© Oxford International Education Group 2018

Elementary
Teachers’ Book
 AIMS: To review & provide practice with forming and asking basic personal questions and reporting information
found.

MATERIALS: Listening Unit A

Information gap-fill hand outs—SM A

Warmer Notes
 Write ‘A’ on board. Elicit the rest of the alphabet and write on the
board.
 Focus on confusing pronunciation, e.g. B/P, S/X/F, M/N, B/V, K/Q, G/
J.
 Play hangman with your name. If Ss already know your name, use teacher as the
word to guess.
 Have pairs play hangman with their own names or any English word they know.
 Feedback.
Language for Life — Asking questions

Lead in Notes
 Write the following information about yourself on the board: name,
age, hometown, a hobby.
 Tell Ss these are the answers. Pairs discuss what the questions are.
 Feedback—write Qs on board and elicit any additional ones that Ss can think
of
 Tell Ss that British Ss wanted to know who comes to OIEG Junior Study Pro-
grammes centres so they prepared a questionnaire
 Ask Ss to open their books and look at the questions (SB1)
 Are they the same as the ones Ss gave you?
 Do they understand all of them? - CCQ

Language focus Notes

 Tell Ss to look at the questionnaire again—only one of the two
answers is correct
 Ask Ss to read the questionnaire and choose the correct answer
 Have Ss work individually
 When ready, tell Ss to listen to one of the interviews and check their answers
 Ss compare in pairs
 Class feedback
Answers: 1. a / 2. a / 3. b / 4. b / 5. a / 6. b. / 7. a / 8. a
 Use this stage to review verb TO BE (positives / negatives / contractions /
questions) and personal pronouns

Positives Negatives Questions I My

You Your
I am I’m not Am I…?
He / She / It His / Her / Its
You are You aren’t Are you…?
S/he, it is S/he, it isn’t Is s/he…?
We We we We Our
You are You aren’t Are you…? You Your
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They They they They Their

Controlled Practice Notes

 Ask Ss to look at the Language Focus box in their books (SB 2)
 Ss need to form questions from the given prompts
 Have Ss work individually and monitor
 Class feedback
 Now have Ss ask each other in pairs; encourage them to spell email addresses
and similar info for each other
 Feedback—Ss report new findings

2
 Error Correction

Free Practice Notes

 Put Ss in pairs and give one S worksheet part A and the other S
worksheet part B (see back of TB—Unit A)
 You may want to make sure that they are paired up with someone
they have not spoken to very much yet
 Give Ss time to read the worksheet
 Check that they understand all the vocabulary, CCQ: nationality / hobbies
 Ask them to complete the column marked “You” with their personal infor-
mation & the last line with an extra question of their own for their partner
 Put Ss in pairs and ask them to find the missing information for Mae and Alex
by asking questions to their partner
 When they are finished they can interview their partner and note down all the
relevant information
 Monitor and note down frequent errors
 Error correction
 Run a brief feedback stage on the missing information about Mae and Alex
 Ask a few Ss to introduce their partner / present the information they have
discovered

Follow up Notes
 Ask Ss to write a short paragraph about their partner
 Monitor and assist as necessary
 Display paragraphs around the room and have Ss walk around and

Unit A
read all of them - tell them they are looking for new information about any of
their classmates
 Class feedback—Have they learned something new / interesting / surprising?

Error correction

Review
 For ideas, see the OIEG Ideas Pack for Teachers

Notes
© Oxford International Education Group 2018

1
STUDENTS’ BOOK

3
 AIMS: To study & practice Present Simple & raise students’ awareness of British culture

MATERIALS: “How British Are YOU?” questionnaire - SM Unit B

Warmer Notes
 Board the following: Typically British
 Ask Ss to brainstorm things they associate with the UK and British
people
 They can brainstorm in small groups
 Monitor & prompt
 Class feedback—board key vocabulary

Reading for Gist

Notes
 Ask Ss to open their books on page 6 and quickly read the text.
 Can they match the paragraphs to some of the pictures?
Language Study— Present Simple

 Pairs compare & class feedback

Answers: Tea at 5—teapot & cup; My best friend Will—the crown; I’m terribly
sorry! - the Guard (text is about people); But the food—fish & chips; Rain, rain,
rain—umbrella & rain

Reading for Detail Notes

 While Ss are reading board the following statements:
 British people drink tea at 5 o’clock in the afternoon.
 British people know someone from the royal family.
 British people are very polite.
 British people can’t cook.
 It always rains in Britain.
 Check understanding of vocabulary
 Ask Ss to read again and decide if they think these statements are true or false
 Ss compare in pairs
 Class feedback

Language Focus Notes

 Ask Ss to look at the text again and focus on the verbs in bold.
 Elicit what tense they are in (Present Simple) and anything Ss already know
about the tense
 Cover the following / make Ss write the rules down
 With weaker classes leave out the modal verb ‘can’
 With stronger classes you can add a stage on the key adverbs of frequency
and their position

TO BE CAN Other
Positive I am We can I, you, we, they do
You are You are (for all )
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S/he, it is They S/he, it does

Negative I’m not cannot I, you, we, they do
aren’t aren’t can’t not (don’t)
isn’t S/he, it does not
(doesn’t)
Question Am I…? Can I / Do you / we / they…?
Are you…? Are you…? you / he /
Is s/he…? …? Does s/he…?

Suggested adverbs of frequency to look at: always, sometimes, usually,

often (and some longer expression to contrast the position such as, at the
weekends , every day etc.)

4
Controlled Practice Notes
 Put Ss in pairs and ask them to complete the 4 sentences in the lan-
guage box
 Alternatively ask them to also 3—5 positive and 3—5 negative sen-
tences of their own about Britain.
 Monitor and help with vocabulary.
 Class feedback & error correction

Free Practice Notes

 Put Ss into small groups, ideally of the same nationality. Ask them to
think about their country / region / city and write 3—5 similar de-
scriptions.
 Monitor and assist with vocabulary.
 Ask two groups to work together. Ss from one group presents the first sen-
tence of the first description to the other group who need to guess whether it
is true or false. After that, they finish reading their description revealing the
correct answer. Groups swap roles.
 Monitor and note down issues for delayed error correction.
 If time permits, change groups around and repeat.

