American Empower - Executive Preview by Cambridge English

N A C I R E M A ER

W O P EM W

IE V E R P UTIVE

EXEC

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

Contents Foreword 2 Key features of American Empower

Unit Overview (level A2) and Resources

Unit Walkthrough (from Level A2)

American Empower Video

American Empower eBook

A1 Student’s Book Contents

A2 Student’s Book Contents

B1 Student’s Book Contents

B1+ Student’s Book Contents

B2 Student’s Book Contents

C1 Student’s Book Contents

A2 Student’s Book Sample Unit

A2 Teacher’s Book Sample Unit

A2 Workbook Sample Unit

A2 Photocopiable Sample Material

Acknowledgements 81

FOREWORD Dear Colleagues American Empower is a six-level general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from the experts at Cambridge Assessment English. Empower’s unique mix of engaging classroom materials and reliable assessment, with personalized online practice, enables learners to make consistent and measurable progress. American Empower has been especially developed with the needs of students studying American English in mind. The following pages of this executive preview provide detail on: • content that informs and motivates • a course rich in practice • assessment you can trust • mobile-friendly content. The online content is powered by the Cambridge One platform where teachers and students can find access to a range of activities, resources and tools to support you with American Empower. In addition to content that students can use on mobile devices there is also a series of engaging documentary style videos. American Empower has everything you need to help you and your students on their journey with English. With our very best wishes The American Empower Team

Content you’ll love. Assessment you can trust.

“There are so many adjectives to describe such a wonderful series, but in my opinion it’s very reliable, practical and modern”. Zenaide Brianez, Director of Studies, Instututo da Lingua Inglesa, Brazil

AMERICAN EMPOWER is a six-level general English course for adult and young adult learners, taking students from beginner to advanced level (CEFR A1 to C1). American Empower combines course content from Cambridge University Press with validated assessment from the experts at Cambridge Assessment English. American Empower’s unique mix of engaging classroom materials and reliable assessment enables learners to make consistent and measurable progress.

Content you’ll love.

CAN DO OBJECTIVES

Student’s Book A2 Sample Unit

Assessment you

■

Talk about jobs

■

Talk about study habits

■

Ask for things and reply

■

Complete a form

can trust.

UNIT

WORK AND STUDY GETTING STARTED a

Look at the picture and answer the questions. 1 Where do you think the woman is? 2 What is she holding? 3 What’s one good thing about her job and one bad thing?

What kind of work do you think is interesting? Here are some ideas: • • • •

working with people working with animals working with machines working on your own

19 19

with American Empower Better Learning is our simple approach where insights we’ve gained from research have helped shape content that drives results . 3

Learner engagement 1 Content

that informs and motivates

Insights

Content

Results

Sustained motivation is key to successful language learning and skills development.

Clear learning goals, thoughtprovoking images, texts, and speaking activities, plus video content to arouse curiosity.

Content that surprises, entertains, and provokes an emotional response, helping teachers to deliver motivating and memorable lessons. UNIT 2

2A 1 a

Learn to talk about jobs

SHE LOVES HER JOB

G Simple present: afﬁrmative and negative V Jobs

Look at the picture. Answer the questions. 1 Where is this woman? a in a park c by a river b at home 2 Do you think ... ? a she’s a tourist b she works here 3 What do you know about alligators?

c Choose the correct answers. 1 2 3 4 5

Most people like / don’t like alligators. Gabby Scampone likes / doesn’t like alligators. Alligators like / don’t like people swimming near them. It is / is not dangerous to give alligators food. Gabby has one job / two jobs.

Talk about the questions. 1 Would you like Gabby’s job? Why / Why not? 2 What other unusual jobs do you know?

GATOR GIRL

d 3 a

Gabby doesn’t always work at the park. She also has a second job: she catches wild alligators. If a wild alligator goes near a person’s house, Gabby and some other people catch it. They take the alligators back to the park. Her parents and friends think she’s crazy, but she really enjoys the job. Gabby thinks many people don’t understand alligators very well, but that alligators are smart and amazing animals. And so far she still has all of her fingers!

janitor photographer taxi driver

engineer

photographer

dentist

Complete the sentences with jobs from 2a. Talk about your answers. A(n) A(n) A(n) The pay for a(n)

has a dangerous job. has an easy job. has an exciting job. isn’t very good.

Now go to Vocabulary Focus 2A on p. 163 for more jobs vocabulary.

GRAMMAR

Simple present: affirmative and negative

Gabby Scampone is different. She lives in Florida, and she works at the park. She loves her job – and she also loves alligators. In her work, she teaches visitors about alligators. She tells visitors that alligators are not always dangerous animals. Usually, alligators don’t attack people, but they don’t like when people swim in the water near them. Also, if people give food to alligators, sometimes the alligators get too close, and that can be dangerous.

7 8 9

dentist pilot engineer

02.01 Pronunciation Listen to the words and underline the stressed syllable.

1 2 3 4

work is interesting.

4 5 6

nurse salesperson police officer

police officer

d Read the article again. Find two reasons why Gabby’s

b Read the article and check your answers.

a Match words 1–9 with pictures a–i. 1 2 3

READING

Gabby Scampone with an alligator

VOCABULARY Jobs

Look at the sentences from 1b and complete them with the verbs from the box. Listen and check. 02.03

catches come doesn’t don’t (x2) go attack think work works

I / we / you / they + Tourists alligators. Her parents – They Alligators

he / she / it

to look at the she’s crazy. too close to them. people.

She at Everglades Holiday Park. She wild alligators. always Gabby at the park.

b Underline more simple present verbs in the text in 1b. Make two lists: afﬁrmative and negative forms.

Now go to Grammar Focus 2A on p. 140.

d Underline the verbs in sentences 1–2. 4

1 She loves her job. 2 She catches wild alligators.

Pronunciation Which verb in 3d has an extra syllable when we add the letter -s? Listen and check. 02.05

you know. Write four sentences about the job: two afﬁrmative (+) and two negative (–). Use the verbs in the box.

f Underline the correct answers.

work drive have like study speak go start leave know

1 After the sounds /z/, /s/, /dʒ/ (spelled j), /ʃ/ (spelled sh), and /tʃ/ (spelled ch), we don’t add / add an extra syllable. 2 We don’t add / add an extra syllable after other sounds.

02.06 Listen to these verbs. Check (✓) the verbs that have an extra syllable.

works finishes catches

eats listens uses

teaches stops watches

Communication 2A Student A go to p. 130. Student B go to p. 133.

SPEAKING

a Think about your job or the job of someone

+ I start work at 7:00 in the morning. – I don’t drive to work.

Tell your partner your sentences. Can they guess the job?

c Tell other students about your partner’s job. Can they guess it?

She starts work at …

2 Personalized

and relevant

Insights Language learners benefit from frequent opportunities to personalize their responses.

Content Personalization tasks in every unit make the target language more meaningful to the individual learner.

Results Personal responses make learning more memorable and inclusive, with all students participating in spontaneous spoken interaction.

There are so many adjectives to describe such a wonderful series, but in my opinion it’s very reliable, practical, and modern. Zenaide Brianez, Director of Studies, Instututo da Língua Inglesa, Brazil

EVIDENCE OF ACHIEVEMENT Measurable progress 1 Assessment

COMPETENCY TESTS

you can trust

How did students perform in the Competency Tests?

Insights

Content

Results

As this assessment measures improvement between the mid-course and end-of-course points, this improvement is in line with the learning goal of improving by a whole CEFR level across one whole level of the Empower course.

their performance between the mid-course and end-of-course skills-based competency tests.

Tests developed and validated by Cambridge Assessment English, the world leaders in language assessment, to ensure they are accurate and meaningful.

End-of-unit tests, mid- and endTeachers can see learners’ of-course competency tests, and progress at a glance, and 10% of learners were on courses without Online personalized CEFR test report learners can see measurable Workbooks. These learners tended to have forms provide reliable informationlower mean gains,progress, which suggesting that the Online leads to Workbooks were contributing to learning gains. on progress with language skills. greater motivation.

The average learner tended to improve by ten points, which represents half of a CEFR band as measured by the Empower assessments.

All global Empower users 100 90 80 70

Results of an impact study showing % improvement of Reading levels, based on global Empower students’ scores over one year.

60 50 40 30 20 10 0 A1

B1+

Listening

Mid-course test

B1+

Reading

B1+

Writing

End-of-course test

Average score for listening, reading, and writing in the mid-course test and end-of-course test. Based on global students’ scores from August 2016 to July 2017.

We started using the tests provided with Empower and our students started showing better results from this point until now. Kristina Ivanova, Director of Foreign Language Training Centre, ITMO University, Saint Petersburg, Russia

2 Evidence

of impact

Insights

Content

Results

Schools and colleges need to show that they are evaluating the effectiveness of their language programs.

Empower (British English) impact studies have been carried out in various countries, including Russia, Brazil, Turkey, and the UK, to provide evidence of positive impact and progress.

Colleges and universities have demonstrated a significant improvement in language level between the mid- and end-of-course tests, as well as a high level of teacher satisfaction with Empower.

Manageable learning 1 Mobile

friendly

Insights

Content

Results

Learners expect online content to be mobile friendly but also flexible and easy to use on any digital device.

American Empower provides easy access to Practice Extra content that works on any device and includes practice activities with audio.

Practice Extra content is easy to access anywhere, and produces meaningful and actionable data so teachers can track their students’ progress and adapt their lesson accordingly.

I had been studying English for 10 years before university, and I didn’t succeed. But now with Empower I know my level of English has changed. Nikita, Empower Student, ITMO University, Saint Petersburg, Russia

2 Corpus-informed

Insights Corpora can provide valuable information about the language items learners are able to learn successfully at each CEFR level.

Content Two powerful resources – Cambridge Corpus and English Profile – informed the development of the Empower course syllabus and the writing of the materials.

Results Learners are presented with the target language they are able to incorporate and use at the right point in their learning journey. They are not overwhelmed with unrealistic learning expectations.

Rich in practice 1 Language in use

Insights

Content

Results

It is essential that learners are offered frequent and manageable opportunities to practice the language they have been focusing on.

Throughout the American Empower Student’s Book, learners are offered a wide variety of practice activities, plenty of controlled practice, and frequent opportunities for communicative spoken practice.

Meaningful practice makes new language more memorable and leads to more efficient progress in language acquisition. UNIT 2

DO YOU WORRY ABOUT EXAMS?

G Simple present: questions and short answers

CHAT

02.09 Look at the questions. Which is correct? Listen and check.

V Studying; Time

READING

GRAMMAR Simple present: questions

Learn to talk about study habits

1 You a full-time student or a part-time student? 2 Are you a full-time student or a part-time student? 3 You are a full-time student or a part-time student?

Home

Forums

Articles

Archives

b Complete the questions with

Ask and answer the questions.

one word.

1 Are you good at taking exams? 2 Do you worry about exams and tests? 3 Do you study a lot for an exam or test?

… you study engineering? … they like tests?

b Read comments 1–3 in the online chat and match them with pictures a–c.

Read the comments again and answer the questions with a partner.

Exam stress!

Hi guys! I have a big exam on Friday. It’s really hard to study. I read my study notes for an hour, and then I watch really bad TV shows! What about you? Do you worry about exams? What are MIMI23 your study habits?

1 Which study habits are ... ? • funny • useful 2 Put the study habits in the order you want to try them from 1 (really want to try) to 3 (don’t want 1

VOCABULARY Studying 1 Do you have a break in the middle of your English class? 2 Do you have a schedule for your study routine? 3 Do you take notes when you read something 4 5 6 7

in English? Do you get good grades in English tests? How many weeks is a semester at your school? Do you have an exam at the end of the year? Do you study with your friends?

b Match the words in the box with

1–4. You can use some of the words more than once.

I agree – exams and tests are really, really hard. In my study breaks I play with my pet cat. Some people say that animals stop stress and relax people. I think it’s true, well, for me it is! Everybody needs a cat to help them study!

I think it helps to have a good study routine. I make a study schedule and that helps me to pass my exams. I always plan a lot of breaks and have a cup of tea and something small to eat. I don’t want to get tired when I study! But the breaks are only short – about five or ten minutes. Then I go back to studying hard for one or two hours. Good grades come from a lot of hard work!

02.07 Listen again. Complete the information about Tania’s studies.

Look at the questions in 5b. How are they different? Why?

• When? • Where?

02.12 Put the questions in the correct order. Listen and check.

1 2 3 4

a Match the times that Tania talks about with the clocks. 1 Usually at eight thirty… 2 … last night at a quarter after eleven. b

get good pass bad take fail 1 an exam 2 grades

Now go to Grammar Focus 2B on p. 140.

VOCABULARY Time

Does she study more before an exam?

exams free time

3 4

• Part-time or full-time student? • Hours a week?

BOOKWORM8

asks Tania.

places to study hours of study

1 2

CAT LOVER5

d Read the question Jack

LISTENING 02.07 Jack talks to Tania about her study habits. Listen and check (✓) the things they talk about.

SOUL BOY2

a Look at the underlined words in questions 1–7. Match them with pictures d–j below.

Yeah I hate tests. They’re really difficult, and I can’t always remember everything. I need to study every day and take a lot of notes. It’s not easy, but it helps to listen to R&B music – really loud! It helps me think.

• Hours a week? • When? • Where?

Tania and Jack

to try).

Jack asks Tania about her daughter, Ellie. Listen and complete the information about Ellie’s studies.

02.10

a week / do you study / hours / how many? study grammar / or vocabulary / do you? you / when / study / do? study / do / where / you?

02.12 Pronunciation Notice the pronunciation of do you in each question. Can you hear both words clearly?

SPEAKING

a Look at the questions in 5f. Write another question

3 notes 4 a test

about studying.

b Complete the sentences with the words in the box.

Ask and answer the questions in 2a. g

to after o’clock thirty

1 four

3 (a) quarter

four

2 four

4 (a) quarter

five

Ask and answer your questions in 6a.

Do you have any new ideas about studying now? Natalia studies very early in the morning because she isn’t very tired. I think it’s a good idea, but I prefer to sleep!

Now go to Vocabulary Focus 2B on p. 164 for more practice with time vocabulary.

23 22

2 Beyond the classroom There are plenty of opportunities for personalization. Elena Pro, Teacher, EOI de San Fernando de Henares, Spain

Insights Progress with language learning often requires work outside of the classroom, and different teaching models require different approaches.

Content American Empower is available with a print workbook, online practice, documentary-style videos that expose learners to real-world English, plus additional resources with extra ideas and fun activities.

Results This choice of additional resources helps teachers to find the most effective ways to motivate their students both inside and outside the classroom.

Unit overview Unit Opener Getting started page – Clear learning objectives to give an immediate sense of purpose.

Lessons A and B

Digital Workbook (online, mobile): Grammar and Vocabulary

Grammar and Vocabulary – Input and practice of core grammar and vocabulary, plus a mix of skills.

Lesson C

Digital Workbook (online, mobile): Listening and Speaking

Everyday English – Functional language in common, everyday situations.

Unit Progress Test Lesson D Integrated Skills – Practice of all four skills, with a special emphasis on writing.

Digital Workbook (online, mobile): Reading and Writing

Review Extra practice of grammar, vocabulary, and pronunciation. Also a “Review your progress” section for students to reflect on the unit.

Mid- / End-of-course test Additional practice Further practice is available for outside of the class with these components. Digital Workbook (online, mobile) Workbook (printed)

Resources – Available on cambridgeone.org • Audio • Video • Unit Progress Tests (Print)

• Unit Progress Tests (Online)

• Mid- and end-of-course assessment (Print) • Mid- and end-of-course assessment (Online)

• Digital Workbook (Online) • Photocopiable Grammar, Vocabulary, and Pronunciation worksheets

Unit Walkthrough Clear learning objectives give an immediate sense of purpose.

Striking and unusual images arouse curiosity.

CAN DO OBJECTIVES ■

Talk about past events

■

Describe events in the past

■

Make and respond to suggestions

UNIT

PAST EVENTS GETTING STARTED a

Look at the picture of a New Year’s Eve celebration and talk about the questions. 1 Do you want to go there? Why / Why not? 2 What do you think is happening at this New Year’s Eve celebration? Here are some ideas: music

fireworks

dancing

eating food

shopping

meeting friends

Talk about the questions. 1 2 3 4

Where were you last New Year’s Eve? Who were you with? What things did you do? Did you have fun?

63 63

Activities promote emotional engagement and a personal response.

Lessons A and B

Grammar and Vocabulary and a mix of skills Clear goals Each lesson starts with a clear, practical, and achievable learning goal, creating an immediate sense of purpose.

“Teach off the page” A straightforward approach and clear lesson flow help to minimize preparation time.

8A 1 a

I WAS ON TOUR WITH MY BAND

Learn to talk about past events G Simple past: be V Past time expressions

READING Look at the events in pictures a–d. Choose one you like and one you don’t like. Tell a partner. Say why. a

a party

a sports game

My name’s Cara. I’m a photographer. I was in New York three days ago for work, and then I was in Chicago yesterday at a meeting about newspaper photography. Life’s busy right now!

a concert

a meeting

“Yesterday I was in Chicago.”

b Read about Cara, Antonio, and Ava. Which events in 1a do they talk about?

c Read the texts again. Which cities does each person talk about?

Talk about Cara, Antonio, and Ava’s lives with a partner. Who would you like to meet? Why?

“I was at a game in Los Angeles. It was the Finals!”

Ava on the road … Hi everyone, it’s Ava. Last week I was on tour with my band in the U.S. – three cities in five days. We were in Seattle on Wednesday, and then we were in Portland on Thursday. But Saturday was the best night. We were in San Francisco, and about 1,000 people were at our concert.

“In this photo, we were in San Francisco.”

The people on our team … My name’s Antonio Marotto. I’m the doctor for our team. It’s a great job – I really like helping our players. I often go away with the team. We were in Miami two weeks ago for a game, and we were in Cleveland last week. It’s fun to travel with the team.

Manageable learning The syllabus is informed by English Profile and the Cambridge English Corpus. Students will learn the most relevant and useful language at the most appropriate point in their learning journey. The target language is benchmarked to the CEFR.

UNIT 8

GRAMMAR Simple past: be affirmative

LISTENING AND GRAMMAR

Simple past: be negative and questions

a Complete the chart. Find examples of the simple past of be in the texts about Cara, Antonio, and Ava.

+ I1 you were he/she/it 2

we 3 you were they were

08.01 Pronunciation Listen to sentences 1–4. Are was and were stressed? Practice saying the sentences.

1 We were in Seattle. 2 I was in Los Angeles.

Conversation 1 Conversation 2 Conversation 3

08.06 Match events 1–3 with adjectives a–c. Listen again and check.

1 the meeting 2 the game 3 the concert

3 We were in Miami. 4 I was in New York.

Now go to Grammar Focus 8A Part 1 on p. 128.

08.06 Review the texts about Cara, Antonio, and Ava again. Then listen to them talking to friends. Write the correct name for each conversation.

a exciting b interesting c fun

08.07 Listen to Conversation 1 again. Complete the conversation with the words in the box.

d Write sentences about where you were: • this morning

• last night

Compare your sentences in 2d with a partner. Were you in the same places?

• yesterday afternoon

Juan and I were at the supermarket yesterday.

VOCABULARY Past time expressions

was (x2) were (x2)

a Today is Friday of week 3. Put the number of

sentences 1–4 in the correct place on the timeline. week 1

week 2

WILL CARA WILL CARA WILL CARA

week 3 Monday Tuesday Wednesday Thursday Friday

1 2 3 4

We were in Seattle on Wednesday. We were in Miami two weeks ago. … we were in Cleveland last week. I was in Chicago yesterday.

b Look at the underlined words in 3a. Replace them months

this morning

Saturday

Now go to Grammar Focus 8A Part 2 on p. 128.

08.11 Complete the conversation with was, were, wasn’t, or weren’t. Listen and check.

A B A B

year

Now go to Vocabulary Focus 8A on p. 149.

Change some of the information. I was at a baseball game in the morning and then at the movies last night.

last weekend My parents were in London last weekend.

My friend Marco was in Ecuador two years ago.

at work yesterday. off yesterday. you at home all day? .I in town in the morning, and at a party last night. the party good? a lot of fun.

f Practice the conversation in 4e with a partner.

Then switch roles.

two years ago

You No, I Nice. No, I then I

A B Yes, it

Work in pairs. Student A: Say a past time expression. Student B: Say where a person you know was.

wasn’t

you at work yesterday? Yes, I , but I here in the office. Where you? I was at a meeting in Chicago. Oh, it interesting? Yes, it was really interesting.

with words in the box.

Rich in practice Clear signposts to Grammar Focus and Vocabulary Focus sections offer extra support and practice.

5 a

Was the movie good?

SPEAKING Communication 8A Student A go to p. 113. Student B go to p. 111. Student C go to p. 115.

Regular speaking activities Frequent speaking stages get students talking throughout the lesson.

xii

HE SAW A BEAR

READING

1 a

Learn to describe events in the past G Simple past: afﬁrmative V Free time activities

Look at pictures 1–3 below. Match the pictures to the animal names. Where do they usually live? What do you know about them? deer

bear

Talk about the questions. 1 Which story do you like? 2 Which animals sometimes come into houses in your country? cat

dog

hippo

b Read the stories below. Write the story titles next to the sentences.

1 Hippos were on a rugby field. 2 Three deer were in a woman’s apartment. 3 A bear was in a man’s backyard.

bird

snake

c Read the stories again. Complete the information. Where? Andrew from Utah

When?

Animal activity?

3 What do you do if a wild animal comes to your house?

at home

Ben from South Africa

evening

A woman from Indiana

jump

W I LD S TOR I ES ! 2

Learner engagement Engaging images and texts motivate students to respond personally. This makes learning more memorable and gives learners ownership of the language.

CURIOUS CREATURE

SURPRISE VISITORS

READY TO PLAY

Andrew Singer from Utah was at home in his house on a farm. One evening he was in the kitchen, and he heard something strange in the backyard, so he looked out the window. He saw a bear in the backyard. The bear walked around the backyard and looked in the windows of the house. It tried to open the kitchen door, and the man was really scared. It wasn’t possible for the bear to get in, so it went away. The man thinks the bear was hungry, but it’s not a good idea to give bears food.

A woman from Indiana had an apartment with a yard. In the evening, she went into her living room and watched TV. She heard something in her bedroom, so she went to look. She saw three deer near her bed. They came into the living room and jumped on her sofa, then they went into the bathroom. The woman called 911, and the police came to catch the deer. She had an exciting night with her three new friends!

