NEW Interlink
1
TEACHER'S GUIDE
SerieSS
NEW Interlink 1
teAcher’s guide
Maria Alice Antunes
Edited by Márcia Nogueira
Contents
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
2Lesson Plans 17
Key to symbols 17
18
3 Resources Pack 67
List of photocopiable resources 67
Resources (A1 – D6) 68
Resources (Revision Section) 92
Lesson plans (A1 – D6) Table of Contents
LANGUAGE IN ACTION
A1
Hello, my name’s…
page 4
I think Brasília’s an
excellent city.
A2
Good morning.
Nice to meet you!
I’m fine, thanks.
How are you?
page 6
This is Mary.
A3
These are CDs.
What’s this in English?
page 8
A4
Where are you from?
page 10
A5
Relationships and jobs
What are those?
I’m from Brazil.
You aren’t British.
What do you do?
Are you married?
page 12
We’re retired.
A6
What’s your full name?
All about you
page 14
GRAMMAR
Indefinite article
Adjective+noun
Verb be (I – you)
VOCABULARY
Greetings
Classroom language
Numbers 1–12
wh-questions / this, that, etc.
Personal objects
Plurals
Verb be ((you – we – they)
wh-questions
Consonants
/h/ v. /r/
Classroom objects
Consonant
/D/
Countries and nationalities
Consonant
final /m/
Marital status
Indefinite article v. zero article
Indefinite article
Greetings
Introductions
Classroom
language
Plurals
Jobs
Verb be
((you – we – they)
Numbers 13–20+
Main currencies and measures
Numbers 20–999
Addresses
What’s your mobile
number?
RECYCLING
Simple cognates –
nouns and adjectives
Plurals
Verb be (it – they)
PRONUNCIATION
Section A content
Phone numbers
Situations Greeting people – Introducing yourself and other people
Writing A message to an online community
B1
In Paris on Thursday.
page 16
B2
How old is he?
How do you spell…?
Coffee, please.
No, thanks.
She’s about 35.
page 18
B3
Names, addresses
and possessions
What’s your phone
number / address / etc.?
The alphabet
Prepositions
on – in
Drinks
Days of the week
Commonly confused
letter names
Fixed expressions
Verb be (he – she – it)
questions and statements
who (question word)
More jobs, man, woman
Possessive pronouns
Words related to contact
information
Present Simple
(I – you – we – they)
Family
have / live
alone
Genitive ’s
Connected speech:
is he /Izi/,
is she /ISi/, is it /IzIt/
Questions
with verb be
they
Jobs
Nationalities
this / these
page 20
B4
Do you have a big
family?
I have a son and two
daughters.
page 22
B5
Meet your perfect
partner
Where do you work?
What sports do you play?
page 24
B6
What do you do at
the weekend?
I live in a big flat in Bondi.
questions & short answers
Present Simple
(I – you – we – they)
wh-questions
Prepositions
on – in – at
Verb phrases and collocations
a lot / a little / (not) very well
Parts of the day / week
British v. American words
page 26
Situations Spelling – Ordering drinks
Writing A plan for a personal introduction movie clip
4
Connected speech:
do you /dju/
Marital status
How old…?
Genitive ’s
Languages
Short answers
Section B content
LANGUAGE IN ACTION
C1
Can I speak to Ana, please?
page 28
That’s a good idea.
Let’s watch a DVD tonight.
C2
He doesn’t play football.
I’m bored.
My friend eats a lot.
No, she doesn’t.
What time is it?
What time does it start?
page 34
C5
My friend usually stays at home
at weekends.
What time does
he start work?
page 36
C6
Verb phrases / objects /
‘state’ adjectives
Present Simple
(he – she)
Verb phrases
RECYCLING
these / they
3rd person singular
ending –(e)s
/s/ /z/ /Iz/
Connected speech:
does he /dzi/,
does she /dSi/
Fixed expressions
Telling the time
Connected speech:
Verb phrases
Present Simple
(he – she)
statements
Numbers
statements and questions
when / It’s on... /
at (about)
Present Simple
(he – she)
Daily routine
Telling the time
Adverbs of frequency
Section C content
wh-questions and answers
I sometimes work late on Fridays.
He always leaves
home early.
PRONUNCIATION
Verb phrases
Present Simple (it)
It’s half past nine.
Look at the time!
Let’s + verb for suggestions
questions
page 32
C4
Can for requests
Present Simple
(he – she)
Does she live alone?
Does he like you?
Yes, he does!
VOCABULARY
statements
page 30
C3
GRAMMAR
How many children does he have?
what time /wtaIm/
Parts of the day
before / after
page 38
Situations Making requests and suggestions – Answering the phone
Writing An article about someone you know
D1
Have a nice trip!
What time does the train arrive?
It – They
Christmas is on 25th December.
Prepositions with dates
What time do shops open?
page 40
D2
When’s your birthday?
Town / city facilities
Singular – plural
Months of the year
Ordinal numbers
Types of music
page 42
D3
What do you think of rock music?
Musicals? I’m sorry,
I really hate them.
I think it’s wonderful. I love it!
Types of music and films
Object pronouns
Opinion adjectives
love – hate
page 44
D4
Swimming is my
favourite activity!
Do you like walking?
Verb+ing (for activities) as
subject and object
Free time activities
How often do you play football?
Questions with
How often…?
Frequency phrases
every – once – twice
play – go – do + activities
I love it!
Present Simple
Fixed expressions
Consonant
/T/
How old…?
Sentence stress
Present Simple
Object pronouns
Opinion adjectives
page 46
D5
She goes jogging
once a week.
Every other day.
page 48
D6
More adverbs of frequency
once in a while
I’m hardly ever hungry in the
morning.
I hardly ever go out
on Mondays.
Verb+ing
Weak forms:
him / her / it / them
Section D content
page 50
Situations Buying a train ticket
Writing A report on your lifestyle and free time activities
Chat Pages
Vocabulary Pack
page 53
page 59
Take-away
Expressions
Revision Section A
Revision Section B
Revision Section C
Revision Section D
page 66
Activity Book
page 70
page 82
page 74
page 78
Stop & Check A
Stop & Check B
Stop & Check C
Stop & Check D
page 90
Audioscripts
page 101
page 123
page 111
page 121
5
1 Introduction
Course aims
f New 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.
Course structure
f Each 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).
Syllabus
f The 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.
Lexis
From 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.
7
Grammar
Although 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.
Phonology
The 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.
Topics
The 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.
Course components
f Student’s Book
The 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)
a Revision Section containing a set of activities for each section of the book to be done
in class at teacher’s discretion
f
f
an Activity Book fully integrated with the Student’s Book
f
separate answer keys for the exercises in the Revision Sections and Activity Book
separate Language Reference Cards, to be used at any time in class or at home for
language support.
f
8
a CD for student’s use, with essential recorded audio texts and a ROM feature with
interactive activities
f
f
audioscripts of listening texts and a list of CD tracks
Activity Book
The 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-ROM
New 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 selfstudy. The Student’s CD-ROM also features interactive activities.
Teacher’s Guide
The 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-ROM
A 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, nonmultimedia 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.
9
Approach
f The 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.
10
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.
Methodology
f Presentation
In 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.
Practice
A 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.
11
Personalisation
An 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.
Listening
Throughout 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.
Reading
Students 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.
Writing
Although 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).
Recycling
The New Interlink methodology offers numerous opportunities for recycling of language
throughout the book, aiming at making this process of recycling more evident to students.
New Interlink special features
f Student’s Book
f Organizer
Lessons 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 Box
Interlink boxes focus on areas of English which are frequent sources of confusion,
misunderstanding and error for an average Brazilian learner. They highlight common problems
12
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 Box
In 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 Box
New 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 Box
This 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.
Weblink
The 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 Section
For 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 Class
Classroom 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 Work
Another 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.
13
Activity Book
f Link Exercise
This 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 & Check
There is one Stop & Check in each Activity Book Section (A6, B6, C6 and D6). It is a set of testlike exercises to help learners self-evaluate and revise.
Writing Helpdesk
This 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.
14
f
Using New Interlink
A Student’s Book Section and its companion components. Examples taken from lessons in Section B.
Section A
Activity Book B1
B1
New language
Language Reference
Cards B
Summary of language
taught in Section with
discovery exercises
Page 92 #2
[link exercise]
B2
New language
7 Student A g Chat Page...
Student B g Chat Page...
SB page 92
Chat Page Student A
SB page 53
Chat Page Student B
SB page 54
Resources Pack
TG page 74
B3
New language
7 Look at the picture...
B4
New language
1 g Vocabulary Pack 5...
B5
New language
8 Student A g Chat Page...
Student B g Chat Page...
Activity Book B6
Writing Helpdesk
B6
SB page 100
Recycling and expanding
Activity Book B6
Writing Helpdesk B
Stop & Check B
Stop & Check
Vocabulary Pack 5
Your family h B4
SB page 61
Chat Page Student A
SB page 53
Chat Page Student B
SB page 54
SB pages 101-102
Revison Section B
Resources Pack
TG page 94
Activities and exercises for revision lessons
7 Get cards... 15 Student A g Chat Page...
Student B g Chat Page...
Chat Page Student A
SB page 55
Chat Page Student B
SB page 56
Section C
15
2
Lesson Plans
Key to symbols
st / sts
student / students
T
teacher
B
board
OHT
overhead transparency
esp
especially
#2
activity 2
TS
teacher-student
IND
individual work
PW
pair work
GW or MGL
Weblink
group work or mingle
site(s) related to lesson topic
Link Exercise
20 min
estimated time: 20 minutes
RP1 A3.1
Resources Pack New Interlink 1 – Lesson A3 activity 1
CD1 Track 23
Audio CD 1 Track 23
MM D6.7
Multimedia CD-ROM Lesson D6 activity 7
e-Board
e-Board activity available
17
A1
Nice to meet you!
Aim(s) of the lesson:
f
Introducing people
f
Giving opinions
2 BookTrack
CD1 track 2
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.
NouNs: actor, actress, aspirin, book, city, exercise,
film, hotel, name, party, restaurant, supermarket,
TV programme
Adjectives: bad, excellent, fantastic, good, OK, terrible
expressioNs: Hi, Hello, My
name’s…, I’m…,
Nice to meet you (too), I think…
vocAbulArY
SkillS
4
Listening to short conversations
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).
5miN
CD1 track 3
TS Refer sts to the pictures. Use the example and
demonstrate match.
Speaking: introducing oneself, giving opinions
1
3 TS Refer sts to the model dialogue.
MGL Get sts to walk around the class (if possible) and introduce
themselves. Monitor closely and help, if necessary.
Indefinite article
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.
