawaii India

SB 34; TB 46 SB 118 SB 26, 27, 32, 33; TB 38 SB 89; TB 100 SB 89 SB 89 SB 46; TB 58 SB 34, 35; TB 46 SB 32, 33; TB 44 SB 26, 27; TB 38 SB 37 SB 95 SB 89 SB 89 SB 89; TB 100 SB 46 SB 34, 35; TB 46 SB 50 SB 27 SB 89; TB 100 SB 27 SB 26, 27; TB 38 SB 34; TB 46 SB 32, 33; TB 44 SB 11; TB 23 SB 59 SB 89; TB 100 SB 27 SB 33; TB 44 SB 50 SB 34; TB 46 SB 67 SB 26, 27; TB 38 SB 38 SB 111, 116 SB 52, 53; TB 64 SB 71 SB 87; TB 98 SB 18 SB 35 SB 59 SB 38 SB 82; TB 94 SB 37

SB 33 SB 14; TB 26 SB 52, 71, 118 SB 95 SB 96; TB 108 SB 17, 113 SB 116 SB 32, 33 SB 113 SB 19 SB 95 SB 113 SB 116 SB 52 SB 96; TB 108 SB 116 SB 52, 86 SB 71; TB 82 SB 17 SB 71; TB 82 SB 95 SB 52

Italy Krakow Lima Llangollen London Madrid Manchester Mexico City Moscow Naples Netherlands, the Newquay Niagara Falls Nigeria Normandy Paris Poland Pompeii Portugal Queensland Rio de Janeiro Rome San Salvador Scandinavia Seine, the Seville Spain Tatra Mountains Tennessee UK, the USA, the Vienna Wales Warsaw Whitsunday Islands

SB 17, 52, 86 SB 15; TB 26 SB 82; TB 94 SB 116 SB 14, 29, 59, 113 SB 82; TB 94 SB 18 SB 33 SB 118 SB 96; TB 108 SB 107 SB 116 SB 95 SB 94 SB 15; TB 26 SB 14, 32, 118 SB 15, 52, 118 SB 95 SB 17 SB 71; TB 82 SB 113 SB 14 SB 21 SB 15 TB 28 SB 22 SB 17, 22, 113 SB 15; TB 26 SB 96; TB 108 SB 16, 86, 116 SB 52, 86 SB 32, 33 SB 116 SB 33 SB 71

Places, Arts and Entertainment

10 Downing Street Aberdeen Football Club Addams Family, The Afflecks Ain’t no sunshine Angel Station Bangles, The BBC World News BBC, the Beijing National Stadium Bend It Like Beckham Big Brother Brainball Britain’s Got Talent British Museum Bubble House Bugs Bunny Cambridge University Camp Nou Cat Waltz, The CNN Colosseum Coronation Street Covent Garden Daffy Duck Deansgate Locks Doctor Watson Edinburgh Royal Infirmary Edward Scissorhands Eiffel Tower Eisteddfod English Premier League Football European Cup

SB 59 SB 107; TB 119 SB 86; TB 98 SB 18 SB 82; TB 94 SB 118 TB 122 SB 86 SB 86 SB 113 SB 89 SB 86 SB 77 SB 86; TB 98 SB 118 SB 46, 47 SB 87 SB 37 SB 113 SB 32, 33 SB 86 SB 14; TB 26 SB 87 SB 119 SB 87 SB 18 SB 112 SB 107; TB 119 SB 89 SB 15, 47 SB 116 SB 86 SB 107; TB 119

Eurosport Eurovision Song Contest Flintstones, The Formula 1 car racing Fox Globe Theatre Gothic Quarter Guardian, The Guildhall School Hamlet Heathrow Airport Hello Kitty Heroes Hollywood Holmes, Sherlock Home and Away Hungry Planet Kansas City Public Library Kubla Khan Lech Poznań Lord of the Rings, The Lower East Side Lowry, the

Manchester United Football Club Stadium SB 18

SB 86 SB 86 SB 86 SB 86 SB 86 SB 116 TB 28, 29 SB 90 SB 89 SB 111; TB 123 SB 19 SB 87 SB 93 SB 88, 91, 95 SB 112 SB 87; TB 98 SB 50 SB 46 SB 37 SB 107; TB 119 SB 89 SB 44; TB 56 SB 18

Maracaná Stadium Marlowe, Philip Meteora monasteries Montpellier University Moonlight Sonata Neighbours Nextfest One Hundred Years of Solitude Open Your Eyes Oscars Picasso Museum Pirates of the Caribbean Pokemon Pride and Prejudice Rhapsody in Blue Robin Hood Royal Ascot Sacré Coeur Basilica Schipol Airport Simpsons, The Sopranos, The Sorbonne, the Star Wars Episode I Strictly Come Dancing Super Mario Bros Teletubbies Tinnitus Upside Down House Vanilla Sky Vistoria Station Waterworld Wembley Stadium Who Wants To Be A Millionaire? World Cup

SB 113 SB 98; TB 110 SB 46, 47; TB 58 SB 67 SB 32, 33 SB 87; TB 98 SB 77 SB 33 SB 89 SB 89 TB 28, 29 SB 89, 95 SB 87 SB 89 SB 32, 33 SB 101; TB 112 SB 116 TB 28 SB 19 SB 86 SB 86; TB 98 TB 28, 29 SB 89 SB 86; TB 98 SB 29 SB 86 SB 80 SB 46, 47 SB 89 SB 19 SB 95 SB 113 SB 86 SB 107

Science and Technology

DDR memory

SB 90


SB 90


SB 34, 90

Internet, the

SB 9, 23, 90, 91;


TB 20 SB 9

Mobile phone

SB 62


SB 9; TB 20

Sputnik 1

SB 62; TB 74

Tupolev Tu-144

SB 62; TB 74


SB 62; TB 74


SB 90

Map of educational content – index


Aborigines, the Associated Press Aztecs, the Chow chow Con artists Cosmopolitan Britain Dyslexia English as a global language Housing in the UK Incas, the InterRail Kendo Language schools in the UK London Tours London Underground Nobel Prize, the NVQ Olympic Games Schools in England

Tourism Queensland Vegetarianism Working holidays in the UK

SB 52, 53 SB 62; TB 74 SB 52, 53 SB 103; TB 114 SB 100; TB 112 SB 9; TB 20 SB 27; TB 38 SB 23 SB 48, 49; TB 60 SB 52, 53 SB 16, 17 SB 6; TB 18 SB 20; TB 32 SB 74; TB 86 SB 118, 119 SB 33 SB 74; TB 86 SB 8, 9, 86, 113 SB 24, 25, 114, 115; TB 36 SB 71 SB 52, 53 SB 21; TB 32

It’s me! Read, listen and talk about identity. Practise the Present Simple and Present Continuous;

It’s me!

Read, listen and talk about identity. Practise the Present Simple and Present Continuous; state/action verbs; personality adjectives. Focus on expressing interest; reading for the main ideas. Write a personal introduction.


Topic: People

Speaking Roleplay: SB p.12, ex.5 Giving information: SB p.7, ex.9

Unit 1 Materials

Listening True/False: SB p.12, ex.4 Reading Matching: SB p.9, ex.4

Workbook Unit 1 Photocopiable resources 1, 2, 3 Testing and Evaluation Programme tests DVD-ROM Unit 1

Grammar and

Vocabulary – multiple choice: SB p.10, ex.3 Error correction: SB p.11, ex.5 Verbs in brackets: SB p.11, ex.6



This section looks at the difference in use between the Present Simple and Present Continuous. We are introduced to Jade, a teenager going to school in the north of England, and find out about her and her life. Ss revise and practise the target structures and then use them to talk about their own lives.

Special difficulties: In some cases, both tenses are possible, e.g. 1 I live in Manchester. I work at a school. 2 I am living in Manchester. I am working at a school. Explain to Ss that in the first examples we are talking about a present state that probably won’t change in the near future. In the second examples, however, the action is happening now.

