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1NEW Interlink

TEACHER'S GUIDE

SerieSS

Maria Alice Antunes

Edited by Márcia Nogueira

NEW Interlink1teAcher’s guide

Table of Contents 4

1 Introduction 7

Course aims 7

Course structure 7

Syllabus 7

Course components 8

Approach 10

Methodology 11

New Interlink special features 12 student’s Book 12 Activity Book 14

Using New Interlink 15

2 Lesson Plans 17

Key to symbols 17

Lesson plans (A1 – D6) 18

3 Resources Pack 67

List of photocopiable resources 67

Resources (A1 – D6) 68

Resources (Revision Section) 92

Contents

Table of Contents

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LANGUAGE IN ACTION GRAMMAR VOCABULARY PRONUNCIATION RECYCLINGPRONUNCIATION RECYCLING

A1Nice to meet you!page 4

Hello, my name’s…I think Brasília’s an excellent city.

Indefinite articleAdjective+noun

Simple cognates – nouns and adjectives

A2I’m fine, thanks. page 6

Good morning.How are you?This is Mary.

Verb be (I – you)GreetingsClassroom language

Consonants/h/ v. /r/

A3What’s this in English?page 8

These are CDs.What are those?

PluralsVerb be (it – they)wh-questions / this, that, etc.

Numbers 1–12Classroom objectsPersonal objects

Consonant/D/ Indefinite article

A4Where are you from?page 10

I’m from Brazil.You aren’t British.

PluralsVerb be (you – we – they (you – we – they ( ) wh-questions

Countries and nationalities Consonantfinal /m/

GreetingsIntroductionsClassroom language

A5Relationships and jobspage 12

What do you do?Are you married?We’re retired.

Indefinite article v. zero article

Marital statusJobsNumbers 13–20+

Main currencies and measures

PluralsVerb be(you – we – they(you – we – they( )

A6All about youpage 14

What’s your full name?What’s your mobile number?

Numbers 20–999AddressesPhone numbers

Section A content

Situations Greeting people – Introducing yourself and other people

Writing A message to an online community

B1In Paris on Thursday.page 16

How do you spell…?Coffee, please.No, thanks.

Prepositionson – in

The alphabetDrinksDays of the weekFixed expressions

Commonly confused letter names

Questions with verb be they

B2How old is he? page 18

She’s about 35.Verb be (he – she – it) questions and statementswho (question word)

More jobs, man, womanConnected speech:is he /I z i/, is she /I S i/, is it /I z I t/

JobsNationalities

B3Names, addresses and possessionspage 20

What’s your phone number / address / etc.?

Possessive pronounsGenitive ’s

Words related to contact information this / these

B4Do you have a big family? page 22

I have a son and two daughters.

Present Simple(I – you – we – they) questions & short answers

Familyhave / livealone

Connected speech:do you /d j u/

Marital statusHow old…?Genitive ’s

B5Meet your perfect partnerpage 24

Where do you work?What sports do you play?

Present Simple(I – you – we – they)wh-questions

Verb phrases and collocationsa lot / a little / (not) very well

LanguagesShort answers

B6What do you do at the weekend?page 26

I live in a big flat in Bondi. Prepositions on – in – at

Parts of the day / weekBritish v. American words

Section B content

Situations Spelling – Ordering drinks

Writing A plan for a personal introduction movie clip

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Chat Pagespage 53

Vocabulary Packpage 59

Take-away Expressions

Revision Section A page 66

Revision Section B page 70

Revision Section C page 74

Revision Section D page 78

Activity Bookpage 82

Stop & Check A page 90

Stop & Check B page 101

Stop & Check C page 111

Stop & Check D page 121

Audioscriptspage 123

LANGUAGE IN ACTION GRAMMAR VOCABULARY PRONUNCIATION RECYCLINGVOCABULARY PRONUNCIATION RECYCLINGVOCABULARY PRONUNCIATION RECYCLING

C1Let’s watch a DVD tonight.page 28

Can I speak to Ana, please?I’m bored.That’s a good idea.

Can for requestsLet’s + verb for suggestions

Verb phrases / objects / ‘state’ adjectives these / they

C2He doesn’t play football.page 30

My friend eats a lot.Present Simple(he – she) statements

Verb phrases3rd person singular ending –(e)s/s/ /z/ /I z/

Verb phrases

C3Does he like you? Yes, he does! page 32

Does she live alone?No, she doesn’t.

Present Simple(he – she) questions

Verb phrasesFixed expressions

Connected speech:does he / d z i/, does she / d S i/

Present Simple(he – she) statements

C4Look at the time!page 34

What time is it?It’s half past nine.What time does it start?

Present Simple (it) statements and questions

Telling the timewhen / It’s on... / at (about)

Connected speech:what time /w t a I m/

Numbers

C5What time does he start work? page 36

My friend usually stays at home at weekends.

Present Simple(he – she) wh-questions and answers

Daily routinebefore / after

Telling the timeParts of the day

C6He always leaves home early. page 38

I sometimes work late on Fridays.How many children does he have?

Adverbs of frequency Section C content

Situations Making requests and suggestions – Answering the phone

Writing An article about someone you know

D1Have a nice trip! page 40

What time does the train arrive?What time do shops open?

It – TheySingular – plural

Town / city facilitiesFixed expressions

Present Simple

D2When’s your birthday?page 42

Christmas is on 25th December. Prepositions with dates December. Prepositions with datesMonths of the yearOrdinal numbersTypes of music

Consonant/T/ How old…?

D3Musicals? I’m sorry, I really hate them. page 44

What do you think of rock music?I think it’s wonderful. I love it!

Object pronounsTypes of music and filmsOpinion adjectiveslove – hate

Sentence stress Present SimpleSentence stress Present Simple

D4Swimming is my favourite activity! page 46

Do you like walking?I love it!

Verb+ing (for activities) as subject and object Free time activities

Object pronounsOpinion adjectives

D5She goes jogging once a week. page 48

How often do you play football?Every other day.

Questions withHow often…?

Frequency phrasesevery – once – twiceplay – go – do + activities

Verb+ing

D6I hardly ever go out on Mondays. page 50

I’m hardly ever hungry in the morning. More adverbs of frequency

once in a whileWeak forms:him / her / it / them Section D content

Situations Buying a train ticket

Writing A report on your lifestyle and free time activities

f Course aimsNew Interlink is a six-level course specially designed for adults and young adults whose first language is Portuguese.

The results of a special market research carried out by Cultura Inglesa indicated that Brazilian adult learners usually look for a course that will provide them with linguistic skills in English to express themselves orally, to understand what they hear, and to be able to operate comfortably in business and social situations. They value a good range of vocabulary and aim at a level of comfortable intelligibility. They also expect the process of learning English to take place “quickly”. New Interlink attempts to meet these expectations by making use of principles and techniques that speed up the learning process, focus on essential language for immediate communication, help learners to overcome their psychological barriers and develop a sense of achievement.

f Course structureEach level of New Interlink consists of 24 complete lessons grouped into 4 sections. Each of the six levels of New Interlink is a single volume which integrates Student’s and Activity Book. Each volume provides 40 hours of core work, with additional materials in the Teacher’s Guide which can extend the course to approximately 60 hours.

New Interlink takes students from beginner level (zero or false beginners) up to intermediate level (Common European Framework Level B1, leading into B2).

f SyllabusThe expectations of Brazilian adult learners towards the linguistic content and skills of an ideal course, or what they call “a comfortable level of English”, can be interpreted as a level of linguistic competence equivalent to the Common European Framework Levels B1-B2. The syllabus design in New Interlink was then based on the Association of Language Testers in Europe (ALTE) Level 2 and Cambridge ESOL PET examination syllabus and specifications. However, some adaptation was necessary to meet the needs of the Brazilian market. Some elements were prioritised and others de-prioritised so as to respond more accurately to the Brazilian adult learners’ profile in terms of their perceived needs, specific linguistic difficulties and strengths, general knowledge and cultural background.

LexisFrom the Cambridge ESOL lexical syllabus, some topic areas were reduced or expanded in New Interlink so as to match the needs and interests of Brazilian learners better. Areas such as ‘animals’ include slightly fewer items, whereas others such as ‘technology’ and ‘telecommunications’ have been added to. Also, the fact that Brazilian Portuguese and English share a lot of true cognates allowed the list of lexical items to include words that are usually considered advanced for a Common European Framework Level B, but which would present no difficulty for the Brazilian learner. A positive consequence of the inclusion of such words is the unique opportunity it gives the learners to build up their lexical repertoire more quickly, which is very much in tune with their expectations.

1 Introduction

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grammarAlthough no grammar areas present in the Cambridge ESOL syllabus were discarded, more emphasis was put on some rather than on others, based on how difficult they might be for the target learner to master. This difficulty depends on the degree of similarity or difference between English and Brazilian Portuguese as to the form, concept and use of each particular item. For example, Brazilian Portuguese has verb tenses which are basically the same as the present and past continuous in English, sharing with them both form and concept in most contexts. So these two English verb tenses could be dealt with more lightly and faster than is usually done in international coursebooks, as Brazilian learners can grasp their concept and form much more easily than, for instance, speakers of German or French. On the other hand, it is usually quite hard for Brazilian learners to use ‘there to be’ correctly, because Brazilian Portuguese expresses this concept in a totally different way from English. Therefore a differentiated approach was used when presenting and practising it, so as to provide the learner with activities that were appropriate to the specific sort of difficulty they usually face.

PhonologyThe list of phonological aspects to be dealt with in New Interlink contains only those segmental and suprasegmental elements that are especially difficult for the Brazilian learner to master, and that might affect their comfortable intelligibility. For example, Brazilian learners tend to confuse the phonemes /r/ and /h/ in initial positions, so special emphasis is given to the contrast between them. By the same token, there is no focus at all on the production or contrast between the phonemes /b/ and /v/, as they do not represent a problem for Brazilian Portuguese speakers.

topicsThe common cultural background shared by the prospective users of New Interlink – learners and teachers – allowed the team of authors to select topics which are seen as relevant for Brazilian adult and young adult learners and provide an ideal basis for presentation of language and skills development. Work and study, family, entertainment, travelling are some of the topics most Brazilians would want to talk about in English.

f Course components

student’s BookThe Student’s Book consists of 24 lessons divided into 4 sections (A, B, C and D). Lessons are presented on a double-page spread covering different topics and presenting a range of structures, vocabulary and pronunciation points that meet the specific needs and characteristics of Brazilian learners. At the end of the book, students can find the following special sections and materials:f an interactive word bank (Vocabulary Pack)f information-gap activities (Chat Pages)f a Revision Section containing a set of activities for each section of the book to be done in class at teacher’s discretionf an Activity Book fully integrated with the Student’s Book f separate answer keys for the exercises in the Revision Sections and Activity Bookf separate Language Reference Cards, to be used at any time in class or at home for language support.

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f a CD for student’s use, with essential recorded audio texts and a ROM feature with interactive activitiesf audioscripts of listening texts and a list of CD tracks

Activity BookThe Activity Book is fully integrated in the Student’s Book – not a separate book. It provides an opportunity for learners to consolidate and expand the language presented in the 24 lessons. There is one set of Activity Book exercises for each lesson. Most of these are practice exercises designed for homework use, but some may also be done in class, as further consolidation practice (see Link Exercise below).

The Activity Book also includes a list of core words and expressions in each lesson, as well as preparation for writing activities and self-evaluation exercises (see Writing Helpdesk and Stop & Check below).

New Interlink 1, 2, 3 and 4 Activity Books also offer study tips to help learners develop learning and studying strategies.

New Interlink 5 and 6 Activity Books also include exam practice tips and exercises for the Cambridge ESOL Preliminary English Test (PET).

teacher’s classroom cds and student’s cd-rOMNew Interlink provide different audio CDs for the teacher and for the students. The two Teacher’s Classroom CDs include all the recorded listening material available for the book.

The Student’s CD-ROM includes the main recordings that can be used by learners at home, in a car or on a personal stereo or computer for extra listening practice for both the Student’s Book and the Activity Book. The audioscripts at the end of the book offer extra support for this self-study. The Student’s CD-ROM also features interactive activities.

teacher’s guideThe Teacher’s Guide provides detailed plans for all the lessons in the Student’s Book, tips and ideas on classroom management, language features, cultural notes as well as suggestions and materials for extra activities. It also includes full answer keys and a Resources Pack with printed photocopiable materials to be used in the classroom. The pack comprises OHTs, information-gap cards, role-play cards and other materials.

Multimedia cd-rOMA special component of the material, the Multimedia CD-ROMs are an optional resource for teachers which can be used for language presentation and practice in the classroom. It presents a number of short computer-based materials that integrate recorded texts (words, expressions, sentences or dialogues) and images (drawings or photographs) – often animated and interactive. These activities provide the teacher with a tool to motivate the learners and focus their attention, organise their learning and enhance their speaking opportunities in the lesson. This technological device, when put to sound pedagogic use, creates ‘memorable moments’ in the classroom. It also meets the needs of a great number of learners who use computers in their offices and homes on a regular basis, and would expect this type of technology to have a role in the learning process.

The Multimedia CD-ROM also includes special materials designed for the interactive white board.

Because not all schools using New Interlink have access to classroom computers, non-multimedia alternatives are suggested in the Teacher’s Guide. Integrated OHTs, handouts, flashcards and recordings on CD – among other possibilities – can replace the material designed for the computer in classrooms which do not have the technology.

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f ApproachThe main pedagogical principles of New Interlink have their roots in the Communicative Approach to Language Teaching and in the Lexical Approach. The methodology includes various techniques taken from a range of teaching methods in a principled way.

Here are some of the main principles of New Interlink:

Language is a means of communication. The majority of activities proposed in the material aim at promoting interaction with tasks that involve negotiation and sharing of information among learners. The language provided in New Interlink for communication was based on Lewis’ concept of ‘probable rather than possible English’ (Implementing the Lexical Approach, LTP, 1997:15). This means that the English presented in New Interlink was chosen not only for its correctness, but mainly for its frequency and appropriateness in real use. Some ‘EFLese’, however, could not be totally avoided as the language of communication in class at very early stages.

Learning does not take place in a linear way. A systematic process of recycling underlies New Interlink with a view to guaranteeing the constant recurrence of certain language items and features. A whirlpool approach was established for the materials helping learners to internalise the target language at a dynamic and lively pace. Instead of massive repetition of language items in one go, which may increase the learners’ level of anxiety and damage their self-confidence, New Interlink promotes distributed recycling of vocabulary and grammatical structures.

the four skills need to be developed. The development of oral and listening skills was prioritised in New Interlink as a direct response to Brazilian learners’ wants and expectations. However, reading and writing skills are needs which can be clearly related to the learners’ professional requirements. The four skills are dealt with within the material in different proportions (Refer to Syllabus Rationale section above) but they are all present and are developed in an integrated manner.

Learning is a cognitive process. Learning becomes more effective when learners get intellectually involved in tasks which stimulate both right and left hemispheres of the brain. The activities and tasks proposed in New Interlink make use of learners’ previous experience and encourage them to speculate on the language, to solve problems and to be creative.

students should take an active part in learning.Besides presenting tasks that keep learners busy and cognitively involved, New Interlink attempts to develop students’ autonomy by providing study tips for learner training and a number of tools for self-study such as the Activity Book, the CD-ROM and the New Interlink Routes.

the sound use of L1 is a powerful teaching/learning tool. As speakers of Brazilian Portuguese, the team of authors of New Interlink are aware of the language system features of the learners’ L1 which gives them the opportunity to make L1 an ally to enhance learning. Therefore activities involving L1 and L2 comparison are to be found in New Interlink. Although students and teachers are encouraged to use English as much as possible, the use of L1 as a means of instruction occurs especially at earlier stages with a view to offering learners affective support and enhancing their self-confidence.

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Vocabulary is the major tool to carry meaning. Since the authors of New Interlink were in the privileged situation of creating materials to be used with groups of monolingual students, i.e. Brazilian Portuguese speakers, the materials expose learners to a significant quantity of vocabulary which makes good use of true and false cognates and favours the noticing and use of language in meaningful chunks most of the time. This provides learners with “language to go” from the very beginning, which meets their immediate need to communicate. However, the significant amount of vocabulary students are exposed to in New Interlink does not mean that all language should be productive. New Interlink “pre-cycles” a lot of vocabulary using lexis to provide more natural contexts but not necessarily as language to be focused on or practised at that stage. This pre-cycled vocabulary will appear later in the series as productive language.

Learners need to have motivation and develop a sense of achievement from the very beginning. In order to nurture strong and consistent motivation and a positive feeling towards the process of learning, learners need to be exposed to challenging but comprehensible input in a comfortable and relaxed atmosphere in which they feel at ease, confident and ready to learn. New Interlink tries to build an anxiety-free environment and presents activities that are useful to the learners, relevant to their needs and within their capability, which should ensure motivation and foster a sense of achievement. New Interlink also provides consistent but not exaggerated practice which allows adequate manipulation and rehearsal of the language before it is used more freely.

f Methodology

PresentationIn the New Interlink series, language is presented in context: in dialogues, in reading texts, in combinations of reading and listening texts or by means of illustrations, charts or Multimedia images. Contexts are as similar as possible to real life situations, showing to students the authentic purposes for the language they are learning. Presentations also attempt to make use of students’ knowledge of the world and previous knowledge of the foreign language. In the case of adult learners, this usually means they can contribute a lot to language presentation, which helps them develop their self-confidence. Comparisons to Portuguese also aid the presentation of vocabulary and grammar, and pronunciation is viewed as an integral part of any language presentation.

PracticeA lot of practice is provided in the New Interlink lessons. After being presented in context, language is practised in activities ranging from totally controlled to totally free modes. Students are given plenty of opportunity, individually, in pairs and in groups, to drill language, to manipulate linguistic forms, to role-play real life situations and to express their own ideas. Audio recordings, multimedia materials, charts, diagrams, gapped dialogues, matching and completing exercises, memory games, card games are some of the means used to provide students with a wide variety of practice activities in class. Oral and interactive activities are prioritised in class since classtime is precious and should be optimised for communication. The Activity Book offers extra opportunities for the recycling and consolidation of language, which can be done on a self-access basis. Revision Sections also present practice activities to be used in class or at home.

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PersonalisationAn important feature in the New Interlink lesson is personalisation, in which students have the chance to use the language to refer to their own experiences, to express their own opinions, to speak and write about themselves and to ask and answer real questions. This is naturally highly motivating for the learning process, as it provides substantial evidence of student’s competence. Personalisation can take place at any stage in a lesson.

ListeningThroughout the book learners are exposed to a range of listening text types and accents. They are given practice in listening for gist, listening for specific information, predicting and inferring. Listening texts are used to contextualise language, to aid language presentation, to help reading comprehension by indicating effective chunking, to provide practice, to check answers and to consolidate language.

readingStudents are also presented with a variety of reading texts which contextualise and recycle language. Different tasks develop learners’ ability to understand general meaning, to identify specific information, to infer intended meaning and/or to guess the meaning of new words from context.

WritingAlthough New Interlink prioritises speaking as a productive skill, writing is present in all books of the series, gradually ranging from simpler tasks in the first book to more complex texts in the others. Each lesson Section ends with a main writing task that is totally integrated with the topic and language of the Section. Preparation for writing activities are provided both in the Student’s Book and in the Activity Book (see Writing Helpdesk below).

recyclingThe New Interlink methodology offers numerous opportunities for recycling of language throughout the book, aiming at making this process of recycling more evident to students.

f New Interlink special features

f Student’s Book

OrganizerLessons in New Interlink include an Organizer, where the new target language items are signposted and systematized for the learner. The Organizer presents summarised explanations with minimal use of metalanguage and include tasks to aid students in their discovery of patterns in the language by helping them come to conclusions. The Organizer also serves as a reference for practice activities in the lessons.

interlink BoxInterlink boxes focus on areas of English which are frequent sources of confusion, misunderstanding and error for an average Brazilian learner. They highlight common problems

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Brazilians may face with particular language items being dealt with in the lesson, and function as a reminder of which areas learners must pay special attention to.

Pronunciation BoxIn New Interlink, pronunciation is considered essential to the understanding and production of language. Word stress, sentence stress, the linking of consonants and vowels, strong and weak forms in connected speech are highlighted from the very beginning in an attempt to sensitise students to important features of the language. Colour codes such as pink for stressed syllables in new words or yellow for connected speech are used systematically in the book as an integral part of language presentation and practice, also giving students the opportunity to learn and practise by themselves. The Student’s CD-ROM that accompanies the book facilitates this task.

tip BoxNew Interlink lessons include several tips about relevant and interesting aspects of the English language which may facilitate the learning process. Tips may refer to spelling, British and American varieties, special plurals, special pronunciation features, to name but a few.

recycling BoxThis features in New Interlink 2 to 6. It is designed to help the teacher elicit / revise previously taught language, either as part of the grammar focus of the lesson or as preparation for a communicative activity.

WeblinkThe Internet is an excellent source for authentic texts, where students can develop reading skills, expand vocabulary and develop learner autonomy. In New Interlink some lessons recommend sites related to the topic of the lesson. Teachers should encourage the students to visit these websites and there are some suggested tasks given in the Teacher’s Guide.

revision sectionFor each lesson Section in the Student’s Book there is a set of revision activities to be found at the end of the book. The Revision activities can be used at the teacher’s discretion in revision lessons or as part of regular lessons, according to the needs of the learners. They include listening activities, vocabulary and grammar exercises and speaking practice activities, often using extra resources available in the Resources Pack. Revision Section are mainly class material, though a few exercises can be done at home.

english in classClassroom language is an important part of the linguistic content of a course as students are able to see the immediate relevance of what they are learning and can use it authentically in class, thus increasing their motivation. New Interlink 1 has special sections that focus on the teaching of classroom language. Once presented, language should be constantly revised and its use frequently encouraged by the teacher.

english at WorkAnother feature of New Interlink which meets the needs of adult learners are extra activities that focus on special needs of their professional life. The English at Work activities focus on language required for the workplace and for talking about the work environment.

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f Activity Book

Link exerciseThis is an Activity Book exercise designed is such a way that it can be integrated in the Student’s book as part of the lesson, if the teacher feels the need for extra consolidation of the main item being taught. If it isn’t used in the lesson, it can be assigned as homework with the other Activity Book exercises. The Link Exercise is clearly signposted both in the Student’s Book and in the Teacher’s Guide by the icon .

stop & checkThere is one Stop & Check in each Activity Book Section (A6, B6, C6 and D6). It is a set of test-like exercises to help learners self-evaluate and revise.

Writing helpdeskThis is a set of activities in the Activity Book (A6, B6, C6 and D6) that helps the learners organize ideas for the writing task suggested in the Student’s Book. It also helps them put together the language items necessary to build up sentences and paragraphs more easily. The Writing Helpdesk can be used at home by the learner on his or her own, or in class with coaching by the teacher.

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Section C

Revison Section BActivities and exercises for revision lessons 7 Get cards... 15 Student A g Chat Page...

Student B g Chat Page...

B2New languageNew language

7 Student A g Chat Page...Student B g Chat Page...

B3New languageNew language7 Look at the picture...

Section A


Page Page 92 #2 [link exercise]

B4New language

1 g Vocabulary Pack 5...


8 Student A g Chat Page...Student B g Chat Page...

B6Recycling and expandingRecycling and expandingWriting Helpdesk BStop & Check B

Activity Book B1

SB page 92

f Using New InterlinkA Student’s Book Section and its companion components. Examples taken from lessons in Section B.