Choose a st and act it out.
Grammar
listeNiNG & speAkiNG
MM A1.2
TS
Vocabulary
First clAss ice breAker
MulTiMediaTrack
15miN
CD1 track 2
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 A6 B1 C4 D3 E2 F7 G5
y:
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.
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.
6 TS Tell sts to cover the noun groups in #4.
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.
PW Get sts to test themselves. Monitor closely for accuracy.
Classcheck by eliciting answers from the class.
kEy:
y Ana
y:
18
Elicit the group that describes the first picture.
LISTENING & SPEAKING
15 min
CD1 Track 4
7
EXTRA
f
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.
Follow up
Show pictures of different cities, restaurants, actors , films and
books. Elicit sts’ opinions about them.
f
Homework
Activity Book A1, page 82.
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-Board
IND 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.
19
A2
I’m fine, thanks.
Aim(s) of the lesson:
listeNiNG & speAkiNG
10miN
CD1 track 6
f
Greeting people
1
f
Introducing people
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.
Vocabulary
NouNs: board,
class, dialogue, phrase, picture, rap, rock,
romance, sentence, teacher, word
VErBs: 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?
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 1 morning 2 Good 3 you 4 night
y:
2 MGL Get sts to say hello to one other. Monitor closely
and encourage sts to talk to different classmates.
Grammar
Verb Be – positive, negative, interrogative
Verb Be – short answers (1 person singular)
st
listeNiNG & speAkiNG
15miN
CD1 track 7
Verb Be – contractions with are
3
Pronunciation
TS Refer sts to the picture. Ask What are their names? Are
they at a restaurant? Are they at a supermarket? Where are they?
h and r
SkillS
Listening to conversations
Reading a conversation
Speaking: greeting people; introducing people;
using English in class
rEcyclinG
Nice to meet you.
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
by miming them.
kEy:
y 1 evening 2 And 3 I’m 4 you 5 is 6 this
y:
tip: Ask OK or repeat, please? when you want to know if it’s
necessary to play a CD track again.
TS Play CD track for sts to listen and repeat.
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.
20
grammar
5 Book Track
15 min
Multimedia Track
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.
MM A2.5
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.
MGL If time allows, write
names of people on the B
and get sts to ask each
other Are you …?
vocabulary: presentation & practice
8
10 min
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.
TS Play CD track for sts to listen and repeat.
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.
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.
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
If extra controlled practice is necessary, get sts to
do Activity Book page 83 #1.
TIP: If out of time, ask sts to do the exercise for homework.
SPEAKING
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
7
5 min
CD1 Track 8
10
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.
10 min
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.
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!
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
Activity Book A2, page 83.
TIP: Encourage sts to get as near accurate pronunciation
as possible but don’t expect perfection at this stage.
21
A3
What’s this in English?
Aim(s) of the lesson:
2
f
Saying numbers
f
Asking about classroom objects
TS Refer sts to the pictures. Ask Who are they? Where are
they? Can you name the objects you see in the pictures?
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 twelve
QuestioN word:
Verb Be – This/It is(n’t)
These/They are(n’t)
Plurals
Pronunciation
those
SkillS
Listening to numbers, questions and answers
rEcyclinG
Greeting and introducing people
Adjectives of opinion
1
TS Focus on the words
and the pictures. Refer sts to
whiteboard and make sure
sts understand what to do.
TS Focus on the words
and the pictures. Refer sts to
whiteboard and make sure
sts 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.
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.
kEy:
y 9 - 1 - 6 - 7 - 4 - 12 - 5
y:
2 - 14 - 11 - 13 - 10 - 3 - 8
T Click on ACTION to
see screen 2 and for sts to
check and/or copy answers
if necessary.
20miN
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.
22
MM A3.3
PW Get sts to cover the
words and test each other.
Verb Be
MulTiMediaTrack
TS Ask Which of
these can you see in your
classroom? How many of
each can you see?
Speaking: saying numbers, asking about classroom
objects
vocAbulArY
TS Focus on the Tip box. Elicit the rule for the common
plurals in English.
CD1 track 13
Grammar
tHA /
tHAt
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.
3 BookTrack
… in English?, What are these?,
I don’t know., Excuse me, please.
these
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.
kEy:
y A2 B1
y:
what
expressioNs: What’s
tHis /
CD1 track 12
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.
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
25 min
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.
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.
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.
If extra controlled practice is necessary, get sts to do
Activity Book page 85 #3.
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.
23
A4
Where are you from?
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, Wales
Adjectives: 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, Welsh
verbs: check, circle, introduce
expressioNs: 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,
interrogative
Verb Be – short answers
Pronunciation
Final m
listeNiNG & speAkiNG
1
10miN
CD1 track 14
TS Books closed. Write ready, moment, late, meet on the B.
Elicit 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 Tim! / Sorry, I’m late.
y:
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
3
10miN
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.
Listening to short conversations
if time allows, have some sts act out the conversation for
the class.
Reading a conversation
4
SkillS
Speaking: introducing people, asking and answering
about where one is from
rEcyclinG
Introducing people
cultural adVicE
the United Kingdom
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
5
5 min
10 Book Track
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.
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
GW Have sts do the
same. Monitor closely
for accuracy. If necessary,
drill questions and short
answers at the end.
20 min
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
If extra controlled practice is necessary, get sts to do
Activity Book page 86 #3.
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.
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.
10 min
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.
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.
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
reading
MM A4.10
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.
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.
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.
Multimedia Track
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.
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
25
A5
Relationships and jobs
Aim(s) of the lesson:
f
Talking about occupations
f
Talking about marital status
vocAbulArY
CD1 track 19
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, unemployed
expressioNs: Are
1 BookTrack
Vocabulary
NumerAls: eleven
to twenty
you (a/an)…?, What do you do?
Verb Be
Listening to conversations
Reading about Harry Potter
Speaking: asking and answering questions about jobs
and marital status
30miN
MulTiMediaTrack
MM A5.1
Refer sts to the two photos
of couples and elicit quick
descriptions.
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.
kEy:
y engaged / married
y:
rEcyclinG
TS Books closed. Show a
picture of a famous couple to
sts. Ask Where are they from?
What’s their nationality?
Are they married?
TS Classcheck and
check sts understand what
the other words mean.
Play CD track for sts to
listen and repeat.
SkillS
TS Books closed. Show a
picture of a famous couple to
sts. Ask Where are they from?
What’s their nationality?
Are they married?
PW Tell sts to look at the
five words and get the sts to
complete what each couple
is saying.
Grammar
Verb Be
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.
2 MGL 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 1. a. T b. F c. T d. F
y:
2. actress
26
4
CD1 Track 21
vocabulary
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.
8
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
10 min
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
15 min
CD1 Track 22
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
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
What do you do? and answer I’m a(n) …
PW Have sts complete the numbers in the text and in #8.
Monitor closely and help, if necessary.
f
6 TS Choose a job from page 60. Have sts ask you
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?
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
If extra controlled practice is necessary, get sts to do
Activity Book page 88 #2.
English at Work: On the Phone
CD1 Track 23
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
CD1 Track 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
Activity Book A5, page 88.
27
A6
All about you
Aim(s) of the lesson:
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.
Asking and giving information about oneself:
telephone number, address
f
f
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.
Writing about oneself
Vocabulary
NouNs: address, cell
surname, work
NumerAls: 20
phone, home, road, street,
3 TS Write the words address and phone number on
to 999
expressioNs: What’s
your (home) address?, What’s your
(mobile) number?, I don’t have one., What about you?
SkillS
Listening to conversations
Reading a message to an online community
Speaking: talking about addresses and phone numbers
the 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 one
as 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 number
as they ask their classmates.
Writing a message to an online community
listeNiNG
rEcyclinG
Questions
15miN
PW Have sts say the addresses and phone numbers on the
cards. Monitor closely for pronunciation.
Countries & Nationalities
Numbers
5
5miN
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 60 sixty
y:
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
and 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.
28
Where are they? Refer sts to the cards and ask What types of
restaurants are they?
Marital status
1
4 TS Refer sts to the picture and ask Who are they?
Giving opinions
vocAbulArY
CD1 track 28
TS Write the word restaurant on the B and quickly elicit
names of restaurants in sts’ area. Elicit sts’ opinions about them.
Revise the types of restaurant and chef.
chef
IND Play CD track and get sts to tick the correct card. Classcheck.
kEy:
y A
y:
6 BookTrack
CD1 track 28
MulTiMediaTrack
MM A6.6
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?
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.
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.
kEy:
y English / chef /
y:
077 2386 7982
7 Book Track
Multimedia Track
CD1 Track 29
MM A6.7
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?
SPEAKING
8
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.
10 min
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.
e-Board
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
10 min
TS Write the words ready, remember, moment and late on
the B and elicit expressions sts remember. Refer sts to Takeaway 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.
EXTRA
TS Write Pinocchio on the B and ask What’s Pinocchio famous
for? Is he a good liar? and introduce lie to sts.
TS Refer sts to the message to an online community.
Ask Are you a member of an online community?
f
RP1 A6.8
READING
10
15 min
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)
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.
or
Wrong. We’re Italian doctors.
Pair 5
Right. We’re Brazilian technicians.
29
B1
In Paris on Thursday
Aim(s) of the lesson:
f
Talking about days and places
f
Ordering food and drinks
SPEAKING & LISTENING
1 BookTrack
sugar, tea, wine
water, orange juice,
Adjectives: favourite, right, wrong
dAys of the week: Sunday, Monday, Tuesday, Wednesday,
dA
Thursday, Friday, Saturday
expressioNs: 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 conversations
Speaking: ordering food and drinks;
offering food and drinks
recyclinG
Verb Be
Countries
Short answers
MulTiMediaTrack
cd1 Track 30
Vocabulary
NouNs: beer, coffee, ice, milk, mineral
20 mIN
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
on 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.
MM 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?
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 ‘‘country’?
30
4
vocabulary
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.
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.
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.
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.
KEY: A 2 B 7 C 4 D 3 E 9 F 1 G 8 H 5 I 6
listening & speaking
8
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?
15 min
CD1 Track 33 e-Board
PW Play CD track for sts to listen and answer. Classcheck.
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.
If extra controlled practice is necessary, get sts to do
Activity Book page 92 #2.
TS Refer sts to the conversation. Ask Where are they? What do
they want? Read the first question to sts.
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
10 min
TS If time allows, write alcoholic and non-alcoholic on the B.
Elicit the drinks and write them under the appropriate heading.
Focus on the days in the tour programme and elicit
pronunciation. Read the first question to sts.
GRAMMAR & SPEAKING
7
EXTRA
f
Follow up
Tell sts to pretend they are millionaires and create their own
tour programme.
f
Homework
Activity Book B1, page 92.
