Have a good trip!
4A
Aims Buying a train ticket
Talking about opening hours
e
Vocabulary Nouns: (tourist) attraction, capital
(city), closing / opening times, festival,
platform, price, ticket, tourist, tourist
information centre
Word Bank 12: Around town
Adjectives: main, single, return
Verbs: arrive, leave, travel
Other: number one (Arts festival)
s,
Expressions: Have a good trip!, How
much (is it)?, I have no idea., I’m not
sure., (from) Monday to Saturday,
You’re welcome., What time do the
shopping centres open on Sundays?,
What time does the next train leave?, It
takes six hours.
Grammar What time …? + present simple
Skills Listening: for specific information
t Reading: for specific information
Speaking: talking about opening hours;
buying a train ticket
Recycling Present simple; Times; Days of the week
Preparation Lead in: Photos / word cards for local /
world cities + places in Edinburgh
Extension: Leaflets / information guides
for local services / attractions
Ex. 6: Teacher’s Resource 16 p. 101
Ex. 10: Teacher’s Resource 17 p. 102
Lead in 5 min
● Books closed. Ask What’s your favourite city? Where
is it? Use photos to elicit cities. Elicit opinions of the
cities using I think (Rome’s) a fantastic city.
● Books open. Use Word Bank 4 to revise countries and
elicit names of famous / capital cities. Elicit / explain
capital city. Ask What can you do in Paris / London,
etc? Use Word Bank 8 to elicit and revise some of the
activities people can do in cities.
Reading 15 min
1 4.1
● Ask What are your favourite places in a town? Write the
first few facilities and buildings SS call out on the board
as the trigger to return to Word Bank 12 Ex. 2 p. 75. N.B. If
you skipped the revision lesson, you will have to do Ex. 1
here too.
● Word Bank Ex. 1: Focus on pictures. Elicit words for
places SS already know.
● Focus on example answer. Elicit the correct word for the
next picture. In pairs, SS match the words to the correct
pictures.
885054 _ 0016-0080.indd 65
● Play audio. SS listen and check answers. Drill any they
find hard, e.g. restaurant /’restron/ (only two syllables).
Word Bank Ex. 2: Follow the same procedure as Ex. 1.
●
● Word Bank Ex. 3: Elicit any words for places that are
similar in SS’ own language(s). Model the example
sentence. In pairs, SS tell each other about similar
words.
● Word Bank Ex. 4: SS cover the words and test their
partners.
● Go to p. 46 and ask again What are your favourite
places? If time allows, ask What are not your favourite
places?
Answers
1 a travel agent’s 2 a cinema 3 a flat
4 a gym 5 a hotel 6 a nightclub
7 an office 8 a restaurant 9 a language
school 10 a (sports) club 11 a supermarket
12 an airport 13 an art gallery 14 a bank
15 a bus station 16 a café 17 a castle
18 a museum 19 a palace 20 a park
21 a post office 22 a pub 23 a shopping
centre 24 a monument 25 a station
26 a theatre 27 a university
2 4.2
● Focus on the photo but cover the text. Ask What city is
it? Where is it? What do you think of it? Have you visited
Edinburgh? /edinbr´/ Elicit any information SS know
about Edinburgh and Scotland.
● Elicit SS’ predictions for what the text will say about
Edinburgh. Read the sentences aloud. Elicit meanings
of tourists, attractions and travel.
● Play audio. SS listen and shadow-read the text. Elicit
the first answer. Play audio again, if necessary. SS listen
and mark the remaining sentences true or false.
● Paircheck then classcheck. Elicit correct versions of the
false sentences. Ask Would you like to go to Edinburgh?
Answers 1T 2T 3F The festival is for three weeks.
4F It takes five hours by train or one hour 20
minutes by plane.
Listening 15 min
3 4.3
● Focus on the leaflet. Elicit the meaning of Tourist
Information Centre. Ask What’s the address? What’s
missing? Elicit the meaning of opening and closing times
and revise open and close.
● Quickly revise days of the week and a.m. / p.m. if
necessary. SS who need revision of times can look at
Word Bank 10, p. 73.
● Ask Who’s Lars? What does he do? Say He has a
class project about Edinburgh. He phones the Tourist
Information Centre. Play first part of audio. Elicit first
missing day. Play rest of audio. SS listen and complete
the missing information. Play audio again if necessary.
● Paircheck then classcheck. Ask Is the Tourist
Information Centre open now? Does Lars speak to a
person or a machine? Have you ever made this mistake?
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27/2/09 07:28:33
 4A

Answers W: Right. Is there anything else you would like to know?

Monday–Wednesday 9.00 a.m.–5 p.m.
L: No, well, yes, no thank you very much. 8
Thursday–Saturday 9 a.m.–6 p.m. W: That’s no problem. Bye! ●
Sunday 10 a.m.–5 p.m.

●
Audioscript Grammar 10 min
L = Lars; W = Woman
L: Hello. 5 4.5
W: Thank you for calling the Edinburgh Tourist Information Centre. ● Focus on the two gapped sentences. Go through the ●
L: Hello.
Grammar box.
W: I’m sorry, but we’re closed.
L: Oh! ● In pairs, SS complete the sentences with the correct ●
W: The Centre opens Monday to Wednesday from 9 a.m. to 5 p.m. and verb forms. Play audio. Paircheck. Classcheck. Play
from 9.00 a.m. to 6 p.m. on Thursday, Friday and Saturday. On audio again. SS listen and repeat.
Sundays, we open at 10 a.m. and close at 5 p.m.
L: OK. ● Focus on the information in Exs. 3 and 4. Ask: What time
W: Thank you for calling the Edinburgh Tourist Information Centre. does the Tourist Information Centre close on Saturday?
Goodbye. What time do the main shopping centres in Edinburgh 9
L: Goodbye. open / close on Thursdays? ●
● Ask What time do / does the main shopping centres / the
4 4.4 post office open / close in this town on Thursdays?