Chat Page Student ASB page 53

Chat Page Student BSB page 54



Vocabulary Pack 5Your family h B4SB page 61

Resources PackTG page 94

Resources PackTG page 74



Activity Book B6Writing HelpdeskSB page 100

Activity Book B6Stop & CheckSB pages 101-102

Language Reference Cards B

Summary of language taught in Section with discovery exercises

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2 Lesson PlansLesson Plans

Key to symbols

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st / sts student / students

T teacher

B board

OHT overhead transparency

esp especially

#2 activity 2

teacher-student

individual work

pair work

group work or mingle

Weblink site(s) related to lesson topic

Link Exercise

estimated time: 20 minutes

Resources Pack New Interlink 1 – Lesson A3 activity 1

Audio CD 1 Track 23

Multimedia CD-ROM Lesson D6 activity 7

e-Board e-Board activity available

CD1 Track 23

RP1 A3.1

TS

20 min

IND

PW

MGLGW or

MM D6.7

Aim(s) of the lesson:f Introducing peoplef Giving opinions

Vocabulary

NouNs: actor, actress, aspirin, book, city, exercise, film, hotel, name, party, restaurant, supermarket, TV programmeAdjectives: bad, excellent, fantastic, good, OK, terribleexpressioNs: Hi, Hello, My name’s…, I’m…, Nice to meet you (too), I think…

Grammar

Indefinite article

SkillS

Listening to short conversationsSpeaking: introducing oneself, giving opinions

A1 Nice to meet you!Nice to meet you!Nice to meet you!

First clAss ice breAker 10miN

TS Books closed. Introduce yourself. Say Hi, my name’s … Welcome to Interlink 1. Ask What’s your name? Have you studied English before? Why did you stop? If necessary, repeat the questions in Portuguese. File sts’ answers for future reference.

TIP:Give sts some time to leaf through the book and ask you for some information on the course (especially if you’re teaching a group of adults).

listeNiNG & speAkiNG 15miN

1 CD1 track 2

TS Books open. Refer sts to the picture and elicit some information on it (in English!). Say It’s a cocktail party. The man’s name is Ron.

IND Refer sts to the dialogue. Make sure sts understand what to do. Play CD track for sts to listen and fill in the woman’s name. Play track again, only if absolutely necessary. Classcheck.

kEy:y:y Ana

2 BookTrack CD1 track 2

TS Play CD track for sts to listen and repeat.

if time allows, play the man’s part and have sts play the woman’s part. Change roles.

MulTiMediaTrack MM A1.2

Show dialogue and drill pronunciation by clicking on the sound buttons and having sts repeat. Click on ACTION for gradual deletion. You should click 3 times.

3 TS Refer sts to the model dialogue. Choose a st and act it out.

MGL Get sts to walk around the class (if possible) and introduce themselves. Monitor closely and help, if necessary.

vocAbulArY 5miN

4 CD1 track 3

TS Refer sts to the pictures. Use the example and demonstrate match.

PW Have sts do the matching exercise. Monitor closely and help, if necessary.

tip: Highlight similarities between the words in #4 in English and in Portuguese.

TS Classcheck. Play CD track for sts to listen and repeat.

kEy:y:y A 6 B 1 C 4 D 3 E 2 F 7 G 5

GrAmmAr 10miN

5 IND Refer sts to the Organizer. Have them read the examples and complete with a/an. Classcheck and elicit the rule in L1, if necessary. Focus on the pronunciation of a / an as weak forms.

tip: Remind sts that they should consider the vowel sound, not the written word when deciding on the article to use.

6 TS Tell sts to cover the noun groups in #4. Elicit the group that describes the first picture.

PW Get sts to test themselves. Monitor closely for accuracy. Classcheck by eliciting answers from the class.

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7 CD1 track 4

TS Refer sts to the pictures of Ana and Ron. Encourage sts to read the sentences. Focus on the adjectives good, fantastic, excellent, OK and make sure sts understand what to do.

PW Play CD track for sts to listen and circle the words they hear. Classcheck and get sts to repeat the sentences.

kEy: fantastic / excellent

leArNiNG tip: Explain the pink word stress system as it will be used in the course. If necessary, contrast programme, restaurant, supermarket with the incorrect “Portuguesized” pronunciation version and help sts hear the difference.

8 CD1 track 5

TS Refer sts to the adjectives. Get them to look at the list and focus on the continuum. Make sure sts understand what to do.

IND Have sts write the adjectives in the correct place.

PW Play CD track for sts to listen and check. Play track for sts to listen and repeat.

kEy: fantastic – excellent – good – OK – bad – terrible

If extra controlled practice is necessary, get sts to do Activity Book page 82 #2.

9 e-BoardIND Have sts look at the Organizer and write the appropriate article. Quickly classcheck.

TS Elicit one or two sentences from sts.

PW Get sts to say five sentences. Monitor closely for accuracy.

10 TS Write give your opinion on the B. Elicit the name of a city, an actor, an actress and a film. Write them on the B. Say I think X’s a terrible city. Write I think on the B and elicit sts’ opinions about the actor, actress and about the film. Refer sts to the book and have two sts read the example.

PW Refer sts to the pictures and get sts to give their opinions about them. Monitor closely for fluency.

illustrAtioN

Refer sts to the picture. Say Thank you and Bye. Encourage sts to do the same.

extrA

f Follow up

Show pictures of different cities, restaurants, actors , films and books. Elicit sts’ opinions about them.

f Homework

Activity Book A1, page 82.

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1 CD1 track 6

TS Books closed. Greet sts. Draw the sun (at sunrise and at midday) and the moon and write morning, afternoon and evening under each. Point to the appropriate drawing and say good morning / afternoon and good evening. Ask What time of day is it? and elicit the appropriate greeting.

Books open. Refer sts to the people in the picture and to the watch. Ask Is it morning, afternoon or evening?

PW Refer sts to the words of the headings in the chart. Get sts to complete the phrases with words from the box. Classcheck and highlight the difference between good evening and good night.

kEy:y:y 1 morning 2 Good 3 you 4 night

2MGL Get sts to say hello to one other. Monitor closely and encourage sts to talk to different classmates.


3 CD1 track 7

TS Refer sts to the picture. Ask What are their names? Are they at a restaurant? Are they at a supermarket? Where are they?

PW Refer sts to the dialogue. Have them complete it with words from the box before listening.

Play CD track for sts to listen and complete. Play track again, if necessary. Classcheck.

TS Focus on the expressions Sorry, I don’t remember, How are you?, I’m fine, I’m sorry and work on their meanings I’m fine, I’m sorry and work on their meanings I’m fine, I’m sorryby miming them.

kEy:y:y 1 evening 2 And 3 I’m 4 you 5 is 6 this

tip: Ask OK or repeat, please? when you want to know if it’s necessary to play a CD track again.


PW Get sts to practise the dialogue. Monitor closely for pronunciation and fluency.

if time allows, have pairs of sts act out the dialogue for the class to listen.

4 TS Books closed. Select two sts. Tell them to pretend they don’t know each other and introduce them.

Books open. Get two sts to read the model dialogue.

GW Have sts introduce people. Monitor closely for fluency.

if time allows, give sts cards with names of people written on them. Get sts to introduce people using the names on the cards.

Aim(s) of the lesson:f Greeting peoplef Introducing people

Vocabulary

NouNs:board, class, dialogue, phrase, picture, rap, rock, romance, sentence, teacher, wordVErBs:be (am/are), close, complete, listen to, look at, match, open, read, repeat, say, write ExPrEssIoNs:Good morning., Good afternoon., Good evening., Good night., Goodbye., Bye., See you., (I’m) Sorry., I don’t remember., How are you?, Are you OK?, I’m fine, (thanks)., And you?, Right., Are you ready?, Just a moment., That’s OK., (Sorry), I’m late., What’s your name?, Come in., May I come in?

Grammar

Verb Be – positive, negative, interrogativeVerb Be – short answers (1st person singular)Verb Be – contractions with are

Pronunciation

h and r

SkillS

Listening to conversationsReading a conversationSpeaking: greeting people; introducing people; using English in class

rEcyclinG

Nice to meet you.

A2 I’m fine, thanks.I’m fine, thanks.I’m fine, thanks.

20

GrAmmAr 15miN

5 BookTrack TS Focus on the Organizer. Get sts to look at the dialogue in #3 and elicit the answer for the first sentence (Be – positive).

PW Tell sts to read the dialogue again and complete. Monitor closely for accuracy. Classcheck and drill contracted forms.

MGL if time allows, write names of people on the B and get sts to ask each other Are you …?

MulTiMediaTrack MMA2.5

Have sts do #5 in pairs. Use the mm screen to check. Click on ACTION to see changes from full forms to contractions. Click on ACTION again for Organizer and have sts check their answers.

tip:If necessary, conduct a quick drill. Have sts change positive sentences into negative ones and the opposite. Then, ask questions for sts to give short answers.


6 TS Refer sts to the model dialogue and act it out with a st.If necessary, select two sts and have them act out the dialogue.

MGL Get sts to stand up and say hello to other sts in the class. Monitor closely for fluency.

proNuNciAtioN 5miN

7 CD1 track 8

1 TS Write Hi, Ron on the B and focus on the letters h and r. Elicit pronunciation. Have sts repeat the phrase. If necessary, get sts to repeat it more than once but be careful not to cause embarrassment!

2 TS Focus on the first pair. Elicit pronunciation. Play CD track and stop after the first pair of words is pronounced. Encourage sts to compare their pronunciation to the appropriate pronunciation in the track. Play track again, if sts consider it necessary. Play CD track and repeat the procedure for the other pairs.

tip:Encourage sts to get as near accurate pronunciation as possible but don’t expect perfection at this stage.

vocAbulArY: preseNtAtioN & prActice 10miN

8 CD1 track 9

TS Refer sts to the pictures. Ask What’s this? (a class) / Who’s this? (the teacher) / Who’s he? (a student, Paulo) / What’s happening? Introduce Are you ready? and I’m late.

PW Refer sts to the dialogues. Make sure sts know what they have to do. Play CD track and have sts match the dialogues and pictures. Play track again, if necessary. Classcheck.


kEy: A 3 B 1 C 2

9 TS Get sts to go to Vocabulary Pack 1 – page 59 and look at the pictures in #1. Refer sts to the words and elicit the picture that matches close.

PW Have sts match words and pictures. Monitor closely and help, if necessary. Classcheck and conduct a quick repetition drill.

IND Get sts to complete the sentences in #2. Classcheck.

TS if time allows, say a verb and elicit from sts completions that make up examples of classroom language.

kEy: 1 G 2 D 3 C 4 F 5 H 6 A 7 E 8 B

tip:If out of time, ask sts to do the exercise for homework.

speAkiNG 10miN

10 rP1 A2.10

GW Give a set of cards to each group. Tell sts to shuffle the cards and put them, face down, in a pile. Get sts to take turns picking up a card and making a sentence with the word on it. If the sentence is correct, the st scores a point and keeps the card. The winner is the st who has more cards at the end of the game.

extrA

f Follow up

Encourage sts to memorize the classroom expressions at home. At the beginning of the following class, say a word and get sts to say the expression that contains it.

f Homework


21

Aim(s) of the lesson:f Saying numbersf Asking about classroom objects

Vocabulary

NouNs: bag, box, CD-ROM, chair, coins, computer, credit card, desk, diary, dictionary, door, eraser, glasses, hairbrush, identity card, keys, lead refills, lipstick, matches, magazines, mechanical pencil, mobile, notebook, pen, pencil, sheets of paper, sunglasses, table, telephone book, wall, wallet, watch, whiteboard NumerAls: one to twelveQuestioN word: whatexpressioNs: What’s … in English?, What are these?, I don’t know., Excuse me, please.

Grammar

Verb Be – This/It is(n’t) These/They are(n’t)Plurals

Pronunciation

tHis / thesetHAt tHAt tHA / those

SkillS

Listening to numbers, questions and answersSpeaking: saying numbers, asking about classroom objects

rEcyclinG

Greeting and introducing peopleVerb BeAdjectives of opinion

2 CD1 track 12

TS Refer sts to the pictures. Ask Who are they? Where are they? Can you name the objects you see in the pictures?

PW Play CD track for sts to listen and match the conversations with the pictures. Classcheck and play track again for sts to listen and repeat.

TS Refer sts to the conversation and pictures in #2 and elicit the differences between this, these, that, those. Quickly drill this, that, these, those using objects in the classroom.

TS Focus on the Tip box. Elicit the rule for the common plurals in English.

kEy:y:y A 2 B 1


TS Focus on the words and the pictures. Refer sts to whiteboard and make sure whiteboard and make sure whiteboardsts understand what to do.

PW Get sts to match the words and the objects. Play CD track for sts to listen and check. Play track again for sts to listen and repeat. Make sts repeat the words as accurately as they can.

TS Ask Which of these can you see in your classroom? How many of each can you see?

PW Get sts to cover the words and test each other.

kEy:y:y 9 - 1 - 6 - 7 - 4 - 12 - 52 - 14 - 11 - 13 - 10 - 3 - 8


TS Focus on the words and the pictures. Refer sts to whiteboard and make sure whiteboard and make sure whiteboardsts understand what to do.

PW Get sts to match the words and the objects. Refer sts to mm screen. Click on the numbers for sts to listen and check. Then drill pronunciation. Make sts repeat the words as accurately as they can.

TS Ask Which of these can you see in your classroom? How many of each can you see?

PW Get sts to test each other.

T Click on ACTION to see screen 2 and for sts to check and/or copy answers if necessary.

proNuNciAtioN 10miN

4 TS Focus on the th sound. Explain what the symbol is. Say this, these, that, those and have sts repeat after you.

vocAbulArY 20miN

1 CD1 track 11

TS Books closed. Quickly revise classroom expressions by saying a word and having sts say the expression which contains it. At the end, ask How many new expressions have you learnt?Elicit numbers using your fingers.

Books open. Focus on the numbers. Play CD track for sts to listen and repeat.

PW if time allows, get sts to test each other. Get st A to write a number for st B to say.

A3 What’s this in English?What’s this in English?What’s this in English?

22

5 TS Get sts to go to Vocabulary Pack 2 – page 59 and elicit some of the objects from sts.

PW Have sts match words and pictures. Monitor closely and help, if necessary. Classcheck and conduct a quick repetition drill.

Tell sts to test each other by covering the words and pointing at one object at a time. Monitor closely for pronunciation.

if time allows, have sts ask each other What’s your favourite personal object?

kEy: A 11 B 15 C 8 D 9 E 6 F 18 G 13 H 3 I 10 J 2 K 16 L 20 M 4 N 5 o 7 P 12 Q 1 r 17 s 14 T 19

GrAmmAr 25miN

6 PW Talk sts through the Organizer. Get sts to look at the conversation in #2 and fill in with singular or plural. Classcheck and highlight the contractions. Have sts listen and repeat after you.

TS If necessary, write singular and plural on the B. Say this and ask Singular or plural? and write it under the appropriate heading. Repeat the procedure with that, these and those.


7 rP1 A3.7

TS Write I think that’s a / those are … Show the first picture to sts and say I think those are sticks. What do you think? and elicit possible answers. Show the second picture and elicit sts’ guesses. Repeat the procedure with the other pictures. Insist on accuracy and conduct a quick substitution drill at the end, if necessary.

8 TS Choose a classroom object and point to it. Ask What’s that? and elicit sts’ answer. Refer sts to the exchange.

Refer sts to the picture and elicit sts’ answers. Elicit other questions Paulo and Rita may ask and quickly revise the difference between this, that, these and those.

PW Get sts to point to things in class, ask and answer. Monitor closely for accuracy.

tip:Don’t hesitate to interrupt and conduct a quick grammar drill if sts show difficulty using this, that, these and those accurately.

9 rP1 A3.9

GW Give each group a picture card (students’ card). Allow the sts three minutes to look at the picture, work out and write down how many of each object are on the card. Encourage sts to ask you What’s … in English? if they don’t know the name of an object. Show the appropriate word on the teacher’s card and whisper it only to the person asking.

TS Elicit the objects and their number. The group who can present the largest ‘number of things’ is the winner.

extrA

f Follow up

Select six objects taught in this lesson. Say the names and have sts write down how many they have at home.

f Homework

Activity Book A3, pages 84 & 85.

23

Aim(s) of the lesson:f Talking about nationalities

Vocabulary

NouNs: Argentina, Australia, Bolivia, Brazil, Britain, Canada, Chile, China, Egypt, country, England, France, Germany, India, Italy, Japan, Mexico, nationality, Northern Ireland, people, Portugal, Scotland, South Africa, South Korea, Spain, The USA (The United States of America), Venezuela, WalesAdjectives: Argentinian, American, Australian, Bolivian, Brazilian, British, Canadian, Chilean, Chinese, Egyptian, English, French, German, Indian, Irish, Italian, Japanese, Mexican, Portuguese, Scottish, South African, South Korean, Spanish, Venezuelan, Welshverbs: check, circle, introduceexpressioNs: Where (in Brazil) are you from?, I’m (from)…, Congratulations!, Guess!, I don’t know., Really?

Grammar

Verb Be (I / you / we / they) – positive, negative, interrogativeVerb Be – short answers

Pronunciation

Final m

SkillS

Listening to short conversationsReading a conversationSpeaking: introducing people, asking and answering about where one is from

rEcyclinG

Introducing people

cultural adVicE

the United Kingdom

A4 Where are you from?Where are you from?Where are you from?listeNiNG & speAkiNG 10miN

1 CD1 track 14

TS Books closed. Write ready, moment, late, meet on the B. meet on the B. meetElicit the complete classroom expressions from sts.

Books open. Refer sts to the picture and ask Who are they? Where are they? Refer sts to the speech bubbles and make sure sts understand the meaning of circle.

PW Play CD track for sts to listen and answer. Play track again, if necessary. Classcheck.

kEy:y:y Tim! / Sorry, I’m late.

2 TS Read the instructions to sts.

PW Have sts introduce Ron and Tim. Monitor closely for accuracy. At the end, have two sts act out the exchange.

vocAbulArY 10miN

3 CD1 track 15

TS Refer sts to the conversation and elicit the countries and cities mentioned in it.

TS Play CD track for sts to listen. Ask Who’s American?Classcheck. Play track again for sts to listen and repeat.

PW Get sts to practise the conversation. Monitor closely for pronunciation.

if time allows, have some sts act out the conversation for the class.

4 CD1 track 16

TS Refer sts to the words country and nationality. Have sts read aloud the countries and nationalities in the table.

PW Get sts to look at the conversation again and complete the table.

Play CD track for sts to listen and check. Play track again for sts to listen and repeat.

TS if time allows, say the names of famous Australian, Brazilian, British and American people and elicit their nationalities.

Focus on the Tip box. Highlight the capital letter in nationalities and the special plurals.

tip: Some famous people are David Beckham (British), Kylie Minogue (Australian), Britney Spears (American), Romario (Brazilian).

24

proNuNciAtioN 5miN

5 CD1 track 17

TS Quickly show the position of lips for the pronunciation of the final m.

Play CD track for sts to listen and repeat.

if time allows, elicit other words ending in m and their pronunciation.

GrAmmAr & vocAbulArY 20miN

6 PW Focus on the Organizer. Tell sts to read the conversation in #3 again and complete. Classcheck and conduct a quick transformation drill.

TS Highlight the contractions. Say the forms and have sts repeat after you.

kEy: are / Are / am / aren’t / from


7 TS Read the model to sts. Get sts to ask you Are you from …? and tell them you’re not from the same city.

MGL Have sts ask each other and find people who are not from the same city. Monitor closely for accuracy. At the end, elicit the exchange from a pair of sts.

8 TS Write Africa, the Americas, Asia, Europe and Oceania on the B and elicit a country from each continent from sts.

PW Get sts to go to Vocabulary Pack 3 – page 60 and write the continents. Have sts add one or more countries to the table, draw the flag and write the nationality. Drill the countries and nationalities.

Tell sts to cover the countries and nationalities, point to a flag and test their partners. At the end, test sts by saying a country and eliciting the nationality.

reAdiNG 10miN

9 TS Refer sts to the text and pictures. Ask Where can you see this type of text? Refer sts to the map and introduce Britain to sts. Read the sentences to sts.

IND Have sts read the text and choose the right answer. Monitor closely and help, if necessary. Classcheck and ask What countries/nationalities can you find in the text? and conduct a quick repetition drill.

TS Refer sts to the picture. Ask Where are they from? What’s their nationality?

kEy: 1 are 2 British 3 is

10 BookTrack TS Choose a student and together decide on the continent/country you two are from. Encourage other sts to ask you questions to guess the country.

GW Have sts do the same. Monitor closely for accuracy. If necessary, drill questions and short answers at the end.


TS Use this activity to set the model for the activity in SB. Click on ACTION for the globe to spin and stop, showing a continent. Move the mouse over the continent to show the different countries in orange. Explain sts have to find out which of these countries you are from by asking questions Are you South African? Are you from…? etc. When they guess correctly, click on the country to show the name. Get students to come to the B and repeat the procedure.

GW In gps of 6 or 8 sts form pairs. Each pair decides what country they are from. Refer to model in book if necessary. Other gp members ask questions to find out. Monitor closely for accuracy. If necessary, drill questions and short answers at the end.

Weblink Tell sts this weblink contains lots of information about the four British countries. Suggest that sts find out: the language spoken and the population of each British country.

extrA

f Follow up

Show sts pictures of famous people (but not of too famous ones!). Elicit where they are from and their nationality.

f Homework

Activity Book A4, pages 86 & 87.

25

vocAbulArY 30miN


TS Books closed. Show a picture of a famous couple to sts. Ask Where are they from? What’s their nationality? Are they married?

Refer sts to the two photos of couples and elicit quick descriptions.

PW Tell sts to look at the five words and get the sts to complete what each couple is saying.

TS Classcheck and check sts understand what the other words mean. Play CD track for sts to listen and repeat.

kEy:y:y engaged / married


TS Books closed. Show a picture of a famous couple to sts. Ask Where are they from? What’s their nationality? Are they married?

Refer sts to the two photos of couples and elicit quick descriptions. Focus on the words and get sts to complete what each couple is saying.

Drag the words to check and make sure sts understand what the other words mean. Elicit the pronunciation of the words and ask what the stressed syllables are. Model if necessary. (If you have an IWB, invite sts to mark the stressed syllables with the highlighter.) Check by clicking on ACTION. Click on the words to drill pronunciation.

2MGL Refer sts to the exchange. Get sts to ask other people in the class what their marital status is. Tell sts they should form pairs according to their marital status. Monitor closely for fluency.

TS Have each pair tell the class what their status is.

3 CD1 track 20

TS Refer sts to the picture and elicit a quick description. Ask Do you think they’re married, single or just friends? Refer sts to the sentences and read them to sts.

PW Play CD track for sts to listen and answer. Classcheck.

TS Refer sts to the question Tim asks. Get sts to look at Mary and elicit sts’ predictions. Play CD track for sts to listen and complete. Classcheck.

kEy:y:y 1. a. T b. F c. T d. F2. actress

Aim(s) of the lesson:f Talking about occupationsf Talking about marital status

Vocabulary

NouNs: businessman/woman, chef, civil servant, dentist, doctor, engineer, housewife, journalist, lab technician, lawyer, police officer, receptionist, secretary, student, teacher, writer, friend Adjectives: divorced, married, separated, single, famous, retired, unemployedNumerAls: eleven to twenty expressioNs: Are you (a/an)…?, What do you do?