KEY: 1 F 2 T
31
B2
How old is he?
LISTENING & GRAmmAR
Aim(s) of the lesson:
f
3
Giving personal information
Vocabulary
NouNS: celebrity, company, episode, film
star,
president, quiz, reporter, singer, TV presenter, winner,
New Zealand
AdjEcTIvES: beautiful, great, famous, important
EXPRESSIoNS: 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
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 1 Oprah Winfrey and Ewan McGregor
key:
2 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.
Pronunciation
Connected speech
key ’s isn’t is
key:
SkillS
PRoNuNcIATIoN
Listening to a conversation
Reading descriptions
5 BookTrack
Speaking: giving personal information
cd1 Track 36
recyclinG
TS Refer sts to the
questions. Play CD track
for sts to listen and repeat.
Verb Be
Jobs
Nationalities
Countries
SPEAKING & REAdING
10 mIN
15 mIN
1 TS Books closed. Show three pictures of famous
5 mIN
MulTiMediaTrack
MM B2.5
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.
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 NATIONALITY on the B and elicit what sts
know about them. Write celebrity on the B and ask 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 singer.
key 1 D 2 C 3 E 4 A
key:
32
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 a. She’s about 55. b. No, she isn’t. c. He’s from Scotland.
key:
If extra controlled practice is necessary, get sts to do
Activity Book page 93 #2.
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
B3
Names, addresses and possessions
2 BookTrack
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, website
EXPRESSIoNS: 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 Be
Personal objects
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 Oprah Winfrey
key:
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:
A 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
MulTiMediaTrack
MM B3.2
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 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 1 M 2 R 3 F 4 M 5 R 6 M 7 F 8 R 9 F
key:
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
GRAMMAR: PRACTICE
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.
7
TIP: If appropriate, give some feedback on the intonation
of Wh-questions and conduct a short repetition drill.
20 min
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.
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.
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.
6 TS Talk sts through the Organizer. Ask sts Do we use
my, 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
If extra controlled practice is necessary, get sts to do
Activity Book page 94 #3.
35
B4
Do you have a big family?
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, small
AdvERBS: alone
vERBS: have, live
EXPRESSIoNS: 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 conversations
Speaking: getting information about people’s family
and family life
recyclinG
Questions
Jobs
Possessives
Verb Be
vocABuLARy & LISTENING
1
15 mIN
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 Inés F doctor / Jane D lawyer / Jessica B 8 / Mark E
key:
doctor / Melanie C 9 / Steve A 11
GRAmmAR & PRoNuNcIATIoN
4
20 mIN
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 1 Do / do 2 Do / don’t 3 Do / don’t
key:
36
5
GRAMMAR: PRACTICE
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 Book Track
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
Multimedia Track
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?
If extra controlled practice is necessary, get sts to do
Activity Book page 96 #2.
20 min
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
Activity Book B4, pages 96 & 97.
37
B5
Meet your perfect partner
3 BookTrack
Aim(s) of the lesson:
f
cd1 Track 41
Describing oneself
TS Refer sts to the
highlighted verb phrases.
Focus on #1 and elicit the
photo that matches it.
Vocabulary
NouNS: sports
man, woman
(volleyball, football, tennis), habit,
PW Get sts to look at the
other phrases (2-6) and to
match them to the photos.
Classcheck.
AdjEcTIvES: ideal, important, nice, perfect
vERBS: like, meet, play, smoke, speak, work
AdvERBS: a
little, a lot, (not) very well
EXPRESSIoNS: Very
important, It’s a terrible habit,
I work in (a shop), I work for (a company)
key A 2 B 4 c 6
key:
d1 e5 f3
Grammar
Present simple: I / you / we / they
Questions and answers
Negative
4 BookTrack
TS Refer sts to photos
A and B. Elicit from sts what
Jane’s perfect partner says
for these photos.
Questions
SkillS
Listening to a conversation
PW Sts do the same for
photos C-F.
Reading an essay
Speaking: getting information about each other
TS Play the CD track
for students to listen, check
and repeat.
recyclinG
Have
How old …?
Where …?
LISTENING & GRAmmAR
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 a woman – 19 – (open answer) – England – a man
key:
38
MM B5.3
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.
MulTiMediaTrack
MM B5.4
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.
Present simple: affirmative
LISTENING & SPEAKING
MulTiMediaTrack
5
15 mIN
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 1 William 2 34
key:
6
CD1 Track 43
9 TS Quickly revise questions by having sts get personal
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.
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?
Get sts to practise the conversation. Monitor closely for
pronunciation.
TIP: Write prompts on the B so that sts ask all the questions
they can make.
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.
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.
Get sts to practise the conversation. Monitor closely for accuracy.
PW Get sts to complete the questions. Monitor for accuracy.
KEY: Where do you work? – What languages do you speak? –
Do you like children?
KEY: 1 What’s 2 your 3 do 4 are 5 are 6 do 7 Do 8 have
If extra controlled practice is necessary, get sts to do
Activity Book page 98 #3.
grammar: practice
8
20 min
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.
TS Classcheck.
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
RP1 B5.E@W-3
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
Activity Book B5, pages 98 & 99.
39
B6
What do you do at the weekend?
TS Read the sentences to sts and elicit guesses.
Aim(s) of the lesson:
f
PW Play CD track for sts to listen and answer T(rue) or F(alse).
Play track again, if necessary. Classcheck.
Talking about weekend activities
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?
Vocabulary
NouNS: barbecue, beach, bike, flat/apartment, fizzy
drinks, motorbike, office, pet, shop/store, the city
centre/downtown
vERBS: 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: usually
EXPRESSIoNS: I
see, You see, What do you do…?, Me too.
Grammar
Prepositions of time: at, in, on
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.
PW Have sts ask and answer the questions. Monitor closely
for pronunciation. Elicit a few examples from sts at the end.
Reading about a person’s lifestyle
Speaking about weekend activities; asking and
answering about work and school; talking about
oneself
5 BookTrack
cd1 Track 49
Writing a plan for Youtube
recyclinG
Be – have – like – live
Objects, drinks, family
Questions
25 mIN
1 TS Books closed. Write the verbs have, like and live in
on 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.
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?
40
3
4 TS Get sts to ask you the questions in #3.
Listening to conversations
2
key 1 a. T b. T c. F d. F e. F
key:
2 flag / on / in
key 1 Where do you live? 2 Where do you work? 3 Where’s that?
key:
SkillS
SPEAKING & LISTENING
TS If time allows, elicit a description of Larry from sts.
MulTiMediaTrack
MM B6.5
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.
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 Play CD track for
sts to listen and match
the activities with the days
and times. Play track again,
if necessary.
PW Click on the sound
button 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 1 play tennis
key:
2 play volleyball
3 go to the cinema
4 spend (some) time online
5 study Spanish
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?
GRAMMAR & VOCABULARY
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.
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.
VOCABULARY
10 min
7 TS Get sts to go to Vocabulary Pack 6 – page 61 and
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.
PW Have sts match words and pictures. Monitor closely for
accuracy. Classcheck and drill pronunciation, if necessary.
Weblink Tell sts to go to www.youtube.com and search
for “Hello, my name’s”. Get them to find people introducing
themselves.
look at the pictures. Elicit vocabulary sts may already know and
drill pronunciation.
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
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?
10
Follow up
f
Get sts to produce a short video in which they introduce
themselves.
Alternatively, ask sts to write three things they do at weekends.
Homework
f
RP1 B6.8
writing
EXTRA
15 min
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.
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:
AMan, woman or thing?
BMan.
AIs he an actor?
BNo, he isn’t.
AIs he 30 years old?
BYes, he is.
AIs he from Brazil?
BYes, he is!
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.
41
C1
Let’s watch a DVD tonight.
Aim(s) of the lesson:
f
GrAmmAr & speAKinG
Making requests and suggestions
3
Vocabulary
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
Auxiliary can
Listening to a phone conversation; short conversations
Reading a conversation
20min
CD2 track 3
Focus on the Organizer and explain the meaning of requests.
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.
if time allows, get sts to act out the conversations.
Monitor closely for pronunciation and help, if necessary.
key 1 Can I 2 Can you 3 Can you 4 Can I
key:
Speaking: making requests and suggestions;
speaking on the phone
tip: When drilling pronunciation, pay special attention to
intonation. Remind sts that it’s polite to make your voice
go up when making requests.
recyclinG
Classroom objects
Countries
4 BookTrack
Free time activities
TS Refer sts to the
objects in the pictures and
quickly revise vocabulary.
Elicit a request from sts.
Nationalities
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.
CD2 track 2
TS Refer sts to the speech bubbles. Ask What does Ana want
Tim to do?
Read the question to sts.
PW Play CD track for sts to listen and answer. Play track again,
if necessary. Classcheck.
GW if time allows, elicit the conversation from sts. Write it on
the B and have sts roleplay it.
42
TS Play track again for sts to listen and repeat.
SkillS
key Ana
key:
PW Play CD track for sts to listen and check. Classcheck,
if necessary.
Let’s + verb
2
TS Refer sts to the pictures and elicit what each person wants.
Adjectives: bored, busy, hungry, late, thirsty, tired
speAKinG & listeninG
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.
5
CD2 Track 4
GRAMMAR: PRACTICE
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.
TS Play track again for sts to listen and repeat.
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
15 min
CD2 Track 5
9
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.
TS Play track again for sts to listen and repeat.
6 TS Focus on the suggestions in the Organizer.
Elicit possible completions from sts.
KEY: 2 4 1 8 5 6 3 7
RP1 C1.10 e-Board
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.
10
KEY: go – Let’s – watch
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.
If extra controlled practice is necessary, get sts to do
Activity Book page 103 #1.
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
EXTRA
f
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.
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
CD2 Track 6
10 min
8 TS Get sts to go to Vocabulary Pack 7 (page 62) and focus
on the pictures.
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
TS Refer sts to mapped dialogue and elicit completions from
sts. Read sentences aloud and have sts repeat them after you.
RP1 C1.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
C2
He doesn’t play football.
Aim(s) of the lesson:
f
listeninG & GrAmmAr
Talking about habits
2
Vocabulary
noUns: carnival, parade, soap
opera
holiday, Samba School parades, every (day)
Grammar
Present simple: – s, – es
20min
key 1 F 2 T 3 T 4 F 5 F 6 T 7 F 8 F
key:
3
CD2 track 8
TS Focus on the
highlighted verb phrases
and ask What do
they have in common?
( rd person singular –s)
(3
Listening to an interview and to sentences
Speaking: talking about people’s habits
recyclinG
Verbs
Countries: Brazil – Britain
Days of the week
Nationality: Brazilian
Present simple: interrogative (Do you…?)