Ben Kruger from South Africa loves playing rugby. He has a business in Limpopo, a city in the north of South Africa. One night after work, he went to a rugby field nearby. It was dark, and he saw something on the field. It was large, but it wasn’t a person – it was a hippopotamus (hippo)! Then he saw another hippo and then another – there were a lot of them. The hippos ate some grass and then went away. Ben thinks the hippos were from a river near the rugby field.

UNIT 8

GRAMMAR Simple past: affirmative

2 a

Listen to the sentences from the conversations. Use the correct verb in the box. 08.18

08.12 Read the stories again and ﬁnd the simple past forms of the verbs in the chart. Listen and check.

read (x2) 1 2 3 4 5 6 7

Verb

Past form

Verb

Past form

look

looked

have

had

watch

hear

call

eat

jump

see

walk

try

come

1 2

watched

heard

to make more simple past phrases.

a book to my parents home dinner a movie for a walk breakfast a song on the radio to my friend 1 went 2 had 3 read

1 What do we add to the verbs in A to make the past form? 2 Do the verbs in B all change in the same way or in different ways?

went had

to a café. a large coffee. the newspaper. this funny story. this story on a podcast. to my friend Katie last night. the video online.

c Match verbs 1 to 6 with a word or phrase in the box

b Answer the questions about the chart in 2a.

c Sound and spelling /t/ and /d/

talked

I just I And I I I I She

08.13 Listen and practice these sounds. /t/ talked 2 /d/ lived

4 heard 5 talked 6 watched

08.19 Listen to Emily talk about the things she did yesterday. Put pictures a–e in the correct order.

08.14 Listen to the past forms in the box. Which

-ed endings sound … ? • more like /t/ • more like /d/ looked watched called tried walked played ﬁnished 3

Practice saying the words.

Cover the chart in 2a. Test a partner.

Student A: Say a verb. Student B: Say the past form.

Yesterday I 1 at about 9:00, and then I went to a café and had coffee with my friend Karen. After that, I went to work and was there all day. I 2 with my brother, and then I 3 and called my parents. I 4 Rosie in Brazil on Skype. After, I 5 online, and then I went to bed and 6 before going to sleep.

Then switch roles.

Now go to Grammar Focus 8B on p. 128.

f Complete the sentences so they are true for you. 1 2 3 4

Yesterday I called Last month I saw Last weekend I went to Last night I ate

. (a person) . (a TV show) . (a place) . (food)

Now go to Vocabulary Focus 8B on p. 150.

g Complete the sentences about free time activities.

Tell your partner about your sentences.

Free time activities a

1 When I was a child, I 2 After work / school, I often 3 On weekends, I like to

LISTENING AND VOCABULARY

08.17 Listen to three conversations about the three stories. In each conversation, some information is incorrect. What is the wrong information?

1 2 3

08.19 Complete what Emily says with phrases from 3c. Then listen again and check.

. . .

Tell other students your sentences in 3g. What free time activities were/are popular … ? a when everyone was a child b after work / school c on weekends

4 a

SPEAKING Communication 8B Student A go to p. 113. Student B go to p. 111.

Spoken outcome Each A and B lesson ends with a practical spoken outcome, so learners can use language immediately.

xiii

Lesson C

Prepares learners for effective real-world spoken communication

Comprehensive approach to speaking skills A unique combination of language input, pronunciation, and speaking strategies offers a comprehensive approach to speaking skills.

Everyday English Thorough coverage of functional language for common everyday situations helps learners to communicate effectively in the real world.

Listen to Part 1 again. Are the sentences true or false? 08.22

1 Daniel was busy with friends all weekend. 2 Logan likes the city, but he doesn’t like the weather. 3 Logan sees his family often.

Logan

08.23 Listen to Part 2 again and answer the questions.

Listen to Part 1. Logan and Daniel are at work on Monday morning. Check (✓) the things they talk about: 08.22

a b c d e

Talk about the questions. 1 Is it difficult to meet new people in your town / city? Why / Why not? 2 What are good ways to meet new people?

the weekend Boston (the city where they live) work family baseball

d Complete the conversation with words or

08.25 Complete the conversation with the words in the box. Listen and check.

want

idea

PRONUNCIATION Sentence stress

Practice the conversation in 2d with a partner. Take turns being A and B.

Have a phone conversation with your partner. Then switch roles.

1 Yes, that’s a great idea.

Do you want to go to a restaurant on Friday?

08.26 Listen to the expressions. Notice the main stress.

2 Yes, that’s a nice idea.

Listen to the expressions in 3a again. Does the intonation rise or fall after the main stress? 08.26

Work with a partner.

what you want to say. A

Suggest going to a restaurant on Friday.

You’re busy on Friday. You have a work dinner.

Suggest Saturday. Say yes. Suggest an Italian restaurant. You went to an Italian restaurant last weekend. Suggest a Mexican restaurant.

Say yes. Suggest a time.

Agree with Student B. Say goodbye.

Thank Student A and say goodbye.

I’m sorry, I’m busy that night. I have a work dinner.

WRITING

Read Logan’s text to Daniel. Why did Logan write it?

Now go to Writing Plus 8C on p. 161 for Writing short emails, notes, and texts.

c Write a note to a

SPEAKING

a Work in pairs. Read the ideas below and think about

xiv

go to the movies tonight. , I’m busy. I have a work dinner. go tomorrow night. .

and intonation

Spoken outcome Each C lesson ends with a practical spoken outcome.

A B A B OK,

sorry

Then switch roles.

Boston, Massachusetts

expressions in 2a and 2b. There is sometimes more than one answer.

Let’s / We could go to Newport. That sounds nice / good. So, do you want to / let’s go there on Saturday? Yeah, that’s a nice / great idea.

Student A: Say sentences 1 and 2. Student B: Answer with phrases in 3a. 1 Let’s have some coffee. 2 Do you want to go for a walk?

Practice the conversation in 2b with a partner.

A Let’s for dinner on Saturday. B Saturday? I’m , I can’t. I’m out of town on Saturday. A Do you to go on Sunday? B Yes, that’s a great .

1 What’s difficult for Logan? Is it hard for Daniel, too? 2 What’s Daniel’s idea for next weekend? 3 Does Logan feel happy or sad at the end of the conversation? Why?

Ask and answer the questions. 1 On the first day at work / school after the weekend, how do you feel? 2 What do you usually talk to your friends about on that day?

08.23 Listen to Part 2. Who went to a party? Who watched TV?

LISTENING

08.24 Listen to the conversations. Underline the word you hear. Are both options possible?

1 DANIEL LOGAN 2 DANIEL LOGAN

What do you like about the town or city where you live? What don’t you like?

USEFUL LANGUAGE Making and

responding to suggestions

W Thank you note

a c

P Sentence stress and intonation

Let’s go somewhere this weekend

Daniel

UNIT 8

Learn Learnto towrite writean anemail emailwith withtravel traveladvice advice to make writing and respond to suggestions W W Learn Paragraph Paragraph writing

EVERYDAY ENGLISH

friend to thank them for something. Here are some ideas:

Logan M. Hi Daniel! Thank you for the tour of Newport yesterday. It was great to see a new town and meet your friends. I had a lot of fun! Here is a picture I took at lunch. I hope we can do it again sometime soon. See you soon!

I want to say thank you for … It was … I hope …

d Read another

student’s note. What do they say thank you for?

UNIT PROGRESS TEST CHECK YOUR PROGRESS YOU CAN NOW DO THE UNIT PROGRESS TEST.

Unit Progress Test Learners are now ready to do the Unit Progress Test, developed by Cambridge Assessment English.

Review and Extension Extra practice of grammar and vocabulary is provided.

UNIT 8

c Complete the chart with the words and phrases in the box.

Review

a video game a soccer game (x2) a magazine a pizza a podcast a shower

GRAMMAR

read

a book, 4

> (?) where / you yesterday

play

the guitar, 5

go to

the movies, a party, 6

take

1 2 3 4 5 6

(+) I / in a meeting. (?) / you OK (–) James / at work this morning. (?) where / he (+) Yasmin and Kylie / in New York two weeks ago. (–) we / in Paris six years ago

1 2 3 4 5 6

verb in parentheses.

Last week my family and I 1 (be) in Miami. We 2 (arrive) on Wednesday morning. First, 3 we (visit) my dad’s family. My dad and his brothers 4 (talk) for a long time. Then 5 we (go) to a big museum in downtown Miami. We 6 (see) a lot of interesting things there. In the evening, we 7 (watch) a movie. We 8 (stay) at the Dylan Hotel. The rooms 9 10 (not / be) very big, but I (like) the bathroom and the food 11 (be) great! 12 Every morning I (have) toast, eggs, fruit, and coffee for breakfast.

Today is WEDNESDAY, OCTOBER 21. It’s 7:30 p.m. 1 Wednesday, October 7 a two weeks ago b yesterday 2 2:30 p.m. on Wednesday, October 21 a last night b this afternoon 3 August 21 a two months ago b last month 4 Tuesday, October 20 a yesterday b a few days ago 5 Saturday, October 17 a this morning b last Saturday 6 Sunday, October 18 a six months ago b on Sunday

Ask and answer questions with Where were you … ? and a past time expression.

, the newspaper , soccer , a café

3 a

I was in Atlanta before two weeks ago. We were in Quito last the weekend. I had coffee with Lily at Friday. We went a party yesterday. I listened music last night. We played the baseball this morning.

SOUND AND SPELLING 08.27 Look at the words in the box. Is the ﬁnal sound /t/ or /d/? Complete the chart. Practice saying the words.

called talked lived watched listened played ﬁnished

/t/

/d/

VOCABULARY

a Check (✓) the correct answer.

, a movie

d Correct the sentences.

b Complete the text with the simple past form of the

music, 2

and the words and phrases.

Where were you yesterday?

a drink, coffee, 1

listen to watch

a Write simple past sentences and questions with be

have

called

08.28 Listen to the sentences. Underline the word with the main stress.

1 That’s a great idea. 2 It’s a beautiful place.

3 It was good. 4 How was your weekend?

c Complete the conversation with the phrases from 3b. Then practice with a partner.

Real-world video Engaging video documentaries provide students with further opportunities to explore the themes of the unit.

A Good morning! 1 B 2 I stayed at home and watched movies. What about you? A On Saturday, I went to a new park in my city. 3 . B 4 Saturday was a beautiful day. A Yes, it was.

REVIEW YOUR PROGRESS How well did you do in this unit? Write 3, 2, or 1 for each objective. 3 = very well 2 = well 1 = not so well

I CAN … talk about past events describe events in the past make and respond to suggestions

Review Your Progress helps students reflect on their success.

Each unit links to additional sections at the back of the book for more grammar, vocabulary, and speaking practice.

Grammar Focus Provides an explanation of the grammar presented in the unit, along with exercises for students to practice. Grammar Focus 1A be: I / you / we

GRAMMAR FOCUS

Part 1: Affirmative and questions

Part 2: Negative

a Write sentences with ’re or ’m.

a Write one affirmative (+) and one negative (–) sentence

1 2 3 4 5

1A be: I / you / we Part 1: Affirmative and questions

I’m from New York.

01.04

01.03

Yes/No questions (?)

Affirmative (+)

Are you from New York?

I’m fine.

you

You’re right.

We’re from the U.S.

you

You’re John and Hannah.

at home?

Yes, you are. No, you’re not.

Are you

OK?

Yes, I am.

Are we

in Los Angeles? Yes, you are. No, you’re not.

Are you

students?

Yes, we are.

Tip

1 We / from Brazil

We’re from Brazil. We’re not from Brazil. 2 3 4 5

b Put the words in the correct order to make questions. 1 2 3 4 5

No, I’m not. No, we’re not.

Are you from Spain? NOT You are from Spain? Yes, I am. NOT Yes, I’m.

you / are / how ? How are you? are / from / the U.S. / you ? we / in / Ecuador / are ? OK / I / am ? name / your / what’s ?

b Write short answers. 1 A B 2 A B

Now go back to p. 8.

I’m not from Italy.

Wh- questions (?)

you

You’re not a teacher.

Where am I?

you

How are you?

We’re not from the U.S.

Where are we?

you

You’re not teachers.

you

Where are you?

I am not ➔ I’m not You are not ➔ You’re not / You aren’t We are not ➔ We’re not / We aren’t

I’m not from Brazil. NOT I amn’t from Brazil.

1B be: he / she / they Part 1: Affirmative

Part 2: Negative and questions a Complete the sentences with ’s not or ’re not. 1 2 3 4 5 6

1B be: he / she / they 01.16

Tip

He’s Japanese. She’s Mexican.

they

They’re American.

He is ➔ He’s She is ➔ She’s They are ➔ They’re

Italian.

Chinese.

He’s not Japanese.

she

She’s not Mexican.

they

They’re not American.

b Check (✓) the correct questions. Correct the wrong questions.

he/she

Where’s he/she from? Who’s he/she?

they

Where are they from? Who are they?

Brazilian.

Mexican.

Is he Japanese? NOT Is Japanese? OR He is Japanese? Are they American? NOT Are American? OR They are American? Yes, he is. NOT Yes, he’s.

Yes/No questions (?)

Short answers

Is he Japanese?

Yes, he is.

No, he’s not.

she

Is she Mexican?

Yes, she is.

No, she’s not.

they

Are they American?

Yes, they are.

No, they’re not.

He is Colombian? Is she Brazilian? Are English they?

4 5 6

Are he Italian? She is Chinese? Are they Japanese?

’re not, or ’re.

Wh- questions (?)

01.19

Italian. She’s Brazilian. American. They’re English. Chinese. He’s American. Colombian. They’re English. Spanish. He’s Italian. Brazilian. She’s Ecuadorian.

c Complete the conversations with is, ’s not, ’s, are,

01.20

Tip He is not ➔ He’s not / He isn’t She is not ➔ She’s not / She isn’t They are not ➔ They’re not / They aren’t

–

She They He They He She

1 2 3

Part 2: Negative and questions 01.18

Are we in Spain? No, . Are you students? Yes, .

Tip

Negative (–)

01.05

3 A B 4 A B

Now go back to p. 9.

Part 1: Affirmative

she

Are you from the U.S.? I’m not No, . Are you Eric? Yes, .

01.08

a Complete the sentences with he’s, she’s, or they’re.

You / Rebecca I / a teacher We / in Paris I / OK

Part 2: Negative

I am ➔ I’m You are ➔ You’re We are ➔ We’re Are you from Yes, we’re from the U.S. the U.S.?

Short answers

Am I

for 1–5.

I am from New York. I’m from New York. We are students. You are Roberto. I am fine, thanks. We are from Mexico.

Tip

Spanish.

Where is he from? ➔ Where’s he from? Who is she? ➔ Who’s she?

British.

A Who is this? B He 1 A 2 B No, he 3

my friend Lee. he Chinese? . He 4

A Who are they? B They 5 A 6 B No, they 7

my friends Nick and Anna. they from England? . They 8 Brazilian.

from the U.S.

Now go back to p. 11.

116

117

Communication Plus Vocabulary Focus Extends and consolidates the vocabulary.

Provides a series of communication activities for each unit, providing additional opportunities for students to practice their speaking.

VOCABULARY FOCUS

COMMUNICATION PLUS

1A Countries a

01.11

Listen and write the countries on

the U.S. Brazil the U.K. / Britain Ecuador Spain Mexico Colombia China Japan

the map.

Tip

the conversation. A B A B A B A B

d f

the U.S. = the United States of America the U.K. = the United Kingdom

STUDENT A

a You’re Yoshi from Japan. You’re a student. Complete

STUDENT A

a Read the information about Kate. Name: Kate Town/city: Beaverton – small city near Portland, Oregon, in the U.S. Home: beautiful, old house

Hello, I’m . Hi, I’m Bella. Nice to meet you. Are you from the U.K.? No, I’m not. I’m from the U.S. And you? I’m from . Are you a teacher? No, I’m a . And you? I’m a teacher.

b Tell Students B and C about Kate. Her name’s … She’s from …

b Have a conversation with Student B. b c

01.11 Listen again and practice saying the countries.

conversation.

Add the name of your country in English to the list in a. Practice saying it.

Her home is …

c Choose a name and a country and have another

c Listen to Students B and C talk about two people. What information is the same about all three people?

STUDENT A

Now go back to p. 9.

Ask and answer questions to find seven differences.

Diego

a Complete the charts with countries from page 9. Country

STUDENT A

a Look at the picture. Student B has a similar picture.

Jenna

1B Nationalities

Nationality

Country

Nationality

-ian

-an

Sandra

Australia

Australian

Mexican

Brazilian

American

Canada

Canadian

-ish Jenna = British Diego = Ecuadorian Sandra = Italian 5 2

Colombian

Britain

Ecuador

Ecuadorian

Italy

Italian

Listen and repeat the countries and nationalities.

I’m

a Look at the picture and the information box. Then cover the box.

British -ese

01.14

c Write your nationality.

Spanish /

and answer Student B’s questions.

Chinese

136

xvi

Do you have a phone in your picture?

picture. Then ask Student B about the nationalities of the people.

Japanese

Work in pairs.

Canada

Are they Spanish?

Canadian

Then switch roles.

This is …

c Listen to Student B talk about the people in the

Student A: Say a country. Student B: Say the nationality.

b Tell Student B the names of the people

No, they’re not. They’re Brazilian.

I have two phones.

Now go back to p. 19.

Now go back to p. 10.

104

Documentary videos Expose your students to English via authentic, real-world contexts. These high-interest supplementary Empower videos are thematically linked to the topics and language of each unit. Each video comes with a downloadable and printable video worksheet. Teachers can use the video and worksheet at any point in a unit.

Available on cambridgeone.org

eBooks The American Empower eBook includes all of the content from the print Student’s Book, and can also be used to:

Listen to audio

Highlight text

Make notes

The eBook is ideal for iPads and Android tablets.

N A C I R E M A ER

W O P EM K O O B S ’ T N E D U ST

A1 STARTER

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CONTENTS Lesson and objective

STUDENT’S BOOK A1 Grammar

Vocabulary

Pronunciation

Everyday English

Unit 1 Hello! Getting started Talk about countries and flags 1A

Say your name and country

be: I / you / we

Countries

Sound and spelling: I’m, we’re

Talk about people you know

be: he / she / they

Nationalities; this / these

Syllables and word stress

Meet and greet new people

Syllables and word stress; Stressed words; Intonation

Greeting people; Meeting new people

Unit 2 All about me Getting started Talk about objects 2A

Talk about your hometown

be: it’s / it’s not; Possessive adjectives

Common adjectives; in / near

Sound and spelling: /h/ and /w/

Talk about possessions and common objects

Plural nouns; I have / you have; a / an

Common objects 1; Numbers 1

Sound and spelling: /s/, /z/, /ɪz/; Do you … ?

Ask for and give personal information

Stressed parts in questions; Intonation in questions

Asking for and giving personal information

Unit 3 Food and drink Getting started Talk about the food in a shopping cart 3A

Say what you eat and drink

Simple present: I / you / we / they

Food 1

Syllables and word stress; Sound and spelling: /i/, /ɪ/, and /ɑɪ/

Talk about food and meals

Adverbs of frequency

Food 2; Time; What time / When … ?

Sound and spelling: /æ/ and /ɔ/

Order and pay in a café

Syllable stress; Stressed and unstressed words

Ordering and paying in a café

Unit 4 My life and my family Getting started Talk about who people are and what they do 4A

Talk about your life and ask about others’

Simple present: Wh- questions

Common verbs; study

Stressed words

Talk about your family

Simple present: he / she / it affirmative

Family and people; Numbers 2; How old … ?

Sound and spelling: /ð/

Ask and talk about photos

Sound and spelling: /ʧ/ and /ʤ/

Asking and talking about photos

Unit 5 Places Getting started Talk about an unusual museum 5A

Describe a town

there is / there are: affirmative

Places in a town; a few, a lot of

there’s / there are; Sound and spelling: /u/ and /ʌ/

Talk about hotels and hostels

there is / there are: negative and questions

Hotels

Sound and spelling: /ʃ/; Stressed syllables

Ask about and say where places are

Emphasizing what you say 1

Asking and saying where places are

Unit 6 Work and routines Getting started Talk about a job 6A

Talk about people’s jobs

Simple present: he / she / it negative

Jobs; work / job

Main stress in compound nouns; Sound and spelling: /ʃ/ and /ʧ/

Talk about daily routines and habits

Simple present: he / she / it questions

Daily routine; for, from … to … , until

Consonant clusters; Sentence stress

Make and accept offers

would; Emphasizing what you say 2

Making and accepting offers

Listening

Reading

Speaking

A conversation about who you are

Three conversations meeting other students

Who you are and where you’re from

A conversation about people in pictures First day at work

Writing

People in a picture An online profile

Greeting and meeting new people

A personal profile; Capital letters and periods

Unit Progress Test

Three conversations about hometowns

Three posts: Our Homes

A conversation at the airport

Finding a new apartment

Homes and hometowns

My hometown; A friend’s home

Possessions; What’s in the bag? A personal information form

Asking for and giving personal information

A personal information form; Spelling

Unit Progress Test

A conversation about food likes and dislikes

Three families’ weekly food: Food for One Week

Food likes and dislikes

Three conversations about dinner

An article: The Number One Breakfast in ...

Saying the time; Meal times and what you eat

In a café

A text message

Ordering and paying in a café

A text message; Contractions

Unit Progress Test

A conversation about work and travel to work

A blog: Breakfast in Málaga and Lunch in London

Work, home, and study

Photos of famous people and their families

Photo captions; An International Family

Your family

Talking about family photos

A photo caption

Photos

About you

Photo captions; Word order

Unit Progress Test

A conversation about places in a town

An article: Very hot! Very cold!