Feedback and error correction

 For ideas see the OIEG Ideas Pack for Teachers

Questions Practice Notes

 Tell Ss they will now quiz each other about how “British” they are
 Hand out the “How British are YOU?” questionnaire (see back of
TB—Unit B)

Unit B
 Check understanding of vocabulary
 Remind Ss of question forms & give them 3 min. to write 2 questions of their
own at the bottom of the handout (this can be anything, it doesn’t have to be
connected to British culture)
 When ready, put Ss into pairs: A+B, C+D
 Ask Ss to interview each other and note down the answers of their partner
 When ready, change pairs A+C, B+D; A will now ask C questions about D, B
will ask D questions about C and then they swap roles
 Monitor and ensure Ss are on task; help if necessary
 Class feedback—ask a few Ss to report what they have learned about their
partner (you could set results: 3 yes answers—could pass for a Brit ;-)

Error correction
 For ideas see the OIEG Ideas Pack for Teachers

Review
 For ideas see the OIEG Ideas Pack for Teachers
© Oxford International Education Group 2018

Notes
STUDENTS’ BOOK

5
 AIMS: To review Present Simple question formation in the context of talking about family; family vocabulary

MATERIALS: Listening Unit C

Family tree hand out—SM Unit C
Family & friends hand out—SM Unit C

Warmer Notes
 Ask Ss to open their books on page 8 and elicit the theme of the
lesson (family) and some key vocabulary / ideas related to the
pictures (SB 1)
 Board the words as you may need them later

Listing for Gist

 Tell Ss they will listen to two friends, Joe and Alice, talking about
their families.
 Board the following : Which one is Joe’s family? Which one is Notes
Alice’s family?
Language for Life — Family life

 Ss listen individually and compare in pairs

 Class feedback
Answers: Joes’ family - picture 1; Alice’s family—picture 2
Listening for Detail
 Ask Ss to listen again and write down all the words for relatives / family
members they hear
 Ss listen individually & compare answers in pairs
 Class feedback

Answers: grandparents, grandfather, grandmother, uncle, wife, mother, father,

cousin

Vocabulary Focus
 Ss look at table listing familial relationships.
 In pairs ask Ss to complete as much of the table (SB 2) as they can
 Monitor & assist with difficult items
 There are two blank rows at the bottom so you can decide whether or not to
teach ‘in-laws’, ‘step-mother’ etc. - feel free to ignore with weaker classes
 Class feedback

Language focus Notes

 Draw Ss’ attention to the questions: Which one is Joe’s family? Is he your
mother’s brother?
 Elicit meaning of the possessive ‘s (something belongs to someone)
 CCQ with a few examples before moving onto the next activity

Controlled Practice Notes

 Split the class in two halves.
© Oxford International Education Group 2018

 Give one half Work-

sheet A and the other
Worksheet B (see
back of TB).
 SS fill in the blanks
(they are only able to
complete names of
one family: As of the
Browns, Bs of the
Smiths).
 Monitor and assist as
necessary

6
Controlled Practice Notes
 When most Ss are finished, ask them to form pairs A+B
 Ss have to ask each other questions to complete the other family tree
 Emphasize that they MUST NOT show the trees to each other
 Ss have to spell the names when giving answers.
 When finished ask them to compare and correct possible issues
 Class feedback

Free Practice Alternatives Notes

 Ss show each other family photos they have on their phone and de-
scribe the people in them
 Ss draw their own family tree & compare with a partner asking ques-
tions
 Have Ss create a profile of their favourite person & present it to a partner
 For either option board target language first
 Monitor and make notes for delayed error correction

Feedback & error correction

 For ideas see the OIEG Teacher’s Resource Pack

Follow up & review of question formation Notes

 Tell the Ss you would like to tell them a little bit about you family
and / or some close friends
 Introduce their names and write key information matching the
categories—age, nationality, hobby, family—onto the WB in random order.
 Ask Ss to ask you questions in order to match the information to the
respective friends: E.g., Where is Lucy from? What is Lucy’s hobby? Has she got a
sister?

Unit C
 Distribute the hand-out (see back of TB) and give Ss time to choose the friends
they want to talk about and prepare the facts.
 To ensure Ss focus on facts only, fold the bottom part of the hand-out in
 Remind Ss to write only key words, not full sentences into the boxes provided.
 Monitor to ensure the facts match the categories.
 Put Ss into pairs and open the hand-out so that they can now see the bottom
part.
 Ss question each other and complete the box at the bottom of the worksheet
with their partner’s information — weak Ss / classes can stick to yes/no
questions: E.g., Is Lucy Canadian? No. Is Lucy English? Yes. This way you can even
focus the whole activity only on verb TO BE.
 Ss report about one of their partner’s friends in full sentences
 Choose 2—3 Ss to report for the whole class

Error Correction
 For ideas see the OIEG Ideas Pack for Teachers

Notes
© Oxford International Education Group 2018
STUDENTS’ BOOK

7
 AIMS: To clarify meaning of and provide practice in using the Present Continuous tense to describe an action in pro-
gress at the time of speaking using action verbs.

MATERIALS: Listening Unit D

VF Unit D (map of time zones)

Warmer Notes
 Board “verbs” and elicit examples
 Elicit a couple of examples of action verbs and check Ss understand
the difference.
 Put Ss into two teams. Play board relay—you shout a verb and the student at
the front has to write a sentence using that verb, then go to back to the end of
the line
Suggested verbs: go, play, watch, eat, drink, make, look, dance, write, walk
Language Study — Present Continuous

 Play until all Ss have written on board at least once.

 Feedback—review sentences and error correct
 Winning team is the one with the most correct sentences.

Listing for gist Notes

 Ask Ss: Tell me what you’ve done this week (focus on verbs). E.g. play
football, go to London, etc. If possible, include school and project
related verbs, e.g. make posters, use computers, etc.
 Tell Ss you have interviewed students at another centre and they
are going to listen to what they are doing this week
 Gist task: What projects are Nikita and Akemi doing at the moment?
 Students listen individually and check answers in pairs
 Class feedback

Answers: Nikita is working on a magazine project. Akemi is preparing a time

capsule for her class. (CCQ / explain time capsule concept)

Listening for detail Notes

 Ask Ss to open their books and tell them they will listen to the
interviews again (SB 1)
 As they listen they have to fill in the gaps (if the class is weak board
the missing phrases in a random order and ask Ss to fill in whatever gaps they
can and then listen and check)
 Ss listen individually (you may have to pause the listening a couple of times to
give Ss time to write ) & compare in pairs
 Monitor while Ss compare and if necessary play recording again
 Class feedback
Answers: Nikita— ‘re writing / ‘re doing / ‘m taking / are writing; Akemi—
‘re preparing / ‘m choosing / ‘re drawing

Language Focus Notes

© Oxford International Education Group 2018

 Ask Ss to look at the sentences they have just completed; can they
tell you what tense is being used? (Present Continuous)
 Board the following two sentences and see if you can elicit the dif-
ference in meaning and use
The students do project work every week.
Akemi is choos(e) ing photographs now.
’s

 Focus of form and have Ss complete the rules in the Language Focus box (SB 2)

Pronunciation
 Address contractions (we are writing vs. we’re writing; I am choosing vs. I’m choosing)

8
 Language Focus Continued Notes
 Draw timelines on board for each tense. Pairs discuss which one matches
which sentence and why. Ask Ss to copy them into their books (SB 2).

 Feedback.
 Elicit different forms of to be for each pronoun.
 Elicit yes/no and Wh-..? questions . Drill for intonation.
 Ask Ss: What are we doing now? Are we eating? Are we swimming? Etc.
 Say a few sentences in present simple and present continuous. Ss shout out
‘every week’ or ‘now’ to consolidate meaning.
 Ask Ss: Are these action verbs? (yes) Can I say ‘I’m wanting a drink’? (no)

Pronunciation
 Elicit that we don’t pronounce the ‘g’ in ‘-ing’. Drill further examples as appropriate.

