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GENERAL ENGLISH · PRACTICAL ENGLISH · PRE-INTERMEDIATE (A2-B1)

NEW
PEOPLE
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1 Warm up

In groups, talk about the questions below.

1. When was the last time you met someone new?

2. What did you talk about? What did you learn about them?
3. Where do you usually meet new people?

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2 Vocabulary 1

Match the verbs on the left with the nouns. Then make a sentence about you for each verb and tell
a classmate.

1. listen to a. England/Moscow/the countryside

2. study b. concerts/football matches/the theatre

3. take part in c. running/cooking/swimming

4. live in d. rock/R’n’B/jazz

5. enjoy e. economics/chemistry/mathematics

6. go to f. marathons/debates/competitions

1)

2)

3)

4)

5)

6)

3 Listening 1

Listen to the conversation between Sophie, Aisha and Mark at a party and say if the sentences below
are true (T) or false (F).

1. Mark and Aisha already knew each other.

2. Sophie leaves Mark and Aisha alone.

3. Aisha doesn’t like her job very much.

4. Both Aisha and Mark play musical instruments.

5. Mark invites Aisha to go cycling.

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4 Listening 2
Complete the word maps with one word in each gap.

5 Functional language
Complete the phrases with one word. Listen and check. Then use the phrases to complete the table
below.

1. I don’t you know Mark. 7. Is that ?

2. to meet you! 8. What ... do you like sports?
3. How’s it ?
9. Wow, good luck with !
4. How do you Sophie, Mark?
10. Good for !
5. What you?
6. That’s !

Introducing someone Meeting someone Asking questions

1 2
Pleased to meet you.

3
Have you met Aisha? What type of ... do you like?

4
This is Andy. What’s your job?

5
How do you do? (more formal)

Asking the same question Responding to answers

And you? Really?

6 7

10

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6 Grammar 1

Read the grammar box and complete the sentences with the correct form of the verbs in brackets.
Then listen and check.

Grammar Box: Present Simple and Continuous

We use the present simple to talk about habits and states.

• I go running every day.
• I know her from work.
We use present continuous to talk about things that are happening now or around now.
• I’m not doing anything right now.
• I’m studying for my exams this week.

1. I’m really sorry, they me over there. (call)

2. So, how Sophie? (you / know)

3. What at her office? (you / do)

4. At the moment, I on a boring project though. (work)

5. I a musical instrument too! (play)

6. But I much right now because I’m really busy. (not play)

7. At the moment my friends and I for a 200-kilometre race at the end of the month.
(be / prepare)

7 Let’s play!

Your teacher will give you a card. Read the information, but don’t show it to anyone. Then imagine
you are that person and that you are at a party.

8 Speaking 2

Large classes: Walk around the class. Ask your classmates questions from this lesson. Find people
who have something in common with you. Write down your findings and tell the class.

Smaller classes: In pairs, ask and answer questions from this lesson. Try to find five things that you
have in common with your partner.

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9 Extension activity 1
In pairs, look at the cues below and rebuild the dialogue from the lesson. Then roleplay the dialogue.

1. Sophie: Aisha, come / here. think / know / Mark

2. Aisha: Lovely / meet

3. Mark: How / going?

4. Sophie: / sorry / calling / there. / back / minute.

5. Aisha: / how / know Sophie?

6. Mark: / work.

7. Aisha: / right? What / do / office?

8. Mark: / graphic designer. What / you?

9. Aisha: / language teacher.

10. Mark: / nice. enjoy / work?

11. Aisha: / love / ! / students / great / always / new! / like yours?

12. Mark: Most / time. / moment, / working / boring project. Let’s not talk / work! / What / you do
/ spare time?

13. Aisha: / like listening to music. / playing.

14. Mark: / so? I / musical instrument too! guitar. / you?

15. Aisha: / piano. / not playing / right now / busy. / What else... / sports?

16. Mark: Yes! / cycling. three times a week. / At the moment my friends and I / preparing / 200-
kilometre race / end / month.

17. Aisha: / luck / that! running. / go out / run / morning.

18. Mark: Good! Let’s / run / some day. Where / you / go?

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10 Extension activity 2

Use the phrases from the Functional Language task to make a funny dialogue of two people meeting.

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Transcripts

3. Listening 1

Sophie: Aisha, come over here. I don’t think you know Mark... Mark, Aisha... Aisha, Mark.

Aisha: Lovely to meet you.

Mark: How’s it going?

Sophie: I’m really sorry, they’re calling me over there. I’ll come back in a minute.

Aisha: OK then... so, how do you know Sophie?

Mark: We work together.

Aisha: What do you do at her office?

Mark: I’m a graphic designer. What about you?