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.
44
CD2 track 7
4 BookTrack
SkillS
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)?
Pronunciation
TS Write typical Brazilian on the B and ask Do you think Kiko
is a typical Brazilian?
Present simple: he / she
affirmative / negative
PW Play CD track for sts to listen and write T(rue) or F(alse).
Play track again, if necessary. Classcheck.
verbs: drink, eat, finish, like, interview
reAdinG & speAKinG
TS Read the sentences to sts and elicit guesses from sts.
Adjectives: typical
expressions: on
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 eats
key:
plays
goes
doesn’t
play
watch
doesn’t
doesn’t
MulTiMediaTrack
MM c2.4
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?
TIP: Help sts realize that the “English” Present Simple is
much easier than the “Portuguese” one with its changes
in all persons.
If extra controlled practice is necessary, get sts to do
Activity Book page 104 #1.
5 TS Refer sts to the first sentence in #2 and elicit
the correct one.
grammar: practice
pronunciation
6 Book Track
CD1 Track 9
TS Refer sts to the
sentences and elicit the
difference in pronunciation.
Play CD track for sts to listen
and repeat.
5 min
Multimedia Track
TS Refer sts to the Tip box and elicit the correct
pronunciation. Refer sts to the Organizer and do the same.
20 min
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.
MM C2.6
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.
7 TS Choose a person from the chart but don’t say who it is.
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.
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
Activity Book C2, page 104.
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.
45
C3
Does he like you? Yes, he does.
Aim(s) of the lesson:
f
reAdinG & listeninG
Talking about people’s habits
2
Vocabulary
noUns: biography, cat, cigar, magazine, theatre
Adjectives: good-looking, gorgeous, talented, versatile
verbs: dance, sing, smoke, speak
expressions: do
exercise, Great!, Well,…
Grammar
Reading a conversation and the profiles of famous
actresses
Writing
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.
TS Focus on the
sentences in #1 and get
sts to read them.
Focus on the questions in
#2 and do the same.
Present simple: affirmative / negative
Questions
Jobs
Countries
Nationalities
Family
Marital status
5min
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.
46
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? Read the questions to sts.
3 BookTrack
recyclinG
key 1 T 2 F 3 T 4 F 5 F 6 T
key:
15min
CD2 track 11
GrAmmAr & pronUnciAtion
Speaking: talking about people’s habits
SUGGESTED TRANSLATIONS: Of course! = Claro! /
How many? = Quantos? / Well = Bem / Really? = (É) mesmo? /
Great! = Que bom! - Legal! / I see = Ah!
Listening to a conversation
key 5 4 2 7 3 1 8 6
key:
SkillS
TS if time allows, play CD track again for sts to listen
and repeat.
Connected speech: does he / does she
Refer sts to the Interlink box and elicit the translations of
the expressions in yellow.
Pronunciation
Play track again, if necessary. Classcheck.
Present simple: he / she
Interrogative
speAKinG
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 Does / does / doesn’t
key:
15min
MulTiMediaTrack
MM c3.3
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.
4
CD2 Track 12
EXTRA
TS Refer sts to the expressions in the box and elicit
pronunciation of does + he/she.
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.
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.
f
Homework
Activity Book C3, page 105.
If extra controlled practice is necessary, get sts to do
Activity Book page 105 #2.
GRAMMAR: PRACTICE
25 min
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 nnnnonnnnkn
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.
47
C4
Look at the time!
Aim(s) of the lesson:
f
Telling the time
f
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
Questions
Prepositions: at – at about – on
Pronunciation
Connected speech
SkillS
Listening to a conversation and to times
Reading a TV guide
Speaking: telling the time, talking about TV programmes
and times
recyclinG
Verb Be
Days of the week
Numbers
culturalnote
big ben – one of London’s best known landmarks. For
more information on Big Ben: www.aboutbritain.com/
BigBen.htm
listeninG & speAKinG
1
15min
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? and elicit sts’ opinions.
Books open. Teach / revise late and tired. Refer sts to the TV
guide and elicit some British programmes. Teach channel and
ask What channel is EastEnders on? What type of programme
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 6.20
and 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.
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.
key [c] eight [a] thirty [d] five [b] fifty
key:
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 b
key:
vocAbUlArY
10min
4 TS Get sts to go to Vocabulary Pack 8 (page 62). Focus on
the clock and teach o’clock, quarter, 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 b past
key:
h quarter
48
c past
i half
d past
j quarter
e to
f to
k o’clock
g ten
5 TS Refer sts to the TV Guide. Refer them to the first
three programmes on BBC1 and elicit the times, using the two
LISTENING & GRAMMAR
15 min
CD2 Track 15
different ways for telling the time.
8
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.
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?
Explain sts will listen to Tim and Vicki talking about the programme.
TIP: If possible, take a “real” clock to class and elicit
different times.
PRONUNCIATION
PW Play CD track for sts to listen and complete the TV Guide.
Play track again, if necessary. Classcheck.
5 min
6 TS Refer sts to the question. Focus on the highlighted
words and elicit pronunciation. Quickly drill the question.
VOCABULARY 7 Book Track
RP1 C4.7
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.
Refer sts to the words programme, channel, day, time. Quickly
elicit the days of the week.
10 min
Multimedia Track
MM C4.7
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.
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
If extra controlled practice is necessary, get sts to do
Activity Book page 107 #3.
10 TS Refer sts to the conversation. Get sts to ask you
the 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
Activity Book C4, page 107.
49
C5
What time does he start work?
Aim(s) of the lesson:
f
Talking about routines
noUns: bacon, bed, eggs, fries, instrument, meals
(breakfast, lunch, dinner, snack), neighbour, newspapers,
piano, shower, sausage, waitress
Adjectives: different
(from), difficult, similar, strange
Adverbs: exactly
verbs: 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), study
in love
Grammar
Present simple: he / she
Wh-questions and answers
Prepositions: before / after
SkillS
Reading an article
Speaking: talking about routines
recyclinG
Present simple: you
Present simple: affirmative, negative and interrogative
Present simple: short answers
Verb Be: questions and short answers
Times
1 BookTrack
10min
MulTiMediaTrack
CD2 track 18
Vocabulary
expressions: fall
vocAbUlArY
MM c5.1
TS Books closed. Ask
What time is it? What does
a typical Brazilian do at
weekends?
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, finish
and teach leave.
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, finish
and teach leave.
PW Get sts to complete
the verb phrases using the
words in the box. Monitor
closely for accuracy and help,
if necessary.
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.
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 1 get 2 do 3 have
key:
4 get 5 have 6 leave
7 start 8 have 9 have
10 finish 11 get 12 make
13 have 14 do 15 go
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
15 min
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.
speaking
8 Book Track
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.
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
10 min
Multimedia Track
MM C5.8
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.
If extra controlled practice is necessary, get sts to do
Activity Book page 108 #2.
GRAMMAR: PRACTICE
15 min
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.
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
7 TS Ask Do you have all the information about Melvin
Udall? Elicit the first question from sts.
f
Follow up
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.
Get sts to find information about a famous person and share it
with the class at the beginning of the following class.
KEY: a 6:45
e 8:30
Activity Book C5, pages 108 & 109.
b 8:30
f 9:15
c 9:15
g 10:00
d 1:00
h 10:45
f
Homework
TIP: Quickly drill the intonation of wh-questions before
having sts ask each other.
51
C6
He always leaves home early.
Aim(s) of the lesson:
f
3
TS Refer sts to the picture and elicit a quick description.
Refer sts to the conversation.
Talking about routines
Vocabulary
PW Have sts quickly read it and guess the correct option.
Elicit the meaning of delicious, fabulous, busy and miss. Play CD
track for sts to listen and check. Play track again, if necessary.
At the end, ask Do you watch Gordon Ramsay’s programmes?
What’s your favourite one? Does Ron watch Gordon’s programmes?
Adjectives: delicious, fabulous
Adverbs: always, usually, sometimes, never, early
verbs: miss, spend
expressions: Don’t
miss it!
if time allows, play CD track for sts to listen and repeat. Get sts
to act out the conversation.
Grammar
Adverbs of frequency
key hungry / Do / on / his / on / On / on / start / Is / busy
key:
SkillS
tip: Highlight the fact that delicious and fabulous are
cognates and this helps sts understand their meanings.
Listening to conversations
Reading an article
Speaking: talking about routines and about reality shows
Writing a short article
PW Get sts to ask and answer about reality shows (e.g. Big
Brother, 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.
Making suggestions
Prepositions
Present simple: wh-questions
reAdinG
Times
Vocabulary: everyday, free time activities
20min
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.
CD2 track 21
TS Read the sentences to sts. Teach reservation. Ask What
does Gordon Ramsay do? and revise 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 1 Mary phones Ana.
key:
3 make a reservation
52
5 BookTrack
1 TS Books closed. Write favourite on the B and elicit
2
4 TS Refer sts to the conversation and quickly revise the
questions about TV programmes. Read the prompts to sts.
recyclinG
listeninG & speAKinG
CD2 track 22
2 at Gordon Ramsay’s restaurant
4 quarter past eight
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.
15min
MulTiMediaTrack
MM c6.5
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:
2 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?
6 Book Track
Multimedia Track
MM C6.6
TS Refer sts to the
picture and elicit a quick
description. Give sts one
minute to read the article.
TS
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.
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
KEY: 1 A lot - over 5 in London. this stage but should rely
on memory only. Monitor
2 7:30 a.m.
closely for accuracy.
3 After 1 a.m.
4 Scotland.
5 In South London.
6Four.
7 He spends time with his
family and plays football.
Grammar
Check by clicking on
each question.
10 min
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 they
understand. 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.
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 10 min
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
7 TS Write frequency on the B and elicit its meaning.
Read the sentences about Ron to sts and focus on the frequency
WRITING
10
15 min
Follow up
f
Encourage sts to find out about a famous person’s routine and
prepare a poster / PowerPoint presentation to show the class.
Homework
f
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.
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.
53
D1
Have a nice trip!
Aim(s) of the lesson:
f
Buying a train ticket
f
Talking about opening hours
listeNiNg & grAmmAr
3
10miN
CD2 track 24
TS Refer sts to the picture and ask What do you know about
Kiko? What can you see?
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 Centre
Adjectives: comfortable, historic, vibrant, return/single
verbs: arrive, close, open
expressioNs: Have a nice trip!, How much is it?, I have no idea.
Grammar
IND Refer sts to the chart and have them read it. Teach
shopping 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?