Practice I Notes
 Give each student a blank piece of paper (just big enough to write a
sentence on) and ask them to write a sentence in Present Continu-
ous on it
 Ask all Ss to fold their paper and put them all in a hat / box
 Ask each Ss to draw a folded piece of paper and read the sentence on it
 Ss act out the sentence on the paper for the others to guess (in pairs / small
groups / whole class);
 Feedback.

Unit D
Practice II Notes
 Show Ss the map of time zones in the PPT Visual File and ask pairs
to secretly select a country and calculate the time there
 A student secretly chooses a country and describes what (most/
some/a few) people in that country are doing now until someone guesses
where it is
 Have Ss work individually or in pairs; give short time for prep

Practice III Notes

 If your Ss are involved in project work, have pairs interview each
other about what they’re doing this week using the same Qs from
the listening

Feedback and error correction

 See the OIEG Ideas Pack for Teachers
© Oxford International Education Group 2018

Notes
STUDENTS’ BOOK

1
1

9
 AIMS: To provide practice with language used for picture description

MATERIALS: Pictures—SM Unit E (and VF E)

Warmer Notes
 Choose one of the pictures in the supplementary material (also
available in the VF E), cover it with a piece of paper with a small
opening (cut out circle or square) somewhere
 Walk around the room and show the Ss the opening just for a few seconds &
have them guess the place. If they can’t guess, flip the paper around revealing
another part of the picture. Hopefully they will guess—London.
 In pairs, Ss make a list of things they know they can see in London (general—
Language for Life — Describing Pictures

e.g., a museum, as well as specific—e.g., Big Ben)

 Monitor and guide Ss towards the vocabulary needed for description of these
pictures
 Class feedback, board the words (make sure they will stay on the board or are
available later on) feed in other essential vocabulary

Language Focus Notes

 Tell Ss that they will be describing pictures and elicit what kind of
language they think they will need for this

Answer: vocabulary / prepositions / prepositional phrases / there is, there are

 Board the following words: in front of, next to, close to, behind, in, between,
above, below
 Ask Ss to open their books and match the words to the pictures (SB 1)

Answer: 1.close to / 2. in / 3. behind / 4. next to / 5. between / 6. in front

of / 7. above / 8. below

 Draw a frame on the board and a simple house in the middle, elicit—in the
middle
 Continue drawing simple things to elicit the prepositions; include also the
following prepositional phrases:
 On the right / on the left
 At the top / at the bottom
 In the background / in the foreground
 Ask Ss to copy the picture and all the prepositions and prepositional phrases
into their books (SB 2)
 Board: There is / are …. IN the picture and ask Ss to summarize what’s in the
picture

Controlled Practice Notes

 Go back to the picture you started with; put Ss in pairs and ask
© Oxford International Education Group 2018

them to write a description of the picture

 Class feedback; 3—4 pairs to read their description

Feedback & error correction

 Focus on the prepositions and prepositional phrases covered earlier

Free Practice Notes

 Put Ss in groups of 4 and give each Ss a different picture (see back of TB Unit E
or VF E)

10
 Free Practice Continued Notes
 Make sure the vocabulary brainstormed at the beginning of the les-
son is displayed
 In pairs Ss have to describe their picture to 1 person at a time from
their group and the other person needs to draw a simple sketch
 Monitor closely, assist with language
 When everybody in the group has talked to everybody Ss can have a look at
all the sketches together and vote for the best of their group or the class
 Class feedback

Error Correction

Review Notes
 Go back to your original picture and draw Ss’ attention to the key
person in the picture
 Ask: What is he / she doing? Elicit ideas.
 Focus on content rather than form.
 Review Present Continuous:
 Form: BE (am/are/is/are) + V-ing
 Use: to talk about actions happening at the moment of speaking
 Tell Ss we use Present Continuous when describing pictures
 Elicit more ideas about your picture—what are the people doing / wearing /
thinking?
 Pair Ss up and ask them to go back to their pictures and do the same
 Monitor
 Conduct brief feedback but focus on what the people are doing and wearing.

Unit E
Error Correction

Follow up Notes
 Put Ss into new pairs give them a new picture and ask them to
prepare 2—4 speech bubbles indicating what the different people
are thinking. Tell them they have to use Present Continuous in
each.
 Monitor and correct—ensure that what is in the bubbles is correct as it will
be displayed for others later.
 When finished, ask them to post their picture & the bubbles somewhere on
the wall / WB etc.
 Invite all Ss to walk around and have look at all the speech bubbles
 Conduct a vote on the three funniest ones.
© Oxford International Education Group 2018

Notes
STUDENTS’ BOOK

11
 AIMS: To review countries / nationalities and adverb formation.

MATERIALS: Country / Language / Nationality hand out—SM F

Warmer Notes
 Ask Ss where they are from. Elicit 3 / 4 countries, board them and
point them out on the map in the VF F.
 Elicit the language and nationality
 Put Ss into groups of 4-5. Give each group a the “Country / Language /
Nationality” hand out (see back of TB—Unit F) and ask them to fill in the
missing information
Language Study — Adjectives and adverbs

 Monitor closely and assist as necessary

 Feedback

Answers: Mexico Spanish Mexican

Country Language Nationality Brazil Portuguese Brazilian

France French French Italy Italian Italian

Greece Greek Greek Hungary Hungarian Hungarian

Britain English British Korea Korean Korean

Poland Polish Polish Russia Russian Russian

Spain Spanish Spanish China Chinese Chinese

Turkey Turkish Turkish Japan Japanese Japanese

Germany German German Portugal Portuguese Portuguese

Pronunciation Notes
 Draw the following pronunciation patters on the WB and ask Ss to
copy them into their books. Focus their attention on the nationality
column and ask them to match the nationalities to the stress patters
 Encourage pair work and invite them to say the words aloud for themselves
 Class feedback & error correction; address problematic items such as Japan—
Japanese; drill as necessary
Answers:
O : French / Greek
O o: British / Polish / Spanish / Turkish / German / Russian
O o o: Mexican
o O o o : Brazilian / Hungarian / Italian
o O o: Korean
© Oxford International Education Group 2018

o O: Chinese
o o O: Japanese / Portuguese

Reading for Gist Notes

 Draw Ss’ attention to the boy in the middle of their book (SB 1). Tell
tem this is Tom, who went travelling during his gap year and these are
parts of his emails to his friends
 Gist reading: Ss read the texts and match it to the flags at the top of
the page,
 Pair / compare & class feedback
Answers: 1—Japan, 2—Canada, 3—Argentina, 4—France

12
 Language focus Notes
 Put Ss into pairs and ask them to look at the adverbs in bold
 Using the examples from the text elicit rules for adverb formation &
have Ss complete the table in their books (SB 2).
 Monitor and help as necessary.

