Proust ELT - stanleypublishing.es go ahead full v2.pdf · ELT NEW GO AHEAD Happy Teaching! ENGLISH COURSE Life is a journey Have a good trip! Proust

ELT

N E W G O A H E A D

www.stanleypublishing.es

Happy Teaching!

E N G L I S H C O U R S E

Life is a journeyHave a good trip!

Proust

1

GO AHEADNEW

English course

1

GO AHEADNEW

English course

2

multipleintelligences

effective learning and acquisition strategies

techniques from brain research

cooperative learning

thinkpairshare conceptual

maps

tprscaffoldingtechniques

comprehensibleinput

metacog-nition

wordbuilding

wordquest

classactivity

fastfact

listening

reading writing

speaking

new

2

multipleintelligences

effective learning and acquisition strategies

techniques from brain research

cooperative learning

thinkpairshare conceptual

maps

tprscaffoldingtechniques

comprehensibleinput

metacog-nition

wordbuilding

wordquest

classactivity

fastfact

listening

reading writing

speaking

new

3

Get you students speaking English from the outset

• with accuracy• with confidence• with enthusiasm

NEW GO AHEAD

• with New Go Ahead.

3

Get you students speaking English from the outset

• with accuracy• with confidence• with enthusiasm

NEW GO AHEAD

• with New Go Ahead.

4

NEW GO AHEAD

Is a complete course of exercises and activities for young adults, going from absolute beginner to advanced level (i.e. from -A1 to C1 of the Common European Framework) in seven carefully controlled stages:

A1 A1+ A2 B1 B1+ B2 C1

4

NEW GO AHEAD

Is a complete course of exercises and activities for young adults, going from absolute beginner to advanced level (i.e. from -A1 to C1 of the Common European Framework) in seven carefully controlled stages:

A1 A1+ A2 B1 B1+ B2 C1

5

NEW GO AHEAD

The main features of each book are:

5

NEW GO AHEAD

The main features of each book are:

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NEW GO AHEAD

• lively, challenging and motivating lessons, concentrating on key structures and common vocabulary

6

NEW GO AHEAD

• lively, challenging and motivating lessons, concentrating on key structures and common vocabulary

7

NEW GO AHEAD

• a logical step-by-step presentation of new material

7

NEW GO AHEAD

• a logical step-by-step presentation of new material

8

NEW GO AHEAD

• a grammar reference section summarising the main points at each level

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NEW GO AHEAD

• a grammar reference section summarising the main points at each level

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NEW GO AHEAD

• hundreds of amusing and stimulating illustrations, which can be adapted for many different kinds of classroom work

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NEW GO AHEAD

• hundreds of amusing and stimulating illustrations, which can be adapted for many different kinds of classroom work

10

NEW GO AHEAD

• regular revision tests and self-evaluation questionnaires enabling students to monitor their own progress

10

NEW GO AHEAD

• regular revision tests and self-evaluation questionnaires enabling students to monitor their own progress

11

NEW GO AHEAD

• an accompanying audio CD or CDs with recordings of all dialogues and numerous exercises and drills.

11

NEW GO AHEAD

• an accompanying audio CD or CDs with recordings of all dialogues and numerous exercises and drills.

12

New Go Ahead

There’s something in my eye.

Can you see it ?

12

New Go Ahead

There’s something in my eye.

Can you see it ?

6

English courseNEW GO AHEAD

A1 A2

For students:

3 STORIES with AUDIO

It is a beautiful summer morning and Carlos Gray is in a taxi on his way to the airport. He is finally on holiday and is feeling happy and relaxed. He is going to Brighton to see his friend Andrew. The taxi arrives at the airport. Carlos pays the taxi driver and they say goodbye.

A1+

STUDENT’S BOOK + WORKBOOK

C1B2B1+B1

6


A1 A2

For students:

3 STORIES with AUDIO

It is a beautiful summer morning and Carlos Gray is in a taxi on his way to the airport. He is finally on holiday and is feeling happy and relaxed. He is going to Brighton to see his friend Andrew. The taxi arrives at the airport. Carlos pays the taxi driver and they say goodbye.

A1+

STUDENT’S BOOK + WORKBOOK

C1B2B1+B1

7


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


Components for students:A1 A1+ A2 B1

Workbook Activities

Full level revision activities including a wide variety of practice and exercise types.


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

Paper edition

Available interactive PDF forms


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

A2

B1

B1+

B1+

B2

B2

7


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+



Workbook Activities



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

Paper edition



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

A2

B1

B1+

B1+

B2

B2

7


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+



Workbook Activities



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

Paper edition



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

A2

B1

B1+

B1+

B2

B2

7


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+



Workbook Activities



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

Paper edition



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

A2

B1

B1+

B1+

B2

B2

7


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+


GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+



Workbook Activities



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

Paper edition



GO AHEADNEW

WORKBOOK ACTIVITIES

A1A1+

A2

B1

B1+

B1+

B2

B2

14

GO AHEADNEW

Language Objectives

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GO AHEADNEW

Language Objectives

15


Student’s Book + Workbook

Language Objectives

STUDENT BOOK, PAGE 5 A1

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Language Objectives


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Language Objectives

STUDENT BOOK, PAGE 37 A1+

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Language Objectives


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Language Objectives


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Language Objectives


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Language Objectives

STUDENT BOOK, PAGE 45 B1

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Language Objectives


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Language Objectives

STUDENT BOOK, PAGE 4 B1+

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Language Objectives


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GO AHEADNEW

Languagefocus

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GO AHEADNEW

Languagefocus

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Student’s Book + Workbook STUDENT BOOK, PAGE 8 A1

4 · stanley publishing

1 Look at picture number 5. Is it a television? Yes, it is. It’s a television. 2 Look at picture number 9. Is it a house? No, it isn’t. It’s a pen. 3 Look at picture number 3. Is it a sandwich? 4 Look at picture number 2. Is it a book? 5 Look at picture number 8. Is it a cat? 6 Look at picture number 10. Is it a CD? 7 Look at picture number 7. Is it a camera? 8 Look at picture number 6. Is it a book? 9 Look at picture number 1. Is it a telephone? 10 Look at picture number 4. Is it a dog?

1 Hi, I am Christine. Hi, I’m Christine. 2 My name is Harry. 3 What is your phone number? 4 You are my teacher. 5 It is not a cat, it is a dog. 6 You are not Spanish, you are English. 7 My phone number is 4268130. 8 You are the teacher, I am the student.

109876

54321

1.9 Is it a... ? / Yes, it is. / No, it isn’t.Look at the pictures and answer the questions.

1.10 ContractionsRewrite the sentences with contractions.

I am = I’mI am not = I’m not

you are = you’re

your are not = you aren’tit is = it’s

it is not = it isn’t

what is = what’swhere is = where’s

my name is = my name’s

LANGUAGE FOCUSContractions

Language Focus

21


Student’s Book + Workbook STUDENT BOOK, PAGE 8 A1


1 Look at picture number 5. Is it a television? Yes, it is. It’s a television. 2 Look at picture number 9. Is it a house? No, it isn’t. It’s a pen. 3 Look at picture number 3. Is it a sandwich? 4 Look at picture number 2. Is it a book? 5 Look at picture number 8. Is it a cat? 6 Look at picture number 10. Is it a CD? 7 Look at picture number 7. Is it a camera? 8 Look at picture number 6. Is it a book? 9 Look at picture number 1. Is it a telephone? 10 Look at picture number 4. Is it a dog?

1 Hi, I am Christine. Hi, I’m Christine. 2 My name is Harry. 3 What is your phone number? 4 You are my teacher. 5 It is not a cat, it is a dog. 6 You are not Spanish, you are English. 7 My phone number is 4268130. 8 You are the teacher, I am the student.

109876

54321

1.9 Is it a... ? / Yes, it is. / No, it isn’t.Look at the pictures and answer the questions.

1.10 ContractionsRewrite the sentences with contractions.

I am = I’mI am not = I’m not

you are = you’re

your are not = you aren’tit is = it’s

it is not = it isn’t

what is = what’swhere is = where’s

my name is = my name’s

LANGUAGE FOCUSContractions

Language Focus

22



STUDENT BOOK, PAGE 9

15 Language focus

The language focus is on the indefinite articles. Again, at this initial stage, most students will remember the rule for using indefinite articles.

LANGUAGE FOCUS

Indefinite articles: a and an

Remember:

a tree an ant

a car an egg

a notebook an ID card

a pen an object

a sandwich an umbrella

We use for words

beginning with a, e, i, o, u.an



Language Focus

22



STUDENT BOOK, PAGE 9

15 Language focus


LANGUAGE FOCUS

Indefinite articles: a and an

Remember:

a tree an ant

a car an egg

a notebook an ID card

a pen an object

a sandwich an umbrella

We use for words

beginning with a, e, i, o, u.an



Language Focus

23



The mechanics of the Present Continuous is relatively simple for English language students. The diagram presents the structure. The sentences above the diagram and the questions below provide a natural context for this tense.


HouseworkAmerican comedian, Phyllis Diller once said, “Housework can’t kill you, but why take a chance?” Most of us don’t like doing housework, but unfortunately it’s something that most of us have to do from time to time.

Look at the pictures of people doing housework. Sit back, relax and write about what they are doing… and be happy that you are not doing housework!

1. 2. 3. 4.

9. 10. 11. 12.

5. 6. 7. 8.

Class activity Mime the following activities or invent your own: Ask: “What is he/she doing?”

• play golf • fry eggs • walk the dog

• watch TV• play the violin • play golf

• draw a picture • drive a car• drink a glass of wine

• eat with chopsticks

LANGUAGE FOCUS 16

Jack and Rose are looking at photos

They are planning a holiday

in New Zealand.

The present continuous

Questions

What are you doing right now?

Are you studying English?

What is she doing?

Is she listening to the teacher?

The present

continuousI am

verb + ing

HeShe

is

ItYouWeThey

are

18

19

/n/ /ŋ/

/n/ - /ŋ/“-ing” /ɪŋ/. Listen and repeat.

• studying • doing • listening

• frying • drinking • ironing

• setting • vacuuming • drawing

• walking

How are the capital letters pronounced in these words? Write them in the right column.

uNderstaNd dinNer uNcle daNger

youNG seveNth somethiNG BirmiNGham

fuN LoNdon peNthouse lookiNG fiNger siNk

Listen and check. Key: turn to Pronunciation Reference.

LISTENING AND PRONUNCIATION 17

1.5

• make the beds • clean the windows • make dinner • tidy up • do the washing-up • clean the bathroom • wash the clothes • do the vacuuming • do the ironing • set the table • clear the table • do the sweeping

WRITING

GAME

new go ahead student book 2.indd 10 30/04/12 15:04


Language Focus

23



The mechanics of the Present Continuous is relatively simple for English language students. The diagram presents the structure. The sentences above the diagram and the questions below provide a natural context for this tense.


HouseworkAmerican comedian, Phyllis Diller once said, “Housework can’t kill you, but why take a chance?” Most of us don’t like doing housework, but unfortunately it’s something that most of us have to do from time to time.

Look at the pictures of people doing housework. Sit back, relax and write about what they are doing… and be happy that you are not doing housework!

1. 2. 3. 4.

9. 10. 11. 12.

5. 6. 7. 8.

Class activity Mime the following activities or invent your own: Ask: “What is he/she doing?”

• play golf • fry eggs • walk the dog

• watch TV• play the violin • play golf

• draw a picture • drive a car• drink a glass of wine

• eat with chopsticks

LANGUAGE FOCUS 16

Jack and Rose are looking at photos

They are planning a holiday

in New Zealand.

The present continuous

Questions

What are you doing right now?

Are you studying English?

What is she doing?

Is she listening to the teacher?

The present

continuousI am

verb + ing

HeShe

is

ItYouWeThey

are

18

19

/n/ /ŋ/

/n/ - /ŋ/“-ing” /ɪŋ/. Listen and repeat.

• studying • doing • listening

• frying • drinking • ironing

• setting • vacuuming • drawing

• walking

How are the capital letters pronounced in these words? Write them in the right column.

uNderstaNd dinNer uNcle daNger

youNG seveNth somethiNG BirmiNGham

fuN LoNdon peNthouse lookiNG fiNger siNk

Listen and check. Key: turn to Pronunciation Reference.

LISTENING AND PRONUNCIATION 17

1.5

• make the beds • clean the windows • make dinner • tidy up • do the washing-up • clean the bathroom • wash the clothes • do the vacuuming • do the ironing • set the table • clear the table • do the sweeping

WRITING

GAME



Language Focus

24


Student’s Book + Workbook STUDENT BOOK, PAGE 14 B1


Underline examples of the present continuous from the Wally Lopez interview. Then answer the questions from the interview. Use complete sentences.

1. Is Wally’s work a job or a lifestyle? Why?

2. Is Wally working in London now?

3. What type of music is he playing at the moment of the interview?

4. What’s the name of the song he’s playing right now?

GO AHEAD 8

LANGUAGE FOCUS 9Present simple vs present continous

We use the present simple to talk about:

• general truths Madrid is the capital of Spain.

• habits I always wake up at seven o’clock.

• feelings or opinions He loves dance music.

We use the present continuous when we talk about:

• something that is happening at this very moment

• a temporary activity that is happening close to the

moment of speaking

We’re studying English right now.

He’s working in Ibiza at the moment.

GO AHEAD 10Present simple or present continous? Complete the following sentences with either the present simple or present continuous. Remember to use the verb be when using the present continuous.

Use the following verbs:

1. At the moment they ________________ lunch at a beach restaurant in Sa Caleta.

2. He _______________a present at the Las Dalias hippy market right now.

3. They usually ____________________at a hotel on d’en Bossa beach.

4. She always __________________ to Space and Bora Bora when she’s in Ibiza.

5. He ______________ the DJs at Amnesia.

6. Right now I ______________ to Joan Ribas’ House Vibes programme on Ibiza Global Radio.

• like • buy • listen • have • go • stay


Language Focus

24


Student’s Book + Workbook STUDENT BOOK, PAGE 14 B1


Underline examples of the present continuous from the Wally Lopez interview. Then answer the questions from the interview. Use complete sentences.

1. Is Wally’s work a job or a lifestyle? Why?

2. Is Wally working in London now?

3. What type of music is he playing at the moment of the interview?

4. What’s the name of the song he’s playing right now?

GO AHEAD 8

LANGUAGE FOCUS 9Present simple vs present continous

We use the present simple to talk about:

• general truths Madrid is the capital of Spain.

• habits I always wake up at seven o’clock.

• feelings or opinions He loves dance music.

We use the present continuous when we talk about:

• something that is happening at this very moment

• a temporary activity that is happening close to the

moment of speaking

We’re studying English right now.

He’s working in Ibiza at the moment.

GO AHEAD 10Present simple or present continous? Complete the following sentences with either the present simple or present continuous. Remember to use the verb be when using the present continuous.

Use the following verbs:

1. At the moment they ________________ lunch at a beach restaurant in Sa Caleta.

2. He _______________a present at the Las Dalias hippy market right now.

3. They usually ____________________at a hotel on d’en Bossa beach.

4. She always __________________ to Space and Bora Bora when she’s in Ibiza.

5. He ______________ the DJs at Amnesia.

6. Right now I ______________ to Joan Ribas’ House Vibes programme on Ibiza Global Radio.

• like • buy • listen • have • go • stay


Language Focus

25



Language Focus



VOCABULARY 3Vocabulary for the hip at heart Match the hip vocabulary with its meaning.

1. hip a. to relax

2. to hang out / to hang b. look at it

3. to chill out / to chill c. What’s new? / How are you?

4. What’s up? / d. tired What’s going on?

5. cool e. to use the Internet.

6. knackered f. to spend time with friends

7. surf the Net g. cool, trendy

8. check it out h. great

4oTHE GO AHEAD-PEDIA

YouTube is a popular free video sharing website which lets users upload, view, and share video clips.

Check out their website at:

http://www.youtube.com

Facebook is a social networking website offering an interactive, user-submitted network of friends, personal profiles, blogs, groups, photos, music, and videos.


http://www.facebook.com

LANGUAGE FOCUS

Look at the dialogue in exercise 2 and underline all the examples of will + infinitive. The examples of will in this dialogue are of the usage for ______________.

I think she’ll win!

Predictions

I’ll open the door.

I’ll ring you tomorrow.

Shall I / we book a table for two at our favourite

restaurant?(Shall is used only for I / we

in question form.)

Will you help me?Of course, I will!

Expressingdetermination

or refusal

This year I willimprove my English!

Spontaneousdecisions and

reactions

PromisesOffers andsuggestions

Requests andwillingness

5


25



Language Focus



VOCABULARY 3Vocabulary for the hip at heart Match the hip vocabulary with its meaning.

1. hip a. to relax

2. to hang out / to hang b. look at it

3. to chill out / to chill c. What’s new? / How are you?

4. What’s up? / d. tired What’s going on?

5. cool e. to use the Internet.

6. knackered f. to spend time with friends

7. surf the Net g. cool, trendy

8. check it out h. great

4oTHE GO AHEAD-PEDIA

YouTube is a popular free video sharing website which lets users upload, view, and share video clips.


http://www.youtube.com

Facebook is a social networking website offering an interactive, user-submitted network of friends, personal profiles, blogs, groups, photos, music, and videos.


http://www.facebook.com

LANGUAGE FOCUS

Look at the dialogue in exercise 2 and underline all the examples of will + infinitive. The examples of will in this dialogue are of the usage for ______________.

I think she’ll win!

Predictions

I’ll open the door.

I’ll ring you tomorrow.

Shall I / we book a table for two at our favourite

restaurant?(Shall is used only for I / we

in question form.)

Will you help me?Of course, I will!

Expressingdetermination

or refusal

This year I willimprove my English!

Spontaneousdecisions and

reactions

PromisesOffers andsuggestions

Requests andwillingness

5


26



Language Focus


stanley publishing · 11

READING COMPREHENSION 5In pairs, see how much you can remember.

What is organic food?

Where is the farm and what is it called?

What types of animals do they have on the farm?

How can people buy the farm produce?

Why did Richard and Judy set up the farm?

What can visitors do on the farm?

What plans do they have for the farm in the future?

Check your answers with the text.

LANGUAGE FOCUS 6

verb + ing verb + infinitive with to verb + infinitive without to

like want can

Look at the verbs in bold in the texts. What verb forms follow these verbs?