Do you usually go to shopping centres? Why?
key (A) 10:00 a.m. (B) 7:30 p.m. (C) 5:30 p.m. (D) 1:00 p.m.
key:
What time + Present simple
4
SkillS
TS Read the two questions to sts. Focus on the Organizer
and talk sts through it.
Listening to conversations
Reading an information about Edinburgh
Speaking: talking about opening hours; buying a train ticket
CD2 track 25
IND Have sts complete the questions. Monitor closely
for accuracy.
recyclinG
TS Play CD track for sts to listen and check. Play track again
for sts to listen and repeat.
Present simple
key 1 do 2 does
key:
Telling the time
tip: If appropriate, highlight the intonation of wh-questions.
Days of the week
grAmmAr: prActice
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 1 T 2 T 3 F
key:
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
times. 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 1 At 3 Princes Street. 2 At 9 a.m. 3 At 5 p.m.
key:
54
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.
If extra controlled practice is necessary, get sts to do
Activity Book page 113 #2.
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.
LISTENING & speaking
7
20 min
CD2 Track 26
EXTRA
f
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
8 Book Track
Multimedia Track
CD2 Track 26
MM D1.8
RP1 D1.8
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.
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.
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.
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.
KEY: 3 6 9 4 1 12 11
2 7 10 5 8 13
9
RP1 D1.9
RP1 D1.8
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.
55
D2
When’s your birthday?
Aim(s) of the lesson:
f
2 1 TS Read the questions to sts and check
understanding. Get sts to find answers to the questions
in their cards.
Talking about dates
Vocabulary
NouNs: January, February, March, April, May, June, July,
August, September, October, November, December,
Easter, election day, heavy metal, jazz, opera
key a. EIF – Scotland / SF – Austria / MIJF – Canada; b. EIF – over
key:
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)
Adjectives: classical, country, pop, rock
ordiNAls: first, second, third, fourth, fifth, sixth
etc
Grammar
2 TS Read the questions to sts.
Wh-word: when
Prepositions of time: on + days
in + months
PW Have sts answer. Monitor closely and help, if necessary.
Classcheck.
Pronunciation
key a. July – August b. 10th August – 22nd August – 1st July
key:
c. open answer
Stress in months of the year
vocAbulArY & proNuNciAtioN
Th /T /
SkillS
3 BookTrack
Listening to conversations
CD2 track 28
Reading about music festivals
TS Quickly ask sts
when the EIF, SF and MIJF
take place. Refer sts to the
months of the year.
Speaking: asking and answering about dates;
talking about festivals
recyclinG
Focus on the stress patterns
and on the months. Elicit the
pronunciation.
Questions
Verb Be
’s
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
py or cowntry.
56
GW Get sts to exchange information about the festivals.
Monitor closely and make sure sts do not show their cards
to the others.
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 March – May – June /
key:
April – August / July /
January – February /
September – October –
November – December
20miN
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.
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
GRAMMAR: PRACTICE
sts to repeat after you. Elicit the pronunciation of th.
10 min
RP1 D2.8
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.
LISTENING & SPEAKING
15 min
CD2 Track 30
9
6 TS Write 13th and 14th on the B. Say the numbers and get
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.
1 TS Refer sts to the photo and numbers. Say the ordinal
numbers and have sts repeat.
PW Play CD track for sts to listen and answer. Play track again,
if necessary. Classcheck.
2 PW Refer sts to the ordinals and have sts say the
KEY: 1 In October. 2 Opera.
expressions. Monitor closely for pronunciation. At the end, elicit
the pronunciation. If necessary, do a quick pronunciation drill.
10 TS Ask a st when his/her birthday is and encourage others
to write it in the appropriate box in the class birthday chart.
3 TS Write think on the B and elicit pronunciation. Elicit
other words with the same sound.
MGL Encourage sts to ask others in the class. Monitor closely
for fluency and for the appropriate use of prepositions.
LEARNING TIP: Highlight that the sound /T/ will only be
pronounced when the tongue touches the front upper teeth.
GRAMMAR
5 min
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
If extra controlled practice is necessary, get sts to do
Activity Book page 114 #2.
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
Activity Book D2, page 114.
57
D3
Musicals? I’m sorry, I really hate them.
Aim(s) of the lesson:
f
2 TS Refer sts to the question and have them ask you what
your favourite types of films and music are.
Talking about likes and dislikes
IND Tell sts to circle two of their favourite types of music and
two of their favourite types of film.
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
tip: Bring some film snippets to class. Make sts see the
types and say which is which.
verbs: hate, like, love
expressioNs: How
about …?
Grammar
listeNiNg & vocAbulArY
Object pronouns
3
Pronunciation
SkillS
Reading a conversation
Speaking: giving opinions
15miN
CD2 track 33
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.
recyclinG
Giving opinions
Present simple
TS if time allows, play CD track again for sts to listen
and repeat.
10miN
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 rock country thrillers musicals
key:
58
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.
Listening to conversations
1
TS Refer sts to the conversation. Have sts quickly look at it
and ask What are they talking about?
Stress in sentences
listeNiNg & speAkiNg
MGL Have sts ask their classmates and find someone who
has the same taste for music and films. At the end, elicit similar
preferences.
key 3 (fabulous) 4 (great) 2 (excellent) 5 (horrible)
key:
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.
4 Book Track
Multimedia Track
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.
MM D3.4
Use this screen for checking.
Click on the words on the
3rd column to see complete
sentences. Click on ACTION
for screen 2.
CD2 Track 34
1 TS Refer sts to the first sentence and ask which word
is 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.
Grammar: PRACTICE
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.
SPEAKING
7
20 min
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.
5 min
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?
5 TS Refer sts to the pictures and elicit the types of
films and music.
9 TS Refer sts to the chart and get sts to write two names
for each category.
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.
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.
PW Get sts to give opinions about music and films. Monitor
closely for fluency. At the end, elicit exchanges from sts.
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.
Grammar & pronunciation
6 Book Track
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
15 min
EXTRA
Multimedia Track
MM D3.6
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.
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.
To see the last screen, click
on ACTION.
Click on ACTION to check.
If extra controlled practice is necessary, get sts to do
Activity Book page 115 #2.
59
D4
Swimming is my favourite activity!
Aim(s) of the lesson:
f
3 TS Ask What do you think of physical activities? Read the
sentences to sts.
Giving opinions about activities
PW Get sts to match the sentences with the pictures in #1.
Have sts tick the opinions they agree with.
Vocabulary
verb+Ing: chatting, cycling, dancing, drinking, driving,
eating, jogging, sleeping, studying, swimming, walking,
weight training, working
NouNs: physical
and elicit sts’ reactions. Quickly elicit opinion adjectives and
write them on the B, if necessary.
really., No way!, Sure!
PW Get sts to compare their ideas. Monitor closely and help
sts express their ideas. At the end, elicit exchanges from sts.
expressioNs: Not
Grammar
grAmmAr
Verb + -ing
5
SkillS
10miN
e-Board
PW Get sts to look at the sentences in #3 and complete the
Organizer. Classcheck and highlight verb + -ing structure.
Reading an article
Speaking: giving opinions
key Learning, Reading, Listening, doing, watching, staying, going
key:
recyclinG
If extra controlled practice is necessary, get sts to do
Activity Book page 117 #1.
Giving opinions
Like, love, hate
Object pronouns
vocAbulArY
Opinion adjectives
reAdiNg & speAkiNg
TS Focus on the sentences in #3 and read them to sts.
Listening to a conversation
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 1 c 2 a 3 b 4 b
key:
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.
60
4 TS Read the model exchange to sts. Give your opinion
exercise
verbs: prefer
key 3 4 2 1
key:
key 1 B 2 E 3 A 4 D 5 C
key:
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 A singing B cycling
key:
C eating
D chatting E driving
F sleeping G working H cooking I studying J drinking
tip: Quickly go through the spelling changes, if necessary.
vocAbulArY & grAmmAr: prActice
7
20miN
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.
8
CD2 Track 36
EXTRA
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.
f
f
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 Book Track
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.
Multimedia Track
MM D4.9
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 …?
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.
English at Work: A Day at Work
RP1 D4.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
Activity Book D4, page 117.
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.
61
D5
She goes jogging once a week.
Aim(s) of the lesson:
f
3
Talking about how often one does things
TS Refer sts to the photographs. Ask What’s her name?
and elicit a quick description. Get sts to go through the ad.
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
once/twice/three times a day/week …,
every day/month…, every other day/year…
time ExPREssIoNs:
expressioNs: go
on a diet, Me too.
Grammar
How often … + Present simple
key Canadian / 32 / married / 2 daughters / 110 / 65
key:
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.
grAmmAr
SkillS
Speaking: asking and answering about activities
Never
Activities
Prepositions: before / after
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?
recyclinG
CD2 track 38
Reading a message from an advice page
5 BookTrack
Listening to a message from an advice page
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 do
to 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?
62
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?
key 1 do 2 play 3 go 4 go 5 do
key:
Expressions of frequency
listeNiNg & vocAbulArY
CD2 track 37
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 a 3 b 2 c 4 d 1 e 5
key:
20miN
MulTiMediaTrack
MM d5.5
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.
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.
If extra controlled practice is necessary, get sts to do
Activity Book page 118 #2.
GRAMMAR: PRACTICE
20 min
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)
3 a (once a week)
5 b (one evening a week)
2 f (once a month)
4 e (every other weekend)
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
D6
I hardly ever go out on Mondays
Aim(s) of the lesson:
f
3
TS Play CD track for sts to listen and repeat. Ask How are it,
it
her him and them pronounced?
her,
Talking about how often people do things
Vocabulary
NouNs: adventure
films, partying, rock music, soul music
Adjectives: fancy, happy, sexy
never heard of …, I (don’t) know…
Grammar
Pronunciation
10miN
RP1 d6.4a/b
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 …?
Weak forms
SkillS
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.
Listening to conversations and to people’s routines
Reading about people’s routines
Speaking about Britain’s famous
Writing about one’s lifestyle and free time activities
grAmmAr
10miN
recyclinG
5
Object pronouns / Verbs: like – love – hate
TS Refer sts to the pictures and elicit quick descriptions.
listeNiNg & proNuNciAtioN
15miN
CD2 track 40
PW Play CD track for sts to listen and answer. Classcheck.
key 1 Tim 2 Ana 3 Tim
key:
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 A 4 B 1 C 5 D 3 E 6 F 2
key:
2 TS Refer sts to the first sentence. Focus on it and ask
What does ‘it’ refer to?
PW Get sts to match the sentences with the people or things
they refer to. Classcheck.
key [B] Casablanca
key:
[F] Helen Mirren
[D] Historical films
CD2 track 42
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 A 1 B 3 C 2
key:
TS Books closed. Write The Statue of Liberty, Brad Pitt and
Angelina Jolie, and Oprah Winfrey on the B. Ask Where are they
(from)? What do you think of them? Books open. Read questions.