● Focus on the timetable. Ask Do you go to shopping
centres? (US malls) Where are they? Elicit names of any
local shopping centres. Ask Do you go to the post office?
Where is the / a post office in this town?
● Play audio. SS fill in missing times. Play audio again.
Paircheck then classcheck.
Answers 1 10 a.m. 2 7.30 p.m. 3 5.30 p.m.
4 1.00 p.m.
Audioscript
L = Lars; W = Woman
W: Good morning. Welcome to the London Tourist Information
Centre. Can I help you?
L: Hello. Yes, please. Do you have information about Edinburgh?
W: Edinburgh? Yes, I think we do. Just a second. Where are you from?
L: Sweden.
W: Ah, Sweden, that’s nice. OK, here are some brochures for you. Is
that OK?
L: Thank you. I have some questions for you about Edinburgh.
W: OK. What would you like to know?
L: Well, what time do the big shops open on Sundays?
W: The big shops? You mean the main shopping centres?
L: Yes, yes, what time do the shopping centres open on Sundays?
W: Let’s have a look! Yes here. Look here in this brochure. It says all
the main shopping centres open at 11 a.m. to 5 p.m. on Sundays.
L: OK. From 11 to 5. And during the week, what time do they open?
W: They open from Monday to Wednesday and on Saturday, they
open at 10 a.m. and close at 6 p.m. It’s late-night shopping on
Thursdays and Fridays, so they close at 7.30 p.m.
L: Sorry, my English is not very good. Can you say that again, please,
more slowly?
W: OK, no problem. Look here. It says on Monday, Tuesday and
Wednesday and on Saturday, they open at 10 a.m. and close at 6
p.m. And, on Thursdays and Fridays it’s late-night shopping. So,
they close at 7.30 p.m. OK?
L: Great! Thanks. And what about the post office?
W: It opens at 9 a.m. and closes at 5.30 p.m. every day except on
Saturday.
L: From 9 to 5.30. Good. I see. And what time does the post office
close on Saturdays?
W: At 1 p.m.
L: Phew! Thank you. Yes!
● Extra practice: Ex. 1, Activity Book p. 100.
●
Answers 1 do 2 does
●
Extension
If possible, bring examples of guides / leaflets for
local services / attractions to class for SS to look at
and ask and answer about opening / closing times.
SS pool their knowledge and produce their own guide
to opening / closing times of their language school and
local services / attractions.
6
Teacher’s Resource 16
● Divide class into pairs, SS A and B. Give cards to the
appropriate SS. SS read cards but don’t show them to
their partner.
● Go through the places / attractions listed on the cards
and drill pronunciation.
● Model the exchange. In pairs, SS ask and answer about
opening / closing times. Classcheck if necessary but you
shouldn’t need to if you monitor hard.
Tip
Stop and do a quick grammar drill if SS are making
too many mistakes with it and they verb forms.
Speaking 15 min
7
● Focus on the places in the box. Ask What time does /
do the post office / banks open in your country? Elicit
similar questions about the places in the box. Model
example exchange.
● In groups of four, SS ask and answer about opening /
closing times in their countries.

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 4A

8 4.6 10
● Focus on the photo. Ask What’s this? Explain that Lars Teacher’s Resource 17
is going to buy a train ticket to Edinburgh. ● Divide class into pairs, SS A and B. Give cards to the
● Focus on the ticket. Elicit with sketched arrows on the appropriate SS. SS read cards but don’t show them to
board the meanings of single and return (ticket) and their partner.
price. Elicit with mime the meanings of leave and return. ● Act the part of the ticket officer and elicit SS A / B’s first
Explain £ if necessary. request. Help them to transform Departure into What
● Play audio. SS listen and complete the ticket, circling time does the train leave (London)? etc. In pairs, SS buy
either single or return. train tickets from each other using the information on
their cards.
● Paircheck then classcheck. Ask When does the next train
leave? When does it arrive? What ticket does Lars buy? Fast finishers
Answers
e
return 9 a.m. 2. 15 p.m. £62 Fast finishers can think of different places, times and
prices to substitute for those given.
9 4.6
● Focus on the first line of the dialogue and elicit the next Extension
line. A strong class should be able, working in pairs, to
SS research on www.nationalrail.co.uk for times and
put the rest in order from memory and logic, without
prices of single and return tickets for the following
having to listen again.
journeys:
Play audio if necessary. SS listen and number the other
London – Leeds / London – Manchester / Manchester
●
lines of the dialogue, then check answers in pairs.
– York
● Play audio again, stopping after each line for SS to
listen and repeat.
Answers 3 6 9 4 1 12 11 2 7 10 5
8 13
Homework Activity Book 4A, p. 100

Unit 4 67

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 4B When’s your birthday?
Aim Asking about dates
Vocabulary Nouns: birthday, festival, type
Months: January, February, March, April,
May, June, July, August, September,
October, November, December
Types of music: classical, country, folk,
heavy metal, jazz, opera, pop, rock
Ordinal numbers: first, second, third,
fourth, fifth, etc.
Celebrations: Christmas Day,
Halloween, New Year’s Day, New Year’s
Eve, Independence Day, Thanksgiving
Day, Valentine’s Day
Questions: How long (is it)?, What type
of (music) is it?
Expressions: When’s your birthday?
Pronunciation Stress in months of the year
Grammar Prepositions with days, months and dates
● Divide the class into groups of three, SS A, B and C. Give
out cards to the appropriate SS. Ensure SS don’t show
each other their cards.
● SS read about the festival on their card and tick the kinds
of music it plays.
● Elicit the answers for each festival.
Answers Edinburgh International Festival: classical, G
jazz, folk Salzburg Festival: classical,
opera Montreal International Jazz Festival: jazz 4
●
Tip
If possible, play different types of music to SS and
elicit the correct name for each.
2
●
●
● Read the questions in section 1. Ask What’s your
festival? and elicit answers to the first question from
●
SS A, B and C.
● In groups, SS ask and answer about the three festivals.
● Classcheck. Elicit similar information about other
●

Skills Listening: for specific information festivals SS know.

Reading: for specific information ● Read the sentences in section 2. SS work together in
groups to look at all three cards to find the answers.
Speaking: asking and answering about
dates, festivals, birthdays ● Classcheck. Elicit the dates of any forthcoming festivals
SS know about.
Recycling Questions; Verb be
Answers
Preparation Ex. 1: Teacher’s Resource 18 p. 103
Section 1 Edinburgh Festival: a Scotland, b over
50 years old, c Three weeks, d classical, jazz, folk;
P
Ex. 1: Recordings of different types of
music
Salzburg Festival: a Austria, b over 80 years old c 5
Five weeks, d classical, opera; Montreal Festival:
●
Ex. 7: Teacher’s Resource 19 p. 104 a Canada, b over 20 years, c Ten days, d jazz
Extension: Teacher’s Resource 20 p. 105 Section 2 a July and August b 1st July and 22nd
August c Card A bagpipes; Card B violin; Card C
saxophone
●
Lead in 5 min
● Books closed. Ask What type of music do you like? Pronunciation 10 min
Elicit different kinds of music onto the board
(pop, rap, classical, etc.) and, if time, examples of 3 4.7 ●

performers / songs from SS. ● Books closed. Ask What month is it? Elicit the months.
● Ask Do you go to music festivals? Where? Which ones? ● Books open. Focus on the list of months and the word
When are they? Write the names of festivals on the board, stress box. Focus on the different stress patterns.
and ask for spellings if necessary. SS can if need be revise Illustrate these by clapping / beating out each rhythm.
letter names for spelling in Word Bank 6, p. 69. ● Play audio. SS listen and write each month in the
● Write high numbers on the board for SS to say. If SS correct column of the table.
need revision, refer them to Word Bank 1, p. 64. SS ● Paircheck then classcheck. Play audio again for SS
practise the same activity in pairs. to listen and repeat. Use clapping / stress beating to
● Ask Are you good at remembering numbers / dates? reinforce any stress pattern that SS find difficult.
Answers
Reading 15 min ● ●● ● ●● ● ● ● ●● 6
1 January
February
March
May
April
August
July September
October
●

Teacher’s Resource 18 June November

●
● Books open. Focus on the photos. Ask What do they December
show? Focus on the words in the box. Model and drill
pronunciation. Ask What type of music do these festivals ●

play?