E.g.: they like having space… like + verb + ing

Put the verbs in the table.

• like • want • can • decide • mind • would like • enjoy • love • plan

• will • hope • need • start • finish • can’t stand • should • hate • must

GO AHEAD 7Put the verb in brackets in the correct form.

1. We want __________ (give up) our office jobs.

2. They need __________ (save) money for more pigs.

3. I don’t mind __________ (get up) early.

4. We must __________ (remember) to feed the sheep.

5. She’s hoping __________ (set up) her own business one day.

6. I’ll __________ (do) the shopping today.

7. I can’t stand ________ (work) in offices.

Student AComplete these questions with the correct verb form. Then ask Student B your questions.

1. What do you enjoy __________ (do) at the weekends?

2. Where would you like __________ (go) for your next holiday?

3. What do you hope __________ (do) before the end of the year?

4. What do you hate __________ (do)?

Student BComplete these questions with the correct verb form. Then ask Student A your questions.

1. What do you like __________ (do) in your free time?

2. Have you decided where __________ (go) for your next holiday?

3. Is there anything you need __________ (buy) this week?

4. When did you start __________ (learn) English?

SPEAKING8

26



Language Focus



READING COMPREHENSION 5In pairs, see how much you can remember.

What is organic food?

Where is the farm and what is it called?

What types of animals do they have on the farm?

How can people buy the farm produce?

Why did Richard and Judy set up the farm?

What can visitors do on the farm?

What plans do they have for the farm in the future?

Check your answers with the text.

LANGUAGE FOCUS 6

verb + ing verb + infinitive with to verb + infinitive without to

like want can

Look at the verbs in bold in the texts. What verb forms follow these verbs?

E.g.: they like having space… like + verb + ing

Put the verbs in the table.

• like • want • can • decide • mind • would like • enjoy • love • plan

• will • hope • need • start • finish • can’t stand • should • hate • must

GO AHEAD 7Put the verb in brackets in the correct form.

1. We want __________ (give up) our office jobs.

2. They need __________ (save) money for more pigs.

3. I don’t mind __________ (get up) early.

4. We must __________ (remember) to feed the sheep.

5. She’s hoping __________ (set up) her own business one day.

6. I’ll __________ (do) the shopping today.

7. I can’t stand ________ (work) in offices.

Student AComplete these questions with the correct verb form. Then ask Student B your questions.

1. What do you enjoy __________ (do) at the weekends?

2. Where would you like __________ (go) for your next holiday?

3. What do you hope __________ (do) before the end of the year?

4. What do you hate __________ (do)?

Student BComplete these questions with the correct verb form. Then ask Student A your questions.

1. What do you like __________ (do) in your free time?

2. Have you decided where __________ (go) for your next holiday?

3. Is there anything you need __________ (buy) this week?

4. When did you start __________ (learn) English?

SPEAKING8

27

GO AHEADNEW

Vocabulary

27

GO AHEADNEW

Vocabulary

28


1. They travelled by train.

2.

3.

4.

5.

6.

7. on foot.

Complete:

1. London / took / the / they / train / weekend / to / last

2. flew / Los Angeles / to / last / she / year

3. to / drove / last / he / week / work

4. bus / took / to / the / Stonehenge / they

5. underground / to / they / took / the / Piccadilly Circus

6. work / his / he / bicycle / rode / to

7. school / to / walked / she

Getting around town:How did they travel?

Look at the photos of the following people and the transport in their town or city. Unscramble the sentences and match with the photos.

A

G

D

E F

B

C

VOCABULARY

a train

a car

a motorbike

a taxi

an airplane

a boat

an underground

a ship

a bicycle

a bus

12

53 4

6 7

9

Means of transport: Match words to pictures:

10

8

16

17VOCABULARY




Vocabulary


28


1. They travelled by train.

2.

3.

4.

5.

6.

7. on foot.

Complete:

1. London / took / the / they / train / weekend / to / last

2. flew / Los Angeles / to / last / she / year

3. to / drove / last / he / week / work

4. bus / took / to / the / Stonehenge / they

5. underground / to / they / took / the / Piccadilly Circus

6. work / his / he / bicycle / rode / to

7. school / to / walked / she

Getting around town:How did they travel?

Look at the photos of the following people and the transport in their town or city. Unscramble the sentences and match with the photos.

A

G

D

E F

B

C

VOCABULARY

a train

a car

a motorbike

a taxi

an airplane

a boat

an underground

a ship

a bicycle

a bus

12

53 4

6 7

9

Means of transport: Match words to pictures:

10

8

16

17VOCABULARY




Vocabulary


29



Vocabulary



Adjectives

Match the appropriate adjectives with the pictures. Use the adjectives from the vocabulary.

What have they got?Put the words in the correct order:

Match the opposites below.

1. small a. cold

2. expensive b. light

3. new c. uncomfortable

4. dirty d. empty

5. full e. clean

6. hot f. big

7. hard g. old

8. dark h. soft

9. comfortable i. inexpensive

1. watch / he’s / an / got / expensive

She’s got a hot drink.For example:

a / hot / she’s / got / drink

4. an / inexpensive / she’s / car / got

2. got / dog / big / they’ve / a

3. got / armchair / comfortable / they’ve / a

5. an / got / old / she’s / computer

Listen and repeat: she Spanish Irish British fashion Sharoncash descriptionmusician sugar

Usual spelling: “sh”

, or ?Which form can you hear? Listen and tick the correct column.

(You don´t know the meaning of some of these words; just listen to the sounds.)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Key: See Pronunciation Reference 2.6.

VOCABULARY

LISTENING AND PRONUNCIATION GO AHEAD

13

14

2.5

2.6

15


29



Vocabulary



Adjectives

Match the appropriate adjectives with the pictures. Use the adjectives from the vocabulary.

What have they got?Put the words in the correct order:

Match the opposites below.

1. small a. cold

2. expensive b. light

3. new c. uncomfortable

4. dirty d. empty

5. full e. clean

6. hot f. big

7. hard g. old

8. dark h. soft

9. comfortable i. inexpensive

1. watch / he’s / an / got / expensive

She’s got a hot drink.For example:

a / hot / she’s / got / drink

4. an / inexpensive / she’s / car / got

2. got / dog / big / they’ve / a

3. got / armchair / comfortable / they’ve / a

5. an / got / old / she’s / computer

Listen and repeat: she Spanish Irish British fashion Sharoncash descriptionmusician sugar

Usual spelling: “sh”

, or ?Which form can you hear? Listen and tick the correct column.

(You don´t know the meaning of some of these words; just listen to the sounds.)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.


VOCABULARY

LISTENING AND PRONUNCIATION GO AHEAD

13

14

2.5

2.6

15


30



Vocabulary


10

11

14LISTENINGWhat do they do?Match the following professions with the job descriptions.

Professions Descriptions

An architect cooks food.

A computer programmer serves food.

A journalist cuts and styles hair.

An interior decorator designs buildings.

A hairdresser decorates homes.

A chef manages an office.

A waiter sells merchandise.

A shop assistant writes articles for newspapers.

An office manager works with computers.

Jenny and Angie

Listen to Robert, Mary and Tom talk about their jobs.Answer the following questions:

Robert1. What does Robert do?

2. Where does he work?

3. Does he like his job? Why or why not?

Mary4. What does Mary do?

5. Does she like her job? Why or why not?

6. Does she wake up early?

Jenny and Angie7. What do Jenny and Angie do?

8. Do they like their jobs? Why or why not?

9. Do they work at the weekend?

Robert

Mary

3.5

dentist

Brainstorm more jobs and job descriptions.

job and

job descriptions

teacher

15VOCABULARY



30



Vocabulary


10

11












Jenny and Angie











Robert

Mary

3.5

dentist


job and

job descriptions

teacher

15VOCABULARY



31



Vocabulary



GO AHEADAnswer the questions.

1. Which homes are in a large city?

2. Which have got gardens?

3. Which have got more than three bedrooms?

4. Which haven’t got a garage?

5. Which have got an upstairs and a downstairs?

6. Which home do you like? Why?

2Label the pictures using these words:

• Bedroom • Ceiling • Bathroom • Roof• Kitchen • Fireplace • Living room • Balcony• Garage • Upstairs • Garden • Downstairs

3

1

VOCABULARY












3

1

VOCABULARY


31



Vocabulary












3

1

VOCABULARY












3

1

VOCABULARY


32


13

14

15

16

17

1. . 2. . 3. . 4. .

5. . 6. . 7. . 8. .

How do they feel? Match the word with the picture.

• angry • lonely • surprised • sad

• bored • happy • annoyed • excited

• I am having a nice time with friends and family.

• I have nothing to do and I want to do something.

• I am by myself and want to be with people.

• I can’t find something I need, like my keys or bag.

• my favourite team wins!

• I have to wait for a bus or a train for a long time.

• I see people suffer.

• , by chance, I see a friend I haven’t seen for a long time.

excited

happy

surprised

I am lonely when

bored

sad

annoyed

angry

FeelingsComplete.

18

19

VOCABULARY

GO AHEAD

6.3




Vocabulary


32


13

14

15

16

17

1. . 2. . 3. . 4. .

5. . 6. . 7. . 8. .












excited

happy

surprised

I am lonely when

bored

sad

annoyed

angry

FeelingsComplete.

18

19

VOCABULARY

GO AHEAD

6.3




Vocabulary


33



Vocabulary



5

LANGUAGE FOCUS I’m seriously thinking

about taking the

day off!

8

The -ing form The –ing form, as in the examples above, acts as both a verb and a noun. It can be either the subject or the object in a sentence.

Observe and underline the –ing form.

1. Knitting is quickly becoming a popular free-time activity.

2. I enjoy collecting stamps.3. She is good at programming computers.

4. Watching the sunset is one of my favourite hobbies.

5. He is thinking about taking the day off.

6. I love going to the cinema.

Match the above sentences with the rules: a. We use the –ing form after verbs such as: like, enjoy, love, don’t like, dislike, hate.

Sentences:

b. We use the –ing form as the subject of the sentence.

Sentences:

c. We use the –ing form after prepositions.

Sentences:

9GO AHEAD

Free time activities with do, go, go to and playLook at the words below. Match them to the appropriate diagrams in order to form free-time activities.

• pilates • aerobics • jogging • basketball • exercise

• the cinema • the gym • volleyball • yoga • skiing• Tai-Chi • handball • skating • bowling • table tennis• concerts • horse riding • golf • museums • horse shows

DO

GO(+ ING activity)

pilates

PLAY

GO TO (+ place)

7VOCABULARY


33



Vocabulary



5

LANGUAGE FOCUS I’m seriously thinking

about taking the

day off!

8

The -ing form The –ing form, as in the examples above, acts as both a verb and a noun. It can be either the subject or the object in a sentence.

Observe and underline the –ing form.

1. Knitting is quickly becoming a popular free-time activity.

2. I enjoy collecting stamps.3. She is good at programming computers.

4. Watching the sunset is one of my favourite hobbies.

5. He is thinking about taking the day off.

6. I love going to the cinema.

Match the above sentences with the rules: a. We use the –ing form after verbs such as: like, enjoy, love, don’t like, dislike, hate.

Sentences:

b. We use the –ing form as the subject of the sentence.

Sentences:

c. We use the –ing form after prepositions.

Sentences:

9GO AHEAD

Free time activities with do, go, go to and playLook at the words below. Match them to the appropriate diagrams in order to form free-time activities.

• pilates • aerobics • jogging • basketball • exercise

• the cinema • the gym • volleyball • yoga • skiing• Tai-Chi • handball • skating • bowling • table tennis• concerts • horse riding • golf • museums • horse shows

DO

GO(+ ING activity)

pilates

PLAY

GO TO (+ place)

7VOCABULARY


34



Vocabulary


34



Vocabulary


35



Vocabulary



3

4

Match these words to their definitions.

lyrics play

live (adj) / laiv / successful song

tune collection of songs

hit concert

album the words of a song

support act main singer

perform not recorded in a studio

lead singer place where a concert takes place

gig band that plays before the main band at a concert

backing group an extra song at the end of a concert that the band play if the audience want more

encore melody

venue other musicians or singers in a band

Vocabulary. Put these types of music in order on the scale – your least favourite first and your favourite last.Do you and your partner have similar tastes?

0 10

• opera • pop • rock • jazz • country • blues • rap • folk • classical • dance • reggae

1. What instrument do you associate with Eric Clapton?

__________________________________________

2. What’s the name of the drummer in the Rolling Stones?

__________________________________________

3. What’s the name of Bob Marley’s backing group?

__________________________________________

4. Who sang this line: “I’m just a poor boy, I need no sympathy.”

__________________________________________

5. Which artist changed his name to a symbol?

__________________________________________

6. Who was the lead singer of Nirvana?

__________________________________________

7. What is Eminem’s first name?

__________________________________________

8. Which Manchester group had a hit with Wonderwall?

__________________________________________

SPEAKING

VOCABULARY

Think - Pair - Share Think: Think about these questions.

1. What was the last CD you bought? 2. How often do you buy CDs? 3. Where do you buy CDs? 4. What’s your favourite group/singer? 5. What type of music do you listen to most? 6. When/Where do you listen to music?

Pair: Find a partner.

Share: Compare your answers with your partner.

5. Answer these questions.


35



Vocabulary



3

4

Match these words to their definitions.

lyrics play

live (adj) / laiv / successful song

tune collection of songs

hit concert

album the words of a song

support act main singer

perform not recorded in a studio

lead singer place where a concert takes place

gig band that plays before the main band at a concert

backing group an extra song at the end of a concert that the band play if the audience want more

encore melody

venue other musicians or singers in a band

Vocabulary. Put these types of music in order on the scale – your least favourite first and your favourite last.Do you and your partner have similar tastes?

0 10

• opera • pop • rock • jazz • country • blues • rap • folk • classical • dance • reggae

1. What instrument do you associate with Eric Clapton?

__________________________________________

2. What’s the name of the drummer in the Rolling Stones?

__________________________________________

3. What’s the name of Bob Marley’s backing group?

__________________________________________

4. Who sang this line: “I’m just a poor boy, I need no sympathy.”

__________________________________________

5. Which artist changed his name to a symbol?

__________________________________________

6. Who was the lead singer of Nirvana?

__________________________________________

7. What is Eminem’s first name?

__________________________________________

8. Which Manchester group had a hit with Wonderwall?

__________________________________________

SPEAKING

VOCABULARY

Think - Pair - Share Think: Think about these questions.

1. What was the last CD you bought? 2. How often do you buy CDs? 3. Where do you buy CDs? 4. What’s your favourite group/singer? 5. What type of music do you listen to most? 6. When/Where do you listen to music?


Share: Compare your answers with your partner.

5. Answer these questions.


36



Vocabulary



Mother NatureUN

IT01Unit 1 A Going green

Language Objectives Vocabulary: The environment.Reading: The tree woman.Grammar: 1st Conditional.Writing: 1st Conditional game.

Think of 3 things you do to be environmentally-friendly. Tell your partner.

LET'S WARM UP! 1

3What can we do to help the environment? Match the verbs and the nouns and make sentences with:

To help the environment, we should

try to save water.

save waste

cut down reduce recycle

throw away protect destroy

use

treescans, bottles and paperwateranimalspollutionpublic transportnatural resourcesrainforestsrubbish that can be recyclednatural habitats

Look at the pictures and match them to these words.

1. rainforest

2. bottle bank

3. exhaust fumes

4. pollution

5. ozone layer

a

c

d

b

e

• should

• shouldn’t

• must

• mustn’t

• could

• couldn’t

VOCABULARY

VOCABULARY

2

36



Vocabulary



Mother NatureUN

IT01Unit 1 A Going green

Language Objectives Vocabulary: The environment.Reading: The tree woman.Grammar: 1st Conditional.Writing: 1st Conditional game.

Think of 3 things you do to be environmentally-friendly. Tell your partner.

LET'S WARM UP! 1

3What can we do to help the environment? Match the verbs and the nouns and make sentences with:

To help the environment, we should

try to save water.

save waste

cut down reduce recycle

throw away protect destroy

use

treescans, bottles and paperwateranimalspollutionpublic transportnatural resourcesrainforestsrubbish that can be recyclednatural habitats

Look at the pictures and match them to these words.

1. rainforest

2. bottle bank

3. exhaust fumes

4. pollution

5. ozone layer

a

c

d

b

e

• should

• shouldn’t

• must

• mustn’t

• could

• couldn’t

VOCABULARY

VOCABULARY

2

37

GO AHEADNEW

Reading

37

GO AHEADNEW

Reading

38



Reading



ConsolidationUnits 1-3

Frida KahloFrida Kahlo (1907-1954) was a Mexican painter whose style combined Realism, Symbolism and Surrealism.

She was born in her parents’ home, known as La Casa Azul (the Blue House), in Coyoacan, which at that time was a small town just outside Mexico City. Her mother’s family was a mix of indigenous Mexican and Spanish, and her father’s family was originally from Germany.

At the age of six, she contracted polio and this affected her right leg, which was thinner than her left. Then, in 1926, she was on a bus which crashed into a trolley car. The accident left her with very serious injuries and she was unable to walk for months. For the rest of her life, she was often in pain and confined to her bed.

She took up painting after the accident to occupy her time while she was recovering. She went to meet the famous Mexican muralist Diego Rivera and he encouraged her to pursue art as a career. They began a relationship and got married in 1929; but the marriage was tumultuous, with numerous affairs on both sides. Diego’s affair with Frida’s younger sister Cristina eventually led to their divorce, but they later remarried.

Frida’s work is very much influenced by indigenous Mexican culture and also by her personal experiences – her physical problems, the problems in her marriage, her pain.

Frida died in 1954. La Casa Azul is now a museum displaying some of her works of art.

1

READING

READING COMPREHENSION

Are these sentences true or false?

Correct the false ones.

true false1. Her work combines different styles of painting.

2. She was in an accident that affected her for the rest of her life.

3. She started painting after she met Diego Rivera.

4. Frida and Diego’s marriage was a happy one.

23

Listen to the information about these decathlon athletes. Fill in the information about their height, weight and decathlon events.

Name Height (cm)

Weight(kilos)

100 metres

High jump

Javelin

Carl

Steve

Jack

Frank

LISTENING

38



Reading




Frida KahloFrida Kahlo (1907-1954) was a Mexican painter whose style combined Realism, Symbolism and Surrealism.

