Empower Second Edition – Executive Preview by Cambridge English

R E W O P ESECM N O I T I D E D N O W E I V E R P E V I T XECU

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

Contents Foreword 2 Key features of Empower

Unit Overview (level A2) and Resources

Unit Walkthrough (from Level A2)

Empower Video

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

FOREWORD Dear Colleagues Empower Second Edition 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 personalised online practice, enables learners to make consistent and measurable progress. We have carried out in-depth research by working closely with ELT professionals who have taught with Empower First Edition. From listening to the needs of the teachers and students, this updated second edition includes brand new content which students can use on mobile devices as well as a new series of engaging documentary style videos. 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 provide support with Empower Second Edition. Empower Second Edition has everything you need to help you and your students on their journey with English. With our very best wishes The Empower Team

Content you 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, Instituto da Lingua Inglesa, Brazil

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). Empower 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 enables learners to make consistent and measurable progress.

Content you love.

CAN DO OBJECTIVES

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

Learner engagement 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 Present simple: positive and negative V Jobs

Look at the pictures. 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!

cleaner 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

Present simple: positive 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 it 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 shop assistant 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 present simple verbs in the text in 1b. Make two lists: positive 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 positive (+) 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 add / don’t add an extra syllable. 2 We add / don’t add an extra syllable after other sounds.

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

works finishes drives

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 Personalised

and relevant

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

Content Personalisation 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, Instituto da Língua Inglesa, Brazil

EVIDENCE OF ACHIEVEMENT Measurable progress COMPETENCY TESTS

Assessment 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 personalised 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

Evidence of impact Insights

Content

Results

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

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.

Empower provides easy access to Cambridge One: Digital Workbook content that works on any device and includes practice activities with audio.

Cambridge One: Digital Workbook 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 ten 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

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 practise the language they have been focusing on.

Throughout the 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 Present simple: questions and short answers

CHAT

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

V Studying; Time

READING

GRAMMAR Present simple: questions

Learn to talk about study habits

1 You study full-time or part-time? 2 Do you study full-time or part-time? 3 Study you full-time or part-time?

Home

Forums

Articles

Archives

1 Are you good at 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.

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 programmes! What about you? Do you worry about exams? What are your study habits? MIMI23

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). 1

VOCABULARY Studying

SOUL BOY2

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

1 Do you have a break in the middle of your English lesson? 2 Do you have a timetable for your study routine? 3 Do you take notes when you read something in English? 4 Do you get good marks in English tests? 5 How many weeks is a term at your school? 6 Do you have an exam at the end of the year? 7 Do you and your friends enjoy your studies?

CAT LOVER5

get

good

pass

bad

take

BOOKWORM8

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

1 an exam 2 marks

b Match the words in the box with

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

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

fail

3 notes 4 a test

Ask and answer the questions in 2a.

UNIT 2

GRAMMAR Present simple: questions

5 a

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

1 You study full-time or part-time? 2 Do you study full-time or part-time? 3 Study you full-time or part-time?

b Complete the questions with one word.

… you study engineering? … they like tests?

• Hours a week? • When? • Where?

Tania and Jack

d Read the question Jack

LISTENING

3 a

asks Tania.

Does she study more before an exam?

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

1 2

places to study hours of study

3 4

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

exams free time

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

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

• When? • Where?

e f

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

Now go to Grammar Focus 2B on p. 140. 02.12 Put the questions in the correct order. Listen and check.

1 2 3 4

VOCABULARY Time

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

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

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

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.

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

past

o’clock

1 four

past four

half

3 (a) quarter

four

4 (a) quarter

five

Ask and answer your question 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.

xiii

Lesson C

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.

W W

I’d like a latte

1 at the airport 02.13

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

problem

2 at work

LEO DAN

3 in a shopping centre?

b Read the mini-conversations in 3a again.

Work in pairs. Choose the correct answers.

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.

Watch or listen to Part 1 again and check your answers

a b c d

in 1c. Watch or listen to Part 2. Annie wants to do an online course. What’s her problem? Choose one answer. 02.14

b how much to pay

c when to start

Watch or listen to Part 2 again. Are the sentences true (T ) or false (F )? Correct the false sentences. 02.14

1 Annie asks Dan for help. 2 Dan’s free tonight.

3 Annie isn’t free on Friday. 4 Annie’s happy about dinner.

• in a café • in a different place

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

02.15 Complete the sentences from the conversations in 2d. Listen again and check your answers.

USEFUL LANGUAGE

them: Dan (D) or Annie (A)? 1 2 3 4

PRONUNCIATION

Certainly. Small or large? Sorry, I have another meeting in five minutes. Sure, no problem. Sorry, we’re not at home tonight.

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

02.17

in bold.

Listen to the sound of the letters ou

1 colour 2 an online course 3 house

Do the letters in 1–3 have different sounds?

some water, please? a chicken sandwich, please. you this afternoon?

02.18 Do these words sound like 1, 2 or 3 in 4a? Listen and check. Listen again and repeat. out 3 four neighbour

about

f Look at the situations. What can A and B say?

sound

Use expressions from 2a and 2b.

Can I have a tea and a latte, please? Could I come to your place tonight? Could we chat about it now? I’d like some help.

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

a b c d

02.15

1 2 3

Asking for things and replying a Look at these ways to ask for things. Who says

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

Sound and spelling: ou

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

pity

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

DAN Sorry, we’re not at home tonight. ANNIE Oh, that’s a 2 .

Watch or listen to Part 1 and check your answer in 1a.

She can’t decide … . a which course to do

Reacting to news

P Sound and spelling: ou

1 Dan orders a small / large tea, a small / large latte and one croissant / two croissants. 2 It costs £3.60 / £4.60. 3 Dan asks Leo to pass the milk / sugar. 02.13

CONVERSATION SKILLS

Look at picture a. Dan and Leo are in a cafeteria. Do you think they’re:

UNIT 2

Paragraph Paragraphwriting writing S Reacting to news

LISTENING

1 a

EVERYDAY ENGLISH

Learn Learnto towrite writean anemail emailwith withtravel traveladvice advice Learn to ask for things and reply

5 a

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

UNIT PROGRESS TEST

CHECK YOUR PROGRESS g

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

You can now do the Unit Progress Test.

Everyday English video Language is showcased through high-quality video, which shows language clearly and in context.

Unit Progress Test Learners are now ready to do the Unit Progress Test, developed by Cambridge Assessment English. Spoken outcome Each C lesson ends with a practical spoken outcome.

xiv

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

UNIT 2

Review and extension GRAMMAR

WORDPOWER work

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

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

brackets.

I’m a university student, but I 1 (work) in a clothes shop every weekend. On Saturday I 2 (start) work 3 at 9:00 am, but on Sunday I (not start) until 4 11:00 am. My sister’s a nurse, so she (not have) a normal timetable. 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 A A A A

What Do Do When Does

? ? ? ? ?

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

6 A Where 7 A Does

B B B B B

Practise the conversation in 1b with a partner. Then answer about your own life.

VOCABULARY

a Put the letters in brackets in the correct order to complete the job. 1 2 3 4 5 6

n d p e c p

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

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

Wordpower Vocabulary extension recycles the vocabulary.

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 am each day. She leaves work at about 6:00 pm. 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 brackets 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 pm. (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 in the city centre. (in)

Documentary video Engaging video documentaries provide students with further opportunities to explore the themes of the unit.

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

My brother works in a shoe shop in the city centre.

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 end-of-

a b c d e

a break soon because I’m tired. important exams. notes on a piece of paper. term test next week. marks in tests.

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.

Review Your Progress helps students reflect on their success.

xvii

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 practise. Grammar Focus 1A be: positive and negative

GRAMMAR FOCUS

a Write the correct form of be (am/is /are) in these sentences.

1A be: positive and negative 01.07

Positive (+)

1 2 3 4 5 6 7 8

Full form

Contraction

I am a student.

I’m a student.

You are a good cook.

You’re a good cook.

He is my friend.

He’s my friend.

She is Spanish.

She’s Spanish.

It is sunny.

It’s sunny.

We are sisters.

We’re sisters.

They are from Japan.

They’re from Japan.

2 It is a beautiful city.

5 I am tired.

Contraction

3 We are from Ankara.

6 You are right.

Hi! No, I’m not at home. We’re on holiday in Seattle. It’s a beautiful city, but it isn’t very warm.

c Complete the sentences with the correct positive (+) or negative (–) form of be. Use contractions if possible. ’re 1 We (+) at a concert. isn’t 2 She (–) Japanese.

are We very happy. My father a taxi driver. My parents not old. Carl and Michael brothers. I not a good driver. She at work today. Cambridge not a big city. Our cats hungry.

3 4 5 6 7 8 9 10

b Write the sentence again with positive and negative

contractions. More than one negative contraction may be possible. 1 She is Brazilian.

d Write the correct sentences. 1 Spanish ➔ French She isn’t Spanish. She’s French. She’s Spanish. 2 a doctor ➔ a student He’s a doctor. 3 brothers ➔ friends They’re my brothers. 4 London ➔ Bangkok We’re from London. 5 good cook ➔ very bad cook I’m a good cook.

4 They are at a party.

She’s Brazilian. She isn’t Brazilian.

Negative (-) Full form I am not a student.

I’m not a student.

You are not a good cook.

You aren’t a good cook.

He is not my friend.

He isn’t my friend.

She is not Spanish.

She isn’t Spanish.

It is not sunny.

It isn’t sunny.

We are not sisters.

We aren’t sisters.

They are not from Japan.

They aren’t from Japan.

e Tip you is the same when we talk to one person or two or more people. You’re a good cook. = one person You’re good cooks. = two or more people

Remember to use the verb be to give information with a noun, adjective, preposition or adverb. My name’s Hamid. (NOT My name Hamid.) My teacher is nice. (NOT My teacher nice.) I’m from China. (NOT I from China.) We are here. (NOT We here.) Always use a noun or a pronoun before positive and negative be: He’s my teacher. (NOT Is my teacher.) They’re Spanish. (NOT Are Spanish.)