Grammar

Verb Be

SkillS

Listening to conversationsReading about Harry PotterSpeaking: asking and answering questions about jobs and marital status

rEcyclinG

Verb Be

A5 Relationships and jobsRelationships and jobsRelationships and jobs

26

4 CD1 track 21

TS Refer sts to the photos and elicit the jobs. Get sts to quickly read the short conversations and guess who’s speaking.

PW Play CD track for sts to listen and match. Play track again if necessary. Classcheck.

TS Focus on the Tip box. Highlight the plural of housewife and drill pronunciation.

kEy: 2 1 5 3

5 TS Get sts to go to Vocabulary Pack 4 – page 60 and refer them to the pictures. Ask What are these? and teach jobs. Elicit some jobs sts already know.

PW Get sts to match the words and pictures. Monitor closely and help, if necessary. Classcheck and conduct a quick pronunciation drill. Ask Which jobs are similar to Portuguese? Get sts to write another job and draw the picture for it. Elicit sts’ contributions at the end.

kEy: A 15 B 10 C 17 D 2 E 16 F 6 G 1 H 13 I 14 J 3 K 9 L 20 M 8 N 4 o 11 P 19 Q 12 r 7 s 5 T 18


6 TS Choose a job from page 60. Have sts ask you What do you do? and answer I’m a(n) …

MGL Get sts to stand up, go around the class and guess their classmates’ real jobs. Monitor closely for accuracy. At the end, elicit some sentences from sts and, whenever possible, get them to use We’re …

TS if time allows, do a chain drill. Say a number, get st A to ask What do you do? and st B to answer I’m …. Then get st B to ask and st C to answer.

tip:Encourage sts to stress what and do (the main verb) in what do you do? and the noun in the answer.

reAdiNG 10miN

7 TS Refer sts to the picture and elicit a quick description. Give an opinion on Harry Potter films or books saying I love/hate Harry Potter books/films. and I think Harry Potter books are…Write sentences on the B. Encourage sts to give their opinion.

Read the two sentences to sts. Talk sts through the Organizer and highlight the use of the indefinite article.

Focus on the Interlink box. Focus on the use of the indefinite article.

IND Tell sts to read the text and complete the two sentences with jobs. Monitor closely and help, if necessary. Classcheck.

kEy: 1 students 2 a writer

vocAbulArY 15miN

8 CD1 track 22

TS Ask sts How old are Harry, Ron and Hermione in The Sorcerer’s Stone? How old are they in The Chamber of Secrets? And in The Prisoner of Azkaban?

PW Have sts complete the numbers in the text and in #8. Monitor closely and help, if necessary.

Play CD track for sts to listen and check. Play track again for sts to listen and repeat.

kEy: 14 fourteen 16 sixteen 17 seventeen 19 nineteen 21 twenty-one 22 twenty-two 23 twenty-three

9 TS Refer sts to the pictures and elicit dollars, euros, pounds, kilometres and kilos. Quickly drill pronunciation.

PW Get sts to say what’s in the pictures. Monitor closely for pronunciation.

extrA

f Follow up

Get sts to choose a person they know. Have sts tell each other where s/he is from, what his/her nationality is, his/her occupation and marital status.

f eNGlisH At work: oN tHe pHoNe

cd1 track23 rp1 A5.E@W

TS Give each st a handout and focus on the company directory in #1. Ask sts What’s the name of the company? (Sparks & Mensa). Introduce extension number and dial. Ask What number do you dial for the police? (190)

Drill names of departments. If sts can’t manage Research & Development, reduce it to R & D.

Play CD track for sts to listen and write the extension numbers. Play track again if necessary. Classcheck.

kEy: Research & Development – 265 / Human Resources – 303 / Marketing – 209 / Finance – 543 / Sales – 539

CD1track 24

TS Focus on the gapped dialogue. Tell sts to read it and guess the missing words. Elicit guesses but don’t confirm them yet.Play CD track for sts to listen and fill in. Play track again if necessary. Classcheck by writing the answers on the board.

PW Get sts to practice the dialogue in #2, using the other departments and extension numbers.

kEy: 1 morning 2 Sales 3 madam 4 Marketing 5 extension 6 539

f Homework


27

Refer sts to the British and American flags and explain that there are some differences between British and American English. Highlight mobile and cell phone.

PW Refer sts to the addresses and phone numbers. Have sts say them. Monitor closely for accuracy. At the end, do a repetition drill, if necessary.

3 TS Write the words address and phone number on phone number on phone numberthe B and have them make the questions. Get sts to ask you your address and phone number. Make sure you give I don’t have oneas one of your answers.

MGL Encourage sts to stand up and find out their classmates’ addresses and phone numbers. Monitor closely for accuracy. At the end, elicit a few examples from sts.

tip: Make sure sts stress what, address and phone numberas they ask their classmates.

listeNiNG 15miN

4 TS Refer sts to the picture and ask Who are they? Where are they? Refer sts to the cards and ask What types of restaurants are they?

PW Have sts say the addresses and phone numbers on the cards. Monitor closely for pronunciation.

5 CD1 track 28

TS Write the word restaurant on the B and quickly elicit restaurant on the B and quickly elicit restaurantnames of restaurants in sts’ area. Elicit sts’ opinions about them. Revise the types of restaurant and chef. chef. chef

IND Play CD track and get sts to tick the correct card. Classcheck.

kEy:y:y A


TS Refer sts to the chart. Ask What’s Ron’s full name? Is he married? What’s his home address? What’s his work address?

PW Play CD track again for sts to listen and complete the information about Ron. Play track again, if necessary. Classcheck.

kEy:y:y English / chef / 077 2386 7982


TS Refer sts to the chart. Ask What’s Ron’s full name? Is he married? What’s his home address? What’s his work address?

PW Click on the sound button for sts to listen again and complete the information about Ron. Play track again, if necessary. Click on ACTION to check. Then click on ACTION again for next screen.

Aim(s) of the lesson:f Asking and giving information about oneself: telephone number, addressf Writing about oneself

Vocabulary

NouNs: address, cell phone, home, road, street, surname, workNumerAls: 20 to 999expressioNs: What’s your (home) address?, What’s your (mobile) number?, I don’t have one., What about you?

SkillS

Listening to conversationsReading a message to an online communitySpeaking: talking about addresses and phone numbersWriting a message to an online community

rEcyclinG

QuestionsGiving opinionsMarital statusCountries & NationalitiesNumbers

vocAbulArY 5miN

1 CD1 track 27

TS Books closed. Write your country of origin, nationality and marital status on the B. Get sts to make questions for the answers.

Books open. Focus on the numerals from 20 to 90 and elicit what they have in common (the ending –ty). Then focus on the numerals from 100 to 999 and do the same.

PW Get sts to read and complete the numbers. Play CD track for sts to listen and check. Play track again for sts to listen and repeat. If necessary, write the missing words on the B.

kEy:y:y 60 sixty sixty six 70 seventy 80 eighty 90 ninety 101 a hundred and one 311 three hundred and eleven 428 four hundred and twenty-eight 567 five hundred five hundred five hundredand sixty-seven 909 nine hundred and nine

tip: Mention the weak and is important in big numbers.

2 TS Focus on the Tip box. Highlight the way addresses and phone numbers are said. Write an address and a phone number on the B and have sts say them.

A6 All about youAll about youAll about you

28

10 e-Board TS Refer sts to the message to an online community. Ask Are you a member of an online community?

PW Tell sts to read the message and correct three mistakes in it. Monitor for accuracy and help, if necessary. Classcheck.

TS Read the message again and ask sts what information Tatiana included in it.

IND Have sts write their messages and give their opinion about a restaurant they know. Monitor closely for accuracy and help, if necessary.

kEy:My name’s Tatiana de Castro / I’m a lawyer / fantastic restaurant

tip:refer sts to the Writing Helpdesk A on page 89. Get sts to do the exercises before they start writing.

vocAbulArY 10miN

TS Write the words ready, remember, moment and late on the B and elicit expressions sts remember. Refer sts to Take-away expressions (Reference Card A) and write the Portuguese counterpart of each. Classcheck and drill pronunciation.

Weblink Tell sts to go to www.rosemaryrestaurant.com and find Rosemary’s Restaurant’s address and phone number.

extrAf Follow up

Encourage sts to find the address and phone number of the best restaurants in their area.

f Homework

Tell sts that at the end of each section of New Interlink they will find activities for self-evalutation. Refer to Stop & Check A, pages 90 & 91, and read the instructions carefully with sts, checking that they understand what they have to do.

revisioN sectioN A (pAGes 66-69)f iNstructioNs For Activities:

7 rP1 revA.7

GW Game: InternatIonal partners. Hand out RP cards (one per St). Sts mustn’t let the other sts see their cards. Explain they have to mingle to find someone with the same nationality and job. Model dialogue: A Who are you?

b I’m a Portuguese secretary.

Sts find their partners and sit together. Pairs ask each other Who are you? Elicit answers in the plural: We’re Portuguese secretaries.

The game can be extended as a memory game. Each pair is challenged to remember who the other pair is (to recycle they) as follows: t Pair 1, who are they? (pointing at Pair 5)

pAir 1 They’re Brazilian technicians. pAir 5 Right. We’re Brazilian technicians. or Wrong. We’re Italian doctors.

7 BookTrack CD1track 29

TS Refer sts to the first answer and question. Have them ask you what your full name is. Refer sts to the nationality and elicit the question. Get sts to write the question in the chart.

PW Get sts to write the questions to get the information about Ron. Monitor closely for accuracy and help, if necessary.

Play CD track for sts to listen and check. Play track again for sts to listen and repeat. Write the questions on the B, if necessary.

kEy: What’s your full name? / Where are you from? / What do you do? / Are you married? / What’s your mobile number? / What’s your home address? / What’s your work address?


TS Refer sts to the first answer and question. Have them ask you what your full name is. Refer sts to the nationality and elicit the question. Get sts to write the question in the chart. Click on ACTION to check.

PW Get sts to write the questions to get the information about Ron. Monitor closely for accuracy and help, if necessary.

Click on the sound button for sts to listen and check.

Click on ACTION to check.

Click on the questions sound buttons for sts to listen and repeat.

speAkiNG 10miN

8 rP1 A6.8

TS Write Pinocchio on the B and ask What’s Pinocchio famous for? Is he a good liar? and introduce lie to sts.

Divide sts in groups and give one card to each st. Explain that one st will have to invent the information because he’s Pinocchio. Get sts to study the information they have.

GW Have sts ask each other the questions and find out who’s lying. Monitor closely for fluency. Don’t interrupt at this stage. If there are mistakes, take notes and deal with them later.

reAdiNG 15miN

9 TS Refer sts to the photos and elicit a quick description.Get sts to quickly read the text and ask What are their names? What do they do? Where’s the restaurant? What type of restaurant is it?

PW Get sts to complete the questions. Refer sts to the models in the speech bubbles and elicit the answer. Get sts to ask and answer the questions. Monitor closely for accuracy. Classcheck.

kEy: 1 Are (No) 2 they (No) 3 Are they (Yes) 4 Is (No) 5 Is it (Yes)

29

Aim(s) of the lesson:f Talking about days and placesf Ordering food and drinks

Vocabulary

NouNs: beer, coffee, ice, milk, mineral water, orange juice, sugar, tea, wine Adjectives: favourite, right, wrongdAys of the week:dAys of the week:dA Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, SaturdayexpressioNs: How do you spell…?, Is that right?, Yes, right., Sorry, wrong., A drink for you?, Yes, please., No, thanks., Here you are., Thank you (very much)., You’re welcome.

Grammar

Prepositions: in + cities and countries; on + days

Pronunciation

Word stress

SkillS

Listening to the alphabet and to conversationsSpeaking: ordering food and drinks; offering food and drinks

recyclinG

Verb BeCountriesShort answers

B1 In Paris on ThursdayIn Paris on ThursdayIn Paris on ThursdaySPEAKING & LISTENING 20 mIN

1 BookTrack cd1 Track 30

TS Books closed. Show a photo of a famous city (Paris, London, Rio) and say I think it’s a fantastic city. Elicit sts’ opinions, asking What do you think? Write fantastic fantastic fantasticon the B and other adjectives sts use.

Books open. Refer sts to the alphabet. Play CD track for sts to listen and repeat. Ask What do the letters of the same colour have in common?(same vowel sound).

Get a few sts to spell their names.

MulTiMediaTrackMM B1.1

Books closed. Refer sts to the alphabet. Get a few sts to spell their names.

Click on the sound button for sts to listen to the whole alphabet.

Click on each letter to drill pronunciation. For the letter Z, click on the flags for the different pronunciations. Ask What do the letters of the same colour have in common?(same vowel sound).

Get a few sts to spell their names.

2 TS Refer sts to the Interlink box and elicit pronunciation of the pairs. Quickly drill pronunciation.

PW Have sts say the acronyms in English. Encourage sts to add other acronyms they know. Monitor closely for pronunciation. Interrupt the activity and have sts repeat the alphabet again, if you notice they are making too many mistakes.

TS Focus on the Tip box. Highlight the difference in pronunciation and spelling of Z and teach double.

If time allows, refer sts to the words on the B and elicit spelling.

tip: Acronyms

CIA – Central Intelligence Agency

DVD – Digital Versatile Disc

FBI – Federal Bureau of Investigation

HBO – Home Box Office

MSN – Microsoft Service Network

CNN – Cable News Network

UK – United Kingdom

VIP – Very Important Person

3 TS Refer sts to the short exchange. Explain How do you spell …?, Is that right?,Is that right?,Is that right? Yes, right. and Sorry, wrong. Get sts to repeat the expressions. Act out the exchange with a st. Quickly elicit words from Section A.

PW Have sts play Spelling Contest. Monitor closely for pronunciation. At the end, ask How do you spell ‘countryHow do you spell ‘countryHow do you spell ‘ ’?

30

4 cd1 Track 31

TS Tell sts to look at the tour programme and the picture. Ask Where are the people? What’s the name of the agency? What cities and countries are mentioned?

Explain travel agent, passengers, flight number and tour programme.

Focus on the days in the tour programme and elicit pronunciation. Read the first question to sts.

PW Play CD track (PART 1) for sts to listen and complete the first blank. Play track again, if necessary. Classcheck.

Play CD track (PART 2) for sts to complete the programme with countries and flight numbers. Play track again, if necessary. Classcheck.

key: 1 Hayama 2 AA3315 3 Italy 4 France 5 DL0293

TIP: Brazilian sts usually confuse Tuesday and Thursday. The /D/ sound is very important to make this distinction. Say the words aloud, draw sts’ attention to the difference and get them to repeat the words.

GRAmmAR & SPEAKING 10 mIN

5 TS Talk sts through the Tip box. Books closed. Elicit the spelling of the days of the week and write them on the B.

Books open. Refer sts to the tour programme and ask Where are they on Monday? Are they in New York on Monday?

Focus on the Organizer and highlight the use of on with days, and in with cities and countries.

PW Get sts to ask and answer. Monitor closely for accuracy.

TS If time allows, play tic-tac-toe. Write the days, cities and countries on the B and get sts to say the correct prepositions.


REAdING 5 mIN

6 TS Refer sts to the picture. Ask what can you see? What do you know about Eurostar? Read the two sentences to sts.

IND Have sts read the text and write T(rue) or F(alse). At the end ask Is there anything you don’t understand?

key: 1 F 2 T

vocABuLARy 10 mIN

7 cd1 Track 32

PW Refer sts to the words and pictures. Get sts to match them. Monitor closely and help, if necessary. Play CD track for sts to listen and check. Play track again for sts to listen and repeat.

TS If time allows, write alcoholic and non-alcoholic on the B. Elicit the drinks and write them under the appropriate heading.

key: A 2 B 7 c 4 d 3 e 9 f 1 G 8 h 5 i 6

LISTENING & SPEAKING 15 mIN

8 cd1 Track 33 e-Board

TS Refer sts to the conversation. Ask Where are they? What do they want? Read the first question to sts.


Get sts to read the conversation and complete it (if possible). Play CD track for sts to listen and finish completing. Play track again for sts to check. Classcheck, if necessary.

key: 1. mineral water / coffee 2. 1 for 2 Coffee 3 No 4 Yes 5 you 6 you 7 You’re 8 you 9 water 10 Ice 11 please 12 are 13 you

9 TS Have two sts act out the dialogue in #8.

PW Get sts to cover it, look at the icons and practise. Monitor closely for pronunciation.

10 PW Tell sts to offer each other some drinks. Monitor closely for fluency.

TS Refer sts to the picture. Say Bye! See you on … and encourage sts to say the same.

TIP: At the end of every class, say Bye! See you on … and encourage sts to do the same.

EXTRA

f follow up

Tell sts to pretend they are millionaires and create their own tour programme.

f hoMework

Activity Book B1, page 92.

31

Aim(s) of the lesson:f Giving personal information

Vocabulary

NouNS: celebrity, company, episode, film star, president, quiz, reporter, singer, TV presenter, winner, New ZealandAdjEcTIvES: beautiful, great, famous, importantEXPRESSIoNS: How old is (he)?, (He)’s about (20) years old., Who’s this?, What’s this?, I’m not sure.

Grammar

Verb Be – he, she, it

Pronunciation

Connected speech

SkillS

Listening to a conversationReading descriptionsSpeaking: giving personal information

recyclinG

Verb BeJobsNationalitiesCountries

B2 How old is he?How old is he?How old is he?

SPEAKING & REAdING 15 mIN

1 TS Books closed. Show three pictures of famous people from different age groups and ask What’s the perfect age?

Books open. Refer sts to the pictures. Ask Who are they? Write JOB, COUNTRY and COUNTRY and COUNTRY NATIONALITY on the B and elicit what sts NATIONALITY on the B and elicit what sts NATIONALITYknow about them. Write celebrity on the B and ask celebrity on the B and ask celebrity What do you think of these celebrities? Quickly drill the pronunciation of celebrity.

Refer sts to the Tip box and highlight the use of the pronouns.

2 PW Refer sts to the quiz. Get them to read and match the photos to the descriptions. Classcheck and elicit the pronunciation of TV presenter, famous, episode, film star, president, company and president, company and president, company singer.

key:key:key 1 D 2 C 3 E 4 A

LISTENING & GRAmmAR 10 mIN

3 cd1 Track 35

TS Refer sts to the picture. Elicit a quick description and read the questions to sts.

PW Play CD track for sts to listen and answer #1. Make sure sts know that Ana and Ron will NOT mention the celebrities’ names.

Play track again for sts to listen and tick the questions they hear. Play track again if necessary. Classcheck.

key:key:key 1 Oprah Winfrey and Ewan McGregor2 a. How old is she? b. Is she an actress?

c. Where’s he from?

4 IND Focus on the Organizer. Get sts to read the texts and complete the sentences. Classcheck. Highlight the contractions and quickly drill them.

key:key:key ’s isn’t is

PRoNuNcIATIoN 5 mIN


TS Refer sts to the questions. Play CD track for sts to listen and repeat.


Refer sts to the first sentence. Click on the star for animation (connected speech) and symbols. Click on the star again for sts to listen and repeat. Repeat procedures for the other two sentences.

TIP: Use your fingers to show that is and the subject pronouns should not be pronounced in isolation.

GRAmmAR: PRAcTIcE 25 mIN

6 TS Have sts re-read the questions in #3. Quickly drill them.

PW Get sts to ask and answer the questions about the two celebrities. Monitor closely for pronunciation and help, if necessary. Classcheck.

key:key:key a. She’s about 55. b. No, she isn’t. c. He’s from Scotland.


32

7 TS Divide the class into A and B. Get sts A to go to page 53 and sts B to go to page 54. Have them read their parts.

PW Have sts A and B sit together, ask each other questions and fill in the forms. Monitor closely for pronunciation and accuracy. Elicit a few examples from sts at the end.

8 TS Read the first sentence to sts and elicit the answer.

IND Have sts match the columns. Monitor closely for accuracy. Classcheck and do a quick substitution drill, if necessary.

key: 5 6 4 3 1 2

9 TS Refer sts to the first picture. Ask Who’s this? Where’s she from? How old is she?

GW Get sts to do the same about the other pictures. Monitor closely for accuracy. At the end, elicit examples from sts.

tip:

Avril Lavigne h a Canadian singer

Gisele Bündchen h a Brazilian top model

jamie oliver h a British cook / is on TV shows

Rodrigo Santoro h a Brazilian actor / is in Hollywood

Lewis Hamilton h a British race driver

journey to the centre of the Earth h 1864 French science fiction (Jules Verne)

christ Redeemer h 1931 statue in Rio de Janeiro, Brazil

colosseum h 1st Century Roman amphitheatre

EXTRA

f FoLLow uP

Tell sts to go to the website www.famouspeople.co.uk and find information about a celebrity to report to the group on the following class.

f HomEwoRK

Activity Book B2, page 93.

33

Aim(s) of the lesson:f Asking for and giving personal information

Vocabulary

NouNS: at (@), bag, cartoon, charity, children, dog, dot (.), electric guitar, email address, fax, hometown, racing car, shirt, sister, T-shirt, websiteEXPRESSIoNS: This is correct., Hurry up!, What’s (his) email?

GrAMMAr

Possessives: my, your, his, her, our, their Genitive: ’s

SkillS

Speaking: giving personal information; talking about possessions

recyclinG

Verb BePersonal objects

B3 Names, addresses and possessionsNames, addresses and possessionsNames, addresses and possessions

SPEAKING & GRAmmAR 10 mIN

1 TS Books closed. Quickly elicit the names of the celebrities in lesson B2 and write them on the B. Ask How old is s/he? Where’s s/he from?

Books open. Write Oprah’s official site on the B. Tell sts to look at the pictures and find it. Elicit the meaning of ’s and get sts to complete.

key:key:key Oprah Winfrey

2 BookTrack TS Refer sts to the picture of the official site and to the names of celebrities on the B. Say Letter A is Oprah Winfrey’s charity. and elicit Yes, it is. by referring sts to the dialogue. Ask What about letter B? and elicit I think it’s Jamie Oliver’s restaurant.

GW Get sts to say how the objects and places in the photos relate to the celebrities. Monitor closely for accuracy. At the end, elicit the phrases with ’s.

key: key: keyA Oprah Winfrey’s charity B Jamie Oliver’s restaurant c Rodrigo Santoro’s

hometown d David Beckham’s shirt e Avril Lavigne’s

electric guitar f Lewis Hamilton’s racing car G Gisele Bündchen’s sister


TS Refer sts to the names of celebrities brainstormed in #1. Say Letter A is Oprah Winfrey’s charity. and elicit Yes, it is. by referring sts to the dialogue. Click on the photo to check. Ask What about letter B? and elicit I think it’s Jamie Oliver’s restaurant. Click on the photo to check. Click on ACTION to see all the photos again.

GW Get sts to say how the objects and places in the photos relate to the celebrities. Monitor closely for accuracy. At the end, elicit the phrases with ’s.

Click on each photo to check.

REAdING & LISTENING 15 mIN

3 TS Write FFWC on the B. Get sts to read the rubrics and find what the acronym stands for. Ask Who are they? Tell sts to look at the membership forms and read the sentences containing the information. Focus on the first sentence and ask Who is it about: Mary, Ron or FFWC? Highlight the use of his, her and her and her their.

PW Get sts to look at the membership forms, read the sentences and write M, R or F. Monitor for accuracy and highlight the use of the possessives. Classcheck and quickly highlight the stress pattern of surname, address, mobile and email. Have sts repeat the words.