She was born in her parents’ home, known as La Casa Azul (the Blue House), in Coyoacan, which at that time was a small town just outside Mexico City. Her mother’s family was a mix of indigenous Mexican and Spanish, and her father’s family was originally from Germany.

At the age of six, she contracted polio and this affected her right leg, which was thinner than her left. Then, in 1926, she was on a bus which crashed into a trolley car. The accident left her with very serious injuries and she was unable to walk for months. For the rest of her life, she was often in pain and confined to her bed.

She took up painting after the accident to occupy her time while she was recovering. She went to meet the famous Mexican muralist Diego Rivera and he encouraged her to pursue art as a career. They began a relationship and got married in 1929; but the marriage was tumultuous, with numerous affairs on both sides. Diego’s affair with Frida’s younger sister Cristina eventually led to their divorce, but they later remarried.

Frida’s work is very much influenced by indigenous Mexican culture and also by her personal experiences – her physical problems, the problems in her marriage, her pain.

Frida died in 1954. La Casa Azul is now a museum displaying some of her works of art.

1

READING


Are these sentences true or false?

Correct the false ones.

true false1. Her work combines different styles of painting.

2. She was in an accident that affected her for the rest of her life.

3. She started painting after she met Diego Rivera.

4. Frida and Diego’s marriage was a happy one.

23

Listen to the information about these decathlon athletes. Fill in the information about their height, weight and decathlon events.

Name Height (cm)

Weight(kilos)

100 metres

High jump

Javelin

Carl

Steve

Jack

Frank

LISTENING

39



Reading


Unit 5 C How it used to be

Maori Chart Of Aotearoa/NZ. This chart, from the Alexander Turnbull Cartographic Collection, was drawn by a Maori for European settlers and clearly show examples of mind-maps where the actual scale of the land is secondary to the important features.Description: ‘Tuki’s Map’, copy of ms map, redrawn from copy of original in ca 1940. Original by Tuki Te Terenui Whare Pirau, born 1769, in 1793.

The New World In many English-speaking countries, part of the population are descendants of the indigenous people who lived in these lands before the arrival of British and other European explorers.

The United States, Canada, Australia and New Zealand all share a colonial past. The native people of these lands were forced to adapt to colonialism. Many indigenous populations adapted and integrated into the new society while others did not. Some native people successfully maintained their language and aspects of their culture while others saw their language and culture disappear completely.

New Zealand is an example of how the country’s indigenous customs and traditions have become an important part of the current culture.

LET'S WARM UP! 1

Language Objectives Vocabulary: Maori culture and information on New

Zealand.Grammar: Used to and still. Reading: The New World & Land of the long white cloud.Listening: Land of the long white cloud.

Look at how Naomi’s changed.Speaking: Things I used to do.

Think - Pair - Share What do Canada, the United States, Australia and New Zealand have in common? What don’t they have in common?

Think: Think about this question for one minute.

Pair: Find a partner and talk about your ideas.

Share: Find two more people and form a small group. Debate your ideas.

READING 2



39



Reading


Unit 5 C How it used to be

Maori Chart Of Aotearoa/NZ. This chart, from the Alexander Turnbull Cartographic Collection, was drawn by a Maori for European settlers and clearly show examples of mind-maps where the actual scale of the land is secondary to the important features.Description: ‘Tuki’s Map’, copy of ms map, redrawn from copy of original in ca 1940. Original by Tuki Te Terenui Whare Pirau, born 1769, in 1793.

The New World In many English-speaking countries, part of the population are descendants of the indigenous people who lived in these lands before the arrival of British and other European explorers.

The United States, Canada, Australia and New Zealand all share a colonial past. The native people of these lands were forced to adapt to colonialism. Many indigenous populations adapted and integrated into the new society while others did not. Some native people successfully maintained their language and aspects of their culture while others saw their language and culture disappear completely.

New Zealand is an example of how the country’s indigenous customs and traditions have become an important part of the current culture.

LET'S WARM UP! 1

Language Objectives Vocabulary: Maori culture and information on New

Zealand.Grammar: Used to and still. Reading: The New World & Land of the long white cloud.Listening: Land of the long white cloud.

Look at how Naomi’s changed.Speaking: Things I used to do.

Think - Pair - Share What do Canada, the United States, Australia and New Zealand have in common? What don’t they have in common?

Think: Think about this question for one minute.

Pair: Find a partner and talk about your ideas.

Share: Find two more people and form a small group. Debate your ideas.

READING 2



40



Reading and Listening


READING AND LISTENING

Land of the long white cloud New Zealand’s first inhabitants, the Maori, used to call the country Aotearoa, which in Maori means the “Land of the long white cloud”. When Dutch explorers arrived, they decided to name the country New Zealand. The country’s original name, Aotearoa, is becoming popular again and it is the official Maori name for New Zealand.

Waka

The Maori arrived in Aotearoa between 800 and 1300 AD in “waka” or Polynesian-styled boats. These boats or canoes used to be an important means of transport and defence. They were also used for fishing. Today, waka are an important part of Maori history and culture. These canoes are still used, but not in the same way as their Maori ancestors used them. Waka racing is now a popular sport for both men and women in New Zealand.

The Maori Language

Before Europeans arrived in New Zealand, all Maori used to speak the Maori language. In the mid 1800s, English became the predominant language and later, Maori was forbidden in schools. All Maori had to learn English and many stopped using their native language. In the 1980s, Maori leaders realised that their language was rapidly disappearing and began the Maori-language recovery programme. This programme promotes the teaching of both Maori and English to young children in the New Zealand school system. Today, the Maori language and English are the official languages of New Zealand.

Hinepare, a woman of the Ngãti Kahungunu tribe. C1890

Ta Moko

Nearly all Maori used to tattoo their bodies and even faces with elaborate designs that had special significance. These Maori tattoos are called Ta Moko. Ta Moko is a powerful expression of Maori cultural identity. British pop star Robbie Williams, American artist Ben Harper and other non-Maori people have popularised these Maori tattoos. What is less common is the facial Ta Moko, which can still occasionally be seen today.

Haka

Another aspect of Maori culture that has enjoyed international recognition is “haka”, a tribal dance that incorporates expressive body movements with chanted vocals. Maori ancestors used to perform this dance before war or armed conflict. This Maori dance is still performed today, but for cultural celebrations or before sports events. It has become a popular sports ritual, and New Zealand’s international rugby team, the All Blacks, perform a haka before their matches.

New Zealand, or Aotearoa, is home to both European and Maori cultures. Today, new immigrants are also going to New Zealand looking for new opportunities and a place that they can call home, just like the Maori and Europeans did.

Maori waka. Photograph taken in 1899 by Beattie & Sanderson

3

5.4



40



Reading and Listening


READING AND LISTENING

Land of the long white cloud New Zealand’s first inhabitants, the Maori, used to call the country Aotearoa, which in Maori means the “Land of the long white cloud”. When Dutch explorers arrived, they decided to name the country New Zealand. The country’s original name, Aotearoa, is becoming popular again and it is the official Maori name for New Zealand.

Waka

The Maori arrived in Aotearoa between 800 and 1300 AD in “waka” or Polynesian-styled boats. These boats or canoes used to be an important means of transport and defence. They were also used for fishing. Today, waka are an important part of Maori history and culture. These canoes are still used, but not in the same way as their Maori ancestors used them. Waka racing is now a popular sport for both men and women in New Zealand.

The Maori Language

Before Europeans arrived in New Zealand, all Maori used to speak the Maori language. In the mid 1800s, English became the predominant language and later, Maori was forbidden in schools. All Maori had to learn English and many stopped using their native language. In the 1980s, Maori leaders realised that their language was rapidly disappearing and began the Maori-language recovery programme. This programme promotes the teaching of both Maori and English to young children in the New Zealand school system. Today, the Maori language and English are the official languages of New Zealand.

Hinepare, a woman of the Ngãti Kahungunu tribe. C1890

Ta Moko

Nearly all Maori used to tattoo their bodies and even faces with elaborate designs that had special significance. These Maori tattoos are called Ta Moko. Ta Moko is a powerful expression of Maori cultural identity. British pop star Robbie Williams, American artist Ben Harper and other non-Maori people have popularised these Maori tattoos. What is less common is the facial Ta Moko, which can still occasionally be seen today.

Haka

Another aspect of Maori culture that has enjoyed international recognition is “haka”, a tribal dance that incorporates expressive body movements with chanted vocals. Maori ancestors used to perform this dance before war or armed conflict. This Maori dance is still performed today, but for cultural celebrations or before sports events. It has become a popular sports ritual, and New Zealand’s international rugby team, the All Blacks, perform a haka before their matches.

New Zealand, or Aotearoa, is home to both European and Maori cultures. Today, new immigrants are also going to New Zealand looking for new opportunities and a place that they can call home, just like the Maori and Europeans did.

Maori waka. Photograph taken in 1899 by Beattie & Sanderson

3

5.4



41



Reading Comprehension


LANGUAGE FOCUS

Go back to the text in exercise 3 and underline all the sentences you see

with used to. Now look at this sentence. All Maori used to speak their native language.

1. Did all Maori speak their native language before Europeans arrived?

2. Do all Maori speak their native language today?

Used to with didn’tLook at the following sentence.

Maori ancestors didn’t use to speak English before Europeans arrived.

We use used to to talk about past habits or actions that happened

repeatedly and are no longer true.

Yes No

Used to and still

Buttermilk used still in his sentence. This means he doesn’t eat only bones now, but he eats biscuits, too!

5READING COMPREHENSION

1. What is the Maori name for New Zealand and what does it mean? ______________________________________________________________________________________

2. What is a waka? ______________________________________________________________________________________

3. What are the two official languages of New Zealand? ______________________________________________________________________________________

4. What is Ta Moko? ______________________________________________________________________________________

5. When did Maori ancestors perform Haka? Is it used in the same way today? _____________________________________ _____________________________________ _____________________________________

Naomi is looking at some pictures with her friend, Lisa. Listen to Naomi talk about herself when she was in her twenties and now.

1. What did Naomi do professionally when she was in her twenties? ____________________________________________________________________________________

2. What does she do now? ____________________________________________________________________________________

3. Describe Naomi’s personality when she was in her twenties. ___________________________________________________________________________________

4. Describe how she looked when she was twenty-six. ________________________________________ ________________________________________ ________________________________________

6LISTENING

5.5

20 46

7Think - Pair - Share Think: Think of five things that you didn’t use to have or

didn’t use to do ten years ago.


Share: Exchange your didn’t use to sentences.

SPEAKING

4I used to eat only bones!

Now I still eat bones, but

I eat biscuits, too!



41



Reading Comprehension


LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING






42

GO AHEADNEW

Speaking

42

GO AHEADNEW

Speaking

43




LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING





Speaking


43




LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING





Speaking


45



Speaking



Loft livingThe new architectural phenomenon.

Loft living is a new architectural phenomenon that is becoming popular in European, American and Asian cities. Lofts first began as industrial areas that were transformed into spacious living places in city centres. Today, most lofts are still in city centres, but you can now find them in new, modern buildings or older buildings that are renovated. There are some loft buildings in residential areas far from the hustle and bustle of the city, but most loft owners enjoy urban living; that’s why you can always find lofts in the heart of the city.

What makes lofts so popular? Loft owners agree that there are two special features that make them special – space and light. People who buy lofts want a spacious residence, but they usually do not want the responsibilities that come with owning a detached house, such as looking after a garden. The other feature that loft owners appreciate is light. Most lofts have very large windows that often go up to the ceiling; there aren’t any dark rooms in these residences, unless lights are switched off and it is evening!

There are loft buildings all around the world, such as those in London’s Docklands, or in New York’s Soho, and they are becoming popular in cities like Hong Kong or Kuala Lumpur. Loft owners, whether they live in America, Europe or Asia, are people who want space and have an appreciation for the aesthetics of the loft.

LISTENING AND READING 20

1.6

• Lofts are often in urban areas.

• Lofts are expensive.

• Lofts have a lot of space and light.

• Lofts are often in older building that are renovated.

• Lofts have large windows.


Share: Talk about the advantages and disadvantages of loft living.

Think - Pair - Share

Advantages and disadvantages of loft living.

Think: Take a couple of minutes to think about the statements below. Decide if they are advantages or disadvantages. Fill in the chart:

SPEAKING 21

Advantages Disadvantages

Questions1. Where are lofts becoming popular?

2. Are most lofts in residential areas or city centres?

3. What are two features that make lofts popular?

4. What does the “heart of the city” mean?

5. Do you like lofts? Why or why not?

True or falseCorrect the false statements and make them true.

1. Lofts first began in residential areas and were transformed into small living places in the country.

2. Most loft owners do not enjoy city living.

3. People who live in lofts spend a lot of time in their gardens.

4. A loft is a spacious flat that is usually located in a city centre.

5. Loft enthusiasts do not like a lot of space and light.

22WRITING

18

19

17


45



Speaking



Loft livingThe new architectural phenomenon.

Loft living is a new architectural phenomenon that is becoming popular in European, American and Asian cities. Lofts first began as industrial areas that were transformed into spacious living places in city centres. Today, most lofts are still in city centres, but you can now find them in new, modern buildings or older buildings that are renovated. There are some loft buildings in residential areas far from the hustle and bustle of the city, but most loft owners enjoy urban living; that’s why you can always find lofts in the heart of the city.

What makes lofts so popular? Loft owners agree that there are two special features that make them special – space and light. People who buy lofts want a spacious residence, but they usually do not want the responsibilities that come with owning a detached house, such as looking after a garden. The other feature that loft owners appreciate is light. Most lofts have very large windows that often go up to the ceiling; there aren’t any dark rooms in these residences, unless lights are switched off and it is evening!

There are loft buildings all around the world, such as those in London’s Docklands, or in New York’s Soho, and they are becoming popular in cities like Hong Kong or Kuala Lumpur. Loft owners, whether they live in America, Europe or Asia, are people who want space and have an appreciation for the aesthetics of the loft.


1.6

• Lofts are often in urban areas.

• Lofts are expensive.

• Lofts have a lot of space and light.

• Lofts are often in older building that are renovated.

• Lofts have large windows.


Share: Talk about the advantages and disadvantages of loft living.

Think - Pair - Share

Advantages and disadvantages of loft living.

Think: Take a couple of minutes to think about the statements below. Decide if they are advantages or disadvantages. Fill in the chart:

SPEAKING 21

Advantages Disadvantages

Questions1. Where are lofts becoming popular?

2. Are most lofts in residential areas or city centres?

3. What are two features that make lofts popular?

4. What does the “heart of the city” mean?

5. Do you like lofts? Why or why not?

True or falseCorrect the false statements and make them true.

1. Lofts first began in residential areas and were transformed into small living places in the country.

2. Most loft owners do not enjoy city living.

3. People who live in lofts spend a lot of time in their gardens.

4. A loft is a spacious flat that is usually located in a city centre.

5. Loft enthusiasts do not like a lot of space and light.

22WRITING

18

19

17


46



Speaking



Think - Pair - ShareThink: Take two minutes to look at the pictures and use the question words that are next to each

box to help you remember the story.


Share: Take turns retelling the story.

Square: Find two more people and retell together.

A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?

About a week later...

Who?What?

The next day...

Then one cold winter day...

What?Who?What?

3 54

SPEAKING 7


46



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


47



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


47



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


48



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


48



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


49



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


49



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


50



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


50



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


51



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


51



Speaking








A long time ago...

Where?Who?What?

1 One day...

Who?What?

2

Who?What?


Who?What?

The next day...


What?Who?What?

3 54

SPEAKING 7


52

GO AHEADNEW

Writing

52

GO AHEADNEW

Writing

53



Writing



Think – Pair – ShareStep #1

Think: Think about what either Amanda or Martin can do.


Share: Without looking at your book, tell your partner everything that Amanda or Martin can do.

Step #2: Together with your partner, decide what Amanda and Martin can’t do.

What can they do?What do you know or think Amanda and Martin can do? Look at the words below and make five sentences about what they can do.

• speak a little French • speak Dutch, English, German and Spanish • play the guitar • ski and snowboard • drive a 4 x 4 • windsurf • dance very well • make Sushi • ride horses • climb mountains

Class activitySay you can!

Find out what your classmates can do. You can use the Say You Can survey or you can even make your own!

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

She can speak a little French.

WRITING 14

LANGUAGE FOCUS

Cannot = can’t

We can’t cook.

Can for ability

Can + verb:

I can speak English.

She can swim very well.

They can run marathons.

15

16

SPEAKING 19Can you do this?1. While sitting at your desk, lift your right foot off the floor

and make clockwise circles.

2. Now, while doing this, draw the number “6” in the air with your right hand.

Your foot will change direction and there’s nothing you can do about it!

17

LANGUAGE FOCUS

Put the words in order and make a request

with can.

1. I / look at / your / can / newspaper / ?

2. the / you / turn on / lights / can / ?

3. you / can / the / open / door / ?

4. window / can / the / you / close / ?

5. you / can / come / here / ?

6. give / me / can / you / piece of pizza / a / ?

Can for making requests18


53



Writing



Think – Pair – ShareStep #1

Think: Think about what either Amanda or Martin can do.


Share: Without looking at your book, tell your partner everything that Amanda or Martin can do.

Step #2: Together with your partner, decide what Amanda and Martin can’t do.

What can they do?What do you know or think Amanda and Martin can do? Look at the words below and make five sentences about what they can do.

• speak a little French • speak Dutch, English, German and Spanish • play the guitar • ski and snowboard • drive a 4 x 4 • windsurf • dance very well • make Sushi • ride horses • climb mountains

Class activitySay you can!

Find out what your classmates can do. You can use the Say You Can survey or you can even make your own!

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

She can speak a little French.

WRITING 14

LANGUAGE FOCUS

Cannot = can’t

We can’t cook.

Can for ability

Can + verb:

I can speak English.

She can swim very well.

They can run marathons.

15

16

SPEAKING 19Can you do this?1. While sitting at your desk, lift your right foot off the floor

and make clockwise circles.

2. Now, while doing this, draw the number “6” in the air with your right hand.

Your foot will change direction and there’s nothing you can do about it!

17

LANGUAGE FOCUS

Put the words in order and make a request

with can.

1. I / look at / your / can / newspaper / ?

2. the / you / turn on / lights / can / ?

3. you / can / the / open / door / ?

4. window / can / the / you / close / ?

5. you / can / come / here / ?