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 4B

e Tip Answers 1 on 2 on; in

Point out the silent ‘r’ in February and the fact that it
rhymes with January. If appropriate, ask how many words for
the months are similar in SS’ language: start with the same
s letter, have only one syllable etc. to highlight patterns and Speaking 15 min
help memory.
7
Teacher’s Resource 19
Grammar 10 min
● Divide the class into pairs, SS A and B. Give SS
appropriate cards. Get SS to fold the sheet down the
4 4.8
middle so they can’t see the dates in order to drill the
● Elicit the spoken forms of dates in Ex. 2 section 2. Go names of the countries following the bolded stress:
through the list of ordinal numbers. Read aloud the first Colombia, Greece, Indonesia, Kazakhstan, Nigeria, Peru,
five and drill pronunciation. Elicit the complete forms Poland, Sweden, Switzerland, Ukraine and Vietnam.
for sixth and seventh and drill. Revise other countries with Word Bank 4, p. 67.
● In pairs, SS complete the remaining ordinal numbers. ● Model the exchange. Elicit answers to the second
● Play audio. SS listen and paircheck then classcheck. question.
● Play audio again. SS listen and paircheck then ● SS ask and answer to complete the information in their
classcheck. Ask How many don’t end in -th? (only 1st, tables. Get them to add their own Independence Day if
2nd and 3rd) they have one and it’s not in the table.
● Ask What’s the date today? Write this on the board.
Focus on the Tip box. Write different dates on the board 8
and elicit and drill the spoken forms. ● Focus on the cartoons. Elicit and drill the names of the
special days illustrated and explain any that SS don’t
Answers sixth seventh ninth tenth eleventh know. Elicit some national festivals and celebrations
twelfth thirteenth twenty-first twenty- from SS’ own countries and write the names of these on
second twenty-third thirtieth thirty-first the board. Ask SS to spell them.
● Read the model sentence and elicit meaning of public
;
Pronunciation 10 min holiday. Elicit similar sentences from the class about
special days in their countries.
5 4.9
● Write 4th and 5th on the board and elicit their 9 4.10
pronunciation. Write th on the board and drill its ● Write birthday / ’s / your / when / ? on the board. Elicit
pronunciation. Demonstrate the position of the tongue the question and answer it. Write your birthday on the
clearly for SS to imitate. board and elicit meaning of birthday.
● Focus on the phrases. Elicit pronunciation of the first ● Ask What do Tim and Anna do? Where do they work?
phrase. Play audio. SS listen and repeat. Play audio What does Emma do?
again if necessary.
● Read the questions aloud. Play audio. SS listen and
● Focus on the cartoon. SS read the speech bubble aloud. tick the correct options. Play audio again if necessary.
Elicit other English words SS know containing the /T/ Paircheck then classcheck.
sound (e.g. think). Containing the ‘th’ spelling, e.g.:
Answers 1 On 4th September 2 Rock and Jazz
T = think, thanks, both, month
D = they, there, this, that, these, those, with, the, father,
mother, brother Audioscript
A = Anna; E = Emma
Tip
NB The list above is just for your reference. Stick to A: Hello.
‘th’ spelling, rather than the difference between voiced and E: Oh, hi Anna. This is Emma. How are you?
unvoiced pronunciation at this stage. If SS can regularly get A: Fine. What’s up?
near the correct sound at this stage then they’re doing fine. E: It’s Tim’s birthday next week and …
A: Really? When?
E: On Friday 4th September. Let’s have a surprise party for him!
A: Sure! That’s an excellent idea. How can I help?
6 E: Can you buy him a present?
● Go through the Grammar box. Focus on the prepositions A: Of course! Any ideas?
to use with months, dates and days. E: How about a CD? What type of music does he like?
A: I think he likes rock, pop and jazz.
● SS read and complete the sentences with the correct E: I know. Let’s buy him a DVD – you know, a concert on DVD?
prepositions. Paircheck then classcheck. A: Perfect!
● Elicit the correct spoken form of the sentences. Remind
SS of the difference between the spoken and written
forms of dates (see Tip box).
10
● Extra practice: Ex. 2, Activity Book p. 101.

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 4B
● Ask two SS When’s your birthday? Write the two
birthdays on the board with your own, putting them in
calendar order.
● Ask SS to find out each others’ birthdays and then
stand in calendar order across the classroom from Jan
1st to Dec 31st. SS mingle asking and answering about
each others’ birthdays. SS put themselves in order. To
check answers get each of them to say their birthday
aloud to see if their birthday line is in the correct order.
Congratulate them if they get it absolutely right.
M
Extension
Teacher’s Resource 20
Divide the class into pairs, SS A and B. Give SS
the appropriate cards. SS ask about and fill in the
missing birthdays on their cards. Monitor for correct
pronunciation of the dates but don’t worry too much if
they don’t anglicise the names perfectly. Fast finishers
can try to remember which country each one comes
from.

11
@ Weblink
● Draw a chart of the months of the year on the board and
find out in which month most of the birthdays are. Find SS research famous people’s birthdays at
out if there are any shared dates, too. www.famousbirthdays.com and report back at the
beginning of the next lesson.
● Read the model sentence and elicit similar sentences
about your SS’ birthdays.