Adjective Rule Adverb

Regular adj.: Add –ly slowly
slow, terrible Change –le to –ly terribly
Adj. ending in –y:
easy Change –y to -ily easily
Irregular Good—well, early—early, late—late,
hard—hard, fast—fast, a lot of—a lot

Controlled Practice Notes

 Put Ss into pairs and give each pair the table form SM (see back of
TB—Unit F)
 Ask Ss to work together to complete the table
 Monitor and assist as necessary
 Class feedback

Practice Notes
 Together with the whole class brainstorm adjectives, ideally
adjectives that describe different nationalities
 Put Ss in pairs (or groups of 3) and ask them to create adverbs
 Monitor and assist as necessary
 Board the following verbs: work, eat, speak, live, dance, speak English, go out, drive
and CCQ

Unit F
 Ask Ss to write a short paragraph about the people in their town / region /
country; Ss should use the texts in the student’s book as a model
 Monitor, assist and error correct as necessary
 Feedback

Follow up Notes
 Create a reading gallery for the Ss to look at each others’ work
 Give Ss enough time to walk around and read all profiles
 Have Ss vote on the most interesting / surprising / creative profile

Feedback and error correction

 See the OIEG Ideas Pack for Teachers

Notes
© Oxford International Education Group 2018
STUDENTS’ BOOK

13
 AIMS: To learn & use food related vocabulary, countable and uncountable nouns and basic quantifiers when discuss-
ing eating habits

MATERIALS: Listening—Unit G
Food questionnaire—SM Unit G

Warmer Notes
 Put Ss in pairs and ask them to tell each other:
 What food do you like / dislike at the centre?
 Give time to discuss in pairs
Language Study—Countable & uncountable nouns

 Class feedback

Pre-teaching vocabulary Notes

 Ask Ss to open their books and elicit what they can see in the pic-
tures (breakfast, lunch and dinner) (SB 1)
 Put Ss in pairs; ask them to name as many items from the pictures
as they can
 Assign a time limit (2-3 minutes); the pair who gets the most, wins
 Monitor
 Class feedback—board vocabulary and encourage Ss to correct spelling mistakes

Listening for gist Notes

 Tell Ss they will listen to a radio interview with one of the UIC
teachers Derek
 Their task is to tell you if Derek eats well
 Ss listen individually and compare in pairs
 Class feedback

Answers: yes, he eats a lot vegetables and fruit, fish etc.,

Listening for detail Notes

 Tell Ss to have a look at the box at the bottom of their page (SB 2)
& check they understand all the vocabulary (CCQ the difference
between salad and lettuce)
 Ask them to listen again and circle the items Derek mentions
 Have Ss listen individually and then compare in pairs
 Class feedback
Answers:
Breakfast: coffee, cereal, an egg, bacon, a tomato, toast, a mushroom
Lunch: a sandwich, cheese, an apple, grapes
Dinner: fish, salad, cucumbers, lettuce

Language focus Notes

 Ask Ss to have a look at the words in the box again—some of them
have an article a / an, some have an –s at the end, some have noth-
ing; do they know why? Introduce the concept of countable / un-
© Oxford International Education Group 2018

countable with one or two examples (SB 3)

Countable nouns Uncountable nouns

you can count you cannot count (only measure e.g. kg)
singular nouns can take a / an can’t take a / an or plural –s
plural nouns take –s we use some / any instead

Controlled practice Notes

 Put Ss in pairs & ask them to mark all the other words in the box C
(countable) vs U (uncountable)
 Monitor and assist as necessary

14
  Class feedback Notes
Answers:
Countable: eggs, sausages, tomatoes, mushrooms, a pizza, chips, a sandwich, an
apple, a hamburger, grapes, a salad, potatoes, cucumbers
Uncountable: coffee, orange juice, cereal, bacon, toast, water, fish, meat, rice,
pasta, lettuce

 Ask Ss to look at the vocabulary they wrote down during the vocab pre-teach
stage and ask them to categorize those as well
 Monitor and help as necessary
 Class feedback—board answers

Language focus II Notes

 Give Ss a copy of the transcript (see back of TB) and tell them to
find examples of some and any
 Feedback—board:
 I have a coffee with milk and just some cereal.
 Do you take any sugar with your coffee?
 No, I don’t put any sugar into my coffee.
 Elicit the rule

Answers:
We use some / any with uncountable nouns (or plural nouns when we don’t
want to specify the quantity)
Positive sentences—some
Negatives & questions—any

Controlled practice Notes

Unit G
 Ask Ss to think of what was available for breakfast / lunch at their
centre and write 5 questions for their partner e.g., Did you have any
cereal in the morning?
 Remind Ss that if the question is about an individual item they will need to use
a/an e.g., Did you have a croissant?
 Give Ss time for preparation
 Monitor and help
 Put Ss into pairs and ask them to interview each other
 Class feedback & error correction

Free practice follow up Notes

 Give Ss the food questionnaire & check understanding of vocabulary
 Ask Ss to mingle and interview at least 3 people
 Encourage them to take notes of the answers
 Monitor and assist as necessary
 Class feedback
 Error correction
© Oxford International Education Group 2018

Notes
1
STUDENTS’ BOOK

3
15
 AIMS: To give students opportunity to use and practice like/dislike + -ing; can / can’t + bare inf. (for ability)
To raise students’ awareness of learning styles

MATERIALS: “Find Someone Who” hand out— SM Unit H

Learning Styles cue cards—SM Unit H

Warmer Notes
 Ask Ss to look at the pictures in their book (SB 1) and elicit what
they have in common (answer: school / school activities)
 Put Ss in pairs and ask them to write down verbs / phrases they
associate with the pictures
 Monitor, assist and prompt Ss to get at least some of the expressions below
Language for Life — We can learn anything

 Class feedback—board new words and CCQ understanding

Suggested phrases: to study ….(languages, geography, science etc.), to do
math, to count, to speak (with people, English / Spanish), to use the comput-
er, to write, to draw, to read, to paint, to play…(basketball, football, etc.)

Language focus & Practice Notes

 Board the following:
 I can speak three languages, but I can’t count, my math is terrible.
 He can ski and snowboard but he can’t play basketball or football.
 Elicit / teach the following information
Form
Can / can’t: same for I / you / s/he / we / they
Can speak: can + infinitive (without TO)
Question: Can you speak? - inversion
Negative: cannot = can’t
Use
We use can to talk about skills or abilities
Pronunciation
Drill the difference between positive and negative form

 Ask Ss to think of 5 questions they would like to ask about the skills / abili-
ties of their partner; they can use the vocabulary from the warmer or focus
more on sports and hobbies.
 Monitor and assist as necessary
 Put Ss in pairs and have them ask each the questions
 Have Ss report back what they have found out

Follow up Notes
 Write the following words on the WB: draw, sing, count, stand, re-
cite—elicit meaning from Ss (this is also an opportunity to pre-
teach: puzzle, poem, alone)
© Oxford International Education Group 2018

 Give Ss the Find someone who… hand-out (see back of TB—SM H) and ask
them if they understand all the words
 Tell Ss they have to find someone who can do each one of those things on
the list, 1 question per student
 Elicit question form and board it: Can you….?
 Ss mingle and ask each other; monitor and encourage Ss to demonstrate if
possible
 Class feedback.
 Pay close attention to Ss’ answers and see if you can group Ss into 4—7
groups according to their learning style
 Visual / musical / logical / mathematical / bodily—kinaesthetic / linguistic /
interpersonal / intrapersonal (NOTE: Ss do not need to know these terms!)