Aisha: I’m a language teacher.

Mark: That’s nice. Do you enjoy your work?

Aisha: I love it! My students are great and there’s always something new to do! Do you like
yours?

Mark: Most of the time. At the moment, I’m working on a boring project though. Let’s not talk
about work! What do you do in your spare time?

Aisha: I really like listening to music. And playing too.

Mark: Is that so? I play a musical instrument too! I play the guitar. What about you?

Aisha: I play the piano. But I’m not playing much right now because I’m really busy. What else...
do you like sports?

Mark: Yes! I really like cycling. I go cycling about three times a week. At the moment my friends
and I are preparing for a 200-kilometre race at the end of the month.

Aisha: Wow, good luck with that! I prefer running. I go out for a run every day in the morning.

Mark: Good for you! Let’s go for a run someday. Where do you usually go?

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Key

1. Warm up

5 mins.
Write the title of the worksheet on the board and elicit what they think the lesson will be about. Put students in
small groups and ask them to discuss the questions. Elicit some ideas as a whole class.

2. Vocabulary 1

5 mins.
Students can work individually and check in pairs. Go through the answers. In the speaking part, encourage
students to use frequency adverbs and expressions where possible, e.g. ‘I take part in marathons every year’, ‘I
often listen to rock’.

1. → d. 2. → e. 3. → f. 4. → a. 5. → c. 6. → b.

3. Listening 1

5 mins.
Students listen to the dialogue and decide if the sentences are true or false. Before correcting as a whole class,
ask them to compare answers in pairs and try to remember other details.

1. F (Sophie introduced them)

2. T
3. F (she says she loves it)
4. T
5. F (he invites her to go running)

4. Listening 2

5 mins.
Students try to remember the information to complete the wordmaps. The play the track again and students check
/ complete the notes. Correct as a whole class.
1) language 2) piano 3) running 4) designer 5) guitar 6) three

5. Functional language

10 mins.
Students complete the sentences based on what they remember and what fits. They then listen and check. Ask
students to complete the table below with the sentences. When correcting, drill the correct intonation.
Phrases:

1. think 2. Lovely 3. going 4. know 5. about

6. nice 7. so 8. else 9. that 10. you
Tables:

1. I don’t think you know Mark. 2. So, how do you know Sophie?

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3. Lovely to meet you! 4. How’s it going?

5. What else... do you like sports? 6. What about you?
7. That’s nice! 8. Is that so?
9. Wow, good luck with that! 10. Good for you!

6. Grammar 1

10 mins.
Read the Grammar box with the students or give them time to read it on their own. Then ask them to complete
the sentence using either the present simple or the present continuous. Play the script again to check.

1. ’re calling 2. do you know 3. do you do 4. ’m working

5. play 6. ’m not playing 7. are preparing

7. Let’s play!

10 mins.
Form groups of up to six students each and hand out one of the cards to each student. They are going to pretend
to be that person at a party. Once they have read the information, ask them to pretend they are at a party. If
possible, put some music to set the tone (not too loud though!). Encourage them to use the present simple and
continuous, as well as language from the box in the Functional language task. They should use the information on
the card, but invent other related information. At the end, read out the information on each person and elicit who
was who.

8. Speaking 2

5 mins.
Demonstrate the activity with a strong student so that everybody understands what to do. Go around the class
monitoring the activity. When they have finished, ask students what they have in common with their classmates.

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9. Extension activity 1

15 mins.
In pairs, students rebuild the dialogue based on the prompts. They then listen to complete the script and

1. Aisha, come over here. I don’t think you know Mark...

2. Lovely to meet you.
3. How’s it going?
4. I’m really sorry, they’re calling me over there. I’ll come back in a minute.
5. OK then... so, how do you know Sophie?
6. We work together.
7. What do you do at her office?
8. I’m a graphic designer. What about you?
9. I’m a language teacher.
10. That’s nice. Do you enjoy your work?
11. I love it! My students are great and there’s always something new to do! Do you like yours?
12. Most of the time. At the moment, I’m working on a boring project though. Let’s not talk about work! What
do you do in your spare time?
13. I really like listening to music. And playing too.
14. Is that so? I play a musical instrument too! I play the guitar. What about you?
15. I play the piano. But I’m not playing much right now because I’m really busy. What else... do you like sports?
16. Yes! I really like cycling. I go cycling about three times a week. At the moment my friends and I are preparing
for a 200-kilometre race at the end of the month.
17. Wow, good luck with that! I prefer running. I go out for a run every day in the morning.
18. Good for you! Let’s go for a run some day. Where do you usually go?

10. Extension activity 2

15 mins.
Students write and perform a dialogue about two people meeting. The class votes for the best dialogue.

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