[INTRO]book.carrotenglish.com/pdf/Pre_GUTS1_TG_ver1.0_160810.pdf · 3) Please remember the textbook...

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[INTRO] 1) Greet your learner. 2) If it is the first lesson, please have time to get to know each other

briefly. 3) Please remember the textbook should be covered from the first

lesson. 4) Introduce today’s title or topic to your learner. 5) Introduce the learning objective(s) to help your learner to

understand the lesson better.

[1] Tongue Twister 1) Ask your learner to look at the tongue twister and read it with

his/her eyes. 2) You may ask your learner to repeat it faster. 3) You may give 1 or 2 pronunciation clinic if necessary.

[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) When was the last time you moved somewhere new? b) How do you feel when you go somewhere new? 3) Introduce the following words that we often use when moving to

a new neighborhood. 4) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① new: > synonyms: unfamiliar, unknown, brand-new > antonyms: familiar, old, from the past ② pleasure: > synonyms: happiness, satisfaction, like > antonyms: displeasure, dislike, dissatisfaction 5) Ask your learner to make a sentence using each keyword. 6) Please give error corrections or better expressions if necessary.

[3] Dialogue Practice 1) Please give the instruction and do a role-play with your learner. 2) Ask comprehensive questions to make sure that your learner

understands the conversation properly. Comprehensive Questions: a) When did John move to his new neighborhood? b) What relationship do John and Sam have? c) Where do you think this conversation is happening? 3) Please give error corrections or better expressions if necessary.

[4] Speaking Patterns 1) Go over the speaking patterns from the dialogue with your

learner. Introduce each pattern and example, and then ask your learner if they understand the meaning of each pattern.

2) Ask your learner to explain in what circumstances your learner uses the patterns.

3) Ask your learner to make his/her own sentences using each pattern.

Example Sentences: ① Feel free to… a) Feel free to ask me. b) Feel free to contact me. c) Feel free to have a look.

4) Please give error corrections or better expressions if necessary.


[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) New York is far from London. 2) My school is 10 minutes from the shop. 3) You should take the bus, it’s too long to walk. 4) Please give error corrections or better expressions if necessary.

[4] Speaking Patterns Example Sentences: ② Are you…? a) Are you a doctor? b) Are you Mr. James? c) Are you seeing someone? ③ Have you…? a) Have you ever seen this? b) Have you done homework? c) Have you been to Las Vegas? 1) Please help your learner to make sentences if they have

difficulties. 2) Please give error corrections or better expressions if necessary.

[5] Sentence Building 1) Please ask your learner to fill the blanks to complete the

sentences. 2) Your learner needs to fill blanks with appropriate ‘be verb’. Suggested Answers: 1) Are you 2) She is 3) It is 4) We are 5) Are they 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.

[6] Fun Facts 1) Fun Facts is for the topic discussion related to the class theme. 2) Go over the information briefly and ask some questions to talk

about the facts. Suggested Questions: a) Do you know anyone with these names? b) What other common English names do you know besides the

names in the list? c) What name do you find attractive? Why? d) (If your learner has an English name) How did you choose your

English name? e) (If your learner has no English name) Which name would you like

to use for yourself among the top 10 common names? Why? f) What are the common names in your country? Give me some

examples. g) Which do you prefer? Having a common name or a unique name? 5) Please give error corrections or better expressions if necessary.

[Wrapping Up] 1) Let your learner know that you are finishing the lesson. 2) Ask you learner to tell 1 or 2 things that he/she learned from the

lesson. 3) Finish the lesson by giving a preview of next lesson.