64
Write Oasis (or any other name you think sts will have heard of)
on the B and do the same.
Adverbs of frequency
2
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.
once in a while, hardly ever, never
1
speAkiNg
4
Adverbs: always, usually, often, sometimes,
expressioNs: I’ve
CD2 track 41
[C] Jennifer Lopez
[E] Tim
[A] Comedies
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 often
key:
hardly ever
once in a while
before / after
MulTiMediaTrack
MM d6.6
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.
grammar: practice
7 Book Track
10 min
Multimedia Track
MM D6.7
TS Write go jogging
on the B and elicit how
often sts do it. Read the
sentences to sts.
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. Classcheck.
PW Get sts to decide
where the words go in the
sentences. Monitor closely
for accuracy.
KEY: 1 We sometimes
get up… 2 I’m hardly ever…
3 Debby doesn’t always go…
4 We’re often…
Check by clicking on ACTION.
8 TS Tell sts who you’re more similar to and why you think
you’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
9
10 min
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
10 min
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
recycling game
f
Get sts to prepare a poster / PowerPoint presentation about
a famous British person’s lifestyle.
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.
Homework
f
Stop & Check D, pages 121 & 122.
Interlink Game
f
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
|x6=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
3
Resources Pack
List of photocopiable resources
Resource
Page
Type
Number of photocopies*
RP1 A2.10
Reusable
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
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
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
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 D2.1
86
Cards
1 sheet per 9 sts
n
RP1 D2.8
87
Cards
1 sheet per 3 sts
n
RP1 D4.7
88
Cards
1 sheet per 4 sts
n
RP1 D4.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
92
Cards
1 sheet per 20 sts
n
RP1 REV A.7
93
Cards
1 sheet per 20 sts
n
RP1 REV B.7
94
Cards
1 sheet per 2 sts
n
RP1 REV C.6
95
Cards
1 sheet per 4 sts (cut)
1 sheet per 4 sts (complete)
n
RP1 REV D.6
96
Cards
1 sheet per 6 sts
n
RP1 REV D.16
97
Cards
1 sheet per 4 sts
n
n
67
A2 Activity 10: Say it!
68
Cards
name
late
ready
sorry
OK
come
moment
read
write
open
excellent
terrible
Julia
Roberts
Brad Pitt
Fantástico
McDonald’s
Carrefour
New York
New Interlink 1 | © Learning Factory: Photocopiable
OHT
New Interlink 1 | © Learning Factory: Photocopiable
A3
Activity 7
69
A3 Activity 9: How many?
70
Teacher’s Cards
bike
car
chair
coin
credit card
cup
door
eraser
flash drive
key
mobile
paper
clip
sheet of
paper
watch
window
New Interlink 1 | © Learning Factory: Photocopiable
Activity 9: How many?
A3
CREDiT CARD ©iSTOCKPHOTO.COM / SEBASTiAN KAuliTzKi
Students’ Cards
New Interlink 1 | © Learning Factory: Photocopiable
71
A5 E@W: On the phone
Handout Not Reusable
English at work – On the phone
1 Listen and write the extension numbers.
1 Listen and write the extension numbers.
Sparks & Mensa Departments
Sparks & Mensa Departments
Research and Development
Research and Development
Human Resources
Human Resources
Marketing
Marketing
Extension
Finance
2 Listen and complete.
2 Listen and complete.
A Sparks & Mensa. Good (1) B Is that the
A No, I’m sorry
Department?
.
A
B Thank you.
Department?
(3)
Department.
(6)
.
Use the departments and extension numbers.
English at work – On the phone
1 Listen and write the extension numbers.
English at work – On the phone
1 Listen and write the extension numbers.
Sparks & Mensa Departments
Sparks & Mensa Departments
Research and Development
Research and Development
Human Resources
Human Resources
Marketing
Marketing
Extension
Finance
)
Sales
2 Listen and complete.
A Sparks & Mensa. Good (1) B Is that the
.
Department?
A No, I’m sorry (3) is the
(4)
, this
B What’s the
A (6) Department.
(5)
)
Sales
(2)
Extension
Finance
2 Listen and complete.
, please?
.
B Thank you.
3 In pairs, practise the dialogue.
Use the departments and extension numbers.
72
, please?
3 In pairs, practise the dialogue.
Use the departments and extension numbers.
, this
is the (4) B Thank you.
3 In pairs, practise the dialogue.
.
B What’s the (5) , please?
(2)
A No, I’m sorry
Department.
B What’s the (5) A
B Is that the
, this
is the (4) (6)
A Sparks & Mensa. Good (1) .
(3)
)
Sales
(2)
Extension
Finance
)
Sales
English at work – On the phone
A Sparks & Mensa. Good (1) B Is that the
(2)
.
Department?
A No, I’m sorry (3) is the
(4)
, this
B What’s the
A (6) Department.
(5)
, please?
.
B Thank you.
3 In pairs, practise the dialogue.
Use the departments and extension numbers.
New Interlink 1 | © Learning Factory: Photocopiable
Cards
A6
Activity 8: Pinocchio
Name: Gabriel
Name: Diego
Name: Bob
Nationality: French
Nationality: Spanish
Nationality: American
Surname: Polier
Occupation: lawyer
Marital status: divorced
Surname: Garcia
Occupation: retired
Marital status: married
Surname: Wilson
Occupation: student
Marital status: single
Phone #
Phone #
Phone #
Name: Carla
Name: Pilar
Name: Margareth
Nationality: Italian
Nationality: Argentinian
Nationality: British (Welsh)
Mobile: 5439 0078
Surname: Bellavista
Occupation: housewife
Marital status: separated
Mobile: 345 6789
Surname: Madero
Occupation: doctor
Marital status: single
Phone #
Phone #
Name: Adriana
Name: Akito
Nationality: Brazilian
Nationality: Japanese
Mobile: 5455 0091
Surname: Santos
Occupation: engineer
Marital status: divorced
Phone #
Mobile: 8777 4993
New Interlink 1 | © Learning Factory: Photocopiable
Mobile: 7324 5577
Surname: Sato
Occupation: businessman
Marital status: single
Phone #
Mobile: 2788 9342
Mobile: 7077 0070
Surname: Simpson
Occupation: teacher
Marital status: married
Phone #
Mobile: 398 8552
You are Pinocchio.
Invent the information.
Convince your friends!
Name:
Surname:
Nationality:
Occupation:
Marital status:
Phone #
Mobile:
73
B3
Activity 7
Rick
74
OHT
Rose
Kim & Tom
New Interlink 1 | © Learning Factory: Photocopiable
Extra
Cards
B4
an italian friend
the letter “Z”
in your surname
a rich husband/
boyfriend/partner
a beautiful wife/
girlfriend/partner
New Interlink 1 | © Learning Factory: Photocopiable
75
B5
E@W: A job interview 1
Handout Not Reusable
English at work – A job interview
English at work – A job interview
1 Read and complete.
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.
2 Listen and complete the form.
Brayne & Goodheart Agency
Candidate Profile
Name: 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?
Brayne & Goodheart Agency
Candidate Profile
Juan Carlos
Name: Surname: Juan Carlos
Surname: Nationality: Nationality: Age: Age: Occupation: Occupation: Languages:
English q
French q
Italian q
German q
Japanese q Portuguese q
Spanish q
Other q
Contact number: Languages:
English q
French q
Italian q
German q
Japanese q Portuguese q
Spanish q
Other q
Contact number: English at work – A job interview
1 Read and complete.
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 Agency
Candidate Profile
Name: Juan Carlos
Surname: Nationality: Age: Occupation: Languages:
English q
French q
Italian q
German q
Japanese q Portuguese q
Spanish q
Other q
Contact number: 76
English at work – A job interview
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 Agency
Candidate Profile
Name: Juan Carlos
Surname: Nationality: Age: Occupation: Languages:
English q
French q
Italian q
German q
Japanese q Portuguese q
Spanish q
Other q
Contact number: New Interlink 1 | © Learning Factory: Photocopiable
Role Cards
B5
E@W: A job interview 2
Name: Constanza
Name: Murray
Surname: Garcia
Surname: Cooper
Nationality: Spanish
Nationality: Australian
Age: 24
Age: 37
Occupation: secretary
Occupation: architect
Languages: Spanish & English
Languages: English & German
Contact number: 27821097
Contact number: 9065722
Name: Maria
Name: Leonardo
Surname: Prego
Surname: Salvattori
Nationality: Portuguese
Nationality: Italian
Age: 46
Age: 30
Occupation: housewife
Occupation: artist
Languages: Portuguese & English
Languages: Italian, English & Portuguese
Contact number: 65774210
Contact number: 72356488
Name: Alexandra
Name: Herbert
Surname: Konsett
Surname: Zimermann
Nationality: German
Nationality: German
Age: 35
Age: 41
Occupation: teacher
Occupation: film director
Languages: German, English & Spanish
Languages: German, Italian & English
Contact number: 54367721
Contact number: 98003256
Name: Kimiko
Name: Stuart
Surname: Hakuda
Surname: Rochester
Nationality: Japanese
Nationality: Scottish
Age: 27
Age: 33
Occupation: business woman
Occupation: pilot
Languages: Japanese & English
Languages: English & French
Contact number: 34886721
Contact number: 23398741
New Interlink 1 | © Learning Factory: Photocopiable
77
B5
78
E@W: A job interview 3
Forms Not Reusable
Name: Name: Surname: Surname: Nationality: Nationality: Age: Age: Occupation: Occupation: Languages: Languages: Contact number: Contact number: Name: Name: Surname: Surname: Nationality: Nationality: Age: Age: Occupation: Occupation: Languages: Languages: Contact number: Contact number: Name: Name: Surname: Surname: Nationality: Nationality: Age: Age: Occupation: Occupation: Languages: Languages: Contact number: Contact number: Name: Name: Surname: Surname: Nationality: Nationality: Age: Age: Occupation: Occupation: Languages: Languages: Contact number: Contact number: New Interlink 1 | © Learning Factory: Photocopiable
Activity 8
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
Cards
B6
Saturday morning
Saturday afternoon
Saturday evening
Sunday morning
Sunday afternoon
Sunday evening
New Interlink 1 | © Learning Factory: Photocopiable
79
C1 Activity 10
OHT
A
B
Hello.
Can I speak to _____, please?
_____ here.
Hello, _____. It’s _____.
Hi, _____.
Listen, I’m really _____. Let’s _____.
That’s a great idea!
?
Sorry, I can’t. I’m _____.