If time allows, get sts to rephrase the sentences using ’s. Example: Mary’s surname is Dixon.

key:key:key 1 M 2 R 3 F 4 M 5 R 6 M 7 F 8 R 9 F

TIP: Write on the B Mary’s a member of the FFWC. and Mary’s surname is Dixon. and draw sts’ attention to the difference between verb to be (’s) and the genitive (’s).

34

4 cd1 Track 37

TS Focus on Mary, Ron and FFWC and elicit the possessives used with each in #3.

IND Play CD track for sts to listen and write 1 to 3. Play track again, if necessary. Classcheck.

TS Refer sts to the Tip box and ask What it it? (an email address). Elicit the pronunciation and ask one st What’s your email address?

If time allows, get sts to ask two classmates What’s your email address?

key: a 3 b 1 c 2

TIP: If you notice sts are not using the appropriate stress pattern of email, highlight the difference between English and Portuguese and get sts to repeat the word a few times.

SPEAKING & GRAmmAR 15 mIN

5 TS Read the rubrics to sts and elicit the first question. Get sts to look at the forms and answer it.

PW Have sts ask questions and answer them using the information in the forms. Monitor closely for accuracy. Classcheck.

TIP: If appropriate, give some feedback on the intonation of Wh-questions and conduct a short repetition drill.

6 TS Talk sts through the Organizer. Ask sts Do we usemy, your, our, his, her, their to talk about our possessions?

IND Get sts to complete the sentences. Monitor closely for accuracy. Classcheck.

TS Focus on the Interlink box. Highlight the difference between your, his, her and explain that this is a common mistake Brazilian sts make.

key: 1 his 2 their 3 her



7 rp1 B3.7 e-Board

TS Show the picture in the RP to sts and tell them they have one minute to look at it and memorize the people and the objects they own.

PW Show sts the picture in #7. Get sts to look at the objects and say if the objects are next to the correct person. Monitor closely for accuracy and help, if necessary. Show the picture in the OHT again and get sts to check their answers.

8 TS Refer sts to the form and get them to ask you your name, surname, mobile number and email address.

PW Have sts get information about a classmate. Monitor closely for accuracy.

Have sts change partners and find out about the classmate interviewed before. Highlight that his/her should be used now.

Weblink Tell sts to go to www.oprah.com and find what’s on Oprah’s Show today.

EXTRA

f FoLLow uP

Ask sts to find out some famous people’s email addresses. Next class, get sts to exchange the addresses they’ve found.

f HomEwoRK

Activity Book B3, pages 94 & 95.

35

Aim(s) of the lesson:f Talking about one’s family

Vocabulary

NouNS: aunt, brother, brother-in-law, children, couple, daughter, descendents, grandchildren, grandfather, grandmother, granddaughter, grandson, grandparents, father, father-in-law, husband, mother, mother-in-law, nephew, niece, parents, partner, sister, sister-in-law, son, son-in-law, uncle, wife AdjEcTIvES: big, smallAdvERBS: alonevERBS: have, liveEXPRESSIoNS: I only have… , Oh, really? , Oh, I see.

Grammar

Present simple: have / live I / you / we / they affirmative

Pronunciation

Intonation in questions

SkillS

Listening to conversationsSpeaking: getting information about people’s family and family life

recyclinG

QuestionsJobsPossessivesVerb Be

B4 Do you have a big family?Do you have a big family?Do you have a big family?vocABuLARy & LISTENING 15 mIN

1 e-Board TS Books closed. Show a picture of a famous family. Ask How old are they? Where are they from? Is it a big family or a small one?

Books open. Ask Is your family big or small? Get sts to go to Vocabulary Pack 5 – page 61 and look at the family tree. Call sts’ attention to their position in the tree. Get sts to examine the family tree and ask Do you have any questions?

Read each word and have sts repeat them after you.

Refer sts to the picture of the famous family and elicit the family members. Ask Is Brad Pitt Angelina Jolie’s husband?

PW Get sts to write names of people in their family in the appropriate boxes. Monitor closely for pronunciation and elicit a few names at the end.

TIP: A good choice of a picture to show your sts would be Angelina Jolie’s family.

2 TS Refer sts to the model dialogue. Give information about two members of your family – name, age, occupation – and encourage sts to guess who he is.

PW Have st A give information about two family members while st B guesses who st A’s family member is. Elicit a few examples at the end.

3 cd1 Track 38

TS Refer sts to the picture and elicit a quick description. Ask Who do you think they are? Read the questions to sts.

PW Play CD track for sts to listen and match the photos and the names in the labels. Classcheck.

Play track again and have sts write the ages and jobs. Classcheck and ask Who isn’t in Australia now? (Steve)

key:key:key Inés F doctor / Jane D lawyer / Jessica B 8 / Mark E doctor / Melanie C 9 / Steve A 11

GRAmmAR & PRoNuNcIATIoN 20 mIN

4 cd1 Track 39

TS Get sts to read the short conversations silently.

IND Play CD track for sts to listen and circle the correct words. Classcheck.

key:key:key 1 Do / do 2 Do / don’t 3 Do / don’t

36

5 cd1 Track 39

TS Refer sts to the dialogues in #4. Call sts’ attention to the pronunciation of Do you. Play CD track for sts to listen and repeat.

TIP: Raise sts’ awareness to the features of connected speech by using an example in Portuguese. Highlight that Portuguese speakers also pronounce words “together”.

6 TS Write two family members on the B. Ask a st Do you have a …? and encourage them to answer Yes, I do. or No, I don’t. Tell sts to write four family members they think their classmate might have.

PW Have sts check their guesses by asking Do you have a …? Monitor closely for pronunciation. Elicit a few examples at the end.

7 BookTrack TS Focus on the Organizer. Talk sts through it. Draw sts’ attention to the negative and the interrogative forms. Ask sts What do you use in negative sentences? (Don’t). and What do you use in the interrogative form? (Do).

IND Have sts look at the dialogues in #4 again and complete the sentences. Classcheck.

key: have / Do / don’t / don’t

MulTiMediaTrack MM B4.7

TS Refer sts to mm screen and work on form and concept of Present Simple. Elicit answers from sts before clicking on ACTION to check. Click on ACTION for new speech bubbles and answers.

IND Have sts look at the dialogues in #4 again and complete the sentences. Use last screen to check.

Focus on the contracted form (don’t). Have sts repeat it.

Refer sts to the Tip box and explain the meaning of partners. Ask Do you have a partner?



8 TS Quickly revise the meanings of married, single, divorced and separated. Refer sts to Interlink and explain the meaning of children and parents. Ask Do you have any children? What are your parents’ names?

PW Have sts read the questions and write a, b or c. Classcheck.

There are no correct answers for this exercise. The main point of the exercise is to make sure sts understand the questions.

9 cd1 Track 40

TS Play CD track for sts to listen and repeat. Play track again and have sts repeat the questions they show difficulty pronouncing.

10 TS Encourage sts to ask you if you’re married or not. Have them ask you two questions and answer them. Refer sts to the card.

PW Get sts to find out if their classmate is married or not. Have sts write and ask their classmates five questions about his or her family life.

EXTRA

f FoLLow uP

Get sts to bring a photo of their families and describe it to their classmates.

f AcTIvITy: do you HAvE …?

rp1 B4.extra

TS Show a set of cards to sts and take one card. Show the picture to sts and ask Do you have a(n) … here? Hand out a set of cards to each group and tell sts to place the cards face down on the desk.

GW Get one st to pick up a card and ask a st the question using the word/picture on the card. Monitor closely for accuracy. At the end, elicit some examples from sts.

f HomEwoRK


37

Aim(s) of the lesson:f Describing oneself

Vocabulary

NouNS: sports (volleyball, football, tennis), habit, man, womanAdjEcTIvES: ideal, important, nice, perfect vERBS: like, meet, play, smoke, speak, work AdvERBS: a little, a lot, (not) very wellEXPRESSIoNS: Very important, It’s a terrible habit, I work in (a shop), I work for (a company)

Grammar

Present simple: I / you / we / they Questions and answers NegativeQuestions

SkillS

Listening to a conversationReading an essaySpeaking: getting information about each other

recyclinG

Have How old …?Where …?Present simple: affirmative

B5 Meet your perfect partnerMeet your perfect partnerMeet your perfect partner

LISTENING & SPEAKING 20 mIN

1 TS Books closed. Ask How many of you are married? Divorced? Single? How many of you live with a partner? Books open. Refer sts to the picture of the site. Introduce dating agency. Ask What is this? Do you like meeting people online?Refer sts to the picture of Jane. Ask How old do you think she is? What do you remember about her?

2 TS Refer sts to Jane’s registration form and ask When’s her birthday?

PW Get sts to read Jane’s essay and complete the form, including the year of her birth. Monitor closely but don’t help sts with vocabulary at this stage. Classcheck and ask Do you think it’s difficult for Jane to find the “perfect man”? Why (not)?

key:key:key a woman – 19 – (open answer) – England – a man


TS Refer sts to the highlighted verb phrases. Focus on #1 and elicit the photo that matches it.

PW Get sts to look at the other phrases (2-6) and to match them to the photos. Classcheck.

key:key:key A 2 B 4 c 6d 1 e 5 f 3


TS Refer sts to the screen and to the highlighted verb phrases. Focus on #1 and elicit the photo that matches it.

PW Sts look at the other phrases (2-6) and match them to the photos. Check by dragging the phrases to the correct pictures. Click on ACTION for screen two.

4 BookTrack TS Refer sts to photos A and B. Elicit from sts what Jane’s perfect partner says for these photos.

PW Sts do the same for photos C-F.

TS Play the CD track for students to listen, check and repeat.


TS Refer sts to photos A and B. Elicit from sts what Jane’s perfect partner says for these photos.

PW Sts do the same for photos C-F.

TS Click on the photos for students to listen, check and repeat.

If time allows, describe yourself using the verb phrases. Then elicit quick descriptions of the sts.

LISTENING & GRAmmAR 15 mIN

5 cd1 Track 42

TS Refer sts to the picture and elicit a quick description. Explain video conference and respondent. Ask What’s his real name? How old do you think he is? and encourage sts to guess.

PW Play CD track and get sts to answer the questions. Play track again, if necessary. Classcheck.

key:key:key 1 William 2 34

38

6 cd1 Track 43

TS Read the questions to sts. Highlight the first and the fifth questions and elicit possible answers.

PW Play CD track for sts to listen and number the conversation in the correct order. Play track again for sts to listen and repeat. Classcheck and explain phrases sts show difficulty understanding.

Get sts to practise the conversation. Monitor closely for pronunciation.

key: 1 – 6 – 3 – 2 – 4 – 5

TIP: While monitoring, highlight the connected form Do you. If necessary, do a quick pronunciation drill at the end.

7 cd1 Track 44

TS Read the sentences to sts. Elicit the meaning of not very well. Talk sts through the Organizer and ask Where do you work? What sports do you play? What languages do you speak?

PW Have sts complete the dialogue. Monitor closely for accuracy. Play CD track for sts to listen and check. Play track again for sts to listen and repeat. Refer sts to Interlink and forewarn sts about the typical error Yes, I like.

Get sts to practise the conversation. Monitor closely for accuracy.

key: Where do you work? – What languages do you speak? – Do you like children?



8 rp1 1.2

TS Tell sts Jane chats to two other respondents: PS 35 and Bob-NY. Refer sts to the pictures and ask Where are they from in your opinion? How old are they? Divide the class into A and B. Get sts A to go to page 53 and sts B to go to page 54. Have them read their parts.

PW Have sts ask and answer the questions. Monitor closely for accuracy. At the end, ask Which of the three respondents is perfect for Jane? Why?

TIP: Don’t hesitate to interrupt the activity and do a quick drill if sts show too much difficulty making questions and giving short answers.

9 TS Quickly revise questions by having sts get personal information about you.

GW Have sts ask and answer questions and get information about each other. At the end, get sts to report back to the class what similarities or differences there are. Ask Who in the group is a perfect partner for Jane?

TIP: Write prompts on the B so that sts ask all the questions they can make.

EXTRA

f FoLLow uP

Have sts write their name and Matchmaker Profile on a slip of paper. Get sts to exchange slips with other members of the group. Have sts read the slip, write if they are compatible and return the slip to the st who wrote the profile.

f ENGLISH AT woRK: A joB INTERvIEw

rp1 B5.e@w-1

TS Give each st a handout (E@W-1). Complete the first two examples together.

PW Get sts to complete the questions. Monitor for accuracy.

TS Classcheck.

key: 1 What’s 2 your 3 do 4 are 5 are 6 do 7 Do 8 have

cd1 Track 45

TS Play CD track for sts to listen and complete the form in #2. Play track again if necessary. Classcheck.

key: Guadalquivir / Mexican / 25 / taxi driver / 92527704 / languages: Spanish, Italian and German

rp1 B5.e@w-2

PW Give each st a rolecard (E@W-2) and an agency form (E@W-3) and have sts roleplay the dialogue. Sts take turns playing the role of candidate and agent. Monitor for fluency.

TS Conduct a debriefing session with sts and correct the mistakes they have made.

f REcycLING GAmE

mm B5.extra

Tell sts they are going on a DUNGEON RIDE. Divide the class into two groups. Groups answer the questions to score points. Teams write down A, B or C on paper. Afterwards T clicks on the chosen options, then on ACTION to check and for score.

Click on ACTION for a new question.

f HomEwoRK


rp1 B5.e@w-3

39

Aim(s) of the lesson:f Talking about weekend activities

Vocabulary

NouNS: barbecue, beach, bike, flat/apartment, fizzy drinks, motorbike, office, pet, shop/store, the city centre/downtownvERBS: go (out with friends/shopping), have (a party/a barbecue), listen (to music), play (a ball game/a video game), relax, spend (time online), stay at home, watch (TV)AdvERBS: usuallyEXPRESSIoNS: I see, You see, What do you do…?, Me too.

Grammar

Prepositions of time: at, in, on

SkillS

Listening to conversationsReading about a person’s lifestyleSpeaking about weekend activities; asking and answering about work and school; talking about oneselfWriting a plan for Youtube

recyclinG

Be – have – like – liveObjects, drinks, familyQuestions

B6 What do you do at the weekend?What do you do at the weekend?What do you do at the weekend?

SPEAKING & LISTENING 25 mIN

1 TS Books closed. Write the verbs have, like and live inon the B and elicit sentences with each verb from sts.

Books open. Refer sts to the pictures and words. Quickly drill pronunciation and explain meaning, if necessary. Refer sts to the verbs. Refer sts to the model and read it to sts.

GW Get sts to ask and answer, giving information about themselves. Monitor closely for fluency.

TIP: Don’t interrupt the activity but do give some feedback at the end, especially if sts show difficulty using do and don’t.

2 cd1 Track 47

TS Ask What do you remember about Jane from lesson B5? Which respondent was perfect for Jane? Why? Refer sts to the pictures and ask Where are Larry and Jane? (At the Opera House in Sydney) Do you think Jane likes Larry? Why?

TS Read the sentences to sts and elicit guesses.

PW Play CD track for sts to listen and answer T(rue) or F(alse). Play track again, if necessary. Classcheck.

Ask Where’s Larry from? Where does he live? Refer sts to the Tip box. Highlight the differences between BrE and AmE. Play CD track for sts to listen and complete. Classcheck and ask Is Jane in love with Larry?

TS If time allows, elicit a description of Larry from sts.

key:key:key 1 a. T b. T c. F d. F e. F2 flag / on / in

3 cd1 Track 48

TS Read Larry’s answers to sts and elicit Jane’s questions.

IND Have sts write Jane’s questions. Play CD track for sts to listen and check. Play track again for sts to listen and repeat.

key:key:key 1 Where do you live? 2 Where do you work? 3 Where’s that?

4 TS Get sts to ask you the questions in #3.

PW Have sts ask and answer the questions. Monitor closely for pronunciation. Elicit a few examples from sts at the end.


TS Quickly revise the days of the week. Refer sts to the pictures and elicit the free time activities. Read the expressions of time to sts and make sure sts understand what to do.

PW Play CD track for sts to listen and match the activities with the days and times. Play track again, if necessary.

Classcheck and write the time expressions on the B. Ask What do you do on Friday evening? What do you do on Saturday morning / evening? What do you do in the morning / afternoon?.

key:key:key 1 play tennis 2 play volleyball 3 go to the cinema 4 spend (some) time online 5 study Spanish


TS Quickly revise the days of the week. Refer sts to the icons and elicit the free time activities. Read the expressions of time to sts and make sure sts understand what to do. PW Click on the sound button for sts to listen and match the activities with the days and times. Play track again, if necessary. TS Check by eliciting answer and clicking on the question mark.Click on ACTION for next screen. Refer to the time expressions and ask What do you do on Friday evening? What do you do on Saturday morning / evening? What do you do in the morning / afternoon?

40

GRAmmAR & vocABuLARy 15 mIN

6 TS Write the expressions in #5 on the B and read them to sts.

IND Refer sts to the Organizer and have them complete it with in, on or at. Classcheck.

7 TS Get sts to go to Vocabulary Pack 6 – page 61 and look at the pictures. Elicit vocabulary sts may already know and drill pronunciation.

PW Have sts match words and pictures. Monitor closely for accuracy. Classcheck and drill pronunciation, if necessary.

TS Tell sts what you do at weekend and then ask Which activities do you usually do at weekends?

IND Get sts to tick the activities they do at weekends. Elicit a few answers at the end.

PW If time allows, get sts to tell each other what they do at weekends and then report to class.

key: A 14 B 9 c 7 d 1 e 13 f 10 G 16 h 12 i 3 j 15 k 6 l 11 M 4 N 5 o 2 p 8

8 rp1 B6.8

GW Game: Weekends. Give out a set of cards per group. Tell sts they should use the pictures in the Vocabulary Pack.

Tell sts to shuffle the two separate sets of cards and put them on two different piles. The first st picks a card from each pile and then chooses a possible verb phrase from the Vocabulary Pack to make a sentence. The other sts in the group have to decide if the sentence is correct or not. If it is, the st scores a point. Used cards should be put underneath their own piles.

9 TS Refer sts to the model and encourage sts to ask you what you do on weekends.

PW Get sts to ask and answer about their weekends. Monitor closely for accuracy and help, if necessary. At the end, ask Are your weekends similar?

wRITING 15 mIN

10 e-Board TS Refer sts to the picture and elicit a quick description. Ask Do you see videos on Youtube? Do you like them?

IND Refer sts to the plan for Carol’s video. Get sts to read it and underline the information in common. Monitor closely and help, if necessary. Elicit similar information from sts.

TS Change the information and read your video to sts.

PW Get sts to change the information and write about themselves. Monitor closely for accuracy and help, if necessary. Collect sts’ writing and give feedback.

TIP: refer sts to the Writing Helpdesk B on page 100. Get sts to do the exercises before they start writing. Also, if out of time, have sts write their plan for homework.

vocABuLARy 10 mIN

TS Tell sts to go to Take-away expressions B (Reference Card B) and write the appropriate Portuguese counterpart of each. Classcheck and drill pronunciation.

Weblink Tell sts to go to www.youtube.com and search for “Hello, my name’s”. Get them to find people introducing themselves.

EXTRA

f FoLLow uP

Get sts to produce a short video in which they introduce themselves.Alternatively, ask sts to write three things they do at weekends.

f HomEwoRK

Remind sts that at the end of each section they will find activities for self-evalutation. Refer to Stop & Check B, pages 101 & 102, and remind them of what they have to do.

REvISIoN SEcTIoN B (PAGES 70-73)

f INSTRucTIoNS FoR AcTIvITIES:

7 rp1 RevB.7

PW Game: Man, WoMan or thing? Each st receives a card with 24 options, and numbers 5 options (1 to 5), without showing their partner.

Sts take turns trying to guess each other’s choices by asking Yes-No questions. The winner is the one who guesses their partner’s five choices first. Model dialogue:

A Man, woman or thing?

B Man.

A Is he an actor?

B No, he isn’t.

A Is he 30 years old?

B Yes, he is.

A Is he from Brazil?

B Yes, he is!

41

Aim(s) of the lesson:f Making requests and suggestions

Vocabulary

Adjectives: bored, busy, hungry, late, thirsty, tired verbs: close, lend, open expressions: Can I …?, Can you …?, Let’s …, Sorry, I can’t., No problem, That’s a good idea., Sure., Of course., OK, why not?

Grammar

Let’s + verb Auxiliary can

SkillS

Listening to a phone conversation; short conversationsReading a conversationSpeaking: making requests and suggestions; speaking on the phone

recyclinG

Classroom objectsCountriesFree time activitiesNationalities

C1 Let’s watch a DVD tonight.Let’s watch a DVD tonight.Let’s watch a DVD tonight.

speAKinG & listeninG 10min

1 TS Books closed. Ask How often do you talk on the phone? Who do you usually talk to? Do you think Brazilians like talking on the phone?

Books open. Refer sts to the picture. Ask Who can you see?

GW Read the instructions to sts. Get them to talk about the topics.

2 CD2 track 2

TS Refer sts to the speech bubbles. Ask What does Ana want Tim to do?

Read the question to sts.


GW if time allows, elicit the conversation from sts. Write it on the B and have sts roleplay it.

key:key:key Ana

GrAmmAr & speAKinG 20min

3 CD2 track 3

TS Refer sts to the pictures and elicit what each person wants.

Focus on the Organizer and explain the meaning of requests. Quickly elicit positive and negative answers. If necessary, refer Quickly elicit positive and negative answers. If necessary, refer sts back to the speech bubbles in the picture.

IND Have sts look at the Organizer and complete the dialogues. Monitor closely for accuracy and help, if necessary.dialogues. Monitor closely for accuracy and help, if necessary.

PW Play CD track for sts to listen and check. Classcheck, if necessary.

TS Play track again for sts to listen and repeat.

if time allows, get sts to act out the conversations. Monitor closely for pronunciation and help, if necessary.

key:key:key 1 Can I 2 Can you 3 Can you 4 Can I

tip: When drilling pronunciation, pay special attention to intonation. Remind sts that it’s polite to make your voice go up when making requests.

4 BookTrack TS Refer sts to the objects in the pictures and quickly revise vocabulary. Elicit a request from sts.

PW Have sts make requests and answer them. Monitor closely for accuracy. Elicit a few examples at the end.

MulTiMediaTrack MM c1.4

TS Refer sts to the pictures and quickly revise vocabulary.

Click on ACTION for screen 2. Elicit a request from sts.

PW Click on ACTION to start an automatic presentation of the pictures.

Have sts make requests and answer them. Click on ACTION to pause or to resume. Monitor closely for accuracy. Elicit a few examples at the end.

42

5 CD2 track 4

TS Refer sts to the conversation. Have them read it and explain vocabulary sts have trouble understanding. Write suggestion on the B. Elicit its meaning and ask What are Ron’s suggestions? Which suggestion does Ana accept?

PW Refer sts to the words in the box. Have sts complete the conversation. Monitor closely and help, if necessary.

Play CD track for sts to listen and check. Classcheck, if necessary.


PW Have sts practise the conversation. Monitor closely for pronunciation and help, if necessary.

key: 1 It’s 2 go 3 Well 4 you 5 See

6 TS Focus on the suggestions in the Organizer. Elicit possible completions from sts.

IND Get sts to look at the conversation in #5 and complete the suggestions. Classcheck. Focus on the answers to suggestions and elicit positive and negative ones.

key: go – Let’s – watch


7 TS Get sts to go to Vocabulary Pack 6 (page 61) and quickly revise free time activities. Ask What do you do at weekends? What do your friends do at weekends?