16
Error correction

Language Focus II & Practice Notes

 Tell Ss that we all learn differently. Write on the WB:
 I like pictures.
 I like reading.
 I dislike counting

Elicit structure: like / dislike + - ing / noun

Elicit words that can replace like / dislike: love, don’t mind, can’t stand, hate

 Have Ss complete the language box in their books (SB 2)

 Monitor and assist as necessary

Language Practice Notes

 Give each group one symbol and tell the group in simple words which learning
style it represents
 Ask Ss to create a mind map of a student with this learning style. They should
use structures like / dislike + -ing
 When finished ask Ss to present their mind maps to the other

Follow up Notes
 Prepare a list of words you have taught recently but know Ss
struggle with. Give each group 2-4 vocabulary items.
 Tell Ss they will have to teach these to their classmates representing

Unit H
the learning style they have been working with e.g., they have to create a
picture dictionary, mime the words, rhyme of sing it etc.
 Monitor and assist as necessary.
 Mix groups up & have Ss teach other.
 Feedback: ask Ss which “method” they liked the best. You can run a quick
vocab quiz.

Feedback & error correction

Review
 For vocabulary review activities see the OIEG Resource Pack

Notes
© Oxford International Education Group 2018

1
STUDENTS’ BOOK

17
 AIMS: To review asking and answering questions in Past Simple (regular and irregular verbs)

MATERIALS: VF—Unit I
Famous people cards; 1 set per 6 students—SM Unit I

Warmer:
 Plan a warmer appropriate for the lesson
 For inspiration see the OIEG Ideas Pack for Teachers

Gist reading: Notes

 Put the title on the board (possibly show the VF I)& ask Ss: Why is
the Apple man famous?
 Key words are sufficient to predict the main ideas—board
 Give Ss 1 min. to read the text (SB 1) & see if they were right
 Feedback
Language Study—Past Simple

Pre-teach vocabulary: Notes

 Elicit or teach the meaning of the following:
 an inventor—someone who creates new things
 to be bored—not to enjoy (demonstrate yawn)
 Calligraphy—very pretty (traditional) writing

Reading for specific information: Notes

 Board the following numbers: 24.2. / 1970 / 1986 / 342 / 5.10
 Ask Ss to read the text again
 They will need to give you the information connected to the numbers
on the board
 Have Ss read individually and then compare in pairs before class feedback

Language focus Notes

 Ask Ss to look at the verbs in bold in the text and elicit the tense
 Put Ss' in pairs and ask them to categorise these verbs into the table in
their books (SB 2)
 Board an example sentence from the box and ask Ss to change it into a negative
and a question
 Review the rules & give examples
Regular Verbs Irregular verbs

Infinitive Past simple Infinitive Past simple

enjoy enjoyed be was

create created teach taught
start started go went
© Oxford International Education Group 2018

change changed meet met

die died make made
adopt adopted can could
like liked
 Use the Bingo cards from SM Unit J and play regular / irregular verb Bingo to
provide practice

Past Simple:
Positive: verb + -ed / irregular verb
Negative: verb + did not (didn’t) + verb (bare inf.)
Question: did + S + verb (bare inf.)….?

18
 Pronunciation:
 Focus on pronunciation of -ed
 For pronunciation games see the OIEG Ideas Pack for Teachers

Controlled practice: Notes

 Tell Ss you will think of a famous dead person and they will need to
ask questions about the person
 Point Ss to the Fact File in their books (SB 3) and ask them to pre-
pare questions for the prompts; you can leave the name prompt out & ask Ss
to guess

Answers: What was his / her name? / Where was s/he from? Where did s/he
live? Where was s/he born? When did s/he die? What did s/he do? What was s/
he famous for?

 Ss work individually or in pairs depending on how much time you have (if Ss
work individually, have them compare with a partner before class feedback)
 Monitor & encourage the use of past simple / self—correction
 Class feedback

Free practice: Notes

 Put Ss into groups of 4—6 and give each S one famous person card

Unit I
(see back of TB—SM Unit I)
 Tell Ss they have to interview each other about their famous people
 Leave books open and use their questions as a support for the first two or
three; after that books closed
 This can also be set up as a guessing game

Review grammar or vocabulary from previous lessons

 See the OIEG Ideas Pack for Teachers for games & suggestions

Notes
© Oxford International Education Group 2018
STUDENTS’ BOOK

19
 AIMS: To provide practice with question words and question formation in Past Simple
To revise regular and irregular verbs in Past Simple

MATERIALS: Bingo Cards—SM Unit J

Question Cards—SM Unit J

Warmer Notes
 Elicit and board the Past Simple form of the following verbs: be, do,
go, have, eat, get up, feel, meet, find, drive, explore, stop, learn, dance,
talk (you can include a few more form the previous past tense les-
son)
 Hand out the empty Bingo cards (see back of TB—SM Unit J) and ask Ss to
choose any 9 verbs and put them anywhere in the boxes
 Cover or clear the WB
 Tell Ss you will now read the infinitive forms of the verbs again, if they have
the corresponding past simple form they need to cross it off their card
Language for Life — A perfect day

 The first person who get three crosses in any direction (vertically, horizontally
or diagonally) has to shout BINGO and wins
 Play a few times if useful for the Ss

Pre-reading Notes
 Board: A Perfect Day and elicit some ideas from the Ss (locations /
food / weather / activities / people)
 Key words and /or short phrases are sufficient
 CCQ new vocabulary that comes up.

Reading for gist Notes

 Tell Ss they will read about someone’s perfect day
 Ask them to read the text at the bottom of the page (SB 1) quickly
and choose one picture (SB 2) that best matches the activities the
person did
 Have Ss read individually and compare in pairs
 Class feedback
Answer: the beach picture

Reading for detail Notes

 Ask Ss to look at the questions now (SB 3) and check understanding
 Have Ss read the text again and match the questions to the sections
A.—F. of the text ( sometimes there is more than 1 question per
letter)
 Have Ss do it individually and then compare in pairs
 Class feedback
Answers: A. 1, 10 / B. 4 / C. 7 / D 9, 5, 8 / E 2, 6 / F 3

Language review
© Oxford International Education Group 2018

Notes
 Elicit the rules for question formation in Past Simple

Question word Aux. verb Subject V (base form) The rest of the
sentence
What did you eat yesterday?

XXXXXXXXX Did you enjoy it

Where were you?

Were you XXXXXXXXXX alone?