6. give / me / can / you / piece of pizza / a / ?

Can for making requests18


54



Writing



Inviting someone out

Listen and complete the dialogue below.

Rachel: Hello?

Jimmy: Hi Rachel, Jimmy.

Rachel: Hi Jimmy! How are you?

Jimmy: I’m fine thanks. How are you?

Rachel: I’m very well, thank you.

Jimmy: Rachel, any plans for this evening?

Rachel: Well, actually I have. I’m a concert with my best friend Linda.

Jimmy: Hmmm. I see. Well, have dinner with me tomorrow night?

Rachel: Yes, love to.

Jimmy: Great. I’ll come by your house around eight o’clock. Goodbye!

Rachel: Bye. I’ll see you tomorrow!

Jimmy wants to ask Rachel out to dinner on Saturday night.

Rachel would like to go out with him, but she is already busy on Saturday night.

17

3.5

LISTENING

Work with a partner and create your own telephone dialogue with the information about Mark and Anne. Remember to use the basic telephone dialogue before you begin and when you end the conversation.

Anne has got two tickets to see the musical Billy Elliot at a theatre in London’s West End. She would like to invite Mark to see it.

Mark is studying music. He loves all types of music. He especially loves musicals.He wants to see one of the new musicals in the West End.

Mark: Hello?

Anne: Hi Mark, Anne.

Mark: Hi Anne! How are you?

Anne: I’m fine thanks. How are you?

Mark: I’m very well, thank you.

Anne: Mark,

Mark:

Anne:

Mark:

Anne:

Mark: Bye. I’ll see you tomorrow!


WRITING 18


54



Writing





Rachel: Hello?













17

3.5

LISTENING




Mark: Hello?





Anne: Mark,

Mark:

Anne:

Mark:

Anne:



WRITING 18


55



Writing



WRITING

Date of birth 18 February, 1931

Place of birth Lorain, Ohio

Inspiration Her father told her numerous African-American folk tales

Favourite authors Jane Austen and Leo Tolstoy

1949 Entered Howard University

Changed name From Chloe to Toni

1953 Graduated from Howard Universty

1955 Earned Masters Degree from Cornell University

After graduation Taught English, worked as an editor and wrote novels

1993 Won the Nobel Prize for Literature

At present Lives in Princeton, New Jersey and in the State of New York

Writing: Toni Morrison fact fileLook at the fact file about Toni Morrison. Use it to write a short biography of Toni Morrison like the ones of Jane Austen and Pearl Buck. You can divide the biography into three paragraphs:

• Life prior to university • At University • After graduation

8

2.3

9PRONUNCIATION AND LISTENING

-ed endingsListen to these words and put them in the correct column according to their ending sound.

–ed (with pronunciation of the letter –e) –d (without pronunciation of the letter –e)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Complete the rule:

The letter -e in -ed is only pronounced when the infinitive ends with the sound /_____________/ or /_____________/ .

• graduated • loved • published • decided • educated

• learned • invited • narrated • continued • kissed


55



Writing



WRITING

Date of birth 18 February, 1931

Place of birth Lorain, Ohio

Inspiration Her father told her numerous African-American folk tales

Favourite authors Jane Austen and Leo Tolstoy

1949 Entered Howard University

Changed name From Chloe to Toni

1953 Graduated from Howard Universty

1955 Earned Masters Degree from Cornell University

After graduation Taught English, worked as an editor and wrote novels

1993 Won the Nobel Prize for Literature

At present Lives in Princeton, New Jersey and in the State of New York

Writing: Toni Morrison fact fileLook at the fact file about Toni Morrison. Use it to write a short biography of Toni Morrison like the ones of Jane Austen and Pearl Buck. You can divide the biography into three paragraphs:

• Life prior to university • At University • After graduation

8

2.3

9PRONUNCIATION AND LISTENING

-ed endingsListen to these words and put them in the correct column according to their ending sound.

–ed (with pronunciation of the letter –e) –d (without pronunciation of the letter –e)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Complete the rule:

The letter -e in -ed is only pronounced when the infinitive ends with the sound /_____________/ or /_____________/ .

• graduated • loved • published • decided • educated

• learned • invited • narrated • continued • kissed


56



Writing



Unit 4 D Solving problems Language Objectives

Listening: Problems with the neighbours. Speaking: Making requests and role-play.Writing: Write a script for a situation.1

3

PRE-LISTENING

GO AHEAD

We all have to solve problems from time to time.

Sometimes the way we approach a problem and the language we use can help ease the situation.

What would you do if you had neighbours who played loud music all the time? Listen to this dialogue and then answer the following questions.

Problems with the neighbours

1. What does Rachel think Matt should do?

a) call the police b) talk to the neighbours c) ignore the problem

2. What does Matt want to do first?

a) talk to the b) send Rachel to talk c) call the police neighbours to them

3. Was Matt able to solve the problem?

a) yes b) no c) not completely

4. What do the neighbours do?

a) they’re doctors b) they’re teachers c) they’re musicians

5. Where will they see each other again?

a) at a jazz café b) at Matt’s house c) at a rock concert

Listen to Scene 2 of the Listening again.

6. How does Matt ask his neighbours if they could lower the music?

______________________________________________________.

7. How do they respond?

______________________________________________________.

LISTENING2

4

4.3

Is it all right if I...?

Could you…, please?

Would / do you mind if…?

I was wondering if you could…

Yes, certainly / of course.

No, not at all.

I’d be happy to.

By all means…

I’m sorry, but I…

Making requests

WRITING AND SPEAKINGLook at these simple situations. How would you solve these problems? With a partner choose one situation and write a short script for it. Then do a role-play for your class.

What would you do if you were at work and one of your colleagues liked having the window open? You are freezing cold, but your colleague likes the fresh air.

What would you do if a colleague asked you to work for him / her on your day off?

You are a vegetarian and you go to an Asian restaurant for dinner. You ordered a vegetable dish, but you see that there are pieces of ham in it. What would you do?

56



Writing



Unit 4 D Solving problems Language Objectives

Listening: Problems with the neighbours. Speaking: Making requests and role-play.Writing: Write a script for a situation.1

3

PRE-LISTENING

GO AHEAD

We all have to solve problems from time to time.

Sometimes the way we approach a problem and the language we use can help ease the situation.

What would you do if you had neighbours who played loud music all the time? Listen to this dialogue and then answer the following questions.

Problems with the neighbours

1. What does Rachel think Matt should do?

a) call the police b) talk to the neighbours c) ignore the problem

2. What does Matt want to do first?

a) talk to the b) send Rachel to talk c) call the police neighbours to them

3. Was Matt able to solve the problem?

a) yes b) no c) not completely

4. What do the neighbours do?

a) they’re doctors b) they’re teachers c) they’re musicians

5. Where will they see each other again?

a) at a jazz café b) at Matt’s house c) at a rock concert

Listen to Scene 2 of the Listening again.

6. How does Matt ask his neighbours if they could lower the music?

______________________________________________________.

7. How do they respond?

______________________________________________________.

LISTENING2

4

4.3

Is it all right if I...?

Could you…, please?

Would / do you mind if…?

I was wondering if you could…

Yes, certainly / of course.

No, not at all.

I’d be happy to.

By all means…

I’m sorry, but I…

Making requests

WRITING AND SPEAKINGLook at these simple situations. How would you solve these problems? With a partner choose one situation and write a short script for it. Then do a role-play for your class.

What would you do if you were at work and one of your colleagues liked having the window open? You are freezing cold, but your colleague likes the fresh air.

What would you do if a colleague asked you to work for him / her on your day off?

You are a vegetarian and you go to an Asian restaurant for dinner. You ordered a vegetable dish, but you see that there are pieces of ham in it. What would you do?

57

GO AHEADNEW

Listening

57

GO AHEADNEW

Listening

58



Listening



1 – What’s your name? – Bond, James Bond. I’m ______. 2 – What room am I in? – You’re in room number ______. 3 – What’s your telephone number? – My phone number is ______. 4 – What’s your passport number? – My passport number is ______. 5 – Hello. I’m Jack Smith. – Ah, Mr Smith. You’re in room ______. 6 – What’s your phone number, please? – It’s ______. – Thank you.

1 Number one’s a telephone. 2 Number two’s a ________. 3 Number three’s a ________. 4 Number four’s a ________. 5 Number fives’s a ________.

6 Number six’s a ________. 7 Number seven’s a ________. 8 Number eight’s a ________. 9 Number nine’s a ________. 10 Number ten’s a ________.

10987

6543

21

I’m 007.

What’s your phone number?

○○ sandwich○○ television

○○ dog○○ house

○○ camera○○ telephone

○○ book○○ CD

○○ pen○○ cat

1.7 Numbers 0 – 101 6 Read and listen.

1.8 What is it? It’s a ...Look at the pictures and write the names.

58



Listening



1 – What’s your name? – Bond, James Bond. I’m ______. 2 – What room am I in? – You’re in room number ______. 3 – What’s your telephone number? – My phone number is ______. 4 – What’s your passport number? – My passport number is ______. 5 – Hello. I’m Jack Smith. – Ah, Mr Smith. You’re in room ______. 6 – What’s your phone number, please? – It’s ______. – Thank you.

1 Number one’s a telephone. 2 Number two’s a ________. 3 Number three’s a ________. 4 Number four’s a ________. 5 Number fives’s a ________.

6 Number six’s a ________. 7 Number seven’s a ________. 8 Number eight’s a ________. 9 Number nine’s a ________. 10 Number ten’s a ________.

10987

6543

21

I’m 007.

What’s your phone number?

○○ sandwich○○ television

○○ dog○○ house

○○ camera○○ telephone

○○ book○○ CD

○○ pen○○ cat

1.7 Numbers 0 – 101 6 Read and listen.

1.8 What is it? It’s a ...Look at the pictures and write the names.

59



Listening


10

11












Jenny and Angie











Robert

Mary

3.5

dentist


job and

job descriptions

teacher

15VOCABULARY



59



Listening


10

11












Jenny and Angie











Robert

Mary

3.5

dentist


job and

job descriptions

teacher

15VOCABULARY



60

STUDENT BOOK, PAGE 56 A2English courseNEW GO AHEAD


Listening




Rachel: Hello?













17

3.5

LISTENING




Mark: Hello?





Anne: Mark,

Mark:

Anne:

Mark:

Anne:



WRITING 18


60

STUDENT BOOK, PAGE 56 A2English courseNEW GO AHEAD


Listening




Rachel: Hello?













17

3.5

LISTENING




Mark: Hello?





Anne: Mark,

Mark:

Anne:

Mark:

Anne:



WRITING 18


61



Listening



6

8

Unit 4 D So do I!

Part 1. Alex and Janine are on a first date. They’ve just come out of a concert by the band Farrah. Listen to the beginning of their conversation and answer these questions.

1. Did they both enjoy the concert? ____________________________________________

2. What did they like most about it? ____________________________________________

3. What didn’t they like about it? ______________________________________________

Tell your partner about three places you’ve already visited and three you haven’t visited yet in your life.

True False

1. They both want wine.

2. They’ve both seen Farrah in concert before.

3. They both like rock music.

4. They both like blues.

5. Neither of them likes classical music.

6. Neither of them likes opera.

7. They can both play the guitar.

Part 2. Now listen to Alex and Janine talking in the restaurant. Do you think they’ll get on? Do they have similar tastes in music?

Listen again and decide if these sentences are true or false. Check with the transcript for listening 4.7 if you’re not sure.

Language Objectives Grammar: So do I / Neither do I.Listening: Listen to a conversation after a concert.Listening: Listen to a conversation in a restaurant. Speaking: Agreeing and disagreeing.

LET'S WARM UP!

LISTENING

4.6

1

2

4.7


61



Listening



6

8

Unit 4 D So do I!

Part 1. Alex and Janine are on a first date. They’ve just come out of a concert by the band Farrah. Listen to the beginning of their conversation and answer these questions.

1. Did they both enjoy the concert? ____________________________________________

2. What did they like most about it? ____________________________________________

3. What didn’t they like about it? ______________________________________________

Tell your partner about three places you’ve already visited and three you haven’t visited yet in your life.

True False

1. They both want wine.

2. They’ve both seen Farrah in concert before.

3. They both like rock music.

4. They both like blues.

5. Neither of them likes classical music.

6. Neither of them likes opera.

7. They can both play the guitar.

Part 2. Now listen to Alex and Janine talking in the restaurant. Do you think they’ll get on? Do they have similar tastes in music?

Listen again and decide if these sentences are true or false. Check with the transcript for listening 4.7 if you’re not sure.

Language Objectives Grammar: So do I / Neither do I.Listening: Listen to a conversation after a concert.Listening: Listen to a conversation in a restaurant. Speaking: Agreeing and disagreeing.

LET'S WARM UP!

LISTENING

4.6

1

2

4.7


62



Listening



LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING






LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING






LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING





62



Listening



LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING






LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING






LANGUAGE FOCUS









Yes No

Used to and still




2. What is a waka? ______________________________________________________________________________________


4. What is Ta Moko? ______________________________________________________________________________________







6LISTENING

5.5

20 46





SPEAKING





63



Listening



Exploring inner space UN

IT05 Language Objectives Vocabulary: Vocabulary related to the Reading.Grammar: Relative pronouns and clauses. Speaking: Brainstorming activity.Writing: Writing definitions from the text.

Georgia O’Keefe

Do you know who Georgia O’Keefe is?

Listen to two people talk about Georgia O’Keefe and answer the questions below.

1. Georgia O’Keefe is known for:

a) enormous murals

b) enormous sculptures

c) enormous portraits of flowers, animal bones and the New Mexican countryside.

2. Where was she born?

__________________________________________

3. Where did she begin studying art?

__________________________________________

4. Which city on the East Coast did she later move to?

__________________________________________

Think-Pair-ShareThink: What would you take with you if you had to spend

the night in the desert and you could only take three things?


Share: Exchange your ideas.

Unit 5 A Portrait of an artist

LET'S WARM UP! 1

LISTENING 2

5.1

63



Listening



Exploring inner space UN

IT05 Language Objectives Vocabulary: Vocabulary related to the Reading.Grammar: Relative pronouns and clauses. Speaking: Brainstorming activity.Writing: Writing definitions from the text.

Georgia O’Keefe

Do you know who Georgia O’Keefe is?

Listen to two people talk about Georgia O’Keefe and answer the questions below.

1. Georgia O’Keefe is known for:

a) enormous murals

b) enormous sculptures

c) enormous portraits of flowers, animal bones and the New Mexican countryside.

2. Where was she born?

__________________________________________

3. Where did she begin studying art?

__________________________________________

4. Which city on the East Coast did she later move to?

__________________________________________

Think-Pair-ShareThink: What would you take with you if you had to spend

the night in the desert and you could only take three things?


Share: Exchange your ideas.

Unit 5 A Portrait of an artist

LET'S WARM UP! 1

LISTENING 2

5.1

64

GO AHEADNEW

Go Ahead

64

GO AHEADNEW

Go Ahead

65



Go Ahead



Ana: Manuel, this is Kate and Philip.

Manuel: Nice to meet you.

Kate and

Philip: Pleased to meet you, Manuel.

Manuel: Are British?

Philip: Yes, we from London.

Ana: I love London! a wonderful city.

Philip: Where you from?

Manuel: We from Granada.

Philip: The Sierra Nevada a great place to ski.

Ana: Yes, it .

Manuel: I’m hungry. Are you hungry?

Kate: Yes, I am! How about something to eat and drink?

Philip: Let’s go!

1. name is Ana.

2. name is Manuel.

3. names are Kate and Philip.

With a partner: 1. Spell your name.

2. Spell your partner’s name.

3. Spell her name.

4. Spell his name.

5. Spell their names.

6. Say your telephone number.

Speaking:In groups of 3 or 4, use a greeting and introduce yourselves. Then point and say, “his name is..., her name is..., their names are...”

I my

you

he his

she

it its

we

you your

they their

Possessive adjectives

Personal

Pronouns

Possessive

Adjectives

Hello / Hi.

Good morning.

Good afternoon.

Good evening.

ANA

MANUELKATE

PHILIP

Listen and complete:

Ana and Manuel are

Spanish.

Good night.

Good bye.

Bye!

Greetings


1.3

6

7LANGUAGE FOCUS

GO AHEAD

1

4

8


65



Go Ahead



Ana: Manuel, this is Kate and Philip.

Manuel: Nice to meet you.

Kate and

Philip: Pleased to meet you, Manuel.

Manuel: Are British?

Philip: Yes, we from London.

Ana: I love London! a wonderful city.

Philip: Where you from?

Manuel: We from Granada.

Philip: The Sierra Nevada a great place to ski.

Ana: Yes, it .

Manuel: I’m hungry. Are you hungry?

Kate: Yes, I am! How about something to eat and drink?

Philip: Let’s go!

1. name is Ana.

2. name is Manuel.

3. names are Kate and Philip.

With a partner: 1. Spell your name.

2. Spell your partner’s name.

3. Spell her name.

4. Spell his name.

5. Spell their names.

6. Say your telephone number.

Speaking:In groups of 3 or 4, use a greeting and introduce yourselves. Then point and say, “his name is..., her name is..., their names are...”

I my

you

he his

she

it its

we

you your

they their

Possessive adjectives

Personal

Pronouns

Possessive

Adjectives

Hello / Hi.

Good morning.

Good afternoon.

Good evening.

ANA

MANUELKATE

PHILIP

Listen and complete:

Ana and Manuel are

Spanish.

Good night.

Good bye.

Bye!

Greetings


1.3

6

7LANGUAGE FOCUS

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4

8


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6.2

6.3

4

5

6

Questions with did or was / wereFill in the missing words to make the question.Example:

What the French government the United States?

1. people in New York City Broadway at the beginning of the 20th century?

2. What type of music popular at the beginning of the 20th century?

3. When the Stock Market ?

4. When the Great Depression ?

They gave the United States the Statue of Liberty.

Yes, they did. They enjoyed Broadway.

Jazz music was popular.

It crashed in 1929.

It began after the Stock Market crashed in 1929.

Make questions by putting the following words in the correct order. Then answer the questions:

1. were / first / in / New York City / inhabitants / who / the /?

2. the / did / Dutch / what / New York City / call /?

3. the United States / Great Britain / when / did / independence / win / from /?

4. did / give / France / the United States / what /?

5. did / the / Great Depression / when / begin /?