Elicit some suggestions from sts and answer them.

PW Get sts to make suggestions. Monitor closely for accuracy and encourage sts to use a variety of free time activities.

vocAbUlArY 10min

8 TS Get sts to go to Vocabulary Pack 7 (page 62) and focus on the pictures.

PW Get sts to match sentences and pictures. Monitor closely and help, if necessary. Classcheck.

TS Read the first suggestion to sts and elicit the sentence that matches it.

PW Have sts match five of the sentences with the suggestions. Monitor closely for accuracy and help, if necessary. Classcheck.

if time allows, encourage sts to give different suggestions. Monitor closely and help, if necessary. Elicit a few examples at the end.

key: Part 1: A 2 B 5 C 3 D 6 E 1 F 4 Part 2: a. 4 b. 5 c. 3 d. 1 e. 6

GrAmmAr: prActice 15min

9 CD2 track 5

TS Books closed. Elicit from sts what they say when they answer the phone and write hello on the B.

Write the following questions on the B: Who calls? Who answers? What’s Marcia’s suggestion? Does Julia say yes or no? Play CD track and have sts answer.

Books open. Refer sts to the phone conversation and have sts read the sentences.

PW Get sts to number the conversation. Play CD track for sts to listen and check.


key: 2 4 1 8 5 6 3 7

10 RP1 c1.10 e-Board

TS Refer sts to mapped dialogue and elicit completions from sts. Read sentences aloud and have sts repeat them after you.

PW Get sts to phone their partners, make suggestions and accept/refuse them. Monitor closely for accuracy. Have sts exchange roles. Encourage sts to act out the phone conversation.

extrA

f Follow Up

Tell sts to prepare a phone conversation at home. They should invite a friend for lunch at the weekend.

f enGlish At worK: AnswerinG the phone

CD2track6

RP1C1.E@W

TS Give each st a handout and focus on #1. Play CD track for sts to listen and answer the questions. Play track again if necessary. Classcheck.

key: 1 Mascarenhas 2 07722248956

TS Focus on the dialogue in #2 and sts number it and complete with the info from #1. Paircheck. Play CD track for sts to listen and check.

key: Ana 1 / 5 / 9 / 3 / 7 Caller 10 / 8 / 2 / 4 / 6

TS Say sentences aloud and have sts repeat after you.

PW Have sts practise the dialogue. Monitor closely for fluency.

if time allows, have a few pairs roleplay the dialogue for the whole group.

f homeworK

Activity Book C1, page 103.

43

Aim(s) of the lesson:f Talking about habits

Vocabulary

noUns: carnival, parade, soap operaAdjectives: typicalverbs: drink, eat, finish, like, interviewexpressions: on holiday, Samba School parades, every (day)

Grammar

Present simple: he / she affirmative / negative

Pronunciation

Present simple: – s, – es

SkillS

Listening to an interview and to sentencesSpeaking: talking about people’s habits

recyclinG

VerbsCountries: Brazil – Britain Days of the weekNationality: BrazilianPresent simple: interrogative (Do you…?)

C2 He doesn’t play football.He doesn’t play football.He doesn’t play football.

reAdinG & speAKinG 10min

1 TS Books closed. Ask sts Do you read books in your free time? What do you do at weekends? What do Brazilians do at weekends? Are you a typical Brazilian? and teach typical.

Books open. Refer sts to the picture and ask What’s the name of Tim’s magazine columnt? Who’s the person in the photo? What’s Kiko Mascarenhas’s job? Refer sts to the smaller pictures and teach soap opera, barbecue and Carnival.

IND Get sts to read Tim’s article. Ask What’s it about?

TS Refer sts to the text and elicit typical characteristics of Brazilians. Ask sts a question from the text and get sts to ask you two.

PW Have sts ask and answer questions. Monitor closely for fluency. Elicit a few exchanges from sts at the end.

listeninG & GrAmmAr 20min

2 CD2 track 7

TS Read the sentences to sts and elicit guesses from sts.

PW Play CD track for sts to listen and write T(rue) or F(alse). Play track again, if necessary. Classcheck.

key:key:key 1 F 2 T 3 T 4 F 5 F 6 T 7 F 8 F

3 CD2 track 8

TS Write typical Brazilian on the B and ask Do you think Kiko is a typical Brazilian?is a typical Brazilian?

PW Play CD track for sts to listen and check. Play track again, if necessary. Classcheck and ask Are you a typical Brazilian? What about your friends? Are they typical Brazilians? Why (not)?about your friends? Are they typical Brazilians? Why (not)?

4 BookTrack TS Focus on the highlighted verb phrases and ask What do they have in common? (3(3( rd person singular –s)

PW Tell sts to complete the Organizer using the highlighted verb phrases as models. Monitor closely for accuracy. Classcheck and highlight has and the contractions.

key:key:key eats plays goes doesn’t play watch doesn’t doesn’t


TS Refer sts to the sentence on the screen. Elicit sentence with He. Click on ACTION to see animation. Repeat procedures for sentences 2 and 3.

Click on ACTION for negative. Elicit negative form. Click on ACTION to see changes. Repeat procedures for the other sentences.

Click on ACTION to see Organizer.

PW Tell sts to complete the Organizer using the highlighted verb phrases as models. Monitor closely for accuracy. Classcheck and highlight has and the contractions. Click on ACTION to check.

TS Refer sts to the Tip box and highlight the changes in the verb form. Ask Which do you think is more difficult: to use the correct verb form in English or in Portuguese?

44

tip:Help sts realize that the “English” Present Simple is much easier than the “Portuguese” one with its changes in all persons.


5 TS Refer sts to the first sentence in #2 and elicit the correct one.

PW Get sts to correct the false sentences. Monitor closely for accuracy and help, if necessary. Classcheck and elicit some famous people’s habits.

key: 4 Kiko drinks coffee in the morning. 5 He doesn’t eat feijoada every Saturday. 7 He doesn’t go to the beach a lot. 8 He doesn’t like soap operas.

pronUnciAtion 5min


TS Refer sts to the sentences and elicit the difference in pronunciation. Play CD track for sts to listen and repeat.

MulTiMediaTrack MMc2.6

TS Refer sts to the sentences and elicit the difference in pronunciation. Click on the sound button for sts to listen and repeat. Click on ACTION to see phonetic symbols.

TS Refer sts to the Tip box and elicit the correct pronunciation. Refer sts to the Organizer and do the same.

PW if time allows, get sts to write sentences about famous people’s habits using the verbs in the Present Simple. Have sts read the sentences. Elicit examples from sts and give feedback on pronunciation.

tip:Play Human Computer. Stand behind the sts. Get them to say a verb. Repeat it after sts. If sts think their pronunciation is appropriate, they should say another verb. If they think it isn’t, they should say the verb again for you to repeat. Stop repeating after sts only if they change the verb.


7 TS Choose a person from the chart but don’t say who it is. Talk about him/her. Encourage sts to guess who the person is.

GW Get sts to do the same. Monitor closely for accuracy and elicit from sts a description of a person. Guess who the person is.

if time allows, encourage sts to write about a famous person’s habits. Tell them not to say who it is. Get sts to describe the person and the other groups to guess who it is.

tip:Interrupt the activity and do a grammar drill if sts make too many mistakes using the Present Simple.

8 TS Talk about a typical Brazilian you know and explain why you think they are typical.

GW Get sts to do the same. Monitor closely for accuracy. Elicit examples from sts at the end.

TS Conduct a debriefing session with sts and correct the mistakes they have made.

extrA

f Follow Up

Tell sts to research about the habits of the English Queen or Prime Minister (or any other typical Briton or American) and write five sentences about him/her.

Alternatively, ask sts to talk about the habits of a Brazilian who is not typical at all.

f homeworK


45

Aim(s) of the lesson:f Talking about people’s habits

Vocabulary

noUns: biography, cat, cigar, magazine, theatreAdjectives: good-looking, gorgeous, talented, versatile verbs: dance, sing, smoke, speak expressions: do exercise, Great!, Well,…

Grammar

Present simple: he / sheInterrogative

Pronunciation

Connected speech: does he / does she

SkillS

Listening to a conversationReading a conversation and the profiles of famous actressesSpeaking: talking about people’s habitsWriting

recyclinG

Present simple: affirmative / negativeQuestionsJobsCountries NationalitiesFamilyMarital status

C3 Does he like you? Yes, he does.Does he like you? Yes, he does.Does he like you? Yes, he does.

speAKinG 5min

1 1 TS Books closed. Ask Are you married? Do you speak English? Do you have children? Where do you work? Where do you live?

Books open. Read the sentences to sts.

GW Have sts decide if the statements about Tim are T(rue) or F(alse). Monitor closely and help, if necessary. Don’t classcheck at this stage.

key:key:key 1 T 2 F 3 T 4 F 5 F 6 T

reAdinG & listeninG 15min

2 CD2 track 11

TS Refer sts to the small photos to introduce Mary and Polly. Ask What are doing? Do you like chatting? Do you have online friends? friends? Read the questions to sts.

PW Get sts to read the conversation and write where Polly’s questions should go. Play CD track for sts to listen and check. Ask Were your answers to #1 correct? and check sts’ answers.

Play track again, if necessary. Classcheck.

Refer sts to the Interlink box and elicit the translations of the expressions in yellow.

TS if time allows, play CD track again for sts to listen and repeat.

key:key:key 5 4 2 7 3 1 8 6

SUGGESTED TRANSLATIONS: Of course! = Claro! / How many? = Quantos? / Well = Bem / Really? = (É) mesmo? / Great! = Que bom! - Legal! / I see = Ah!

GrAmmAr & pronUnciAtion 15min

3 BookTrack TS Focus on the sentences in #1 and get sts to read them. Focus on the questions in #2 and do the same.

IND Focus on the Organizer and have sts complete it after looking at the sentences and questions. Classcheck and highlight the fact that the –s disappears when does is used in interrogative and negative forms.

key:key:key Does / does / doesn’t


TS Refer sts to the speech bubbles. Elicit question and click on ACTION to check. Elicit answer and click on ACTION again to check. Repeat procedures for sentence 2. Click on ACTION for Organizer.

IND Get sts to complete the Organizer in the book. Use mmclass screen 2 to check by clicking on ACTION.

Highlight the fact that the –s disappears when does is used in interrogative and negative forms.

PW Instant Practice: sts look at the photos on screen 3 and ask and answers questions in pairs.

46

4 CD2 track 12

TS Refer sts to the expressions in the box and elicit pronunciation of does + he/she.

PW Play CD track for sts to listen and complete the conversations with the expressions.

TS Play CD track again for sts to listen and repeat. Encourage connected speech.



5 TS Refer sts to the pictures and ask Who are they? What do they do? Where are they from?

6 RP1 c3.6

TS Quickly elicit what sts know about Whoopi Goldberg and Marília Pêra. Give out one card to each st.

IND Tell sts to read the information about the actress and complete the table. Monitor closely and help sts with vocabulary, if necessary.

key: A o n o n n n k k n n n B n n n n o n n n n k n

7 TS Ask Does Whoopi Goldberg have children? Does Marília Pêra have children? and highlight one thing they have in common.

PW Get sts to ask and answer and find things Whoopi Goldberg and Marília Pêra have in common. At the end, ask What do they have in common? Then elicit differences between them.

tip:Take the chance to revise the Present Simple for persons other than he and she.

8 TS Refer sts to the phrases in the box and quickly elicit pronunciation.

IND Have sts write five sentences about someone they know well. Remind sts to use the phrases in the box. Monitor closely for accuracy.

9 TS Refer sts to the model. Tell sts you’ve written five sentences. Get sts to make questions and guess who s/he is.

PW Have sts talk about the person in #8. Monitor closely for fluency. Give feedback on grammar at the end of the activity.

extrA

f Follow Up

Get sts to write sentences about a classmate. Elicit the sentences from sts at the beginning of the following class and have sts guess who s/he is.

f homeworK


47

Aim(s) of the lesson:f Telling the timef Talking about TV programmes

Vocabulary

noUns: channel, clock, midday, midnight, TV, programme, watch verbs: end, start expressions: a.m., p.m., o’clock, half past, quarter past, quarter to, What time is it?, When is it on?, It’s on …

Grammar

QuestionsPrepositions: at – at about – on

Pronunciation

Connected speech

SkillS

Listening to a conversation and to timesReading a TV guideSpeaking: telling the time, talking about TV programmes and times

recyclinG

Verb BeDays of the weekNumbers

culturalnote

big ben – one of London’s best known landmarks. For more information on Big Ben: www.aboutbritain.com/BigBen.htm

C4 Look at the time!Look at the time!Look at the time!listeninG & speAKinG 15min

1 CD2 track 13

TS Books closed. Elicit names of TV programmes from sts and write them on the B. Ask What do you think about these programmes? programmes? and elicit sts’ opinions.

Books open. Teach / revise late and tired. Refer sts to the TV guide and elicit some British programmes. Teach guide and elicit some British programmes. Teach channel and channel and channelask What channel is EastEnders on? What type of programme is EastEnders?(a soap opera)is EastEnders?(a soap opera)

Read the questions to sts.

PW Play CD track for sts to listen and answer. Play track again, if necessary. Classcheck and ask What’s your favourite TV programme?

key: 1 Ana – late / Tim – tired 2 EastEnders 3 She’s a typical Brazilian.

2 TS Write 6.55 on B and elicit the time. Write 6.15 and 6.20and do the same.

PW Set this up by using the example. Get sts to match and complete. Monitor closely for accuracy and help, if necessary.complete. Monitor closely for accuracy and help, if necessary.

TS Refer sts to the TV guide and elicit some times.

PW Get sts to say some of the times in the TV guide. Monitor closely for accuracy and help, if necessary.closely for accuracy and help, if necessary.

key:key:key [c] eight [a] thirty [d] five [b] fifty

tip: While monitoring, pay special attention to the pronunciation of numbers. If sts are stressing them inaccurately, stop and quickly drill pronunciation.

3 CD2 track 14

TS Get sts to read the times and write what you hear on the B.

PW Play CD track for sts to listen and tick the correct option. Play track again, if necessary. Classcheck and ask What time is it?

key:key:key b

vocAbUlArY 10min

4 TS Get sts to go to Vocabulary Pack 8 (page 62). Focus onthe clock and teach o’clock, quarter, half.half.half

Refer sts to the clock face and elicit the first and second answers. Have sts write past.

PW Get sts to look at the clock face, decide and complete. Monitor closely for accuracy. Classcheck.

if time allows, tell sts to write digital times for their partners to say analogue style.

key:key:key b past c past d past e to f to g ten h quarter i half j quarter k o’clock

48

5 TS Refer sts to the TV Guide. Refer them to the firstthree programmes on BBC1 and elicit the times, using the two different ways for telling the time.

PW Get sts to say the times in the TV Guide. Write the words o’clock, quarter, half, past and to on the B and make sure sts understand they have to use these words. Monitor closely for accuracy and help, if necessary.

tip:If possible, take a “real” clock to class and elicit different times.

pronUnciAtion 5min

6 TS Refer sts to the question. Focus on the highlightedwords and elicit pronunciation. Quickly drill the question.

vocAbUlArY 10min

7 BookTrack RP1c4.7

TS Refer sts to the picture and ask What is it? (Big Ben) Where is it? (in London)

GW Game: Big Ben Snap! Give out a set of cards per group. Tell sts to shuffle the cards and hand them out evenly. St A puts one card on the desk and asks quickly What time is it? The other sts have to be quick and “snap” by putting their hand on the card. Whoever does it first has to say the time correctly. If they do, they keep the card. If not, st A keeps it. Then it’s st B’s turn and the game goes on until all the cards are used. The winner is the st who has most cards at the end. Monitor closely for accuracy and pronunciation. At the end, elicit a few exchanges from sts.


TS Refer sts to the clock and ask What is it? Where is it? (in London).

GW Game: Divide the class into 2 groups. Click on ACTION to go through the different times and on the sound button for sts to listen and repeat. Use the first example to model the activity. Keep the score on the screen.

listeninG & GrAmmAr 15min

8 cd2 track 15

TS Refer sts to the TV guide and photo. Ask What can you see in the picture? What type of programme do you think it is?

Refer sts to the words programme, channel, day, time. Quickly elicit the days of the week.

Explain sts will listen to Tim and Vicki talking about the programme.

PW Play CD track for sts to listen and complete the TV Guide. Play track again, if necessary. Classcheck.

key: Programme: CSI Miami / Channel: Five / Day: Tuesdays / Time: 10 p.m.

9 TS Read the sentences to sts.

Talk sts through the Organizer and have sts complete the sentences.

Teach start and end. Focus on prepositions. Quickly say days, channels and times and elicit the correct prepositions.

Focus on the questions and drill them. Refer sts to the TV Guide. Say the name of a programme and ask questions about it. Elicit questions and answers from sts.

Focus on the Tip box and teach a.m., p.m., midday and midnight.

PW if time allows, get sts to ask and answer about the TV Guide in this lesson.

key: 1 at 2 on 3 at about


10 TS Refer sts to the conversation. Get sts to ask youthe questions.

GW Have sts ask and answer. Make sure sts find common favourite programmes or programme times. Monitor closely for accuracy and pronunciation.

Weblink Tell sts to go to www.tvguide.co.uk and look at the UK television schedule for the current week and find out which programmes are the same in Brazil.

extrA

f Follow Up

Tell sts to write a short description of their favourite TV programme, saying where and when it’s on and giving their opinion about it.

f homeworK


49

Aim(s) of the lesson:f Talking about routines

Vocabulary

noUns: bacon, bed, eggs, fries, instrument, meals (breakfast, lunch, dinner, snack), neighbour, newspapers, piano, shower, sausage, waitress Adjectives: different (from), difficult, similar, strange Adverbs: exactlyverbs: do (exercise, homework), get (up, dressed, home), go (to bed), have (dinner, lunch, a snack, a shower), leave (home, work, school), make (dinner, lunch), start/finish (work, school), studyexpressions: fall in love

Grammar

Present simple: he / she Wh-questions and answersPrepositions: before / after

SkillS

Reading an articleSpeaking: talking about routines

recyclinG

Present simple: youPresent simple: affirmative, negative and interrogativePresent simple: short answersVerb Be: questions and short answersTimes

C5 What time does he start work?What time does he start work?What time does he start work?vocAbUlArY 10min


TS Books closed. Ask What time is it? What does a typical Brazilian do at weekends?

Books open. Get sts to go to Vocabulary Pack 9 (page 63). Refer sts to the pictures and elicit vocabulary sts already know. Refer sts to the verbs in the box. Revise start, finishand teach leave.

PW Get sts to complete the verb phrases using the words in the box. Monitor closely for accuracy and help, if necessary.

Play CD track for sts to listen and check. Play track again for sts to listen and repeat. Ask What time do you get up? Do you do exercise every day? What time do you have dinner? and encourage sts to ask you some questions.

key:key:key 1 get 2 do 3 have 4 get 5 have 6 leave 7 start 8 have 9 have 10 finish 11 get 12 make 13 have 14 do 15 go


TS Books closed. Ask What time is it? What does a typical Brazilian do at weekends?

Books open. Get sts to go to Vocabulary Pack 9 (page 63). Refer sts to the pictures and elicit vocabulary sts already know. Refer sts to the verbs in the box. Revise start, finishand teach leave.

TS Use mm screen 1 to check and drill pronunciation. Click on ACTION for a picture and on a verb from the list to complete the expression. If the answer is correct, you will hear the expression. If the wrong verb is selected, nothing happens. Drill the expressions as long as you go along.

Ask What time do you get up? Do you do exercise every day? What time do you have dinner? and encourage sts to ask you some questions.

leArninG TIP: Remind sts that pictures are useful aids to help them memorise vocabulary.

speAKinG 10min

2 TS Refer sts to the questions and elicit some from sts. Make sure sts understand what to do.

MGL Get sts to find people who do / don’t do the activities and write their names in the box. Monitor closely for fluency.

3 TS Elicit the name of a st who gets up before 6:00 a.m. Take the chance to revise the use of Present Simple with s/he.

GW Get sts to compare their findings. Monitor closely for accuracy and encourage all sts to contribute with some information about classmates.

50

reAdinG & GrAmmAr 15min

4 TS Refer sts to the picture and ask Who are they? What film is it? What do you remember about it and the main character? Read the questions to sts.

IND Have sts read the text and answer the questions. Classcheck and ask What makes Melvin Udall “strange and difficult”?

key: 1 Melvin Udall 2 strange and difficult

5 TS Read the first question to sts and elicit what is missing.

Talk sts through the Organizer.

PW Have sts read it and complete the questions. Monitor closely for accuracy. Classcheck.

Get sts to ask and answer the questions. Monitor closely for accuracy. At the end, elicit some examples from sts.

key: 1 he 2 does 3 does 4 does he 5 Where does 6 Where does he



6 TS Divide the class into A and B. Get sts A to go to page 53 and sts B to go to page 54. Elicit a quick description of the picture. Have sts read their parts.

IND Get sts to read the article and complete it with the information on their cards. Monitor closely and help, if necessary.

7 TS Ask Do you have all the information about Melvin Udall? Elicit the first question from sts.

PW Have sts ask each other for the missing information and complete the article. Monitor closely for accuracy. Classcheck by having different sts read the article.

key: a 6:45 b 8:30 c 9:15 d 1:00 e 8:30 f 9:15 g 10:00 h 10:45

tip:Quickly drill the intonation of wh-questions before having sts ask each other.

speAKinG 10min

8 BookTrack TS Refer sts to the pictures and elicit vocabulary. Ask What time do you usually get up? and elicit the answer from different sts. Encourage sts to make notes about their classmate’s routine. Monitor closely for fluency.


Refer sts to the screen and tell them that they will talk about their typical day in pairs. Explain that they will use the visual prompts on the screen to ask and answer question related to them. Click on ACTION to start slide show. Each picture remains on the screen for 20 seconds. Click on ACTION to interrupt slide show or to resume it.

9 TS Read the sentence to sts and give an example. Elicit similarities and differences from sts.

10 TS Refer sts to the prompts. Encourage sts to ask you questions about a person you know well. Encourage them to guess who you’re talking about.

IND Have sts write down some notes about a person they know well. Monitor closely and help, if necessary.

GW Get the group to ask a st about the person. At the end, sts should guess who the person is. Have sts exchange roles. Monitor closely for fluency and don’t interrupt unless too many mistakes are made.

extrA

f Follow Up

Get sts to find information about a famous person and share it with the class at the beginning of the following class.

f homeworK

Activity Book C5, pages 108 & 109.

51

Aim(s) of the lesson:f Talking about routines

Vocabulary

Adjectives: delicious, fabulous Adverbs: always, usually, sometimes, never, early verbs: miss, spend expressions: Don’t miss it!

Grammar

Adverbs of frequency

SkillS

Listening to conversationsReading an articleSpeaking: talking about routines and about reality showsWriting a short article

recyclinG

Making suggestionsPrepositionsPresent simple: wh-questionsTimesVocabulary: everyday, free time activities

C6 He always leaves home early.He always leaves home early.He always leaves home early.

listeninG & speAKinG 20min

1 TS Books closed. Write favourite on the B and elicit questions with it. Have sts ask each other What’s your favourite…?

TS Books open. Suggest what to do after class. Elicit sts’ reactions and revise ways to answer. Read the model to sts.