We use contractions to help us speak quickly. In contractions, the apostrophe (’) shows a letter is missing: You are not old. ➔ You aren’t old. There are two different contractions for is not and are not. is not ➔ isn’t / ’s not He isn’t = He’s not are not ➔ aren’t / ’re not We aren’t = We’re not

Tip We can use ’s after one name, but we don’t use ’re after two names: Tom is my friend. ➔ Tom’s my friend. Tom and Jo are my friends. (NOT Tom and Jo’re my friends.)

1B be: questions and short answers In Wh- questions, we use a question word before be. Where are you from? What is your name?

In questions with the verb be, we change the word order: They are Turkish. ➔ Are they Turkish? Our teacher is from Rome. ➔ Is our teacher from Rome? 01.14

Yes/No questions

Short answers

Am I

late?

Yes, No,

I (+) from Mexico City. He (–) at home. It (+) a big hotel. Lena and Thomas (–) friends. My city (+) very beautiful. Hi, my name (+) Michael. My parents (–) at the match. You (+) very nice.

Now go back to p. 11.

1B be: questions and short answers a Put the words in the correct order to make questions. 1 2 3 4 5 6 7 8

her / what / name / ’s ? from / are / you / where ? American / are / you ? she / popular / is ? names / are / what / your ? friends / you / are ? is / cold / it / very ? from / he / is / France ?

c Complete the conversations with the correct form of be. Use contractions if possible. 1 A Hi, I ’m Manuel.

What’s her name?

B Hi, Manuel. Where you from? A I from Lima, Peru. 2 A B A B

b Match questions 1–7 with short answers a–g. 1 d 2 3 4 5 6 7

Is she Italian? Are you teachers? Are Robert and Helen here today? Is it a beautiful city? Am I late? Is he on holiday? Are you from England?

a b c d e f g

3 A Excuse me, where you from? B We from Japan. We here for the World Cup.

No, he isn’t. No, they aren’t. No, you aren’t. Yes, she is. No, I’m not. Yes, we are. Yes, it is.

4 A Hi, my name Alice, and this my sister, Marta. B Hi, Alice. Hi, Marta. you from England? A No, we . We American. We from New York. B Oh really? My cousins from New York.

Tip

you / we / they

Are you

ready?

Yes, No,

you are. you aren’t.

Is it

cold?

Yes, No,

it is. it isn’t.

his name?

Now go back to p. 13.

With positive short answers, we don’t use contractions: Yes, I am. Yes, he is. Yes, we are. (NOT Yes, I’m. Yes, he’s. Yes, we’re.)

I am. I’m not.

he / she / it

See that footballer? What He Timo Werner. Where he from? He from Germany.

Tip We can use the contraction of is with question words: What is your name? ➔ What’s your name? Where is he from? ➔ Where’s he from?

138

139

Communication Plus Vocabulary Focus Extends and consolidates the vocabulary.

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

VOCABULARY FOCUS

COMMUNICATION PLUS 1A

1A Countries and nationalities a

Country

Nationality

A (-ian) Argentina /ɑːdʒənˈtiːnə/ Australia /ɒsˈtreɪliə/ Canada /ˈkænədə/ Colombia /kəˈlɒmbiə/ Iran /ɪˈrɑːn/ Italy /ˈɪtəli/ Nigeria /naɪˈdʒɪəriə/ Russia /ˈrʌʃə/

Argentinian /ɑːdʒənˈtɪniən/ Australian /ɒsˈtreɪliən/ Canadian /kəˈneɪdiən/ Colombian /kəˈlɒmbiən/ Iranian /ɪˈreɪniən/ Italian /ɪˈtæliən/ Nigerian /naɪˈdʒɪəriən/ Russian /ˈrʌʃən/

B (-an) Mexico /ˈmeksɪkəʊ/ South Africa /saʊθ ˈæfrɪkə/ (the) USA /juːesˈeɪ/

Country

Mexican /ˈmeksɪkən/ South African /saʊθ ˈæfrɪkən/ American /əˈmerɪkən/

Hi! My name’s Robert. I’m from Nice. It’s a lovely city by the sea in the south of France. I’m a student at Manchester University in the UK.

Irish /ˈaɪərɪʃ/ Polish /ˈpəʊlɪʃ/ Turkish /ˈtɜːkɪʃ/

1 2 3 4

Chinese /tʃaɪˈniːz/

E (-i) Pakistan /pɑːkɪsˈtɑːn/

Pakistani /pɑːkɪsˈtɑːni/

F (other) New Zealand /njuː ˈziːlənd/ Saudi Arabia / saʊdi əˈreɪbiə/ ˈ Thailand /ˈtaɪlænd/

(a) New Zealander /njuː ˈziːləndə/ Saudi /ˈsaʊdi/ Thai /taɪ/

the correct forms of the verbs.

b c

nationality below to a group. 1 Brazilian 2 Spanish 3 German

162

xviii

B 3 syllables

Mex i can, Ja pa nese, Bra zil ian

C 4 syllables

Aus tral i an, Pa ki sta ni, I tal i an

I’d like some cheese, please.

Yes, I have.

I’m sorry, I haven’t got any cheese.

b Conversation 2. You want to buy food to cook dinner. You visit Student B’s market stall. Ask about the things in the box. Look at the examples.

lamb eggs one lemon fruit tomatoes mushrooms cheese pears vegetables bread one onion apples

STUDENT C

Have you got any eggs on your stall?

a Conversation 1. Read your first card. Then listen to Student B and reply.

Look at the nationalities in f again and answer the questions. Listen again and check. 01.05

1 In A and in C, which word has a different stress pattern? 2 In B, do the words have the same or a different stress pattern?

the conversation with Student B.

Are you from Brazil?

about what you want to say. Then call Student B.

Are you from Colombia? Yes, I’m Colombian.

Now go back to p. 11.

• Think of a reason to call Student B. • You call Student B, but he/she isn’t there. Leave a message with Student A. • Student B calls you back. Have a conversation.

I’d like some mushrooms, please.

STUDENT A

a Conversation 1. Read your first card. Think about what you want to say. Then start the conversation with Student B.

• Student B calls and you answer the phone. • He/She wants to speak to Student A, who isn’t there. Take a message. • Student A returns. Give him/her Student B’s message.

c Conversation 3. Now look at your third card. Think

No, I’m not.

• You return home. Student B has a message for you from Student A. • Call Student A back. Have a conversation.

b Conversation 2. Now look at your second card. Start

Student A: choose a new country and a nationality. Tell your partner the part of the world. Then answer his/her questions. Student B: ask questions to guess your partner’s new country and nationality. Change roles and repeat. I’m from South America.

01.05 Pronunciation Listen to the nationalities in the table. Underline the stressed syllable in each word.

Brit ish, Chi nese, Tur kish

4 Iraqi 5 Japanese 6 French

A 2 syllables

Have you got any apples on your stall?

guess the job after each sentence.

c Listen to Student B’s sentences and guess the job. d Now go back to p. 21.

Underline the different country in each group below. Say why.

e Look at groups A–F in a. Match each

(start) work at 8:00 am. (not work) on Sunday. (like) her job because (meet) people. (not wear) a uniform. (buy) things from her. (work) in a small shop in the city centre.

b Read your sentences out loud. Student B tries to

4 Africa 5 Europe 6 Oceania

1 France, Italy, Greece, Poland, China, Germany, Ireland 2 Thailand, Saudi Arabia, Brazil, Iran 3 the USA, Russia, the UK, Australia, Canada 4 Argentina, Mexico, Colombia, Spain

Lora

STUDENT A

Shop assistant 1 She 2 She 3 She she 4 She 5 People 6 She

on the map.

What’s her name? What’s her nationality? What’s her home town? Where is she now?

a Read about the job. Complete the sentences with

c Match the parts of the world 1–6 with a–f 1 North America 2 Middle East and Asia 3 Central and South America

B’s questions about what’s on your stall. Look at the examples.

Now go back to p. 11.

Talk about five countries you want to visit.

STUDENT A

a Conversation 1. Look at the picture. Answer Student

b Ask Student B your questions. Write their answers.

British /ˈbrɪtɪʃ/

D (-ese) China /ˈtʃaɪnə/

I’d like to visit China because I want to see the Great Wall of China.

questions about Robert.

Nationality

C (-ish) Ireland /ˈaɪələnd/ Poland /ˈpəʊlənd/ Turkey /ˈtɜːki/ (the) UK /juːˈkeɪ/ Britain /ˈbrɪtən/

STUDENT A

a Read this social media profile. Answer Student B’s

01.04 Look at the map below. Write the correct number next to each country in the table. Listen and check.

You’re at Student B’s home for the weekend. You’d like to do the following things: • have something to eat • use your friend’s computer • watch TV

b Conversation 2. Now look at your second card. Listen to Student B and reply.

Student B’s at your home for the weekend. You’re good friends, but you don’t like it when other people use your things, especially your new phone.

130

Videos Documentaries 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

Everyday English Videos Lesson C in the Student’s Book focuses on ‘Everyday English’. It provides learners with key functional language for common everyday situations, helping learners to communicate effectively in the real world. Language is showcased through high-quality video, showing language clearly and in context.

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

Listen to audio

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Make notes

The eBook is ideal for iPads and Android tablets.

R E W O P ESECM N O I T I D E D ON K O O B S ’ T N E D U T S OOK B WITH E

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; Main stress; Intonation

Greeting people; Meeting new people

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

Talk about your home town

be: it’s / it isn’t; 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

Main stress 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 trolley 3A

Say what you eat and drink

Present simple: I / you / we / they

Food 1

Syllables and word stress; Sound and spelling: /iː/, /ɪ/ and /aɪ/

Talk about food and meals

Adverbs of frequency

Food 2; Time; What time / When … ?