Homework Activity Book 4B, p. 101

L
1
●

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 Musicals? I’m sorry, I really hate them
Aim Talking about likes and dislikes
Vocabulary Nouns: types of films (action films,
cartoons, comedies, dramas, musicals,
science fiction, thrillers, westerns),
types of music (disco, reggae, techno)
Adjectives of opinion: boring, fabulous,
great, horrible, interesting, wonderful
Verbs: like, love, hate
Other: very much
Expressions: Come on!, I’m sorry I
really …, What do you think of …?
Pronunciation Stress in sentences
Grammar Object pronouns
Skills Listening: for specific information
Reading: a conversation in order to
complete it
Speaking: giving opinions
Recycling Giving opinions; Present simple
Preparation Ex. 1: Stills or snippets from films
Ex. 8: Teacher’s Resource 21, p. 106
Lead in 5 min
Books closed. Ask What do you do at the weekend /
●
after work? and elicit as many different free time
activities as possible. SS go to Word Bank 8, p. 71 to
revise these.
● Ask Do you go to the cinema / watch DVDs / listen
to music? What type of film / music do you like?
Elicit different films and music. Ask SS to spell these
if necessary and stress them correctly.
Listening 15 min
1 4.11
● Books open. Focus on the photos of the films. Ask
What films are they? (The Simpsons, LA Confidential,
Hairspray, Open Range, Star Wars) Have you seen them?
What do you think of them? Ask Can you name any of the
actors? Do you like (John Travolta)? etc.
● Read the words for different types of films and drill
pronunciation. Elicit other examples of films for each
genre, using mime or give first letters of the film titles
on the board, etc. if necessary. SS match the films in
the photos to the different genres. (Simpsons = cartoon;
L. A. Confidential = thriller; Hairspray = musical; Open
Range = western; Star Wars = science fiction.) Revise
the types of music SS already know. Elicit and drill
pronunciation of disco, reggae and techno and elicit
examples of singers / songs.
● Ask Who’s Kate? Who has a birthday on 4th September?
Explain that Kate’s at Tim’s birthday party. Elicit
predictions about types of films / music Kate likes.
885054 _ 0016-0080.indd 71
4C
● Play audio. This is an extract from a complete dialogue
that SS will hear later on. SS listen and tick the correct
types of film and music. Play audio again if necessary.
Paircheck then classcheck. Ask Does Kate like science
fiction films? Do you like science fiction films?
Answers Films: musicals and thrillers
Music: country and rock
Audioscript
T = Tim; K = Kate
T: Your favourite type of music’s rock, then.
K: Yes, I like it very much. And country, too. They’re my favourite.
T: And what type of films do you like?
K: Thrillers, musicals … But not science fiction films. I hate them.
They’re horrible!
Tip
Show SS stills or video snippets from different films
if you can. SS say which type each film is.
2
● Read the rubric aloud. SS mark their likes / dislikes.
Model the question, then elicit questions about your
own likes / dislikes.
● SS mingle, asking and answering about their likes /
dislikes and trying to find someone with the same taste.
Monitor for accuracy.
● Elicit feedback from SS who found someone with
the same taste and any SS who did not. Find out the
favourite (and the least favourite) types of film and
music in the class.
3 4.12
● Focus on the adjectives. Elicit and revise / teach the
meanings. Make different facial expressions and elicit
appropriate adjectives for each. Draw two columns
on the board with + and – at the top. Elicit the correct
adjectives for each column and write them in.
● Play audio. SS listen and number the adjectives in the
order they hear them. Play audio again if necessary.
Paircheck then classcheck and write the correct number
next to each adjective on the board.
Answers 8 4 2 1 3 5 7 6
Audioscript
T = Tim; K = Kate
T: So, Kate, do you like this song?
K: Oh, that’s Justin Timberlake. He’s very good.
T: Yes, I like him a lot! How about Bono? I think he’s fabulous. Do
you like him, too?
K: Oh yes. Justin and Bono are great. I love them!
T: Your favourite type of music’s rock, then.
K: Yes, I like it very much. And country, too. They’re my favourite.
T: And do you like the cinema?
K: Yes! My favourite actress is Kate Winslet. What do you think of
her?
T: Oh, she’s excellent. I like her, too. And what type of films do you
like?
Unit 4 71
27/2/09 07:28:39
 4C
K: Thrillers, musicals … But not science fiction films. I don’t like
them. They’re horrible!
T: Come on, Kate. Science fiction is wonderful! For example, The
Matrix films are very interesting. Now, musicals?! I’m sorry, I really
hate them. They’re boring!
K: Boring? No way. What about Dream Girls for example, or
Hairspray, or Chicago or Grease …?
S
Tip
Give examples of well-known songs or quotations
containing object pronouns: She loves you, yeah, yeah, yeah.
Tell Laura I love her, Hold me close, Love me do, etc. Elicit
other examples from SS. See also Activity Book 4C Study tip,
p. 102.

Encourage SS to record and learn words like opinion

Tip Pronunciation 10 min
adjectives in related groups, e.g. all the positive meanings
together and all the negative meanings together. 7 4.13
● Focus on the sentences. Elicit the pronunciation of the
first sentence. Focus on the stressed word and the use of
4 pink type to show it.
● SS read Tim and Kate’s gapped conversation. Elicit the ● Play audio. SS listen and circle the stressed word in
first missing word. each sentence. Play audio again for SS to listen and
● In pairs, SS complete the conversation with the correct repeat. Paircheck then classcheck.
words. This exercise is revision of auxiliary do and Answers 2 hates 3 like 4 don’t 5 like 6 love
prepositions for and of.
● Classcheck.
Answers 1 do 2 Do 3 of 4 is 5 do 6 is 7 do
Speaking 15 min
8 of 9 of 10 do 11 is 12 For 13 for
8
Teacher’s Resource 21
Grammar 15 min ● Divide the class into pairs, SS A and B. Give cards to
appropriate SS.
5 ● SS read their cards but don’t show them to their partner.
● Draw the four emoticons on the board and elicit ● Model the exchange and elicit questions about Tim and
appropriate adjectives for each one. Revise like / don’t Kate. Illustrate the answers with appropriate emoticons
like / love and teach hate, using the emoticons. on the board.
● SS read the dialogue in Ex. 4 again. ● In pairs, SS ask and answer about Tim and Kate and
● SS link the columns to make more true sentences. (If draw appropriate emoticons in the correct column.
possible, ask them to use a different colour for each new
sentence.)
● Finally, ask Are Kate and Tim very similar? R
● Paircheck then classcheck by eliciting true sentences. 9 1
Answers Tim likes Justin a lot. Kate loves Justin and Bono.
● Focus on the table. Read the words and elicit examples ●

Kate likes rock music very much. Tim likes Kate of films, film stars, rock bands, and singers.
Winslet, too. Kate doesn’t like science fiction ● SS complete the table with their own choices. Model the
films. Tim hates musicals. exchange, using your own choices as examples. Focus on
the Tip box and warn SS about the incorrect forms I like
6 and I like he / she, etc. ●

● Focus on the dialogue in Ex. 4 again, and on the ● SS move into groups of three or four and compare their
pronouns highlighted in yellow. opinions. Monitor closely for fluency and accuracy.
● Go through the Grammar box. Elicit first missing ● Feedback any interesting findings with the whole class. ●

pronoun.
Extension
● SS complete the Grammar box with pronouns from the
dialogue. Monitor for accuracy. SS research photos of films and singers they like
● Paircheck then classcheck. Ask questions to highlight or don’t like and make a poster / PowerPoint ●

patterns to help them remember more easily, presentation giving their opinions.
e.g. How many object pronouns
– finish with ‘m’? (2)
– start with the same letter as their subject pronoun? (4) 2
– are the same as the subject pronoun? (2) etc. Homework Activity Book 4C, p. 102 ●
● Extra practice: Ex. 2, Activity Book p. 102.
Answers him her it them