Culture notes

Many British Christian names have short forms such as Alex for Alexander. Some of the less obvious ones include: Elizabeth – Liz, William – Bill, John – Jack, Richard – Dick. Kendo is the Japanese martial art of swordfighting, using long, bamboo swords. It is quite popular in the UK. A Grammar School is a type of state high school. However, unlike most state schools you have to have very good marks and the syllabus is more academic than in normal high schools. Phillip Pullman is a writer of fantasy novels for teenagers and young adults, especially known for his trilogy, His Dark Materials, the first of which, The Golden Compass, was made into a film.

For tips on how to use the culture notes see page 28.


Continuous and Present Simple. Present yourself! Prepare a short oral description, using the Present Continuous and Simple Present, about yourself, e.g. I teach English and am learning Spanish these days. Read out your description to Ss. Then ask Ss to

Revision of question formation for the Present

write and give their own short descriptions, making sure they use examples of the Present Simple and Present Continuous.

1 Put Ss into pairs and give them two or three

minutes to discuss what they think they can discover about Jade. Look at the questions in the book but tell them to guess any more information from the pictures. Make pairs into groups of four and ask Ss to compare information before checking.

2 Tell Ss that the texts are all about Jade and said by

different people. Tell Ss to match people to the texts. Ss do this alone for three minutes and then check in pairs. Ss should justify their decisions.


b 4

c 3

d 1

e 6

f 5

3 Read through the questions with Ss and check

understanding. Play the recording ONCE ONLY. Ss then check in pairs. Then play the CD again before a class check.

For tapescript see page 129.

Answers 1 Miller 2 Manchester


half-Scottish, half-English 4 eighteen


History and French 6 Politics 7 Grammar School


Because they are working hard for their mock exams.


Give Ss three minutes to decide which adjectives

suit Jade. Check understanding by eliciting the meanings from the class and, if necessary, use examples of people that Ss know. Play the listening again, before checking.

Optional procedure: Instead of class checking you could play the listening a final time and ask Ss to shout ‘stop’, when they hear evidence for one of their chosen adjectives.

Answers quiet, clever, funny, modest, caring, hard-working, romantic

5 Ask Ss to look back at their answers to Exercise 1

and double check their answers.

Work it out

6 Check Ss understand the meanings of temporary,

routine and habit. Then Ss do the activity alone before checking in pairs.


1 b

2 c

3 e

4 a

5 d

Check it out

Read through the grammar box with Ss. At the end of each of the two sections, elicit from Ss example sentences about themselves using time expressions.

Anticipated problem: Ss might not remember the time expressions involved. You can elicit the meanings or, with the first set of expressions, draw a timeline with never and always and ask Ss to put the other expressions on the timeline. With the second set of expressions, elicit from Ss that at the moment and now is different from these days and nowadays.

7 Ss do the activity individually and then check in

pairs before doing a class check. Make sure that Ss give justifications for their answers.

Answers 1 isn’t watching 2 often watches


Are you working 4 is getting 5 stays; is staying


am spending


Check Ss understand the questions and then play

the CD ONCE ONLY. Ss check in pairs before listening again. You can elicit from Ss what they think about Jade’s choice of music and reading.


CD1 Track 4
CD1 Track 4

Marc: Jade! Over here! Jade: Marc! So good to see you! Marc: Hi, love! Happy Birthday! Jade: Thanks! Marc: What’s that you’re listening to? Jade: Oh, right. Sorry. … Erm, it’s Steve Reich. Sort of modern classical music, I suppose you call it. Marc: Classical music! But you only listen to soul. Jade: I usually listen to soul. But I’m listening to a lot of classical music at the moment. It’s good to study to. Do you want a copy? Marc: No, you’re alright. Anyway, I’ve got you a present. Don’t you want to open it? Jade: Of course! Oh, fantastic! Marc: Happy? Jade: Very! Well, as you know, I love fantasy novels and Philip Pullman is my favourite writer. And it’s nice to have something new to read. The only books I’m reading these days are History textbooks!

Answers 1 soul 2 modern classical music 3 fantasy

4 History textbooks

It’s me!

music 3 fantasy 4 History textbooks It’s me! 9 Read through the instructions with Ss. Elicit

9 Read through the instructions with Ss. Elicit what the different types of music are like and examples. Ss fill in the first column of the table on their own. Pair up Ss, possibly with someone they do not know well. Tell Ss they are going to ask questions to each other and fill in the information for their partner. After four minutes, do a class check.

Optional activity: To check understanding of music and reading you could prepare a small CD of snippets from the different types of music and possibly a printout of different book covers which you can find using Google Images.

10 Ask Ss to predict the answers. Do a quick check,

without giving the answers and then play the recording ONCE ONLY. Check and then only do a second listening if they are really having problems.


CD1 Track 5
CD1 Track 5

Kelly: Hi, Jade! How are you doing? Jade: Oh, hi Kelly. I’m feeling a bit tired at the moment actually. We’re taking our mock exams at college so I’m pretty busy. Kelly: Oh, right. How are they going? Jade: Well, my exams are going quite well, I think. But it’s a lot of work: I’m going to bed too late and I’m not getting enough sleep at the moment. Kelly: I know the feeling. And how’s Marc? Jade: Yeah, he’s fine thanks. But we’re only seeing each other at the weekends nowadays – we’re both just so busy. Kelly: Aww! And how’s that brother of yours? Are you two still arguing all the time? Jade: No, Alex is away at university. So I’m getting on much better with him these days!

Answers 1 is feeling 2 are going 3 is only seeing 4 is getting

11 Give Ss two or three minutes to think about their

answers. Ss then stand up and walk around the class asking and answering with as many different Ss as possible. Elicit answers for each student, e.g. What is Marc doing at the moment?

ADDITIONAL PRACTICE: Photocopiable resources. Resource 1: Find someone who … listens to rap music


In this section Ss will practise understanding the main ideas in a text.

Culture notes

Today Britain is a truly cosmopolitan country with a huge mix of different nationalities, religions and ethnic groups. Nearly ten percent of all people living in Britain were born abroad. Likewise, nearly ten percent of British people are not white British. Finally, nearly thirty percent are not Christians. Next to Christianity, the next largest religion is Islam, followed by Hinduism, Sikhism and Judaism. Over fourteen percent of people living in Great Britain are atheists. New technology (media) are the new ways that we have found to communicate with each other over the last twenty years. The two most common are mobile phones and the Internet. On the Internet there are now new ways to communicate such as twitter, blogging and podcasting. Skype and add-ons to Google and Yahoo allow people to have phone and video calls via their computer for free.


Continuous. Noughts and crosses. Draw a grid three by three on the board and in each of the nine squares write a number 1–9. Put Ss into two groups, O and X. The first group choose a square. Give them the word below corresponding to the number chosen and allow thirty seconds for the group to agree on a sentence including their word. If it is grammatically correct, draw their symbol in that square. If wrong, ask the

other group to correct it. The first group to get three of their symbols in a row wins. Words to use: 1 often, 2 now, 3 sometimes,

Revision of the Present Simple and Present


at the moment, 5 always, 6 these days,


becoming, 8 regularly, 9 never


Ask Ss to think about their own country. Elicit from

Ss what they like/dislike about their country. Write the word proud on the board and elicit the meaning. Then ask Ss if they are proud of their country. In pairs get Ss to share their opinions and give reasons. Do a class check. Make a list of the reasons on the board. Read through the instructions for the second task and go through the vocabulary, eliciting the meaning to check. Then ask Ss to consider if they associate these adjectives with their country. Do a class check and ask Ss to provide examples why the adjectives should be associated with their country, e.g. Poland is a romantic country because many men give their girlfriends red roses or other flowers.

2 Go through the three sentences in the task,

checking meaning, then tell Ss they have up to three minutes to find the main idea of the text. Allow Ss to check their answers in pairs. Then do a class check but make sure Ss give their justifications.

Answer 3

3 This time make sure Ss understand that we are

looking for the main idea of each paragraph now. Point

out to Ss that the main idea of the text was in the first paragraph. This is the introduction and nearly always the main idea can be found in the introduction. Ss do the task individually and then check in pairs. Then do

a class check.