[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) What furniture do you have in your home? b) How would you describe the style of your home interior? c) What would your ideal home look like? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about your home interior with others. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① helpful: > synonyms: supportive, accommodating, eager to please,

cooperative > antonyms: unhelpful, useless, insignificant, worthless ② heavy: > synonyms: weighty, hefty, loaded, weigh(s) a ton > antonyms: light, light as a feather

6) Ask your learner to make a sentence using each keyword. 7) Please give error corrections or better expressions if necessary.


understands the conversation properly. Comprehensive Questions: a) Whose house are they in? b) What do they put in the living room? c) What might they move next? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) That apple looks delicious. Could you pass me the apple? 2) The children can be very naughty. 3) Milk is sold in the supermarket. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘prepositions of

place’. Suggested Answers: 1) at 2) behind/under 3) under 4) between 5) on/under 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Among the 10 facts above, which one do you find most

interesting? Why? b) Name all the different kinds of chairs you can think of and their

usage. (e.g. armchair, rocking chair, swivel/turning chair etc) c) Talk about the chair of your dreams. You can talk about a chair

that already exists, or you can create one. Describe its main features.











[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) What was the most memorable party you ever attended? What

made it special? b) If you could host a party, what would you prepare? c) Have you been to a housewarming party? What was it like? d) What is a good present for people moving into a new home? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when

entertaining guests at a housewarming party. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① large: > synonyms: big, huge, substantial, massive > antonyms: small, cramped, restricted ② modern: > synonyms: up to date, contemporary, stylish > antonyms: traditional, old-fashioned



understands the conversation properly. Comprehensive Questions: a) Where are they? b) Why did Alex move? Have you ever moved for the same reason? c) What does Emily think of the apartment? What style of house do

you prefer? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) James and I are going fishing. 2) I bought the coffee at a café. 3) My friends and I want to eat pasta. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘simple present

tense’. Suggested Answers: 1) feels 2) drive 3) looks 4) seem 5) move 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Which game do you think would be suitable if you were hosting a

housewarming party? Why? b) In your country do you have any common party games? c) What kinds of games would you recommend for house warming

party game? Explain the rules of the games briefly and why you’d recommend.











[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) Give a list of your favorite things. What do you like and dislike? b) What do you think your preferences tell you about your

personality? c) What kind of music do you like? Explain. 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about that we like and things that we don’t like. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① fun: > synonyms: entertaining, pleasurable, interesting, pleasing > antonyms: boring, miserable, unpleasant ② dislike: > synonyms: detest, loathe, hate > antonyms: like, enjoy



understands the conversation properly. Comprehensive Questions: a) What were Sam and Marianne doing? b) What did Sam think of the movie? c) How was the movie’s ending? What genre do you think the

movie was? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) They gave us the prize. 2) Our mothers and we are going shopping. 3) We boys will go for a swim. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘adjectives’. Suggested Answers: 1) delicious 2) good, great 3) tired, hard, difficult 4) wonderful 5) great, good 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Which brand value is the highest, and which one is the lowest?

What might be the reasons? b) These statistics are for the US. Do you think the case is the same

in your own country? Why or why not? c) Brainstorm a list of brands in your country and their values. Why

do you like or dislike certain brands? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) How do you spend your evenings? b) What are some things that make you feel tired? Why do you

partake in such activities? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about what we did the day before. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① interesting: > synonyms: fascinating, amusing, intriguing, impressive > antonyms: boring, dull, unpleasant ② tiring: > synonyms: exhausting, draining, demanding > antonyms: effortless, easy, energizing



understands the conversation properly. Comprehensive Questions: a) What are they talking about? b) Who did Michelle meet? c) Where do you think Michelle and Andrew will go the next time

they meet? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) Your writing will improve if you practice. 2) I hope you’re feeling better. 3) You’re late today. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘past tense

(verbs)’. Suggested Answers: 1) went 2) visited 3) time did 4) made, cooked 5) dropped 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) These are the movies that have the concept of time travel. What

of these movies have you seen? What other time travel movies have you seen?

b) If you could time travel, would you travel to the past or to the future? Why?

c) Share an event from your past. If you could travel back to your past, would you change something? How would you change it? What results would you expect from the change?