Sound and spelling: /ɑː/ and /ɔː/

Order and pay in a café

Syllables and word stress; Sentence stress

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’

Present simple: Wh- questions

Common verbs; study

Stressed words

Talk about your family

Present simple: he / she / it positive

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: positive

Places in a town; a few, a lot of

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

Talk about hotels and hostels

there is / there are: negative and questions

Hotels

Sound and spelling: /ʃ/; Stressed syllables

Ask and say where places are

Emphasising 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

Present simple: he / she / it negative

Jobs; work / job

Main stress in compound nouns; Sound and spelling: /ɜː/

Talk about daily routines and habits

Present simple: he / she / it questions

Daily routine; for, from … to … , until

Consonant clusters; Sentence stress

Make and accept offers

would; Emphasising 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 full stops

Unit Progress Test

Three conversations about home towns

Three posts: Our Homes

A conversation at the airport

Finding a new flat

Homes and home towns

My home town; 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

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 shop

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 visit to the new flat

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 on 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; Revision of adverbs

Clothes; Colours; dark / light

Sound and spelling: /ʃ/ and /dʒ/

Ask about and pay for things in a shop

Connected speech

Going shopping

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

Talk about past events

Past simple: be

Past time expressions

was / were

Describe events in the past

Past simple: positive

Free time activities

Sound and spelling: /t/ and /d/

Make and respond to suggestions

Main stress and intonation

Making and responding to suggestions

Unit 9 Holidays Getting started Talk about an interesting holiday 9A

Talk about travel and holiday experiences

Past simple: negative

Transport: go

Sound and spelling: the letter a; Sentence stress

Talk about past holidays

Past simple: 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: positive

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: /ɜː/

11B Talk about things you know how to do

can for ability

Abilities; (very / quite) well

can / can’t

11C Talk about opinions

Main stress; Consonant clusters

Talking about opinions

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

be going to: positive 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 Colourful Clothes ...

The clothes you wear

A question about clothes

In a shop

An advertisement and an email

Going shopping

An email reply to an advertisement; Commas, exclamation marks, 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: Garden Camping

A past travel experience

Sentences about your last holiday

A conversation about summer holidays

A blog post: New Year’s Fun in the Big Apple

A past holiday

Questions about a past holiday

A day trip to Henley

An online post

Asking for help and responding

An online post about a trip; Making the order clear

Unit Progress Test

A monologue about a flat

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

At Sophia’s flat

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 holiday plans

A TV programme review: Danger Zone

Your next holiday

Notes about holiday 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

At a dinner party

Invitations and replies

Inviting a friend

An invitation and a reply; Paragraphs

Unit Progress Test Writing Plus p. 158

Contents

R E W O P ESECM N O I T I D E D ON K O O B S ’ T N E D U ST OK BO WITH E

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 Colours; Classroom objects and instructions

Unit 1 People Getting started Talk about meeting people from other countries 1A Talk about where you’re from be: positive and negative 1B

Talk about people you know

Ask for and give information

Write an online profile

be: questions and short answers

Review and extension More practice Unit 2 Work and study Getting started Talk about what kind of work you find interesting 2A Talk about jobs Present simple: positive and negative 2B Talk about study habits Present simple: questions and short answers 2C Ask for things and reply 2D

Countries and nationalities Adjectives

Pronunciation

Everyday English Saying hello and introducing people; Spelling words

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

Asking for and giving information

WORDPOWER from

Jobs Studying; Time

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 have got 3C

Make arrangements

Write an informal invitation

WORDPOWER work

Time expressions; Common verbs Technology

Sentence stress; Sound and spelling: /aɪ/ and /eɪ/ Word stress; Main stress and intonation Main stress; Thinking about what you want to say

Review and extension More practice WORDPOWER Prepositions of time Unit 4 Food Getting started Talk about eating with your family 4A Talk about the food you want Countable and uncountable Food Sound and spelling: ea; nouns; a / an, some, any Sound and spelling: /k/ and /g/ 4B Talk about the food you eat Quantifiers: much, many, Cooking every day a lot (of) 4C Arrive at and order a meal in a Word groups restaurant

Making arrangements

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 home Ask for and give directions

Possessive pronouns and possessive ’s

WORDPOWER like

there’s; Sound and spelling: /b/ and /p/ Sound and spelling: vowels before r Sentence stress

Asking for and giving directions

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

Family; Years and dates Past simple: 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 Listening

Speaking Speaking

Writing Writing

Five Fiveconversations conversations

Reading Reading

Saying Sayinghello helloand andintroducing introducingpeople people

Names Namesand andaddresses addresses

AAconversation conversationabout aboutwhere whereyou’re you’refrom from

Where Whereyou’re you’refrom from

Sentences Sentencesabout aboutyou you

People Peopleyou youknow know

Notes Notesabout aboutpeople peopleyou youknow know

AAconversation conversationabout aboutpeople peopleyou you know know At Atthe thegym gymreception reception

Social Socialmedia mediaposts postsabout aboutpeople people you youknow know

First Firstday dayof ofan anEnglish Englishclass class

Online Onlineprofiles profiles

AAsurvey surveyabout aboutstudy studyhabits habits

Three Threeconversations conversationsabout aboutgadgets gadgets

An Anonline onlineprofile; profile; Capital Capitalletters lettersand andpunctuation punctuation

Sentences Sentencesabout aboutjobs jobs

An Anonline onlineforum forumabout aboutstudy study habits habits

Questions Questionsabout aboutstudy studyhabits habits

An Anarticle articleabout aboutan anunusual unusual workplace workplace An Aninterview interviewabout aboutusing usingthe the Internet Internet

Making Makingarrangements arrangementsto togo goout out AAmonologue monologueabout aboutsomeone’s someone’sfamily family

Two Twoinformal informalemails emails

AAconversation conversationabout aboutbuying buyingfood food

An Anarticle articleabout aboutworld worldmarkets markets

AAconversation conversationabout aboutcooking cooking

AAfactfile factfileabout aboutAlbert AlbertAdrià; Adrià; Two Twopersonal personalemails emails

At Ataarestaurant restaurant

Studying; Studying; Study Studyhabits habits Asking Askingfor forthings thingsand andreplying; replying; Reacting Reactingto tonews news Studying StudyingEnglish English

Daily Dailyroutines; routines;Spending Spendingtime timewith withyour your family; family;Routines Routinesyou youshare sharewith withothers others Technology Technologyin inyour yourlife life Making Makingarrangements; arrangements; Thinking Thinkingabout aboutwhat whatyou youwant wantto tosay say Plan Planaaparty party

AAcooking cookingblog blog

AAconversation conversationabout aboutaanew newhome home

An Anarticle articleabout aboutan anunusual unusualtown town Places Placesyou youlike; like;Describing Describingaapicture pictureof of aatown; town;What Whatthere thereisisin inaatown town An Anadvertisement advertisement Your Yourhome homeand andfurniture furniture

On Onthe thestreet street AAwebsite websiteabout aboutneighbourhoods neighbourhoods around aroundthe theworld world

AAconversation conversationabout aboutaafamily familytree tree AAconversation conversationabout aboutchildhood childhood hobbies hobbies On Onthe thephone phone

An Anarticle articleabout aboutSteve SteveJobs Jobs

AAmonologue monologueabout aboutsomeone’s someone’s life lifestory story

AAlife lifestory story

Unit UnitProgress ProgressTest Test AAform; form; Spelling Spelling

AAdialogue; dialogue;Notes Notesabout aboutroutines routinesyou you share sharewith withother otherpeople people Sentences Sentencesabout aboutgadgets gadgetsyou’ve you’vegot; got; Questions Questionsabout aboutgadgets gadgetsyou’ve you’vegot got

Unit UnitProgress ProgressTest Test An Aninformal informalemail emailinvitation; invitation; Inviting Invitingand andreplying replying

Buying Buyingfood; food; The Thefood foodyou youlike likeand anddon’t don’tlike like Cooking Cookingprogrammes; programmes;Cooking; Cooking; Questions Questionsabout aboutfood food The Thefood foodyou youeat eat Arriving Arrivingat ataarestaurant; restaurant;Ordering Orderingaameal meal Unit UnitProgress ProgressTest Test in inaarestaurant; restaurant; Changing Changingwhat whatyou yousay say Cooking; Cooking;AAgood goodcook cookyou youknow; know; AAblog blogpost postabout aboutsomething somethingyou youknow know Cooking Cookingfor forothers others how howto todo; do;Making Makingthe theorder orderclear clear

Four Fourmonologues monologuesabout aboutcooking cooking

Three Threemonologues monologuesabout about neighbourhoods neighbourhoods

Unit UnitProgress ProgressTest Test

An Anarticle articleabout aboutGabby GabbyScampone Scampone Jobs Jobs

Ordering Orderingin inaacafé; café; Asking Askingfor forhelp help Three Threemonologues monologuesabout aboutstudying studying AAcompetition competitionentry entryform form English; English;AAteacher teacheraddressing addressingher herclass class

AAconversation conversationabout aboutfamily familyroutines routines

Asking Askingfor forand andgiving givinginformation; information; Checking Checkingunderstanding understanding Using Usingsocial socialmedia media

Questions Questionsand andsentences sentencesabout aboutwhat whatthere there isisin inaatown town Sentences Sentencesabout aboutyour yourhome home

Giving Givingand andfollowing followingdirections; directions; Checking Checkingwhat whatother otherpeople peoplesay say What Whatmakes makesaagood goodneighbourhood; neighbourhood; Your Yourneighbourhood neighbourhood

AAdescription descriptionof ofyour yourneighbourhood; neighbourhood; Linking Linkingideas ideaswith withand, and,but butand andso so

Your Yourfamily family

Notes Notesabout aboutyour yourfamily family

Steve SteveJobs; Jobs;What Whatyou youdid didat atdifferent different times; times;AAchildhood childhoodhobby hobby Leaving Leavingaavoicemail voicemailmessage; message; Asking Askingfor forsomeone someoneon onthe thephone; phone; Asking Askingsomeone someoneto towait wait Important Importantyears yearsin inyour yourlife life

Notes Notesabout aboutaachildhood childhoodhobby hobby

Unit UnitProgress ProgressTest Test

Unit UnitProgress ProgressTest Test AAlife lifestory storyabout aboutsomeone someonein inyour yourfamily; family; Linking Linkingideas ideasin inthe thepast past

Lesson and objective

Grammar

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

Say excuse me and I’m sorry

Write an email about yourself

Vocabulary

Pronunciation

Transport

did you; Sound and spelling: /ɔː/ Transport adjectives Word stress Intonation for saying excuse me; Emphasising what we say

Review and extension More practice Unit 8 Fit and healthy Getting started Talk about sport and exercise 8A Talk about past and present abilities; can / can’t, could / Talk about sport and exercise couldn’t for ability