GW Get sts to talk to each other and suggest what to do after class. Monitor closely and encourage all sts to make suggestions.

2 CD2 track 21

TS Read the sentences to sts. Teach reservation. Ask What does Gordon Ramsay do? and revise chef. chef. chef

PW Play CD track for sts to listen and tick the correct option. Play track again, if necessary. Classcheck and elicit the suggestion Mary makes.

key:key:key 1 Mary phones Ana. 2 at Gordon Ramsay’s restaurant3 make a reservation 4 quarter past eight

3 CD2 track 22

TS Refer sts to the picture and elicit a quick description. Refer sts to the conversation.

PW Have sts quickly read it and guess the correct option. Elicit the meaning of delicious, fabulous, busy and busy and busy miss. Play CD track for sts to listen and check. Play track again, if necessary. track for sts to listen and check. Play track again, if necessary. At the end, ask At the end, ask Do you watch Gordon Ramsay’s programmes? What’s your favourite one? Does Ron watch Gordon’s programmes?

if time allows, play CD track for sts to listen and repeat. Get sts to act out the conversation.to act out the conversation.

key:key:key hungry / Do / on / his / on / On / on / start / Is / busy

tip: Highlight the fact that delicious and fabulous are cognates and this helps sts understand their meanings.

4 TS Refer sts to the conversation and quickly revise the questions about TV programmes. Read the prompts to sts.questions about TV programmes. Read the prompts to sts.

PW Get sts to ask and answer about reality shows (e.g. Big Brother, What not to wear, Changing rooms, Hell’s KitchenBrother, What not to wear, Changing rooms, Hell’s Kitchen etc). Monitor closely for fluency and help, if necessary. At the end, elicit an example from sts.elicit an example from sts.

reAdinG 15min

5 BookTrack TS Write how many restaurants / have on the B and elicit the question from sts. Have them read it.

PW Refer sts to the prompts and get them to write the questions. Classcheck.


TS Refer sts to mm screen. Focus on how many restaurants / have and elicit the question from sts. Have them read it. Click on ACTION to check.

PW Refer sts to the prompts in the book and get them to write the questions. Check by clicking on ACTION.

key: key: key2 What time does he leave home? 3 What time does he get home? 4 Where’s he from? 5 Where does he live? 6 How many children does he have? 7 What does he do at the weekend?

52

6 BookTrack TS Refer sts to the picture and elicit a quick description. Give sts one minute to read the article.

PW Get sts to ask and answer the questions in #5. Remind sts they should not look for the answers in the article at this stage but should rely on memory only. Monitor closely for accuracy. Classcheck.

key: 1 A lot - over 5 in London. 2 7:30 a.m. 3 After 1 a.m. 4 Scotland. 5 In South London. 6 Four. 7 He spends time with his family and plays football.


TS Refer sts to the picture in the SB and elicit a quick description. Give sts one minute to read the article.

PW Get sts to ask and answer the questions in #5 using the prompts on the screen. Remind sts they should not look for the answers in the article at this stage but should rely on memory only. Monitor closely for accuracy.

Check by clicking on each question.

GrAmmAr 10min

7 TS Write frequency on the B and elicit its meaning. Read the sentences about Ron to sts and focus on the frequency adverbs. Elicit the translations from sts. Focus on the Tip box and get sts to circle the correct option (before).

Ask What do Ron and Gordon have in common? and read the sentence about Ron and Gordon to sts.

GW Get sts to compare the information about Ron and Gordon and talk about what they have in common.

key: always = sempre / usually = freqüentemente / sometimes = às vezes / never = nunca

8 TS Refer sts to the verbs / verb expressions. Check theyunderstand. Tell sts about what you always / usually / sometimes / never do, using the expressions. Introduce Me too. / Me neither.

PW Have sts talk about how often they do the activities in order to find out what they have in common. Monitor closely for accuracy.

TS Get sts to tell the class what they have in common.

writinG 15min

9 TS Write the name of a busy person you know on the B. Refer sts to the headings. Encourage sts to ask you questions and answer them. Write some notes on the B. If necessary, drill the questions before sts start talking about a busy person.

PW Get sts to ask and answer about a busy person they know. Monitor closely for fluency and encourage all sts to contribute.

10 e-Board TS Refer sts to the information on the B and quickly elicit a short “article” from sts. Write prompts on the B.

PW Get sts to write a short article about the person in #9. Monitor closely for accuracy and help, if necessary. Encourage sts to exchange articles and give feedback on their classmates’ writing.

tip:Refer sts to the Writing Helpdesk C on page 110. Get sts to do the exercises before they start writing. Also, if out of time, have sts write the article for homework.

vocAbUlArY 10min

TS Tell sts to go to Take Away expressions C (Reference Card C) and write the appropriate Portuguese translation. Classcheck and drill pronunciation.

Weblink Tell sts to go to www.gordonramsay.com and find more information on Gordon Ramsay, his restaurants and TV programmes.

extrA

f Follow Up

Encourage sts to find out about a famous person’s routine and prepare a poster / PowerPoint presentation to show the class.

f homeworK

Stop & Check C, pages 111 & 112.

revision section c (pAGes 74-77)

f instrUctions For Activities:

6 RP1 revc.6

PW Game: Who iS it? Divide the class into groups of four. Give each group a set of 16 cards and a copy of the sheet to use as a game board. Sts place the sheet on the desk so everyone in the group can see the information on it. Cards are shuffled and each st gets 3 cards (they shouldn’t allow other sts to see them). St A describes his/her character without saying the name. The other sts try to guess who A is talking about by looking at the game board. The st who guesses first keeps the card. The winner is the st with the largest number of cards at the end of the game.

53

Aim(s) of the lesson:f Buying a train ticketf Talking about opening hours

Vocabulary

NouNs: arrive/departure, bank, capital (city), castle, festival, gallery, journey, monument, museum, palace, platform, post office, pound, price, shop, shopping centre, ticket, tourist attraction, Tourist Information CentreAdjectives: comfortable, historic, vibrant, return/single verbs: arrive, close, open expressioNs: Have a nice trip!, How much is it?, I have no idea.

Grammar

What time + Present simple

SkillS

Listening to conversationsReading an information about EdinburghSpeaking: talking about opening hours; buying a train ticket

recyclinG

Present simpleTelling the timeDays of the week

D1 Have a nice trip!Have a nice trip!Have a nice trip!

reAdiNg 10miN

1 TS Books closed. Ask What’s your favourite city? Why? and quickly revise I think it’s ….

Books open. Refer sts to the pictures and teach palace, pub and Tourist Information Centre. Ask What city is it? What do you think of it? Have you ever been to Edinburgh?

Read the sentences to sts.

PW Get sts to read the text and write T(rue) or F(alse). Monitor closely and help, if necessary. Classcheck.

key:key:key 1 T 2 T 3 F

tip: If possible, bring pictures of cities in the world and encourage sts to give their opinions about them.

2 TS Refer sts to the information about the Tourist Information Centre and elicit the meaning of opening and closing and closing andtimes. Teach open and close and quickly revise the days of the week.

Tell sts to read the text.

PW Tell sts to cover the table, read and answer the questions. Monitor closely and help, if necessary. Classcheck.

key:key:key 1 At 3 Princes Street. 2 At 9 a.m. 3 At 5 p.m.

listeNiNg & grAmmAr 10miN

3 CD2 track 24

TS Refer sts to the picture and ask What do you know about Kiko? What can you see? Kiko? What can you see?

IND Refer sts to the chart and have them read it. Teach shopping centreshopping centre and post office.

PW Play CD track for sts to listen and complete the information about the shopping centres and the post office. Play track again, if necessary. Classcheck and ask What time do shopping centres open in your city? What time do they close? shopping centres open in your city? What time do they close? Do you usually go to shopping centres? Why?Do you usually go to shopping centres? Why?

key:key:key (A) 10:00 a.m. (B) 7:30 p.m. (C) 5:30 p.m. (D) 1:00 p.m.

4 CD2 track 25

TS Read the two questions to sts. Focus on the Organizer and talk sts through it.

IND Have sts complete the questions. Monitor closely for accuracy. for accuracy.

TS Play CD track for sts to listen and check. Play track again for sts to listen and repeat.for sts to listen and repeat.

key:key:key 1 do 2 does

tip: If appropriate, highlight the intonation of wh-questions.

grAmmAr: prActice 15miN

5 TS Divide the class into A and B. Get sts A to go to page 55 and sts B to go to page 56. Have sts read their parts and highlight that there’s missing information. Quickly go through the places and tourist attractions and drill pronunciation.

PW Get sts to ask each other for the missing information. Monitor closely for accuracy. At the end, elicit some exchanges from sts.

tip: Stop and do a quick grammar drill if sts make too many mistakes during the activity.


6 TS Ask What time do supermarkets open in Brazil? What time do they close?Refer sts to the model exchanges and quickly read it to sts.

GW Have sts ask and answer about opening hours in Brazil. Monitor closely for accuracy. At the end, elicit examples from sts.

54

listeNiNg & speAkiNg 20miN

7 CD2 track 26

TS Refer sts to the picture and elicit a quick description. Make sure sts understand what to do. Teach departure, arrival, price and return. Refer sts to the Tip box and teach pound.

PW Play CD track for sts to listen and match. Play track again, if necessary. Classcheck.

key: 1 9:00 2 2:15 3 £ 62


RP1d1.8

TS Refer sts to the conversation and get them to read it silently.

PW Play CD track for sts to listen and number the conversation.

TS Show OHT for sts to check the order. Play track again stopping after each line for sts to listen and repeat. Use the gradual deletion technique to make repetition more interesting, by covering bits of the dialogue with pieces of paper.

key: 3 6 9 4 1 12 11 2 7 10 5 8 13

MulTiMediaTrack MMd1.8

TS Refer sts to the conversation in the SB and get them to read it silently.

PW Click on the sound button on mm screen for sts to listen and number the conversation.

TS Click on ACTION to see the dialogue in the correct order.

TS Click on ACTION for gradual deletion. You should click 3 times.

Nominate different sts to act out the dialogue.

9 RP1 d1.9

TS Divide the class into two groups, A and B. Give a card to each st and tell them to read it. Show the OHT again and elicit possible different information to change the highlighted parts.

PW Get sts to roleplay the dialogues, using the conversation on the OHT as a guide.

if time allows, get sts to think of a different place, different times and prices. Turn off the OHP and have sts buy train tickets. Monitor closely for fluency. If sts show difficulty, write a few key words on the B.

extrA

f Follow up

Tell sts to go to www.raileurope.com/us/rail/fares_schedules/index/htm and find the times and prices for the following single and return tickets:London – Liverpool London – Manchester Manchester – York

You could also set an extra homework task to students. Refer sts to the pictures of Edinburgh on page 40. Remind them that in #5 they found out the opening and closing times of three of the places. See if they can find out about the opening and closing time of the fourth place (The National Gallery of Scotland).

f Homework

Activity Book D1, page 113.

RP1D1.8

55

Aim(s) of the lesson:f Talking about dates

Vocabulary

NouNs: January, February, March, April, May, June, July, August, September, October, November, December, Easter, election day, heavy metal, jazz, opera Adjectives: classical, country, pop, rock ordiNAls: first, second, third, fourth, fifth, sixth etc

Grammar

Wh-word: when Prepositions of time: on + days in + months

Pronunciation

Stress in months of the yearTh /T /

SkillS

Listening to conversationsReading about music festivalsSpeaking: asking and answering about dates; talking about festivals

recyclinG

QuestionsVerb Be’s

D2 When’s your birthday?When’s your birthday?When’s your birthday?

reAdiNg & speAkiNg 10miN

1 TS Books closed. Ask sts if they know of any music festivals that take place (or have taken place) in Brazil (Rock in Rio, Free Jazz Festival, etc.) and write them on the B.

Books open. Refer sts to the words. Quickly drill pronunciation. Refer sts to the festivals on the B and ask What type of music do they play? Refer sts to the photos and ask if anyone knows about them.

IND Hand out a card to each st. Tell them to read about the music festival and tick the types of music they play.

tip: Bring some recordings to class of different music types. Make sts listen to the types and say which is which. Make sure sts pronounce the words in English, not transferring their pronunciation of the Brazilian loan words to their English. Avoid, for example, hock, poppy or py or py cowntry.

2 1 TS Read the questions to sts and check understanding. Get sts to find answers to the questions in their cards.

GW Get sts to exchange information about the festivals. Monitor closely and make sure sts do not show their cards to the others.

key:key:key a. EIF – Scotland / SF – Austria / MIJF – Canada; b. EIF – over 50 / SF – 80 / MIJF – over 20; c. EIF – 3 weeks / SF – 5 weeks / MIJF – 10 days; d. EIF – classical, jazz, folk / SF – opera,classical / MIJF – jazz (& international)

2 TS Read the questions to sts.

PW Have sts answer. Monitor closely and help, if necessary. Classcheck.

key:key:key a. July – August b. 10th August – 22nd August – 1st Julyc. open answer

vocAbulArY & proNuNciAtioN 20miN


TS Quickly ask sts when the EIF, SF and MIJF take place. Refer sts to the months of the year.

Focus on the stress patterns and on the months. Elicit the pronunciation.

PW Play CD track for sts to listen and write the months in the correct box. Play track again if necessary. Classcheck and pay special attention to stress.

key:key:key March – May – June / April – August / July / January – February / September – October – November – December

MulTiMediaTrack MM d2.3

TS Refer sts to the months of the year. Focus on the stress patterns and on the months. Elicit the pronunciation.

PW Click on the sound button for sts to listen and write the months in the correct box. Play track again if necessary. Check by dragging the months to the correct columns. Click on each month to drill pronunciation.

TS if time allows, have sts close their books. Say a month of the year for sts to say the next one. Repeat the procedure until sts have said all the months.

tip: Highlight that there are as many syllables in a word as there are vowel sounds.

56

4 TS Refer sts to the holidays. Do a quick pronunciation drill and elicit meanings. Do the first one as an example. Quickly elicit the difference between ’s (genitive) and ’s (verb be).

PW Get sts to say when the holidays are in Brazil (only the months). Monitor closely for pronunciation.

5 CD2 track 29

TS Have sts look at the dates in #2 and ask What’s special about these numbers?

PW Get sts to complete the ordinal numbers. Play CD track for sts to listen and check. Play track again for sts to repeat.

TS Focus on the Tip box and highlight the difference between writing and saying dates. Also, highlight the difference (written form) between BrE and AmE. Quickly write a few dates on the B and elicit pronunciation. At the end, ask What’s the date today?

key: sixth – seventh – ninth – tenth – eleventh – twelfth – thirteenth – twenty-first – twenty-second – twenty-third – thirtieth

6 TS Write 13th and 14th on the B. Say the numbers and get sts to repeat after you. Elicit the pronunciation of th.

1 TS Refer sts to the photo and numbers. Say the ordinal numbers and have sts repeat.

2 PW Refer sts to the ordinals and have sts say the expressions. Monitor closely for pronunciation. At the end, elicit the pronunciation. If necessary, do a quick pronunciation drill.

3 TS Write think on the B and elicit pronunciation. Elicit other words with the same sound.

LEARNINGTIP: Highlight that the sound /T/ will only be pronounced when the tongue touches the front upper teeth.

grAmmAr 5miN

7 TS Read the two sentences to sts and ask What’s missing? Focus on the Organizer and talk sts through it.

IND Have sts complete the sentences. Monitor closely for accuracy. Classcheck and ask When’s Mother’s day?

key: 1 on 2 on – in



8 RP1 d2.8

TS Divide the class into groups of three or four. Give each group six random cards (you’ll need more than one set of cards to do this). Read the model to sts and elicit an answer.

GW Have sts use their cards to quiz another group. If the group that is quizzed knows the answer, they score a point. If not, the first group has to know the answer, otherwise they lose a point. The winner is the group with most points when all cards are finished.

NOTE: As the cards are given out randomly, groups will have one or two cards in common. It’s okay if the same questions are asked twice as they may not remember the answer given before.


9 CD2 track 30

TS Write birthday – is – your – when? in a jumbled order on the B. Elicit the question and give the answer. Get sts to read the rubrics and questions.


key: 1 In October. 2 Opera.

10 TS Ask a st when his/her birthday is and encourage othersto write it in the appropriate box in the class birthday chart.

MGL Encourage sts to ask others in the class. Monitor closely for fluency and for the appropriate use of prepositions.

extrA

f Follow up

Get sts to find out when a famous singer’s birthday is. Encourage sts to prepare a song for the class to listen to at the beginning of the following class.

f recYcliNg gAme

mm D2.extra

Divide sts into two groups. Tell them they have to answer questions correctly to manage to fly away from a maze.

Teams write down A, B or C on paper. Afterwards T clicks on the chosen options, then on ACTION to check and for score.

If the answer is correct, the bar on the screen increases in energy. If they are wrong the energy decreases. The winner is the first group to get a full energy bar.

f Homework


57

Aim(s) of the lesson:f Talking about likes and dislikes

Vocabulary

NouNs: types of music (techno, disco, country, reggae), types of films (action films, cartoons, comedies, drama films, musicals, science fiction, westerns)Adjectives: boring, horrible, interesting, wonderful verbs: hate, like, love expressioNs: How about …?

Grammar

Object pronouns

Pronunciation

Stress in sentences

SkillS

Listening to conversationsReading a conversation Speaking: giving opinions

recyclinG

Giving opinionsPresent simple

D3 Musicals? I’m sorry, I really hate them.Musicals? I’m sorry, I really hate them.Musicals? I’m sorry, I really hate them.


1 CD2 track 32

TS Books closed. Write the names of films on the B and quickly elicit the type of film and sts’ opinions. Ask What’s your favourite film?

Books open. Refer to the photos and elicit quick descriptions of what they can see. Elicit the types of music and the types of films. Check pronunciation and correct if necessary. Read the instructions to sts.

PW Play CD track for sts to listen and tick Mary’s favourite types of films and music. Play track again, if necessary. Ask Does she like science fiction films? What about you?

key:key:key rock country thrillers musicals

2 TS Refer sts to the question and have them ask you what your favourite types of films and music are.

IND Tell sts to circle two of their favourite types of music and two of their favourite types of film.

MGL Have sts ask their classmates and find someone who has the same taste for music and films. At the end, elicit similar preferences.

tip: Bring some film snippets to class. Make sts see the types and say which is which.

listeNiNg & vocAbulArY 15miN

3 CD2 track 33

TS Refer sts to the conversation. Have sts quickly look at it and ask What are they talking about?

Refer sts to the opinion words and elicit/teach meanings. Draw two columns on the B with + and – at the top. Elicit the adjectives with positive and negative meanings and write them in the appropriate column. Do a quick pronunciation drill.

PW Play CD track for sts to listen and complete the dialogue with the opinion word. Play track again, if necessary. Classcheck by having two sts act out the dialogue.

TS if time allows, play CD track again for sts to listen and repeat.

key:key:key 3 (fabulous) 4 (great) 2 (excellent) 5 (horrible)7 (wonderful) 6 (interesting) 1 (boring)

leArNiNg tip: While teaching the opinion adjectives, highlight the “true” cognates. Also, highlight the importance of learning them in groups – adjectives with positive meanings and adjectives with negative meanings.

58

4 BookTrack TS Refer sts to the parts of sentences and elicit the example from sts.

PW Get sts to read the conversation, link the columns and make true sentences. Monitor closely for accuracy. Classcheck.

key: Tim likes Sting a lot. Mary loves Sting and Bono. Mary likes rock music very much. Tim likes Nicole Kidman too. Mary doesn’t like science fiction films. Tim hates musicals.


Use this screen for checking. Click on the words on the 3rd column to see complete sentences. Click on ACTION for screen 2.

speAkiNg 5miN

5 TS Refer sts to the pictures and elicit the types offilms and music.

Refer sts to the model exchange. Give your opinion about types of music and films and elicit sts’ reactions. Revise I agree. / I don’t agree. and the use of it’s and they’re.

PW Get sts to give opinions about music and films. Monitor closely for fluency. At the end, elicit exchanges from sts.

grAmmAr & proNuNciAtioN 15miN

6 BookTrack TS Refer sts to the conversation and focus on the pronouns in yellow. Talk sts through the Organizer.

PW Have sts complete the Organizer with the pronouns in yellow. Monitor closely for accuracy. Classcheck and elicit the use of object pronouns from sts.

key: him her it them


Refer sts to the sentences on the screen and ask them to replace the objects for object pronouns. Click on the objects to check. Attention to sentence stress.

To see the last screen, click on ACTION.

Click on ACTION to check.


7 CD2 track 34

1 TS Refer sts to the first sentence and ask which wordis stressed most. Play CD track for sts to listen and circle the stressed words. Classcheck.

key: a love b hates c like d like e like f love

2 TS Play CD track again for sts to listen and repeat.


8 TS Draw the smileys on the B and elicit the meaning the faces convey ( - love / - like / - don’t like / - hate).

Divide the class in two groups, A and B. Tell sts A to read the information on page 55 and sts B to go to page 56 and do the same. Quickly elicit a question and an answer from sts.

PW Get sts to ask and answer about Tim and Mary. Monitor closely for accuracy. At the end, ask Do you think they’re compatible as a couple?

9 TS Refer sts to the chart and get sts to write two names for each category.

Focus on the Interlink box and talk through it to sts.

Refer sts to the model question and answers. Quickly drill the pronunciation of answers.

GW Get sts to ask and answer about the names they’ve written. Monitor closely for fluency. At the end, elicit some exchanges from sts.

extrA

f Follow up

Get sts to prepare a poster / PowerPoint presentation. Tell them to find pictures of films and singers and give their opinions on them.

f Homework

Activity Book D3, pages 115 & 116.

59

Aim(s) of the lesson:f Giving opinions about activities

Vocabulary

verb+Ing: chatting, cycling, dancing, drinking, driving, eating, jogging, sleeping, studying, swimming, walking, weight training, workingNouNs: physical exerciseverbs: preferexpressioNs: Not really., No way!, Sure!

Grammar

Verb + -ing

SkillS

Listening to a conversationReading an articleSpeaking: giving opinions

recyclinG

Giving opinionsLike, love, hateObject pronounsOpinion adjectives

D4 Swimming is my favourite activity!Swimming is my favourite activity!Swimming is my favourite activity!

reAdiNg & speAkiNg 20miN

1 TS Books closed. Ask Do you like sports? Which do you like? What do you do in your free time?

Books open. Refer sts to the pictures and elicit / teach swimming, walking, weight training, jogging, dancing. Ask What do you like doing? What do you hate doing?

PW Refer sts to the sports quiz. Get them to read it and answer the questions but don’t classcheck yet.Refer sts to the article. Tell sts to read it and check their answers. Classcheck.

key:key:key 1 c 2 a 3 b 4 b

leArNiNg tip: Remind sts it’s not necessary to understand every word when they read a text.

2 TS Read the sentence halves to sts and elicit a possible match.

PW Get sts to read the article again and match. Classcheck.

key:key:key 3 4 2 1

3 TS Ask What do you think of physical activities? Read the sentences to sts.

PW Get sts to match the sentences with the pictures in #1. Have sts tick the opinions they agree with.

key:key:key 1 B 2 E 3 A 4 D 5 C

4 TS Read the model exchange to sts. Give your opinion and elicit sts’ reactions. Quickly elicit opinion adjectives and write them on the B, if necessary.