20
Controlled practice Notes
 Elicit some more questions Ss could ask about a perfect day e.g.,
What were you wearing? What time did you get home? Etc.
 Tell Ss to think of their perfect day
 Put Ss in pairs and ask them to interview each other using the questions in
their student’s book (SB 3)
 Monitor and note down language for delayed correction
 Feedback - have Ss report their findings

Error correction
 See the OIEG Ideas Pack for Teachers

Free Practice Notes

 Cut up the prompt cards (see back of TB—SM Unit J)
 Give each Ss a prompt card and ask them to prepare the questions
based on the prompts given
 Monitor and help as necessary
 Ask Ss to stand up and mingle and talk to at least 3—5 (depending on time)
different students and ask them about the day that is indicated on the prompt
card
 Encourage Ss to take notes
 Mingle with Ss, monitor & assist as necessary
 Bring the mingle to an end and ask Ss to return to their seats

Follow up feedback Notes

Unit J
 Tell Ss they now have about 7 minutes to prepare for feedback /
reporting what they have learned about their classmates
 If it a weaker class, and if you have enough time, encourage them to
write full sentences in Past Simple; otherwise notes are ok
 Monitor and assist as necessary
 When Ss are ready, ask them to report about their classmates
 Discuss anything new / interesting that they have learned

Error correction
 See the OIEG Ideas Pack for Teachers

Review
 See the OIEG Ideas Pack for Teachers

Notes
© Oxford International Education Group 2018

3
STUDENTS’ BOOK

1
21
 AIMS: To present & practice can / can’t for possibilities in the context of transport and travel

MATERIALS: Listening Unit K.

Drill cards—SM Unit K

Warmer Notes
 Put Ss in pairs and ask them to tell each how they get to school
 Give a couple of minutes to discuss
 Monitor
 Feedback - ask Ss to report what they have found out

Vocabulary focus
Notes
 Divide the class into 4 groups: AA / BB & ask them to open their
Language Study— Can for possibility

exercise books
 Have As brainstorm the “Means of Transport” & Bs brainstorm
verbs and any other phrases connected with transportation (SB 1)
 Assign time limit 3-5 min. for brainstorming
 Put groups together AB / AB and ask Ss to share (and expand)
 Class feedback—make sure key vocabulary is boarded & Ss are encouraged to
correct misspelled words
Suggested vocabulary to elicit
Means of transport: bus / the Tube or underground / train / taxi or cab /
plane / tram / car / bicycle
Verbs & other phrases: get on / get off / go by… (bus) / get or catch... (a bus) /
it cost(s)… / it takes / to walk

Pre– listening Notes

 Ask Ss to look at the text at the bottom half of the page; ask them
to read the text about Julie and answer these questions (SB 2):
 Where is she? / Where does she want to go?
 Allow a couple of minutes for reading
 Ss to compare ideas with their partner
 Class feedback
Answers: Julie is at Trafalgar Sq., and wants to go to Heathrow Airport.

Listening for gist Notes

 Tell students they will listen to four people giving Julie suggestions
on how to get to the airport
 Tell them to look at the box at the bottom of the page (SB 3)—as
they listen they have to complete the first column—types of transport only!
 Ss listen individually and compare in pairs
 Class feedback
© Oxford International Education Group 2018

Listening for specific information Notes

 Ask Ss to listen again and fill in the rest of the table
 Ss work individually and compare in pairs
 Class feedback

Answers:
Type of transport Time Cost
1. taxi ??? / a long time £70—80
2. bus(es) 2h 30min. £1.50 per bus (£6)
3. walk / tube 55min. £3.10
4. tube / train 60min. £ 25

22
 Language focus Notes
 Give Ss a couple of minutes to decide the best way for Julie to go to
the airport (Speaker 3—walk & the tube; everything else is either
too expensive or takes too long)
 Use the feedback stage to model and board some of the target language
 Teach the rules for can / can’t for possibility and have Ss complete the Lan-
guage Focus box focusing on both, rules and examples

Can she take the taxi? No, she can’t take the taxi because it costs too much.
Can she take the bus? No, she can’t…
Can she take the tube? Yes, she can…
Form:
Can + V (bare infinitive)
Cannot / can’t + V
Can you/she + V…?
Use:
To talk about what is possible and what is not possible

Pronunciation
 Focus on the difference between can and can’t— use visuals (see back of TB) for substitution drills

Controlled Practice Notes

 Ask Ss to look at information about Julie and tell them they have to
write as many can / can’t sentences about her options as possible
 Have Ss work in pairs or small groups
 Monitor and assist as necessary
 Class feedback

Unit K
Free practice Notes
 Tell Ss you want to go on holiday after the summer school but you
don’t know where to go; maybe you would like to visit their home
town but don’t know what visitors can do/see there
 Ask Ss to prepare a mini presentation for you and the others
 Give them categories to guide them & a couple of examples:
 food and drinks to try / things to do / places to see / places to stay / transport
 Depending on nationalities, you can have Ss work in small groups
 Give time for preparation
 Ask Ss to present
 Feedback conduct a quick vote on the most popular destination

Error correction

Notes
© Oxford International Education Group 2018

1
STUDENTS’ BOOK

2
3

4
23
 AIMS: To be able to ask questions and express one’s feelings about music; to review Present Simple questions

MATERIALS: I <3 Music hand-out; 3 pieces of music of YOUR choice

Warmer Notes
 Divide Ss into two teams and ask the teams to form two lines fac-
ing the board
 Board the word “music”; Ss run to the board (one from each
team) and write a word they associate with music; they pass the marker to the
next S in the line and go to the end of the line
 Whichever teams writes more words within the time-limit, wins.
 Correct misspelt items & CCQ new vocabulary

Language review Notes

Language for Life — I <3 music

 Write on the board the following two sentences:

 I am a big music fan.
 I often go to concerts.
 Elicit questions; elicit the following
 how we form questions when the verb is BE (inversion)
 how we form questions with other verbs (auxiliary DO)
 review 3. person sg. affirmative sentences and questions if relevant for your
class

Language practice Notes

 Have Ss open their books and look at the Music Questionnaire (SB
1); individually Ss complete the gaps with the correct form of the
verb BE or DO; they also have to complete / personalize the last
question (you may want to give an example before they start)
 Monitor & conduct quick feedback to ensure that everyone’s questions are
correct
 Ask Ss to choose their own answer from the three options; however, if they
have an idea of their own, allow it as well
 Monitor
 Ask Ss they have to interview three different people (must not be the people
sitting next to them)
 Ss mingle and make notes
 When they are finished ask them to return to their seats and report what
they have found to the person sitting next to them
 Monitor
 Class feedback

Error correction
© Oxford International Education Group 2018

Vocabulary focus Notes

 Divide the class into 3 groups and give each group a topic: instru-
ments & genres / adjectives & feelings / places & people
 Ask a group to create a mind-map of words related to the topic
 Assign a time limit and then ask the group to pass their mind map to the next
one
 Ss add new words if they can

24
  Display all maps and conduct feedback; concept check that everybody is clear Notes
on words that might be new and / or tricky.
 Give time to note new vocabulary into their books

Vocabulary practice Notes

 Hand the “I <3 music” worksheet (see back of TB) & go over the
phrases; teach / concept check Ss understand all the phrases
 Elicit examples of words / phrases that can go into the gaps
 Use the mind-maps from the previous stage to support this task
 Tell Ss you are going to play parts of three songs / pieces of music (try and
select very different genres) and as they listen they have to complete the sen-
tences with their own ideas - they can use the words from the mind maps
 If you do not have music of your own or internet available see if you can get
three Ss to volunteer to play their own music.
 Play about 1 minute of each song and give enough time to complete the sen-
tences in between.
 Monitor to ensure Ss are on track and the time given is sufficient

Follow up Notes
 When finished put Ss in pairs or small groups and ask them to
compare their sentences.
 Monitor & help.
 Class feedback—have Ss report their favourite / least favourite song / report
interesting information.