WORDPOWER get

Sport and exercise

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

Talk about the body and getting fit

Parts of the body; Appearance

Talk about health and how you feel

have to; Word stress Joining words

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 Present simple 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 Joining words

Review and extension More practice Unit 10 Communication Getting started Talk about how you use your smartphone 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 films and TV programmes you enjoyed when you were a child 11A Ask and answer about Present perfect Irregular past entertainment experiences participles

Sentence stress; Sound and spelling: /ɜː/

11B Talk about events you’ve been to

Syllables

Present perfect or past simple

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 holiday plans

be going to

Geography

12B Give advice about travelling

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 for showing 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 travelling

Three stories about holidays

A trip around your country

Notes about a trip around your country

A conversation about transport in Moscow

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

Metros and express buses you know; Disagreeing about transport; Transport you use Saying excuse me and I’m sorry; Showing interest Homestay families; English-speaking countries you’d like to visit

Notes about transport

Famous sporting events and people; Running and exercise; Present and past abilities Getting fit; 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

Sentences about present and past abilities

Meeting friends in town; Saying where you are and what you’re doing Shopping; Festivals in your country; Clothes

Sentences about what you are doing

On the train A conversation about choosing a homestay family

Two online profiles; An email from Ahmed

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 posts 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 phones

An online discussion about headphones and earbuds A blog about languages

A radio programme 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 actors; A magazine quiz about actors; An article about actors An article about Budapest

A conversation about music in Budapest A night out A conversation about a film

Three film reviews

Two conversations about holidays

A web page about holidays

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

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

Choosing clothes; Paying for clothes; Saying something nice The presents you like to get; Giving presents and thanking people for them

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

Popular films, TV programmes and books

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

Notes about what someone you know is wearing

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

Notes about two similar things

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

Questions about films, TV programmes and books

Budapest; 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 Films A film review; Structuring a review

Natural places; Important things when on holiday; Holiday plans Living in a different country; Travelling and holidays; Giving advice about travelling Checking in at a hotel; Asking for tourist information; Showing surprise Planning holidays; Porto

Unit Progress Test An email with travel advice; Paragraph writing

R E W O P ESECM N O I T I D E D N O K O O B S ’ T N E D U ST OK BO WITH E

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

Present simple and present continuous

Sentence stress

Review and extension More practice

Past simple

Tourism

-ed endings

Describe travel problems

Past continuous

Travel collocations

Ask for information in a public place

Sentence stress Vowel sounds Connected speech

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 past simple 3B Talk about living with less Present perfect with already and yet 3C Talk to people in shops

Money and shopping make / do / give collocations

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

Talking to people in shops; Paying at the till

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 / shall 4C Make social arrangements

Clothes and appearance Adjectives: places

Greeting people; Ending conversations

WORDPOWER like

Unit 2 Travel and tourism Getting started Talk about holiday photos 2A Talk about past holidays

Everyday English

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

Making social arrangements

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 to + infinitive

Ask for and give advice

Write an email giving advice

Review and extension More practice

Making offers and suggestions

Verbs with dependent Sound and spelling: /uː/ 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

Sentences about communicating

Conversation: keeping in touch

Three personal emails

Meeting people and ending conversations; Showing interest Keeping in touch

Audio diary: Yes Man Changed My Life

Diary article: Yes Man Changed My Life Two news stories about travel problems

Monologue: a bad flight At the train station Conversation: travelling to Australia

Travel blog

Radio report: stories from a sales day

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

Radio programme: Ways of Life Shopping for a present Four monologues: supporting charity

Email: update on raising money for charity

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

Article: Life in Numbers

Planning to meet: birthday dinner

Personal email Correcting mistakes

Unit Progress Test Travel blog Linking words

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

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

Notes about living with less

Unit Progress Test Update email Paragraphing

Notes on a city you know well

Unit Progress Test

Three monologues: socialising

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

Two interviews: Sharks Saved My Life (Part 2) / Skydiving accident Advising a friend Three monologues: problems

Types of holiday; A holiday 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

An invitation Writing and replying

Reassurance; Offers and suggestions

Unit Progress Test

Email: job application

Summer and part-time jobs

Article: How to Deal with Life’s Little Problems Article: Sharks Saved My Life (Part 1)

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

Wiki: advice for learners of English

Job application Organising an email

Contents Lesson and objective

Grammar

Vocabulary

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

Health collocations

Talk to the doctor

Health problems and treatments

Write a blog about an achievement

Review and extension More practice

8B 8C

Talk about sports and leisure activities Apologise; Make and accept excuses

Write a book review

Everyday English

get collocations

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

Pronunciation

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

Describing symptoms; Showing concern and relief; Doctors’ questions

WORDPOWER change

The passive: present simple and past simple Present perfect with for and since

Art, music, and literature

Word stress

Sports and leisure activities Intonation for continuing or finishing

Review and extension More practice

Apologising; Making and accepting excuses

WORDPOWER by

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

First conditional

Describe actions and feelings

Verb patterns

Make telephone calls

Write a personal profile

Degree subjects; Education collocations Verbs followed by to + infinitive / verb + -ing

Word groups

Main stress: contrastive

Review and extension More practice

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

WORDPOWER Multi-word verbs with put

Unit 10 Values Getting started Talk about seeing a crime 10A Talk about moral dilemmas

Second conditional

Multi-word verbs

Sentence stress: vowel sounds

10B Describe problems with goods and services

Quantifiers; too / not enough

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: /ɔː/ and /ɜː/

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

Asking for and giving directions in a building

Sound and spelling: /ʌ/, /ɔː/ and /əʊ/ 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: Steven Adams; Selena Gomez

Quotes: life changes

Comparing yourself in the past and now; Vocabulary definitions Life-changing events

Article: Health: 1970s and Today

Changes in lifestyle and health

At the doctor’s office Three monologues: making a change

Describing symptoms; Showing concern and relief; Responding to questions

Blog: changes / achievements Linking: ordering events

Article: Six of the Best, Biggest, and Most Popular

Art, music and literature

Sentences about art and music

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

Sentences about yourself; Notes about sports and activities

University degrees; 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 behaviour; Honesty quiz

Unreal situations

Three monologues: book reviews

Four book reviews

Five monologues: study habits

Article: Unusual Degrees

Radio interview: shyness

Article: The Not-So-Easy Lives of Celebrities

Calling people on the phone Two student profiles

Radio news: illegal downloading Article: The Biggest Complainers in Europe

Returning goods to a shop 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

Three monologues: sibling rivalry

Article: Brothers and Sisters: The Facts

A difference of opinion

Unit Progress Test

Making positive changes

Accepting an apology

Radio news: Complaints around the World

Sentences about changes in health

Blog: Living to Change

Radio programme: Superfans

Conversation: online courses

Writing

Radio report: Hurricane Harvey

Article: Houston’s Storm Bakers

Phonemic symbols and irregular verbs

p. 168

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

Unit Progress Test

When would you complain? Returning goods and making complaints; Sounding polite Rude behaviour

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

Experiences with animals; Animal life-savers Memorable things people say; Family personalities; Sibling relationships Agreeing and disagreeing

Animals causing problems

Dangerous weather

A story Linkers: past time

Things people have said to you

Unit Progress Test

Contents

R E W O P ESECM N O I T I D E D N O K O O B S ’ T N E D U ST OK BO WITH E

+ B1 INTERMEDIATE

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

CONTENTS

STUDENT’S BOOK B1+

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

Pronunciation

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

Work Technology

Present perfect and simple past: I’ve worked / I worked Sentence stress: main verb / auxiliary verb Sentence stress

Making and responding to suggestions

Write an email giving news WORDPOWER look

Relationships

Linking sounds

3B 3C

Talk about families Tell a story

Multi-word verbs

Sentence stress: multi-word verbs Stress in word groups

Write about someone’s life

used to, usually

Review and extension More practice Unit 4 Personality Getting started Talk about people 4A Describe people and their abilities Modals and phrases of ability

WORDPOWER have

Describe feelings

Personality adjectives

Offer and ask for help

Write an informal online ad

Articles

Talk about if and when

Give reasons, results, and examples Write a discussion essay

Review and extension More practice

Ability

Present and future real conditionals

Telling a story

Stress with modal verbs

Intonation in question tags

Review and extension More practice Unit 5 The natural world Getting started Talk about endangered animals 5A Talk about the future Future forms

Giving and responding to opinions

WORDPOWER yourself

Review and extension More practice Unit 3 Relationships Getting started Talk about relationships 3A Talk about a friendship Narrative tenses

Everyday English

Write a guide

Review and extension More practice Unit 2 Modern life Getting started Talk about the workplace 2A Talk about experiences of work Present perfect and and training simple past 2B Talk about technology Present perfect and present perfect continuous 2C Make and respond to suggestions

Vocabulary

Offering and asking for help

WORDPOWER so and such

Environmental issues The natural world

Sound and spelling: a Consonant clusters Voiced and unvoiced consonants

WORDPOWER problem

Giving reasons, results, and examples

Contents

Listening

Reading

Speaking

Three monologues: Online friendships

Article: “But Are They Real Friends?” Article: “Can You Really Learn a Language in 22 Hours?”

Things you have done recently

What to cook?

Learning a foreign language Giving and responding to opinions; Using me too / me neither

Conversation: learning vocabulary

Article: “What Kind of Learner Are You?”