72

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 Swimming is my favourite activity!
Aim Giving opinions about activities
Vocabulary Verb + -ing: boxing, running,
swimming, walking, weight training
Word Bank 13: Free time activities
Nouns: athletics, calories, event, fan,
gymnastics, sports activity, Olympic /
gold medal
Adjective: recreational
Verbs: lose weight, prefer (x) to (y)
Other: every, more
f understand every new word when they read a text provided
Expressions: I love it!, I hate it!, No, not
really., What about …?
Grammar Verb + -ing
Skills Listening: for specific information
Reading: analysing the vocabulary in an
article
Speaking: giving opinions
Recycling Giving opinions; like / love / hate;
Adjectives of opinion
. Lead in 5 min
Books closed. Ask Do you play sports in your free
●
time? Elicit names of different sports. SS look at Word
Bank 8, p. 71 if they want. Ask Do you go to the gym /
do exercise? Do you like sports? Do you watch sports?
Reading 15 min
1 ●
● Books open. Focus on the photos. Elicit words for the
sports shown (swimming, walking, weight training,
running, dancing). Ask What do you like doing? What
do you hate doing? Find out which is the most / least
popular activity in the class.
● Ask Can you swim? Do you like swimming? What do you
know about swimming? Do you recognise the man or
woman in the photos?
● In pairs, SS read the quiz questions. Elicit meanings of
cycling, athletics, boxing and gymnastics using mime.
Explain / elicit meaning of calories, e.g. How many
calories are there in a glass of water? (zero).
● SS answer the questions. Don’t check answers with
class yet, as SS will do this for the next exercise.
Answers b a c b
2 ●
● In pairs, SS read the article to check answers to the quiz.
Classcheck. Ask Any surprises? Did you learn anything
new? Do you watch the Olympic Games? What do you
think of Michael Phelps? Do you think he’s the greatest
sportsman of all time? Did you enjoy reading that?
Why / Why not?
885054 _ 0016-0080.indd 73
4D
● Read definitions 1–5. Elicit examples of a noun, an
adjective and a verb. Focus on the yellow highlighted
words in the article. Elicit the correct word for definition 1.
● SS match the other words and definitions. Paircheck
then classcheck.
Answers 1 recreational 2 gold medal 3 lose weight
4 fans 5 event
Tip
Set a time limit, e.g. two minutes to do this (or any
reading) activity to encourage SS not to stop at every new
word or phrase. Remind SS too that it’s not necessary to
they get the main idea.
Speaking 10 min
3
● Read the sentences aloud and focus on the example and
its matching photo.
● SS read the sentences and match them to the correct
photos, then paircheck and classcheck. Elicit /
demonstrate the meaning of prefer.
● SS tick the opinions they agree with.
Answers 2E 3B 4C 5D
4
● Give your opinions to SS and elicit their reactions.
Quickly elicit opinion adjectives and write them on the
board if necessary. Revise like / don’t like / love / hate.
● In pairs, SS compare their opinions. Monitor for
accuracy and help expand their ideas.
Finally, elicit exchanges from pairs of SS.
Grammar 15 min
5
● Focus on the sentences in Ex. 3. Focus on the verb + -ing
forms for activities and the Grammar box. Elicit the first
completed form.
● SS complete the Grammar box. Monitor for accuracy.
Paircheck. SS can use Essential Grammar p. 119 Exs. 6
and 7 to check or consolidate the grammar if need be.
Classcheck.
● Extra practice: Ex. 1, Activity Book p. 103.
Answers Learning Doing doing watching
staying going
6 4.14
Ask What do you like doing? and elicit some non-
sporting activities. Go to Word Bank 13, p. 76.
● In groups of three or four, SS cover the words, look at
the pictures and in one minute see how many they can
name. Monitor, praise and prompt as necessary but
don’t correct yet.
Unit 4 73
27/2/09 07:28:41
 4D
● Word Bank Ex. 1: SS uncover the words and focus on the
example. Highlight the verbs and the completed example.
● SS match the other verbs and pictures.
● Write chat on the board and show how to add the -ing
ending and doubling the ‘t’ to make the activity word.
Write cycle and show how the e must be omitted before
-ing is added.
● Tell SS that every line represents one missing letter to
help them work out the spellings.
● Play audio for SS to check answers. Write the correct
verb forms on the board for them to compare and
correct their spellings. Drill as necessary. Make sure SS
don’t stress the -ing ending; it’s never stressed.
● Word Bank Ex. 2: SS choose four more activities they
like doing to add to the list. They can look at Word Bank
8 for ideas, adding the -ing form to the verbs to make
the activity words. They can use dictionaries too of
course to find their own preferred activities.
Answers 2 cycling 11 dancing 10 drinking
5 driving 3 eating 1 singing 6 sleeping
9 studying 8 taking a photo 12 travelling
(by plane) 7 working
H
8
● In groups, SS talk about the activities Anna, Kate and
Leo like, following the model exchanges.
● Monitor closely for accuracy of verb forms.
● SS answer the last question. Check with class by asking
What do Anna and Kate agree to do? If SS ask why it
isn’t What do Anna and Kate agree doing?, point out that
the infinitive (dictionary form) is used after to. Try to
associate -ing forms at this level with verbs of emotion
(love, prefer, like and enjoy).
Answers Anna: swimming, dancing
Kate: swimming, running and dancing
Leo: walking, cycling
Kate and Anna agree to go swimming together
every morning.
9
● Staying in groups, SS talk about their own favourite
activities. They can refer back to Word Bank 13 for
ideas. Monitor closely for fluency and make sure all SS
take part.
● Feedback any interesting findings with the whole class.

Speaking 15 min
Homework Activity Book 4D, p. 103
7 4.15
● Focus on the table. Elicit the activities shown in the
pictures and any information SS can remember about
Kate, Anna and Leo. Ask Does Kate like watching science
fiction films?
● Divide the class into groups of three and assign roles, SS
A, B and C. Tell As to listen and tick the activities Anna
likes doing, Bs to do the same for Kate, and Cs to do the
same for Leo.
● Play audio. SS listen and tick the information. Play
audio again if necessary. Don’t check answers yet. Ask
Do you like talking and running at the same time? Do you
prefer running alone or with a friend?
R
Audioscript
K = Kate; A = Anna 1
K: Ana! Hi! So you like running, too! ●
A: Hi Kate! Nice to see you! Well, no! Er, I don’t really like running.
Actually, I hate it! But it’s good exercise, so …
K: Oh I think it’s OK, I mean I like running sometimes, but I really
prefer swimming. I often go swimming in the morning.
A: Oh, yes! Swimming is fantastic. It’s the best sport. In Italy I go
swimming a lot, but not here in London. It’s cold! ●
K: What about Leo? Does he like swimming, too?
A: Leo? No way! He hates it! He prefers walking and cycling. And he
doesn’t like running, so I usually go running alone.
K: But … er, do you sometimes do exercise together? ●
A: Oh, sure! We sometimes go dancing together. Leo doesn’t like
dancing much, but I love it.
●
K: I never go dancing here … It’s terrible! I love dancing, but I don’t
have time, you know, I work in the evenings.
A: Yes, I know.
K: Listen, Anna. Let’s go swimming together every morning. What do
you think? 2
A: Yes, OK. That’s an excellent idea.
●
K: Great! Come on!