A proud, where we come from, world is changing,

global community

B New technologies, breaking down borders, The

Internet, Messenger, Skype, not where you’re from, who you are counts

C Foreign travel, bringing us together, neighbourhood,

more than a dozen languages, eat food from all around the world, mixture of music and art

D Nationality, important, someone comes from another

place, not our enemy, rivals, get on well, respect

E national differences, divisions between people,

disappearing, Olympic Games, athletes, from different countries, holding hands, singing same song, waving same flag

4 Make sure Ss understand the six possible titles.

Then give Ss two or three minutes in pairs to decide on the right titles for each paragraph and then do

a class check. Make sure Ss give justifications.

Answers 1 c

Extra heading 4

2 b

3 d

5 e

6 a


5 Ss do the activity individually. Then do a class

check. Elicit the following information from Ss:

(i) the main idea of a text is usually in the introduction/first paragraph; it is often repeated at the end of the text; (ii) main ideas in other paragraphs usually support the main idea; (iii) main ideas in other paragraphs can often be found in the first sentence, e.g. paragraphs B or C.

Answers 1 Don’t worry about 2 paragraph 3 Underline

6 As this is a change in focus, from the main idea to

specific ideas, you might like to tell Ss that we are now going to look at the text in more detail. Put Ss into pairs and ask them to write one sentence for each of the five points. You can encourage Ss to do this in their own words to show that they have understood what they have read. Give Ss about eight to ten minutes. Then put pairs into groups of four and Ss compare their sentences, correct and choose the best one. Do a class check, putting the best sentences on the board and eliciting language corrections where necessary. Have a class discussion on these opinions, with Ss responding with their own opinions on these issues. Ss should give justification for their opinions.

Optional procedure: Rather than class discussion you can always allow Ss to discuss their opinions in groups. If you are short of time, each group can do

one of the five sentences and then put people into groups of five, with each student having a different example sentence.

Possible answers

1 Nationality is not as important as before.

2 New technologies break down the borders between people.

3 Countries are more cosmopolitan (as are people).

4 Competitors can be friendly and don’t have to be


5 The closing ceremony is wonderful because different people get together/are friendly to each other.

7 Ss work in pairs. First allow the pairs to try and

answer the collocations. Then ask each pair how many they think they know. Then allow access to dictionary sources and give an extra five minutes to complete the task. Do a class check. Note: Ss need to have a dictionary to do this activity. If this is unlikely, have a class set of dictionaries available or, alternatively, photocopies or a computer- prepared page of definitions with extra words included. If you have a projector in the room you could also use a DVD-ROM of a dictionary for the whole class. Where possible, use monolingual definitions designed for Pre-Intermediate level like Longman Active Study.


1 c

2 d

3 b

4 g

5 a

6 e

7 f

8 Ss do the activity individually and then check in

pairs before the class check.

Answers 1 travel abroad 2 apply for a visa

3 emigrate to a foreign country 4 cross the border

5 change your nationality 6 sing the national anthem; wave flags

Optional activity: You might also allow Ss to write or say their own sentences using the collocations from Exercise 7.

9 Go through the six sentences checking

understanding before giving Ss three minutes to do the activity individually. Then put Ss into groups of three or four and ask them to share their opinions with justifications. Go round the class monitoring and taking notes of language use and possibly questions for further discussion. Then bring the whole class together and go over language and things picked up during the class discussion.

Optional activity: Ask Ss, individually, in pairs or in groups, to choose one of the statements from Exercise 9 and prepare a poster presentation that justifies their opinions. For example, Ss prepare a poster of pictures and words showing why they are proud of their country or example of music and food from different countries. This can be started in class and finished for homework and in the next lesson the posters can be put on the wall and/or Ss can give mini-presentations.

It’s me!

posters can be put on the wall and/or Ss can give mini-presentations. It’s me! Students’ Book

VOCABULARY | Personality

This section recycles and reinforces adjectives of personality.

Special difficulties: Be careful with words that look the same in the Ss’ L1 but may have a different meaning and/or pronunciation, e.g. optimistic. This is quite common with adjectives, cf. Exercise 3.


Divide Ss into an even number of pairs. Give each pair a card. On the card there will be written either ‘personality adjectives’ or ‘kinds of music and books’. Tell each pair they have two minutes to write down as many words as they can think of that they studied in class connected with their category. Then pairs swap their cards with a pair that has a different category and repeat the activity, adding any words that they think are missing. This means that each pair will be given time to add words to both word groups. Then tell Ss to look at the first card they had and come up with definitions, e.g. funny – someone or something that makes people laugh; metal – very loud music played with guitars and drums. All the ‘personality adjectives’ pairs and ‘kinds of music and books’ pairs come together and choose the best definitions for their team. Then each team, as a whole class activity, reads out a definition and the other team has to guess the word. Each team gets a point for every word they get right.

Revision of vocabulary. Meanings quiz.

1 Think Back! Give Ss two minutes to individually read

the adjectives and try and remember which ones were used to talk about Jade in the first lesson.

Answers caring, clever, funny, hard-working, modest, quiet, romantic

2 Write the words good and bad on the board. Ask

what their relationship is. Elicit the word opposite. Tell Ss that the table in Exercise 1 has pairs of opposites, e.g. caring and selfish. Ss work in pairs to find the pairs in the table and then check in groups of four. Ss may use a dictionary if they get stuck but encourage them to try without a dictionary. Ss then listen to check. Play the CD again for Ss to practise pronunciation.

Answers cheerful – pessimistic, clever – stupid, funny – serious, generous – mean, hard-working – lazy, laid-back – bossy, lively – boring, modest – big-headed, outgoing – shy, polite – rude, quiet – loud

Optional activity: Write the words on the board and ask Ss to identify where the stress goes on each word.

3 Ss do the task individually and then check in pairs.

While doing the class check make sure that Ss have understood all of the words used in the vocabulary section.


1 a

2 c

3 a

4 b

5 a

6 b

Optional activity: In groups, Ss can make some extra questions for any of the words not practised in this exercise. They can write them on the board for others to answer.

4 Ask Ss to write down, on their own, five adjectives

that describe themselves and two that don’t. They should mix them up, i.e. the wrong adjectives are not the first or the last two. Give Ss about two or three minutes to do this before they complete the activity in pairs. Then, try and guess a couple yourself. You may also like to find out if Ss agreed with their partners’ self-evaluation of their personality.

5 First, go through the statements and elicit the

meanings of each one. Then Ss do the activity individually and then in pairs.

6 Ask Ss to listen to the song. Elicit what it is about.

Turn to page 120. Read the instructions and give Ss a few minutes to read. Check understanding but do not give the meaning of any of the personality adjectives at this stage. Ss predict the gaps in pairs. Play the song again for Ss to check. Ask Ss to identify the personality adjectives in the song. Elicit meanings where possible. Ask Ss if the song describes their character. Why/Why not?


a 9

b 4

c 1

d 5

e 7

f 8

g 3

h 6

i 2

Optional activity: Ss rewrite the song to describe their own character.

ADDITIONAL PRACTICE: Photocopiable resources. Resource 2: Make your own personality test


This section looks at the difference between state and action verbs and highlights the fact that state verbs cannot generally be used in the continuous form.

Special difficulties: (1) Ss sometimes have difficulty in understanding the difference between state and action verbs. You need to be sure that Ss know the difference before moving on. (2) Ss become confused when they are introduced to state verbs that can be used in the continuous form. It is important for Ss to realise that when this happens, the meaning changes, e.g. I have a cat. – the state of owning. I’m having dinner. – I am in the process of eating it now (action).

Culture notes

PD James (born 1920) is a famous English crime writer who has been writing novels for more than forty years. Many of her novels have been adapted for TV and one, The Children of Men, has been made into a film.


personalities. One student stands up and makes

a sentence using a personality adjective about

a famous person. The rest of the class has to guess

who it is. Then the original student has to prove why they think the personality adjective fits.

Revision of adjectives of personality. Famous

1 Ss do the activity in pairs in about a minute.

Make sure your Ss do not look at the questionnaire.