Error correction

Unit L
If time task Notes
 If time permits you can do a song activity. Suitable song for low levels would
be:
 The Beatles—Hello Goodbye
 The Beatles—Yellow Submarine

OPTIONAL
 R. Stewart—Sailing
 Fool’s Garden—Lemon Tree
 Song tasks:
 Gap fill—complete while listening
 Gap fill with back—complete before listening and check
 Cut into parts and organize
 For more ideas go to http://www.robertcampbell.info/news/2015/5/13/20
-ways-to-use-a-song

Notes
© Oxford International Education Group 2018
STUDENTS’ BOOK

25
 A
Unit A

Your partner /
Mae Alex You / Name:
Name:

Age: 15

Nationality: Canadian

maemae@
Email:
gmail.com
Unit A: Language for Life - Asking questions

Hobbies: Books & comics

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

B Mae Alex You / Name:

Your partner /
Name:

Age: 17

Nationality: Korean
© Oxford International Education Group 2018

a.stone@
Email:
yahoo.com

Hobbies: Soccer & music

26
 Unit B
How British Are YOU…?
Do you…? Does…?

1. ...sometimes drink tea with milk?

2. ...know someone famous?

3. …often say “I’m sorry”?

4. ...like fish & chips?

5 ...usually go for a walk when it rains?

Language Study— Present Simple

6.

7.

----- -----------------------------------------------------------------------------

How British Are YOU…?

Do you…? Does…?

1. ...sometimes drink tea with milk?

2. ...know someone famous?

3. ….often say “I’m sorry?

© Oxford International Education Group 2018

4. ...like fish & chips?

5 ...usually go for a walk when it rains?

6.

7.

27
Unit C
A
THE BROWN FAMILY

+
Alan + +

Lily is Alan’s Granddaughter, Colin is George and Alan’ s Father, Mary is the mother of Rose.
Poppy has two sisters, Grace and Rose. Pauline is Colin’s wife. Sandra is the Mother of Robert,
Elizabeth, Norman and Wayne. Wayne is Lily’s uncle.

THE SMITH FAMILY

+
Joshua +
Language for Life — Family life

----------------------------------------------------------------------------------------------

B
THE SMITH FAMILY

Joshua + +

Wil-
low is Lucy’s daughter, Molly and Zoe are Willow’s aunts. Megan is the mother
of James. Sam, Ivy and Charlie are three of Joshua’s four sons. Noah is Joshua’s Father. Teddy
and Joshua are the sons of Noah. Anna is the wife of Noah, Amber is the wife of Teddy, Joshua
is the husband of Megan.
THE BROWN FAMILY
© Oxford International Education Group 2018

+
Alan + +

28
 Unit C Language for Life — Family life © Oxford International Education Group 2018
My Family & friends My Family & friends
-------------------------------------------------------------------------------------------

Name: Name: Name:

Name: Name: Name:

29
Name
Name
Age
Age
Nationality
Nationality
Family / pets Family / pets
Hobby Hobby
Unit E
Language for Life — Describing Pictures

----------------------------------------------------------------------- ----------------

© Oxford International Education Group 2018

30
 Unit E
Language for Life — Describing Pictures
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - -

© Oxford International Education Group 2018

31
Unit E
Language for Life — Describing Pictures

----------------------------------------------------------------------------------------

© Oxford International Education Group 2018

32
 Country Language Nationality Country Language Nationality
French French
Greece Greek Greece Greek
Britain Britain
Polish Polish
Spanish Spanish
Turkish Turkish
Germany Germany
Mexico Mexico

33
Brazilian Brazilian
Italian Italian
Hungarian Hungarian
Korean Korean
Russian Russian
China China
Japanese Japanese
---------------------------------------------------------------------------------------

Portuguese Portuguese

Language Study — Adjectives and Adverbs Unit F

© Oxford International Education Group 2018
Unit F

Adjectives Adverbs

quick

beautifully

dangerous

hard

perfectly

quiet

un/friendly
Language Study — Adjectives and Adverbs

fashionable

good

actively

-- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Adjectives Adverbs

quick

beautifully

dangerous

hard

perfectly

quiet
© Oxford International Education Group 2018

un/friendly

fashionable

good

actively

34
 Student 1 Student 2 Student 3
Food Questionnaire

Unit G
In your country…
 What do people eat for breakfast?
 Do people drink more tea or coffee?
 Do people eat a lot of fruit and vegetables?

In your family…
 Do you have dinner together?
 Do you watch TV or do you talk during dinner?
 Do you eat a lot of desserts?

Language for Life — You are what you eat

You…
 What is your favourite food?
 Is there anything you don’t eat?
 Do you like fast food?

- -----------------------------------------------------------------------------------------

Student 1 Student 2 Student 3

Food Questionnaire
In your country…
 What do people eat for breakfast?
 Do people drink more tea or coffee?
 Do people eat a lot of fruit and vegetables?

In your family…
 Do you have dinner together?
 Do you watch TV or do you talk during dinner?
© Oxford International Education Group 2018

 Do you eat a lot of desserts?

You…
 What is your favourite food?
 Is there anything you don’t eat?
 Do you like fast food?

35
Unit H

Find someone who… Name:

1. ...can draw a picture of a bus _______________

2. ...can sing a song _______________
3. ...can complete this number puzzle 1, 1, 2, 3, ___, 8, ___, 21
_______________
4. ...can stand on one leg for 10 seconds with their eyes closed
_______________
5. ...can recite a short poem in English _______________
6. ...prefers to work with other students _______________
Language for Life — We can learn anything

7. ...prefers to work alone _______________

--------------------------------------------------------------------------------------------

Find someone who… Name:

1. ...can draw a picture of a bus _______________

2. ...can sing a song _______________
3. ...can complete this number puzzle 1, 1, 2, 3, ___, 8, ___, 21
_______________
4. ...can stand on one leg for 10 seconds with their eyes closed
_______________
© Oxford International Education Group 2018

5. ...can recite a short poem in English _______________

6. ...prefers to work with other students _______________
7. ...prefers to work alone _______________

36
 © Oxford International Education Group 2018
Unit H Language for Life — We can learn anything

37
5.

4.

7.
3.

1.

2.