80
New Interlink 1 | © Learning Factory: Photocopiable
Handout Not Reusable
C1
E@W: Answering the phone
English at work – Answering the phone
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.
ANA
caller
( 1 ) Hello. Tim Grant’s office.
(10)Bye.
( ) Can I have your number, please?
( ) Thank you for your help.
( ) Thank you. Bye.
( ) Hello. Can I speak to Mr. Grant, please?
( )I’m sorry he’s out. Can I take a message?
( 4 )Yes. Can you tell him Mr. ( 7 ) Yes, he’ll be back soon. I’ll ask him to call you.
( ) My hotel number is called?
. Can he call me back today?
3 Practise the dialogue in pairs.
English at work – Answering the phone
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.
ANA
caller
( 1 ) Hello. Tim Grant’s office.
(10)Bye.
( ) Can I have your number, please?
( ) Thank you for your help.
( ) Thank you. Bye.
( ) Hello. Can I speak to Mr. Grant, please?
( )I’m sorry he’s out. Can I take a message?
( 4 )Yes. Can you tell him Mr. ( 7 ) Yes, he’ll be back soon. I’ll ask him to call you.
( ) My hotel number is called?
. Can he call me back today?
3 Practise the dialogue in pairs.
English at work – Answering the phone
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.
ANA
caller
( 1 ) Hello. Tim Grant’s office.
(10)Bye.
( ) Can I have your number, please?
( ) Thank you for your help.
( ) Thank you. Bye.
( ) Hello. Can I speak to Mr. Grant, please?
( )I’m sorry he’s out. Can I take a message?
( 4 )Yes. Can you tell him Mr. ( 7 ) Yes, he’ll be back soon. I’ll ask him to call you.
( ) My hotel number is called?
. Can he call me back today?
3 Practise the dialogue in pairs.
New Interlink 1 | © Learning Factory: Photocopiable
81
C3 Activity 6
Student A
Student B
Read about Whoopi Goldberg.
Read about Marília Pêra.
Whoopi Goldberg
Marília Pêra
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.
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.
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.
Student A
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.
Student B
Read about Whoopi Goldberg.
Read about Marília Pêra.
Whoopi Goldberg
Marília Pêra
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.
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.
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.
Student A
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.
Student B
Read about Whoopi Goldberg.
Read about Marília Pêra.
Whoopi Goldberg
Marília Pêra
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.
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.
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.
82
Cards
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.
New Interlink 1 | © Learning Factory: Photocopiable
Cards
New Interlink 1 | © Learning Factory: Photocopiable
C4
Activity 7: Big Ben
83
D1
Activity 8
OHT
at the ticket office
Can i help you?
Yes, i’d
’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.
84
New Interlink 1 | © Learning Factory: Photocopiable
Cards
D1
Activity 9
Student A
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 buy
a ticket from London to Cambridge.
Sell the ticket and give information.
London – Cambridge
Times
Departure:
3:15 p.m. platform 4
Arrival:
4:00 p.m.
Single:
£ 10
Return:
£ 15
Prices
Student B
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 buy
a ticket from Edinburgh to Liverpool.
Sell the ticket and give information.
Edinburgh – Liverpool
Times
Departure:
3:00 p.m. platform 5
Arrival:
6:30 p.m.
Single:
£ 28
Return:
£ 34
Prices
Student A
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 buy
a ticket from London to Cambridge.
Sell the ticket and give information.
London – Cambridge
Times
Departure:
3:15 p.m. platform 4
Arrival:
4:00 p.m.
Single:
£ 10
Return:
£ 15
Prices
Student B
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 buy
a ticket from Edinburgh to Liverpool.
Sell the ticket and give information.
New Interlink 1 | © Learning Factory: Photocopiable
Edinburgh – Liverpool
Times
Departure:
3:00 p.m. platform 5
Arrival:
6:30 p.m.
Single:
£ 28
Return:
£ 34
Prices
85
D2 Activity 1
Student A
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!
Student A
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!
Student A
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!
86
Cards
Student b
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.
Student b
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.
Student b
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.
Student c
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!
Student c
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!
Student c
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!
New Interlink 1 | © Learning Factory: Photocopiable
Cards
D2
Activity 8
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
New Interlink 1 | © Learning Factory: Photocopiable
87
D4 Activity 7: Charades
Cards
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?
88
New Interlink 1 | © Learning Factory: Photocopiable
Handout
D4
E@W: A day at work
English at work – A day at work
1 Match TWO words with the work places.
1. a bank
3. a hospital
2. a factory
A
4. a laboratory (a lab)
B
5. an office
6. a restaurant
7. a school
8. a shop
9. a surgery
10.a university
Where do you work? 2 Tick (n) the activities you do at work and add others.
answer phone calls [
]
write and answer emails [
deal with customers/patients [
have conference calls [
have meetings [
]
work on projects [
]
write reports [
]
make phone calls [
make presentations [
]
]
]
]
]
Now talk about the activities you do in pairs.
AI usually deal with customers at work.
BMe too. / Really? I never do that.
3 Read about Ana’s job. True [T] or false [F]?
1. Ana works from 8:30 to 6. [
]
2.Ana works in a laboratory. [
]
3.Ana likes her colleagues. [
]
File
Edit
View
History
Favorites
http://www.adayatwork.co.uk/anasjob/index.php
Window
A day at work
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 lunchtime. 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.
4 Write a short text about your job.
New Interlink 1 | © Learning Factory: Photocopiable
89
D6 Activity 4a
90
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
New Interlink 1 | © Learning Factory: Photocopiable
OHT
D6
Activity 4b
The Rolling Stones
A BAND
Emma Watson
AN ACTRESS
Sting
A 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 Beckham
A 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 Mary
THE 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
New Interlink 1 | © Learning Factory: Photocopiable
91
A
rev
Cards
1
Your name: Angelina Jolie
Try to find: Nicole Kidman
Tom Cruise
11
Your name: Brad Pitt
Try to find: Angelina Jolie
David Beckham
2
Your name: Britney Spears
Try to find: Oprah Winfrey
Hugh Grant
12
Your name: David Beckham
Try to find: Britney Spears
Hugh Grant
3
Your name: Cate Blanchett
Try to find: Kate Winslet
Mel Gibson
13
Your name: Hugh Grant
Try to find: Cate Blanchett
Johnny Depp
4
Your name: Emma Thompson
Try to find: Madonna
Tom Hanks
14
Your name: Johnny Depp
Try to find: Emma Thompson
Kevin Costner
5
Your name: Halle Berry
Try to find: Jennifer Lopez
Johnny Depp
15
Your name: Kevin Costner
Try to find: Halle Berry
Mel Gibson
6
Your name: Jennifer Lopez
Try to find: Cate Blanchett
Kevin Costner
16
Your name: Mel Gibson
Try to find: Jennifer Lopez
Russell Crowe
7
Your name: Kate Winslet
Try to find: Angelina Jolie
Jim Carrey
17
Your name: Russell Crowe
Try to find: Kate Winslet
Jim Carrey
8
Your name: Madonna
Try to find: Britney Spears
Russell Crowe
18
Your name: Jim Carrey
Try to find: Madonna
Tom Cruise
9
Your name: Nicole Kidman
Try to find: Halle Berry
Brad Pitt
19
Your name: Tom Cruise
Try to find: Nicole Kidman
Tom Hanks
20
Your name: Tom Hanks
Try to find: Oprah Winfrey
Brad Pitt
10
92
Activity 1: Hello
Your name: Oprah Winfrey
Try to find: Emma Thompson
David Beckham
New Interlink 1 | © Learning Factory: Photocopiable
Cards
Activity 7: International Partners
A
rev
Architect
Secretary
Civil servant
Civil servant
Architect
Secretary
Civil servant
Civil servant
Doctor
Actor
Technician
Engineer
Doctor
Actor
Technician
Engineer
Doctor
Doctor
Businessman/
Businesswoman
Businessman/
Businesswoman
Germany
Germany
Germany
Germany
Italy
New Interlink 1 | © Learning Factory: Photocopiable
Portugal
Portugal
Spain
Spain
Italy
Australia
Australia
Brazil
Brazil
Germany
France
France
Spain
Spain
Germany
93
B
rev
94
Activity 7: Man, woman or thing?
Cards
Lázaro Ramos
actor
1978
Hugh Grant
actor
1960
Beyoncé Knowles
singer
1981
Harry Potter and the
Half-Blood Prince
film
2008
Casino Royale
film
2005
Casablanca
film
1942
Camila Pitanga
actress
1977
Elton John
singer
1947
Naomi Campbell
model
1970
Claudia Schiffer
model
1970
Michael Schumacher
racing driver
1969
The Great Wall
a wonder of the world
220 B.C.
Ivete Sangalo
singer
1972
J.K. Rowling
writer
1965
Hillary Clinton
politician
1947
Ségolène Royal
politician
1953
Catherine Deneuve
actress
1943
The Summer Palace
a monument
1750
José Saramago
writer
1922
Lewis Hamilton
racing driver
1985
Steven Spielberg
film director
1946
Pedro Almodóvar
film director
1949
Penélope Cruz
actress
1974
Chichén Itzá
a wonder of the world
435-455
Lázaro Ramos
actor
1978
Hugh Grant
actor
1960
Beyoncé Knowles
singer
1981
Harry Potter and the
Half-Blood Prince
film
2008
Casino Royale
film
2005
Casablanca
film
1942
Camila Pitanga
actress
1977
Elton John
singer
1947
Naomi Campbell
model
1970
Claudia Schiffer
model
1970
Michael Schumacher
racing driver
1969
The Great Wall
a wonder of the world
220 B.C.
Ivete Sangalo
singer
1972
J.K. Rowling
writer
1965
Hillary Clinton
politician
1947
Ségolène Royal
politician
1953
Catherine Deneuve
actress
1943
The Summer Palace
a monument
1750
José Saramago
writer
1922
Lewis Hamilton
racing driver
1985
Steven Spielberg
film director
1946
Pedro Almodóvar
film director
1949
Penélope Cruz
actress
1974
Chichén Itzá
a wonder of the world
435-455
New Interlink 1 | © Learning Factory: Photocopiable
Activity 6: Who is it?!