PW Get sts to compare their ideas. Monitor closely and help sts express their ideas. At the end, elicit exchanges from sts.

grAmmAr 10miN

5 e-Board TS Focus on the sentences in #3 and read them to sts.

PW Get sts to look at the sentences in #3 and complete the Organizer. Classcheck and highlight verb + -ing structure.

key:key:key Learning, Reading, Listening, doing, watching, staying, going


vocAbulArY 10miN

6 TS Tell sts to go to page 64 – Vocabulary Pack 10. Read the verbs to sts and explain that to transform them into nouns (sports and activities), sts should add –ing.

PW Get sts to add –ing to the verbs and write the sports and activities under the pictures. Monitor closely for accuracy and help, if necessary. Classcheck and do a quick pronunciation drill.

TS Get sts to tick the activities they like doing. At the end, ask What do you think of …?

key:key:key A singing B cycling C eating D chatting E drivingF sleeping G working H cooking I studying J drinking

tip: Quickly go through the spelling changes, if necessary.

vocAbulArY & grAmmAr: prActice 20miN

7 RP1 d4.7

TS Mime I hate weight training to sts and elicit the sentence from them. Divide the class into groups and give a set of cards to each st.

GW Get sts to pick up a card and mime the sentence to the group. Get sts to guess st A’s sentence. If sts can’t guess, tell st A to pass his/her sentence on to another st in the same group. Whenever the groups make a correct guess, they score a point.

60

8 CD2 track 36

1 TS Refer sts to the chart and elicit the activities. Ask Where are they? Divide the class into three groups, A, B and C. Tell sts A to tick the information about Ana, sts B to do the same with Mary, and sts C to do the same with Ron.

IND Play CD track for sts to listen and tick.

2 GW Get sts to talk about the information they gathered. Monitor closely for accuracy and help, if necessary.

key: Ana – swimming and dancing / Mary – swimming, jogging and dancing / Ron – walking and cycling

9 BookTrack TS Refer sts to the model questions and sentences and ask Do you like …? What do you think of …?

Refer sts to the Interlink box and highlight the use of –ing.

GW Get sts to talk about their favourite activities. Monitor closely for fluency and encourage all sts to participate.


Show the activities on screen 1 and elicit activities from sts. Refer sts to the Interlink box and highlight the use of –ing.

Click on ACTION to go to the next screen.

Refer sts to the model questions and sentences and ask Do you like …? What do you think of …?

Click on ACTION to start slide show. Each picture remains on the screen for 20 seconds. Click on ACTION to interrupt slide show or to resume it.

Click on ACTION to see first prompt and model the activity with a st.

GW Get sts to talk about their favourite activities. Monitor closely for fluency and encourage all sts to participate.

extrA

f Follow up

Get sts to interview people (foreigners, if possible, or people who speak English) and find out their preferences. Encourage sts to write sentences, reporting what people said.

f eNglisH At work: A dAY At work

RP1D4.E@W

TS Give each st a handout and have sts match the photos of work places to the words in #1. Classcheck and work on pronunciation.

key: A [9] B [2]

TS Have sts tick the activities they do at work in #2.

PW Get sts to talk in pairs. Monitor for accuracy. Elicit a few sentences from sts.

IND Have sts read the text in #3 and get them to write T or F. Classcheck.

key: 1 F 2 T 3 T

TS Get sts to write a similar text at home.

f Homework


61

Aim(s) of the lesson:f Talking about how often one does things

Vocabulary

NouNs: food (lasagna, salad), junk food (hamburger, hotdog, fries, pizza, crisps)verbs: do (aerobics, yoga, sit ups), go ( jogging, dancing …), play (a ball game, tennis …), need, prefer time ExPREssIoNs: once/twice/three times a day/week …, every day/month…, every other day/year…expressioNs: go on a diet, Me too.

Grammar

How often … + Present simpleExpressions of frequency

SkillS

Listening to a message from an advice pageReading a message from an advice pageSpeaking: asking and answering about activities

recyclinG

NeverActivitiesPrepositions: before / after

D5 She goes jogging once a week.She goes jogging once a week.She goes jogging once a week.

listeNiNg & vocAbulArY 20miN

1 TS Books closed. Write diet on the B and elicit vocabulary related to it. Elicit sts’ opinions and quickly revise opinion adjectives and verbs (like, love, don’t like, hate). Teach need and prefer.

Books open. Read the sentences to sts and say true things about you.

TS Get sts to circle the best word to talk about themselves and compare their opinions. Monitor closely and help all sts express themselves. At the end, ask Do you need to go on a diet at the moment? Why? Do you prefer hamburgers to salads? Why? Do you prefer doing exercise to watching TV? Why?

2 TS Refer sts to the ad. Ask What do you have to doto win $1000? Refer sts to Julie Ransom’s photographs. Elicit her opinions before and after her ‘success story’. Remind ststo look at #1 for help. At the end, ask Do you think it’s easy to win $1000?

3 CD2 track 37

TS Refer sts to the photographs. Ask What’s her name? and elicit a quick description. Get sts to go through the ad.

PW Play CD track for sts to listen and complete. Play track again, if necessary. At the end, ask Was Julie happy last year? Is she happy now?Is she happy now?

key:key:key Canadian / 32 / married / 2 daughters / 110 / 65

4 CD2 track 37

TS Read the sentences to sts. Play CD track for sts to listen and circle the correct option. Play track again, if necessary. Classcheck and focus on the Tip box. Talk sts through it and elicit other examples from sts.elicit other examples from sts.

key:key:key 1 do 2 play 3 go 4 go 5 do

grAmmAr 20miN


TS Refer sts to Julie’s exercise calendar. Ask What does she do on Mondays?Do the same with the other days of the week. Refer sts to the Interlink box and ask How often does she do yoga?

PW Refer sts to the expressions and have them write 1 to 5. Play CD track for sts to listen and check. Play track again for sts to listen and repeat.

key:key:key a 3 b 2 c 4 d 1 e 5


TS Refer sts to Julie’s exercise calendar on the screen. Ask What does she do on Mondays? Do the same with the other days of the week. Refer sts to the Interlink box and ask How often does she do yoga?

PW Refer sts to the expressions in the SB and have them write 1 to 5.

Drag the icons to the corresponding time expression after eliciting from sts.

Elicit a verb (go / play or do) for each activity. Click on the icon to see verb.

Click on the sound button for sts to listen and check.

Click on the verb next to the icons to see a full sentence.

Play track again for sts to listen and repeat.

tip: If necessary, elicit the Portuguese translation of the words in bold.

62

6 TS Focus on the Organizer and talk sts through it.

PW Have sts complete the answers. At the end, ask How often do you …?

key: Twice Three other

7 TS Refer sts to the pictures and elicit vocabulary. Read the sentence to sts and tell them something about you. Elicit sts reactions and teach Me too and Really? I …

GW Get sts to ask and answer in groups and find the coincidences. Monitor closely for accuracy.



8 1 TS Refer sts to the rubrics and ask Who is Kelvin?Is he happy? Why (not)?

Refer sts to the advice page and ask What kind of webpage is it? Which activities are mentioned in the text? Take the chance to teach/revise vocabulary and drill pronunciation.

PW Have sts read the Kelvin’s question (Q) and find out what’s the problem, in his opinion.

key: Julie never stops exercising.

cd2 track 39

2 TS Refer sts to the expressions and read them to sts.

PW Get sts discuss where the expressions go in the text. Monitor closely and help, if necessary. Play CD track for sts to listen and check. Play track again, if necessary. At the end, tell sts how often you do some of the activities.

key: 1 d (once or twice a week) 2 f (once a month) 3 a (once a week) 4 e (every other weekend) 5 b (one evening a week) 6 c (once a day)

9 TS Refer sts to the activities underlined in the text. Ask How often do you do sit-ups? and drill the question. Write it on the B, if necessary.

PW Get sts to ask and answer about the activities. Encourage sts to compare their answers to Dr Sane’s recommendations and check if they have a healthy mind in a healthy body. At the end, elicit sts’ opinions about their lifestyles.

extrA

f Follow up

Get sts to write a short paragraph describing their lifestyles.

f Homework

Activity Book D5, pages 118 & 119.

63

Aim(s) of the lesson:f Talking about how often people do things

Vocabulary

NouNs: adventure films, partying, rock music, soul musicAdjectives: fancy, happy, sexy Adverbs: always, usually, often, sometimes, once in a while, hardly ever, neverexpressioNs: I’ve never heard of …, I (don’t) know…

Grammar

Adverbs of frequency

Pronunciation

Weak forms

SkillS

Listening to conversations and to people’s routinesReading about people’s routinesSpeaking about Britain’s famousWriting about one’s lifestyle and free time activities

recyclinG

Object pronouns / Verbs: like – love – hate

listeNiNg & proNuNciAtioN 15miN

1 CD2 track 40

TS Books closed. Write The Statue of Liberty, Brad Pitt and Angelina Jolie, and Oprah Winfrey on the B. Ask Oprah Winfrey on the B. Ask Oprah Winfrey Where are they (from)? What do you think of them? Books open. Read questions.


key:key:key 1 Tim 2 Ana 3 Tim

2 CD2 track 40

1 TS Refer sts to the sentences and read them to sts. Teach / Elicit meaning of I’ve never heard of her!

PW Play CD track for sts to listen and number the sentences. Classcheck and ask Do you like Jennifer Lopez?

key:key:key A 4 B 1 C 5 D 3 E 6 F 2

2 TS Refer sts to the first sentence. Focus on it and askit and askitWhat does ‘it’ refer to?

PW Get sts to match the sentences with the people or things they refer to. Classcheck.

key:key:key [B] Casablanca [C] Jennifer Lopez[F] Helen Mirren [E] Tim[D] Historical films [A] Comedies

3 CD2 track 41

TS Play CD track for sts to listen and repeat. Ask How are it, it, ither, her, her him and them pronounced?

speAkiNg 10miN

4 RP1 d6.4a/b

TS Refer sts to the pictures and elicit their names. Write gordon Brown (or any other name you think sts won’t have heard of) on the B. Ask What do you know about Gordon Brown? and refer sts to the model conversation.

Write Oasis (or any other name you think sts will have heard of) on the B and do the same.

GW Give a set of cards (a) to each group and tell sts to place them face down in a pile. Get a st to pick up a card and ask others What do you know about …? What do you think of …?

TS Show OHT (b) to sts and elicit sentences from them. If possible, show pictures of the actors, monuments, singers, writers and bands and encourage sts to research about them.

grAmmAr 10miN

5 CD2 track 42

TS Refer sts to the pictures and elicit quick descriptions.

PW Refer sts to the texts. Play CD track for sts to listen and read. Get sts to write the correct names under the photos. Monitor closely and help, if necessary.

key:key:key A 1 B 3 C 2

6 BookTrack TS Focus on the Organizer and talk sts through it.

PW Get sts to complete the Organizer with the words in yellow and to circle the correct words in the rules. Classcheck.

key:key:key often hardly ever once in a while before / after


TS Refer sts to the Organizer and elicit where the adverbs go. Drag the adverbs to the table. Talk sts through it Organizer. Conduct a substitution drill (different activities). ACTION for screen 2.

D6 I hardly ever go out on MondaysI hardly ever go out on MondaysI hardly ever go out on Mondays

64


7 BookTrack TS Write go jogging on the B and elicit how often sts do it. Read the sentences to sts.

PW Get sts to decide where the words go in the sentences. Monitor closely for accuracy. Classcheck.

key: 1 We sometimes get up… 2 I’m hardly ever… 3 Debby doesn’t always go… 4 We’re often…


TS Write go jogging on the B and elicit how often sts do it. Read the sentences on mm screen 2.

PW Get sts to decide where the words go in the sentences. Monitor closely for accuracy.

Check by clicking on ACTION.

8 TS Tell sts who you’re more similar to and why you thinkyou’re more similar to them. Ask Who are you more similar to?

PW Get sts to compare their weekends to the couples’ weekends. Monitor closely and encourage all sts to participate. At the end, elicit similarities and differences.

writiNg 10miN

9 e-Board TS Refer sts to the ad and read it to them. Ask What do you have to write about? Write lifestyle and free time activities on the B and elicit a few ideas from sts.

PW Get sts to write the reply to the ad. Monitor closely and help, if necessary. At the end, encourage sts to exchange paragraphs and give feedback on each other’s work.

tip:Refer sts to the Writing Helpdesk D on page 120. Get sts to do the exercises before they start writing. Also, if out of time, have sts write the description for homework.

vocAbulArY 10miN

TS Tell sts to go to Take-away expressions D (Reference Card D) and write the appropriate Portuguese translation. Classcheck and drill pronunciation.

Weblink Sts go to www.woodlands-junior.kent.sch.uk/customs /questions/famous_people.htm and read about famous people. Encourage sts to find information about someone they didn’t know before and talk about him/her with classmates.

extrA

f Follow up

Get sts to prepare a poster / PowerPoint presentation about a famous British person’s lifestyle.

f recYcliNg gAme

mm D6.extra

Divide sts into two groups. They have to answer questions correctly to help King Arthur remove the sword from the stone. Teams write down A, B or C on paper. Afterwards T clicks on the chosen options, then on ACTION to check and for score.

If the answer is correct, the bar on the screen increases in energy. If they are wrong, the energy decreases. The winner is the first group to get a full energy bar.

f Homework

Stop & Check D, pages 121 & 122.

f iNterliNk gAme

GW In groups of 3 or 4, sts use one of the books to be the game board, but each st keeps his/her score in their own book. Give each group a dice. St A throws the dice and asks St B a question using the words / ideas that appear in the disk with that number. Eg: If they throw a 1, they ask a question using the verb like and one of the ideas in disk 1. If they throw a 6, they ask any question they want. If St asks the question correctly and gets a correct answer, they score a point. St B then throws the dice and asks St C a question. The game goes on until each st has thrown the dice 5 times, or after 15 minutes. When it’s over, sts count their score. The final score is found by multiplying each dice number by the points obtained, for example:

| x 1 = 2 | x 3 = 3 || x 5 = 10

||| x 2 = 6 Ø x 4 = 0 | x 6 = 6

This st’s final score is then 2+6+3+0+10+6=27

revisioN sectioN d (pAges 78-81)

f iNstructioNs For Activities:

16 RP1 revd.16

TS Game: Pinocchio Introduce the words lie and truth.

GW Give out a set of 24 small cards and 3 big ones per group of four. Sts shuffle both sets of cards and place them face down in 2 separate piles. St A takes a small card from the big pile (e.g. see a doctor) and asks another st the question How often do you see a doctor? At the same time, sts B, C and D take a card each from the pile of 3 big cards. The one who gets LIE has to invent their answer. The other 2 (TRUTH) have to tell the truth. St A listens to all 3 answers then decides who Pinocchio is. If st A guesses right, (s)he keeps the small card. If not, Pinocchio keeps it. Sts B, C and D put the 3 big cards back and re-shuffle them.

The process re-starts. St B takes a small card. The winner is the st with most cards at the end of the game.

TS Stop the game after 5-7 minutes and find out who is the best liar.

65

67

3 Resources PackResources Pack

List of photocopiable resources

Resource Page Type Number of photocopies* ReusableNumber of photocopies* Reusable

RP1 A2.10 68 Cards 1 sheet per 3 sts n

RP1 A3.7 69 OHT 1 sheet n

RP1 A3.9 70 Teacher’s Cards 1 sheet n

RP1 A3.9 71 Students’ Cards 1 sheet per 6 sts n

RP1 A5.E@W 72A5.E@W 72 Handout 1 sheet per 4 sts

RP1 A6.8 73 Cards 1 sheet per 9 sts n

RP1 B3.7 74 OHT 1 sheet n

RP1 B4.EXTRA 75 Cards 1 sheets per 3 sts n

RP1 B5.E@W-1 76 Handout 1 sheet per 4 sts

RP1 B5.E@W-2 77 Role Cards 1 sheet per 8 sts n

RP1 B5.E@W-3 78 Forms 1 sheet per 8 sts

RP1 B6.8 79 Cards 1 sheet per 4 sts n

RP1 C1.10 80 OHT 1 sheet n

RP1 C1.E@W 81C1.E@W 81 Handout 1 sheet per 3 sts

RP1 C3.6 82 Cards 1 sheet per 6 sts n

RP1 C4.7 83 Cards 1 sheet per 3 sts n

RP1 D1.8 84 OHT 1 sheet n

RP1 D1.9 85 Cards 1 sheet per 4 sts n




RP1 D4.E@W 89D4.E@W 89 Handout 1 sheet per st

RP1 D6.4a 90 Cards 1 sheet per 4 sts n

RP1 D6.4b 91 OHT 1 sheet n

RP1 REV A.1 92REV A.1 92 Cards 1 sheet per 20 sts n

RP1 REV A.7 93REV A.7 93 Cards 1 sheet per 20 sts n

RP1 REV B.7 94REV B.7 94 Cards 1 sheet per 2 sts n

RP1 REV C.6 95REV C.6 95 Cards 1 sheet per 4 sts (cut)1 sheet per 4 sts (complete) n

RP1 REV D.6 96REV D.6 96 Cards 1 sheet per 6 sts n

RP1 REV D.16 97 Cards 1 sheet per 4 sts n

New Interlink 1 | © Learning Factory: Photocopiable68

name late ready

sorry OK come

moment read write

open excellent terrible

Julia Roberts

Brad Pitt Fantástico

McDonald’s Carrefour New York

A2 Activity 10: Say it! Cards

New Interlink 1 | © Learning Factory: Photocopiable 69

OHT Activity 7 A3


bike car chair

coin credit card cup

door eraser flash drive

key mobile paper clip

sheet of paper watch window

A3 Activity 9: How many? Teacher’s Cards


Students’ Cards Activity 9: How many? A3CR

EDiT

CARD

©iS

TOCK

PHO

TO.C

OM

/ SE

BAST

iAN

KAu

liTz

Ki


A5 E@W: On the phone Handout Not Reusable

1 Listen and write the extension numbers.

SPaRkS & MeNSa DePaRTMeNTS Research and Development Human Resources Marketing Finance Sales

2 Listen and complete.A Sparks & Mensa. Good (1) .

B Is that the (2) Department?

A No, I’m sorry (3) , this

is the (4) Department.

B What’s the (5) , please?

A (6) .

B Thank you.

3 In pairs, practise the dialogue.Use the departments and extension numbers.

eNgLISh aT woRk – on the phone

Extension

)








A (6) .

B Thank you.


Extension

)









A (6) .

B Thank you.



Extension

)








A (6) .

B Thank you.



Extension

)


Name: GabrielSurname: PolierNationality: Frenchoccupation: lawyerMarital status: divorced

Phone #Mobile: 5439 0078

Name: DiegoSurname: GarciaNationality: Spanishoccupation: retiredMarital status: married


Name: BobSurname: WilsonNationality: Americanoccupation: studentMarital status: single


Name: CarlaSurname: BellavistaNationality: italianoccupation: housewifeMarital status: separated


Name: PilarSurname: MaderoNationality: Argentinianoccupation: doctorMarital status: single


Name: MargarethSurname: SimpsonNationality: British (Welsh)occupation: teacherMarital status: married


Name: AdrianaSurname: SantosNationality: Brazilianoccupation: engineerMarital status: divorced


Name: AkitoSurname: SatoNationality: Japaneseoccupation: businessmanMarital status: single


You are Pinocchio.Invent the information.Convince your friends!Name:Surname:Nationality:occupation:Marital status:Phone #Mobile:

Cards Activity 8: Pinocchio A6


B3 Activity 7 OHT

Rick Kim & TomRose


an italian friend

the letter “Z” in your surname

a beautiful wife/ girlfriend/partner

a rich husband/ boyfriend/partner

Cards Extra B4


1 Read and complete. 1. What’s your first name, please? 2. And surname? 3. How you spell that? 4. Where you from? 5. How old you? 6. What do you ? 7. you speak other languages? 8. Do you a contact number?

2 Listen and complete the form.

BRaYNe & gooDheaRT ageNCYCandidate Profile

NAME: Juan Carlos SuRNAME: NATiONAliTY: AGE: OCCuPATiON: lANGuAGES: English q French q italian q German q Japanese q Portuguese q Spanish q Other qCONTACT NuMBER:

eNgLISh aT woRk – a job interview
















B5 E@W: A job interview 1 Handout Not Reusable


Name: Constanza

Surname: Garcia

Nationality: Spanish

age: 24

occupation: secretary

Languages: Spanish & English

Contact number: 27821097

Name: Murray

Surname: Cooper

Nationality: Australian

age: 37

occupation: architect

Languages: English & German


Name: Maria

Surname: Prego

Nationality: Portuguese

age: 46

occupation: housewife

Languages: Portuguese & English


Name: leonardo

Surname: Salvattori

Nationality: italian

age: 30

occupation: artist

Languages: italian, English & Portuguese


Name: Alexandra

Surname: Konsett

Nationality: German

age: 35

occupation: teacher

Languages: German, English & Spanish


Name: Herbert

Surname: zimermann

Nationality: German

age: 41

occupation: film director

Languages: German, italian & English


Name: Kimiko

Surname: Hakuda

Nationality: Japanese

age: 27

occupation: business woman

Languages: Japanese & English


Name: Stuart

Surname: Rochester

Nationality: Scottish

age: 33

occupation: pilot

Languages: English & French


Role Cards E@W: A job interview 2 B5


Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

Name:

Surname:

Nationality:

age:

occupation:

Languages:

Contact number:

B5 E@W: A job interview 3 Forms Not Reusable


i the morning

My boyfriend/girlfriend and i the evening

My husband/wife/partner and i the afternoon

My children Monday

My parents Tuesday

My grandparents Wednesday

My nephews and nieces Thursday

My father-in-law and mother-in-law the weekend

My friends from work/school and i Friday afternoon

My friends and i Friday evening

Saturday morning Saturday afternoon Saturday evening

Sunday morning Sunday afternoon Sunday evening

Cards Activity 8 B6


BHello.

_____ here.

Hi, _____.

Can i speak to _____, please?

Hello, _____. it’s _____.

listen, i’m really _____. let’s _____.

That’s a great idea!

Sorry, i can’t. i’m _____.

?

A

C1 Activity 10 OHT


1 The telephone rings at Tim’s office. Listen and answer. Who’s calling? Mr.

What’s his phone number?

2 Number the dialogue 1 to 10 and complete it with the information from #1. Listen and check.

eNgLISh aT woRk – answering the phone

3 Practise the dialogue in pairs.

( 1 ) Hello. Tim Grant’s office. ( ) Can i have your number, please? ( ) Thank you. Bye. ( ) i’m sorry he’s out. Can i take a message? ( 7 ) Yes, he’ll be back soon. i’ll ask him to call you.

(10) Bye. ( ) Thank you for your help.( ) Hello. Can i speak to Mr. Grant, please?( 4 ) Yes. Can you tell him Mr. called?( ) My hotel number is . Can he call me back today?

aNa CaLLeR

Handout Not Reusable E@W: Answering the phone C1








aNa CaLLeR








aNa CaLLeR


C3 Activity 6 Cards

Studenta

Read about whoopi goldberg.

Whoopi Goldberg, the famous Hollywood film star, is very versatile. She plays comical and serious parts very well. She’s a good singer, and sings in a number of films, but she doesn’t work in the theatre or do soap operas.

Whoopi reads a lot – especially biographies. She loves cigarillos and small cigars. She smokes one a day. She likes parties and she goes out a lot, but she also spends time with her family. She has a daughter and a granddaughter.

whoopi goldberg

StudentB

Read about Marília Pêra.