[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) Are you good at being on time? What are some things you do to

stay on time? b) What are some excuses you can use when you’re running late? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about time. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① early: > synonyms: premature, previous, initial > antonyms: late, delayed, overdue ② quickly: > synonyms: fast, without delay, in a hurry > antonyms: slowly, leisurely



understands the conversation properly. Comprehensive Questions: a) Who will set his or her alarm extra early? b) How long does Anna expect the appointment to last? c) What are some things that Mark can do while waiting for Anna? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) Do you know who’s going to speak? 2) I know a woman whose children study there. 3) Whose side are you on? 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘telling the

time’ expressions. Suggested Answers: 1) time 2) o’clock 3) morning, afternoon, evening 4) is 5) at, around, by 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Choose a quote which you can relate to. Why do you agree with

it? b) What is your own opinion on punctuality? c) Use a personal experience to explain how you feel about being

on time. What was your experience? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) How do you spend most of your time during the week? b) What would you prefer, spending time with many people, or by

yourself? Explain why. 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when discussing

our plans with others. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① stressed: > synonyms: overwhelmed, I’m at my wits end,

mentally/physically/emotionally exhausted > antonyms: calm, relaxed, thinking positively ② rest: > synonyms: take a break, take a rest, unwind, kick my feet up > antonyms: labor, do, persist, act



understands the conversation properly. Comprehensive Questions: a) Who is going to watch a movie? b) What might the three people’s relationship be? c) What do you think the three people will do next? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) You can set up your own bank account. 2) The entire situation was a setup. 3) She wanted to set up the television in the bedroom. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘present

continuous’. Suggested Answers: 1) going 2) reading 3) leaving 4) waiting 5) doing 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Did you already know about Sagrada Familia? After reading the

article, what do you know about it? b) Discuss your opinions on this project. What do you think about

the prolonged work? c) Have you had an experience of dealing with long-term projects

before? How was it? Provide pros and cons. 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) What is your daily schedule like? b) What is your ideal lifestyle? Do you prefer a fast, busy schedule

or a slow, relaxed schedule? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when discussing

our daily schedules with others. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① usually: > synonyms: every____, on ___ days, normally, regularly > antonyms: rarely, almost never, infrequently ② busy: > synonyms: have a full plate, no free time, be booked, be full, be

swamped > antonyms: be available, be free, schedule is clear



understands the conversation properly. Comprehensive Questions: a) Why is Robert at the park? b) What do you think the two men’s relationship is? c) What might they do next? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) They’re ready to go home. 2) There is no one in the library. 3) Their office is near the police station. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘present

continuous and simple present for daily routines’. Suggested Answers: 1) ride, take 2) returns, comes back 3) eat, have 4) going 5) going 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) What data are as expected? What data surprise you, and why? b) Think of your own daily schedule and compare it with the data in

the textbook and discuss the differences. c) Tell me how you manage your schedule and time. Do you have

any strategies? Do you feel any need of improvement or changes? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) What do you think is an ideal occupation? Why? b) Describe the place where you work or have worked. What did

you like and dislike about it? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when discussing

our occupations. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① challenging: > synonyms: demanding, require(s) effort, pushes me > antonyms: effortless, easy, too easy ② interesting: > synonyms: fun, thought provoking, fascinating, engaging, gratifying > antonyms: boring, a waste of time, discouraging, dull, tiresome



understands the conversation properly. Comprehensive Questions: a) What does Susie do? b) How might David and Susie know each other? c) What might they talk about next? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) This book is good. 2) You speak English well. 3) Did the movie do well at the box office? 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘simple present

tense’. Suggested Answers: 1) does 2) you, they 3) When, What time 4) time 5) you, they 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Look at the jobs and income listed in the textbook. Do you think

the list makes sense? b) Why do you think the income is higher for embalmer? c) How important is income when choosing a job? Why? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) Are you good at making plans? Why, or why not? b) In what situations is it important to make plans? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about our weekend. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① relaxing: > synonyms: soothing, calming, comforting > antonyms: stressful, stimulating, irritating ② fun: > synonyms: entertaining, pleasurable, interesting, pleasing > antonyms: boring, miserable, unpleasant