Radio show: likeability

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

A problem

Conversation: life changes

Two monologues: being a twin A mistake

An email about a new job

Article: “60 Years and 1,000 Miles: How a Word Game Brought Two Unlikely People Together” Article: “Twin Tales”

Conversation: great-grandparents

An email about how great-grandparents met

Radio show: successful people

Article: “What Happens to Talented Children When They Grow Up?” Article: “Why the World Needs Introverts”

Two monologues: personality types Asking for help

Ways of learning vocabulary

Making and responding to suggestions; Sounding sympathetic or pleased Life changes

Unit Progress Test

A guide Introducing a purpose; Referring pronouns

Unit Progress Test

An informal email Adding new information

The story of a friendship

Family traditions Reacting to what people say; Telling a story A member of your family

Unit Progress Test

A biography Describing time

Becoming successful at something

Describing a person Question tags; Offering and asking for help Using the Internet to buy and sell things

Three monologues: websites

Three online ads

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

Web page: The Whitley Fund Predictions about the future for Nature Article: “Animals Have Adapted The best place to experience to Survive Everywhere” natural beauty Reasons, results, and examples; Giving yourself time to think An essay about water pollution A quiz about whales

Monologue: rescuing whales

Writing

Unit Progress Test

An informal online ad The language of ads

Unit Progress Test

A discussion essay Organizing an essay; Signposting 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

Verb patterns

WORDPOWER over

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

-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

WORDPOWER in/on + noun

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 Vocabulary Focus 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

R E W O P ESECM N O I T I D E D N O K O O B S ’ T N E D U ST OK BO WITH E

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

Breaking off a conversation; 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

Sound and spelling: g

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 sport activities and issues

Present perfect and present perfect continuous

Words connected with sport

Make careful suggestions

Write a description of data

Word stress

Sound 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

Sound 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

Sound and spelling: th

Intonation groups

Responding to an idea; Discussing advantages and disadvantages

WORDPOWER side

Listening

Reading

Speaking

Conversation about Jocelyn Bell-Burnell

Articles: Protector of the sea 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 programme: The sports gene

Article: Born to be the best; Three articles about athletes

Discussing sport and ways to improve performance

Making wedding plans

Planning a party

Interviews about sport

Article: Fitness: Seattle snapshot

Interview: Psychology of money; Two monologues: Life-changing events

Two texts about life-changing events Talking about how your life has changed that helped people become rich

Two monologues: training for a job

Article: Training for the emergency frontline

Presenting photos Three monologues: living in different places

Advert for being an international student ‘buddy’

Discussing living in a different country

Monologue: What are your chances?

Quiz: Are you an optimist or a pessimist?; Article: Why 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: Cooking in Antarctica

Role play: a job interview

News reports: environmental problems

Explaining and responding to an idea for a café Essay about protecting the environment

Unit Progress Test Article Organising an article

Unit Progress Test Guidelines Organising guidelines in a leaflet

Unit Progress Test Article describing data Describing data

Discuss experiences of training and rules Describing photos; Expressing careful disagreement

Money problems

Talking about popular sports

Writing

Giving opinions on environmental problems

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 clusters

Everyday English

Unit 6 Around the globe Getting started Discuss travelling 6A

Discuss choices

Infinitives and -ing forms

Travel and tourism

Discuss changes

The passive

Describing changes

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

Film and TV; Houses

Imagine how things could be

Write an email to complain

Sound 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

First and second conditionals

Money and finance

Discuss moral dilemmas and crime

Third conditional; should have + past participle

Crime

Be encouraging

Write a review

Stressed and unstressed words; Sound and spelling: l 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

Sound and spelling: ui

Linking and intrusion

Review and extension More practice

Expressing uncertainty; Clarifying a misunderstanding

WORDPOWER come

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

Past modals of deduction

Adjectives with prefixes

Word stress

10B Discuss life achievements

Wishes and regrets

Verbs of effort

Linking

10C Describe how you felt

Consonant clusters

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 four tourist destinations; Website: Where to go?

Comparing different tourist destinations

Interview: disappearing languages

Article: Danger! Dying languages

Agreeing and disagreeing

Asking for a favour

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 puts the ‘real’ in reality TV?

Planning a home renovation

Flat hunting

Unit Progress Test Travel blog Using descriptive language

Designing and describing a new room

Interviews about a new shopping centre

Email: complaining about an important issue

Radio programme: 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

Going to the bank

Unit Progress Test Email of complaint Using formal language

Talking about hopes and worries

Conversation about a TV programme

Review: Crime with a smile

Discussing programmes 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 or a case of fraud

Finding the perfect flat

Unit Progress Test Review Organising a review

Giving and receiving surprises

Four monologues about alternative medicine

Essay: The value of alternative medicine

Interview about Dan Cooper

Story: The man who disappeared; Blog: The Wreck of the 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: Rosa’s diary: The ultimate goal

Talking about performing

Unit Progress Test Story Making a story interesting

Phonemic symbols and Irregular verbs p.164

Contents

R E W O P ESECM N O I T I D E D ON K O O B S ’ T N E D U ST OOK B WITH E

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 learning a second language Adverbs and adverbial phrases 1B Describe languages and how The perfect aspect they change

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

Talk about plans, intentions and arrangements

Verbs of movement

Give advice

Write a report

Intentions and arrangements

Describe journeys and landscapes

Paraphrase and summarise

Write a travel review

Multi-word verbs: social interaction

Future in the past; Narrative tenses

Wealth and poverty

Intonation in inversion structures; Word stress

Landscape features

Different pronunciations of t

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

WORDPOWER Idioms: Landscapes

Instinct and reason

Sound and spelling: /ʃəs/, /iəs/, /dʒəs/

Talk about memories and remembering

Memory

Sentence stress

Use tact in formal discussions

Write a profile article

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

Review and extension More practice

Obligation, necessity and permission

Expressing yourself in an inexact way

Giving advice

WORDPOWER Idioms: Movement

Consonant clusters across two words

Structures with have and get

Everyday English

Consonant–vowel linking

Word groups and main stress; Emphatic stress

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

Vocabulary

Main stress

WORDPOWER Idioms: Crime

Paraphrasing and summarising

Being tactful in formal discussions

Recalling and speculating

Contents

Listening

Reading

Speaking

Writing

Interview: A bilingual upbringing

Blog post: Speaking Italian to cats

Monologue: The origins of words Four monologues about how languages change

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

Five pieces of advice for language learners Changes in your world

Friends and rivals

Sharing rough details of an experience

Unit Progress Test

Monologue: The dominance of English as a world language

Four web forum posts

Predicting the main points of a talk and discussing your predictions

Monologue: My vow of silence

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

Interview with a base jumper

Article: The wonder of weightlessness: A short history of zero-gravity flight

Questionnaire: How sensitive are you to sound? Discussing different views on communication Giving opinions on zero-gravity flights and Blog post: A new extreme sports experience Discussing a blog post Advising a friend about a problem Unit Progress Test

A guest overstays his welcome

Web forum post Expressing opinions

Four monologues about university social programme activities

Report: Review and recommendations of a social programme committee

Discussing the merits of activities for a student social programme

Reports 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 interview

Narrative article: Survival on the Mano River

Telling the story of an adventurous journey

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

Two monologues about Cusco

Traveller’s review: Cusco getaway

Describing the best and worst places you have been to as a tourist Expressing an opinion about a place

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

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

Feedback and an unexpected opportunity Interview: musician Noni-K

Radio news: Bizarre crimes Four monologues about employment

Paraphrasing and summarising

Profile article: Noni-K

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 Two job descriptions: Bomb disposal diver and pet food taster

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 Recalling and speculating

Opening up Two monologues about job applications and social media

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 Organising 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 3D street art 6A

Describe photos and hobbies

Simple and continuous verbs

Adjectives: describing images

Tell a descriptive narrative

Participle clauses

Emotions

Organise a presentation

Write an application email

Main stress and emphatic stress (adverbs and adjectives) Intonation in comment phrases

Review and extension More practice

Organising a presentation

WORDPOWER Idioms: Feelings

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

Speculate about inventions and technology

Speculation and deduction

Compound adjectives

Main stress: compound adjectives

Emphasise opinions about the digital age

Cleft sentences

Nouns with suffixes: society and relationships

Intonation in cleft structures

Apologise and admit fault

Write a proposal

Sound and spelling: ou and ough

Review and extension More practice

Apologising 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

Stress in fixed expressions

Talk about lifestyles and life expectancy

Conditionals

Ageing and health

Pitch: extra information

Negotiate the price of a product or service

Write promotional material

Intonation in implied questions

Review and extension More practice

Negotiating

WORDPOWER and

Unit 9 Cities Getting started Talk about an obstacle 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 clusters

10C Take turns in more formal conversations

Intonation in question tags

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

WORDPOWER luck and chance Grammar Focus p. 138

Vocabulary Focus p. 158

Turn-taking

Listening

Reading

Speaking

Interview with an amateur photographer

Article: Lessons Elliott Erwitt has taught me about street photography

Discussing photography skills Talking about your favourite photos

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

Blog post and email: Two views of a suspicious encounter

Discussing first impressions Telling a personal story

A big presentation

The first part of a short story

Organising a presentation

Three interviews with volunteers

Advertisement: You can help! Application email

Talking about volunteer work in your local area

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

Article: Human augmentation – a dream or a nightmare?

Discussing ‘superpowers’ 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 Four monologues: People express their opinions of their colleagues

Writing

Unit Progress Test Application emails; Giving a positive impression

Aplogising and admitting fault Proposal: A team-building programme

Unit Progress Test

Ordering the personality attributes of an effective team member

Radio interview with a sleep researcher Article: Top tips to help you sleep Radio phone-in programme about Article: The myth of the eight-hour waking up at night 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

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

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

An exclusive story

Negotiating

Unit Progress Test

Radio interview: The Stone Age Diet

Homepage: Ancestors restaurant

Discussing what’s important when you eat out

Podcast: New ideas for ‘smart cities’

Article: If you want to get close to nature, head into the city Fact file: Biophilic cities

Sharing information about initiatives to improve cities Presenting ideas for ‘smarter’ cities

Conversation: Tourist attractions

Article: Kazuyo Sejima: Passion and precision

Describing buildings Presenting a proposal for the redevelopment of a derelict building

A leak and a fall-out

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

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

Radio interview: Superstitions in sport

Article: The game before the game

Discussing superstitions, customs and beliefs; Talk about rituals you or people you know have

A successful interview

Proposal Linking: highlighting and giving examples

Unit Progress Test Discussion essay Linking: reason and result

Turn-taking

Unit Progress Test

Four monologues about how people use reviews

Two film reviews: Knives Out

Discussing how much reviews influence your choices

Writing focus p. 169

Verb patterns p. 176

Phonemic symbols p. 177

Film review Concise description

Irregular verbs p. 177

R E W O P ESECM N O I T I D E D ON K O O B S ’ T N E D U ST OK BO WITH E

ELEMENTARY

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

CAN DO OBJECTIVES

Student’s Student’sBook BookA2A2Sample SampleUnit 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 a

Learn to talk about jobs

SHE LOVES HER JOB

G Present simple: positive and negative V Jobs

c Choose the correct answers. 1 2 3 4 5

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

UNIT 2

VOCABULARY Jobs

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

cleaner photographer taxi driver

engineer

photographer

dentist

Complete the sentences with jobs from 2a. Talk about your answers. 1 2 3 4

7 8 9

dentist pilot engineer

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

police officer

4 5 6

nurse shop assistant police officer

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

Present simple: positive and negative a

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 present simple verbs in the text in 1b. Make two lists: positive 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

a Think about your job or the job of someone you know. Write four sentences about the job: two positive (+) 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 add / don’t add an extra syllable. 2 We add / don’t add an extra syllable after other sounds.