A street in your town

On my street

A conversation at a hostel reception

A hostel review

Hotels and hostels

Questions about a town

Looking for a café

An email

Places in a town

About your town; and and but

Unit Progress Test

Four people talk about their jobs

A website: Jobs International

People’s jobs

Questions about jobs

A conversation about taking photos at night

An article: A Good Night’s Sleep

People’s daily routines and habits

Questions about daily routines

A friend’s birthday

An email about daily life

Offering to pay for food and drink

An email about daily life; because and also

Unit Progress Test

Contents Lesson and objective

Grammar

Vocabulary

Pronunciation

Everyday English

Unit 7 Shopping and fashion Getting started Talk about the clothes in a market stall 7A

Talk about things you want to buy

this, that, these, those

Common objects 2; Prices

Sound and spelling: /b/, /p/, /g/, and /k/ Sound and spelling: this, that, these, and those

Talk about the clothes that people wear

Possessive ’s; Review of adverbs

Clothes; Colors; dark / light

Sound and spelling: /ʃ/ and /dʒ/

Ask about and pay for things in a store

Connecting sounds

Going shopping

Unit 8 Past events Getting started Talk about your last New Year’s Eve 8A

Talk about past events

Simple past: be

Past time expressions

was / were

Describe events in the past

Simple past: affirmative

Free time activities

Sound and spelling: /t/ and /d/

Make and respond to suggestions

Sentence stress and intonation

Making and responding to suggestions

Unit 9 Vacations Getting started Talk about an interesting vacation 9A

Talk about travel and vacation experiences

Simple past: negative

Transportation; go

Sound and spelling: the letter a; Sentence stress

Talk about past vacations

Simple past: questions

The seasons; The weather; like

Sound and spelling: the letter o

Make and respond to requests

Syllables and spelling

Making and responding to requests

Unit 10 Here and now Getting started Talk about communicating online 10A Talk about your home

Present continuous: affirmative

The home; in / on

Sound and spelling: /tʃ/ and /θ/; Sentence stress

10B Ask where people are and what they’re doing

Present continuous: negative and questions

Place phrases with prepositions

Sound and spelling: /ə/; Main stress in questions

10C Ask for travel information

Sound and spelling: /ɪə/ and /eə/

Asking for travel information

Unit 11 Achievers Getting started Talk about a climber’s experience 11A Talk about people’s lives

Object pronouns

Life events; Years

Sound and spelling: Numbers

11B Talk about things you know how to do

can for ability

Abilities; (very / pretty) well

can / can’t

11C Talk about opinions

Stressed words; Consonant clusters

Talking about opinions

Unit 12 Plans Getting started Talk about a family vacation 12A Talk about future plans

be going to: affirmative and negative

Months and future time expressions; Ordinal numbers; The date

Sentence stress; be going to

12B Ask and answer about future plans

be going to: questions

Common verbs and collocations

Sound and spelling: /v/ and /w/

12C Make and accept invitations

Phonemic symbols and Irregular verbs p. 103

Sound and spelling: oo

Communication Plus p. 104

Grammar Focus p. 116

Making and accepting invitations

Vocabulary Focus p. 136

Listening

Reading

Speaking

Writing

A conversation at a home store

Places to go shopping

At a home store

A conversation about old clothes

An article: They Make Colorful Clothes ...

The clothes you wear

A question about clothes

In a store

An advertisement and an email

Going shopping

An email reply to an advertisement; Commas, exclamation points, and question marks

Unit Progress Test

Three conversations about past events

People who travel for work

Past events

Sentences about past events

Conversations about animal stories

A website: WILD Stories!

Yesterday’s activities

Sentences about free time activities

Monday morning at work

A thank you note

Making plans

A thank you note; Writing short emails, notes, and texts

Unit Progress Test

A conversation about a trip to Colombia

A website: Backyard Camping

A past travel experience

Sentences about your last vacation

A conversation about summer vacations A blog post: New Year’s Fun in the Big Apple

A past vacation

Questions about a past vacation

A trip to Mexico

Asking for help and responding

An online post about a trip; Making the order clear

An online post

Unit Progress Test

A monologue about an apartment

Text messages

Present activities

A text message to a friend

Five phone conversations about present activities

A message board: How much do you use your phone?

A phone conversation to make plans

A message board comment

At the train station

A message to a friend

A conversation about travel information

A message asking for information; Word order in questions

Unit Progress Test

A conversation about Valentina Tereshkova

An article: They Were the First!

Past life events

Sentences about past life events

A conversation about a job description

An article: Amazing Humans

Your abilities

Questions about abilities

Out for dinner

An email to a friend

Interesting places to visit in a town / city

An email to a friend; Pronouns

Unit Progress Test

Three conversations about summer vacation plans

A TV show review: Danger Zone

Your next vacation

Notes about vacation plans and everyday activities

Two conversations about weekend plans

An article: Only 4,000 Weekends in Your Life!

Your future plans

Questions about future plans

Making plans with a friend

Invitations and replies

Inviting a friend

An invitation and a reply; Paragraphs

Unit Progress Test Writing Plus p. 158

Contents

N A C I R E M A ER

W O P EM K O O B ’S T N E D U ST

ELEMENTARY

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CONTENTS

STUDENT’S BOOK A2

Lesson and objective

Grammar

Vocabulary

Welcome!

Possessive adjectives; Question words; a / an; Regular plural forms

Numbers; The alphabet; Noticing word stress Colors; Classroom objects and instructions

Unit 1 People Getting started Talk about meeting people from other countries 1A Talk about where you’re from be: affirmative and negative 1B Talk about people you know be: questions and short answers 1C Ask for and give information 1D

Countries and nationalities Adjectives

Everyday English Saying hello and introducing people; Spelling words

Syllables and word stress Sound and spelling: /k/ Intonation for checking; Consonant clusters

Asking for and giving information

Write an online profile

Review and extension More practice WORDPOWER from Unit 2 Work and study Getting started Talk about what kind of work you find interesting 2A Talk about jobs Simple present: Jobs affirmative and negative 2B Talk about study habits Simple present: questions Studying; Time and short answers 2C Ask for things and reply 2D

Pronunciation

Word stress; -s endings do you Sound and spelling: ou

Asking for things and replying

Complete a form

Review and extension More practice Unit 3 Daily life Getting started Talk about what you do every day 3A Talk about routines Position of adverbs of frequency 3B Talk about technology in your life do, go, have 3C

Make plans

Write an informal invitation

Review and extension More practice Unit 4 Food Getting started Talk about eating with your family 4A Talk about the food you want Count and noncount nouns; a / an, some, any 4B Talk about the food you eat Quantifiers: much, many, every day a lot of 4C Arrive at and order a meal at a restaurant

WORDPOWER work

Time expressions; Common verbs Technology

Sentence stress; Sound and spelling: /ɑɪ/ and /eɪ/; Word stress; Sound and spelling: /ʌ/, /oʊ/, and /u/ Main stress; Thinking about what you want to say

Making plans

WORDPOWER Prepositions of time

Food Cooking

Sound and spelling: ea Sound and spelling: /k/ and /g/ Word groups

Arriving at a restaurant; Ordering a meal in a restaurant

Write a blog post about something you know how to do Review and extension More practice Unit 5 Places Getting started Talk about what a good home is 5A Talk about towns there is / there are

Places in a city

Furniture

Describe rooms and furniture in your house Ask for and give directions

Possessive pronouns and possessive -’s

WORDPOWER like

Sound and spelling: /s/ and /z/ Sound and spelling: /b/ and /p/ Sound and spelling: vowels before r Sentence stress

Asking for and giving directions

Write a description of your neighborhood Review and extension More practice Unit 6 Family Getting started Talk about a family you know 6A Talk about your family and your Simple past: be family history 6B Talk about past activities and Simple past: affirmative hobbies 6C Leave a voicemail message and ask for someone on the phone 6D

Family; Years and dates Simple past irregular verbs

Write a life story

Review and extension More practice

WORDPOWER Prepositions of place

WORDPOWER go

Sound and spelling: /ʌ/; Sentence stress -ed endings; Sound and spelling: ea Sound and spelling: a

Leaving a voicemail message

Contents

Listening

Speaking

Writing

Five conversations

Reading

Saying hello and introducing people

Names and addresses

A conversation about where you’re from

Where you’re from

Sentences about you

People you know

Notes about people you know

A conversation about people you know Checking into a hotel

Social media posts about people you know

First day of an English class

Online profiles

A survey about study habits

Three conversations about gadgets

An online forum about study habits

Questions about study habits

An article about an unusual workplace An interview about using the Internet

A monologue about someone’s family

Two informal emails

A conversation about buying food

An article about world markets

A conversation about cooking

A factfile about Aarón Sánchez; Two personal emails

At a restaurant A cooking blog

An article about an unusual town A conversation about a new home

Studying; Study habits Asking for things and replying; Reacting to news Studying English

Daily routines; Spending time with your family; Routines you share with others Technology in your life Making plans; Thinking about what you want to say Plan a party

Buying food; The food you like and don’t like Cooking shows; Cooking; The food you eat Arriving at a restaurant; Ordering a meal in a restaurant; Changing what you say Cooking; A good cook you know; Cooking for others

Unit Progress Test A form; Spelling

A dialogue; Notes about routines you share with other people Sentences about gadgets you have; Questions about gadgets you have

Unit Progress Test An informal email invitation; Inviting and replying

Questions about food

Unit Progress Test A blog post about something you know how to do; Making the order clear

An advertisement

Places you like; Describing a picture of a town; What there is in a town Your home and furniture

A website about neighborhoods around the world

Giving and following directions; Checking what other people say What makes a good neighborhood; Your neighborhood

A description of your neighborhood; Linking ideas with and, but, and so

Your family

Notes about your family

Steve Jobs; What you did at different times; A childhood hobby Leaving a voicemail message; Asking for someone on the phone; Asking someone to wait Important years in your life

Notes about a childhood hobby

On the street Three monologues about neighborhoods

An online profile; Capital letters and punctuation

Sentences about jobs

Making plans to go out

Four monologues about cooking

Unit Progress Test

An article about Gabby Scampone Jobs

Ordering in a café; Asking for help Three monologues about studying A competition entry form English; A teacher addressing her class

A conversation about family routines

Asking for and giving information; Checking understanding Using social media sites

A conversation about a family tree A conversation about childhood hobbies On the phone

An article about Steve Jobs

A monologue about someone’s life story

A life story

Questions and sentences about what there is in a town Sentences about your home

Unit Progress Test

Unit Progress Test A life story about someone in your family; Linking ideas in the past

Lesson and objective

Grammar

Unit 7 Trips Getting started Talk about where you’d like to travel to 7A Talk about past trips Simple past: negative and questions 7B Talk about what you like and dislike love / like / don’t mind / about transportation hate + verb + -ing 7C

Say excuse me and I’m sorry

Write an email about yourself

Vocabulary

Pronunciation

Transportation

did you; Sound and spelling: /ɔ/ Word stress

Transportation adjectives

Intonation for saying excuse me; Emphasizing what we say

Review and extension More practice Unit 8 Healthy and in shape Getting started Talk about sports and exercise 8A Talk about past and present abilities; can / can’t; could / Talk about sports and exercise couldn’t for ability

WORDPOWER get

Sports and exercise

Can, can’t, could, and couldn’t; Sound and spelling: /u/ and /ʊ/

Parts of the body; Appearance

have to; Word stress Connecting words

Talk about the body and getting in shape Talk about health and how you feel

Write an article

have to / don’t have to

Review and extension More practice Unit 9 Clothes and shopping Getting started Talk about shopping in your town or city 9A Say where you are and what Present continuous you’re doing 9B Talk about the clothes you wear Simple present or present at different times continuous 9C

Shop for clothes

Write a thank-you email

Saying excuse me and I’m sorry

Talking about health and how you feel

WORDPOWER tell / say

Shopping; Money and prices Clothes

Word stress in compound nouns; Sentence stress Sound and spelling: o; Syllables Connecting words

Review and extension More practice Unit 10 Communication Getting started Talk about how you use your cell phone 10A Compare and talk about things Comparative adjectives you have 10B Talk about languages Superlative adjectives

Everyday English

Choosing clothes; Paying for clothes

WORDPOWER time

IT collocations

Sentence stress

High numbers

Word stress; Main stress Main stress and intonation

10C Ask for help

Asking for help

10D Write a post expressing an opinion Review and extension More practice WORDPOWER most Unit 11 Entertainment Getting started Talk about movies and TV shows you enjoyed when you were a child 11A Ask and answer about Present perfect Irregular past entertainment experiences participles

Sentence stress; Sound and spelling: /ɜr/

11B Talk about events you’ve been to

Syllables

Present perfect or simple past

Music

11C Ask for and express opinions about things you’ve seen

Main stress and intonation

Asking for and expressing opinions

11D Write a review Review and extension More practice Unit 12 Travel Getting started Talk about photographs 12A Talk about vacation plans

be going to

Geography

12B Give advice about traveling

should / shouldn’t

Travel collocations

WORDPOWER Multi-word verbs

12C Use language for travel and tourism

Syllables and word stress; Sentence stress should / shouldn’t Intonation to show surprise; Consonant clusters

Checking in at a hotel; Asking for tourist information

12D Write an email with travel advice Review and extension More practice Phonemic symbols and Irregular verbs p. 129

WORDPOWER take Communication Plus p. 130

Grammar Focus p. 138

Vocabulary Focus p. 162

Contents Listening

Reading

Speaking

Writing

A conversation about traveling

Three stories about vacations

A trip around your country

Notes about a trip around your country

A conversation about transportation in Moscow

A webpage about city transportation around the world; Four reviews of transportation systems

Subways you know; Disagreeing about transportation; Transportation you use

Notes about transportation

Air travel A conversation about choosing a homestay family

Two online profiles; An email from Alejandro

A podcast about training for a marathon

An article about Paralympian Jonnie Peacock

Two monologues about exercise

An article about High Intensity Interval Training

At the gym A conversation about a free-time activity

An email about a company blog; A blog article about a free-time activity

Four phone conversations about meeting Two phone conversations about what Two blogs about living abroad; people are wearing Text messages about what people are doing Shopping for clothes Four monologues about giving presents

Two thank-you emails

A conversation about telephones

An online discussion about headphones and earbuds A blog about languages

A radio show about languages Asking for help Three monologues about text messages

Four text messages; Six posts on an online discussion board

A conversation about a magazine quiz

Three fact files about actresses; A magazine quiz about actresses; An article about actresses An article about Buenos Aires

A conversation about music in Buenos Aires A night out A conversation about a movie

Three movie reviews

Two conversations about vacations

A webpage about vacations

Two monologues about things people An article about living in a like when traveling different country A prize vacation A conversation about a planned vacation

An email with travel advice; An email asking for travel advice

Saying excuse me and I’m sorry; Showing interest Homestay families; English-speaking countries you’d like to visit

Famous sporting events and people; Running and exercise; Present and past abilities Getting in shape; The things people have to do; Yoga; Parts of the body Health and how you feel; Expressing sympathy Free-time activities in your country; Your free-time activities

Meeting friends in town; Saying where you are and what you’re doing Shopping; Festivals in your country; Clothes Choosing clothes; Paying for clothes; Saying something nice The presents you like to get; Giving presents and thanking people for them

Unit Progress Test An email about yourself; Linking ideas with after, when, and while

Sentences and notes about what people have to do

Unit Progress Test An article; Linking ideas with however; Adverbs of manner

Sentences about what you are doing Notes about what someone you know is wearing

Unit Progress Test A thank-you email; Writing formal and informal emails

Headphones and earbuds; Telephones; Comparing two similar things Languages; Blogs and language websites; High numbers Asking for help; Checking instructions Sending messages; Social media posts

Notes about two similar things

Popular movies, TV shows, and books

Questions about movies, TV shows, and books

Unit Progress Test A post expressing an opinion; Linking ideas with also, too, and as well

Buenos Aires; Kinds of music; Notes about entertainment events in your Entertainment events in your town or city town or city Going out in the evening; Unit Progress Test Asking for and expressing opinions; Responding to an opinion Movies A movie review; Structuring a review

Natural places; Important things when on vacation; Vacation plans Living in a different country; Traveling and vacations; Giving advice about traveling Checking in at a hotel; Asking for tourist information; Showing surprise Planning vacations; Vancouver

Unit Progress Test An email with travel advice; Paragraph writing

N A C I R E M A ER

W O P EM K O O B S ’ T N E D U ST

PRE-INTERMEDIATE Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CONTENTS Lesson and objective

STUDENT’S BOOK B1 Vocabulary

Pronunciation

Unit 1 Communicating Getting started Talk about spending time with friends 1A Ask and answer personal questions Question forms

Grammar

Common adjectives

Talk about how you communicate

Adverbs

Syllables and word stress Sentence stress Long and short vowels

Greet people and end conversations

Write a personal email

Simple present and present continuous

Sentence stress

Review and extension More practice

Simple past

Tourism

-ed endings

Describe travel problems

Past continuous

Travel collocations

Ask for information in a public place

Sentence stress Vowel sounds Connecting words

Write a travel blog

Review and extension More practice

Asking for information in a public place

WORDPOWER off

Unit 3 Money Getting started Talk about the future of cash 3A Talk about money and Present perfect or shopping experiences simple past 3B Talk about living with less Present perfect with already and yet 3C Talk to people in stores

Money and shopping make / do / give collocations

Sound and spelling: /dʒ/ and /j/ Sentence stress

Talking to people in stores; Paying at the register

Write an update email

Review and extension More practice

WORDPOWER just

Unit 4 Social life Getting started Talk about celebrations and food 4A Talk about your plans for celebrations Present continuous and be going to 4B Plan a day out in a city will / won’t / would / should 4C Make social plans

Clothes and appearance Adjectives: places

Greeting people; Ending conversations

WORDPOWER like

Unit 2 Travel and tourism Getting started Talk about vacation photos 2A Talk about past vacations

Everyday English

Sound and spelling: going to Sound and spelling: want and won’t Sentence stress

Making plans

Write and reply to an invitation

Review and extension More practice

WORDPOWER look

Unit 5 Work Getting started Talk about exciting and dangerous jobs 5A

Talk about what people do at work

must / have to / can

Work

Word stress

Talk about the future of work

will and might for predictions

Jobs

Sound and spelling: /ʃ/

Make offers and suggestions

Write a job application

Stressed/unstressed modals: vowel sounds

Review and extension More practice

WORDPOWER job and work

Unit 6 Problems and advice Getting started Talk about being afraid 6A Give advice for common problems

Imperative; should

Describe extreme experiences

Uses of the infinitive

Ask for and give advice

Write an email giving advice

Review and extension More practice

Offers and suggestions

Verbs with dependent Sound and spelling: /u/ and /ʊ/ prepositions -ed / -ing adjectives -ed endings Word stress Main stress

Asking for and giving advice

WORDPOWER verb + to

Listening

Reading

Speaking

Writing

Three conversations at a party

Article: “Small Talk”

Getting to know each other

Personal questions

Four monologues about technology and communication Meeting an old friend

Article: “The Fast and the Furious” Ways of communicating

Conversation: keeping in touch

Three personal emails

Audio diary: “Yes Man Changed My Life” Diary article: “Yes Man Changed My Life” Monologue: a bad flight Two news stories about travel problems At the train station Conversation: traveling to Australia

Travel blog

Radio report: stories from a sale day

Questionnaire: “Sales Season – Can You Say “No”?” Article: “Get Happy – Give Your Money Away!”

Radio show: “Ways of Life” Shopping for a present

Types of vacation; A vacation you enjoyed Retelling a news story; Travel problems Asking for information in a public place; Asking for more information Making travel plans

Unit Progress Test Personal email Correcting mistakes

Unit Progress Test Travel blog Linking words

Money and shopping experiences Living with less Talking to people in stores; Changing your mind

Four monologues: supporting charity

Email: update on raising money for charity

Charities

Interview: May Ball Audio blog: Indian wedding Conversation: Mike and Harry in Tokyo

Article: “Life in Numbers”

Future plans; Preparations for special occasions Tokyo highlights; Planning a day out in a city Making plans Making time to think

Planning to meet: birthday dinner

Notes about living with less

Unit Progress Test Update email Paragraphing

Notes on a city you know well

Unit Progress Test

Three monologues: socializing

Two emails: invitations

Three monologues: cool jobs

Infographic: “The Coolest Jobs”

Job qualities and requirements

Workplace rules

Three interviews: at a career fair

Article: “Planning a Safe Future Career”

Finding a job; The future world of work

Predictions: finding a job / world of work

Leaving work early Conversation: part-time jobs

Three monologues: problems

An invitation Writing and replying

Reassurance; Offers and suggestions Email: job application

Article: “How to Deal with Life’s Little Problems” Two interviews: “Sharks Saved My Life” Article: “Sharks Saved My Life” (Part 2) / Skydiving accident (Part 1) Advising a friend

Meeting people and ending conversations; Showing interest Keeping in touch

Sentences about communicating

Wiki: advice for learners of English

Summer and part-time jobs

Unit Progress Test Job application Organizing an email

Common problems and possible solutions; Advice for a common problem Advice for people who are always late Emotional experiences; Stories about Notes about a dramatic event dramatic events Showing sympathy; Asking for and Unit Progress Test giving advice Giving advice Message giving advice; Linking: ordering ideas and giving examples

Contents Lesson and objective

Grammar

Vocabulary

Unit 7 Changes Getting started Talk about different generations 7A Talk about life-changing events Comparatives and superlatives 7B Describe health and lifestyle changes used to 7C

Talk to the doctor

Write a blog about an achievement

Pronunciation

Everyday English

get collocations Health collocations Health problems and treatments

Review and extension More practice

Sound and spelling: used to / didn’t use to Tones for asking questions

Describing symptoms; Doctors’ questions

WORDPOWER change

Unit 8 Culture Getting started Talk about street art 8A Talk about art, music, and literature

The passive: simple Art, music, and literature; Word stress present and simple past Common verbs in the passive Talk about sports and Present perfect with for Sports and leisure activities leisure activities and since Apologize; Make and accept excuses Tones for continuing or finishing

Write a book review

Review and extension More practice

WORDPOWER by

Unit 9 Achievements Getting started Talk about achievements 9A Talk about future possibilities

Future real conditionals

Describe actions and feelings

Verb patterns

Make telephone calls

Write a personal profile

10B Describe problems with goods and services

College majors; Education collocations Verbs followed by infinitive / verb + -ing

Word groups

Main stress: contrastive

Review and extension More practice Unit 10 Values Getting started Talk about seeing a crime 10A Talk about moral dilemmas

Apologies and excuses

Calling people you don’t know; Calling people you know

WORDPOWER Multi-word verbs with put

Present and future unreal conditionals Quantifiers; too / not enough

Multi-word verbs

Sentence stress: vowel sounds

Noun formation

Word stress Sound and spelling: verbs and nouns Sentence stress

10C Return goods and make complaints

Returning goods and making complaints

10D Write an apology email Review and extension More practice

WORDPOWER Multi-word verbs with on

Unit 11 Discovery and invention Getting started Talk about unusual technology 11A Explain what technology does Defining relative clauses Compound nouns

Word stress: compound nouns

11B Talk about discoveries

Word stress: adverbials

Articles

Adverbials: luck and chance

11C Ask for and give directions in a building 11D Write a post expressing an opinion

Sound and spelling: /ɜr/ and /eər/ Asking for and giving directions in a building

Review and extension More practice

WORDPOWER preposition + noun

Unit 12 Characters Getting started Talk about animals and people 12A Tell a story Past perfect

Animals

12B Talk about family relationships

Personality adjectives

Reported speech

12C Agree and disagree in discussions

Sound and spelling: /ʌ/, /ɔ/, and /oʊ/ Sentence stress: that Main stress: contrastive