74

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 He goes running once a week
Aim Talking about how often one does
things
Vocabulary Nouns: advert, computer programmer,
diet, (junk) food (burgers, hotdogs,
lasagne, pizza, salad), lifestyle, mind,
body
t Answers
Adjectives: happy, healthy, sad
Verbs: do (aerobics, sit-ups, yoga),
go on a diet, go to the dentist, have
English lessons, need
Expressions of frequency: once / twice /
three times (a week), every (month),
every other (day), regularly
Question word: How often …?
Expressions: Me, too!, Really? I … .
Grammar How often …? + present simple
Expressions of frequency
Skills Listening: for specific information
Reading: to complete a text
Speaking: asking and answering about
activities
Recycling Ex. 1: Flashcards of junk food
Activities; Prepositions: before / after
Lead in 5 min
● Books closed. Ask Do you have breakfast / a big lunch
every day? Do you usually do exercise / go for a run every
day? Do you play football / tennis every day? Elicit
questions and answers about everyday physical and
eating activities and their frequency. Revise everyday
activities with Word Bank 11, p. 74 and frequency
adverbs (sometimes, never, often, usually).
Reading 10 min
1 happy man. I have a new body, a new look, a new life! I’m now
● Write diet on the board and mime / elicit / pre-teach
vocabulary related to it (lose weight, eat a lot / a little,
junk food, salad, burgers, hotdogs, pizza, lasagne).
Model and drill pronunciation of new words. Use
flashcards if you can.
● Books open. Read sentences aloud, giving your own
opinions. Teach need / don’t need and revise prefer …
to … .
● SS read the sentences and circle the best words for
them. In pairs, SS compare answers.
● Elicit sentences. Ask Do you eat a lot of junk food /
salad? Is exercise an important part of your life? Do you
prefer doing exercise to watching TV?
2
● Focus on the advert and photo of Jim. Make sure they
realise it’s the same man! Ask How do you win $1,000?
885054 _ 0016-0080.indd 75
4E
Focus on the sentences in Ex. 1 and decide which ones
match Jim’s opinions both before and after his ‘success
story’. Do the first one with them as an example.
● Elicit the meanings of happy and sad, using facial
expressions. Elicit the correct adjective for Jim in each
picture.
Before: 2 Going on a diet is very difficult for me.
3 I eat a lot of junk food. 4 I prefer eating
lasagne to eating a salad. 5 Doing exercise
isn’t an important part of my life. 6 I don’t
prefer doing exercise to staying at home and
watching TV.
After: 1 My weight is fine. I don’t need to lose
weight at the moment. 2 Going on a diet isn’t
very difficult for me. 3 I don’t eat a lot of junk
food. 4 I don’t prefer eating lasagne to eating
a salad. 5 Doing exercise is an important part
of my life. 6 I prefer doing exercise to staying
at home and watching TV.
Listening 15 min
3 4.16
● Focus on the photo of Jim again. Elicit SS’ guesses for
how much Jim weighed before and after he lost weight.
● Play audio. SS listen and complete the advert. Play
audio again, if necessary.
● Paircheck then classcheck by asking questions: What’s
Jim’s nationality? Where’s he from? etc. Elicit meaning of
computer programmer.
Answers Before: 110 kg After: 65 kg Nationality:
Canadian From: Toronto Lives: Los Angeles,
California Age: 27 Occupation: Computer
programmer
Audioscript
Jim: Hi. I’m Jim Ransom. I’m Canadian, from Toronto, but I live in
California now, in Los Angeles. I’m 27 and I live alone with my
two cats. I’m a computer programmer and I work for a small
company here in Los Angeles. Last year I was very unhappy: I was
really fat! I was about 110 kilograms! But now, this year I’m a very
just 65 kilograms! That’s right – 45 kilos less. Fantastic! I eat a lot
less than before, you know … And I do a lot of exercise and I love
it! I play tennis, I go running, I go swimming, I do yoga … I just
can’t stop!
4 4.16
● Focus on the sentences. Elicit meaning of yoga using
mime if necessary.
● Play audio again. SS listen and circle the correct
options. Paircheck then classcheck.
● Focus on the Tip box on p. 55 and the correct verbs
to use for sports and similar activities. Elicit other
examples. Say examples of sports / activities and elicit
the correct verbs.
Answers 1 do 2 play 3 go 4 go 5 do
Unit 4 75
27/2/09 07:28:43
 4E W
5 4.17 Speaking 15 min
● Focus on Jim’s exercise calendar. Elicit the illustrated 8
numbered activities and days of the week. Ask What
does Jim do on Mondays? etc. Elicit the meaning of ● Focus on Dr Sane’s photo and his problem page. Ask
How often? What does he do? (SS can revise jobs in Word Bank 5,
p. 68.) Ask Do you think he’s a real doctor? Elicit the
● Focus on the frequency expressions a–d. Elicit their meaning of sane. NB This text is quite ‘tongue in cheek’
meanings. Teach once / twice / three times and every and is supposed to be a pastiche, not real.
other and drill pronunciation. Ask When does Jim go
running? and elicit the first answer. ● SS scan the text and find the activities Dr Sane
mentions. Drill pronunciation if necessary.
● SS number the frequency expressions.
● Read rubric aloud. Elicit meaning of lifestyle. Ask Who’s
● Play audio. SS listen and check answers. Classcheck. Carmen? Is she happy? Explain that she has written to
● Ask Which letter in every is silent? Play audio again for Dr Sane about a problem. Ask What is the problem?
SS to listen, say answer and repeat. Drill pronunciation ● SS read Carmen’s question to find out what the problem
of every and often. is. Paircheck then classcheck.
Tip Answers Her friend Jim never stops exercising.
If time, elicit other words with silent letters and
encourage SS to keep a list of them, with the silent letter
struck out: listen, answer, castle, two, know, ordinary, 9 4.18
dictionary, etc.
● Read the frequency expressions aloud and check
understanding. SS read Dr Sane’s answer to Carmen’s
Answers a4 b3 c1 d2 Silent letter: every often question. Elicit suggestions for the missing expression
for the first numbered box.
Audioscript ● In pairs, SS decide where the other expressions should
a He goes running once a week. go.
b He plays tennis twice a week. ● Play audio. SS listen and check their answers. Play
c He goes swimming three times a week. audio again, if necessary. Ask again Do you think he’s a
d He does yoga every other day.
real doctor? to establish that he probably isn’t.
● Finally, tell SS how often you do some of the activities
Grammar 15 min mentioned in the text. Elicit similar sentences.
Answers
6 1d 2f 3a 4e 5b 6c

Focus on the frequency expressions in Ex. 5. Ask

●
How often does Jim go running? Contrast with When …?
10
for times. ● Focus on the underlined activities in Dr Sane’s reply.
Elicit the meaning of sit-ups and aerobics, using actions
● Go through the Grammar box. Elicit first missing word.
if possible.
● SS complete the Grammar box using expressions from
Ask How often do you go running / swimming? How often
Ex. 5, then paircheck. SS can use Essential Grammar
●
do you do weight training / aerobics? Repeat and drill
p. 119 Ex. 8 to check or consolidate the grammar.
the question form, writing it on the board or referring to
Classcheck.
the Grammar box. Elicit similar questions.
● Ask How often do you go swimming / running? and
In pairs, SS ask and answer about the activities.
encourage a range of answers including ‘Never’!
●

Elicit SS’ opinions of Dr Sane’s suggestions Do you agree

Extra practice: Ex. 2, Activity Book p. 104.
●
●
with Dr Sane? Do you need to do weight training once or L
Answers twice three other twice a week? Is it important to go dancing with a friend?
Do you read / like articles like this? 1
7 Extension
●

● Focus on the pictures. Elicit vocabulary for as many of

the activities as possible. (SS can look at Word Banks 8 SS can write a short paragraph describing their
and 11.) Elicit and teach have English lessons and go to lifestyles (physical activities, diet, socialising), for
the dentist using mime if necessary. another S to read and decide if they are healthy and ●

give one or two suggestions.

● Focus on the model exchange. Say something true
about yourself and elicit SS’ responses. Teach Me, too ●

and Really? I … . Elicit the meaning of coincidences.

● In groups of three or four, SS talk about their regular Homework Activity Book 4E, p. 104
●

activities and find any coincidences.

● Classcheck their findings.