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

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

02.06

works finishes drives

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

DO YOU WORRY ABOUT EXAMS?

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

READING

CH AT

Ask and answer the questions.

Home

Forums

Articles

Archives

1 Are you good at 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

SOUL BOY2

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

get

good

pass

bad

take

1 an exam 2 marks

c d

CAT LOVER5

b Match the words in the box with

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

BOOKWORM8

fail

3 notes 4 a test

Ask and answer the questions in 2a. g

UNIT 2

GRAMMAR Present simple: questions

5 a

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

1 You study full-time or part-time? 2 Do you study full-time or part-time? 3 Study you full-time or part-time?

b Complete the questions with one word.

… you study engineering? … they like tests?

• Hours a week? • When? • Where?

Tania and Jack

d Read the question Jack

LISTENING

asks Tania.

Does she study more before an exam?

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

1 2

places to study hours of study

3 4

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

exams free time

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

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

• When? • Where?

e f

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

Now go to Grammar Focus 2B on p. 140. Put the questions in the correct order. Listen and check. 02.12

1 2 3 4

VOCABULARY Time

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

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 about studying.

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

past

o’clock

1 four

past four

half

3 (a) quarter

four

4 (a) quarter

five

Ask and answer your question 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.

I’d like a latte

Look at picture a. Dan and Leo are in a cafeteria. Do you think they’re: 1 at the airport

02.13

2 at work

3 in a shopping centre?

Watch or listen to Part 1 and check your answer in 1a.

Work in pairs. Choose the correct answers. 1 Dan orders a small / large tea, a small / large latte and one croissant / two croissants. 2 It costs £3.60 / £4.60. 3 Dan asks Leo to pass the milk / sugar.

d e

02.13

Watch or listen to Part 1 again and check your answers

in 1c. 02.14 Watch or listen to Part 2. Annie wants to do an online course. What’s her problem? Choose one answer.

She can’t decide … . a which course to do

b how much to pay

c when to start

Watch or listen to Part 2 again. Are the sentences true (T ) or false (F )? Correct the false sentences. 02.14

1 Annie asks Dan for help. 2 Dan’s free tonight.

3 Annie isn’t free on Friday. 4 Annie’s happy about dinner.

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

• in a café • in a different place

USEFUL LANGUAGE

Asking for things and replying a Look at these ways to ask for things. Who says them: Dan (D) or Annie (A)? 1 2 3 4

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

a b c d

Can I have a tea and a latte, please? Could I come to your place tonight? Could we chat about it now? I’d like some help.

Certainly. Small or large? Sorry, I have another meeting in five minutes. Sure, no problem. Sorry, we’re not at home tonight.

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

Paragraph writing S Reacting to news

P Sound and spelling: ou

LISTENING

1 a

EVERYDAY ENGLISH

Learn to write an email with travel advice Learn to ask for things and reply

UNIT 2

CONVERSATION SKILLS

Reacting to news a

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

problem b

LEO DAN

pity

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

DAN Sorry, we’re not at home tonight. ANNIE Oh, that’s a 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 d

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

02.15 Complete the sentences from the conversations in 2d. Listen again and check your answers.

02.15

1 2 3

02.17

in bold.

Listen to the sound of the letters ou

1 colour 2 an online course 3 house

Do the letters in 1–3 have different sounds?

some water, please? a chicken sandwich, please. you this afternoon?

02.18 Do these words sound like 1, 2 or 3 in 4a? Listen and check. Listen again and repeat. out 3 four neighbour

about

f Look at the situations. What can A and B say?

sound

Use expressions from 2a and 2b. A

5 a

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

UNIT PROGRESS TEST CHECK YOUR PROGRESS

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

You can now do the Unit Progress Test.

2D 1

Skills for Writing I need English for my job

SPEAKING AND LISTENING

W Spelling

READING

a Look at the information about Daniela. Complete Part 1

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

Learn to complete a form

of the form. Can you remember her nationality?

• to study something in English • a different reason

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

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

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

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

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. Said

I’m from Krakow / Warsaw and I need English for my job / studies.

INTERNATIONAL COLLEGE COMPET

Daniela

Part 1 First name:

Last name:

Mobile (UK): Email address:

Needs to improve

Part 2 Why is English important for

you? 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 them and it is difficult for me to answer. English is impo rtant for me because it helps me do my 3 well.

Said Justyna

Talk about the questions with other students. 1 What do you need to improve in English? 2 Why is this important for you?

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

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

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?

07 48 22 29 45 76

Course start date:

Daniela

male

Your class:

grammar the lessons the teacher reading and writing listening the timetable

female

Nationality:

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

Likes at the college

Ro me ro

Gender:

Justyna

ITION ENTRY FORM

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

02.21

answers.

Listen to Daniela again and check your

UNIT 2

WRITING SKILLS Spelling

a Read Daniela’s first draft of her entry form. Cover

p. 26. Look at the example spelling problem. Find eight more spelling problems.

b Tick (✓) 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 2 3 4 5

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

INTERNATIONAL COLLEGE COMPET

ITION 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 qui te 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 Swap forms with another student. Are your ideas in Part 2 the same?

INTERNATIONAL COLLEGE COMPET

ITION ENTRY FORM

Part 1 First name: Last name: Gender:

female

male

Nationality: Mobile (UK): Email address: Your class now: Course 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 GRAMMAR

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

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

brackets.

I’m a university student, but I 1 (work) in a clothes shop every weekend. On Saturday I 2 (start) work at 9:00 am, but on Sunday I 3 (not start) until 11:00 am. My sister’s a nurse, so she 4 (not have) a normal timetable. 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 A A A A

What Do Do When Does

? ? ? ? ?

6 A Where 7 A Does

B B B B B

Practise the conversation in 1b with a partner. Then answer about your own life.

VOCABULARY

a Put the letters in brackets in the correct order to complete the job. 1 2 3 4 5 6

n d p e c p

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

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

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

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 brackets in the correct place in the sentence. 1 2 3 4 5 6

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

My brother works in a shoe shop in the city centre.

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 end-of-

a b c d e

a break soon because I’m tired. important exams. notes on a piece of paper. term test next week. marks in tests.

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

R E W O P ESECM N O I T I D E D ON K O O B ’S R E H C A TE

ELEMENTARY

Tim Foster with Ruth Gairns, Stuart Redman, Wayner 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

Present simple: positive and negative Present simple: questions and short answers

V VOCABULARY

Jobs: actor, businessman, businesswoman, chef, cleaner, dentist, engineer, farmer, manager, mechanic, nurse, photographer, pilot, police officer, receptionist, secretary, shop assistant, taxi driver, tour guide Studying: break, exam, get good/bad marks, make notes, pass/fail an exam, pass/fail a test, schedule, term, studies Time: o’clock, five past, ten past, (a) quarter past, 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 Present simple 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 a pity 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 the present simple, 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 clever. 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 lesson.

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 positive and negative forms of the present simple • 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 pictures 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.

c Read the sentences with students. Then, tell students

d Make sure students understand that the information

Answers Students’ own answers

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.

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

7 g 8 h 9 a

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.

smart (B1) − intelligent, clever

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

4 f 5 e 6 b

FAST FINISHERS

Answers 1 a 2 b

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

VOCABULARY Jobs

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

READING

VOCABULARY SUPPORT

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 secretary 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 work; 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 am love love 3 gos goes 5 no don’t

Present simple: positive 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 table and complete it with the present simple 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 Gabby doesn’t always work to them. at the park. Alligators don’t attack people.

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

Students then underline the present simple verbs and classify them as positive 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 Positive: has, visit, come, think, lives, works, loves, teaches, tells, swim, give, get, think, enjoys, thinks, has

Answer Catches has an extra syllable.

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

Negative: don’t like, don’t go, don’t attack, don’t like, doesn’t work, don’t understand

CAREFUL! When using the present simple, 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. Present simple = it’s not a usual action). 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 present simple easy? Is it difficult? Elicit an indication of their confidence level. Tell students to go back to SB p. 21.

02.05 Pronunciation Play the recording for students to 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.

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 ✓ teaches

✓ watches

Divide the class into pairs and assign A and B roles. Student As read the sentences about a shop assistant on SB 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 out 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

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.

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

SPEAKING

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 Photocopiable activities: Grammar 2A, Vocabulary 2A, Pronunciation 2A

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

Documentary video Unit 2 Work and Study Video worksheet Unit 2 Work and Study

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 past, half past, etc. • use the question form of the present simple • 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 revising five items from the class so far to elicit the answers in brackets, 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 €3 and an ice cream is €3. Two coffees and one ice cream is … ? (€9) 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).

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

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.

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

1 a

routine (B1) − things you do regularly at the same time every day

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).

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 modelling 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 Sorry? J Your study routine. T Umm … OK … but I’ve got to … J Great! So, first question, do you study full-time or part-time? 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? T I usually study early in the morning or late at night.

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 tick the things Jack and Tania talk about. Check answers as a class.

Answers 1 ✓ 2 ✓ 4 ✓

J T J T J T

J T J T

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

When do you start studying each day? Usually at half past eight 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 past eleven. That’s quite 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.

5 g 6 d 7 i

Answers 1 pass/fail/take an exam 2 get good/bad marks 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 half 3 past 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 present simple 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 Present simple: 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 isn’t. 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: Present simple 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 positive sentence and show students how this transfers to the auxiliary verb in the negative and in the question.