When did you...start school?

learn to read and write?

learn to swim?

learn to ride a bicycle?

Think - Pair - Share: Looking BackThink: Take about five minutes to complete the questions above and to think about the answers.


Share: Ask each other the questions. Use “ago” when telling your partner your answers.

didgive

Natural speechInitial “S-” + consonantListen to these sentences and repeat. Then turn to Pronunciation Reference.

“WHEN did you S...TART S...TUDYING S...PANISH?”

“I s...tarted s...tudying S...panish at SCHOOl(*)”

Turn to Pronunciation Reference 6.4 and look at “REMEMBER”. Then work in pairs. Now ask each other the questions in Reading Comprehension. Check your answers with the text.

LANGUAGE FOCUS

AgoThe Lenape Indians lived in what is now

New York City hundreds of years ago.

When did they build the Empire State

Building?

They built it years ago.

78

9LISTENING AND PRONUNCIATION

6.4

SPEAKING 10

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6.2

6.3

4

5

6

Questions with did or was / wereFill in the missing words to make the question.Example:

What the French government the United States?

1. people in New York City Broadway at the beginning of the 20th century?

2. What type of music popular at the beginning of the 20th century?

3. When the Stock Market ?

4. When the Great Depression ?

They gave the United States the Statue of Liberty.

Yes, they did. They enjoyed Broadway.

Jazz music was popular.

It crashed in 1929.

It began after the Stock Market crashed in 1929.

Make questions by putting the following words in the correct order. Then answer the questions:

1. were / first / in / New York City / inhabitants / who / the /?

2. the / did / Dutch / what / New York City / call /?

3. the United States / Great Britain / when / did / independence / win / from /?

4. did / give / France / the United States / what /?

5. did / the / Great Depression / when / begin /?

When did you...start school?

learn to read and write?

learn to swim?

learn to ride a bicycle?

Think - Pair - Share: Looking BackThink: Take about five minutes to complete the questions above and to think about the answers.


Share: Ask each other the questions. Use “ago” when telling your partner your answers.

didgive

Natural speechInitial “S-” + consonantListen to these sentences and repeat. Then turn to Pronunciation Reference.

“WHEN did you S...TART S...TUDYING S...PANISH?”

“I s...tarted s...tudying S...panish at SCHOOl(*)”

Turn to Pronunciation Reference 6.4 and look at “REMEMBER”. Then work in pairs. Now ask each other the questions in Reading Comprehension. Check your answers with the text.

LANGUAGE FOCUS

AgoThe Lenape Indians lived in what is now

New York City hundreds of years ago.

When did they build the Empire State

Building?

They built it years ago.

78

9LISTENING AND PRONUNCIATION

6.4

SPEAKING 10

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Present perfect with justWe use the present perfect with just to mean that something has happened very recently.

What have they just done?

Use the infinitives in the box to complete the sentences.

What have they done?Olivia and Daniel are going on holiday. They are leaving in exactly one hour and they have been very busy doing things around the house.

Look at the pictures below and listen to them talk about what they’ve just done. The following infinitives are used:

5. It just

4. They just

1. She just

3. They just

She just . has returned

from Rio de Janeiro

2. She just

5. .

6. . 8. .7. .

3. . 4. .

1. . 2. .

Example:

He has fed the cat

• buy • rain • win

• finish • return • write

LISTENING AND WRITING

5.4

13

14

• take out • leave

• close • lock

• tell • stop

• water • pack

• switch off

GO AHEAD


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Present perfect with justWe use the present perfect with just to mean that something has happened very recently.

What have they just done?

Use the infinitives in the box to complete the sentences.

What have they done?Olivia and Daniel are going on holiday. They are leaving in exactly one hour and they have been very busy doing things around the house.

Look at the pictures below and listen to them talk about what they’ve just done. The following infinitives are used:

5. It just

4. They just

1. She just

3. They just

She just . has returned

from Rio de Janeiro

2. She just

5. .

6. . 8. .7. .

3. . 4. .

1. . 2. .

Example:

He has fed the cat

• buy • rain • win

• finish • return • write

LISTENING AND WRITING

5.4

13

14

• take out • leave

• close • lock

• tell • stop

• water • pack

• switch off

GO AHEAD


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13

14

15

16

17

1. . 2. . 3. . 4. .

5. . 6. . 7. . 8. .












excited

happy

surprised

I am lonely when

bored

sad

annoyed

angry

FeelingsComplete.

18

19

VOCABULARY

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13

14

15

16

17

1. . 2. . 3. . 4. .

5. . 6. . 7. . 8. .












excited

happy

surprised

I am lonely when

bored

sad

annoyed

angry

FeelingsComplete.

18

19

VOCABULARY

GO AHEAD

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2

LANGUAGE FOCUS3

Future plans with present continuous and going to1. In the listening, Matt, Carl and Petra are all talking about the future.

Look at the transcript for listening 3.3. Which tenses do they use to describe the future?

2. Compare these sentences:

Tonight I’m meeting Petra for a drink.

Next year I’m going to ask Petra to marry me.

Which sentence talks about

a general plan or intention in the future? (No specific date or time has been arranged.)

a specific plan or arrangement in the future? (You know the date and time.)

Specific and general future plans

For general plans or intentions in the future we use be + going to + infinitive.

For specific plans we can use be + going to + infinitive or the present continuous.

GO AHEAD

Complete these sentences with the correct form of the verb in brackets.

Tonight I_____________ (1) (meet) a friend for a drink. Then tomorrow I___________ (2) (have lunch) with my parents. Next month I________________ (3) (go on holiday) with my cousin. We________________ (4) (rent) a motorbike and ride across South America. Next year I________________ (5) (write) a book about our journey.

Marta’s Diary1. Look at Marta’s diary for next week.

Which verbs go with each activity? Now explain to your partner what Marta’s doing each day.

2. Complete your diary with an activity for each day. Leave one day free. Now arrange to meet your partner by asking them what they are doing each day this week.

For example:

A- What are you doing on Monday?

B - I’m busy. I’m meeting my brother for lunch. And you, what are you doing on Tuesday?

A - On Tuesday? I’m busy. I’m having dinner with Claudia Schiffer.

Marta

4

Don’t say going to go. Just say going, like this:

“Next year I’m going on holiday in August.”


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2

LANGUAGE FOCUS3

Future plans with present continuous and going to1. In the listening, Matt, Carl and Petra are all talking about the future.

Look at the transcript for listening 3.3. Which tenses do they use to describe the future?

2. Compare these sentences:

Tonight I’m meeting Petra for a drink.

Next year I’m going to ask Petra to marry me.

Which sentence talks about

a general plan or intention in the future? (No specific date or time has been arranged.)

a specific plan or arrangement in the future? (You know the date and time.)

Specific and general future plans

For general plans or intentions in the future we use be + going to + infinitive.

For specific plans we can use be + going to + infinitive or the present continuous.

GO AHEAD

Complete these sentences with the correct form of the verb in brackets.

Tonight I_____________ (1) (meet) a friend for a drink. Then tomorrow I___________ (2) (have lunch) with my parents. Next month I________________ (3) (go on holiday) with my cousin. We________________ (4) (rent) a motorbike and ride across South America. Next year I________________ (5) (write) a book about our journey.

Marta’s Diary1. Look at Marta’s diary for next week.

Which verbs go with each activity? Now explain to your partner what Marta’s doing each day.

2. Complete your diary with an activity for each day. Leave one day free. Now arrange to meet your partner by asking them what they are doing each day this week.

For example:

A- What are you doing on Monday?

B - I’m busy. I’m meeting my brother for lunch. And you, what are you doing on Tuesday?

A - On Tuesday? I’m busy. I’m having dinner with Claudia Schiffer.

Marta

4

Don’t say going to go. Just say going, like this:

“Next year I’m going on holiday in August.”


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4

LANGUAGE FOCUS 5Look at these sentences from the listening.

I’ve played in some fantastic places.

I played the guitar when I was younger.

What tenses are they?

Which tense tells us about specific time in the past?

Which one tells us when something happened?

Which tense tells us about an experience in Zoe’s lifetime?

We use the past simple with when and past time expressions

(e.g. last week, yesterday, 3 years ago).

We use the present perfect to talk about actions in an

unfinished time period

(e.g. your life, this week, so far).

Present perfect+ have / has + past participle

- haven’t / hasn’t + past participle

? have / has + subject + past participle

Complete the following sentences by putting the verb in the past simple or present perfect.

a. I ___________ (travel) to New York last August.

b. I ___________ (visit) America three times.

c. She ___________ (go out) every night last week.

d. He ___________ (smoke) 10 cigarettes this morning and it’s only 10 o’clock!

e. They ___________ (get married) five years ago.

Read this biography of another famous pianist and singer, Alicia Keys. Put the verbs in brackets in the past simple or present perfect.

Alicia Keys ___________ (be born) in Manhattan, New York. She

___________ (start) university when she was only 16.

She ___________ (release) her first album in 2001 when she

___________ (be) just 20 years old. She ___________ (win) five

Grammy awards in 2002. Since she became famous, she _________

(tour) all over the world. So far she ___________ (sell) more than 10

million copies of her first album. Other musicians who ___________

(influence) her music include Stevie Wonder, Nina Simone and Miles Davis.

Pop and classical music ___________ (be) also important influences

when she was growing up.

6GO AHEAD

GO AHEAD 7


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4

LANGUAGE FOCUS 5Look at these sentences from the listening.

I’ve played in some fantastic places.

I played the guitar when I was younger.

What tenses are they?

Which tense tells us about specific time in the past?

Which one tells us when something happened?

Which tense tells us about an experience in Zoe’s lifetime?

We use the past simple with when and past time expressions

(e.g. last week, yesterday, 3 years ago).

We use the present perfect to talk about actions in an

unfinished time period

(e.g. your life, this week, so far).

Present perfect+ have / has + past participle

- haven’t / hasn’t + past participle

? have / has + subject + past participle

Complete the following sentences by putting the verb in the past simple or present perfect.

a. I ___________ (travel) to New York last August.

b. I ___________ (visit) America three times.

c. She ___________ (go out) every night last week.

d. He ___________ (smoke) 10 cigarettes this morning and it’s only 10 o’clock!

e. They ___________ (get married) five years ago.

Read this biography of another famous pianist and singer, Alicia Keys. Put the verbs in brackets in the past simple or present perfect.

Alicia Keys ___________ (be born) in Manhattan, New York. She

___________ (start) university when she was only 16.

She ___________ (release) her first album in 2001 when she

___________ (be) just 20 years old. She ___________ (win) five

Grammy awards in 2002. Since she became famous, she _________

(tour) all over the world. So far she ___________ (sell) more than 10

million copies of her first album. Other musicians who ___________

(influence) her music include Stevie Wonder, Nina Simone and Miles Davis.

Pop and classical music ___________ (be) also important influences

when she was growing up.

6GO AHEAD

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Brainstorming activity

In groups of four, take turns recalling the information about the text. Make sure you use a relative pronoun and clause.

Georgia O’Keefe was a... / paint / enormous flowers.

Alfred Stieglitz was the… / marry / Georgia O’Keefe.

New Mexico was a... / Georgia O’Keefe / love.

A Model A Ford was the… / Georgia / learn to drive.

Rebecca Strand was the… / travel / New Mexico.

Ghost Ranch was the… / became / Georgia’s home.

7

Look at the photos on this page and complete the sentences below by choosing the appropriate person, place or thing and then using a relative pronoun.

Look at the pictures or the text to help you.

1. Some European modernist painters ______ were already famous in Europe were introduced to the United States by Stieglitz.

2. The _______ was the gallery _____ held O’Keefe’s first major exhibition.

3. _______ was the person ______ went to New Mexico for the first time with Georgia O’Keefe.

4. The __________ is the place _______ she began her art studies.

5. ________ was the car ______ O’Keefe first learned to drive.

SPEAKING

GO AHEAD 6

Flowers, animal bones and the New Mexican countryside

Sun Prairie, Wisconsin

Alfred Stieglitz

A Model A Ford

Ghost Ranch

The Pedernal Mountain

The Chicago Art Institute

Rebecca, New York, ca. 1923 Paul Strand (American, 1890-1976)

European modernist painters

...“the faraway”

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Brainstorming activity

In groups of four, take turns recalling the information about the text. Make sure you use a relative pronoun and clause.

Georgia O’Keefe was a... / paint / enormous flowers.

Alfred Stieglitz was the… / marry / Georgia O’Keefe.

New Mexico was a... / Georgia O’Keefe / love.

A Model A Ford was the… / Georgia / learn to drive.

Rebecca Strand was the… / travel / New Mexico.

Ghost Ranch was the… / became / Georgia’s home.

7

Look at the photos on this page and complete the sentences below by choosing the appropriate person, place or thing and then using a relative pronoun.

Look at the pictures or the text to help you.

1. Some European modernist painters ______ were already famous in Europe were introduced to the United States by Stieglitz.

2. The _______ was the gallery _____ held O’Keefe’s first major exhibition.

3. _______ was the person ______ went to New Mexico for the first time with Georgia O’Keefe.

4. The __________ is the place _______ she began her art studies.

5. ________ was the car ______ O’Keefe first learned to drive.

SPEAKING

GO AHEAD 6

Flowers, animal bones and the New Mexican countryside

Sun Prairie, Wisconsin

Alfred Stieglitz

A Model A Ford

Ghost Ranch

The Pedernal Mountain

The Chicago Art Institute

Rebecca, New York, ca. 1923 Paul Strand (American, 1890-1976)

European modernist painters

...“the faraway”

72



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GO AHEAD

Language Objectives Grammar: Prepositions combined with adjectives of feelings. Reading: Journal writing and Edoardo’s journal.Writing: Your journal entry.

Unit 5 D Keeping a journal

Look at this conceptual map. These adjectives go with these prepositions.

Disappointed

Interested

IN

ABOUT

WITH

AT / BY

Shocked

Annoyed

Amused

SurprisedAmazedAdjectives of

feelings and emotion+

Prepositions

Relaxed Excited

Worried

Confused

Happy

Fed upAngry

Impressed

Happy

Bored

Proud

AfraidTired

OF

2

1

WRITING

JournalWriting a journal or diary is as old as time itself. People have been keeping written accounts of their lives and feelings for thousands of years. Keeping a journal used to be a private matter. Today, some people still choose to write their own private journals while others have chosen to go public and write blogs.

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GO AHEAD

Language Objectives Grammar: Prepositions combined with adjectives of feelings. Reading: Journal writing and Edoardo’s journal.Writing: Your journal entry.

Unit 5 D Keeping a journal

Look at this conceptual map. These adjectives go with these prepositions.

Disappointed

Interested

IN

ABOUT

WITH

AT / BY

Shocked

Annoyed

Amused

SurprisedAmazedAdjectives of

feelings and emotion+

Prepositions

Relaxed Excited

Worried

Confused

Happy

Fed upAngry

Impressed

Happy

Bored

Proud

AfraidTired

OF

2

1

WRITING

JournalWriting a journal or diary is as old as time itself. People have been keeping written accounts of their lives and feelings for thousands of years. Keeping a journal used to be a private matter. Today, some people still choose to write their own private journals while others have chosen to go public and write blogs.

73

GO AHEADNEW

The Go Ahead-pedia

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GO AHEADNEW

The Go Ahead-pedia

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Think - Pair - ShareThink: Take one minute each to look at the photos and remember the story about Mario’s weekend.


Share: Take turns retelling Mario’s weekend.

Notting Hill

Notting Hill is a district in the Kensington–Chelsea borough of London. It is home to the world-famous Portobello Road market where you can find all types of antiques. It is one of London’s top ten tourist attractions.

Notting Hill became even more famous with the 1999 Hollywood film Notting Hill, starring Julia Roberts and Hugh Grant.

Arms of the Royal Borough of Kensington and Chelsea

Now listen to these words in the present simple and their past tense form:

•want •visit •depend •wait

•decide •invite •start •represent

What is different?

Complete the rule:

The letter -e in -ed is only pronounced when the infinitive ends

with the sound / / or / / -ed = / / The Past

has more syllable than the Infinitive


SPEAKING

7

5.2

5

Regular past simple –ed: connected speechListen to these words in the present simple and their past tense form:

• like •travel •stop •fish •live •open

• watch •organise •stay •laugh •kiss •continue

In these regular pasts the letter – e in –ed is not pronounced:

Infinitive and Past have the same number of syllables.

–ed = /d/ (or /t/) (*)

Pronounce the consonant clearly!

(*) - It is pronounced /d/ after most consonants and all vowels.

- It is pronounced /t/ when the infinitive ends in one of these

voiceless sounds:

/p/ stop – stopped /k/ like - liked /f/ laugh – laughed

/s/ kiss - kissed / / fish - fished / / watch - watched

LISTENING AND PRONUNCIATION LISTENING AND PRONUNCIATION

6

Listen to the past forms now (both types). How are the following verbs spelled? Put them in the correct column.

-ed (with pronunciation of the -E )

-d (without pronunciation of the -E )

i. e. visited i. e. stopped


LISTENING AND PRONUNCIATION

4

5.1

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8

5.3


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The Go Ahead-pedia



Think - Pair - ShareThink: Take one minute each to look at the photos and remember the story about Mario’s weekend.


Share: Take turns retelling Mario’s weekend.

Notting Hill

Notting Hill is a district in the Kensington–Chelsea borough of London. It is home to the world-famous Portobello Road market where you can find all types of antiques. It is one of London’s top ten tourist attractions.

Notting Hill became even more famous with the 1999 Hollywood film Notting Hill, starring Julia Roberts and Hugh Grant.

Arms of the Royal Borough of Kensington and Chelsea

Now listen to these words in the present simple and their past tense form:

•want •visit •depend •wait

•decide •invite •start •represent

What is different?

Complete the rule:

The letter -e in -ed is only pronounced when the infinitive ends

with the sound / / or / / -ed = / / The Past

has more syllable than the Infinitive


SPEAKING

7

5.2

5

Regular past simple –ed: connected speechListen to these words in the present simple and their past tense form:

• like •travel •stop •fish •live •open

• watch •organise •stay •laugh •kiss •continue

In these regular pasts the letter – e in –ed is not pronounced:

Infinitive and Past have the same number of syllables.

–ed = /d/ (or /t/) (*)

Pronounce the consonant clearly!

(*) - It is pronounced /d/ after most consonants and all vowels.