76

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 We hardly ever go to bed early
Aim Talking about how often people do
things
Vocabulary Nouns: couple, expert, rule
Adjective: funny
Verbs: decide, rent (a DVD)
Adverbs of frequency: always, hardly
ever, never, often
Question word: Which …?
Expressions: I don’t really like her., I
really like him., I don’t really know him.,
Who’s she?, Only joking!
m Grammar Adverbs of frequency; Prepositions of
time, place and movement
Skills Listening: for specific information
Reading: to complete a text with the
correct prepositions
Speaking: about famous British people,
art, monuments, etc; about weekend
activities
Recycling Activities; Prepositions: before / after
Preparation Lead in: Photos (from magazines /
newspapers / the Internet) showing
famous people, places, monuments
from around the world. Include Judi
Dench if you can for Ex. 1.
Ex. 3: Teacher’s Resource 22 & 23
p. 107–108
Lead in 5 min
● Books closed. Using photos of famous people and
s
places, ask Who’s this? What does he / she do?
Where’s he / she from? What’s this? Where is it? SS can
n look at Word Banks 5, 12 and 4 to revise jobs, places
and countries / nationalities. Include Judi Dench if
o you can to help with Ex. 1.
● Elicit SS’ opinions of the people and places.
e
Listening 15 min
1 4.19
● Books open. Ask questions about Leo, Anna, Kate and
Tim. Are they married? Are they friends? What do they
do? What types of film does Kate like? Revise types of
film, too.
● Read the rubric and questions aloud. Elicit meanings of
decide and make a joke. Explain meaning of Which …?
● Play audio. Elicit the answer to first question. Play audio
again if necessary. SS listen and write the correct names.
● Paircheck then classcheck. Spell Judi Dench aloud for
SS to write down. (SS who need revision of the letter
names can look at Word Bank 6, p. 69.)
Answers 1 Tim 2 Ana 3 Tim 4 Judi Dench
885054 _ 0016-0080.indd 77
4F
Audioscript
T = Tim; K = Kate; A = Anna; L = Leo
K: Let’s all go to the cinema.
A: Great idea, Kate! What film do you want to see?
K: How about Casablanca? It’s on at the ABC. I really love that film.
T: Oh, no! Not Casablanca. I don’t like black and white films very much.
L: OK, Tim. Let’s go and see the new Judi Dench film.
A: Judi who? Who’s she? I don’t know her.
K: Anna? You don’t know Judi Dench? She’s a fabulous British actress!
L: Yes, she plays M in the Bond films.
A: Oh, yes, of course. She’s great! Let’s …
T: Well, I’m not sure. Judi Dench is a wonderful actress but, well,
she’s always a bit Shakespearean.
K: You mean you don’t like Shakespearean actresses, Tim?
T: No, I hate them!
A: Really? Oh, well. OK, Tim. so what type of film do you like? Thrillers?
T: Well, thrillers, yes! I love them … Hey, it is Friday night, you know.
How about something with Scarlett Johannsson. I like her. Or
Keira Knightley? I really like her! Or Jessica Alba … She’s beautiful!
Or Angelina Jolie, or ... !
K: Tim!! Please!
T: Only joking, Kate. Relax! Let’s go and see the new Judi Dench film.
I think Judi Dench is great!
2 4.19
● Read the sentences aloud and highlight the numbered
example. Elicit the full sentence and who said it (Tim).
● Play audio for SS to listen and number them in correct
order.
● Focus on the names and categories in section 2. Elicit
pronunciation and highlight the example. Play audio
again. This time SS match letters of the sentences to the
correct names / words.
● Paircheck then classcheck.
Answers A4 C5 D3 E2 A Thrillers C Keira Knightley
D Classical actresses E Judi Dench
Speaking 10 min
3
Teacher’s Resource 22 & 23
● Focus on the photos. Elicit the names of the people and
the place (Stonehenge, Emma Watson, Leona Lewis,
Prince William).
● Ask What do you know about …? Ask What do you think
of (him)? Use emoticons on the board to revise like /
don’t like / love / hate. Revise monument, famous, big
and small.
● Go through the speech bubble exchanges. Show a card
to the class and elicit responses.
● Divide the class into groups of three or four. Cut up and
give a set of cards to each group and tell them to put
them face down in a pile. SS turn over a card and say all
they can about it.
● Find out which S in each group knows the most about
famous British people, places and things.
● Finally, give out answer cards and elicit sentences
about who they (don’t) like, is Scottish, not English etc.
If possible, show SS photos of the people / things and
places.
Unit 4 77
27/2/09 07:28:46
 4F R
Grammar 20 min Speaking 10 min

4 8
● Ask What do you like doing at the weekend? Write up ● Write notes on the board about places you usually go
SS’ ideas on the board. (Revise free time activities using and things you often do at weekends, e.g. Friday evening
Word Bank 13 if necessary.) – have a barbecue, Saturday morning – do yoga, etc. Use
● Tell SS they are going to read about two couples talking a grid like the one in the book. 1
about their weekends. ● SS make notes in the grid about their own weekends. ●

SS read the gapped texts in Ex. 5. SS note down which

9
●
activities on the board are mentioned in the texts. ●

Classcheck. ● Use your notes to act out the model exchange.

● SS circle the correct option for questions 1–3. Paircheck. ● In pairs, SS compare their weekends. Monitor for correct
use of prepositions. A
Answers 1 Debby and Justin 2 Sue and Roger O
● Feedback any interesting discoveries with the whole
3 Sue and Roger N
class. Are any of them similar to Debby and Justin or T
Sue and Roger? is
5 4.20
E
In pairs, SS read the texts again and complete them b
●
with the correct prepositions.
Review th
● Ask SS if they enjoyed Unit 4, what they remember and th
● Elicit the meaning of rent a DVD. Play audio for SS to m
which lessons they particularly liked or found useful.
check answers. T
Encourage them to be honest.
● SS use texts to help complete the Grammar box. n
● SS will find a self-evaluation section in Activity Book
Paircheck.
4F. The aim is to help SS to see the progress they have
● Extra practice: Ex. 3, Activity Book p. 105. already made and to be aware of any areas they need to
Answers Prepositions of time: in at on
revise through Word Banks and Activity Book exercises.
Prepositions of place: at Movement: to ● For homework, preferably in pairs, SS do Phrasebook
Unit 4, p. 78.
2
6 Tip
Remind SS to use Phrasebook phrases whenever ●
● Focus on the yellow adverbs in texts in Ex. 5 and their possible.
positions on the scale. Elicit the meanings of always
●

and never. ●

● Elicit the meaning and pronunciation (with the silent @Weblink

‘t’) of often and its correct position on the scale. SS
complete the other gaps on the scale with other missing
adverbs.
Paircheck then classcheck. Elicit meaning of hardly
● 3
ever.
● Focus on the two jumbled rules for position of adverbs
of frequency. Elicit first word for Rule 1. In pairs, SS put
them in the correct order. Classcheck.
Answers Rule 1: Adverbs of frequency go after the verb be.
Rule 2: Adverbs of frequency go before other verbs.
SS go to www.woodlands-junior.kent.sch.uk/customs/
questions/famous_people.htm to find out about a
famous British person they didn’t know before and talk
about him / her with other SS.
Extension ●
SS prepare a poster or PowerPoint presentation about
a famous British person’s lifestyle.
●

Homework Activity Book 4F, p. 105

7 ●

● Read the prompt phrases and model sentence aloud.

Say a statement about number 1 that is true for you
and elicit others from SS, using different adverbs of
4
frequency. ●

● In pairs, SS make true sentences about their habits.