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

Answer Question 2 is correct.

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

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).

Another common error is to use a full stop 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.

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 must 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 shop 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 favourite TV programme? 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 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.

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

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.

ADDITIONAL MATERIAL 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 present simple forms.

EVERYDAY ENGLISH I’d like a latte

OPTIONAL LEAD-IN Point to picture c on SB p.24 or project it on the board. Ask: Who are they? and elicit Leo and Dan. Read sentences 1–5 to the students and ask them to decide if they are true or false. They could do this in pairs. Check answers as a class. 1 Martina is Leo’s wife. (F – Martina is Dan’s wife.) 2 Leo and Dan work together. (T) 3 Dan doesn’t go to the gym. (T) 4 Leo works at a computer all day. (T) 5 Martina and Dan live at 18 New Street. (F – Leo lives at 18 New Street.)

LISTENING

If you didn’t use the optional lead-in, ask students what they can remember about Leo and Dan from Lesson 1C. Look at picture a with the class and read through the question. Elicit students’ ideas, but don’t check the answer at this point.

02.13 Play Part 1 of the video or the audio recording for students to check their answer to 1a. Check the

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 /ə/, /ɔː/ and /aʊ/ • maintain informal conversations in which they make requests and respond

answer as a class. Ask students: Who do you think Annie is?, but don’t tell them at this point. Answer 2 at work Video/Audioscript (Part 1) DAN What do you want? LEO Oh, thanks. I’d like a latte. D Can I have a tea and a latte, please? WAITRESS Certainly. Small or large? D A small tea and … ? L Large for me, please. W So, a large latte and a small tea? D Yes. And could I have a croissant as well, please? … So, we need to talk about the meeting on Wednesday. L Oh yes. Is it here or at their office?

At their office. Could we chat about it now? L Sorry, I have another meeting in five minutes. D OK, no problem. We can do it later. … How much is that? W £3.60. D Here you go. W Thanks. L So, this meeting on Wednesday … D Yeah. Oh! Could you pass the milk? Thanks. Annie! ANNIE Hi, Dan. Sorry to call you at work. D That’s OK. Don’t worry. D

c d

In pairs, students read the sentences and see if they remember the answers from the first listening. Don’t check answers at this point. 02.13 Students watch or listen again for specific details. Play Part 1 of the video or the audio recording again for students to check their answers to 1c.

Answers 1 small (tea), large (latte), one croissant 2 £3.60 3 milk

02.14 Point to picture b and tell students that it’s

Annie. Play Part 2 of the video or the audio recording for students to find out what her problem is. Check the answer as a class and then ask students: Who’s Annie? (Dan’s sister) and find out if they guessed correctly in 1b.

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

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.

Answer a which course to do Video/Audioscript (Part 2) ANNIE Hi, Dan. Sorry to call you at work. DAN That’s OK. Don’t worry. A But you see, I need … Well, I’d like some help. D Sure, no problem. A It’s about this online course I want to do. I’m not sure which one … I mean, I can’t decide. D So you want your big brother to help you …? A Yes, I do. Could I come to your place tonight? D Sorry, we’re not at home tonight.

A D A D A D A D A D

Oh, that’s a pity. But, look, come on Friday – for dinner. Friday? Yes. For dinner? Yes! Lovely! OK. See you then. Bye! Bye! My sister! Always asking me to do things for her. … ugh! Too much sugar!

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 need / we / the meeting on Wednesday / to talk about (We need to talk about the meeting on Wednesday.) 2 is / at their office / it / here or ? (Is it here or at their office?) 3 I want to do / it’s / online course / about this (It’s about this online course I want to do.) 4 to help you / so you / your big brother / want (So you want your big brother to help you.). Check answers by playing both parts of the video or audio recording again and pausing when the characters say the sentences for students to check their answers.

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

02.13–02.14 Check answers by playing both parts of the video or audio recording again and pausing each time Dan and Annie 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 D 2 A 3 D 4 A a 1 b 3 c 4 d 2

Demonstrate the activity by asking one student: Hello. Can I have a coffee, please? and eliciting an appropriate response, e.g., Certainly. 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 in turn 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.

02.14 Students watch or listen again for specific details. Play Part 2 of the video or 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 (Dan and Martina aren’t at home tonight.) 3 F (Annie’s free on Friday.) 4 T

USEFUL LANGUAGE

Answers 1 b 2 a 3 c Audioscript CONVERSATION 1

CONVERSATION 3

A Can I phone you this afternoon? Nurse! I’m very busy just 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. Speak to you later. CONVERSATION 2 B OK, bye. A Yes? A

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

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 phone

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. Dimitri, can I have some water, please? − Sure, no problem.; Could I have a small espresso, please? − Certainly.

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

LANGUAGE NOTES Sound and spelling relationships can cause native English speakers problems. This section introduces the three most frequent sounds which correspond to the letters ou: /ə/, /ɔː/ and /aʊ/ (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, as they may well find words which contain the letters ou, but are not pronounced with the three sounds being worked on.

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.

CONVERSATION SKILLS

Reacting to news a

b Read the mini-conversations as a class and check what the phrases mean. Answers 1 OK, no problem. 2 Oh, that’s a pity.

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 OK, no problem, Oh, that’s a pity and the four phrases in 3c before continuing. Try drilling the phrases backwards to add variety to the class, i.e., problem − no problem − OK, no problem. • 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 three possible sounds for the letters ou for students. Check the answer as a class.

Answer Yes, they do.

02.18 Students classify the words into three 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 practise the pronunciation.

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

Answers 1 problem 2 pity

Answers four 2 neighbour 1 about 3 sound 3

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 role play 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 for asking for things and replying from the lesson and pay 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 university in the UK (= 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

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

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 lessons 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

02.19 Point to each of the three photos on SB p. 26 one by one and say: This is Daniela / Said / Justyna. Play the recording for students to listen for general meaning and underline the correct answers. Check answers as a class.

2 Riyadh; job

3 Warsaw; studies

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 timetable works well – we have a two-hour break in the middle of the day. I want to improve my listening. I find listening quite hard and it’s difficult to listen to something and make 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 in Saudi Arabia. Sometimes English-speaking people come to my work, so I need to speak good English. This college is very good – the lessons are very interesting and we do lots of different things in class. I want to stay here for a term – until December. Listening and speaking is 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. JUSTYNA Hello, my name’s Justyna, and I’m a photographer for a newspaper in Warsaw in Poland. In the future, I’d like to study at a university in the UK, 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 bit: the marks I get in 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 table. They compare in pairs. Check answers as a class. Answers Likes at the college

Needs to improve

Daniela

the timetable

listening

Said

the lessons

reading and writing

Justyna

the teacher

grammar

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

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.

Answers 1 Mexico City; job

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 reception. It’s a really good competition – one more month of study. 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 reception

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: Romero Gender: female Nationality: Mexican Mobile phone (UK): 074822 294576 Email address: danielar@supermail.com Your class now: P1 Class start date: 6th July

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 and there, they’re and their. These problems have become even more noticeable in recent years with the advance of social media, where people are not as careful with their grammar and spelling.

a Write Englesh speling on the board. Students should

realise that it is spelt incorrectly, so rub it out and ask: 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 a cross after it, and then write the correct spelling next to it with a tick 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 course so far, e.g., 1 grey, 2 awful, 3 Australian, 4 amazing, 5 secretary, 6 Germany, 7 businesswoman, 8 brilliant, 9 photographer, 10 timetable. Ideally, personalise 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 of time, this exercise and 4b can be completed for homework. Students could then bring their forms to the next lesson.

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 swap 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 cleaner 6 photographer

b Students write the times in words. Check answers as a class.

Answers 1 half past eleven or eleven thirty 2 (a) quarter to one or twelve forty-five 3 six o’clock 4 quarter past eight or eight fifteen 5 twenty to three or two forty 6 twenty past 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., timetable, studies, 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 in turn 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 brackets 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 pm. 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 in the centre of town.

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. Photocopiable 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.

R E W O P ESECM N O I T I D E D ON K O O B K WOR SWERS N WITH A

ELEMENTARY

Peter Anderson WITH DOWNLOADABLE AUDIO

SHE LOVES HER JOB

Workbook A2 sample unit

GRAMMAR Present simple:

positive 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 sport, so he doesn’t watch / don’t watch / watch not football matches on TV. 6 We work hard during the week, so we usually relaxes / relax / relaxing at the weekend.

b Complete the sentences with the correct forms of the verbs in brackets. Use contractions where possible. 1 My father doesn’t drive (not drive) to work. He always goes (go) by bus. 2 She

4 a

a Complete the crossword puzzle. 1 4 6 7 8 9

2 3 4 5

PRONUNCIATION -s endings Listen and complete the chart with the verbs in

02.02

the box. watches likes goes stops uses plays teaches works freezes

VOCABULARY Jobs

02.01 Which syllable is stressed in the words in bold? Listen and tick (✓) the correct stress.

1 She works as a receptionist in a big hotel. a ✓ receptionist b receptionist 2 He’s a Russian businessman. a b businessman businessman 3 My father’s an engineer. a b engineer engineer 4 Jack works as a mechanic for Mercedes. a b mechanic mechanic 5 My uncle’s a taxi driver in London. a b taxi driver taxi driver 6 Brad Pitt’s a well-known American actor. a b actor actor 7 My secretary speaks excellent English. a b secretary secretary 8 She works as a tour guide in Rome. a b tour guide tour guide 9 He’s a very friendly police officer. a b police officer police officer 10 Where’s the photographer? a b photographer photographer

complete the sentences.

(not like) her job because she (not make) much money. 3 I (not like) my university maths course because I (think) it’s really boring. 4 My journey to work only (take) about 20 minutes, and I usually (start) work at 8:30.

PRONUNCIATION Word stress

Across Carol works as a tour guide at Edinburgh Castle. My sister’s a , so some people think her job is very dangerous. A typical London drives for eight hours a day. A works in a hospital. My dad is a for Singapore Airlines. David’s a well-known . He lives in Hollywood now. Down The at this hotel is really friendly and helpful. He’s a famous and he works in a really expensive restaurant in Paris. Magazines use a to take photos of famous people. My brother works at the Volkswagen garage as a .