Work it out

2 Elicit the tense that the two sentences are in (the

Present Simple). Ask which sentence describes an action (the first one). Elicit more examples of action sentences in the Present Simple. Ask which sentence describes a state (the second one) and elicit more examples of sentences with state verbs. Write nowadays on the board and elicit the two example sentences from the book in the Present Continuous. Ask Ss which sounds better (the sentence with an action verb). Ask them what this tells us about state verbs (that they cannot be used in the Present Continuous).

Answers 1a watch 1b love 2 watch

Check it out

Check understanding and then ask Ss to write their own examples to replace those in the Check it out box. Make sure their examples are correct.

It’s me!

it out box. Make sure their examples are correct. It’s me! Mind the trap! Write think

Mind the trap!

Write think on the board. Ask Ss if it is a state or action verb. Point Ss to the two examples in the Mind the trap! box. Elicit which one is showing

a state verb and which one is showing an action

verb. Elicit that a verb can sometimes be both

a state verb and an action verb but the meaning

changes. Then elicit from Ss another verb that can be used with different meanings as a state and action verb (have). If they struggle to do this, write the following on the board and elicit example sentences: want, have, forget.

3 Give Ss about five minutes to do the quiz individually.

Ss compare their answers and decide what it tells them about each other’s personality, using the personality adjectives they studied, when possible. Do a quick discussion and ask Ss for their opinions, e.g. Marc is outgoing because he hates spending a lot of time indoors by himself. Ask Ss to check their answers with the description on page 120. Discuss what type of person they are and if they agree with the description.

4 Ss do the activity individually and check in class.

Answers love, prefer, forget, understand, belong, want, hate, agree, love, know, believe

5 Ss work individually, then check in pairs. In the

class check, Ss should justify their answers.

Answers 3 = 1, 3, 4

doesn’t like the book 5 I’m sorry but I don’t agree with

you. 6 I think my answer is wrong. 7 You don’t understand the joke.

Corrected sentences 2 Jack

6 Ss work alone, then check in pairs and decide on

the justification for each answer.

Answers 1 come 2 am studying 3 love 4 want 5 like 6 am reading 7 belong 8 think 9 is getting 10 understand

7 This activity can be done individually or quickly as

a whole class if you are short of time.

Answers age, nationality, personality, where he lives, how well he knows English, hobbies, interests, sports

8 Go through the instructions with Ss. Tell Ss to use

the information in Exercises 6 and 7 to help them. Give Ss about ten minutes to write and then they can swap introductions to read and check.

Optional procedure: Ss can write their introductions without names. The messages can then either be put on the board or be collected and redistributed to different Ss. Ss should then try and identify the writers of each message.


This section gives Ss the chance to practise their listening skills around an extract which provides examples of grammar and vocabulary that has been practised in this unit.


action jigsaw. Prepare four sentences, two in the Present Continuous and two in the Present Simple with state verbs but with only infinitives of the verb given. For example: These days I (go) to Judo classes. I (love) watching DVDs. I (listen) to a CD at the moment. I (prefer) coffee to tea. Cut up each sentence and put the pieces of the four sentences into an envelope. Prepare as many envelopes as there will be groups. Put Ss into groups of three or four. Give each group one envelope to put the sentences together.

Revision of state and action verbs. State or

1 Ss discuss the questions in pairs. Then do class


2 Play the recording ONCE. Ss work individually and

then in pairs. Do a class check with Ss giving justifications for their answers. Ask Ss whether the people seem to be good at their jobs. Why?


CD1 Track 9
CD1 Track 9


Richard Moretti: Thank you, London! Wooooo! Thank you to all my fans for coming to see me! I love you all so much! See you next year!


Lucy: What time do you finish today, Sandra? Sandra: Six o’clock. Lucy: Me too. And it’s only half past one now. Sandra: Yeah. Four and a half hours to go! Customer: Er, excuse me! Sandra: Still – I’m glad there aren’t many customers this afternoon. Lucy: Yeah. Sometimes Thursday afternoons are pretty busy. God! Look at these sweaters – they’re absolutely horrible. Customer: Hello? Is anyone actually working here? Sandra: Yes. Terrible, aren’t they? I’m surprised they’re so popular. What’s your sister doing these days, Lucy? Customer: Excuse me! Lucy: Oh, you mean Melanie? She’s doing a course at the college. She wants to …


Carmella: That’s it – really stretch. Keep your arms straight! And stay in position for as long as you can! You can do it! Remember to smile. This exercise is really good for your back! Fantastic! And relax! Breathe deeply now – that’s it! Pupil: Carmella. Could you show me that last position again? I’m not sure I’m doing it right. Carmella: Of course, no problem at all. Put your feet at the edge of the mat like this. Great! And then slowly lower your back and try to …

Answers Richard – confident, outgoing, popular Sandra – lazy, rude, talkative Carmella – helpful, friendly, tolerant

3 Think Back! Play the recording ONCE ONLY. Ss do

the task individually and then check in pairs. Elicit whether the people were the same in private.

For tapescript see page 129.

Possible answers Richard – shy, reserved, serious, modest Sandra – polite, hard-working, sensitive, caring, helpful, proud, cheerful, positive Carmella – bossy, rude, selfish, big-headed, lazy

4 Play the recording ONCE. Ss work individually.

Answers 1 T

2 F

3 T

4 F

5 F

6 T

7 T

8 F

5 Give Ss a minute to read their roles and then check

understanding. At the end of the activity ask one or two pairs to act it out in front of the class.

Suggested answers

1 rude to customers


spending too much time talking to your friend Lucy


doing (my job very) well 4 tired 5 am working


am studying 7 are you studying 8 to be a nurse


are working 10 That would be great!


Before doing this activity give Ss a couple of

minutes to think and then three minutes to discuss.


SPEAKING This section introduces echo questions and other expressions to show interest. These are important tools

This section introduces echo questions and other expressions to show interest. These are important tools in keeping a conversation going.

Special difficulties: (1) Ss are often not clear on which auxiliary to use in their echo questions. Ts need to pay special attention to this and give as much practice as possible. (2) Ss will enjoy learning these skills but will quickly forget, so it is important that the T constantly reminds Ss to use them in later lessons. (3) Ss need to get the intonation right when trying to show interest or it will have the opposite effect.


Silent dialogue. Ss work in pairs to prepare a very short dialogue between an employer who is unhappy with an employee and a friend of the employee who is defending them and justifying their behaviour. Refer Ss to the roleplay on page 12. Give Ss three minutes. Ss act out the dialogue ONLY using gestures and mime to show as much information as possible. At the end of each mime, elicit from the class what they were ‘saying’.

Revision of talking about people’s character.

1 Play the recording ONCE. Elicit the answer. If Ss

have difficulties, ask: Was the information the same? (yes) Did both speakers sound the same? (no) Who sounded different? (Rob) How did he sound in the second dialogue? (more interested).

Tapescript CD1 Track 11

Tapescript CD1 Track 11 One Sam: What do you do at weekends, Rob? Rob: I read


Sam: What do you do at weekends, Rob? Rob: I read a lot, and I write poetry too.

Sam: Mm …

Rob: Yes. Sam: I play the guitar.

Rob: Oh …

Sam: I’m playing a concert tonight. Rob: Right … Sam: It’s at the arts centre. Rob: Uh huh.


Sam: What do you do at weekends, Rob? Rob: I read a lot and I write poetry too. Sam: Oh really? That sounds interesting! Rob: Yes, I love it. What about you? What do you do in your free time? Sam: Well, I play the guitar. Rob: Do you? Cool! Sam: I’m playing a concert tonight, actually. Rob: Are you? That sounds brilliant! Where? Sam: It’s at the arts centre. Rob: Is it? Great! What time? Sam: Well, I’m not sure because …

Answer In Dialogue 2 the listener is more interested.


2 Focus on the echo questions. Write Do you?

Are you? Is it? on the board. Elicit what came before. Then elicit the rule for statements with to be. Tell Ss that in most cases the auxiliary (or helping) verb will

It’s me!

most cases the auxiliary (or helping) verb will It’s me! stay the same, except with do

stay the same, except with do. Elicit when we use do in echo questions (when the verb in the earlier statement is not an auxiliary or a modal).

Answers 1 really 2 That sounds interesting 3 Do you


Cool 5 Are you 6 That sounds brilliant 7 Is it




Do the task as a class and then individual drill. Let

your Ss over-exaggerate at this stage.