Check SS are using adverbs in correct positions. ●

78

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 Revision
Revision Unit 4 Language and vocabulary
Preparation Ex. 5: Teacher’s Resource 24 p. 109
Ex. 12: Teacher’s Resource 25 p. 110
g
1 4.21
● SS look at Word Bank 12, p. 75, choose five words and
write them down on their ‘Bingo card’.
● Play audio. SS listen and tick the words when they hear
them. The first person to tick all five words shouts Bingo!
t ●
Audioscript
OK. Are you ready? Word number 1 is the bus station. Bus station,
Number 2 – that’s the museum. Museum. Next is the art gallery.
The art gallery. Next we have the theatre. Theatre. Word number 5
is a shopping centre. The shopping centre. That’s mall in American
English. Does anybody have Bingo? No, OK. Word number 6 is the
bank. The bank. Number 7 is the university. University. Number 8 is
the castle. The castle. OK? No Bingo? No? OK, word number 9 is
the post office. The post office. Number 10 is the monument. The
monument. 11 is the café. The café. Word number 12 is the station.
The station. 13 is the palace. The palace. 14 is the park, the park. And
number 15 is the pub. The pub. OK?
Tip
You can play Bingo like this at any time to revise any
of the Word Banks.
2 4.22
● SS complete the dialogue with the correct words.
● Play audio for SS to listen and check.
● SS practise the dialogue in pairs. Monitor closely for
accuracy and praise any successful improvisation.
Answers 1 return 2 please 3 you 4 does
5 at 6 arrive 7 Thank
3 7 He 8 us
● If necessary, revise family members using Word Bank 7,
p. 70. Write a member of your family along with their
birthday on the board. Write another family member
and elicit questions about their birthday.
● Model the exchange. In pairs, SS ask and answer about
three people in their family and their birthdays. Monitor
closely for accuracy of ’s and possessive adjectives.
● Ask Any coincidences? and take feedback with the
whole class.
4 Answers
● SS scan the text and predict what it is about. Read the
rubric and elicit the meaning of Gregorian calendar.
● In pairs, SS read the text and find four groups who do
not use the Gregorian calendar.
● Classcheck. Ask Did you learn anything from this text?
Answers Chinese people, Muslims, Jewish people
and Wiccans
4
Tip
Wicca is a nature-based pagan religion, whose
followers are called Wiccans. It is based mainly in the USA
and UK. There are about one million Wiccans worldwide.
5
Teacher’s Resource 24
● Divide the class into pairs, SS A and B. Give out the
appropriate cards.
● SS work individually to complete the table in Ex. 4 with
the new information from their card.
Model and drill pronunciation of years (e.g. 2009 =
two thousand and nine) and Islamic and Jewish. Model
the exchange, ensuring they use ‘the’ each time in
questions, e.g. When’s the Chinese New Year in 2010? as
in the model.
● SS ask and answer in pairs. Monitor.
● Ask Do you know any other ‘New Year’ systems?
6
● Focus on the example. SS join the three columns of
words to make five true sentences. Give an example and
elicit examples. Elicit reasons for the likes and dislikes.
Revise opinion adjectives if necessary.
● In pairs, SS say their sentences and find out if any
of their sentences and reasons are the same as their
partners. Monitor closely for accuracy.
● Ask Any surprises? to elicit what SS learned about their
partners from the activity.
7
● Focus on the example and elicit the second correct
pronoun.
● In pairs, SS complete the dialogue with the correct
pronouns. Monitor.
Answers 2 you 3 them 4 her 5 She 6 him
8 4.23
● Elicit the correct verb + -ing activities for the pictures in
the table.
● Focus on the four emoticons and their meanings.
● Play audio. SS listen and draw the correct emoticons
in appropriate places in the table. Play audio again if
necessary.
● Paircheck then classcheck.
Pia hates swimming doesn’t like cycling;
likes reading loves dancing hates shopping
Audioscript
M = Man; P = Pia
M: So, Pia. Can I ask you one or two questions, please?
P: Sure. What would you like to know?
M: Do you like swimming?
P: No, I don’t. I hate it. It’s really boring!

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 4R
M: OK. And what about cycling? Do you like that?
P: No, I’m sorry, I don’t like cycling. I’m not really a sports fan.
M: Oh dear. So what do you like doing, then?
P: We’ll, I like reading and I love dancing?
M: Dancing! That’s interesting.
P: Yes, I’m a very good dancer.
M: Good and what about shopping. I’m sure you like shopping.
P: No, I don’t. I hate it!
9 13
● Model the exchange and draw appropriate emoticons on
the board to show answers.
● In pairs, SS ask and answer and complete the rest of
the table in Ex. 8 about each other. Monitor closely for
accuracy of pronouns and correct intonation.
Fast finishers
Fast finishers can improvise more Do you like ...?
questions, too.
10
● SS read the example sentence, then write their
own three sentences based on the information they
completed about their partner. Make a note of any
errors. When SS have finished, put the errors on the
board and elicit corrections.
11
● Focus on Word Banks 8 and 13. Model the exchange and
elicit questions about your own activities.
● In pairs, SS ask and answer, using expressions of
frequency. Monitor and encourage SS to remember any
interesting findings to share with the class.
12
Teacher’s Resource 25
● Elicit the meaning of Pinocchio (somebody who doesn’t
tell the truth). Ask if anyone has read the story or seen
the cartoon.
● Divide the class into groups of four. Give one set of 20
small activity cards and three large Lie / Truth / Truth
cards to each group. SS shuffle each set separately and
place them face down in separate piles.
● A takes a small activity card while B, C and D each take
one of the large Lie / Truth / Truth cards.
● A asks B, C and D the activity question, e.g. How often
do you see a doctor? SS with the Truth cards tell the
truth, while the SS with the Lie card must invent an
untrue answer. A listens to all three answers and then
guesses who the Pinocchio is.
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● If A guesses correctly, he / she keeps the activity card. If
not, the lying S keeps it.
● SS reshuffle the three big cards, then repeat the game
with a new activity card and a new SS A. The winner is
the S with most activity cards at the end.
● Stop the game after five to seven minutes and find out
who is the “best liar” in the class.
4.24
● Elicit the name of band shown in photo (Arctic Monkeys).
Ask Where are they from? (Manchester in the UK) What
type of music do they play? (Contemporary rock) Do you
know / like their music? Can you name any of their songs?
How old are they? Do you think they’re good?, etc.
● In pairs, SS complete the dialogue.
● Play audio. SS listen and check answers.
Answers 1 love 2 in 3 fantastic 4 them 5 great
6 think 7 like 8 singer 9 she
14
● Focus on the categories in the box. Elicit two or three
names for each of them and write them on the board.
Ask What do you think of …? and elicit opinions.
● In groups of three or four, SS ask and answer about the
topics, using similar language to the dialogue in Ex. 13.
Monitor, listening for good examples, then ask SS to act
them out for the class. Make a note of some common
errors, then put them on the board for the class to
correct at the end.
15
● SS rewrite the sentences using adverbs in the correct
positions. Revise the rules for position of adverbs and
elicit the first answer as an example if necessary.
Answers 1 You’re often late. 2 They often go for a
run in the morning. 3 Chris hardly ever goes
shopping on Saturdays. 4 His classes are
hardly ever boring.
Fast finishers
Fast finishers can make a jumbled sentence for the rest
of the class to do (as with so many of these revision
exercises).
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