Cards
ana Costa
Leonardo di Caprio
angélica
C
Luciano huck
o
o
n
o
n
o
n
n
o
n
n
o
o
n
o
o
n
o
o
n
n
n
n
n
Pedro Bial
Fernanda Torres
halle Berry
Paul McCartney
n
n
o
o
n
n
n
o
o
n
o
n
o
n
o
n
n
o
n
n
o
o
o
n
Bill gates
Prince william
Prince harry
gisele Bündchen
n
o
n
o
n
o
n
o
o
o
o
n
n
n
n
n
o
n
n
n
n
o
o
n
hillary Clinton
garfield
will Smith
Fátima Bernardes
n
o
n
o
n
o
n
o
o
o
o
o
o
n
o
n
o
n
o
o
o
n
n
n
New Interlink 1 | © Learning Factory: Photocopiable
rev
95
D
rev
Activity 6
Cards
Student A
Calendar
2009
2010
Chinese
26th January
14th February
Islamic
Jewish
7th December
19th September
2011
2012
23rd January
26th November
29th September
17th September
2011
2012
Student b
Calendar
2009
Chinese
26 January
Islamic
18th December
2010
3 February
th
Jewish
th
7th December
15th November
9th September
29th September
2011
17th September
Student A
Calendar
2009
2010
Chinese
26 January
14 February
th
Islamic
Jewish
2012
23 January
th
7th December
19th September
rd
26th November
29th September
17th September
2011
2012
Student b
Calendar
2009
Chinese
26th January
Islamic
18th December
Jewish
2010
3th February
7th December
15th November
9th September
29th September
17th September
2011
2012
Student A
Calendar
2009
2010
Chinese
26th January
14th February
Islamic
Jewish
7th December
19th September
23rd January
26th November
29th September
17th September
2011
2012
Student b
Calendar
2009
Chinese
26 January
Islamic
18th December
Jewish
96
2010
3 February
th
th
7th December
9th September
15th November
29th September
17th September
New Interlink 1 | © Learning Factory: Photocopiable
Cards
D
Activity 16
rev
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
New Interlink 1 | © Learning Factory: Photocopiable
TRUTH
TRUTH
97
Publishing Manager
Adriana Souza
Series Editor
Ricardo Sili
Teacher’s Guide Editor
Márcia Nogueira
Authors
Student’s Book: Carla Chaves, Jeff Stranks, Ricardo Sili, Angela Dias (collaborator)
Activity Book: Daniela Bertolucci, Lilian Lopes, Rosane Thiebaut
Multimedia activities: Ana Thornycroft, Alexsandro Silva, Vânia D’Ângelo
Teacher’s Guide: Maria Alice Antunes
LEARNING FACTORY
production Editor
Rua São Clemente, 258 – 4º andar.
Paula Boyce
[email protected]
Design
Botafogo, Rio de Janeiro, RJ. 22260-000
Interlink is a trademark of Learning Factory Ltda.
Copyright by Learning Factory, 2002.
New Interlink 1
eg.design
Art direction: Evelyn Grumach, Ricardo Hippert
Layout: Ricardo Hippert, Manuela Roitman
ISBN 978-85-89456-57-9
Layout assistants: Juliano Kestenberg, Tatiana Buratta
“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.”
IllustrationS
Printed in Brazil by Imprinta, June 2009
Ricardo Cunha Lima
Multimedia and Recording Supervision
Ana Thornycroft
Proof-reading
Flávia Marinho
Multimedia Design
Labareda Design
Studio (book audio track)
Núcleo de Criação Produções em Áudio
Studio (Multimedia audio track)
Ana Thornycroft
Charles Lacerda
Picture research
Alessandra Libonatti
Editorial Assistance
Sandra Junqueira, Tatiana Boynard
Photographs (royalty-free and/or rights-managed)
Keystone; Afitec; Levendula; Getty Images; Photodisc; iStockphotos.com
p.82: Whoopi (Keystone), Marília Pêra (Folhapress)
Teacher’s audio CD tracks
CD 1
TRACK | CONTENT
TRACK | CONTENT
TRACK | CONTENT
1
Introduction
18
A4 - AB-5
35
B2 - 3
3
A1 - 4
20
A5 - 3
37
B3 - 4
2
4
5
6
7
8
9
10
11
12
13
14
15
16
17
A1 - 1
A1 - 7
A1 - 8
A2 - 1
A2 - 3
A2 - 7
A2 - 8
A2 - AB-4
A3 - 1
A3 - 2
A3 - 3
A4 - 1
A4 - 3
A4 - 4
A4 - 5
19
21
22
23
24
25
26
27
28
29
30
31
32
33
34
A5 - 1
A5 - 4
A5 - 8
A5 - English at Work 1
A5 - English at Work 2
A5 - AB-4
A5 - AB-7
A6 - 1
A6 - 5
A6 - 7
B1 - 1
B1 - 4
B1 - 7
B1 - 8
36
38
39
40
41
42
43
44
45
46
47
48
49
B2 - 5
B4 - 3
B4 - 4
B4 - 9
B5 - 3
B5 - 5
B5 - 6
B5 - 7
B5 - English at Work
B5 - AB-7
B6 - 2
B6 - 3
B6 - 5
B1 - AB-1
CD 2
TRACK | CONTENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Introduction
C1 - 2
C1 - 3
C1 - 5
C1 - 9
C1 - English at Work
C2 - 2
C2 - 3
C2 - 6
C2 - AB-6
C3 - 2
C3 - 4
C4 - 1
C4 - 3
C4 - 8
TRACK | CONTENT
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
C5 - 1
C5 - AB-1
C5 - AB-7
C6 - 2
C6 - 3
C6 - AB-4
D1 - 3
D1 - 4
D1 - 7
D1 - AB-5
D2 - 3
D2 - 5
D2 - 9
D2 - AB-5
D3 - 1
16
C4 - AB-1
33
D3 - 3
17
C4 - AB-5
34
D3 - 7
TRACK | CONTENT
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
D3 - AB-4
D4 - 8
D5 - 3
D5 - 5
D5 - 8
D6 - 1
D6 - 3
D6 - 5
Revision Section A - 5
Revision Section A - 8
Revision Section A - 10
Revision Section A - 13
Revision Section B - 3
Revision Section B - 5
Revision Section C - 4
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.
New Interlink takes students from beginner level (zero or
false beginners) up to intermediate level (Common European
Framework Level B1, leading into B2).
Student’s Book
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Lessons conveniently presented on a double-page spread.
A wide range of topics allowing students to express their ideas
and experiences.
A grammar, pronunciation and lexical syllabus responding to
specific needs and characteristics of Brazilian learners.
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.
Organizer boxes signposting and systematizing the target
language items of the lesson.
Tips to draw the learners’ attention to special aspects of
the language.
Interactive tasks with strong emphasis on the development
of vocabulary and speaking skills.
In-built revision and recycling.
Language Reference Cards for classroom and self-access use.
Alternative activities preparing learners for
today’s workplace.
Answer keys and audioscripts.
Activity Book
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i
i
i
Fully integrated in Student’s Book.
Lesson-by-lesson support containing a list of useful words
and expressions, vocabulary and grammar practice activities.
Special support for writing skills development.
Learner-friendly training tips and activities.
Student’s CD-ROM
Interactive 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 Guide
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i
Lesson-by-lesson plans.
Useful tips and ideas.
Extra photocopiable activities.
Resources pack.
Multimedia CD-ROM
Optional multimedia teacher resources with memorable
activities integrating visual and audio stimuli.
Teacher’s audio CD tracks
CD 1
TRACK | CONTENT
TRACK | CONTENT
TRACK | CONTENT
1
Introduction
18
A4 - AB-5
35
B2 - 3
3
A1 - 4
20
A5 - 3
37
B3 - 4
2
4
5
6
7
8
9
10
11
12
13
14
15
16
17
A1 - 1
A1 - 7
A1 - 8
A2 - 1
A2 - 3
A2 - 7
A2 - 8
A2 - AB-4
A3 - 1
A3 - 2
A3 - 3
A4 - 1
A4 - 3
A4 - 4
A4 - 5
19
21
22
23
24
25
26
27
28
29
30
31
32
33
34
A5 - 1
A5 - 4
A5 - 8
A5 - English at Work 1
A5 - English at Work 2
A5 - AB-4
A5 - AB-7
A6 - 1
A6 - 5
A6 - 7
B1 - 1
B1 - 4
B1 - 7
B1 - 8
36
38
39
40
41
42
43
44
45
46
47
48
49
B2 - 5
B4 - 3
B4 - 4
B4 - 9
B5 - 3
B5 - 5
B5 - 6
B5 - 7
B5 - English at Work
B5 - AB-7
B6 - 2
B6 - 3
B6 - 5
B1 - AB-1
CD 2
TRACK | CONTENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Introduction
C1 - 2
C1 - 3
C1 - 5
C1 - 9
C1 - English at Work
C2 - 2
C2 - 3
C2 - 6
C2 - AB-6
C3 - 2
C3 - 4
C4 - 1
C4 - 3
C4 - 8
TRACK | CONTENT
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
C5 - 1
C5 - AB-1
C5 - AB-7
C6 - 2
C6 - 3
C6 - AB-4
D1 - 3
D1 - 4
D1 - 7
D1 - AB-5
D2 - 3
D2 - 5
D2 - 9
D2 - AB-5
D3 - 1
16
C4 - AB-1
33
D3 - 3
17
C4 - AB-5
34
D3 - 7
TRACK | CONTENT
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
D3 - AB-4
D4 - 8
D5 - 3
D5 - 5
D5 - 8
D6 - 1
D6 - 3
D6 - 5
Revision Section A - 5
Revision Section A - 8
Revision Section A - 10
Revision Section A - 13
Revision Section B - 3
Revision Section B - 5
Revision Section C - 4
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.
New Interlink takes students from beginner level (zero or
false beginners) up to intermediate level (Common European
Framework Level B1, leading into B2).
Student’s Book
i
i
i
i
i
i
i
i
i
i
i
Lessons conveniently presented on a double-page spread.
A wide range of topics allowing students to express their ideas
and experiences.
A grammar, pronunciation and lexical syllabus responding to
specific needs and characteristics of Brazilian learners.
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.
Organizer boxes signposting and systematizing the target
language items of the lesson.
Tips to draw the learners’ attention to special aspects of
the language.
Interactive tasks with strong emphasis on the development
of vocabulary and speaking skills.
In-built revision and recycling.
Language Reference Cards for classroom and self-access use.
Alternative activities preparing learners for
today’s workplace.
Answer keys and audioscripts.
Activity Book
i
i
i
i
Fully integrated in Student’s Book.
Lesson-by-lesson support containing a list of useful words
and expressions, vocabulary and grammar practice activities.
Special support for writing skills development.
Learner-friendly training tips and activities.
Student’s CD-ROM
Interactive 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 Guide
i
i
i
i
Lesson-by-lesson plans.
Useful tips and ideas.
Extra photocopiable activities.
Resources pack.
Multimedia CD-ROM
Optional multimedia teacher resources with memorable
activities integrating visual and audio stimuli.