Agreeing and disagreeing

12D Write a short story Review and extension More practice Communication Plus p. 127

WORDPOWER age Vocabulary Focus

p. 134

Grammar Focus

p. 144

Listening

Reading

Speaking

Two radio monologues: “One Minute Inspiration: Rivaldo; Selena Gomez”

Quotes: life changes

Comparing yourself in the past and now; Vocabulary definitions Life-changing events Changes in lifestyle and health Sentences about changes in health

Article: “Health: 1970s and Today” At the doctor’s office Three monologues: making a change

Blog: “Living to Change”

Article: “Six of the Best, Biggest, and Most Popular” Radio show: “Superfans” Accepting an apology Three monologues: book reviews

Four book reviews

Five monologues: study habits

Article: “Unusual Majors”

Radio interview: shyness

Article: “The Not-So-Easy Lives of Celebrities”

Calling people on the phone Conversation: online courses

Two student profiles

Radio news: illegal downloading Radio news: “Complaints around the World”

Describing symptoms; Showing concern Unit Progress Test and relief; Responding to questions Making positive changes Blog: changes / achievements Linking: ordering events

Art, music, and literature

Sentences about art and music

A famous person you admire; Sports and activities Apologizing; Making and accepting excuses Books and reading

Sentences about yourself; Notes about sports and activities

College majors; Future possibilities Shyness; Celebrity problems; Actions and feelings Calling people on the phone; Dealing with problems on the phone

Real possibilities; Future plans

Advantages and disadvantages of online learning

Personal profile Avoiding repetition

Dishonest behavior; Honesty quiz

Unreal situations

Unit Progress Test Book review Positive and negative comments; Linking: although, however

Unit Progress Test

Article: “The Biggest Complainers When would you complain? in Europe”

Returning goods to a store Three monologues: rudeness

Three emails: apologies

Podcast: “From Fiction to Fact”

Article: “Science Fiction through the Years” Article: “Lucky Discoveries”

Lost in a building Radio call-in: inventions of the future

Four opinion posts: important inventions

Radio news: “Willie the Parrot”

Article: “Jambo’s Story”

Returning goods and making complaints; Sounding polite Rude behavior

Definitions; Describing inventions Unexpected events; Discoveries and inventions Asking for and giving directions in a building; Checking information Useful/important inventions

Unit Progress Test An apology email Formal and informal language

Unexpected events

Unit Progress Test A post for a website Giving opinions; Expressing results and reasons

Animals causing problems

A difference of opinion

Experiences with animals; Animal life-savers Article: “Brothers and Sisters: The Memorable things people say; Family Facts” personalities; Sibling relationships Agreeing and disagreeing

Radio report: Hurricane Harvey

Article: “Houston’s Storm Bakers” Dangerous weather

A story Linkers: past time

Phonemic symbols and irregular verbs

p. 168

Three monologues: sibling rivalry

Writing

Things people have said to you

Unit Progress Test

Contents

N A C I R E M A ER

W O P EM K O O B S ’ T N E D U ST

+ B1 INTERMEDIATE

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CONTENTS

STUDENT’S BOOK B1+

Lesson Lesson and objective and objective Grammar Grammar Unit Unit 1 Talk 1 Talk Getting Getting started started Talk Talk about about communication communication 1A 1A Talk Talk about about friendship friendship and and Subject Subject and and object object communication communication questions questions 1B 1B Describe Describe experiences experiences in the in the Simple Simple present present and and present present present present continuous continuous 1C 1C Give Give and and respond respond to opinions to opinions

Vocabulary Vocabulary

Pronunciation Pronunciation

Friendship Friendship and and communication communication Gradable Gradable and and Sentence Sentence stress: stress: gradable gradable and and extreme extreme adjectives adjectives extreme extreme adjectives adjectives WordWord groups groups

Everyday Everyday English English

Giving Giving and and responding responding to to opinions opinions

1D 1D WriteWrite a guide a guide

Review Review and extension and extension MoreMore practice practice WORDPOWER WORDPOWER yourself yourself Unit Unit 2 Modern 2 Modern life life Getting Getting started started Talk Talk about about the workplace the workplace 2A 2A Talk Talk about about experiences experiences of work of work Present Present perfect perfect and and WorkWork Present Present perfect perfect and and simple simple past:past: and and training training simple simple past past I’ve worked I’ve worked / I worked / I worked 2B 2B Talk Talk about about technology technology Present Present perfect perfect Technology Technology Sentence Sentence stress: stress: mainmain verb verb / / and and present present perfect perfect auxiliary auxiliary verb verb continuous continuous 2C 2C MakeMake and and respond respond to suggestions to suggestions Sentence Sentence stress stress Making Making and and responding responding to to suggestions suggestions 2D 2D WriteWrite an email an email giving giving newsnews Review Review and extension and extension MoreMore practice practice Unit Unit 3 Relationships 3 Relationships Getting Getting started started Talk Talk about about relationships relationships 3A 3A Talk Talk about about a friendship a friendship Narrative Narrative tenses tenses

WORDPOWER WORDPOWER look look

3B 3B Talk Talk about about families families 3C 3C Tell aTell story a story

Multi-word Multi-word verbsverbsSentence Sentence stress: stress: multi-word multi-word verbsverbs Stress Stress in word in word groups groups Telling Telling a story a story

usedused to, usually to, usually

Relationships Relationships

Linking Linking sounds sounds

3D 3D WriteWrite about about someone’s someone’s life life Review Review and extension and extension MoreMore practice practice WORDPOWER WORDPOWER havehave Unit Unit 4 Personality 4 Personality Getting Getting started started Talk Talk about about people people 4A 4A Describe Describe people people and and theirtheir abilities abilities Modals Modals and and phrases phrases of of Ability Ability Stress Stress with with modal modal verbsverbs ability ability 4B 4B Describe Describe feelings feelings

Articles Articles

4C 4C OfferOffer and and ask for askhelp for help

Personality Personality adjectives adjectives Intonation Intonation in question in question tags tags

Offering Offering and and asking asking for help for help

4D 4D WriteWrite an informal an informal online online ad ad Review Review and extension and extension MoreMore practice practice Unit Unit 5 The 5 natural The natural worldworld Getting Getting started started Talk Talk about about endangered endangered animals animals 5A 5A Talk Talk about about the future the future Future Future forms forms 5B 5B Talk Talk about about if and if and whenwhen

Present Present and and future future real conditionals real conditionals

5C 5C Give Give reasons, reasons, results, results, and and examples examples 5D 5D WriteWrite a discussion a discussion essayessay

Review Review and extension and extension MoreMore practice practice

WORDPOWER WORDPOWER so and so and suchsuch

Environmental Environmental Sound Sound and and spelling: spelling: a a issues issues The The natural natural worldworld Consonant Consonant clusters clusters Voiced Voiced and and unvoiced unvoiced consonants consonants Giving Giving reasons, reasons, results, results, and and examples examples

WORDPOWER WORDPOWER problem problem

Contents

Listening Listening

Reading Reading

Three Three monologues: monologues: Online Online friendships friendships

Article: Article: “But“But Are They Are They Things Things you have you have donedone recently recently Real Friends?” Real Friends?” Article: Article: “Can“Can You Really You Really Learn Learn Learning Learning a foreign a foreign language language a Language a Language in 22inHours?” 22 Hours?” Giving Giving and and responding responding to opinions; to opinions; Using Using me too me/ too me/neither me neither

WhatWhat to cook? to cook?

Speaking Speaking

Conversation: Conversation: learning learning vocabulary vocabularyArticle: Article: “What “What KindKind of Learner of Learner WaysWays of learning of learning vocabulary vocabulary Are You?” Are You?”

Radio Radio show: show: likeability likeability

UnitUnit Progress Progress TestTest

A guide A guide Introducing Introducing a purpose; a purpose; Referring Referring pronouns pronouns

Article: Article: “Not“Not the Best the Best Interview Interview WorkWork and and training training experiences experiences I’ve Ever I’ve Ever Had!” Had!” Article: Article: “What’s “What’s YourYour Favorite FavoriteInterviewing Interviewing classmates classmates about about App?” App?” technology technology use use

A problem A problem

Conversation: Conversation: life changes life changes

Writing Writing

An email An email about about a new a new job job

Making Making and and responding responding to to UnitUnit Progress Progress TestTest suggestions; suggestions; Sounding Sounding sympathetic sympathetic or pleased or pleased Life changes Life changes An informal An informal emailemail Adding Adding new new information information

Article: Article: “60 Years “60 Years and and The The storystory of a friendship of a friendship 1,000 1,000 Miles: Miles: HowHow a Word a Word Game Game Brought Brought Two Two Unlikely Unlikely People Together” People Together” Two Two monologues: monologues: beingbeing a twin a twin Article: Article: “Twin“Twin Tales” Tales” Family Family traditions traditions A mistake A mistake Reacting Reacting to what to what people people say; say; Telling a Telling a storystory Conversation: Conversation: great-grandparents great-grandparentsAn email An email about about how how A member A member of your of your family family great-grandparents great-grandparents met met

UnitUnit Progress Progress TestTest

A biography A biography Describing Describing time time

Radio Radio show: show: successful successful people people

Article: Article: “What “What Happens Happens to to Becoming Becoming successful successful at something at something Talented Talented Children Children When When TheyThey GrowGrow Up?”Up?” Two Two monologues: monologues: personality personality typestypes Article: Article: “Why“Why the World the World Needs Needs Describing Describing a person a person Introverts” Introverts” Asking Asking for help for help Question Question tags;tags; Offering Offering and and asking asking UnitUnit Progress Progress TestTest for help for help Three Three monologues: monologues: websites websites Three Three online online ads ads Using Using the Internet the Internet to buy to and buy and An informal An informal online online ad ad sell things sell things The The language language of ads of ads

Conversation: Conversation: an environmental an environmental project project Interview: Interview: inventions inventions inspired inspired by nature by nature Talking Talking about about possible possible jobs jobs Monologue: Monologue: rescuing rescuing whales whales

WebWeb page:page: The The Whitley Whitley FundFundPredictions Predictions about about the future the future for Nature for Nature Article: Article: “Animals “Animals HaveHave Adapted Adapted The The best best placeplace to experience to experience to Survive to Survive Everywhere” Everywhere” natural natural beauty beauty Reasons, Reasons, results, results, and and examples; examples; UnitUnit Progress Progress TestTest Giving Giving yourself yourself time time to think to think An essay An essay about about waterwater pollution pollution A quiz A quiz about about whales whales A discussion A discussion essayessay Organizing Organizing an essay; an essay; Signposting Signposting language language

Lesson and objective Grammar Unit 6 Different cultures Getting started Talk about different cultures 6A Talk about advice and rules Modals of obligation

Vocabulary

Pronunciation

Compound nouns

Word stress: compound nouns

Describe food

Describing food

Sound and spelling: /ʃ/ and /tʃ/

Ask for and give recommendations

Write a review of a restaurant or café

Comparatives and superlatives

Everyday English

Sounding interested

Review and extension More practice Unit 7 House and home Getting started Talk about ideal houses 7A Describe a building

Modals of deduction

Buildings

Modal verbs: final /t/ sounds

Describe a town or city

Quantifiers

Verbs and prepositions

Sentence stress: verbs and prepositions

Make offers and ask for permission

Write a note with useful information

Asking for and giving recommendations

WORDPOWER go

Sounding polite

Making offers and asking for permission

Review and extension More practice Unit 8 Information Getting started Talk about an interesting news story 8A Talk about podcasts Reported speech

Sharing information Sound and spelling: /g/ and /k/

Talk about what other people say

Reporting verbs

Generalize and be vague

WORDPOWER over

Verb patterns

Sound and spelling: /h/ and /w/

Generalizing and being vague

Write an email summary of a news story Review and extension More practice Unit 9 Entertainment Getting started Talk about street entertainers 9A Talk about movies and TV The passive 9B

Give extra information

Recommend and respond to recommendations Write an article

WORDPOWER in/on + noun

-ed / -ing adjectives Sound and spelling: final -ed in adjectives Defining and nonMusic; WordRelative clauses: pausing; defining relative clauses building (nouns) Word stress Showing contrast

Review and extension More practice Unit 10 Opportunities Getting started Talk about different kinds of opportunities 10A Talk about new things it would Present and future be good to do unreal conditionals 10B Talk about imagined past events Past unreal conditionals 10C

Talk about possible problems and reassure someone

10D

Write an email with advice

Review and extension More practice Communication Plus p. 127

Vocabulary Focus

Recommending and responding

WORDPOWER see, look at, watch, hear, listen to

Sports; Adjectives Sentence stress: would and prepositions Expressions with Sentence stress: would and have do, make, and take Sounding sure and unsure Talking about possible problems and reassuring someone

WORDPOWER Easily confused words p. 133 Grammar Focus

p. 144

Contents Listening

Three monologues: culture shock Radio show: vending machines in Japan A special gift

Three monologues: special occasions

Conversation: comparing life in a town and a city

Reading

Reviews of a café

Web page: “A More Personal Place to Stay” Web page: “Five Reasons Why Small Towns Are Better Than Cities”

Conversation: a vacation in Florida

Article: “Top Five Things to Do … in and around Miami” A note

Podcast: Pod-on-Pod

Article: “Thinking of Making a Podcast? Just Give It a Try!” Article: “The Restaurant That Wasn’t There”

A job interview

Asking for and giving recommendations; Expressing surprise Places to go out

Making offers, requests, and asking for permission; Imagining how people feel A recent vacation

Describing experiences using reporting verbs Generalizing; Being vague

Article: “To Binge or Not Recommending a movie or TV show to Binge …” Article: “The Three Best Music A musical experience Festivals You’ve Probably Never Heard Of” Recommending and responding; Asking someone to wait A blog about staying at home Live vs. recorded music

Conversation: trying new activities

A note with useful information Offering choices

Air travel

Unit Progress Test

An email about a news story Summarizing information

Unit Progress Test

An article about a form of entertainment Contrasting ideas; The structure of an article

Taking new opportunities Article: “Searching for Serendipity”

Asking for a promotion

Monologue: volunteering

Unit Progress Test

Giving opinions about podcasts

Conversation: movie trailers

Two monologues: live music

Two reviews Positive and negative language; Adverbs

Talking about where you live

A news story

Planning an evening out

Unit Progress Test

Describing buildings

Monologue: a news story

Three monologues: musical experiences

Writing

Article: “Culture Shock? There’s Describing different cultures an App to Deal With That” Blog: “Hungry Adventures” Describing a special meal

Visiting a friend’s family

Interview: fake reviews

Speaking

A web page about volunteering; Emails giving advice

A past event that made life better Talking about possible problems and reassuring someone; Changing the subject Volunteering

Phonemic symbols and Irregular verbs

Unit Progress Test

An email with advice Advising a course of action

p. 164

N A C I R E M A ER

W O P EM K O O B S ’ T N E D U ST

UPPER INTERMEDIATE Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CONTENTS Lesson and objective

STUDENT’S BOOK B2 Grammar

Unit 1 Outstanding people Getting started Discuss meeting famous people 1A Discuss people you admire Review of tenses

Discuss a challenge

Explain what to do and check understanding

Write an article

Questions

Vocabulary

Pronunciation

Character adjectives

The letter e; Word stress

Trying and succeeding Rapid speech

Review and extension More practice

Everyday English

Cutting a conversation short; Explaining and checking understanding

WORDPOWER make

Unit 2 Survival Getting started Discuss coping with natural disasters 2A

Discuss dangerous situations

Narrative tenses

Expressions with get

Give advice on avoiding danger

Future time clauses and conditionals

Animals and the environment

Give and respond to compliments

Write guidelines in a leaflet

had been

Intonation in question tags

Review and extension More practice

Agreeing using question tags; Giving compliments and responding

WORDPOWER face

Unit 3 Talent Getting started Discuss what makes something a work of art 3A

Discuss ability and achievement

Multi-word verbs

Ability and achievement

Discuss sports activities and issues

Present perfect and present perfect continuous

Words connected with sports

Make careful suggestions

Write a description of data

Word stress

Sounds and spelling: Consonant sounds

Review and extension More practice

Keeping to the topic of the conversation; Making careful suggestions

WORDPOWER up

Unit 4 Life lessons Getting started Discuss childhood experiences 4A

Discuss events that changed your life

used to and would

Cause and result

Discuss and describe rules

Obligation and permission

Talking about difficulty

Describe photos

Write an email to apply for work

Sounds and spelling: u Contrastive stress

Review and extension More practice

Describing photos; Expressing careful disagreement

WORDPOWER as

Unit 5 Chance Getting started Discuss attitudes to risk 5A

Discuss possible future events

Future probability

Adjectives describing attitude

Prepare for a job interview

Future perfect and future continuous

The natural world

Discuss advantages and disadvantages

Write an argument for and against an idea

Review and extension More practice

Sounds and spelling: th

Intonation groups

Responding to an idea; Discussing advantages and disadvantages

WORDPOWER side

Listening

Reading

Speaking

Conversation about Jocelyn BellBurnell

Articles: “Apple’s Design Genius” and “The Woman Who Reinvented Children’s TV”

Discussing inspiring people

Podcast: The 30-Day Challenge

Interviews: “30-Day Challenge”

Asking and answering questions about challenges

Starting a new job

Explaining a process; Checking understanding

Conversation about technology

Article: “Tech Free”!

Discussing technology

Conversation about a survival situation

Article: “Lost At Sea”

Telling a survival story

Interview: The Tiger

Leaflet: “How to Survive ... An Animal Attack”

Giving advice; Asking questions

Cooking for a friend

Giving compliments and responding

Talking about getting lost

Leaflet: “Be Wise and Survive!”

Discussing the natural environment

Conversation: learning experiences

Text about learning: “Learning to Learn”

Talking about something you have put a lot of effort into

Radio show: The Sports Gene

Article a: “Born to Be the Best”; Three articles about athletes

Discussing sports and ways to improve performance

Making party plans

Planning a party

Interviews about sports

Article: “Fitness: Seattle Snapshot”

Talking about popular sports

Interview: Psychology of Money; Two monologues: Life-Changing Events

Two texts about winning the lottery

Talking about how your life has changed

Two monologues: training for a job

Article: “Training for the Emergency Front Line”

Discuss experiences of training and rules

Presenting photos

Discussing photos; Disagreeing carefully

Three monologues: living in different places

Ad for being an international student “buddy”

Discussing living in a different country

Monologue: What Are Your Chances?

Quiz: “Are You and Optimist or a Pessimist?”; Article: “Whey We Think We’re Going to Have a Long and Happy Life”

Discussing possible future events

Conversation: talking about work

Quiz: “The Unknown Continent”; Article: “Working in Antarctica”

Role play: a job interview

Money problems

News reports: environmental problems

Explaining and responding to an idea

Essay about protecting the environment

Giving opinions on environmental problems

Writing

Unit Progress Test Article Organizing an article

Unit Progress Test Guidelines Organizing guidelines in a leaflet

Unit Progress Test Article describing data Describing data

Unit Progress Test Job application Giving a positive impression

Unit Progress Test For and against essay Arguing for and against an idea

Contents Lesson and objective

Grammar

Vocabulary

Pronunciation

Consonant groups

Everyday English

Unit 6 Around the globe Getting started Discuss traveling 6A

Discuss choices

Gerunds and infinitives

Travel and tourism

Discuss changes

The passive

Describing change

Introduce requests and say you are grateful

Write a travel blog

Consonant sounds

Review and extension More practice

Introducing requests; showing you are grateful

WORDPOWER out

Unit 7 City living Getting started Discuss the design of new buildings 7A

Discuss living in cities

too / enough; so / such

Describing life in cities

Discuss changes to a home

Causative have / get

Movies and TV; Houses

Imagine how things could be

Write an email to complain

Sounds and spelling: o Stress in compound nouns

Review and extension More practice

Imagining how things could be; Using vague language

WORDPOWER down

Unit 8 Dilemmas Getting started Discuss attitudes to money 8A

Discuss personal finance

Future real and present / future unreal conditionals

Money and finance

Discuss moral dilemmas and crime

Past unreal conditional; should have + past participle

Crime

How to be encouraging

Write a review

Stressed and unstressed words Word groups

Review and extension More practice

Being encouraging; Showing you have things in common

WORDPOWER take

Unit 9 Discoveries Getting started Discuss the impact of new inventions 9A

Discuss new inventions

Relative clauses

Health

Discuss people’s lives and achievements

Reported speech; Reporting verbs

Verbs describing thought and knowledge

Express uncertainty

Write an essay expressing a point of view

Sounds and spelling: ui

Linking and intrusion

Review and extension More practice

Expressing uncertainty; Clarifying a misunderstanding

WORDPOWER come

Unit 10 Possibilities Getting started Discuss goals and expectations 10A Speculate about the past

Past modals of deduction

Adjectives with prefixes

10B Discuss life achievements

Wishes and regrets

Verbs of effort

10C Describe how you felt

Word stress

Consonant groups

Describing how you felt; Interrupting and announcing news

10D Write a narrative Review and extension More practice Communication Plus p.127

WORDPOWER way Grammar Focus p.134

Vocabulary Focus p.154

Listening

Reading

Speaking

Two monologues about sightseeing tours

Website about three tourist destinations; Website: “Where to Go?”

Comparing different tourist destinations

Interview: disappearing languages

Article: “Danger! Dying Languages”

Agreeing and disagreeing

Asking for a favor

Conversation: a trip to the Grand Canyon

Travel blog: “Around the Grand Canyon”

Discussing local tourist destinations

Interview: “Smart” Cities; Two monologues talking about “smart” cities

Article: “Quick – Slow Down!”

Discussing good and bad points about a city

Two monologues: house renovations

Article: “Who Put the “Real” in Reality TV?”

Planning a home renovation

Apartment hunting

Unit Progress Test Travel blog Using descriptive language

Designing and describing a new room

Interviews about a new shopping mall

Email: complaining about an important issue

Radio show: personal finance

Article: “Is it Time to Give Up on Cash?”

Giving opinions on financial matters

Three monologues about honesty

Newspaper article: “The Honesty Experiment”

Discussing moral dilemmas

Job hunting

Unit Progress Test Email of complaint Using formal language

Talking about hopes and worries

Conversation about a TV show

Review: “Crime with a Smile”

Discussing shows about crime

Conversation about inventions

Article: “Too Good to Be True?”