- It is pronounced /t/ when the infinitive ends in one of these

voiceless sounds:

/p/ stop – stopped /k/ like - liked /f/ laugh – laughed

/s/ kiss - kissed / / fish - fished / / watch - watched

LISTENING AND PRONUNCIATION LISTENING AND PRONUNCIATION

6

Listen to the past forms now (both types). How are the following verbs spelled? Put them in the correct column.

-ed (with pronunciation of the -E )

-d (without pronunciation of the -E )

i. e. visited i. e. stopped


LISTENING AND PRONUNCIATION

4

5.1

THE GO AHEAD-PEDIA

8

5.3


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Home is where the heart isJack McCarthy and Gavin Collins were best friends when they were younger. Jack left Dublin when he was thirty years old. What happened to Gavin?

Listen to Gavin talk about his life.

Circle the correct answer:

1. Has Gavin always lived in Dublin?

a) Yes, he has. b) No, he hasn’t.


a) In a bar. b) In a bank.

c) In a factory.

3. Is he married?

a) Yes, he is. b) No, he isn’t.

4. How many children has he got?

a) 3 b) 2

c) 1 d) 0

5. Does he continue to write letters to Jack?

a) Yes, he does. b) No, he doesn’t.

6. Has he ever visited his friend Jack?

a) Yes, he has. b) No, he hasn’t .

Gavin and Maria Collins

Fiona and Amanda Collins

The Celtic tiger

The Celtic tiger is a nickname for the Republic of Ireland during its period of rapid economic growth from the 1990s – 2002.

The Celtic tiger or Celtic tiger economy is often also called the boom or Ireland’s economic miracle.

The Shamrock

The shamrock is an unofficial symbol of the Republic of Ireland. What is the official symbol?

A four-leaf clover

According to legend, each leaf represents something. The first leaf represents hope, the second leaf represents faith, and the third leaf, love.

What do you suppose the fourth leaf represents?

.

3

6.1

LISTENING

oTHE GO AHEAD-PEDIA:

Have you ever heard of

The Celtic tiger?

4


75



The Go Ahead-pedia



Home is where the heart isJack McCarthy and Gavin Collins were best friends when they were younger. Jack left Dublin when he was thirty years old. What happened to Gavin?

Listen to Gavin talk about his life.

Circle the correct answer:

1. Has Gavin always lived in Dublin?

a) Yes, he has. b) No, he hasn’t.


a) In a bar. b) In a bank.

c) In a factory.

3. Is he married?

a) Yes, he is. b) No, he isn’t.

4. How many children has he got?

a) 3 b) 2

c) 1 d) 0

5. Does he continue to write letters to Jack?

a) Yes, he does. b) No, he doesn’t.

6. Has he ever visited his friend Jack?

a) Yes, he has. b) No, he hasn’t .

Gavin and Maria Collins

Fiona and Amanda Collins

The Celtic tiger

The Celtic tiger is a nickname for the Republic of Ireland during its period of rapid economic growth from the 1990s – 2002.

The Celtic tiger or Celtic tiger economy is often also called the boom or Ireland’s economic miracle.

The Shamrock

The shamrock is an unofficial symbol of the Republic of Ireland. What is the official symbol?

A four-leaf clover

According to legend, each leaf represents something. The first leaf represents hope, the second leaf represents faith, and the third leaf, love.

What do you suppose the fourth leaf represents?

.

3

6.1

LISTENING

oTHE GO AHEAD-PEDIA:

Have you ever heard of

The Celtic tiger?

4


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I want to be like Audrey Hepburn! Revision: going to or will

Pop culture has a big impact on the future plans of today’s youth. Eva’s idol is Audrey Hepburn. She would like to be an actress when she’s older.Read about her dreams and plans for her future. Fill in the blank with either going to, or will.

I speak Spanish, English, French and a little German. Audrey Hepburn also spoke many languages. Next summer I (2) __________________ an intensive English course for advanced speakers in Kent, in the south of England. I think my best friend Andrea (3) __________________ with me. She doesn’t want to be an actress, but she wants to improve her English.

After I’ve finished studying English, hopefully (4) __________________ Hollywood to studying acting. There are so many things I want to do! Perhaps (5) __________________ the house where Audrey Hepburn lived and (6) __________________ Hollywood’s Walk of Fame so I can see Audrey’s star. Maybe I won’t become famous, but at least (7) __________________ my best! Well, I’d better stop dreaming and get back to work. Oh, my…it’s time to go to ballet class!

My name is Eva. I’m sixteen years old and my dream is to become a great actress some day, just like my idol Audrey Hepburn. The first film that I saw her in was My Fair Lady. I was only eight years old and I knew when I saw it that I wanted to be just like her!

I started studying ballet when I was six years old. My mother says that it gives you confidence and grace. Did you know that Audrey Hepburn also studied ballet? Next month I (1) __________________ ballroom dancing. I think it’s important for actresses to know how to dance waltzes, foxtrots, tangos and all of the classic dances.

7

oTHE GO AHEAD-PEDIA

The GO AHEAD-pedia

Audrey Hepburn was born on 4 May, 1929. She is considered one of the great actresses of the 20th century and starred in memorable films such as Roman Holiday, Sabrina, My Fair Lady and Breakfast at Tiffany’s.

In addition to her great acting career, Hepburn’s style and elegance made her a fashion icon.

In the 1980s and 1990s, she worked as a UNICEF goodwill ambassador.

She died on 20 January, 1993 of intestinal cancer.

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I want to be like Audrey Hepburn! Revision: going to or will

Pop culture has a big impact on the future plans of today’s youth. Eva’s idol is Audrey Hepburn. She would like to be an actress when she’s older.Read about her dreams and plans for her future. Fill in the blank with either going to, or will.

I speak Spanish, English, French and a little German. Audrey Hepburn also spoke many languages. Next summer I (2) __________________ an intensive English course for advanced speakers in Kent, in the south of England. I think my best friend Andrea (3) __________________ with me. She doesn’t want to be an actress, but she wants to improve her English.

After I’ve finished studying English, hopefully (4) __________________ Hollywood to studying acting. There are so many things I want to do! Perhaps (5) __________________ the house where Audrey Hepburn lived and (6) __________________ Hollywood’s Walk of Fame so I can see Audrey’s star. Maybe I won’t become famous, but at least (7) __________________ my best! Well, I’d better stop dreaming and get back to work. Oh, my…it’s time to go to ballet class!

My name is Eva. I’m sixteen years old and my dream is to become a great actress some day, just like my idol Audrey Hepburn. The first film that I saw her in was My Fair Lady. I was only eight years old and I knew when I saw it that I wanted to be just like her!

I started studying ballet when I was six years old. My mother says that it gives you confidence and grace. Did you know that Audrey Hepburn also studied ballet? Next month I (1) __________________ ballroom dancing. I think it’s important for actresses to know how to dance waltzes, foxtrots, tangos and all of the classic dances.

7

oTHE GO AHEAD-PEDIA

The GO AHEAD-pedia

Audrey Hepburn was born on 4 May, 1929. She is considered one of the great actresses of the 20th century and starred in memorable films such as Roman Holiday, Sabrina, My Fair Lady and Breakfast at Tiffany’s.

In addition to her great acting career, Hepburn’s style and elegance made her a fashion icon.

In the 1980s and 1990s, she worked as a UNICEF goodwill ambassador.

She died on 20 January, 1993 of intestinal cancer.

8

READING


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Unit 5 B Deep down inside

Language Objectives Grammar: Reflexive pronouns. Reading: Emotional Intelligence and intrapersonal inventory. Writing: Information about Fabio and Melanie.Pronunciation: /s/ and /es/ for beginning sounds.Think-Pair-Share

Think: Think about this statement: “I’m alone but not lonely.” What does this mean to you?


Share: Share your thoughts.

LET'S WARM UP! 1

3

2

4

Match these vocabulary words with their corresponding definition.

1. strong-willed a. to decide on something

2. what makes you tick

b. your personal feelings

3. strengths c. what motivates you

4. to be on the road

d. what you are good at

5. daydreaming e. visualising or imagining

6. inner space f. when you try to improve the quality of your life

7. to make up your mind

g. very determined

8. personal development

h. to be in the process of doing something

Emotional Intelligence and the intrapersonal inventoryFirst read the introduction on Emotional Intelligence and then do the intrapersonal inventory.

Have you ever thought about the importance of truly knowing yourself?

Introduction

Daniel Goleman, author of the best seller “Emotional Intelligence, Why It Can Matter More Than IQ Intelligence Quotient” believes that when we have a deep understanding of who we are, we can continue to develop our human potential. Read each of the statements in the intrapersonal inventory box and score them appropriately.

VOCABULARY

READING

Daniel Goleman

0 1 2 3 4 5

the lowest the highest

Now do the intrapersonal inventory.

Emotional Intelligence: What is it?Emotional Intelligence, we’ve all heard about it, but what is it exactly? EI is a combination of interpersonal skills and intrapersonal abilities or self-knowledge. It can be defined as knowing how to get on with other people, knowing ourselves, our strengths and our limitations, and using these skills for our own personal development.

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Unit 5 B Deep down inside

Language Objectives Grammar: Reflexive pronouns. Reading: Emotional Intelligence and intrapersonal inventory. Writing: Information about Fabio and Melanie.Pronunciation: /s/ and /es/ for beginning sounds.Think-Pair-Share

Think: Think about this statement: “I’m alone but not lonely.” What does this mean to you?


Share: Share your thoughts.

LET'S WARM UP! 1

3

2

4

Match these vocabulary words with their corresponding definition.

1. strong-willed a. to decide on something

2. what makes you tick

b. your personal feelings

3. strengths c. what motivates you

4. to be on the road

d. what you are good at

5. daydreaming e. visualising or imagining

6. inner space f. when you try to improve the quality of your life

7. to make up your mind

g. very determined

8. personal development

h. to be in the process of doing something

Emotional Intelligence and the intrapersonal inventoryFirst read the introduction on Emotional Intelligence and then do the intrapersonal inventory.

Have you ever thought about the importance of truly knowing yourself?

Introduction

Daniel Goleman, author of the best seller “Emotional Intelligence, Why It Can Matter More Than IQ Intelligence Quotient” believes that when we have a deep understanding of who we are, we can continue to develop our human potential. Read each of the statements in the intrapersonal inventory box and score them appropriately.

VOCABULARY

READING

Daniel Goleman

0 1 2 3 4 5

the lowest the highest

Now do the intrapersonal inventory.

Emotional Intelligence: What is it?Emotional Intelligence, we’ve all heard about it, but what is it exactly? EI is a combination of interpersonal skills and intrapersonal abilities or self-knowledge. It can be defined as knowing how to get on with other people, knowing ourselves, our strengths and our limitations, and using these skills for our own personal development.

oTHE GO AHEAD-PEDIA

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Go AheadUNIT01

Unit 1 A Keeping it in the family

Language Objectives Vocabulary: Getting to know you questions, daily life and the family.Grammar: Be, have got and the present simple.Reading & Listening: All in the family.Speaking: Talk about your family.

Match the questions with the answers. Now use these same questions to meet your classmates.

LET'S WARM UP!

1. Where were you born?

2. Are you married?

4. What do you like doing in your free time?

5. Have you got any children?

3. What do you do?

6. How old are you?

7. Where do you live?

a. I’m thirty-three years old.

b. No, I haven’t.

c. I live in London.

d. I’m a teacher.

e. I like listening to music and going to the cinema.

g. Yes, I am.

f. I was born in Santander.

1

2Read the following information about Frank Rodgers. Write the question for the answer given. Then complete Frank’s bio-data.

1. ____________________________________________? His name is Frank Rodgers.

2. ____________________________________________? He’s a theatre manager.

3. ____________________________________________? He’s fifty-two years old.

4. ____________________________________________? Yes, he is. His wife’s name is Mia.

5. ____________________________________________? Yes, he has. He’s got a son and a daughter.

Complete.

Bio-data

Name: __________________________

Age: __________________________

Place of birth: London

Job: __________________________

__________________________

Married: __________________________

Children: __________________________

Free time: Travelling and

reading novels

3GO AHEAD

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Go AheadUNIT01

Unit 1 A Keeping it in the family

Language Objectives Vocabulary: Getting to know you questions, daily life and the family.Grammar: Be, have got and the present simple.Reading & Listening: All in the family.Speaking: Talk about your family.

Match the questions with the answers. Now use these same questions to meet your classmates.

LET'S WARM UP!

1. Where were you born?

2. Are you married?

4. What do you like doing in your free time?

5. Have you got any children?

3. What do you do?

6. How old are you?

7. Where do you live?

a. I’m thirty-three years old.

b. No, I haven’t.

c. I live in London.

d. I’m a teacher.

e. I like listening to music and going to the cinema.

g. Yes, I am.

f. I was born in Santander.

1

2Read the following information about Frank Rodgers. Write the question for the answer given. Then complete Frank’s bio-data.

1. ____________________________________________? His name is Frank Rodgers.

2. ____________________________________________? He’s a theatre manager.

3. ____________________________________________? He’s fifty-two years old.

4. ____________________________________________? Yes, he is. His wife’s name is Mia.

5. ____________________________________________? Yes, he has. He’s got a son and a daughter.

Complete.

Bio-data

Name: __________________________

Age: __________________________

Place of birth: London

Job: __________________________

__________________________

Married: __________________________

Children: __________________________

Free time: Travelling and

reading novels

3GO AHEAD

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Unit 6 D East Meets West

Whether you’re in the UK, Ireland, Canada, the US, Australia or New Zealand, one thing is for sure: Asian food is in fashion! Asian food has become a part of the diet in English-speaking countries. Listen to Adam and Jackie’s conversation at New York City’s hottest Asian restaurant East Meets West and complete the dialogue.

Table for twoHead waiter: Good evening. Welcome to East Meets

West! Do you have a reservation?

Jackie: Yes, we do. The name is Stephens.

Headwaiter: Ah, yes…here it is, Stephens. A table for two in the non-smoking section. Please follow me.

Shall we order?Listen and complete.

Adam: Everything looks great! It’s so hard to choose.

Jackie: Yes, I’ve heard this is a great restaurant!

Waiter: May I take your order?

Adam: __________ we share an order of Chinese dumplings, Jackie?

Jackie: Yes, that’s a good idea. ______ have the miso soup.

Adam: And ______ the Spicy Thai soup.

Waiter: Right….a portion of steamed dumplings, miso soup and spicy Thai soup. What main dishes would you like?

Jackie: I’d like the vegetable and tofu stir-fry.

Adam: And ______ the sushi, please.

Waiter: Would you like rice or noodles?

Jackie: I______ an order of rice noodles, please.

Adam: And I’ll have the fried rice, please. ______ we order a bottle of wine, Jackie?

Jackie: That’s sounds lovely! What do you prefer, white, rosé or red?

Adam: Let’s order a bottle of rosé.

Jackie: Perfect.

Waiter: ______ back with your wine and your food.

WE ASIAN FOOD!

Language Objectives

Vocabulary: Ordering food at a restaurant.Listening: Table for two?

Speaking: Restaurant role-play.Writing: A script for a role-play. .

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2

6.6

LISTENING


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Unit 6 D East Meets West

Whether you’re in the UK, Ireland, Canada, the US, Australia or New Zealand, one thing is for sure: Asian food is in fashion! Asian food has become a part of the diet in English-speaking countries. Listen to Adam and Jackie’s conversation at New York City’s hottest Asian restaurant East Meets West and complete the dialogue.

Table for twoHead waiter: Good evening. Welcome to East Meets

West! Do you have a reservation?

Jackie: Yes, we do. The name is Stephens.

Headwaiter: Ah, yes…here it is, Stephens. A table for two in the non-smoking section. Please follow me.

Shall we order?Listen and complete.

Adam: Everything looks great! It’s so hard to choose.

Jackie: Yes, I’ve heard this is a great restaurant!

Waiter: May I take your order?

Adam: __________ we share an order of Chinese dumplings, Jackie?

Jackie: Yes, that’s a good idea. ______ have the miso soup.

Adam: And ______ the Spicy Thai soup.

Waiter: Right….a portion of steamed dumplings, miso soup and spicy Thai soup. What main dishes would you like?

Jackie: I’d like the vegetable and tofu stir-fry.

Adam: And ______ the sushi, please.

Waiter: Would you like rice or noodles?

Jackie: I______ an order of rice noodles, please.

Adam: And I’ll have the fried rice, please. ______ we order a bottle of wine, Jackie?

Jackie: That’s sounds lovely! What do you prefer, white, rosé or red?

Adam: Let’s order a bottle of rosé.

Jackie: Perfect.

Waiter: ______ back with your wine and your food.

WE ASIAN FOOD!

Language Objectives

Vocabulary: Ordering food at a restaurant.Listening: Table for two?

Speaking: Restaurant role-play.Writing: A script for a role-play. .

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2

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Unit 4 B The scientific revolution

LET'S WARM UP! 1

2

3

Language Objectives Grammar: The passive voice: the present simple and past tenses.Reading: The scientific revolution in the western world.Vocabulary: Scientific terms.

Think-Pair-ShareThink: The heliocentric theory is the idea that

the sun is the centre of our solar system. What did the ancient Greeks believe was the centre of our universe?


Share: Share your ideas.

PRE-READING

Pre-reading: Look at the vocabulary below and match with a definition: n = noun v = verb

1. advancement

2. to challenge

3. the scientific method

4. to conduct

5. research

6. to research

7. matter

(n)

(v)

(n)

(v)

(n)

(v)

(n)

a. empirical techniques used in science

b. to perform or do something

c. to dispute or debate

d. objects or material

e. the result of careful study, collecting information and analysis

f. the result of progress

g. to collect information and carefully study it

READING

Scientific research has given us many valuable inventions and discoveries throughout our history. In fact, some of the most important discoveries in science were made hundreds of years ago and are still valid today. The scientific revolution was a time of great change in thought for the western world. Before this time, most European scientists still believed the theories of the ancient Greeks.

The geocentric theory, the theory that the Earth was the centre of the universe, was developed by the Greek astronomer Ptolemy around 150 A.D. Most scientists believed in the geocentric model until the 1500s. At this time, the heliocentric theory which saw the sun the centre of the universe, was formulated by Nicolaus Copernicus. This new theory was further developed by Kepler, Newton and other scientists of the scientific revolution. Copernicus’ book On the Revolutions of the Celestial Spheres is considered the beginning of modern astronomy.