6.
Unit I

Name: Heath Ledger Name: Mother Teresa

Nationality: Australian Nationality: Macedonian
Lived: the USA Lived: India
Born: 4 April 1979 Born: 26 August 1910
Died: 22 January 2008 Died: 5 September 1997
Job: Actor Job: missionary
Films: 10 Things I hate About You, The Dark
Knight
Language Study—Past Simple

Name: Leonardo da Vinci Name: Amy Winehouse

Nationality: Italian Nationality: English
Lived: Italy & France Lived: the UK and the USA
Born: 15 April 1452 Born: 14 September 1983
Died: 2 May 1519 Died: 23 July 2011
Job: artist & inventor Job: Singer
Art: Songs: Love is a Losing Game,
Back to Black

Name: Arthur Conan Doyle Name: Diana, Princess of Wales

Nationality: Scottish Nationality: English
Lived: the UK Lived: the UK
Born: 22 May 1859 Born: 1 July 1961
© Oxford International Education Group 2018

Died: 7 July 1930 Died: 31 August 1997

Job: Doctor, Writer Job: Princess
Books: Stories of Sherlock
Holmes, The Hound of the Baskervilles

38
 Unit I / J Language Study—Past Simple / Language for Life — A perfect©day
Oxford International Education Group 2018
----------------------------------------
BINGO

BINGO

39
---------------------------------------------------------------------------------------------------------------------------------------- ------

------------------------------------------------
BINGO

BINGO
 Yesterday Last Saturday
Unit J

When / get up? _______________

What / breakfast? _____________ What time / get up?____________
What activities / do in the evening? What / do? __________________
___________________________ Who / spend time with? _________
What / study in your lessons? What / have for lunch? __________
___________________________ What / do in the evening? ________
What time / go to bed? __________
Language for Life — A perfect day

Your last birthday Your last holiday

Where / celebrate? ____________ Where / go? _________________

What / wear? ________________ Who / go with? _______________
Who / celebrate with? __________ How long / stay? ______________
What / eat & drink? ____________ What / weather like? ___________
What presents / get? ___________ / have any problems ____________

When you were 6 years old The last New Year’s

Where / live? _________________
What TV programmes / like? When / celebrate? _____________
___________________________ How / celebrate? ______________
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What / do after school? / stay up late? _________________

___________________________ / dance? _____________________
/ have a pet?__________________ / have a good time______________
What time / go to bed __________

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 © Oxford International Education Group 2018
Unit K Language Study — Can for possibility

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 Listen to three songs. Think about how you feel when you listen to them . Complete the sentences below.
Unit L

This is a ____________________ song / piece of music.

It has a ________________melody.
I can hear _________________________________________ .
It is a bit __________________________________________ .
I want / don’t want to listen to it with
________________________________________________ .
I want / don’t want to listen to it at / on / in
________________________________________________ .
It makes me feel
_______________________________________________
Language for Life — I love music

This is a ____________________ song / piece of music.

It has a ________________melody.
I can hear _________________________________________ .
It is a bit __________________________________________ .
I want / don’t want to listen to it with
________________________________________________ .
I want / don’t want to listen to it at / on / in
________________________________________________ .
It makes me feel
_______________________________________________

This is a ____________________ song / piece of music.

It has a ________________melody.
I can hear _________________________________________ .
© Oxford International Education Group 2018

It is a bit __________________________________________ .
I want / don’t want to listen to it with
________________________________________________ .
I want / don’t want to listen to it at / on / in
________________________________________________ .
It makes me feel
_______________________________________________

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Unit A Transcript Interview 2
Language for Life: Asking Questions Hi Akemi! What’s your group doing this week?
We’re preparing out time capsule.
1. What’s your name? - My name is Anna. Why are you doing that?
2. Where are you from? - I’m from France. We can look again at our favourite moments of the sum-
3. How old are you? - I’m 14. mer.
4. What’s your job? - I’m, a student. What are you doing now?
5. Are you here on holiday? - Yes, I am. I’m choosing photographs of our favourite places and
6. What’s your favourite subject at school? - I like English. writing their names under the pictures.
7. What are your hobbies? - I like films and I play tennis. What are the other students doing now?
8. What’s your email address? - My email address is They’re drawing a poster about our trip to London.
[email protected].

Unit G Transcript
Unit C Transcript Language for Life: You are what you eat
Language for Life: Family
Today on “You are what you eat” we have one of the Junior
A: Who are these people Joe? Study Programmes teachers, Derek, so let’s see what Derek
J: Those are my grandparents with me and my little sister usually eats.
Emma.
A: Oh, how old are they? Interviewer: So Derek, tell us… What do you typically have
J: My grandfather is 65 and my grandmother is 63. for breakfast?
A: Can you tell me a little bit about your grandparents? Derek: During the week, I have a coffee with milk and just
J: My grandfather is very smart and funny. And my grand- some cereal. I usually eat it with yogurt or milk. I also love
mother is lovely. She is a very good cook. Can I see your bananas, so I often mix it with my cereal.
pictures Alice? Who is this? Interviewer: Do you take any sugar with your coffee?
A: This is my uncle, Tom. Derek: No, I don’t put any sugar into my coffee. I also don’t
J: And who is the lady next to him? put any milk into my tea, it is unusual for a Brit, I know.
A: That is his wife Claire. Interviewer: Ok, that is a healthy breakfast.
J: Is he your mother’s brother or your father’s brother? Derek: Yes, probably… but at the weekend, when I have
A: He is my mom’s younger brother. more time, I like to have a big breakfast. I have two eggs,
J: What is his job? some bacon, some toast and beans, tomatoes, and mush-
A: He is a teacher. He is serious but friendly. rooms.
J: And who is the little girl? Interviewer: Wow, that is a big breakfast. What do you
A: That is my cousin Julie. usually have for lunch?
J: How old is she? Derek: When I am at school, I usually just have a sandwich. I
A: She is 1. She doesn’t like people very much. She is shy. love sandwiches with ham and cheese. But I try and eat some
fruit every day so I also typically have an apple or some
grapes.
Unit D Transcript Interviewer: And what about dinner?
Language Study: Present Continuous Derek: I try to have a healthy dinner. I often eat fish. I love
fish. Fish is my favourite food. I always have a salad with my
At our school, the students do project work every dinner—tomatoes, cucumber, lettuce...hmmm...nummy….
week. This week, the students are all busy with their
project work. We have decided to find out what is
happening at the school and interview two of our stu- Unit K Transcript
dents about their projects… Language Study: Can for possibility

Interview 1 Speaker 1.
Hi Nikita! What’s your group doing this week? You can take a taxi but traffic in London is often very bad. It
We’re writing a magazine about what’s happening at can take a long time to get to the airport. Also, taxis are
school. quite expensive. It can cost £70, maybe £80.
Why are you doing that? Speaker 2.
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We can put the magazine on the student blog and our You can take the bus. Bus costs only £1.50. But there isn’t a
parents and friends at home can see what we’re doing. direct bus to the airport. You will have to change 3 times. My
What are you doing now? phone says it takes about 2 hours and 30 minutes by bus.
I’m taking photos for the article about student projects, Speaker 3.
and you’re interviewing me about it. You can walk to Leicester Square. It is only about 10
What are the other students in your group doing now? minutes. And there you can get the Tube. The Piccadilly line
Thibault and Matthieu are writing about our trip to goes all the way to Heathrow Airport. It takes about 45
London. Victoria is writing about our ’Fashion Show’ minutes and it costs £3.10.
activity last night. Speaker 4.
Oh, you can take the Heathrow Express train. You can take
the Bakerloo Line form here to Paddington Station. The
Heathrow Express leaves from there. It only takes about an
hour from here and it is not too expensive, it costs £25.
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Abbreviations Guide

T = teacher
Ss = students
SB = student’s book
TB = teacher’s book
Qs = questions
WB = white board
FB = feedback
SM = supplementary material
VF = visual file
ICQs = instructions checking questions
CCQ = concept checking questions

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