Marília Pêra is a famous Brazilian actress. She usually works in the theatre, and she is also in a number of Brazilian films and soap operas. She sings and dances very well.She does a lot of exercise, and

she doesn’t smoke. She really hates cigarette smoke.Marília reads a lot – especially philosophy – and she likes films and television, but she doesn’t have time to watch TV. She loves her family and she spends a lot of time with them. She has three children.

Marília Pêra

Studenta


Whoopi Goldberg, the famous Hollywood film star, is very versatile. She plays comical and serious parts very well. She’s a good singer, and sings in a number of films, but she doesn’t work in the theatre or do soap operas.


whoopi goldberg

StudentB




Marília Pêra

Studenta


StudentB




Marília PêraWhoopi Goldberg, the famous Hollywood film star, is very versatile. She plays comical and serious parts very well. She’s a good singer, and sings in a number of films, but she doesn’t work in the theatre or do soap operas.


whoopi goldberg


Cards Activity 7: Big Ben C4


D1 Activity 8 OHT

at the ticket office

Can i help you?

Yes, i’d like a ticket to Edinburgh, please.

Would you like single or return?

Return, please. How much is it?

£62.

Here you are.

Thank you. Here’s your ticket.

What time does the next train leave, please?

it leaves at 9 a.m. from platform 7.

And what time does it arrive there?

At 2:15 p.m.

Thank you very much.

Have a good trip.

’d like a ticket to Edinburgh, please.

Return, please. How much is it?

a.m. from platform


Cards

Studenta

LoNDoN – CaMBRIDge

Activity 9 D1

StudentB

1 You want to go from edinburgh to Liverpool.go to the train station and talk to the ticket officer (Student B).Buy a SINgLe ticket and ask about departure and arrival times.

2 You’re a ticket officer. Student B wants to buya ticket from London to Cambridge.Sell the ticket and give information.

1 You want to go from London to Cambridge.go to the train station and talk to the ticket officer (Student a).Buy a ReTURN ticket and ask about departure and arrival times.

2 You’re a ticket officer. Student a wants to buya ticket from edinburgh to Liverpool.Sell the ticket and give information.

Studenta

LoNDoN – CaMBRIDge

StudentB

1 You want to go from edinburgh to Liverpool.go to the train station and talk to the ticket officer (Student B).Buy a SINgLe ticket and ask about departure and arrival times.

2 You’re a ticket officer. Student B wants to buya ticket from London to Cambridge.Sell the ticket and give information.

1 You want to go from London to Cambridge.go to the train station and talk to the ticket officer (Student a).Buy a ReTURN ticket and ask about departure and arrival times.

2 You’re a ticket officer. Student a wants to buya ticket from edinburgh to Liverpool.Sell the ticket and give information.

TimesDeparture: 3:15 p.m. platform 4Arrival: 4:00 p.m.

PricesSingle: £ 10Return: £ 15



eDINBURgh – LIveRPooL





eDINBURgh – LIveRPooL


D2 Activity 1 Cards

Studenta StudentC StudentB

The Edinburgh international Festival is over 50 years old and is now a colossus in the world of the

arts. it takes place in the capital of Scotland. For three weeks, usually starting after 10th August, the festival has classical, jazz and folk music performances – and more – for everyone!

For 10 days, starting around 1st July, the Montreal international Jazz Festival in Canada

presents over 500 concerts, which include a large number of different jazz styles and other types of international music. This isn’t the first jazz festival in the world (it started in 1980) but for a lot of people it’s certainly Number One!

Salzburg in Austria, the birthplace of Wolfgang Amadeus Mozart, is the perfect place

for a classical music festival (first festival starting on 22nd August, 1920). Orchestras from different parts of the world play here for five weeks in August. Performances include fabulous operas, extraordinary concerts and ballets.
















Children’s Day in Brazil international Women’s Day

Christmas Day New Year’s Day

Halloween Republic Day in Brazil

independence Day in Brazil Teacher’s Day in Brazil

independence Day in the uSA Tiradentes’ Day

Christmas Eve New Year’s Eve

Valentine’s Day in the uSA and uK “Dia dos Namorados” in Brazil

Mothers’ Day in Brazil Fathers’ Day in Brazil

Cards Activity 8 D2


i love swimming.

My boyfriend/girlfriend hates cooking.

i think watching TV is boring!

Cycling is excellent.

Jogging is OK.

My friend and i like singing, but we prefer dancing.

Sleeping well is very good for you.

i don’t like weight training.

My son/daughter loves chatting online.

i like walking, but i hate cycling!

i think the teacher doesn’t like cooking.

Studying English is very good.

Eating a lot isn’t good for you.

i think reading is wonderful!

Do you like listening to music?

CardsD4 Activity 7: Charades


1 Match Two words with the work places.

1. a bank 2. a factory 3. a hospital 4. a laboratory (a lab) 5. an office 6. a restaurant 7. a school 8. a shop 9. a surgery 10. a university

Where do you work?

eNgLISh aT woRk – a day at work

4 write a short text about your job.

Handout E@W: A day at work D4

answer phone calls [ ]

deal with customers/patients [ ]

have conference calls [ ]

have meetings [ ]

make phone calls [ ]

make presentations [ ]

write and answer emails [ ]

work on projects [ ]

write reports [ ]

Now talk about the activities you do in pairs.A I usually deal with customers at work.

B Me too. / Really? I never do that.

3 Read about ana’s job. True [T] or false [F]?

File Edit View History Favorites Window

http://www.adayatwork.co.uk/anasjob/index.php

I’m a chemist and I work at Roche. I start work at 9 o’clock but I usually arrive early, at about 8:30.

I’m an organized person and I like checking my diary and reading my emails first thing in the morning. After that I go to the lab and work on my projects until lunch-time. I usually have lunch at the canteen. The food isn’t very good but that’s not a problem.

After lunch I usually make phone calls and write reports but sometimes I have meetings or make presentations to my boss. I usually finish work at 6 o’clock.

I love working at Roche. My job is very interesting and my colleagues are really friendly. The company has a great atmosphere and I think it’s a pleasure to go to work in the morning.

A day at work

2 Tick (n) the activities you do at work and add others.

Ba

1. Ana works from 8:30 to 6. [ ]

2. Ana works in a laboratory. [ ]

3. Ana likes her colleagues. [ ]


D6 Activity 4a Cards

The Rolling Stones Emma Watson Sting

The Beatles Kate Winslet Hugh Grant

McFly Keira Knightley Colin Farrell

Sex Pistols Victoria Beckham Gary Oldman

Pink Floyd Sarah Brightman Elton John

Snow Patrol Amy Winehouse Shakespeare

Cambridge Agatha Christie ian Fleming

Robinson Crusoe Virginia Wolf Roald Dahl

Harry Potter Elizabeth Alexandra Mary The Windsors

The Tower of london Big Ben Stonehenge

Romeo and Juliet The lord of the Rings Harrods


OHT

The Rolling StonesA BAND

Emma WatsonAN ACTRESS

StingA SiNGER

The Beatles A BAND

Kate Winslet AN ACTRESS

Hugh Grant AN ACTOR

McFly A BAND

Keira Knightley AN ACTRESS

Colin Farrell AN ACTOR

Sex Pistols A BAND

Victoria BeckhamA MODEl

Gary Oldman AN ACTOR

Pink Floyd A BAND

Sarah Brightman A SiNGER

Elton John A SiNGER

Snow Patrol A BAND

Amy Winehouse A SiNGER

Shakespeare A WRiTER

Cambridge A CiTY

Agatha Christie A WRiTER

ian Fleming A WRiTER

Robinson Crusoe A BOOK

Virginia Wolf A WRiTER

Roald Dahl A WRiTER

Harry Potter A BOOK

Elizabeth Alexandra MaryTHE QuEEN

The Windsors THE ROYAl FAMilY

The Tower of london A MONuMENT

Big Ben A MONuMENT

Stonehenge A MONuMENT

Romeo and Juliet A PlAY

The lord of the Rings A BOOK

Harrods A SHOP

Activity 4b D6


Your name: Angelina JolieTry to find: Nicole Kidman Tom Cruise

Your name: Brad PittTry to find: Angelina Jolie David Beckham

Your name: Britney SpearsTry to find: Oprah Winfrey Hugh Grant

Your name: David BeckhamTry to find: Britney Spears Hugh Grant

Your name: Cate BlanchettTry to find: Kate Winslet Mel Gibson

Your name: Hugh GrantTry to find: Cate Blanchett Johnny Depp

Your name: Emma ThompsonTry to find: Madonna Tom Hanks

Your name: Johnny DeppTry to find: Emma Thompson Kevin Costner

Your name: Halle BerryTry to find: Jennifer lopez Johnny Depp

Your name: Kevin CostnerTry to find: Halle Berry Mel Gibson

Your name: Jennifer lopezTry to find: Cate Blanchett Kevin Costner

Your name: Mel GibsonTry to find: Jennifer lopez Russell Crowe

Your name: Kate WinsletTry to find: Angelina Jolie Jim Carrey

Your name: Russell CroweTry to find: Kate Winslet Jim Carrey

Your name: MadonnaTry to find: Britney Spears Russell Crowe

Your name: Jim CarreyTry to find: Madonna Tom Cruise

Your name: Nicole KidmanTry to find: Halle Berry Brad Pitt

Your name: Tom CruiseTry to find: Nicole Kidman Tom Hanks

Your name: Oprah WinfreyTry to find: Emma Thompson David Beckham

Your name: Tom HanksTry to find: Oprah Winfrey Brad Pitt

A Activity 1: Hello Cards

11rev

12

13

14

15

16

17

18

19

20

1

2

3

4

5

6

7

8

9

10


ArchitectGERmAny

SecretaryPoRtuGAl

Civil servantAustRAliA

Civil servantFRAnCE

ArchitectGERmAny

SecretaryPoRtuGAl

Civil servantAustRAliA

Civil servantFRAnCE

DoctorGERmAny

ActorsPAin

TechnicianBRAzil

EngineersPAin

DoctorGERmAny

ActorsPAin

TechnicianBRAzil

EngineersPAin

DoctoritAly

DoctoritAly

Businessman/Businesswoman

GERmAny

Businessman/Businesswoman

GERmAny

Cards Activity 7: International Partners A rev


B Activity 7: Man, woman or thing? Cards

Lázaro Ramosactor1978

hugh grantactor1960

Beyoncé knowlessinger1981

harry Potter and the half-Blood Prince

film2008

Casino Royalefilm2005

Casablancafilm1942

Camila Pitangaactress

1977

elton Johnsinger1947

Naomi Campbellmodel1970

Claudia Schiffermodel1970

Michael Schumacherracing driver

1969

The great walla wonder of the world

220 B.C.

Ivete Sangalosinger1972

J.k. Rowlingwriter1965

hillary Clintonpolitician

1947

Ségolène Royalpolitician

1953

Catherine Deneuveactress

1943

The Summer Palacea monument

1750

José Saramagowriter1922

Lewis hamiltonracing driver

1985

Steven Spielbergfilm director

1946

Pedro almodóvarfilm director

1949

Penélope Cruzactress

1974

Chichén Itzáa wonder of the world

435-455

rev

Lázaro Ramosactor1978

hugh grantactor1960

Beyoncé knowlessinger1981

harry Potter and the half-Blood Prince

film2008

Casino Royalefilm2005

Casablancafilm1942

Camila Pitangaactress

1977

elton Johnsinger1947

Naomi Campbellmodel1970

Claudia Schiffermodel1970

Michael Schumacherracing driver

1969

The great walla wonder of the world

220 B.C.

Ivete Sangalosinger1972

J.k. Rowlingwriter1965

hillary Clintonpolitician

1947

Ségolène Royalpolitician

1953

Catherine Deneuveactress

1943

The Summer Palacea monument

1750

José Saramagowriter1922

Lewis hamiltonracing driver

1985

Steven Spielbergfilm director

1946

Pedro almodóvarfilm director

1949

Penélope Cruzactress

1974

Chichén Itzáa wonder of the world

435-455


Cards Activity 6: Who is it?! Cana Costa

o

o

n

o

o

n

Leonardo di Caprio

n

n

o

o

n

o

angélica

n

o

n

o

n

n

Luciano huck

n

o

n

n

n

o

Pedro Bial

n

o

n

n

o

n

Fernanda Torres

o

o

n

o

n

n

halle Berry

n

o

o

n

o

n

Paul McCartney

n

o

o

o

n

n

Bill gates

n

o

o

o

n

o

Prince william

n

o

n

o

n

n

Prince harry

n

n

n

o

o

n

gisele Bündchen

n

n

o

o

n

n

hillary Clinton

n

o

o

o

n

o

garfield

n

o

o

o

o

o

will Smith

n

o

o

o

n

n

Fátima Bernardes

n

o

n

o

n

n

rev


D Activity 6 Cards

Studenta

StudentB

rev

Studenta

StudentB

Studenta

StudentB

CAlENDAR 2009 2010 2011 2012Chinese 26th January 14th February 23rd January

Islamic 7th December 26th November

Jewish 19th September 29th September 17th September

CAlENDAR 2009 2010 2011 2012Chinese 26th January 3th February

Islamic 18th December 7th December 15th November















Cards

see a doctor drink alcohol write emails go swimming

watch TV drink tea go to the beach go dancing

read magazines have breakfast before 6 a.m.

go online (on the internet) go camping

have holidays eat chocolate go to bed after 2 a.m.

go shopping for clothes

study English speak English go to church stay at home in the evening

liE TRuTH TRuTH

Activity 16 Drev

LeaRNINg FaCToRYRua São Clemente, 258 – 4º andar.Botafogo, Rio de Janeiro, RJ. [email protected]

Interlink is a trademark of learning Factory ltda.Copyright by learning Factory, 2002.New interlink 1

iSBN 978-85-89456-57-9

“All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publisher.”

Printed in Brazil by imprinta, June 2009

PUBLIShINg MaNageRAdriana Souza

SeRIeS eDIToRRicardo Sili

TeaCheR’S gUIDe eDIToRMárcia Nogueira

aUThoRSStudent’s Book: Carla Chaves, Jeff Stranks, Ricardo Sili, Angela Dias (collaborator)activity Book: Daniela Bertolucci, lilian lopes, Rosane ThiebautMultimedia activities: Ana Thornycroft, Alexsandro Silva, Vânia D’ÂngeloTeacher’s guide: Maria Alice Antunes

PRoDUCTIoN eDIToRPaula Boyce

DeSIgNeg.designart direction: Evelyn Grumach, Ricardo HippertLayout: Ricardo Hippert, Manuela RoitmanLayout assistants: Juliano Kestenberg, Tatiana Buratta

ILLUSTRaTIoNSRicardo Cunha lima

MULTIMeDIa aND ReCoRDINg SUPeRvISIoNAna Thornycroft

PRooF-ReaDINgFlávia Marinho

MULTIMeDIa DeSIgNlabareda Design

STUDIo (Book aUDIo TRaCk)Núcleo de Criação Produções em Áudio

STUDIo (MULTIMeDIa aUDIo TRaCk)Ana ThornycroftCharles lacerda

PICTURe ReSeaRChAlessandra libonatti

eDIToRIaL aSSISTaNCeSandra Junqueira, Tatiana Boynard

PhoTogRaPhS (RoYaLTY-FRee aND/oR RIghTS-MaNageD)Keystone; Afitec; levendula; Getty images; Photodisc; iStockphotos.comp.82: Whoopi (Keystone), Marília Pêra (Folhapress)

Teacher’s audio CD tracks

CD 1

CD 2

TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT1 Introduction 18 A4 - AB-5 35 B2 - 32 A1 - 1 19 A5 - 1 36 B2 - 53 A1 - 4 20 A5 - 3 37 B3 - 44 A1 - 7 21 A5 - 4 38 B4 - 35 A1 - 8 22 A5 - 8 39 B4 - 46 A2 - 1 23 A5 - English at Work 1 40 B4 - 97 A2 - 3 24 A5 - English at Work 2 41 B5 - 38 A2 - 7 25 A5 - AB-4 42 B5 - 59 A2 - 8 26 A5 - AB-7 43 B5 - 610 A2 - AB-4 27 A6 - 1 44 B5 - 711 A3 - 1 28 A6 - 5 45 B5 - English at Work12 A3 - 2 29 A6 - 7 46 B5 - AB-713 A3 - 3 30 B1 - 1 47 B6 - 214 A4 - 1 31 B1 - 4 48 B6 - 315 A4 - 3 32 B1 - 7 49 B6 - 516 A4 - 4 33 B1 - 817 A4 - 5 34 B1 - AB-1

TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT1 Introduction 18 C5 - 1 35 D3 - AB-42 C1 - 2 19 C5 - AB-1 36 D4 - 83 C1 - 3 20 C5 - AB-7 37 D5 - 34 C1 - 5 21 C6 - 2 38 D5 - 55 C1 - 9 22 C6 - 3 39 D5 - 86 C1 - English at Work 23 C6 - AB-4 40 D6 - 17 C2 - 2 24 D1 - 3 41 D6 - 38 C2 - 3 25 D1 - 4 42 D6 - 59 C2 - 6 26 D1 - 7 43 Revision Section A - 510 C2 - AB-6 27 D1 - AB-5 44 Revision Section A - 811 C3 - 2 28 D2 - 3 45 Revision Section A - 1012 C3 - 4 29 D2 - 5 46 Revision Section A - 1313 C4 - 1 30 D2 - 9 47 Revision Section B - 314 C4 - 3 31 D2 - AB-5 48 Revision Section B - 515 C4 - 8 32 D3 - 1 49 Revision Section C - 416 C4 - AB-1 33 D3 - 317 C4 - AB-5 34 D3 - 7

1NEW Interlink

TEACHER'S GUIDE

New Interlink is a six-level course specially designed for adults and young adults whose first language is Portuguese.

Each of the six levels of New Interlink is a single volume which integrates Student’s and Activity Book, consisting of 24 complete lessons grouped into 4 sections. This provides 40 hours of core work. By using the additional materials in the Teacher’s Guide the course can be extended to approximately 60 hours.


Student’s Booki Lessons conveniently presented on a double-page spread.i A wide range of topics allowing students to express their ideas

and experiences.i A grammar, pronunciation and lexical syllabus responding to

specific needs and characteristics of Brazilian learners. i Interlink boxes focusing on areas of English which are frequent

sources of confusion, misunderstanding and error for an average Brazilian learner, aiming at facilitating comprehension and developing learners’ confidence.

i Organizer boxes signposting and systematizing the target language items of the lesson.

i Tips to draw the learners’ attention to special aspects of the language.

i Interactive tasks with strong emphasis on the development of vocabulary and speaking skills.

i In-built revision and recycling. i Language Reference Cards for classroom and self-access use. i Alternative activities preparing learners for

today’s workplace.i Answer keys and audioscripts. Activity Book

i Fully integrated in Student’s Book. i Lesson-by-lesson support containing a list of useful words

and expressions, vocabulary and grammar practice activities.i Special support for writing skills development.i Learner-friendly training tips and activities.

Student’s CD-ROMInteractive activites for use on a computer. It also includes the main course recordings to be used by learners at home, in a car or on a personal stereo or computer for extra self-study listening practice.

Teacher’s Guidei Lesson-by-lesson plans. i Useful tips and ideas. i Extra photocopiable activities. i Resources pack.

Multimedia CD-ROMOptional multimedia teacher resources with memorable activities integrating visual and audio stimuli.

Teacher’s audio CD tracks

CD 1

CD 2

TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT1 Introduction 18 A4 - AB-5 35 B2 - 32 A1 - 1 19 A5 - 1 36 B2 - 53 A1 - 4 20 A5 - 3 37 B3 - 44 A1 - 7 21 A5 - 4 38 B4 - 35 A1 - 8 22 A5 - 8 39 B4 - 46 A2 - 1 23 A5 - English at Work 1 40 B4 - 97 A2 - 3 24 A5 - English at Work 2 41 B5 - 38 A2 - 7 25 A5 - AB-4 42 B5 - 59 A2 - 8 26 A5 - AB-7 43 B5 - 610 A2 - AB-4 27 A6 - 1 44 B5 - 711 A3 - 1 28 A6 - 5 45 B5 - English at Work12 A3 - 2 29 A6 - 7 46 B5 - AB-713 A3 - 3 30 B1 - 1 47 B6 - 214 A4 - 1 31 B1 - 4 48 B6 - 315 A4 - 3 32 B1 - 7 49 B6 - 516 A4 - 4 33 B1 - 817 A4 - 5 34 B1 - AB-1

TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT1 Introduction 18 C5 - 1 35 D3 - AB-42 C1 - 2 19 C5 - AB-1 36 D4 - 83 C1 - 3 20 C5 - AB-7 37 D5 - 34 C1 - 5 21 C6 - 2 38 D5 - 55 C1 - 9 22 C6 - 3 39 D5 - 86 C1 - English at Work 23 C6 - AB-4 40 D6 - 17 C2 - 2 24 D1 - 3 41 D6 - 38 C2 - 3 25 D1 - 4 42 D6 - 59 C2 - 6 26 D1 - 7 43 Revision Section A - 510 C2 - AB-6 27 D1 - AB-5 44 Revision Section A - 811 C3 - 2 28 D2 - 3 45 Revision Section A - 1012 C3 - 4 29 D2 - 5 46 Revision Section A - 1313 C4 - 1 30 D2 - 9 47 Revision Section B - 314 C4 - 3 31 D2 - AB-5 48 Revision Section B - 515 C4 - 8 32 D3 - 1 49 Revision Section C - 416 C4 - AB-1 33 D3 - 317 C4 - AB-5 34 D3 - 7

1NEW Interlink

TEACHER'S GUIDE

New Interlink is a six-level course specially designed for adults and young adults whose first language is Portuguese.

Each of the six levels of New Interlink is a single volume which integrates Student’s and Activity Book, consisting of 24 complete lessons grouped into 4 sections. This provides 40 hours of core work. By using the additional materials in the Teacher’s Guide the course can be extended to approximately 60 hours.


Student’s Booki Lessons conveniently presented on a double-page spread.i A wide range of topics allowing students to express their ideas

and experiences.i A grammar, pronunciation and lexical syllabus responding to

specific needs and characteristics of Brazilian learners. i Interlink boxes focusing on areas of English which are frequent

sources of confusion, misunderstanding and error for an average Brazilian learner, aiming at facilitating comprehension and developing learners’ confidence.

i Organizer boxes signposting and systematizing the target language items of the lesson.

i Tips to draw the learners’ attention to special aspects of the language.

i Interactive tasks with strong emphasis on the development of vocabulary and speaking skills.

i In-built revision and recycling. i Language Reference Cards for classroom and self-access use. i Alternative activities preparing learners for

today’s workplace.i Answer keys and audioscripts. Activity Book

i Fully integrated in Student’s Book. i Lesson-by-lesson support containing a list of useful words

and expressions, vocabulary and grammar practice activities.i Special support for writing skills development.i Learner-friendly training tips and activities.

Student’s CD-ROMInteractive activites for use on a computer. It also includes the main course recordings to be used by learners at home, in a car or on a personal stereo or computer for extra self-study listening practice.

Teacher’s Guidei Lesson-by-lesson plans. i Useful tips and ideas. i Extra photocopiable activities. i Resources pack.

Multimedia CD-ROMOptional multimedia teacher resources with memorable activities integrating visual and audio stimuli.

NEW Interlink 1 - Learning Factory Interlink 1 TG Todo... · levels of New Interlink is a single...

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