The heliocentric theory vs the geocentric theory

The scientific revolution in the western world

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Unit 4 B The scientific revolution

LET'S WARM UP! 1

2

3

Language Objectives Grammar: The passive voice: the present simple and past tenses.Reading: The scientific revolution in the western world.Vocabulary: Scientific terms.

Think-Pair-ShareThink: The heliocentric theory is the idea that

the sun is the centre of our solar system. What did the ancient Greeks believe was the centre of our universe?


Share: Share your ideas.

PRE-READING

Pre-reading: Look at the vocabulary below and match with a definition: n = noun v = verb

1. advancement

2. to challenge

3. the scientific method

4. to conduct

5. research

6. to research

7. matter

(n)

(v)

(n)

(v)

(n)

(v)

(n)

a. empirical techniques used in science

b. to perform or do something

c. to dispute or debate

d. objects or material

e. the result of careful study, collecting information and analysis

f. the result of progress

g. to collect information and carefully study it

READING

Scientific research has given us many valuable inventions and discoveries throughout our history. In fact, some of the most important discoveries in science were made hundreds of years ago and are still valid today. The scientific revolution was a time of great change in thought for the western world. Before this time, most European scientists still believed the theories of the ancient Greeks.

The geocentric theory, the theory that the Earth was the centre of the universe, was developed by the Greek astronomer Ptolemy around 150 A.D. Most scientists believed in the geocentric model until the 1500s. At this time, the heliocentric theory which saw the sun the centre of the universe, was formulated by Nicolaus Copernicus. This new theory was further developed by Kepler, Newton and other scientists of the scientific revolution. Copernicus’ book On the Revolutions of the Celestial Spheres is considered the beginning of modern astronomy.

The heliocentric theory vs the geocentric theory

The scientific revolution in the western world

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Language Objectives Vocabulary: Adjectives to describe feelings: -ed and -ing endings. Grammar: Echo questions. Listening: How do they feel?Speaking: How do you feel?How do you feel today? Rate your feelings from 0-10.

happiestunhappy

0 1 2 3 4 5 6 7 8 9 10

Look at the emotions and feelings below. Can you describe how you feel with any of these words?

LET'S WARM UP!

1

How do you feel?

Embarrassed

Bored Disgusted Confused Shocked Relaxed

Interested

AnnoyedDisappointed

Aggressive LonelySurprised

Satisfied

AmazedAfraidSad AngryJealous

Happy Loved Confident Proud

Excited Amused

Intrigued

Unit 5 C Express yourself



happiestunhappy

0 1 2 3 4 5 6 7 8 9 10


LET'S WARM UP!

1

How do you feel?

Embarrassed


Interested

AnnoyedDisappointed


Satisfied



Excited Amused

Intrigued


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happiestunhappy

0 1 2 3 4 5 6 7 8 9 10


LET'S WARM UP!

1

How do you feel?

Embarrassed


Interested

AnnoyedDisappointed


Satisfied



Excited Amused

Intrigued




happiestunhappy

0 1 2 3 4 5 6 7 8 9 10


LET'S WARM UP!

1

How do you feel?

Embarrassed


Interested

AnnoyedDisappointed


Satisfied



Excited Amused

Intrigued


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Workbook

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Workbook

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A1


1 Lorna is Jim’s ________. 2 Charles is ________ husband. 3 Olivia is ________ sister. 4 Frank and Charles are ________. 5 Frank is ________ uncle. 6 Ted and Daniel are ________. 7 Charles’s son is ________. 8 Jane is Olivia’s ________. 9 Jim is Daniel’s ________. 10 Daniel is ________ nephew. 11 Charles is Olivia’s ________. 12 Olivia is Charles’s ________.

1 I’m from Paris. ______ name is Pierre. 2 – We’re Mr and Mrs Cross. – Oh, yes. You’re in room 332. Here’s ______ key. 3 That boy over there is American. ______ name is Clint. 4 This is our cat. ______ name is Squeak. 5 – Who is that girl over there? – ______ name is Paula. 6 They are from Moscow. ______ names are Boris and Natasha. 7 – Is this Robert’s car? – No, it isn’t. It’s ______ father’s car. 8 We’re Italian. ______ names are Tony and Carmella.

to do

6:30 get up

6:45 have shower + breakfast

7:30 take taxi to airport

8:15 meet Mr Tanaki from Japan

9:00 take Mr T. to the office

9:05 go to meeting with Mr T.

1 She has to get up at half past 6 in the morning.

2 At quarter to 7, she ___________________________

3 ______________________________________________

4 ______________________________________________

5 ______________________________________________

6 ______________________________________________

Jane CharlesFrank Helen

Jim Lorna

Daniel Olivia Ted

My name’s William. I’m from Stratford.

○○mother○○ father○○ husband○○ wife○○ son

○○ daughter○○ brother○○ sister○○ grandmother○○ grandfather

○○ uncle○○ aunt○○ nephew○○ niece○○ cousin

4.5 Possessive ’s / family relationsRead the text and complete the sentences.

Jim and Lorna are married. They have two children, Frank and Charles.

Frank and Charles are also married. Frank is married to Helen.Charles is married to Jane.

Frank and Helen have two children, Daniel and Olivia.

Charles and Jane have one child, their son Ted.

4.6 My, your, his, her, its, our, theirComplete the sentences.

4.7 Has to doLook at Kate’s TO DO list for tomorrow and write the sentences.


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A1


1 Lorna is Jim’s ________. 2 Charles is ________ husband. 3 Olivia is ________ sister. 4 Frank and Charles are ________. 5 Frank is ________ uncle. 6 Ted and Daniel are ________. 7 Charles’s son is ________. 8 Jane is Olivia’s ________. 9 Jim is Daniel’s ________. 10 Daniel is ________ nephew. 11 Charles is Olivia’s ________. 12 Olivia is Charles’s ________.

1 I’m from Paris. ______ name is Pierre. 2 – We’re Mr and Mrs Cross. – Oh, yes. You’re in room 332. Here’s ______ key. 3 That boy over there is American. ______ name is Clint. 4 This is our cat. ______ name is Squeak. 5 – Who is that girl over there? – ______ name is Paula. 6 They are from Moscow. ______ names are Boris and Natasha. 7 – Is this Robert’s car? – No, it isn’t. It’s ______ father’s car. 8 We’re Italian. ______ names are Tony and Carmella.

to do

6:30 get up

6:45 have shower + breakfast

7:30 take taxi to airport

8:15 meet Mr Tanaki from Japan

9:00 take Mr T. to the office

9:05 go to meeting with Mr T.

1 She has to get up at half past 6 in the morning.

2 At quarter to 7, she ___________________________

3 ______________________________________________

4 ______________________________________________

5 ______________________________________________

6 ______________________________________________

Jane CharlesFrank Helen

Jim Lorna

Daniel Olivia Ted

My name’s William. I’m from Stratford.

○○mother○○ father○○ husband○○ wife○○ son

○○ daughter○○ brother○○ sister○○ grandmother○○ grandfather

○○ uncle○○ aunt○○ nephew○○ niece○○ cousin

4.5 Possessive ’s / family relationsRead the text and complete the sentences.

Jim and Lorna are married. They have two children, Frank and Charles.

Frank and Charles are also married. Frank is married to Helen.Charles is married to Jane.

Frank and Helen have two children, Daniel and Olivia.

Charles and Jane have one child, their son Ted.

4.6 My, your, his, her, its, our, theirComplete the sentences.

4.7 Has to doLook at Kate’s TO DO list for tomorrow and write the sentences.


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WORKBOOK UNIT 02 · PEOPLE, FRIENDS AND FAMILY

4Circle the correct answer about YOU.

1. I’ve got: brown hair / red hair / black hair / blond hair.

2. I’ve got: long hair / short hair / medium-length hair.

3. I’ve got: straight hair / curly hair / wavy hair.

4. I’ve got: blue eyes / green eyes / brown eyes / black eyes.

5. I am tall / short / average height.

6. I’ve got glasses/ I haven’t got glasses.

Match the questions and.

1. Has she got a car? No, he hasn’t.

2. Have they got blue eyes? Yes, I have.

3. Have you got a vespa? No, we haven’t.

4. Has he got glasses? No, she hasn’t.

5. Have we got brown hair? Yes, they have.

5

6

7

Blind Dates

Read the conversation between Christine and Katie, two students.

Christine: Hi, Katie! There’s a new student in class.

Katie: What’s his name?

Christine: His name’s Rob.

Katie: Is he handsome?

Christine: Well, he’s tall and he’s got black hair.

Katie: What colour of eyes has he got?

Christine: He’s got green eyes.

Katie: Hmmm… He sounds interesting. Has he got a car?

Christine: Yes, he’s got a Mini.

Katie: I love Minis! He sounds perfect for me!

Now complete the conversation between Christine and Rob using the words in the box.

got (x 2) / her (x 2) / she / has / she’s got

Christine: Hi Rob! I’ve _________________________

a friend who is very pretty.

Rob: What’s ______________________ name?

Christine: Her name’s Katie.

Rob: Is _____________________________tall?

Christine: Yes, she’s tall and ____________________

blond hair.

Rob: What colour of eyes __________________

she got?

Christine: She’s _____________________________

green eyes and ______________________

_______________ favourite cars are Minis!

Rob: Hmmm… She sounds perfect!

Make these sentences negative.

1. She’s got a lot of homework.

________________________________________________________________________________________________________________________

2. I’ve got a headache.

________________________________________________________________________________________________________________________

3. He’s got the time.

________________________________________________________________________________________________________________________

4. They’ve got a reservation.

________________________________________________________________________________________________________________________

5. We’ve got money.

________________________________________________________________________________________________________________________

6. It’s got 200 mega pixels.

________________________________________________________________________________________________________________________



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5

6

7

Blind Dates
















Rob: What’s ______________________ name?


Rob: Is _____________________________tall?


blond hair.


she got?

Christine: She’s _____________________________

green eyes and ______________________





________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________



86
















5

6

7

Blind Dates
















Rob: What’s ______________________ name?


Rob: Is _____________________________tall?


blond hair.


she got?

Christine: She’s _____________________________

green eyes and ______________________





________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________



A1+Student’s Book + Workbook

86
















5

6

7

Blind Dates
















Rob: What’s ______________________ name?


Rob: Is _____________________________tall?


blond hair.


she got?

Christine: She’s _____________________________

green eyes and ______________________





________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________



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WORKBOOK UNIT 03 · JOBS AND PROFESSIONS

4

3

Complete the sentences with appropriate verbs.

1. Michael __________________________________________________ in a house in Liverpool.

2. He __________________________________________________ in a school.

3. He __________________________________________________ at 6:30 a.m.

4. He __________________________________________________ breakfast at 7:00 a.m.

5. He __________________________________________________ the house at 7:30 a.m.

6. He __________________________________________________ classes at 8:30 a.m.

7. He __________________________________________________ television in the evening.

8. He __________________________________________________ a book at night.

Tick the correct sentence.

1. a) He works in a school. b) He work in a school.

2. a) He’s live in Liverpool. b) He lives in Liverpool.

3. a) He has breakfast at 7:00 am. b) He have breakfast at 7:00 a.m.

4. a) He finish work at 5:00 p.m. b) He finishes work at 5:00 p.m.

5. a) He watch television. b) He watches television.

6. a) He works on the computer. b) He work on the computer.

Using Frequency Adverbs

always usually often sometimes never

Have breakfast X

Go out for dinner X

Write letters X

Go to museums X

Watch television X

Drive to work X

Write sentences about Paul.e.g. Paul always drives to work.

1. ___________________________________________________________________________________________________________________

2. ___________________________________________________________________________________________________________________

3. ___________________________________________________________________________________________________________________

4. ___________________________________________________________________________________________________________________

5. ___________________________________________________________________________________________________________________

6. ___________________________________________________________________________________________________________________

Find 6 verbs in the wordsearch.

D R I V E L

R O G O W E

W A T C H A

S H L A V V

K A E P S E

T S G W A T

P E S E O G

Now complete these sentences with verbs from the wordsearch.

1. He doesn’t ___________________________ to work. He takes the bus.

2. After work, she usually ___________________________ to the gym.

3. I ___________________________ the house at 8 o’clock.

4. He ___________________________ breakfast at 7 o’clock.

5. They don’t ___________________________ television in the evenings.

6. We ___________________________ Spanish and English.

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

6. ___________________________________________________

What do they do?Correct the sentences by writing 2 new sentences.e.g. An architect writes articles for newspapers.An architect doesn’t write articles for newspapers.An architect designs buildings.

1. A computer programmer cooks food. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

2. A journalist cuts and styles hair. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

3. A hairdresser manages an office. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

4. A chef decorates homes. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

5. A waitress designs buildings. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

A journalist

A computer programmer A hairdresser

A chef

A waitress

2 5

6



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A1+


WORKBOOK UNIT 03 · JOBS AND PROFESSIONS

4

3

Complete the sentences with appropriate verbs.

1. Michael __________________________________________________ in a house in Liverpool.

2. He __________________________________________________ in a school.

3. He __________________________________________________ at 6:30 a.m.

4. He __________________________________________________ breakfast at 7:00 a.m.

5. He __________________________________________________ the house at 7:30 a.m.

6. He __________________________________________________ classes at 8:30 a.m.

7. He __________________________________________________ television in the evening.

8. He __________________________________________________ a book at night.

Tick the correct sentence.

1. a) He works in a school. b) He work in a school.

2. a) He’s live in Liverpool. b) He lives in Liverpool.

3. a) He has breakfast at 7:00 am. b) He have breakfast at 7:00 a.m.

4. a) He finish work at 5:00 p.m. b) He finishes work at 5:00 p.m.

5. a) He watch television. b) He watches television.

6. a) He works on the computer. b) He work on the computer.

Using Frequency Adverbs

always usually often sometimes never

Have breakfast X

Go out for dinner X

Write letters X

Go to museums X

Watch television X

Drive to work X

Write sentences about Paul.e.g. Paul always drives to work.

1. ___________________________________________________________________________________________________________________

2. ___________________________________________________________________________________________________________________

3. ___________________________________________________________________________________________________________________

4. ___________________________________________________________________________________________________________________

5. ___________________________________________________________________________________________________________________

6. ___________________________________________________________________________________________________________________

Find 6 verbs in the wordsearch.

D R I V E L

R O G O W E

W A T C H A

S H L A V V

K A E P S E

T S G W A T

P E S E O G

Now complete these sentences with verbs from the wordsearch.

1. He doesn’t ___________________________ to work. He takes the bus.

2. After work, she usually ___________________________ to the gym.

3. I ___________________________ the house at 8 o’clock.

4. He ___________________________ breakfast at 7 o’clock.

5. They don’t ___________________________ television in the evenings.

6. We ___________________________ Spanish and English.

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

6. ___________________________________________________

What do they do?Correct the sentences by writing 2 new sentences.e.g. An architect writes articles for newspapers.An architect doesn’t write articles for newspapers.An architect designs buildings.

1. A computer programmer cooks food. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

2. A journalist cuts and styles hair. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

3. A hairdresser manages an office. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

4. A chef decorates homes. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

5. A waitress designs buildings. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

A journalist

A computer programmer A hairdresser

A chef

A waitress

2 5

6



88


A1+


WORKBOOK UNIT 05 · HOW WAS YOUR WEEKEND?

Read Maria’s life story. Fill in the blanks with the past simple of the verbs in brackets.

I ________________________ (be) born in Australia, but my parents ________________________ (be) not born in Australia. My father

________________________ (be) born in Greece, and my mother ________________________ (be) born in Spain. They are Australian now.

As a child, I learned how to speak Spanish, Greek and English, of course. I ________________________ (go) to school

in Sydney and I ________________________(have) many friends.

When I ________________________________ (finish) school, I ________________________________ (decide) to travel. I ________________________________ (go) to Spain to visit my family. I ______________________________ (arrive) in Madrid in 1981. A few weeks after I arrived, my grandmother ______________________________ (become) very ill and we ____________________________ (take) her to the hospital. Her doctor ______________________________ (be) a wonderful man.

To make a long story short, we ___________________________ ( get) married and I ____________________________ (stay) in Spain. We ____________________________ (have) two children.

In 1986, we ______________________________ (go) to Sydney to visit my parents. My husband ______________________________ (get) a

job offer from a hospital in the city and we ______________________________ (decide) to move. I ______________________________ (go) back to school to finish my studies and I

______________________________ (start) teaching Spanish in a secondary school in the western suburbs of Sydney. Australia is home again!

Write the following sentences about Maria’s life in chronological order in the spaces provided.

a. She had three children. 1. _____________________________________________________________________________________________________________________________________________________________________

b. She visited her parents in Sydney. 2. _____________________________________________________________________________________________________________________________________________________________________

c. She started working as a teacher. 3. _____________________________________________________________________________________________________________________________________________________________________

d. She travelled to Madrid. 4. _____________________________________________________________________________________________________________________________________________________________________

e. She got married. 5. _____________________________________________________________________________________________________________________________________________________________________

f. She went to school in Sydney . 6. _____________________________________________________________________________________________________________________________________________________________________

Imagine you are asking Maria questions about her life. Here are the answers.

1. Q: ________________________________________________________________________________________________________________ ? A: I was born in 1958.

2. Q: ________________________________________________________________________________________________________________ ? A: No, they weren’t born in Australia.

3. Q: ________________________________________________________________________________________________________________ ? A: I went to school in Sydney.

4. Q: ________________________________________________________________________________________________________________ ? A: I travelled to Spain.

5. Q: ________________________________________________________________________________________________________________ ? A: I got married in 1983.

6. Q: ________________________________________________________________________________________________________________ ? A: I had two children.

8



88


A1+


WORKBOOK UNIT 05 · HOW WAS YOUR WEEKEND?

Read Maria’s life story. Fill in the blanks with the past simple of the verbs in brackets.

I ________________________ (be) born in Australia, but my parents ________________________ (be) not born in Australia. My father

________________________ (be) born in Greece, and my mother ________________________ (be) born in Spain. They are Australian now.

As a child, I learned how to speak Spanish, Greek and English, of course. I ________________________ (go) to school

in Sydney and I ________________________(have) many friends.

When I ________________________________ (finish) school, I ________________________________ (decide) to travel. I ________________________________ (go) to Spain to visit my family. I ______________________________ (arrive) in Madrid in 1981. A few weeks after I arrived, my grandmother ______________________________ (become) very ill and we ____________________________ (take) her to the hospital. Her doctor ______________________________ (be) a wonderful man.