Talking about inventions

Conversation about an email hoax

Article: “The Rise and Fall of Theranos”

Describing a hoax or a scam

A surprise / misunderstanding

Unit Progress Test Review Organizing a review

Giving and receiving surprises

Four monologues about alternative medicine

Essay about the value of alternative medicine

Interview about Dan Cooper

Story: “The Man Who Disappeared”; Blog: “The Wreck of Titan”

Telling stories about coincidences

Two monologues: pursuing a dream

Article: “Dream to Help”

Describing and comparing brave or amazing people

Celebrating good news

Conversation about goals

Writing

Unit Progress Test Opinion essay Presenting a series of arguments

Telling an important piece of news

Story: extract from a diary

Talking about performing

Unit Progress Test Story Making a story interesting

Phonemic symbols and Irregular verbs p.164

Contents

N A C I R E M A ER

W O P EM K O O B ’S T N E D U ST

C1 ADVANCED

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CONTENTS Lesson and objective

STUDENT’S BOOK C1 Grammar

Unit 1 Language Getting started Talk about animals learning language 1A Talk about second language learning Adverbs and adverbial phrases 1B Describe languages and how they The perfect aspect change 1C

Express yourself in an inexact way

Write a web forum post

Pronunciation

Language learning; Noun forms Describing changes

Word stress: noun forms with -tion and -ity Sentence stress

Sound and spelling: ea, ee, and ie

Review and extension More practice Unit 2 Going to extremes Getting started Talk about tolerance of extreme conditions 2A Describe extreme sensory experiences Comparison

WORDPOWER Idioms: Body parts

Multi-word verbs: Social interaction

Consonant–vowel linking

Talk about plans, intentions, and arrangements

Verbs of movement

Thought groups and main stress

Give advice

Write a report

Intentions and arrangements

Emphatic stress

Review and extension More practice Unit 3 Travel and adventure Getting started Talk about a mishap on a road trip 3A Emphasize positive and negative Inversion experiences 3B

Describe journeys and landscapes

Paraphrase and summarize

Write a travel review

Future in the past; Narrative tenses

Wealth and poverty

Tone in inversion structures; Word stress

Landscape features

Sound and spelling: the letter t Different pronunciations of /t/

WORDPOWER Idioms: Landscapes

Talk about memories and remembering

Memory

Use tact in formal discussions

Write a profile article

have / get passives

Expressing yourself in an inexact way

Giving advice

Paraphrasing and summarizing

Instinct and reason

Sentence stress

Homophones in words and connected speech

Review and extension More practice Unit 5 Fairness Getting started Talk about activities for prisoners 5A Talk about crime and punishment Relative clauses

WORDPOWER mind

Crime and justice

Sound and spelling: s and ss

Talk about job requirements and fair pay

Employment

Word stress: nouns and verbs

Recall and speculate

Write an opinion essay

Willingness, obligation, and necessity

Everyday English

WORDPOWER Idioms: Movement

Review and extension More practice Unit 4 Consciousness Getting started Talk about manipulating the senses 4A Talk about using instinct and reason Noun phrases

Review and extension More practice

Vocabulary

Main stress

WORDPOWER Idioms: Crime

Being tactful in formal discussions

Recalling and speculating

Contents

Listening and Video

Reading

Speaking

Writing

Interview: A bilingual upbringing

Blog post: Speaking Italian to cats

Monologue: the origins of words Four monologues about how languages change Friends and rivals

Article: How quickly is the English language changing? Fact file: How languages are special

Describing experiences of language learning Discussing language learning factors Speculating when English words originated Discussing interesting facts about your language and others Sharing rough details of an experience

Five pieces of advice for language learners Changes in your world

Monologue: the dominance of English as a world language

Four discussion board posts

Predicting the main points of a talk and discussing your predictions

Web forum post Expressing opinions

Monologue: My vow of silence

Article: I’ve been to the quietest place on Earth

Interview with a base jumper

Leaflet: Itching for a good thrill? Article: Why some of us are thrillseekers

Questionnaire: How sensitive are you to sound? Discussing different views on communication Giving opinions on extreme sports and dangerous activities Discussing a blog post Advising a friend on a tricky situation

A guest overstays his welcome

Unit Progress Test

Blog post: a new experience

Unit Progress Test

Four monologues about university social club activities

Report: Review of a social club and recommendations

Discussing the merits of activities for a social club

Report Linking: contrast and concession

BBC talk: The problem with volunteering, Daniela Papi

Two reviews: Thinking of volunteering abroad?

Discussing volunteer work abroad Describing new experiences

BBC audio blog: Journey of a lifetime, Will Millard A bad pitch

Narrative article: Survival on the Mano River

Telling the story of an adventurous trip

Blog post: an unusual travel or tourism experience Article: an adventurous journey

Two monologues about Cusco

Traveler’s review: Cusco get-away

BBC radio discussion: gut instinct in medical diagnosis

Article: Learn to trust your gut!

Three monologues about childhood memories

Article: False childhood memories Article: How eyewitness evidence can be unreliable

Feedback and an unexpected opportunity Interview: musician Nora Manning

Radio news: bizarre crimes Four monologues about employment

Quiz: Do you have a sixth sense? Dilemmas: would you go with your gut instinct? Talking about a childhood memory Giving an eyewitness account of a crime Discussing ways to improve memory Giving opinions tactfully

Profile article: Anita Coronel: “The moment I started singing in Spanish something changed in me. It was a liberation.”

Asking and answering questions about being interviewed for a profile article Interviewing a classmate for a profile article

Article: Can we have a swimming pool? Life at Halden Prison Four job descriptions: Bomb disposal diver, Private butler, Ethical hacker, and Social engineer

Giving definitions of crime vocabulary Discussing punishments for crimes Discussing employment terms and conditions Exchanging information about different jobs Negotiating salaries for a range of jobs Dealing with a situation without the facts

Opening up Two monologues about job applications and social media

Paraphrasing and summarizing in informal conversations Describing the best and worst places you have been as a tourist Expressing an opinion about a place

Essay: Social media and recruitment

Discussing how an employer should respond to employee comments on social media

Unit Progress Test Travel review Descriptive language; Writing briefly

Unit Progress Test Profile article Organizing information; Showing time relationships

Unit Progress Test Opinion essay Essays; Linking: addition and reinforcement

Lesson and objective

Grammar

Vocabulary

Pronunciation

Everyday English

Unit 6 Perspectives Getting started Talk about the impact of 3-D street art 6A

Describe photos and hobbies

Simple and continuous verbs

Adjectives: Describing images

Sentence stress

Tell a descriptive narrative

Participle clauses

Emotions

Main stress and emphatic stress (adverbs and adjectives)

Organize a presentation

Write a letter of application

Tone in comment phrases

Review and extension More practice

Organizing a presentation

WORDPOWER Idioms: Feelings

Unit 7 Connections Getting started Talk about technologies in the classroom 7A

Speculate about inventions and technology

Speculation and deduction

Compound adjectives

Main stress: compound adjectives

Emphasize opinions about the digital age

Cleft sentences

Nouns with suffixes: Society and relationships

Tone in cleft structures

Apologize and admit fault

Write a proposal

Sound and spelling: ou and ough

Review and extension More practice

Apologizing and admitting fault

WORDPOWER self-

Unit 8 Body and health Getting started Talk about physical activity in old age 8A

Describe sleeping habits and routines

Gerunds and infinitives

Sleep

Sentence stress

Talk about lifestyles and life expectancy

Conditionals

Aging and health

Pitch: extra information

Negotiate

Write promotional material

Sound and spelling: misleading vowels

Review and extension More practice

Negotiating

WORDPOWER and

Unit 9 Cities Getting started Talk about obstacles to urban development 9A

Talk about city life and urban space

Reflexive and reciprocal pronouns

Verbs with re-

Sound and spelling: re-

Describe architecture and buildings

Ellipsis and substitution

Describing buildings

Word stress

Deal with conflict

Write a discussion essay

Sound and spelling: foreign words in English

Review and extension More practice

Dealing with conflict

WORDPOWER build

Unit 10 Occasions Getting started Talk about an unusual wedding 10A Give a presentation or a speech

Regret and criticism structures

Communication verbs

Word groups and main stress

10B Talk about superstitions and rituals

Passive reporting verbs

Superstitions, customs, and beliefs

Consonant groups

10C Take turns in more formal conversations

Tone in question tags

10D Write a movie review Review and extension More practice Communication Plus p.127

WORDPOWER luck and chance Grammar Focus p.138

Vocabulary Focus p.158

Turn-taking

Contents Listening and Video

Reading

Speaking

Interview with an amateur photographer

Article: Lessons Elliott Erwitt has taught me about street photography

Discussing photography skills Talking about your favorite photos

News report: The conclusion of the story of the suspicious encounter

Blog post and email: Two views of a suspicious encounter

Discussing the themes of a piece of fiction Reading a short story aloud

A big presentation

Writing

Presenting an application for a grant

Unit Progress Test

Five conversations about things to see and do in the local area

Advertisement: article writers required for local magazine

Talking about what’s going on in your local area

Three monologues: inventions that would make the world a better place

Article: I’m about to interview a robot.

Discussing questions to ask a robot Presenting a new invention

Radio show: From My Bookshelf

Article: Loneliness and temperature

Talking about what you read online Explaining how you would overcome a hypothetical problem

Unsolicited suggestions

Dealing with a situation where you are at fault

Four monologues: people express their opinions of their colleagues

Proposal: a team-building program for senior management

Ordering the personality attributes required to be an effective team member

Radio interview with a sleep researcher Radio phone-in show about waking up at night

Article: Top tips to help you sleep Article: The myth of the eight-hour sleep

Discussing tips for a good night’s sleep Planning a typical day for someone with a segmented sleep pattern

BBC interview: living on a calorie restricted diet

Article: Anti-aging treatments Interview: We don’t have to get sick as we get older

Discussing anti-aging treatments Presenting your views on health and aging issues

A one-of-a-kind gift

Negotiating the price of a product or service

Radio interview: The Stone Age Diet

Homepage: Ancestors Restaurant

Discussing what’s important when you eat out

Podcast: new ideas for “smart cities”

Article: The Day of the Pedestrian Fact files: four city initiatives

Sharing information about initiatives to improve cities Presenting ideas for “smarter” cities

Conversation: thin skyscrapers

Article: Jeanne Gang

Describing buildings Presenting a proposal for the redevelopment of a derelict building Role play discussing the state of a town

A mistake

Letter of application Formal letters; Giving a positive impression

Unit Progress Test Proposal Linking: highlighting and giving examples

Unit Progress Test Promotional material Using persuasive language

Complaining and responding to complaints

Conversation: life in a rural community in New Zealand compared to life in a city

Essay: urban migration

Discussing rural and urban living

Three monologues about giving a presentation

Article: Don’t be boring! How to feel the fear but speak well in public

Discussing what makes a good presentation Giving a one-minute speech: Learning from my mistakes

Radio interview: superstitions in sports

Article: The game before the game

Discussing superstitions, customs, and beliefs Role play talking about plans and responding Explaining theatrical superstitions

A successful interview

Creating an alternative ending to a short story

Unit Progress Test Discussion essay Linking: reason and result

Taking turns in an interview

Unit Progress Test

Four monologues about how people use reviews

Two movie reviews: Ad Astra

Discussing how much reviews influence your choices

Writing focus p.169

Audioscripts p.176

Verb patterns p.190

Movie review Concise description

Irregular verbs p.191

N A C I R E M A ER

W O P EM K O O B ’S T N E D U ST

ELEMENTARY

Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones

CAN DO OBJECTIVES

Student’s Book A2 Sample Unit

■ Talk

about jobs

■ Talk

about study habits

■ Ask

for things and reply

■ Complete

UNIT

WORK AND STUDY GETTING STARTED a

Look at the picture and answer the questions. 1 Where do you think the woman is? 2 What is she holding? 3 What’s one good thing about her job and one bad thing?

a form

What kind of work do you think is interesting? Here are some ideas: • • • •

working with people working with animals working with machines working on your own

49 49

2A 1

Learn to talk about jobs

SHE LOVES HER JOB

G Simple present: affirmative and negative V Jobs

READING

Look at the picture. Answer the questions. 1 2 3

Where is this woman? a in a park c by a river b at home Do you think ... ? a she’s a tourist b she works here What do you know about alligators?

c Choose the correct answers. 1 Most people like / don’t like alligators. 2 Gabby Scampone likes / doesn’t like alligators. 3 Alligators like / don’t like people swimming near them. 4 It is / is not dangerous to give alligators food. 5 Gabby has one job / two jobs.

b Read the article and check your answers.

d Read the article again. Find two reasons why Gabby’s work is interesting.

Talk about the questions. 1 Would you like Gabby’s job? Why / Why not? 2 What other unusual jobs do you know?

GATOR GIRL Gabby Scampone with an alligator

verglades Holiday Park is an animal park in the U.S. It’s in Florida. It has birds, fish, and . . . alligators! Many tourists visit the park every year. They come to look at the alligators. Most people think alligators are interesting, but they don’t really like them, and they don’t go too close to them! Gabby Scampone is different. She lives in Florida, and she works at the park. She loves her job – and she also loves alligators. In her work, she teaches visitors about alligators. She tells visitors that alligators are not always dangerous animals. Usually, alligators don’t attack people, but they don’t like when people swim in the water near them. Also, if people give food to alligators, sometimes the alligators get too close, and that can be dangerous. Gabby doesn’t always work at the park. She also has a second job: she catches wild alligators. If a wild alligator goes near a person’s house, Gabby and some other people catch it. They take the alligators back to the park. Her parents and friends think she’s crazy, but she really enjoys the job. Gabby thinks many people don’t understand alligators very well, but that alligators are smart and amazing animals. And so far she still has all of her fingers!

UNIT 2 2

VOCABULARY Jobs

a Match words 1–9 with pictures a–i. 1 2 3

4 5 6

nurse salesperson police officer

7 8 9

dentist pilot engineer

janitor photographer taxi driver

02.01 Pronunciation Listen to the words and underline the stressed syllable.

police officer engineer photographer dentist

Complete the sentences with jobs from 2a. Talk about your answers. 1 A(n) 2 A(n) 3 A(n) 4 The pay for a(n)

d 3

has a dangerous job. has an easy job. has an exciting job. isn’t very good.

Now go to Vocabulary Focus 2A on p. 163 for more jobs vocabulary.

GRAMMAR

Simple present: affirmative and negative a

02.03 Look at the sentences from 1b and complete them with the verbs from the box. Listen and check.

catches come doesn’t don’t (x2) go attack think work works I / we / you / they + Tourists alligators. Her parents – They Alligators

he / she / it

to look at the she’s crazy. too close to them. people.

She at Everglades Holiday Park. She wild alligators.

always Gabby at the park.

b Underline more simple present verbs in the text in 1b. Make two lists: affirmative and negative forms.

Now go to Grammar Focus 2A on p. 140.

d Underline the verbs in sentences 1–2. 1 She loves her job. 2 She catches wild alligators.

02.05 Pronunciation Which verb in 3d has an extra syllable when we add the letter -s? Listen and check.

a Think about your job or the job of someone

you know. Write four sentences about the job: two affirmative (+) and two negative (–). Use the verbs in the box.

f Underline the correct answers. 1 After the sounds /z/, /s/, /dʒ/ (spelled j), /ʃ/ (spelled sh), and /tʃ/ (spelled ch), we don’t add / add an extra syllable. 2 We don’t add / add an extra syllable after other sounds.

Listen to these verbs. Check (✓) the verbs that have an extra syllable.

work drive have like study speak go start leave know

+ I start work at 7:00 in the morning. – I don’t drive to work.

02.06

works finishes catches

eats listens uses

teaches stops watches

Communication 2A Student A go to p. 130. Student B go to p. 133.

SPEAKING

Tell your partner your sentences. Can they guess the job?

c Tell other students about your partner’s job. Can they guess it?

She starts work at …

2B 1 a

DO YOU WORRY ABOUT EXAMS?

Learn to talk about study habits G Simple present: questions and short answers V Studying; Time

READING

C H AT

Ask and answer the questions.

Home Forums Articles Archives

1 Are you good at taking exams? 2 Do you worry about exams and tests? 3 Do you study a lot for an exam or test?

b Read comments 1–3 in the online chat and match them with pictures a–c.

Read the comments again and answer the questions with a partner.

Exam stress!

1 Which study habits are ... ? • useful • funny 2 Put the study habits in the order you want to try them from 1 (really want to try) to 3 (don’t want to try).

VOCABULARY Studying

Hi guys! I have a big exam on Friday. It’s really hard to study. I read my study notes for an hour, and then I watch really bad TV shows! What about you? Do you worry about exams? What are your study habits? MIMI23 1

a Look at the underlined words in questions

SOUL BOY2

1–7. Match them with pictures d–j below.

1 Do you have a break in the middle of your English class? 2 Do you have a schedule for your study routine? 3 Do you take notes when you read something in English? 4 Do you get good grades in English tests? 5 How many weeks is a semester at your school? 6 Do you have an exam at the end of the year? 7 Do you study with your friends?

CAT LOVER5

1–4. You can use some of the words more than once.

1 an exam 2 grades

b Match the words in the box with

get good pass bad take fail

BOOKWORM8

3 notes 4 a test

Ask and answer the questions in 2a. g

UNIT 2 Listen and check. 1 You a full-time student or a part-time student? 2 Are you a full-time student or a part-time student? 3 You are a full-time student or a part-time student?

b Complete the questions with one word.

… you study engineering? … they like tests?

Jack asks Tania about her daughter, Ellie. Listen and complete the information about Ellie’s studies. 02.10

• Hours a week? • When? • Where?

d Read the question Jack asks Tania.

Tania and Jack

LISTENING

3 a

Look at the questions in 5b. How are they different? Why?

Jack talks to Tania about her study habits. Listen and check (✓) the things they talk about. 02.07

1 2

places to study hours of study

Does she study more before an exam?

3 4

e f

exams free time

• When? • Where?

VOCABULARY Time

a Match the times that Tania talks about with the clocks. 6

1 Usually at eight thirty… 2 … last night at a quarter after eleven.

b Complete the sentences with the words in the box. a

Put the questions in the correct order. Listen and check. 02.12

1 a week / do you study / hours / how many? 2 study grammar / or vocabulary / do you? 3 you / when / study / do? 4 study / do / where / you?

Listen again. Complete the information about Tania’s studies. 02.07

• Part-time or full-time student? • Hours a week?

Now go to Grammar Focus 2B on p. 140.

Pronunciation Notice the pronunciation of do you in each question. Can you hear both words clearly? 02.12

SPEAKING

a Look at the questions in 5f. Write another question about studying.

Ask and answer your questions in 6a.

Do you have any new ideas about studying now?

to after o’clock thirty

5 a

1 four

3 (a) quarter

four

2 four

4 (a) quarter

five

Natalia studies very early in the morning because she isn’t very tired. I think it’s a good idea, but I prefer to sleep!

Now go to Vocabulary Focus 2B on p. 164 for more practice with time vocabulary.

GRAMMAR Simple present: questions 02.09

Look at the questions. Which is correct?

Learn to write an email with travel advice

EVERYDAY ENGLISH I’d like a latte

LISTENING

1 a

Look at the pictures. Where are Martina and Tomás? 1 at school 2 at work 3 in a coffee shop

02.13

Listen to Part 1 and check your answer in 1a.

Work in pairs. Choose the correct answers. 1 Tomás orders a small / large coffee, a small / large latte, and one muffin / two muffins. 2 It costs $7.25 / $8.25. 3 Martina asks Tomás for help / a croissant.

d e

02.13

Listen to Part 1 again and check your answers in 1c.

02.14 Listen to Part 2. What does Martina need help with? Choose one answer.

She asks Tomás to help her ... . a pay for school b study for a test c make dinner

02.14 Listen to Part 2 again. Are the sentences true or false? Correct the false sentences.

1 Martina asks Tomás for help. 2 Tomás is free tonight.

3 Martina isn’t free on Friday. 4 Martina’s test is on Friday.

Where do you usually meet friends and family? • in your home • in their home • in a coffee shop

• in a different place

USEFUL LANGUAGE

Asking for things and replying a Look at these ways to ask for things. Who says them: Tomás (T ) or Martina (M)?

1 Can we have a coffee and a latte, please? 2 Could I come to your place tonight? 3 Could I have a blueberry muffin instead? 4 I need your help to get ready for a big math test.

02.13–02.14 Listen to Parts 1 and 2 again and check. Match a–d with 1–4 in 2a.

a So a large latte and a small coffee? Anything else? b Oh, sure! No problem. c Of course. It’s the same price. d Sorry, I have to work tonight.

In pairs, take turns asking for things and replying. Use the phrases from 2a and 2b.

Learn to ask for things and reply

Paragraph writing S Reacting to news

P Sound and spelling: ou

UNIT 2

CONVERSATION SKILLS Reacting to news

Complete the mini-conversations with words in the box. Listen and check your answers. 02.16

problem bad

SAM LARA

Sorry, I have another meeting in five minutes. . We can talk later. OK, no 1

LARA SAM

Sorry, I have plans tonight. Oh, that’s too 2 .

b Read the mini-conversations in 3a again.

Which phrase means ... ? 1 “It’s not important.” 2 “I’m not happy about it.”

c Match a–d with 1 or 2 in 3b. a b c d

Never mind. I’m sorry about that. It doesn’t matter. What a shame.

PRONUNCIATION

Sound and spelling: ou a

02.17

Listen to the sound of the letters ou below.

1 an online course 2 house

Listen to three short conversations. Where are they? Match them with pictures a–c.

Complete the sentences from the conversations in 2d. Listen again and check your answers. some water, please? a chicken sandwich, please. you this afternoon?

f Look at the situations. What can A and B say? Use expressions from 2a and 2b. A 1 You’re in B’s home. Ask for some water. 2 You’re in a café. Ask for a small espresso. You have a problem at work. Ask for some help. 4 You want to meet B on Saturday.

02.15

1 2 3

Do the letters in 1 and 2 have different sounds?

02.15

Do these words sound like 1 or 2 in 4a? Listen and check. Listen again and repeat. out 2 four your 02.18

about

5 a

sound

SPEAKING Communication 2C Student A go to p. 130. Student B go to p. 133.

Say yes. You’re the waiter. Say yes. Say no. (You’re busy.) Say no. (You aren’t free then.)

Work in pairs. Use the dialogue maps to ask for things and reply. Take turns being A and B.

UNIT PROGRESS TEST CHECK YOUR PROGRESS You can now do the Unit Progress Test.

2D 1

SKILLS FOR WRITING 2

READING

a Look at the information about

Why do you want to study English? • to get a good job • to meet new friends • for travel and tourism

W Spelling

I need English for my job

SPEAKING AND LISTENING

Learn to complete a form

Daniela. Complete Part 1 of the form. Can you remember her nationality?