The verb has an extra syllable: /ɪz /

finishes

The verb doesn’t have an extra syllable: /s/ or /z /

watches

O U 2R G U

D E

5 6

7 8

2B 1

DO YOU WORRY ABOUT EXAMS?

GRAMMAR Present simple: questions

and short answers

VOCABULARY Time

a Match the clocks with the times in the box.

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 Study Azra / Azra studies / Does Azra 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.

a quarter to nine half past nine five to nine twenty-five past nine a quarter past nine five past nine nine o’clock twenty-five to nine

five past nine

b Put the words in the correct order to make questions. 1 you / in your free time / do / what / do ?

What do you do in your free time? 2 you / study / do / for your exams / late at night ?

3 you / music / do / while you study / to / listen ? 4 at the end / exams / have / do / of this year / they / important ? 5 to / go / how many days a week / she / does / university ?

VOCABULARY Studying

a Complete the sentences with the words in the box. timetable break

notes

mark

studies

exams

term

term 1 At our school the summer is 12 weeks long. 2 I hate because I’m not very good at them. 3 Jun-ho has a new for his English course. He has classes on Mondays, Wednesdays and Fridays from 11:30 to 1:00. 4 Sofia always gets a good in her maths tests. She’s brilliant at maths! 5 It’s important to take in your notebook when you are in your English lessons. 6 The computer class is from 9:30 to 12:30, but we usually have a at 11 o’clock. 7 Your computer are very important.

EVERYDAY ENGLISH I’d like a latte

USEFUL LANGUAGE

Asking for things and replying a Match sentences 1–5 with responses a–e. 1 2 3 4 5 a b c d e

c Could I come to your place tonight? Can I phone you tomorrow? I’d like some help with my car. Can I have a hot chocolate, please? Could we meet at 4:15? Of course. Small or large? Sure. Is it in the car park? Sorry, we’re not at home. Sorry, I’ve got a meeting at 4 o’clock. Sure, no problem. Call me around 10 o’clock.

PRONUNCIATION

Sound and spelling: ou a

02.04 Listen to the words with ou and complete the table with the words in the box.

pound journey Sound 1 /ə / (e.g. colour)

tour

fought our

Sound 2 /ɔː/ (e.g. course)

flavour Sound 3 /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 a pity no problem could we 1 A B 2 A

Can I have

homework, please. B A That’s OK. It 3 A B Sure, 4 A B A Oh, well, that’s

02.03

a coffee, please? . White or black? some help with my , not now. I’m busy. . pass me my phone, please? . Here you are. meet tomorrow morning? sorry. I’m not free. .

Listen and check.

SKILLS FOR WRITING I need English for my job

READING

a Read Juliana’s competition entry form and

tick (✓) 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 (T ) or false (F )? 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 Luisa nose a lot about computers. 3 We always have a brake for 15 minutes in the middle of our English lesson. 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

Your class now: 8C

Nationality: Brazilian 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 USA for another month to improve my English.

6 I would like to see the new James Bond film next weak. 7 My farther works as a doctor in Auckland.

WRITING

a Luis Silva is a business student from Portugal.

He studies English and Business in Swansea. There is a competition to win ten free language lessons. Use the information below to complete the entry form for him.

Personal information Email: silva_l@cup.org Class: 8B Course start date: 09/01/24 Hometown: Braga, Portugal 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!)

SWANSEA UNIVERSITY LANGUAGE CENTRE COMPETITION ENTRY FORM First name: Gender: female Email:

male

Last name: 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 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 cleaner 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 college . She does her college work .

c Read the text again. Are the sentences true (T ) or false (F )?

1 Irene thinks that most people want to be a cleaner. 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 studies at a college. 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 cleaner. I love my job. I’m sure you’re surprised to hear that. You probably don’t know anyone who wants to become a cleaner! 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 useful, 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 cleaner all my life. I really want to be an engineer. I go to college in the evenings to study. 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 for my studies.

Review and extension GRAMMAR

Correct the sentences. 1 They starts work at 9:00 on Saturdays.

They start work at 9:00 on Saturdays. 2 3 4 5 6 7 8

Mei study hard at the weekend. She speak Portuguese and Spanish very well. Stefano and Erik doesn’t likes exams. Do she finish work late? Does Jacob and Sara have a maths class at 2:30? My father work as a taxi driver. We knows a lot about computers.

VOCABULARY

Correct the sentences. 1 My maneger is great. She’s a very kind person.

My manager is great. She’s a very kind person.

LISTENING

2 a

Listen to the conversation. Tick (✓) the things Alex and Dan talk about. 02.05

✓ school exams sport food jobs their dads

wants or doesn’t want. 1 Alex doesn’t want to work in his dad’s shop. Alex Dan Dan Dan Dan Dan’s dad a photographer. 8 Dan

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. Use 2 3 4 5 6 7

2 Mrs Carr works as a recepsionist at the hospital. 3 He’s a Korean businesman. 4 My cousin’s a police in the USA. 5 Graciela Iturbide’s a famous Mexican fotograf. 6 Max works at a five-star hotel as a sheff. 7 The drivers taxi in Istanbul 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 to do? 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 Silvia works for / as a nurse as / in a big hospital in Hong Kong. 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 2B Grammar

2A Grammar

Present simple: questions and short answers

Present simple: positive and negative

Student A Find the differences between what this family and your partner’s family do every day. The Brown 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.

does sport at the weekend.

doesn’t eat breakfast.

leaves work/school/university 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 a lot of things online.

14 the daughter

2A Vocabulary

2B Vocabulary

Jobs

Studying; Time

Activity A

Add vowels to make eight jobs. Write them on the lines.

Circle ten words in the word snake.

1 ngnr 2 bsnssmn

m a r kti

ter

3 trgd 4 frmr

Activity B

5 nrs

Complete the sentences with the words from A.

6 rcptnst

1 Have you got 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

leexam

7 Do you have a study

8 I’d like to

Activity C Mime jobs from A and B for other students to guess.

ea k st u d

y fa

ilt

during the lesson.

the exam; it’s very important to me. at the end of the year.

is 15 weeks.

6 I think the

– I need 60% or more.

5 My brother studies a lot for the maths

or down .

t no

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

2A Pronunciation

Wordpower

-s endings

work

Student A

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 pm. When he’s at work, he 3 . Fridays, he goes to work at 7:30 am, 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 at the moment.

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 shop 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?

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Answers Card A

✂

Student B

1 How does she go to work?

Ask and answer questions to complete your text.

1 She takes the bus.

2 He teaches French.

3 He takes dancing lessons.

4 She promises to.

5 He needs a holiday.

6 No, it closes at seven.

7 No, it changes every day.

8 It looks that way.

9 It passes through Birmingham.

10 She plays tennis.

11 It has a battery.

12 No, it needs a new manager.

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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 am, and he leaves . When he’s at work, he has two cups of coffee. On work 2 and he leaves work at 2:00 pm. Fridays, he goes to work 3

every John’s brother, Simon, has three jobs. He works in 4 morning, and he works in a bookshop 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 at the moment. 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 Birmingham.

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 alone.

6 Yes, it works 24 hours.

7 It seems to be.

8 It finishes soon.

9 The driver knows.

10 She goes swimming.

11 It needs two batteries.

12 No, it loses a lot of money.

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Answers Card C

Pronunciation Sound and spelling: ou

Activity A Add ou to the words below and write them in the table. snd rnd

abt frteen

neighbr t favrite dangers

fams hr

colour /ə/

yr ld

course /ɔː/

house /aʊ/ sound

Activity B Read the clues. For each one, say a word from A. 1 Not in. out 2 Red, blue, green. 3 You live here. 4 3+1=? 5 You play golf on this. 6 The moon, an orange and a face are this. 7 Music makes this. 8 What you like very much. 9 The person next to you. 10 Not quiet. Activity C Ask and answer the questions. 1 What is your favourite colour? 2 Do you like your neighbours? 3 Do you want to be famous? 4 Do you live in a house or a flat? 5 What course would you like to do? 6 Where do you like to go out? 7 Do you do a dangerous sport? 8 Tell me one thing about your town / city. Empower Second Edition A2 Photocopiable Activities © Cambridge University Press 2022 PHOTOCOPIABLE

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Acknowledgements 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 acknowledgements 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; Brandon Colbert Photography/Moment; Yaorusheng/Moment; Creative Frame Studio/ Moment; Thomas Barwick/DigitalVision; Stanislaw Pytel/Stone; Drazen_/E+; Student’s Book- U2: David Madison/ Photographer’S Choice Rf; Bluebarronphoto/iStock/Getty Images Plus; Alexander Yates/Moment Open; Meshaphoto/ iStock Unreleased; Caiaimage; Daniel Allan/Photodisc; Monkeybusinessimages/iStock/Getty Images Plus; Image Source/ Digitalvision; Antonioguillem/iStock/Getty Images Plus; Fstop123/E+; Shironosov/iStock/Getty Images Plus; Sdi Productions/ 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; Jupiterimages/Pixland/Getty Images Plus; Cultura RF; Drazen_/E+; Johnnygreig/E+; Emirmemedovski/E+; Yacobchuk/iStock/Getty Images Plus; Andresr/E+; Workbook- U2: Courtney Hale/E+; Westend61; Gary Conner/Photodisc; Mel Yates/DigitalVision; Ron Levine/DigitalVision; R.M. Nunes/iStock/Getty Images Plus; PhotoAlto/ Eric Audras/PhotoAlto Agency RF Collections; ER Productions Limited/DigitalVision; Hill Street Studios/DigitalVision; Snapshots taken from A2 Photocopiable Sample Material. The following photograph is sourced from other sources. Student’s Book- U2: © Gabriella Scampone and Everglades Holiday Park: photograph reproduced with kind permission of Gabriella Scampone. Cover photography by Yaorusheng/Moment/Getty Images. Commissioned photography by Gareth Boden. Commissioned video stills by Rob Maidment and Sharp Focus Productions. Illustrations QBS Learning; 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; Ben Swift; Gregory Roberts; John (KJA Artists); Kamae Design; Nigel Dobbyn; Victoria Woodgate; Sally Elford; Andrea Turvey (Eye Candy Illustration). Typeset by QBS Learning.