Tapescript CD1 Track 12

Tapescript CD1 Track 12


Are you?

5 How interesting!

6 That sounds cool!


Is it?



7 That’s great!




Ss write the proper echo questions individually,

then listen to check. In pairwork, listen out for incorrect pronunciation or incorrect echo questions.

Answers/Tapescript 1 Are there? 2 Are you?


Can she? 4 Do you? 5 Is it? 6 Have you?


Play each sentence separately. Ss respond first as

a class, then individually. Play the correct echo question. Repeat this process with each sentence.

Tapescript CD1 Track 14

Tapescript CD1 Track 14 1 A: My mum’s a vegetarian. B: Is she? 2 A: I

1 A: My mum’s a vegetarian. B: Is she?

2 A: I come from London but I live in Berlin. B: Do you?

3 A: There are two official languages in Wales. B: Are there?

4 A: French is my mother tongue. B: Is it?

5 A: My brother can do karate. B: Can he?

6 A: I’ve got my own website. B: Have you?

Answers In the tapescript

6 Ss do the task individually and then share their

sentences with their partners. Monitor and note down any issues to go over in the class check.

7 All Ss finish the sentences for Student A

individually, trying to make them interesting, e.g. I’ve got two cats. My parents come from Trieste. Divide Ss into groups of three and allocate roles. Ss do the three-part dialogues, then change roles and do it again until every student has been Student A.

8 This can be done quickly in the class but encourage

Ss to come up with other answers once they have identified the correct echo question.

Possible answers Does he? That’s interesting!

ADDITIONAL PRACTICE: Photocopiable resources. Resource 3: Find a friend

On our way Read, listen and talk about future plans; travel and leisure. Practise structures

On our way

Read, listen and talk about future plans; travel and leisure. Practise structures for future intentions and arrangements; indirect questions. Focus on making and responding to suggestions. Write formal emails (asking for information).


Topic: Travelling and tourism

speaking Roleplay: SB p.18, ex.8 Describing a photo: SB p.19, ex.4 Listening Matching: SB p.16, ex.7 Reading True/False: SB p.16, ex.3

Grammar and

Matching: SB p.16, ex.4 Sentence transformations: SB p.21, ex.5

vocabulary Writing Formal emails: SB p.21, ex.9

Unit 2 Materials

Workbook Unit 2 Photocopiable resources 4, 5, 6 Testing and Evaluation Programme tests DVD-ROM Unit 2


This section looks at going to and the Present Continuous to talk about future plans and arrangements, around the topic of holidays and travel. They also compare the use of these two structures.

special difficulties: As going to is usually used to show future plans and intentions, Ss would be right to think that, as future arrangements are future plans and intentions, they don’t need to use the Present Continuous. However, in English, when the arrangement is confirmed and sure, it is more natural to use the Present Continuous. This can be shown by a specific time or date being given (it’s happening at eight this evening) or preparations made to make it certain (the tickets have been reserved at the restaurant).

Culture notes

Amsterdam is the most famous city in the Netherlands, although not the capital. It is well known for its canals, bicycles and historic centre. There are many famous museums, notably the Van Gogh Museum and Anne Frank’s house. The Colosseum is an ancient Roman amphitheatre in Rome. It is considered to be the largest ever built by the Romans and one of the best examples of Roman architecture and engineering. It could have as many as 50,000 spectators, who would mostly watch gladiators or other public spectacles, including fake sea battles, animal hunts and re-enactments of famous battles. It is one of Rome’s most important and popular tourist attractions. Normandy is a northern region of France, on the English Channel. It is very popular with English tourists who come to see the sites of famous battles, drink the wine and eat the food. Normandy has a close historical connection with England as William of

Normandy became king of England in 1066. His story is told in a beautiful tapestry which is in a museum in Normandy. The tapestry is nearly a thousand years old. Krakow is Poland’s most beautiful city and rivals Prague and Budapest as the highlights of Eastern Europe’s cities. The main square is the largest medieval square in Europe. Other attractions include Wawel Castle and its dragon, and the Jewish quarter of Kazimierz. The Tatra Mountains, on the border of Poland and Slovakia, are the highest part of the Carpathian Mountain chain which continues eastwards through the Ukraine and Rumania. Zakopane is the main resort of the Tatra Mountains in Poland and is sometimes called ‘The Winter Capital’. The highest peak in Poland is Rysy at 2499 m, although Gerlachovsky Stit in Slovakia is higher (2655 m).


statement! You will need a ball for this activity. Ss write down four sentences about themselves, one for each of the following structures: I am, I have, I can and I like. A student reads one of their sentences and tosses the ball to another student who must respond with an echo question. If the student gets the echo question right, he or she continues. If they get it wrong, they return the ball and the first student tries again. Continue until at least all of the Ss have had a chance to make one echo question.

Revision of echo questions. Throw the

1 Put Ss into pairs. Give Ss a minute to think about

their answers and then two or three minutes for the Ss to discuss the questions. Then have a class check, eliciting opinions.

2 Elicit from Ss what the story is in the pictures.

Then give pairs two minutes to add the captions before doing a class check.


2 c

4 d

7 a

9 b

Work it out

3 Ss try and work out the answers first in pairs. Then

look at each frame of the text separately and elicit answers to the following questions: What is the key phrase? (note – in 6 there are quite a few possible key phrases). At this stage do not tell them if they are correct or not.

Answers a 5 we’re flying to London in four hours

6 We’re staying one more night here in London;

Tomorrow we’re leaving for Amsterdam; On Wednesday we’re visiting Paris; we’re spending a day in Rome; We’re coming home on Friday b 3 we’re going to visit Europe this summer 6 We’re going to see the Colosseum. 8 I’m going to ask that policeman for help.

Check it out

Refer Ss to the Check it out box. Read through and check understanding with Ss. Then ask Ss to look at the example sentences but now change the structures, e.g. We’re going to visit Europe this summer becomes We’re visiting Europe this summer. Elicit how this changes the meaning (more definite, maybe tickets are booked and hotels reserved). Elicit from Ss what the Present Continuous tense sentences would mean without a time reference (We are visiting Europe without a time phrase would mean it is happening now and not in the future). Then elicit the answers again for Exercise 3. Make sure that this time Ss provide justifications for their answers. Ask each student that answers: Are you sure it is going to happen?

4 You may need to pre-teach the following words:

platform, ferry, delay, babysit. Ss do the activity individually and then check in pairs before doing a class check. Make sure Ss give justifications for their answers.

Answers 1 catching 2 going to write 3 meeting

4 going to visit 5 going to explore 6 going

Mind the trap!

Refer Ss to the first example sentence. Ask Ss what tense it is (the Present Simple) and how they know (I go skiing NOT I am skiing). Tell Ss that most leisure activities are used with the verb go, not as verbs (here show the incorrect example). Ask Ss to replace ski with other leisure activities. Remember to tell Ss that leisure activities that need another verb, e.g. play football, do not use go. Ss then look at the second sentence. Identify the form with them and confirm the meaning. Then substitute ski with other leisure activities. Finally, do the same with the last example and then confirm the difference in meaning between going skiing and going to go skiing, i.e. in the first example it is a definite plan and in the second it is more an intention. To finish, elicit that there are two go verbs in the final sentence.

On our way

there are two go verbs in the final sentence. On our way 5 Read through the

5 Read through the task and model the dialogue.

Divide Ss into pairs. Give Ss a minute to think of answers to the questions and then allow three minutes to ask each other. Then put pairs into groups of four and ask each pair to ask the people what their partner is doing, e.g. What’s Piotr doing tonight? In both stages, walk around the class monitoring and taking note of mistakes. Then do a class feedback session and maybe ask for some interesting answers to share with the class.

6 You may need to pre-teach pop in. Ss first do the

task individually and then check in pairs. Then they listen ONCE only to get the right answers.

Answers 1 are leaving 2 are you going 3 are going


are flying 5 are staying 6 are you going to do


are going to go sightseeing 8 am going to take


are going to go hiking 10 am going to pop

Optional activity: You might like to get Ss to listen and repeat the questions and sentences involving going to as Ss sometimes have problems with where to put the stress in this form.