• to study something in English • a different reason

Listen to three International College students talk about where they’re from and their reasons for studying English. Underline the correct answers. 02.19

From: EIC Student Care To: danielar@supermail.com

Dear Daniela,

I’m from Acapulco / Mexico City, and I need English for my job / studies.

We’re looking forward to welcoming you to International College on July 6th.

You will be in class P1 and your teacher will be Kate Marks. We hope . . .

2 I’m from Riyadh / Jeddah, and I need English for my job / studies.

Daniela

INTERNATIONAL COLLEGE COMP

ETITION ENTRY FORM

Part 1 Said

I’m from Tokyo / Osaka, and I need English for my job / studies.

First name: Last name: Gender:

Likes at the college

Needs to improve

Class start date:

Part 2

Said

I work as a(n) 1 in Mexico City. I love my job except for the 2 ! Every day they speak to me and ask me for inform ation. I can’t understan d the m, and it is difficult for me to answer. English is impo rtant to me because it helps me do my 3 well.

Talk about the questions with other students.

02.20 Listen to Kate talk about a competition at International College. What can you win? 02.20

Listen again. Answer the questions.

1 Can students who don’t go to International College enter the competition? 2 Is it OK to use a computer for the entry form? 3 Where can students get entry forms?

Your class now:

Why is English important for

1 What do you need to improve in English? 2 Why is this important for you?

Email address:

Daniela

Sakura

Cell phone (U.S.):

Listen again and complete the chart with the words in the box. 02.19

grammar the classes the teacher reading and writing listening the schedule

male

Nationality:

Sakura

female

you?

What do you want to improv

e in your English?

I think my speaking in

English is OK for my lev el. But and understanding is still very difficult for me. I really want to sta y an extra month at yo ur school and improve my listen ing. 4

b Read Part 2 of Daniela’s form. Complete it. c

02.21

answers.

Listen to Daniela again and check your

UNIT 2 3

WRITING SKILLS Spelling

a Read Daniela’s first draft of her entry form. Cover page 26. Look at the example spelling problem. Find eight more spelling problems.

b Check (✓) when it’s important to have correct spelling. 1 2 3 4

a first draft of a text a final draft of a text a text other people read a text only you read

c Find and correct a spelling mistake in each sentence.

1 I really love swimming in the see. 2 Can you please right your name on the form? 3 I don’t no the answer to this question. 4 Can you speak up? I can’t here you. 5 Where can I bye bread?

INTERNATIONAL COLLEGE COMP

ETITION ENTRY FORM

Part 2 Why is English important for

you?

I work as a trafic traffic police offiser in Mexic o City. I love my job except for the too rists! Every day they spe ak to me and ask me for informashion. I can’t understand the m, and it is dificult for me to anser. English is important for me bec os it helps me do my job well.

What do you want to improv

e in your English?

I think my speaking in English is OK for my lev el. I also find reading and writing pre tty easy. But listning and understanding is still very hard for me . I really want to stay an extra month at your scool and improv e my listening.

d In what way are the incorrect and correct words in 3c the same?

WRITING

a Complete the form with your information. b Use your ideas in 1d to write answers to the questions in Part 2.

c Switch forms with another student. Are your ideas in Part 2 the same?

INTERNATIONAL COLLEGE COMP

ETITION ENTRY FORM

Part 1 First name: Last name: Gender:

female

male

Nationality: Cell phone (U.S.): Email address: Your class now: Class start date:

Part 2 Why is English important for

you?

What do you want to improv

e in your English?

UNIT 2

Review and extension 1

GRAMMAR

WORDPOWER work

a Match sentences 1–3 with pictures a–c. 1 I work in a hospital. 2 I work for Larkin Computers 3 I work as a receptionist. a

a Complete the text with the correct form of the verb in

parentheses.

I’m a college student, but I 1 (work) in a clothing store every weekend. On Saturday I 2 (start) work at 9:00 a.m., but on Sunday I 3 (not start) until 11:00 a.m. My sister’s a nurse, so she 4 (not have) a normal schedule. She sometimes 5 (work) all night, but she 6 (not like) it. My parents are both teachers, so they 7 (work) from Monday to Friday.

b Write possible questions for the answers. 1 2 3 4 5

A What A Do A Do A When A Does

B I’m a receptionist. B No, I don’t. I work in a hospital. B Yes, I do. It’s great. B I start at 9 o’clock in the morning. B Yes, he does. My husband is a teacher. ? B He works in a high school. ? B Yes, he does. He loves it. ? ? ? ? ?

6 A Where 7 A Does

Practice the conversation in 1b with a partner. Answer about your life.

VOCABULARY

a Put the letters in parentheses in the correct order to complete the job. 1 n 2 d 3 p 4 e 5 j 6 p

e (s r u) t (t e i s n) t (l o i) r (n n i e g e) r (i o t a n) r (o o h e h p r a t g)

b Write the times in words. 10:15 – (a) quarter after ten or ten fifteen 1 11:30 3 6:00 5 2:40 2 12:45 4 8:15 6 5:20

c Match 1–5 with a–e to complete the sentences. 1 2 3 4 5

Read the text and take I’m not worried because I usually get good I hope we have He is worried because he often fails I need to study for the final

a b c d e

a break soon because I’m tired. important exams. notes on a piece of paper. exam next week. grades on tests.

b Look at the phrases in bold in 3a. Match them with 1–3.

1 the job I do 2 the place of work 3 the company

c Is work a verb or a noun in sentences 1–5? 1 2 3 4 5

I start work at 8:00 a.m. each day. She leaves work at about 6:00 p.m. I can’t talk to you now – I’m at work. I’m an actor, but I’m out of work at the moment. They go to work very early in the morning.

d Which work phrase in 3c do we use when … ? a we don’t have a job b we are at the place we work

e Put the word in parentheses in the correct place in the sentence. 1 2 3 4 5 6

He works a nurse at night. (as) We all work at 6:00 p.m. (start) She’d like a job because now she’s of work. (out) She’s a photographer and works The Times. (for) When I’m work, I have no free time. (at) We both work a large office downtown. (in)

f Write four sentences about people you know. Use work in different ways.

My brother works for a shoe store downtown.

REVIEW YOUR PROGRESS How well did you do in this unit? Write 3, 2, or 1 for each objective. 3 = very well 2 = well 1 = not so well

I CAN … talk about jobs talk about study habits ask for things and reply

complete a form

Contents

N A C I R E M A ER

W O P EM K O O B S ’ R E H C A E T

ELEMENTARY

Tim Foster with Ruth Gairns, Stuart Redman, Wayne Rimmer, Lynda Edwards and Julian Oakley

UNIT

Teacher’s Book A2 sample unit

UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts, and conversations about work, jobs, and studying ask for and give information about themselves and other people, including their jobs and study habits tell the time use simple phrases to react to news identify and correct spelling mistakes in their written work complete a form explaining why English is important for them and why they want to improve their English

WORK AND STUDY UNIT CONTENTS

Give students one minute to think about their answers to the questions before talking about the picture as a class.

Read the ideas with the students and check that they understand machines. Discuss which kinds of work they think are interesting and ask students to share any other ideas they have.

G GRAMMAR

Simple present: affirmative and negative Simple present: questions and short answers

V VOCABULARY Jobs: actor, businessman, businesswoman, chef, dentist, engineer, farmer, janitor, manager, mechanic, nurse, photographer, pilot, police officer, receptionist, salesperson, server, taxi driver, tour guide Studying: break, exam, get good/bad grades, pass/fail an exam, pass/fail a test, schedule, semester, study, take notes Time: o’clock, five after, ten after, (a) quarter after, thirty, (a) quarter to, etc. Wordpower: work as a verb with in + place, for + company, as + job; work as a noun: be at work, be out of work, go to work, leave work, start work, etc. P PRONUNCIATION

Word stress in jobs Third person -s Simple present questions: Do you Sound and spelling: ou

C COMMUNICATION SKILLS

Talking about jobs Talking about study habits Asking for things and replying Reacting to news using That’s too bad and No problem Writing a competition entry about learning English

GETTING STARTED OPTIONAL LEAD-IN Books closed. Write jobs on the board. Elicit the names of jobs students know and write them on the board, e.g., banker, doctor, teacher. If necessary, ask students: How do you spell that? In monolingual classes, you may ask: What’s “(doctor)” in (students’ L1)? Students then listen to you give four simple clues using be, e.g., This person is very smart. / He or she knows about medicine. / You go to this person when you are sick. Students then try to identify the job (a doctor). Unless students thought of the word scientist in the initial brainstorm, delete all the jobs from the board before reading out the following four clues: This person works outside or in a laboratory. / This person is usually good with numbers. / This person is very smart. Elicit the answer from the class or ask students to open their books and look at the photo. Write scientist on the board.

EXTRA ACTIVITY If your students work, ask them to write down one good thing and one bad thing about their job, e.g., It’s an easy job, but it’s very boring. Ask students to say their sentences to the class, and ask the rest of the class: Is it the same for you? Don’t let students tell each other exactly what their jobs are at this point, and tell them that they’ll find out this information at the end of Lesson 2A. Then ask students to write down one good thing and one bad thing about being a student and to share their sentences with the class.

Exercises a and b can be prepared as homework before this lesson to give students time to look up unfamiliar vocabulary. Ask students to look at the picture and to prepare their answers to the questions as homework to talk about in the next class.

At the end of this lesson, students will be able to:

SHE LOVES HER JOB

OPTIONAL LEAD-IN Books closed. Ask students: What’s a “gator girl”? Tell them: It’s a job! Write it on the board. Under gator, write alligator and help students to locate gator in the word by covering up alli with your hand. Help them understand that gator is a shortened version of the word “alligator.” In a monolingual class, you could ask: What’s “alligator” in (students’ L1)? Alternatively, to help students connect the pictures with the job title and understand the job, point at the pictures and say: This is an alligator. This is a girl.

1 a

• read and understand a text about a dangerous job • use a lexical set of jobs correctly • use the affirmative and negative forms of the simple present • talk about their jobs or the jobs of people they know

the jobs in the pictures they already know. Individually, students then match the words with the pictures. Monitor for any problems and clarify these as you check answers as a class. Answers 1 i 2 d 3 c

Individually, students look at the picture and answer the questions. Ask some students to tell the class their ideas, but don’t check answers at this point.

b Students read the text quickly and check their answers to 1a. Check answers as a class. You may wish to help students with words in the Vocabulary Support box.

VOCABULARY SUPPORT

c Read the sentences with students. Then, tell students

d Make sure students understand that the information

FAST FINISHERS Ask fast finishers to look at the text again, find words that are new for them, and write them down in their notebooks, either with a definition, an example, or a translation.

02.01 Pronunciation Look at the example with the class, and make sure students understand how the underlining relates to word stress by over-stressing the underlined syllable, i.e., poLICE officer. Play the recording for students to underline the stressed syllable. Check answers as a class.

Answers engineer photographer dentist

to read the text again in detail and choose the correct answers. Check answers as a class.

Possible answers She works in a beautiful park; she loves her job; she teaches visitors about alligators; she also catches wild alligators.

7 g 8 h 9 a

FAST FINISHERS

smart (B1) − intelligent

could be anywhere in the text, not necessarily in the section about Gabby. They check in pairs. Check answers as a class.

4 f 5 e 6 b

Ask fast finishers to write down all the other jobs they can think of. After they complete Vocabulary Focus 2A on p. 163, they can see how many jobs they had already thought of.

wild (B2) − an animal that lives away from people in natural conditions

Answers 1 don’t like 2 likes 3 don’t like 4 is 5 two jobs

VOCABULARY Jobs

a Ask students to cover the words and see how many of

READING

Answers 1 a in a park 2 b she works here 3 Students’ own answers

Students talk about the questions in pairs, small groups, or as a class. Encourage students to justify their ideas as much as possible, e.g., I think Gabby’s job is awful. It’s very dangerous!

Read the sentences with the students and then give them one minute to think about their answers. Check that students understand that there are no correct answers in this case. They then compare their ideas in pairs. Invite pairs to share their answers with the class. Answers Students’ own answers

02.02 Students complete the exercises in Vocabulary Focus 2A on SB p. 163. Play the recording for students to check their answers to Exercise a, monitor Exercise c, and check other answers as a class. Tell students to go back to SB p. 21.

Answers (Vocabulary Focus 2A SB p. 163) a 1 farmer 6 actor 2 chef 7 server 3 businessman / businesswoman 8 mechanic 4 receptionist 9 tour guide 5 manager b a nurse e chef i receptionist b tour guide f dentist j farmer c actor g mechanic d taxi driver h pilot

GRAMMAR

Answers (Grammar Focus 2A SB p. 141) a 2 finishes 4 buys 6 misses 8 teaches 10 watches 3 relaxes 5 wants 7 says 9 worries b 1 start 3 goes; leaves 5 get; makes 7 study; enjoy 2 finishes; does 4 watches; tries 6 has; loves c 2 don’t drive 4 doesn’t have 6 doesn’t go 3 don’t cook 5 don’t worry 7 don’t do d 2 don’t doesn’t 4 haves has 6 I am love I love 3 gos goes 5 no like don’t like

Simple present: affirmative and negative a

02.03 Write the following three jumbled sentences about the text on SB p. 20 on the board and ask students to put them in order: 1 is / in Florida / Everglades Holiday Park (Everglades Holiday Park is in Florida.) 2 animal park / It’s / an (It’s an animal park.) 3 birds and alligators / It / has (It has birds and alligators.) Say: Sentence 3 is different. Ask: Why? Elicit that it doesn’t use the verb be. Students then look at the chart and complete it with the simple present verbs. Play the recording for students to listen and check. Check answers as a class.

d Write the sentences on the board and ask the class to tell you which words to underline. Answers 1 loves 2 catches

Answers I / we / you / they

he / she / it

Tourists come to look at the alligators. Her parents think she’s crazy.

She works at Everglades Holiday Park. She catches wild alligators.

–

They don’t go too close to them. Alligators don’t attack people.

Gabby doesn’t always work at the park.

b Elicit the first two or three examples with the class.

Students then underline the simple present verbs and classify them as affirmative or negative. Check answers by drawing two columns on the board and asking individual students to come up and write their examples on the board. Answers Affirmative forms: is, ’s, has, visit, come, think, lives, works, loves, teaches, tells, swim, give, get, think, enjoys, thinks, has

f Give students one minute to read the rules and choose the correct answers. Check answers as a class. Answers 1 add 2 don’t add

CAREFUL!

Another problem area is subject/verb agreement. Students may either omit the -s on the third person singular, e.g., Lisa work in a … (Correct form = Lisa works in a hospital), or use it where they shouldn’t, e.g., Our English classes finishes in June (Correct form = Our English classes finish in June).

02.04 Students read the information in Grammar

Focus 2A SB p. 140. Play the recording where indicated, and ask students to listen and repeat. Students then complete the exercises. Check answers as a class, making sure students are spelling the -s forms correctly and using don’t/doesn’t to form the negatives correctly. After students complete the Grammar Focus activities, ask them: Is the simple present easy? Is it difficult? Elicit an indication of their confidence level. Tell students to go back to SB p. 21.

identify which verb has an extra syllable. Check answers as a class. If necessary, by counting on your fingers, show students how love/loves both have one syllable, how catch has one syllable, but the third person singular form catches has two. Answer Catches has an extra syllable.

Negative forms: don’t (really) like, don’t go, don’t attack, don’t like, doesn’t (always) work, don’t understand

When using the simple present, students often make mistakes with the negative forms, either using haven’t instead of don’t have before a main verb, e.g., I haven’t a dangerous job (Correct form = I don’t have a dangerous job), or didn’t instead of don’t. This second type of error may sometimes cause misunderstandings, e.g., I didn’t like alligators. (Correct form = I don’t like alligators. Simple present = it’s not a usual action).

02.05 Pronunciation Play the recording for students to

02.06 You may wish to ask students to apply the

rule from 3f to the verbs before they listen. Play the recording for students to check the verbs that have an extra syllable. Check answers as a class. Drill each pair of words, e.g., work (one syllable) − works (one syllable); finish (two syllables) − finishes (three syllables), to help students get a feel for when we add an extra syllable and when we don’t. Answers ✓ finishes ✓ uses ✓ catches ✓ teaches ✓ watches

Divide the class into pairs and assign A and B roles. Student As read the sentences about a salesperson on p. 130, and Student Bs read the sentences about a nurse on SB p. 133. They complete the sentences. Monitor for any problems, and clarify these before the pairwork stage. Put students into A/B pairs for them to read aloud their sentences to each other and guess the jobs. Tell students to go back to SB p. 21.

LOA TIP MONITORING • Monitor the two stages of the pairwork activity closely. In the first step, check carefully that students are writing the verb forms with -s correctly, and point out any errors in spelling for students to self-correct. • During the speaking stage, listen carefully to check that students are pronouncing the verb forms correctly. When students make a mistake with the pronunciation, try to catch their eye discreetly so that they can correct their mistake. • If students continue to pronounce the verb forms incorrectly, you may wish to check this again or ask them to do the activity in Workbook 2A.

EXTRA ACTIVITY

FAST FINISHERS Ask fast finishers to choose another job from SB p. 21. They make their own sentences about it and read them aloud to their partner who tries to guess the job.

SPEAKING

Write Who am I? on the board. Think of a famous person, real or fictional, who your students will know, and tell them four sentences about the person using I as if you were the person, e.g., 1 I work on my own. 2 I go to interesting places. 3 I stop bad people. 4 I drive an Aston Martin. (Answer: You’re James Bond!) Students could then prepare their own Who am I? sentences about famous people to share in small groups.

a To help students, you may give them some example

sentences about your own job, e.g., I work in a really great place. Make sure students understand that if they choose to write about someone they know, they will need to use the -s form of the verb. Monitor and help with vocabulary, and suggest ideas if necessary.

ADDITIONAL MATERIAL Workbook 2A hotocopiable activities: Grammar 2A, Vocabulary 2A, P Pronunciation 2A

Put students into pairs to tell their partner their sentences and try to guess the jobs.

c Students work in new pairs, or small groups, and tell

each other what their partner told them. Point out that in this stage of the activity, all students will need to use the -s form of the verb. As you monitor, don’t interrupt fluency, but note any mistakes with the pronunciation of the -s forms of the verbs. After the activity, write any verbs that caused pronunciation problems on the board and drill them.

At the end of this lesson, students will be able to: • read and understand a text about exam stress • use vocabulary for talking about studying correctly • understand an interview about study routines • tell the time using o’clock, (a) quarter after, thirty, etc. • use the question form of the simple present • ask and answer questions about studying

DO YOU WORRY ABOUT EXAMS?

OPTIONAL LEAD-IN Books closed. Walk into class and give students a surprise test reviewing five items from the class so far to elicit the answers in parentheses, e.g., 1 Where are you from? (I’m from (students’ country/city). / I’m (students’ nationality).) 2 How do you spell “wonderful”? (W-O-N-D-E-R-F-U-L) 3 A coffee is $2, and an ice cream is $3. Two coffees and one ice cream is … ? ($7) 4 What’s a cupboard? (a thing with doors to put things in) 5 What’s the next number? 1, 2, 4, 7, 11, 16, … (22). After checking answers, ask students: How do you feel? Elicit their feelings, e.g., Great!, Fantastic!, Stressed!, Worried!, and then look at the questions in 1a.

b Students read the comments quickly and match them

with the pictures. You may wish to pre-teach the words in the Vocabulary Support box. Check answers as a class. Answers 1 c 2 b 3 a

VOCABULARY SUPPORT habit (B1) − a thing you do regularly relax (B1) − to stop worrying about something and feel happy

1 a

READING Give students one minute to think about their answers to the questions before talking about exams and tests as a class. You may wish to pre-teach the word worry (v.) (to think a lot about bad things).

routine (B1) − things you do regularly at the same time every day stress (B1) − a feeling of worry at a difficult time

Tell students to read the comments again in detail. Students answer the questions in pairs. Then, check their ideas as a class. Check that students understand that there are no correct answers in this case.

EXTRA ACTIVITY Divide the class into small groups. Ask half of the groups to complete the sentence Before exams, it’s a good idea to … in as many ways as possible, and the other half to complete the sentence Before exams, it’s a bad idea to … , e.g., … it’s a good idea to have a lot of short breaks and relax; … it’s a bad idea to worry. Monitor and help with vocabulary and give students ideas if necessary. Regroup students and put them into pairs so that in each pair, one student has It’s a good idea … sentences and the other has It’s a bad idea … sentences. Students compare their ideas.

VOCABULARY Studying

a Individually, students read the sentences and match

them with the pictures. They then check in pairs. Check answers as a class. Check pronunciation by pointing to each word and asking students: How do you say this word? Elicit the correct pronunciation. Ask the class Is that correct? before modeling the pronunciation yourself if necessary. Answers 1 j 2 h 3 e 4 f

Audioscript JACK Umm, excuse me. Hi. Look, can I ask you a few questions about your study routine? TANIA What? J Your study routine. T Umm … OK … but I have to … J Great! So, first question, are you a full-time student or a part-time student? T Part-time. I have a job – I’m a nurse and I have a family. I’m really busy. J OK … and how many hours a week do you study? T Well, at the university … about five hours. J And at home? T I don’t know – maybe about ten hours. J Do you study in the morning or afternoon?

Students work individually, matching the words to make phrases. Check answers as a class.

Ask fast finishers to look back at the reading text and see how many of the words and phrases from 2a and 2b they can find there.

3 a

Before students start asking and answering the questions in 2a, drill them for correct pronunciation. Monitor, but don’t interrupt fluency unless students make mistakes with the vocabulary for studying.

LISTENING 02.07 Play the recording for students to listen for general meaning, and check the things Jack and Tania talk about. Check answers as a class.

Answers 1 ✓ 2 ✓ 4 ✓

T J T J T J T

J T J

I usually study early in the morning or late at night. When do you start studying each day? Usually at eight thirty or nine o’clock. Do you finish studying very late? Well, it changes every day. Well, last night, for example. Hmm … last night … at a quarter after eleven. Wow, that’s pretty late! And where do you study? Everywhere! On the bus, at work, at lunch time, in the kitchen, in the bedroom – everywhere! And in your free time? Free time?! What do you do in your free time? I don’t have any free time!

02.07 Pre-teach the words full-time and part-time in the Vocabulary Support box. Students listen to the recording again for specific details and complete the information. They compare in pairs. Check answers as a class.

Answers • part-time • 15 hours a week • early in the morning or late at night • everywhere – on the bus, at work, at lunchtime, in the kitchen, in the bedroom

b Complete the first item as an example with the class.