understands the conversation properly. Comprehensive Questions: a) What are Eric’s plans? b) What might Margaret be doing this weekend? c) What do you think they will talk about next? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) The book has lost many of its pages. 2) It’s not cold enough to wear a coat. 3) She told me that it’s time for bed. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘future tense;

be going to, will’. Suggested Answers: 1) is going to 2) see, watch 3) buy, get 4) is going 5) will 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) From the list given, choose one thing you would wish to try. Why

did you choose it? b) How do you maintain a balance between what you have to do

and what you want to do? c) Make your own bucket list with at least five things. What steps

can you take to achieve them? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) Do you have any hobbies? What are they? b) What do you think are the benefits of participating in

recreational activities? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about our hobbies. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① expensive: > synonyms: over-priced, high-priced, an arm and a leg, out of my

budget, exorbitant > antonyms: cheap, a bargain, a steal, reasonable, economical ② challenging: > synonyms: demanding, require(s) effort, pushes me > antonyms: effortless, easy, too easy (not a challenge)



understands the conversation properly. Comprehensive Questions: a) What are they discussing? b) Why was Amanda scared? c) What other activities could Jason recommend for Amanda? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) Lisa is the girl with whom I’m driving to the beach. 2) Jack is the one who wants to eat pizza. 3) This is the doctor whom I told you about. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘gerunds’. Suggested Answers: 1) skiing 2) riding 3) eating 4) seeing 5) watching 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Look at the list of hobbies in the textbook. Are there any hobbies

that you already do on the list? Can you add any more? b) Do you normally have time for hobbies on the weekend? Tell me

about the advantages and disadvantages of having hobbies. c) What hobbies do you want to have in the future? d) Why don’t you or can’t you do it now? Why do you want to do it? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) Have you ever been to a live sports event? What was it like? b) What was your favorite sport as a child? Has that changed? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about our hobbies. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① strong: > synonyms: powerful, muscular, athletic, as strong as an ox > antonyms: weak, gentle, fragile, delicate ② skilled: > synonyms: talented, experienced, expert, proficient > antonyms: a beginner, unskilled, incompetent, a rookie



understands the conversation properly. Comprehensive Questions: a) What instrument does Rosie play? b) What did Rosie and Bob do before the conversation? c) What might they do next? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) She was tired too. 2) There were two birds on the tree. 3) I want to visit the museum. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘preposition;

for, since’. Suggested Answers: 1) for 2) since 3) for 4) since 5) for 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Let’s talk about the Olympics. What types of sports are included

in the Olympics? What is the spirit of the Olympics? When and where does it happen?

b) Do you watch the Olympic Games? Tell me about a memorable Olympic Games or some memorable athletes you have seen so far.

c) What is your favorite sport in the Olympics? Why? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) Do you have any special skills or talents? What are they? b) What are some things that you have to do every day? Do you do

any chores? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about things that we have to do. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① horrible: > synonyms: dreadful, awful, terrible, a nightmare, unspeakable > antonyms: pleasant, agreeable, fragile, my kind of, a walk in the

park ② necessary: > synonyms: important, crucial, mandatory, required, unavoidable > antonyms: unnecessary, unimportant, voluntary, useless



understands the conversation properly. Comprehensive Questions: a) Where are they going? b) How do you think Dan feels? c) What kind of work do you think Grace might do? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) He went into the army. 2) The girl dived back in to rescue the drowning boy. 3) The council is looking into the scandal. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate expressions;

can, have to, able to. Suggested Answers: 1) can 2) able to 3) able to 4) can 5) have to 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Think about and describe a superhero with one of the super

powers listed. Where did you see the person, and how does he or she use the super power?

b) List the three super powers you wish to have. Why would you like to have them, and why is it in that order?

c) If you could give a super power to the people you know, what would you give them? Why?











[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) When was the last time you invited someone to do something?