7 You might need to pre-teach fortnight. Divide Ss

into pairs, one Student A and one Student B. A takes the role of Tom, and B is Pam. Give Ss a minute to read through the prompts and prepare. Then pairs act out the dialogue. Ss then swap roles and do the dialogue again.

Answers We are leaving for the train station at half past ten. We are going to France for a fortnight. We’re catching a train to Paris at eleven o’clock. Are you staying in Paris for the whole fortnight? No, we are staying there for the first week. We’ve got a reservation at a hotel near the Eiffel Tower. Well, we are going to visit museums and I’m going to practise my French. Then we are going to go cycling in Normandy.

8 Divide Ss into different pairs from those that were

used in Exercise 7. Ss now attempt the dialogue with their books closed.

Optional activity: Ss write a dialogue of their own. They should try to make it as realistic as possible. They can act it out to other members of the class.


In this section Ss will practise reading and listening for specific information and gist. They will also get further practice in going to and the Present Continuous for future plans.

Culture notes

The Sorbonne is the more common name for the University of Paris. Founded in 1253, it was originally one of the colleges of the University of Paris. This was closed in 1882 but the Faculty of Theology continued to be called ‘The Sorbonne’. In 1971 the Paris University was divided into thirteen different universities. However, the head office for all thirteen universities is in the Place de Sorbonne hence the reason why people still say they study at The Sorbonne.

The Seine is the name of the river that flows through the centre of Paris. It is famous for its romantic views and has become a major tourist attraction. There are thirty-seven bridges that cross the river Seine in Paris alone. In fact, the Seine is a major river and is actually 776 kms long. The Sacré Coeur Basilica or the Basilica of the Sacred Heart is a major landmark in Paris. The view from this beautiful Roman Catholic church is quite astounding as it looks across the whole of Paris. It is found in the Montmartre district, which is famous for its art scene. The Picasso Museum is famous for having one of the largest collections of Picasso art. It was opened in Barcelona in 1963 on Picasso’s own request. It houses

a total of 3,500 of Picasso’s pieces.

The Gothic Quarter is the centre of the old city in Barcelona. The word ‘quarter’ is usually used to describe a certain area in a town and city with

a particular description. In this case, the Gothic Quarter in Barcelona is named like this because most of the buildings in the quarter date back to medieval times.

Using the culture notes

The culture notes in the book are mainly designed as a reference for teachers in case Ss ask for more information about people or places mentioned in the book. However, you could also incorporate them into the lessons in a number of ways:

1. Comparisons with the Ss’ country

For example, with the culture notes in this unit, Ss could discuss who they think their country’s most famous musician or writer is and brainstorm facts about the person’s life such as their major works and achievements.

2. Inspiring the Ss

Where there is no obvious corresponding information about the Ss’ own country, the culture notes may stimulate their imagination. As an example, rather than looking at real people’s lives, Ss could work together to create a fictional biography of a famous person, perhaps imagining future things they will do.

3. Find out more

This is a way of using the culture notes to generate

homework. The notes themselves are necessarily brief

and give only a brief outline of the item so, as a homework task, Ss could find out more from the Internet or books and be encouraged to make a visually interesting poster that could be used for display in the classroom. They could also present their findings to each other, in groups, at the start of the following lesson.


plans and going to. Getting the message. Ask Ss to draw two grids of two columns and four rows. In the top row they should write Saturday and Sunday, and the remaining rows should be for Morning, Afternoon and Evening. Tell Ss to write in their plans for the coming weekend. As Ss do this, write your own grid on the board. Make sure that on Saturday morning you are somewhere where at least one student in the class can get to you. Then divide Ss into pairs and

ask them to fill in the grid with what their partner is doing. Elicit from Ss that they should use going to

if it’s not definite and the Present Continuous if it is.

Also elicit from Ss the possible questions, e.g. What are you doing on Saturday morning? When all pairs have completed their grids, tell Ss that you will have an important message to give the Ss before next Monday’s lesson. Point out what you will be doing on Saturday morning and find someone who you can meet to pass on the message. Then, either as a whole class or, in large classes, in groups, try and make sure that all Ss get the message by Sunday night.

Revision of the Present Continuous for future

1 Check that Ss understand the meaning of rucksack

and suitcase. Ss discuss the questions in pairs for

a couple of minutes and then have a short class

discussion. As a class, brainstorm all the things that Ss might pack in their rucksack/suitcase. This will allow you to check much of the vocabulary for Exercise 2. You could in fact elicit all the vocabulary items without Ss knowing you are preparing them for Exercise 2.

2 Ss do this activity individually and then check in

pairs. Do not overtly pre-teach the vocabulary beforehand. In the class check, ask Ss to point out the items that are in the picture and either ask Ss to explain or draw on the board the item that is not in the picture (i.e. adaptor plug, shampoo and waterproof jacket). You could also ask reasons why they should

consider taking the items. Do the first two questions as

a class and the third can be done in pairs or as a class.

Answers Things in the photo: anti-sickness tablets, battery charger, camera, guidebook, money belt,

passport, penknife, playing cards, rail timetable, suntan lotion, toothbrush, towel 1 They are travelling round Europe, especially Italy and Spain. We can tell because of the guidebooks and

phrase book.

2 Possibly by train because of the train


3 Give Ss a minute to read through the questions.

Ask if any of the Ss think they know any of the answers. Play the recording ONCE only while Ss read, then do a class check. Check where in the text Ss found the answers.


1 T

2 F

3 T

4 F

5 F

6 F

4 Check understanding of the questions before

playing the recording ONCE only. Then give Ss two minutes to check their answers in pairs and then do a class check.


1 M and J

2 M

3 M

4 M

5 J

6 M

7 J

5 Ask Ss to read through the sentences in the task

and ask them to guess which words might fit. Elicit some possible answers. Then direct Ss to the texts and give them five minutes. Then do a class check.

Answers 1 distances 2 over/under 3 class 4 convenient 5 around 6 minute

Optional activity: Divide Ss into pairs and ask them to write six questions, each one using one of the words tested, to ask their friends.

6 Tell Ss that they are going to listen to three people

and they ONLY need to identify where they think the travellers are. Play the recording ONCE only and then do a class check with Ss providing justification.

Tapescript CD1 Track 17

Tapescript CD1 Track 17 One Adam Hi, Dad. How are things? Well, we’re having a bit

One Adam

Hi, Dad. How are things? Well, we’re having a bit of a nightmare, actually. Charlie’s lost his passport. Yeah, I know. No, we’re at the station at the moment. Well, we’re queuing up at the lost property office but the chances they have it are pretty small. Well, luckily, Nathan speaks pretty good German. Dad, could you do me a favour and look up the address of the British Consul? I think Hamburg’s probably the nearest big city. Can you phone me back when you find it? Great! No, we’re trying to keep calm. We still want to travel to Austria on Saturday but now I don’t know if … OK! Speak to you soon. Bye!

Two Harvey

… Yeah, we got here on Saturday morning. Can you still hear me? Sorry, the reception’s not very good. No, I’m actually climbing up to the viewing platform.

677 steps or something – really tiring! Almost there, though! No, the weather’s really miserable, actually I’m glad I’ve got my waterproof jacket with me. Yeah, we’re staying with a friend of Becky’s – she’s doing

a course at the Sorbonne. No, just two nights. We’re

travelling to Lyon on Monday morning and then on to Marseilles. Hang on! I’m on the viewing platform now. Wow! What a brilliant view! Fantastic view up the Seine. Really takes your breath away! Sacré Coeur? Hold on – yes, I can see it! Wonderful! Yeah, I’m sorry you’re stuck in boring old Bristol, mate!

Three Rachel

Hello? Oh, hi Millie. Well, if you must know, the sun’s shining and I’m sitting in an outdoor café eating

a plate of delicious paella, watching the world go by!