FAST FINISHERS

5 g 6 d 7 i

Answers 1 pass/fail/take an exam 2 get good/bad grades 3 take notes 4 pass/fail/take a test

VOCABULARY SUPPORT full-time (B1) − all the time, for all the hours of the week that people normally work, e.g., a full-time job (= 40 hours a week) part-time (B1) − only some of the time, you have time for other things, e.g., a part-time student (= not all day on every working day)

VOCABULARY Time

a Draw a question mark on the board and point to your

watch to elicit the question: What’s the time? or What time is it? Tell students what the time is using the simpler form they used in Lesson 1C, e.g., It’s ten twenty., It’s three twenty-five., etc. Look at the first clock in the Student’s Book and say the time using this same system, i.e., It’s eleven fifteen. Then, read the examples with the class for students to match them with what Tania said. Answers 1 b 2 a

b Individually, students complete the sentences. Check answers as a class. Answers 1 o’clock 2 thirty 3 after 4 to

02.08 Students complete the exercises in Vocabulary Focus 2B on SB p. 164. Play the recording for students to check their answers to Exercise a and monitor Exercise b. Tell students to go back to SB p. 23.

LOA TIP CONCEPT CHECKING • Check that students understand the connection between the use of the auxiliary verb in simple present negative sentences and questions by writing You study early in the morning. After the sentence, write the plus sign (+) on the board. Directly underneath the (+), write (−) and elicit a negative sentence, e.g., You don’t study in the afternoon. Under the (+) and the (−), write a question mark (?) and elicit a question, e.g., Do you study early in the morning? Circle the verb study in each sentence, and the auxiliaries don’t and do.

Answers (Vocabulary Focus 2B SB p. 164) a 1 c 2 e 3 g 4 d 5 h 6 a 7 f 8 i 9 b

5 a

GRAMMAR Simple present: questions 02.09 Write the following three jumbled questions about Tania and Jack on the board, and ask students to put them in order: 1 Tania / busy / is ? (1 Is Tania busy?) 2 a nurse / is / Jack ? (2 Is Jack a nurse?) 3 students / they / are ? (3 Are they students?). Ask students the questions and elicit the answers. (1 Yes, she is. 2 No, he’s not. He’s a student. 3 Yes, they are.) Point to the questions on the board and say Questions with “be.” Then, point students to the Student’s Book and say: Simple present questions. Students then look at the questions and decide which one is correct. Play the recording for students to listen and check. Check the answer as a class.

• Repeat the process with a third person singular form, e.g., Ellie studies full-time. (+); Ellie doesn’t study part-time. (−); Does Ellie study full-time? (?). Circle the -s ending of the verb in the affirmative sentence, and show students how this transfers to the auxiliary verb in the negative and in the question.

CAREFUL!

Answer Question 2 is correct.

Students may have problems with the word order in simple present questions, particularly with the position of the auxiliary verb in relation to the subject and the main verb, e.g., You do study at school (Correct form = Do you study at school?), or they may omit the auxiliary verb completely, e.g., Where you live? (Correct form = Where do you live?).

b Read the two questions as a class and elicit the word. Answer Do

Another common error is to use a period at the end of a question instead of a question mark or to omit the punctuation altogether, e.g., What do you study (Correct form = What do you study?). As students work through the Grammar Focus, make sure they are using correct word order and punctuation.

02.10 Tell students to listen to the next part of Jack

and Tania’s conversation for specific details about Ellie (Tania’s daughter) and to complete the information. They compare in pairs. Check answers as a class. You may then wish to teach the word library (a place with lots of books that you can use to read or study). Answers • about 40 hours a week • at about nine o’clock • mostly at the university library and sometimes at home

Audioscript JACK Are you the only student at home? TANIA No, my daughter Ellie is a student, too. J Can I ask about her …? T All right, but look, I really have to … J Thank you so much. So, Ellie is it? T Yes. J How many hours a week does she study? T She’s a full-time student, so she studies about 40 hours a week.

J T J T J T

What time does she start each day? I’m not sure. At about nine o’clock. Where does she study? Mostly at the university library and sometimes at home. Does she study more before an exam? Yes, I think so. Look, I really have no idea. I’m in a hurry … I have to go. Goodbye! Please just one more question. Maybe not.

Answers (Grammar Focus 2B SB p. 141) a 2 Do you go 5 What do they wear 3 Does he want 6 What time do they have lunch 4 Where do you play b 2 Does 3 does 4 Do 5 don’t 6 do 7 Does 8 doesn’t c 2 does she study 5 does the bus go 3 does the store open 6 do you go to the gym 4 do you want 7 do they work

02.12 Students order the phrases to make questions. Play the recording for students to listen and check. Check answers as a class.

Answers 1 How many hours a week do you study? 2 Do you study grammar or vocabulary? 3 When do you study? 4 Where do you study?

d Read the question as a class and refer students back to the questions in 5b. Elicit the difference.

Answer Jack’s question uses Does, not Do. It’s a third person singular question form.

02.11 Students read the information in Grammar Focus 2B on SB p. 140. Play the recording where indicated, and ask students to listen and repeat. Students then complete the exercises. Check answers as a class, making sure students are using does/doesn’t for third person singular forms correctly. Tell students to go back to SB p. 23.

02.12 Pronunciation Play the recording again and highlight the pronunciation of Do you for students. Check the answer as a class.

Answer No, you can’t.

FAST FINISHERS

EXTRA ACTIVITY Ask students questions about specific times, and ask them to write down short answers in numerals in their notebooks, e.g., 1 What time does your English class start (on Tuesdays)? 2 What time do you go to bed on Mondays? 3 What time do you have dinner? 4 What time does your English class end today? 5 What’s your favorite TV show? What time does it start? In pairs, students compare the times they wrote down and try to make sentences using the information, e.g., My English class starts at 10:00 on Tuesdays; I go to bed at 10:30 on Mondays. Ask some students to tell the class their sentences.

Ask fast finishers to write sentences to summarize their discussion, e.g., Sonia studies English because she loves it!

ADDITIONAL MATERIAL

Ask students in pairs or small groups to reconstruct the questions you originally asked them. Write the questions on the board for students to check their own answers, paying particular attention to the use of Does in the third-person question forms.

Discuss the question as a class. Praise students who are able to express their ideas, even if their English isn’t perfect, and avoid correcting errors in front of the whole class.

Workbook 2B Photocopiable activities: Grammar 2B, Vocabulary 2B

SPEAKING

a Give students one minute to write another question

about study. Point out errors for students to self-correct.

Students work in small groups, asking and answering the questions they wrote in 6a. Monitor, but don’t interrupt fluency unless students make mistakes with the simple present forms.

EVERYDAY ENGLISH

At the end of this lesson, students will be able to: • understand informal conversations in which people make requests and respond • use appropriate phrases for asking for things and replying • use appropriate phrases for reacting to news • relate the letters ou to the sounds /oʊ/ and /ɑʊ/ • maintain informal conversations in which they make requests and respond

I’d like a latte

OPTIONAL LEAD-IN Books closed. Ask students: When you have trouble in your class(es), where do you go for help? Depending on class size, you may put students into pairs to discuss their answers. Then, ask students to share their answers with the class. Ideas may include the Internet, friends or family, classmates, their teacher, etc. Give students suggestions if they have trouble answering the question. Then ask: Do you help family or friends with their classes? Students discuss their answers in pairs or with the class.

1 a b

LISTENING Look at the three pictures on SB p. 24 with the class and read the question. Elicit students’ ideas, but don’t check the answer at this point. 02.13 Play Part 1 of the audio recording for students

to check their answer to 1a. Check the answer as a class. Answer 3 in a coffee shop

Audioscript (Part 1) MARTINA Hey, Tomás. Thanks for meeting me here. I have to ask you something. TOMÁS Anything for my sister. SERVER Hi. Can I help you? T I’d like a small coffee and … Martina, what do you want? M Um, I don’t know. I guess I’ll have a large latte. T Can we have a coffee and a latte, please? S So, a small coffee and a large latte. Anything else?

T Yes. Could I have a croissant

too, please? That’s $7.25. T Here you go. S Thanks. M So, tomorrow I have this – T Actually, could I have a blueberry muffin instead? S Of course. It’s the same price. M Tomás! I need your help – now! T OK. What’s up? S

In pairs, students read the sentences and see if they remember the answers from Part 1. Don’t check answers at this point.

02.13 Students listen again for specific details. Play Part 1 of the audio recording again for students to check their answers to 1c.

Answers 1 small coffee, large latte, one muffin 2 $7.25 3 help

02.14 Play Part 2 of the audio recording for students

Asking for things and replying a Individually, students decide who says each sentence. They then compare their ideas in pairs. Don’t check answers at this point.

to find out what Martina needs help with. Check the answer as a class. Answer b study for a test

Audioscript (Part 2) TOMÁS What’s going on, Martina? MARTINA I need your help to get ready for a big math test and— T Oh, sure! No problem. M Could I come to your place tonight? T Sorry, I have to work tonight. M Oh, that’s too bad. T Do you want to come over on Friday for dinner?

02.13–02.14 Check answers by playing both parts of the audio recording again and pausing each time Tomás and Martina ask for something. Elicit from the class which reply (a–d) they expect to hear before continuing to play the recording to find out if they were correct.

Answers 1 T 2 M 3 T 4 M a 1 b 4 c 3 d 2 That sounds great but … Terrific. Friday night it is. M BUT … my test is tomorrow. T Oh! How about after we finish our coffee? M Yes! Perfect. I have all my books here. T Oh! Well, I think I’d like some more coffee, then. M And I think I’ll have a muffin now, too. M T

02.14 Students listen again for specific details. Play Part 2 of the audio recording again for students to decide if the sentences are true or false and correct the false sentences.

Answers 1 T 2 F (Tomás isn’t free tonight. / Tomás has to work tonight.) 3 F (Martina is free on Friday.) 4 F (Martina’s test is tomorrow.)

EXTRA ACTIVITY Write the following four jumbled sentences on the board (two from Part 1 and two from Part 2) and ask students to put them in order: 1 ask / have / I / something / you / to (I have to ask you something.) 2 Can / have / coffee / and a / we / latte / a / please ? (Can we have a coffee and a latte, please?) 3 big math test / need / your / I / help / to get ready / a / for (I need your help to get ready for a big math test.) 4 tonight / work / sorry / have / I / to (Sorry, I have to work tonight.) Check answers by playing both parts of the audio recording again and pausing when the characters say the sentences for students to check their answers.

USEFUL LANGUAGE

In pairs, students discuss where they usually meet friends and family. Ask any students who think of different places to share their ideas with the class.

FAST FINISHERS Ask fast finishers to talk about what they usually do when they meet their friends, e.g., play video games, chat, play sports, etc.

Demonstrate the activity by asking one student: Hello. Can I have a coffee, please? and eliciting an appropriate response, e.g., Sure. Small or large? Encourage students to play around with the phrases and use their own ideas. Monitor and praise students with a smile or a nod when they use the language from this section correctly.

02.15 Point to each of the three photos on SB p. 25 one by one and ask: Where is this? Elicit a a café, b a hospital, c an office. Play the recording for students to listen and match the conversations with the pictures. Check answers as a class.

Answers 1 b 2 a 3 c Audioscript CONVERSATION 1

CONVERSATION 3

A Can I call you this afternoon? Nurse! I’m very busy right now. B Yes? A Could I have some water, please? B Sure, no problem. Call me at about two? B Sure, no problem. Here you are. A Thank you. A Yes, that’s fine. Talk to you later. B OK, bye. CONVERSATION 2 A

Yes? I’d like a chicken sandwich, please. A Sorry, we don’t have chicken. We have cheese or roast beef. B Oh, OK. Hmm … a cheese sandwich, then. A

02.15 Individually, students complete the sentences from the conversations. Play the recording again for students to listen and check. Check answers as a class.

Answers 1 Could I have 2 I’d like 3 Can I call

f Brainstorm phrases for each of the situations as a class and

write these on the board for students to refer to in the next exercise, e.g., 1 Pablo, can I have some water, please? − Sure, no problem. 2 Could I have a small espresso, please? − Of course.

In pairs, students role-play the four situations. Monitor and check that students are using appropriate ways to ask for things and to respond.

LANGUAGE NOTES

FAST FINISHERS Ask fast finishers to improvise more conversations of the same type, e.g., borrowing notes from the last English class, ordering a meal in a restaurant, etc.

CONVERSATION SKILLS

Reacting to news a

02.16 In pairs, students look at the mini-conversations and try to complete them. Play the recording for students to listen and check. Check answers as a class.

Sound and spelling relationships can cause non-native English speakers problems. This section introduces the two most frequent sounds that correspond to the letters ou: /oʊ/ and /ɑʊ/ (whether or not you wish to introduce students to the phonemic symbols themselves at this point will depend on the level of your class). Don’t ask students to look for other examples of words with ou themselves since they may well find words that contain the letters ou, but are not pronounced with the two sounds being worked on. 02.18 Students classify the words into two groups. Play the recording for students to listen and check. Check answers as a class. Then ask students to repeat the words after the recording and practice the pronunciation.

Answers 1 problem 2 bad

Answers four 1 your 1 about 2 sound 2

b Read the mini-conversations as a class and check what the phrases mean. Answers 1 No problem. 2 That’s too bad.

c Individually, students match the four phrases to the

phrases in 3b with a similar meaning. Check answers as a class. Answers a 1 b 2 c 1 d 2

LOA TIP DRILLING • Drill No problem, That’s too bad, and the four phrases in 3c before continuing. Try drilling the phrases backwards to add variety to the class, i.e., bad – too bad – That’s too bad. • Pay particular attention to the intonation in these phrases. Exaggerate the “musicality” as you drill them, as many students tend to shy away from this. If the intonation on these phrases is too flat, then the listener could easily think there’s a lack of sincerity on the speaker’s part.

PRONUNCIATION

Sound and spelling: ou a

02.17 Play the recording and highlight the two possible sounds for the letters ou for students. Check the answer as a class.

Answer Yes, they do.

5 a

SPEAKING Divide the class into pairs and assign A and B roles. Student As read the first card on SB p. 130, and Student Bs read the first card on SB p. 133. Students then roleplay the conversation. Monitor, but don’t interrupt fluency unless students make mistakes with the content of this lesson. Students then read the second card and role-play the second situation.

EXTRA ACTIVITY Students write a dialogue based on one of the conversations from 5a. They should use phrases from the lesson for asking for things and replying, paying particular attention to spelling the phrases correctly.

ADDITIONAL MATERIAL Workbook 2C Photocopiable activities: Pronunciation 2C Unit Progress Test

SKILLS FOR WRITING

At the end of this lesson, students will be able to: • understand a conversation in which students talk about where they’re from and why they’re learning English • understand personal information on a written form • identify and correct spelling mistakes • complete a form with their own personal information

I need English for my job

OPTIONAL LEAD-IN Books closed. Tell students you have a list of common reasons for learning English (the reasons in 1a on SB p. 26). Give them a few minutes in pairs to try to guess the reasons on the list. Ask students to share their answers with the class, writing their ideas on the board. When a pair gives a reason that is in 1a, say: Good job! That one is on the list. If students have the same basic idea as one on the list, but express it in different words, congratulate them too, e.g., to go to college in the U.S. (= to study something in English). Write all their ideas on the board. Then, ask them to open their books and look at the ideas in 1a.

1 a

Discuss the question as a class and find out why each of your students wants to study English. If you didn’t use the optional lead-in, be prepared to help with vocabulary where necessary. 02.19 Point to each of the three photos on SB p. 26 one by one and say: This is Daniela / Said / Sakura. Play the recording for students to listen for general meaning and underline the correct answers. Check answers as a class.

Audioscript DANIELA My name is Daniela, and I’m a police officer in Mexico City – but just traffic police. I need to speak English because sometimes tourists ask me questions in English. For example, they ask me for directions or some tourist information. I like studying at this college. The schedule works well – we have a two-hour break in the middle of the day. I want to improve my listening. I find listening pretty hard, and it’s difficult to listen to something and take notes at the same time. So I need to do some extra listening practice. SAID Hi. My name is Said, and I’m a dentist in Riyadh, Saudi Arabia. Sometimes English-speaking people come to my work, so I need to speak good English. This college is very good – the classes are very interesting and we do lots of different things in class. I want to stay here for a semester – until December. Listening and speaking are OK for me, but I need to work hard at reading and writing. I’d like to read books in English – maybe even some books about my work. SAKURA Hello, my name’s Sakura, and I’m a photographer for a newspaper in Osaka, Japan. In the future, I’d like to study at a university in the U.S., so I need better English to do that. Our teacher, Kate, is great. She’s very friendly and she helps us a lot in class. Only one thing worries me a little: the grades I get on tests. I think my progress is OK, and I can speak better, but I’m not very good at tests and exams. But maybe I need to study grammar a bit more, too! 02.19 Students listen to the recording again for

specific details and complete the chart. They compare in pairs. Check answers as a class. Answers Likes at the college

Needs to improve

Daniela

the schedule

listening

Said

the classes

reading and writing

Sakura

the teacher

grammar

Put students into small groups to talk about the questions together. Monitor, but don’t interrupt fluency.

FAST FINISHERS Ask fast finishers to also talk about what they think is difficult to improve in English and why, e.g., It’s difficult to improve pronunciation because it’s really irregular!

SPEAKING AND LISTENING

Answers 1 Mexico City; job 2 Riyadh; job 3 Osaka; studies

02.20 Play the recording for students to find out

what you can win in the competition. Check the answer as a class. Answer an extra month of English lessons for free

Audioscript KATE Hi, everyone. Before we begin the lesson, I just want to tell you about this competition we’re having here at school. It’s really good because you can win an extra month of English classes for free. That’s right – an extra month for nothing. So all you need is … Well, you need to be a student at this school – and you all are – and you need to complete this entry form by

hand – you know, you can’t use a computer. But you also need to make sure that what you write on the entry form is correct – no mistakes! So if you want to enter, you can get an entry form from me or you can also get them from the receptionist. It’s a really good competition – one more month of classes. So, are there any questions?

02.20 Before students listen again, give them one minute to work in pairs and see what, if anything, they remember from the first listening. Play the recording again for students to answer the questions. Check answers as a class.

Answers 1 No, they can’t. 2 No, it isn’t. 3 from Kate or from the receptionist

READING

a Individually, students read the information about

Daniela and complete the form, using their own ideas for Daniela’s last name and phone number. Check answers by copying Part 1 of the form onto the board and asking students to complete the information. Answers First name: Daniela Last name: Students’ own answers Gender: female Nationality: Mexican Cell phone (U.S.): Students’ own answers Email address: danielar@supermail.com Your class now: P1 Class start date: July 6

b In pairs, students discuss what words complete Part 2 of the form. Don’t check answers at this point.

02.21 Play the recording for students to listen to Daniela and check their answers. Check spelling by writing the words on the board.

Answers 1 police officer 2 tourists 3 job 4 listening

WRITING SKILLS Spelling

LANGUAGE NOTES Homophones (words which have different spellings and meanings, but are pronounced the same) may not exist in your students’ own languages, so the idea may seem very strange to them. Many problems with English spelling stem from homophones, like those in 3c. Some native speakers have real problems with even basic differences, such as your and you’re; there, they’re, and their. These problems have become even more noticeable in recent years with the advance of social media, where, oftentimes, people are not as careful with their grammar and spelling.

a Write Englesh speling on the board. Students should

realize that it is spelled incorrectly, so erase it and ask them How do you spell it? and write the correct spelling on the board. Tell students to cover SB p. 26 and look at the first copy of Daniela’s entry form on SB p. 27. Look at the example together, and explain that there are eight more spelling problems. Ask students: How many spelling problems are there in total? Elicit the answer nine (the example plus eight more problems). Individually, students find and correct the spelling mistakes. Check answers as a class. Answers offiser officer toorists tourists informashion information dificult difficult anser answer becos because listning listening scool school

FAST FINISHERS Ask fast finishers to make a list of words they know they often have problems spelling. They write the incorrect form of each word, strike it through, and put an X after it, and then write the correct spelling next to it with a checkmark after it, e.g., riting ✗ writing ✓.

b As a class, discuss when it is important to use correct spelling.

Answers 2 ✓ 3 ✓

c Individually, students find and correct the spelling

mistake in each sentence. Check answers by writing the sentences on the board and asking students to tell you where the mistake is. Strike the incorrect word through, and ask them to spell the correct word to you all together as you write it on the board. Answers 1 see sea 2 right write 3 no know 4 here hear 5 bye buy

d Discuss as a class how the incorrect and correct words in 3c are the same. Then, elicit an indication of students’ confidence level for English spelling. Answer They’re pronounced the same.

EXTRA ACTIVITY Give students a spelling test with ten items from the class so far, e.g., 1 gray, 2 awful, 3 Australian, 4 amazing, 5 secretary, 6 Germany, 7 businesswoman, 8 interesting, 9 photographer, 10 schedule. Ideally, personalize the test for your group by choosing words which you know your students often have problems spelling. Check answers by getting students to write the words on the board, spelling them aloud as they go. Students award themselves one point for each word they spell correctly.

WRITING

a Individually, students complete the form with their

information. If you’re short on time, this exercise and 4b can be completed for homework. Students could then bring their forms to the next class.

b Students write their answers to the two questions for the competition. Remind them to use their ideas from the discussion in 1d. If you used the Fast Finishers activity after 1d, make sure you have corrected any errors you heard students make in their speaking before they start writing in order for them not to repeat them in written form here.

LOA TIP ELICITING • Before students start writing, consider eliciting orally another example about yourself. Use the texts about Daniela in 2a as a guide. Students close their books. Point to yourself and say: I work as … (elicit: an English teacher) in … (elicit: the city). I love my job, but not the … (elicit suggestions). Continue eliciting ideas for what you might say about yourself in answer to the first question. • After building up a paragraph about why the students’ language is important to you, repeat the process with a second paragraph about what you want to improve in the students’ language. This will also be valuable as it will help students understand that the problems they may be experiencing in learning English are relatively common and apply to people learning other languages, too.

c In pairs, students switch their forms and see if their ideas are the same. They can also check their partner’s work for spelling mistakes. If students have made any spelling mistakes, or if their partner can offer any other ideas for improving their answers, they prepare a second draft of their answers before giving it to you for correction.

ADDITIONAL MATERIAL Workbook 2D

UNIT 2

Review and extension 1

GRAMMAR

a Individually, students complete the text. Check answers as a class by asking individual students to write the correct answers on the board. Answers 1 work 2 start 3 don’t start 4 doesn’t have

5 works 6 doesn’t like 7 work

b Students write possible questions for the answers.

Monitor for any problems and clarify these before students start on the pairwork stage in 1c. Possible answers 1 What do you do? 2 Do you work in an office? 3 Do you like your job? 4 When do you start work? 5 Does your husband work? 6 Where does he work? 7 Does he like his job?