What was it? b) What are some ways that you could decline an invitation? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about invitations. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① excited: > synonyms: enthusiastic, eager, be on the edge of one’s seat, with

bells on, bounce off the walls > antonyms: unenthusiastic, indifferent, bored, unenthused ② welcome: > synonyms: appreciated, accepted, desired > antonyms: unwelcome, refused, rejected (from)



understands the conversation properly. Comprehensive Questions: a) Why can’t Sharon join Jimmy? b) What is Jimmy and Sharon’s relationship? c) What kind of reviews might the restaurant have? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) He came to ask for some advice. 2) I advise you to stay away from the dog. 3) That’s my advice. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘verbs for

invitations’. Suggested Answers: 1) Would 2) don’t 3) go 4) come 5) go 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Look at the excuses above. Do you think they are good excuses?

Why or why not? If not, what are some good excuses? b) Have you ever made an excuse before? Describe about the

situation and the reasons for your excuse(s). c) In what kinds of situations do you make excuses? Do you think

making excuses is necessary? Why? 5) Please give error corrections or better expressions if necessary.










[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) How often do you eat at a restaurant? What do you usually order? b) What are some hot dining sports in your neighborhood? Why are

they famous? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when talking

about our favorite. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① delicious: > synonyms: mouthwatering, appetizing, delightful, melt-in-your-

mouth, finger-licking good > antonyms: disgusting, gross, bland, unappetizing ② polite: > synonyms: pleasant, friendly, desired, good-natured > antonyms: cold, impolite, unkind, rude



understands the conversation properly. Comprehensive Questions: a) Where is the conversation taking place? b) What will come first: the food or the drinks? c) What else do you think is on the menu? What might you order? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) He drinks neither wine nor beer. 2) Would you like pasta or salad? 3) I’m not available neither Friday nor Saturday. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘phrases for

ordering food’. Suggested Answers: 1) like to have 2) get 3) like 4) Could you 5) order, get 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) What do you think of the three table manners? b) Compare each with the table manners of your own country. c) What table manners do you have, and why do you keep them in

your country? d) Assume that you are in a different country. Ask for two or three

most important table manners you need to learn. What questions will you ask?











[2] Getting Started 1) Ask your learner to look at the picture and describe the situation. 2) After describing ask some questions to talk about the topic. Suggested Questions: a) How do you pay for a meal when you dine with your friends? b) On what occasions do you choose to dine at a restaurant? Why? 3) You may ask further questions based on your learner’s responses. 4) Introduce the following words that we often use when eating at

a restaurant. 5) Ask your learner to brainstorm the synonyms and antonyms of

each words.

Suggested words: ① full: > synonyms: be stuffed, have enough food > antonyms: hungry, starving, could eat a horse ② enjoyable: > synonyms: pleasant, fun, satisfying, interesting > antonyms: not fun, unpleasant, unsatisfying



understands the conversation properly. Comprehensive Questions: a) What did Irene order? b) What might the girls have done before this conversation? c) Why does Irene order the cake to go? 3) Please give error corrections or better expressions if necessary.







[7] Common Mistakes 1) The sentences in the book has grammatical errors. 2) Ask your learner to read each sentence and correct the error. 3) Help your learner if he/she has difficulty in answering. Answers: 1) Sarah’s cat ran away. 2) The three sisters’ wanted to have lunch. 3) This bathroom is for all customers’ use. 4) Please give error corrections or better expressions if necessary.


sentences. 2) Your learner needs to fill blanks with appropriate ‘countable

nouns, non-countable nouns’. Suggested Answers: 1) some 2) any numbers 3) more 4) a 5) cups 3) Correct the answers if necessary. 4) Also, you may give a short grammatical explanation if necessary.


about the facts. Suggested Questions: a) Do you usually have dessert after a meal? Why or why not? b) After a satisfactory meal, what would you order for dessert?

How much do you expect on your bill for the dessert? c) Share your favorite dessert. Explain the ingredients, tastes,

feelings, and price. 5) Please give error corrections or better expressions if necessary.



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