Yes, we’re having an absolutely fantastic time. Well, this afternoon we’re going to the Picasso Museum

and then we’re going to walk around the Gothic

On our way

and then we’re going to walk around the Gothic On our way Quarter and we’re probably

Quarter and we’re probably going to go to the beach this evening. I know! I’m sorry you can’t be here with us, though. No, we’re staying at a youth hostel but it’s actually really comfortable. Well, the day after tomorrow, we’re travelling into France. I really want to go to Bordeaux. No, I understand, that’s OK. Catch you later, byeee!

Answers 1 Germany 2 Paris, France 3 Barcelona, Spain

7 Ss do the task individually and then check in pairs

before doing a class check.

Answers 1 H 2 R 3 A 4 A 5 R 6 H 7 H
1 H
2 R
3 A
4 A
5 R
6 H
7 H
8 R
9 H
10 R

8 Divide Ss into groups of three or four. Ask Ss to

read through the first bullet point on page 120. Check understanding. Then direct Ss to the map on page 17 and tell them to use the map when planning their trip. Ask Ss to read the second bullet point. Give Ss about five minutes to discuss the trip and plan their itinerary. Then go through the third bullet point with them. On the board, brainstorm phrases that they can use. Give Ss another five minutes to prepare their short presentations, making sure that everyone in the group says something. Listen to the presentations and ask questions after each one to encourage more thought and use of English. Finish with a short discussion on the best plan.

Optional activity: Ss can prepare their own brochures, with pictures of the planned trip and descriptions of the things that will be done in each place, as if they are selling tickets for the trip. This can be then put on the wall for Ss to browse and choose what they think is the most interesting trip.

ADDiTiONAL PRACTiCe: Photocopiable resources. Resource 4: Oh! You need a …


This section introduces Ss to making suggestions, agreeing and disagreeing with them. Ss listen to a conversation which gives examples, practise these examples and then get the chance to use the expressions themselves.

Warm-up Revision of vocabulary from the last lesson. Backwards dictation. Tell Ss you are going to dictate some phrases from the last lesson. You will spell the words and Ss should write them down. However, to make it more difficult, you are going to say the phrases backwards and pause after every three letters, not at the end of each word. When they have finished, Ss read through their letters and try to identify where each word starts and finishes. Dictate: etu nim tsa ltn ein evn oce fin kne pse cna tsi dgn olg ulp rot pad ass alc dno ces Words: second class, adaptor plug, long distances, penknife, convenient, last minute

1 Ss discuss the questions in pairs. Then do class

feedback. Try and make sure Ss write at least five different pieces of information in their pairs.

2 Quickly check that Ss understand all the places.

Then give Ss no more than two minutes to do this task and then class check. Ask Ss which of the places they would like to visit, and why or why not. Doing this may help Ss understand the upcoming listening better by foregrounding some of the comments that Will and Debbi make.

Answers art gallery, clubs, concert hall, museum, restaurants, shopping centre, stadium, theatre

3 Tell Ss that they are now going to listen to two

people planning to visit places in Manchester. Play the listening ONCE only and Ss take notes individually. Give a moment for Ss to check in pairs, then do a class check. Ask for justifications for answers.


CD1 Track 18
CD1 Track 18

Will: Ooof! It’s nice to sit down at last! Debbi: Yeah – all of a sudden I feel really tired. So what are our plans for tomorrow? It’s our last day in Manchester and there are lots of things we’ve still to see! Will: I’m not sure. Have you got your guidebook there? Debbi: Yes, here you are. How about visiting the Museum of Science and Industry? It sounds quite interesting. Why are you looking at me like that, Will? Will: Well, I’m sorry but I’m not keen on the idea. I mean, neither of us is really interested in science, are we? Debbi: Well, I suppose not. Do you fancy going on the Manchester United tour? Will: I’m sorry but you know football isn’t really my cup of tea. Debbi: Oh, go on, Will … Will: Anyway, look at the price! It’s too expensive. How about going to the Lowry?

Debbi: ‘The Lowry – a huge arts centre with two theatres, concert halls and exhibitions of art and photography.’ Hmm, sounds good! Will: Great! So, that’s a decision, then. Debbi: And after that we could go shopping. I really want to go to Afflecks. Will: Yeah, that’s fine with me! Craig says Afflecks is brilliant. And then perhaps let’s go to Chinatown for something to eat. If we’ve still got time, of course … What do you think? Debbi: I’m sorry but I’m not mad about Chinese food. Why don’t we go to one of the cafés at Afflecks instead? Will: Yeah, good idea.

Answers The Lowry and Afflecks


4 Check that Ss understand what a suggestion is. Give

Ss a moment to read the Speak Out box but do not explain anything yet. Then play the listening ONCE only for Ss to underline the phrases. Then do a class check.

Answers All the expressions are used except ‘Yes’, ‘Sure’ and ‘Why not?’

5 Ss listen and repeat each phrase as a class. Then

pick individuals randomly.



CD1 Track 19
CD1 Track 19


Let’s go for a walk.



Good idea!


Do you fancy going to the cinema?



That sounds good!


How about visiting the museum?


Why not?


We could go to a club.



I’m sorry but it isn’t really my cup of tea.


I’m not keen on clubbing.


Give Ss two minutes to do the task individually and

then another minute to check in pairs. Then play the recording ONCE only and class check. Then play again, with Ss repeating each statement.

Answers 1 about 2 going to the theatre 3 go to the cinema 4 keen on 5 go for a walk 6 That sounds

7 Go through the instructions with the class and

model the example. Then divide the class into pairs and let them complete the task. Go round and monitor as they do it. At the end, choose a couple of pairs to do the dialogue for the whole class and highlight any problems you overheard.

Possible answers 1 A: How about going to the theatre?

B: I’m not keen on the theatre. Why don’t we visit the

museum? A: Fine with me!

the shop? B: That sounds good!

sightseeing around the city. B: It isn’t really my cup of tea. Why don’t we go to the zoo instead? A: Sure! 4 A: Why don’t we go to the country on Saturday? B: Yes. Why not? A: How about taking our bikes? B: That’s a good idea!

2 A: Do you fancy going to

3 A: Let’s go

8 Divide Ss into pairs and direct Ss to the relative

role descriptions on page 123. Give Ss a minute to read their roles and then a further two minutes to do the dialogue. Walk around and monitor. Highlight any issues that came up while you were monitoring.

Optional follow up: Suggest some other scenarios where they could discuss suggestions and come to an agreement, e.g. going to a restaurant, a place to go on holiday, something to do at the weekend.


This section recycles and reinforces vocabulary related to holidays and the use of some prepositions.

special difficulties: Pay special attention to the use of prepositions. There is no real rule to this and Ss would do best to learn prepositions in relation with the words they go with, i.e. like collocations.


mania. Before the class prepare slips with the following phrases: ‘A place to visit’, ‘A restaurant to go’, ‘A country to go to’ ‘A film to see’, ‘An activity to do’ for each group you are planning to have in class. In class, divide Ss into groups of four. In each group, one student is identified as suggester, one as disagreer, one as agreer and one as marker. The marker must have a pen and paper in front of him/ her. The suggester picks up one slip. Tell Ss that they now have two minutes to make as many suggestions, acceptances and rejections of that suggestion as they can. The marker will count the number completed. Tell Ss when to start and watch the clock for two minutes. At the end of two minutes, Ss in each group swap roles and choose the next slip. Continue until all the slips are finished. The team that has completed the most correct suggestions and replies wins. As Ss do the activity, go round the class monitoring and taking note of any problems.

Revision of suggestions. Suggestions

1 Think Back! Direct Ss to the advert. Identify with

them the headings of each section and encourage them to fill in the gaps with more examples. Ss work individually and then in pairs. When they are in pairs, encourage them to check through the unit for other words they can add. Then do a class check.

Possible answers 1/2/3 by train/plane/ferry/boat/ship 4/5/6 at a guest house/YMCA/pension/hotel, bed and

breakfast, in a caravan, with a family sailing, camping, skiing

7/8/9 swimming,

On our way

sailing, camping, skiing 7/8/9 swimming, On our way 2 Read through the instructions and go through

2 Read through the instructions and go through the

prompts with Ss. Make sure they know what to finish the prompts with, e.g. I’m going to visit A PLACE. Give Ss three minutes to prepare what they are going to say and then Ss tell each other about their holidays in pairs. Go round the class and monitor. When all Ss have finished, ask them to tell you about their partners’ dream holiday.