In pairs, students ask and answer the questions, making any changes necessary, e.g., husband − wife, he − she.

VOCABULARY

a Students put the letters in order. Check answers by

writing the words on the board one letter at a time, saying each letter clearly and asking the class to repeat it after you. Answers 1 nurse 2 dentist 3 pilot

4 engineer 5 janitor 6 photographer

b Students write the times in words. Check answers as a class.

Answers 1 eleven thirty 2 (a) quarter to one or twelve forty-five 3 six o’clock 4 (a) quarter after eight or eight fifteen 5 twenty to three or two forty 6 twenty after five or five twenty

c Individually, students match the parts of the sentences. Check answers as a class. Answers 1 c 2 e 3 a 4 b 5 d

FAST FINISHERS Ask fast finishers to write sentences using some of the other words from the Vocabulary: Studying section on SB p. 22, e.g., schedule, study, pass a test.

WORDPOWER work

a Tell students to close their books. Write the bold phrases

from the three sentences in 3a on the board, i.e., work in, work for, and work as. Point to yourself and say: I work in (a (language) school/university), then: I work for (name of your school/university), and finally: I work as a teacher. Students open their books, look at the sentences, and match them with the pictures. Check answers as a class. Answers 1 c 2 a 3 b

b Match the meanings with the marked phrases in 3a as a class.

Answers 1 work as 2 work in 3 work for

EXTRA ACTIVITY If your students work, ask them to write sentences about themselves using the phrases in 3a. Ask each student one by one to tell the class their three sentences, and check they’re using the words in, for, and as correctly.

c Give students one minute to think about the sentences individually before discussing them as a class. Answer It’s a noun in all five sentences.

d Elicit the work phrases that match the meanings from

the class. Check that students understand that these are normally used with the verb be. Answers a (be) out of work b (be) at work

e Individually, students put the words in parentheses in the correct place in the sentences. They then check in pairs. Check answers as a class. Answers 1 He works as a nurse at night. 2 We all start work at 6:00 p.m. 3 She’d like a job because now she’s out of work. 4 She’s a photographer and works for The Times. 5 When I’m at work, I have no free time. 6 We both work in a large office downtown.

f Give students one or two examples for someone you

know using work as a verb and as a noun, e.g., My best friend works as a doctor in a big hospital. She starts work at seven o’clock in the morning. Monitor and listen for correct use of work as a verb and a noun. Point out errors for students to self-correct. If you wish, ask each student to tell the class about the person they wrote about. P hotocopiable activities: Wordpower 2

LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied, and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook and the Photocopiable activities.

N A C I R E M A ER

W O P EM K O O B K R WO SWERS N WITH A

ELEMENTARY

Peter Anderson WITH DOWNLOADABLE AUDIO

2A 1

SHE LOVES HER JOB

Workbook A2 sample unit

GRAMMAR Simple present:

affirmative and negative

a Underline the correct words to 1 I’m a nurse in a hospital, so I often works / work / working at night. 2 We’re always really busy, so we don’t have / doesn’t have / not have time to go to the supermarket during the week. 3 Jake studies hard in the morning, so he relax / relaxing / relaxes for half an hour after lunch. 4 Sonia not have / don’t have / doesn’t have a very interesting job. 5 Joe’s not very interested in sports, so he doesn’t watch / don’t watch / watch not soccer games on TV. 6 We work hard during the week, so we usually relaxes / relax / relaxing on the weekends.

b Complete the sentences with the correct forms of

the verbs in parentheses. Use contractions where possible. 1 My father doesn’t drive (not drive) to work. He always goes (go) by bus. 2 She

02.01 Which syllable is stressed in the words in bold? Listen and check (✓) the correct stress.

1 She works as a receptionist in a big hotel. a ✓ receptionist b receptionist 2 He’s a Colombian businessman. a businessman b businessman 3 My father’s an engineer. a engineer b engineer 4 Jack works as a mechanic for Toyota. a mechanic b mechanic 5 My uncle’s a taxi driver in Mexico City. a taxi driver b taxi driver 6 Brad Pitt’s a well known American actor. a actor b actor 7 My secretary speaks excellent English. a secretary b secretary 8 She works as a tour guide in Los Angeles. a tour guide b tour guide 9 He’s a very friendly police officer. a police officer b police officer 10 Where’s the photographer? a photographer b photographer

complete the sentences.

(not like) her job because she (not make) much money. 3 I (not like) my college math class because I (think) it’s really boring. 4 My drive to work only (take) about 20 minutes, and I usually (start) work at 8:30.

PRONUNCIATION Word stress

4 a

PRONUNCIATION -s endings Listen and complete the chart with the verbs in

02.02

the box. watches likes goes stops uses finishes plays teaches works freezes

VOCABULARY Jobs

a Complete the crossword puzzle. Across 2 Carol works as a tour guide at the Statue of Liberty. 4 My sister’s a , so some people think her job is very dangerous. 6 A typical New York City drives for eight hours a day. 7 A works in a hospital. 8 My dad is a for American Airlines. 9 David’s a well-known . He lives in Hollywood now. Down 2 The at this hotel is really friendly and helpful. 3 He’s a famous and he works in a really expensive restaurant in Paris. 4 Magazines use a to take photos of famous people. 5 My brother works at the Volkswagen repair shop as a .

The verb has an extra syllable: /ɪz /

The verb doesn’t have an extra syllable: /s/ or /z /

watches

O U 2 R G U

D E

5 6

7 8

2B 1

DO YOU WORRY ABOUT EXAMS?

GRAMMAR Simple present: questions and short answers

a Underline the correct words to complete the sentences. 1 A You like / Do you like / Like you your new job? B Yes, I does / I like / I do. 2 A S tudy Angela / Angela studies / Does Angela study on Sundays? B No, she no studies / she doesn’t / she don’t. 3 What do they do / do they / they do in their free time? 4 How many hours a week study you / you study / do you study English? 5 A Does he have / He has / Has he important exams at school this year? B Yes, he has / he does / he is. 6 A Listen you / Do you listen / You listen to podcasts while you study? B No, I not listen / I listen not / I don’t.

VOCABULARY Time

a Match the clocks with the times in the box. a quarter to nine nine thirty five to nine twenty-five after nine a quarter after nine five after nine nine o’clock twenty-five to nine

five after nine

b Put the words in the correct order to make questions. 1 2 3 4 5

you / in your free time / do / what / do ?

What do you do in your free time? you / study / do / for your exams / late at night ?

you / music / do / while you study / to / listen ? at the end / exams / have / do / of this year / they / important ? have / how many days a week / she / does / class ?

VOCABULARY Studying

a Complete the sentences with the words in the box. schedule break notes grade study exams semester 1 At our school the summer semester is 12 weeks long. 2 I hate taking because I’m not very good at them. 3 Joe has a new for his English class. He has classes on Mondays, Wednesdays, and Fridays from 11:30 to 1:00. 4 Sarah always gets a good on her math tests. She’s so good at math! 5 It’s important to take in your notebook when you are in your English classes. 6 The computer class is from 9:30 to 12:30, but we usually have a at 11 o’clock. 7 Do you with your classmates?

2C 1

EVERYDAY ENGLISH I’D LIKE A LATTE

USEFUL LANGUAGE

Asking for things and replying

a Match sentences 1–6 with responses a–f. 1 c Could I come to your place tonight? 2 Can I call you tomorrow? 3 I’d like some help with my car. 4 Can I have a hot chocolate, please? 5 Could we meet at 4:15? a b c d e

Of course. Small or large? Sure. Is it in the parking lot? Sorry, we’re not at home. Sorry, I have a meeting at 4 o’clock. Sure, no problem. Call me around 10 o’clock.

2 a

PRONUNCIATION

Sound and spelling: ou 02.04 Listen to the words with ou and complete the chart with the words in the box.

pound count pour mouse four loud /ɔ/ (e.g., course)

/aʊ/ (e.g., house)

pound

b Complete the short conversations with the words in the box.

sorry could you I’d like I’m really can I have doesn’t matter of course too bad no problem could we

Can I have 1 A B 2 A homework, please. B A That’s OK. It 3 A B Sure, 4 A B A Oh, well, that’s

02.03

a small coffee, please? . Would you like cream or sugar? some help with my , not now. I’m busy. . pass me my phone, please? . Here you go. meet tomorrow morning? sorry. I’m not available then. .

Listen and check.

2D 1

SKILLS FOR WRITING I need English for my job

READING

a Read Juliana’s competition entry form and

check (✓) the reason she needs English in her job.

1 2 3 4

Because she now works in Rio Grande. Because she has a new job in the hotel. Because the hotel guests don’t all speak Portuguese. Because her manager doesn’t speak English.

b Read the competition entry form again. Are the sentences true or false? 1 2 3 4 5

Juliana doesn’t like working as a hotel receptionist. The guests want to speak Portuguese to her. Sometimes it’s hard for her to understand the guests. She doesn’t need to use the phone very much. She would like to learn more words so she can help tourists.

WRITING SKILLS Spelling

a Correct the spelling of the words in bold. 1 What’s your home adress, please? address 2 Samantha nose a lot about computers. 3 We always have a brake for 15 minutes in the middle of our English class. 4 I think it’s very dificult to study Spanish and Portuguese at the same time. 5 What time do you want to meat me after work?

Competition entry form First name: Juliana Gender: ✓ female

Last name: Gomes male Nationality: Brazilian

Your class now: 8C

Class start date: 05/04/24

Why is English important for you? I work as a hotel receptionist in Rio de Janeiro. I like my job. I’m always busy, and the guests are nice and friendly. But most of them don’t speak very good Portuguese. They all want to speak in English, and my English isn’t very good.

What’s difficult for you? The guests speak quickly, and I don’t understand them. It’s difficult to answer. So learning English is very important for my job.

What do you want to improve in your English? I use the phone a lot at work, so I need to improve my listening and speaking. I also want to improve my grammar and learn more vocabulary to help tourists in my city. I’d like to stay in the U.S. for another month to improve my English.

6 I would like to see the new James Bond movie next weak. 7 My farther works as a doctor in Bogotá.

WRITING

a Antonio Morales is a business student from Ecuador.

He studies English and Business in Los Angeles. There is a competition to win ten free language classes. Use the information below to complete the entry form for him.

Personal information Email: morales_a@cup.org Class: 8B Class start date: 09/01/24 Hometown: Quito, Ecuador Job: Business student Why he needs English: make friends, read books, pass a business exam in English Problems: some difficult words, people speak fast Wants to improve: listening, speaking, writing essays (spelling is difficult!)

LOS ANGELES UNIVERSITY LANGUAGE CENTER COMPETITION ENTRY FORM First name: Gender: female Email:

Last name: male Nationality: Class:

Why is English important for you? English is important for me because

What’s difficult for you?

What do you want to improve in your English?

UNIT 2

Reading and listening extension 1

READING

a Read the text and underline the correct words to complete the sentences.

1 Irene likes / doesn’t like her job. 2 She wants / doesn’t want to be a janitor for her whole life. 3 She works / doesn’t work the whole day.

b Complete the sentences about the text. Use the words in the box.

at the end of the day early in the morning in the afternoon in the middle of the day 1 2 3 4

Irene starts work early in the morning . She finishes work . She goes to school . She studies .

c Read the text again. Are the sentences true or false? 1 Irene thinks that most people want to be janitors. 2 There are a lot of people and cars in the streets at 6 o’clock in the morning. 3 Irene likes to hear the birds. 4 She doesn’t do very much at work. 5 She talks to the nurses in the hospital. 6 She wants to be a doctor. 7 She takes night classes. 8 She doesn’t have time for her studies.

d Write a paragraph about one job you want to do and one job you don’t want to do. Think about these questions:

• What are the good things about the job you want to do? Why do you like those things? • What are the bad things about the job you don’t want to do? Why don’t you like those things?

Irene’s story I’m a janitor. I love my job. I’m sure you’re surprised to hear that. You probably don’t know anyone who wants to become a janitor! So why do I love my job? Well, first, I start work at 6 o’clock. When I walk to work, the streets are quiet, and I can hear the birds sing. You don’t usually hear the birds in the middle of the city! The second thing is, I work in a hospital. It’s hard work, but I know that what I do is really helpful, and that makes me happy. Also, the nurses are friendly, and I chat with them when I have time. But I don’t want to be a janitor my whole life. I really want to be an engineer. I take classes in the evenings. That’s why the third reason is the really important one. I finish work at lunch time! So when everyone else goes back to work after their lunch break, I have time to study.

Review and extension GRAMMAR

Correct the sentences. 1 2 3 4 5 6 7 8

They starts work at 9:00 on Saturdays.

They start work at 9:00 on Saturdays. Julia study hard on weekends. She speak Portuguese and Spanish very well. Sam and Ian doesn’t likes exams. Do she finish work late? Does Jacob and Sara have a math class at 2:30? My father work as a taxi driver. We knows a lot about computers.

VOCABULARY

Correct the sentences.

2 a

LISTENING Listen to the conversation. Check (✓) the things Alex and Dan talk about. 02.05

✓ school exams sports food jobs their dads

Use wants or doesn’t want. 1 Alex doesn’t want to work in his dad’s store.

more time to study. to study less. to be a pilot. to be a photographer. to take photos of famous people. to pay for him to become Alex to say the same things as his dad.

c Write a conversation between two people talking

about their studies and what jobs they want to do. Think about these questions: • • • •

WORDPOWER work

Underline the correct words to complete the sentences.

b Complete the sentences about the conversation. 2 Alex 3 Dan 4 Dan 5 Dan 6 Dan 7 Dan’s dad a photographer. 8 Dan

1 My maneger is great. She’s a very kind person. My manager is great. She’s a very kind person. 2 Mrs. Carr works as a recepsionist at the hospital. 3 He’s an American businesman. 4 My cousin’s a police in Louisiana. 5 Graciela Iturbide’s a famous Mexican fotograf. 6 Max works at a five-star hotel as a sheff. 7 The drivers taxi in Lima always go very fast. 8 My friend’s a mekanik and he fixes my old car for free.

Do they work hard? Do they enjoy their studies? What job do they want? Do their parents agree?

1 I start / go work at 8:30 in the morning. 2 My father works for / as a sales manager for / in Speedy Computer Solutions. 3 Sylvia works for / as a nurse as / in a big hospital in Chicago. 4 I need to find a new job because I’m at / out of work at the moment. 5 Sorry, I can’t text you when I’m at / in work. 6 Sometimes I go to / go work by car, but I usually walk.

REVIEW YOUR PROGRESS Look again at Review Your Progress on p. 28 of the Student’s Book. How well can you do these things now? 3 = very well 2 = well 1 = not so well

I CAN … talk about jobs talk about study habits ask for things and reply complete a form.

PHOTOCOPIABLE SAMPLE MATERIALS 2A

Grammar Simple present: affirmative and negative

Grammar Simple present: questions and short answers

Student A Find the differences between what this family and your partner’s family do every day. The López Family 1

Name the mother and father

the son

the daughter

✂

Student B Find the differences between what this family and your partner’s family do every day. The Green Family 1

the mother and father

the son

listens to music from the 1990s.

plays sports on the weekend.

doesn’t eat breakfast.

leaves work/school/college early.

doesn’t watch TV.

speaks three languages.

reads newspapers.

writes a lot of emails every day.

does homework on the bus.

knows someone famous.

doesn’t live near here.

buys things online.

14 the daughter

Vocabulary Jobs

Vocabulary Studying; Time

Activity A

Add vowels to make eight jobs. Write them on the lines.

Circle ten words in the word snake.

pa ssgr

1 ngnr 2 bsnssmn

sem

3 trgd 4 jntr

Activity B

5 nrs

Complete the sentences with the words from A.

6 rcptnst

1 Do you have a

7 ctr

2 I have a notebook to take

8 phtgrphr

3 I don’t want a low

Find ten more jobs in the word search, across

7 Do you have a study

8 I’d like to

Activity C Mime jobs from A and B for other students to guess.

ilt

the exam; it’s very important to me. at the end of the year.

is 15 weeks.

te s b rea ks

during class.

6 I think the

– I need 60% or more.

5 My brother studies a lot for the math

or down .

edulee

m xa

for our English classes? I need to look at the days.

4 I really want to

Activity B

in the afternoon? Do you go for a walk? English more next year. an exam, you can take it again in the summer.

9 If you

in class every two weeks.

10 We have a ten-minute Activity C Draw different times in the first six clocks. YOUR CLOCKS 1

YOUR PARTNER’S CLOCKS 1

Activity D Take turns saying the times on your clocks. Draw your partner’s times in the clocks.

Unit 2 Wordpower

work

Student A

Pronunciation -s endings

Questions Card Find the correct answers to these questions. Their –s endings have an extra syllable.

Ask and answer questions to complete your text. . He works for English Now, a small school John works as 1 , and in Sydney. From Monday to Thursday, he starts work 2 . On he leaves work at 4:30 p.m. When he’s at work, he 3 . Fridays, he goes to work at 7:30 a.m., and he leaves work 4

John’s brother, Simon, has three jobs. He works in a café every morning, and he every afternoon. He also works as a receptionist in works 5 6 on Saturdays. He doesn’t like his jobs. He’d like to work . Simon has three jobs as a photographer and work for 7 because his wife, Sally, is out of work right now.

✂

Student B Ask and answer questions to complete your text.

1 How does she go to work?

2 What’s his job?

3 Does he have a hobby?

4 Will she do it?

5 Why is he so sad?

6 Is the store open?

7 Is it the same?

8 Is the game over?

9 Where does the train go?

10 What’s her hobby?

11 How does it work?

12 Is it a good business?

✂

Answers Card A 1 She takes the bus.

2 He teaches French.

3 He takes dancing lessons.

4 She promises to.

5 He needs a vacation.

6 No, it closes at seven.

7 No, it changes every day.

8 It looks that way.

9 It passes through Boston.

10 She plays tennis.

11 It has a battery.

12 No, it needs a new manager.

✂

Answers Card B

John works as an English teacher. He works for 1 , a small school in Sydney. From Monday to Thursday, he starts work at 8:30 a.m., and he leaves . When he’s at work, he has two cups of coffee. On work 2 and he leaves work at 2:00 p.m. Fridays, he goes to work 3

every John’s brother, Simon, has three jobs. He works in 4 morning, and he works in a bookstore every afternoon. He also works as 5 in a hotel on Saturdays. He doesn’t like his jobs. He’d like and work for a newspaper. Simon has three to work as 6 right now. jobs because his wife, Sally, is 7

1 She catches the train.

2 He works in a factory.

3 He plays video games.

4 She says she will.

5 He misses his wife.

6 No, but it opens again soon.

7 Yes, it always looks like that.

8 John says it is.

9 It goes past Boston.

10 She dances the tango.

11 It uses electricity.

12 Yes, it makes a lot of money.

1 She walks there.

2 He makes computers.

3 He watches a lot of TV.

4 She really wants to.

5 He lives in an awful apartment.

6 Yes, it works 24 hours.

7 It seems to be.

8 It finishes soon.

9 The driver knows.

11 It needs two batteries.

12 No, it loses a lot of money.

✂

Answers Card C

2C Pronunciation Sound and spelling: ou

Activity A Add ou to the words below and write them in the chart. snd yr

abt rnd

fr t frteen ld

course /ɔ/

house /ɑʊ/ sound

Activity B Read the clues. For each one, say a word from A. 1 Not in. out 2 You live here. 3 3+1=? 4 You play golf on this. 5 The moon, an orange, and a face are this. 6 Music makes this. 7 Is this

umbrella? You left it in class.

8 Not quiet.

✂ Activity C Ask and answer the questions. 1 Do you want to be famous? 2 Do you live in a house or an apartment? 3 What course would you like to take? 4 Where do you like to go out? 5 Do you do a dangerous sport? 6 Tell me one thing about your town / city.

Acknowledgments The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgments on reprinting and in the next update to the digital edition, as applicable. Key: U = Unit. Text U2: We are grateful to Gabriella Scampone for granting us permission to write the text about her. Photographs All photographs are sourced from Getty Images. Snapshots taken from American Empower Student’s Book Level 1 & 2; Snapshots taken from American Empower Documentary videos & ebooks; Don Mason; Aberham/Photolibrary/Getty Images Plus; YinYang/E+; Thomas Barwick/ DigitalVision; cdbrphotography/iStock/Getty Images Plus; Stephen Frink/The Image Bank; Student’s Book: U2: DavidMadison/Photographer’S Choice RF; Bluebarronphoto/iStock/Getty Images Plus; Alexander Yates/Moment Open; Piotrsurowiec/iStock Editorial/Getty Images Plus; Caiaimage; Hill Street Studios/Digitalvision; Monkeybusinessimages/iStock/ Getty Images Plus; Image Source/Digitalvision; Antonioguillem/iStock/Getty Images Plus; Fstop123/E+; Shironosov/iStock/ Getty Images Plus; SDIProductions/E+; Lightfieldstudios/iStock/Getty Images Plus; Argument/iStock/Getty Images Plus; Zephyr18/iStock/Getty Images Plus; Jacoblund/iStock/Getty Images Plus; Westend61; Peopleimages/E+; Cepre Map / iStock/Getty Images Plus; Jlgutierrez/E+; Anabgd/iStock/Getty Images Plus; ChevanonWonganuchitmetha/Eyeem; Antonio_ Diaz/iStock/Getty Images Plus; KlausVedfelt/Digitalvision; Tom Merton/Ojo Images; Drazen_/E+; JohnnyGreig/E+; Flashpop/ Digitalvision; Emirmemedovski/E+; Yacobchuk/iStock/Getty Images Plus; Andresr/E+; Workbook: U2: Courtney Hale/E+; Westend61; Gary Conner/Photodisc; MelYates/DigitalVision; Ron Levine/DigitalVision; R.M. Nunes/iStock/Getty Images Plus; PhotoAlto/Eric Audras; ER Productions Limited/DigitalVision; Hill Street Studios/DigitalVision; Snapshots taken from A2 Photocopiable Sample Material. The following photograph is from another source. Student’s Book- U2: © Gabriella Scampone and © Everglades Holiday Park: photograph reproduced with kind permission of Gabriella Scampone. Cover Photography by Franz Aberham/Photolibrary/Getty Images Plus/Getty Images. Commissioned photography by Gareth Boden. Illustrations Adrian Barclay; Mark Bird; Mark Duffin; John Goodwin; KJA Artists; Dusan Lakicevic; Jerome Mireault; Gavin Reece; Martin Sanders; David Semple; Sean Sims; Marie-Eve Tremblay; Gary Venn; Roger Penwill; Victoria Woodgate. Typeset by QBS Learning.