Mind the trap!

Read through the box, emphasising the use of the prepositions. Then call out a random list of countries, towns, places and buildings and elicit the correct prepositions from Ss.

3 Ss do the task individually and then check in pairs

before doing a class check. When you check the answers, ask Ss if there is a collocation (a word that the answer always goes with) and if so, what it is. Look back at Mind the trap! and ask Ss if there are any examples in this exercise. Also ask Ss if there are any other prepositions being used here and why they are being used (e.g. on holiday is a collocation). Tell Ss that prepositions don’t always have rules and so they need to learn the collocations.

Answers 1 at 2 on 3 agent’s 4 booking 5 delayed

6 towel

property office

7 in

8 at

9 at

10 go shopping 11 lost

4 This should be divided into two tasks. First, in

pairs, Ss should answer the first three questions by looking at the advert. Then do a class check. Make sure you check understanding of the phrases in the box for the third question before Ss begin. Then ask Ss to consider the last two questions for about three minutes, before having a class discussion.

Possible answers 1 sunbathing, swimming 2 Turkey, Croatia, Greece

Optional activity: Ss could write a paragraph about why their country has great places to visit. This can be done as suggestions for visitors coming to the country.

ADDiTiONAL PRACTiCe: Photocopiable resources. Resource 5: The best holiday

WRiTiNG | Formal email

This section looks at the difference between formal and informal emails and how to write formal ones. It also looks carefully at how to make indirect questions. This is presented through the topic of attending language schools and doing working holidays in an English-speaking country.

special difficulties: (1) Ss may have trouble understanding the concept of formal emails as they will have almost never come across this before. Make sure you establish the importance of formal emails if you want them to retain this information. (2) Ss may have problems with the different word orders involved with indirect questions. Make sure you go through this carefully and Ss are aware of how the word order changes, especially when dealing with wh- questions. You may also need to present the use of if for making yes/no questions indirect. (3) In class, you can do writing activities in groups and pairs which means that the writing activity becomes more communicative and Ss can share what they know and support each other. However, it does also mean that some Ss may get away with doing nothing. The best way to deal with this is to do the preparation in groups but all Ss will, at the end, write their own individual texts.

Culture notes

There are many different language schools in the UK. Some of these schools work all year round and some are only open in the summer. Some are private language schools while others are courses run by educational colleges. The second group is mostly, though, for people wishing to study or live in the UK. Private language schools will usually either provide accommodation for students in families or, especially the summer schools, will offer residential courses where the students live on campus. All year round schools offer a variety of different courses ranging from General English to English for very specific purposes and will also prepare students for international exams. Summer schools tend to provide language courses plus a varied social programme. As an option to language schools, Ss may choose to do working holidays in the UK. These could be working at touristic places, for example working at one of the many National Trust centres in the UK. This could involve service work like working in a café or shop or even guiding visitors around famous houses. There are also opportunities to work on farms or at summer camps. However, applicants do need to be careful that the working holiday they choose is reliable.


holiday. Elicit from Ss the phrases they used to describe their imaginary holidays in the last lesson and write them on the board, e.g. You are going to visit (Paris). You are travelling there by (train). You are staying (at a youth hostel). Mime your holiday so that Ss can complete the sentences on the

Revision of vocabulary of holidays. Mime the

board. Then Ss write their own sentences and then mime them to their partners to guess. Finally, pick

a few to mime to the whole class.

1 Start by dividing Ss into pairs and asking Ss if they

would like to learn English in Britain and why? Give them about two minutes to discuss this and then share the answers with the whole class. Then give Ss an extra five minutes to complete the rest of the task. As part of the class check make a list of all the missing information questions on the board and then ask the class to grade the list and identify the four most important questions.

Possible answers 2 No: cost of courses, length of courses, what help is given for accommodation, certificates, etc. Possible questions: How much does the course cost? How long does each course take? Do you help me find accommodation? How can I find accommodation? Do you give a certificate at the end of the course?

2 Ss do this task individually before class checking.

Ss will only need a minute to do this. Compare with the list of questions on the board. Ask Ss if they have written an email like this before. If so, when?

3 First, ask Ss to read the second email. Ask Ss which

email is similar to the emails they write. Then ask Ss to compare the two emails using the questions. Ss do

this individually and then check answers in pairs. Note that for the second part of each question there may be

a variety of answers which may include indirect

questions. Do not explain indirect questions at this stage. Elicit from Ss why a formal email would be better to respond to the advert from Exercise 1 (it’s more polite, it’s official, it gives a good impression, we are asking for information).

Answers 1 Email 1 – I hope you can, Firstly, could you tell me, I’d also like to know, Finally, I hope to hear from you soon, Regards 2 Email 2 3 people we don’t know, businesses and institutions

4 Go through the examples of direct questions and

indirect questions together as a whole class. Then give Ss a couple of minutes to think about the questions. Ss do the activity individually, then check in class. When you finish question 3, write the two phrases on the board and leave a space before finishing the

examples: I’d like to know

classes there are. Could you tell me … how much it costs? Ask Ss if the word order is the same as the direct questions (no). What has changed in the first example? (The verb is at the end.) What has changed in the second example? (do/does has gone and the verb is at the end of the sentence.) Do the questions all have questions words? (yes) What are they? (how many, how much, when) What other question words could be used? (where, when, how, who, etc.)

how many hours of

Answers 1 A 2 B 3 I’d like to know, Could you tell me

5 Ss work individually, then check in pairs. In the class check, make sure that

5 Ss work individually, then check in pairs. In the

class check, make sure that Ss are getting the word order correct. When you have checked, write Is the school near the park? Elicit from Ss the possible answers (yes/no).

Answers 1 what your phone number is 2 where you live 3 where the nearest youth hostel is 4 what time we are arriving

Optional activity: The issue of how to report using if may need to be addressed. If so, write Could you tell me … on the board and elicit the rest of the indirect question. It is unlikely that Ss will know it immediately but prompt by giving each word one by one until they can elicit the rest themselves (if the school is near the park). Ask Ss: What replaces the question word? (if) What else is different from the question? (the subject is before the verb). Then write up the following on the board: Does the school have a swimming pool? Elicit the answer from Ss in the same way as above, i.e. Could you tell me if the school has a swimming pool? Elicit that, again, do/does is not used in indirect questions. Write the following questions on the board and ask Ss to turn them into indirect questions:

Does the school have a bus service? Is there a café in the school? Are there winter courses? Does the shop sell sandwiches?

6 After completing the activity individually, Ss check

in pairs and decide on the justification for each answer. Give Ss about two minutes to read.

Answers Per’s email is better because it is more polite and more formal. He doesn’t use colloquial vocabulary (e.g. Hi guys, I love, it’s cool, kisses) or style (multiple exclamation marks and question marks, smileys).


7 Read through the Train Your Brain box with the

class. Return to the first points and, as a class, elicit possible ideas for the subject box and then choose one from the ideas. This ensures that the class is focused. Ss then, in pairs, rewrite the email. Check as a class by Ss writing the model answer on the board.

suggested answer To: info@1class.co.uk.net From: blackcat7@mailbox.com Subject: Information about 1class school

I am a nineteen-year-old student from San Salvador.

I am interested in doing a Pre-Intermediate course

at your school. I hope you can answer some questions for me.

Firstly, could you tell me how much the accommodation costs? Also, are there any places on your Pre-Intermediate course? Finally, could you tell me how much free time I will have for sightseeing?

I hope to hear from you soon.


Maria Gonzalez

On our way

to hear from you soon. Regards Maria Gonzalez On our way Optional activity: It is possible,

Optional activity: It is possible, and probably better, to use if to create some of the yes/no questions in Exercise 7: Could you tell me if there are any places on your Pre-Intermediate course? Could you tell me if there is much free time for sightseeing? You may like to introduce this to your Ss. Make sure they understand that if is used only for polar questions when making them indirect.

8 Give Ss a few minutes to read the advert and think

about the questions and then a further three minutes to discuss. Have a quick class discussion, putting any possible ideas that Ss can use later on the board.