To make a long story short, we ___________________________ ( get) married and I ____________________________ (stay) in Spain. We ____________________________ (have) two children.

In 1986, we ______________________________ (go) to Sydney to visit my parents. My husband ______________________________ (get) a

job offer from a hospital in the city and we ______________________________ (decide) to move. I ______________________________ (go) back to school to finish my studies and I

______________________________ (start) teaching Spanish in a secondary school in the western suburbs of Sydney. Australia is home again!

Write the following sentences about Maria’s life in chronological order in the spaces provided.

a. She had three children. 1. _____________________________________________________________________________________________________________________________________________________________________

b. She visited her parents in Sydney. 2. _____________________________________________________________________________________________________________________________________________________________________

c. She started working as a teacher. 3. _____________________________________________________________________________________________________________________________________________________________________

d. She travelled to Madrid. 4. _____________________________________________________________________________________________________________________________________________________________________

e. She got married. 5. _____________________________________________________________________________________________________________________________________________________________________

f. She went to school in Sydney . 6. _____________________________________________________________________________________________________________________________________________________________________

Imagine you are asking Maria questions about her life. Here are the answers.

1. Q: ________________________________________________________________________________________________________________ ? A: I was born in 1958.

2. Q: ________________________________________________________________________________________________________________ ? A: No, they weren’t born in Australia.

3. Q: ________________________________________________________________________________________________________________ ? A: I went to school in Sydney.

4. Q: ________________________________________________________________________________________________________________ ? A: I travelled to Spain.

5. Q: ________________________________________________________________________________________________________________ ? A: I got married in 1983.

6. Q: ________________________________________________________________________________________________________________ ? A: I had two children.

8



89


A2


WORKBOOK UNIT 01 · At Home

Comprehension questionsAnswer the following questions about the reading text on the previous page.

1. Which homes are in the city centre?

2. Which home has got a garage and a garden?

3. Which home has only got one bedroom?

4. Who prefers living in the city?

5. Who lived in the country when she was younger?

VocabularyWrite the correct word for each riddle.

1. You can find flowers, plants, trees and grass here.

2. This is a place where you can take a nap or relax.

3. This is a room where you can cook.

4. This is a place where you can talk to friends, watch TV or simply relax.

5. You can have a shower or a bath in this room.

6. This is where you can keep your car.

7. Some houses have a downstairs and an .

2

VocabularyComplete the puzzle. Use the pictures below to help you.

1.

1. T

2.

3. S

4.

5. C

6. S

7. S

8.

9. K S

4

3



89


A2



Comprehension questionsAnswer the following questions about the reading text on the previous page.

1. Which homes are in the city centre?

2. Which home has got a garage and a garden?

3. Which home has only got one bedroom?

4. Who prefers living in the city?

5. Who lived in the country when she was younger?

VocabularyWrite the correct word for each riddle.

1. You can find flowers, plants, trees and grass here.

2. This is a place where you can take a nap or relax.

3. This is a room where you can cook.

4. This is a place where you can talk to friends, watch TV or simply relax.

5. You can have a shower or a bath in this room.

6. This is where you can keep your car.

7. Some houses have a downstairs and an .

2

VocabularyComplete the puzzle. Use the pictures below to help you.

1.

1. T

2.

3. S

4.

5. C

6. S

7. S

8.

9. K S

4

3



90


A2



Prepositions1. 2. 3.

4. 5.

Finding OutWhere can your find the folllowing things? Write a complete sentence saying where you keep these items in your house.

1. knives

2. magazines

3. CDs

4. forks

5. plants

6. flowers

7. spoons

8. books

9. cups

10. cushions

WritingWhere are the following objects situated in your classroom? Write a complete sentence with a preposition describing where each item is from your perspective.

• The teacher’s desk • the window • the board • the door • the bin

1.

2.

3.

4.

5.

AdjectivesAntonyms: Match the opposites.

large dirty

tidy unattractive

clean expensive

attractive ugly

cheap small

beautiful untidy

Synonyms: Match the adjectives that have a similar meaning.

roomy inexpensive

cheap big

ugly beautiful

pretty spacious

large unattractive

5

6 7

8



90


A2




4. 5.


1. knives

2. magazines

3. CDs

4. forks

5. plants

6. flowers

7. spoons

8. books

9. cups

10. cushions



1.

2.

3.

4.

5.


large dirty

tidy unattractive

clean expensive

attractive ugly

cheap small

beautiful untidy


roomy inexpensive

cheap big

ugly beautiful

pretty spacious

large unattractive

5

6 7

8



91


A2




4. 5.


1. knives

2. magazines

3. CDs

4. forks

5. plants

6. flowers

7. spoons

8. books

9. cups

10. cushions



1.

2.

3.

4.

5.


large dirty

tidy unattractive

clean expensive

attractive ugly

cheap small

beautiful untidy


roomy inexpensive

cheap big

ugly beautiful

pretty spacious

large unattractive

5

6 7

8



91


A2




4. 5.


1. knives

2. magazines

3. CDs

4. forks

5. plants

6. flowers

7. spoons

8. books

9. cups

10. cushions



1.

2.

3.

4.

5.


large dirty

tidy unattractive

clean expensive

attractive ugly

cheap small

beautiful untidy


roomy inexpensive

cheap big

ugly beautiful

pretty spacious

large unattractive

5

6 7

8



92


A2




4. 5.


1. knives

2. magazines

3. CDs

4. forks

5. plants

6. flowers

7. spoons

8. books

9. cups

10. cushions



1.

2.

3.

4.

5.


large dirty

tidy unattractive

clean expensive

attractive ugly

cheap small

beautiful untidy


roomy inexpensive

cheap big

ugly beautiful

pretty spacious

large unattractive

5

6 7

8



92


A2




4. 5.


1. knives

2. magazines

3. CDs

4. forks

5. plants

6. flowers

7. spoons

8. books

9. cups

10. cushions



1.

2.

3.

4.

5.


large dirty

tidy unattractive

clean expensive

attractive ugly

cheap small

beautiful untidy


roomy inexpensive

cheap big

ugly beautiful

pretty spacious

large unattractive

5

6 7

8



93


B1


WORKBOOK UNIT 3-A · THE GOOD, THE BAD AND THE UGLY

VocabularyDescribing people - appearanceWrite descriptions of the people in the pictures.

Which words in the puzzle are informal? Which word is normally used to describe women?Which word is normally used to describe men?

P I O K M H F R E S X C V P K J H U Y I O T R B N M V C E D S X Z S D F T Y U I G H J K V E M N H F P Y U I M B E A U T I F U L S D F L H J K L Q I U Y T R V B N M J H A F D E W Q W F C I O K M H F R A I X C C P K J A U Y I O T R B U N N C F D U X R S D F T Y U I G G D K l E F I T F U Y U I M N B V L S X S Z A T D E G H J P R E T T Y O R V B A M J H G F D E W Q W F B M M J H G O O D L O O K I N G K M E F R E S X F D S X Z L J R T Y I I O

Word puzzleFind 9 adjectives that express attractiveness.

VocabularyDescribing people – personality

Read the sentences and fill in the puzzle with adjectives to describe people.

1. She often invites us for dinner and buys us presents. 2. He doesn’t mind waiting a long time.3. She thinks about what other people need.4. She seems older than she is.5. He only thinks about himself.6. He never admits when he is wrong.7. She always says please and thank you.8. He is very relaxed.

Q A S D F G H J K S M N B V C X Z W E R T F D S A U W E R T G H J U P L S E L T I O H S X A E S C R T Y O J I K O R I R E W R D J O L K H G L D S E C V B N U J H U N O P Y T R I N F G V C T J K L T S U I G G D E T E F I A F U Y A I I A S D F G H J E L M N B V C I Z D E R T F D S E L F I S H G H D U E L S N B V F C D S X A Z S E B T R U J I K O P A T I E N T J K A K A G F D S A C V B N M J H U I C P T T R E D F G V C H J K L T Y K I E G D K l S T U B B O R N I Q A S D F G

Use these prefixes to make the opposites.

• un • in • dis • im

1. honest __________________________

2. helpful __________________________

3. caring __________________________

4. polite __________________________

5. patient __________________________

6. considerate __________________________

7. mature __________________________

Opposites Find the opposites of these adjectives.

1. Shy __________________________

2. Selfish __________________________

3. Lazy __________________________

4. Generous __________________________

5. Polite __________________________

1 2

3 4

1 4

2

36

5

Prefixes



93


B1













1. honest __________________________

2. helpful __________________________

3. caring __________________________

4. polite __________________________

5. patient __________________________

6. considerate __________________________

7. mature __________________________


1. Shy __________________________

2. Selfish __________________________

3. Lazy __________________________

4. Generous __________________________

5. Polite __________________________

1 2

3 4

1 4

2

36

5

Prefixes



94


B1













1. honest __________________________

2. helpful __________________________

3. caring __________________________

4. polite __________________________

5. patient __________________________

6. considerate __________________________

7. mature __________________________


1. Shy __________________________

2. Selfish __________________________

3. Lazy __________________________

4. Generous __________________________

5. Polite __________________________

1 2

3 4

1 4

2

36

5

Prefixes



94


B1













1. honest __________________________

2. helpful __________________________

3. caring __________________________

4. polite __________________________

5. patient __________________________

6. considerate __________________________

7. mature __________________________


1. Shy __________________________

2. Selfish __________________________

3. Lazy __________________________

4. Generous __________________________

5. Polite __________________________

1 2

3 4

1 4

2

36

5

Prefixes



95


B1+


A DAY IN THE LIFE... · WORKBOOK UNIT 1-B

1Before, after, as soon as, whenCircle the correct verb form.

1. Before you leave/will leave, remember to phone him.

2. I’ll send her an email as soon as I get/will get home.

3. When he will arrive/arrives, we leave/will leave.

4. We’ll have/have dinner after the film will finish/finishes.

5. They’ll have/have to study hard before they will do/do the exam.

Reading

Caroline’s Day

Caroline works at a home for abandoned dogs. Read about what she has to do on a typical day.

I get to work at about seven o’clock every morning. I have to arrive early because the dogs are waiting for their food.

The first thing I do is prepare their food and then I go and give them their breakfast. After that, I clean the cages and then I take the dogs out in pairs for some exercise. From midday until lunchtime I help the vet in the hospital to look after the sick dogs.

After lunch, I have some time in the office answering phone calls and messages from people who want to adopt dogs. I have to phone them or email them and arrange for them to come and visit the centre.

The last thing I have to do is prepare the dogs’ dinner and feed them. Then I go home at around 6pm every day.

Read and completeToday is a typical day. Complete Caroline’s schedule for today.

Correct the mistakesFind the mistakes in these sentences and correct them.

1. After we’ll go shopping, we’ll go to the cinema.

_______________________________________________

2. As soon as he finish work he’ll call me.

_______________________________________________

3. I’ll take the dog for a walk before the programme will start.

_______________________________________________

4. We go for a walk when the rain stops.

_______________________________________________

5. She wants to continue studying after she do her final exams.

_______________________________________________

17.00 Prepare the

17.30 Feed the dogs.

7.00 Arrive at work.

7.15 Prepare

7.30 Give

8.30 the cages.

10.00 Take the dogs out for

12.00 Help in the

13.30

14.30 Answer and

from people wanting to adopt dogs.

18.00

3

2

4


95


B1+









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


96


B1+









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


96


B1+









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


97









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


B1+Student’s Book + Workbook

97









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


B1+Student’s Book + Workbook

98


B1+









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


98


B1+









Reading

Caroline’s Day









_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________


_______________________________________________

17.00 Prepare the



7.15 Prepare

7.30 Give

8.30 the cages.


12.00 Help in the

13.30

14.30 Answer and


18.00

3

2

4


99

GO AHEADNEW

Competences

99

GO AHEADNEW

Competences

100


Student’s Book + Workbook A1


I can Not at all

A little

Quite well Well

Very well

… make sentences with the verb be (am, are, is) ☐ ☐ ☐ ☐ ☐

… ask questions with be ☐ ☐ ☐ ☐ ☐

… understand and use contractions with be ☐ ☐ ☐ ☐ ☐

… give short answers to questions with be ☐ ☐ ☐ ☐ ☐

… count from 1 to 1,001 ☐ ☐ ☐ ☐ ☐

… say and understand telephone numbers ☐ ☐ ☐ ☐ ☐

… express possession with my/your/his, etc. and ’s ☐ ☐ ☐ ☐ ☐

… use this/that/these/those to demonstrate position ☐ ☐ ☐ ☐ ☐

… say the alphabet and spell words and names ☐ ☐ ☐ ☐ ☐

… identify the stressed syllable in common words ☐ ☐ ☐ ☐ ☐

… give and understand simple instructions ☐ ☐ ☐ ☐ ☐

… give and ask for basic personal information ☐ ☐ ☐ ☐ ☐

… say what I have to do now and in the future ☐ ☐ ☐ ☐ ☐

… ask and tell the time ☐ ☐ ☐ ☐ ☐

… talk about my family relations ☐ ☐ ☐ ☐ ☐

… use adjectives in simple descriptions ☐ ☐ ☐ ☐ ☐

… say where things are with in/on/under/behind, etc. ☐ ☐ ☐ ☐ ☐

… say what date it is ☐ ☐ ☐ ☐ ☐

… understand simple dialogues and descriptions ☐ ☐ ☐ ☐ ☐

… identify common objects ☐ ☐ ☐ ☐ ☐

Put a tick ( ) in the appropriate box.

Competence - What can you do?C1

Units 1 - 5

Units 6 - 10

Units 11 - 15

Units 16 - 20

Competences

100




I can Not at all

A little

Quite well Well

Very well

… make sentences with the verb be (am, are, is) ☐ ☐ ☐ ☐ ☐

… ask questions with be ☐ ☐ ☐ ☐ ☐

… understand and use contractions with be ☐ ☐ ☐ ☐ ☐

… give short answers to questions with be ☐ ☐ ☐ ☐ ☐

… count from 1 to 1,001 ☐ ☐ ☐ ☐ ☐

… say and understand telephone numbers ☐ ☐ ☐ ☐ ☐

… express possession with my/your/his, etc. and ’s ☐ ☐ ☐ ☐ ☐

… use this/that/these/those to demonstrate position ☐ ☐ ☐ ☐ ☐

… say the alphabet and spell words and names ☐ ☐ ☐ ☐ ☐

… identify the stressed syllable in common words ☐ ☐ ☐ ☐ ☐

… give and understand simple instructions ☐ ☐ ☐ ☐ ☐

… give and ask for basic personal information ☐ ☐ ☐ ☐ ☐

… say what I have to do now and in the future ☐ ☐ ☐ ☐ ☐

… ask and tell the time ☐ ☐ ☐ ☐ ☐

… talk about my family relations ☐ ☐ ☐ ☐ ☐

… use adjectives in simple descriptions ☐ ☐ ☐ ☐ ☐

… say where things are with in/on/under/behind, etc. ☐ ☐ ☐ ☐ ☐

… say what date it is ☐ ☐ ☐ ☐ ☐

… understand simple dialogues and descriptions ☐ ☐ ☐ ☐ ☐

… identify common objects ☐ ☐ ☐ ☐ ☐

Put a tick ( ) in the appropriate box.

Competence - What can you do?C1

Units 1 - 5

Units 6 - 10

Units 11 - 15

Units 16 - 20

Competences

101




UNIT01 COMPETENCES

Understanding Listening

I can understand: For more practice:… basic vocabulary related to the topic of homes.

Reading I can understand: For more practice:…simple texts related to the topic of houses and homes.

SpeakingSpokenInteraction

I can: For more practice:

… exchange information with another person on the topic of homes.

SpeakingSpokenProduction


… describe my home and the homes of others.

Writing I can: For more practice:

… write a descriptive paragraph on the topic of homes/houses.

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Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

101




UNIT01 COMPETENCES


I can understand: For more practice:… basic vocabulary related to the topic of homes.

Reading I can understand: For more practice:…simple texts related to the topic of houses and homes.



… exchange information with another person on the topic of homes.



… describe my home and the homes of others.


… write a descriptive paragraph on the topic of homes/houses.

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Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

102




UNIT02 COMPETENCES


I can understand: For more practice:… simple conversations related to the topic of food, such as making suggestions about what to eat, and ordering in a restaurant.

Reading I can understand: For more practice:… dialogues and texts about people ordering food in a restaurant, making suggestions about what they would like to eat and other basic situations related to food.



… order food in a restaurant and make suggestions regarding food and drink.



… express what I would like to eat and drink in basic language.


… write a simple dialogue about ordering food in a restaurant.

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Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

102




UNIT02 COMPETENCES


I can understand: For more practice:… simple conversations related to the topic of food, such as making suggestions about what to eat, and ordering in a restaurant.

Reading I can understand: For more practice:… dialogues and texts about people ordering food in a restaurant, making suggestions about what they would like to eat and other basic situations related to food.



… order food in a restaurant and make suggestions regarding food and drink.



… express what I would like to eat and drink in basic language.


… write a simple dialogue about ordering food in a restaurant.

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Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

103




UNIT03 COMPETENCES


I can understand: For more practice:… basic information when listening to people talk about their future plans.

Reading I can understand: For more practice:… simple texts related to future plans.



ask questions and ask for simple clarification when talking to someone about their future plans.



talk about my future plans.


… write a paragraph about my future plans.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

103




UNIT03 COMPETENCES


I can understand: For more practice:… basic information when listening to people talk about their future plans.

Reading I can understand: For more practice:… simple texts related to future plans.



ask questions and ask for simple clarification when talking to someone about their future plans.



talk about my future plans.


… write a paragraph about my future plans.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

104




UNIT04 COMPETENCES


I can understand: For more practice:… main vocabulary related to the topic of clothes and shops.

Reading I can understand: For more practice:… basic texts related to clothing and shopping.



… exchange basic information about clothing and shops.



… describe what someone is wearing.


… write sentences that compare clothing and shops.

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12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

104




UNIT04 COMPETENCES


I can understand: For more practice:… main vocabulary related to the topic of clothes and shops.

Reading I can understand: For more practice:… basic texts related to clothing and shopping.



… exchange basic information about clothing and shops.



… describe what someone is wearing.


… write sentences that compare clothing and shops.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

105




UNIT05 COMPETENCES


I can understand: For more practice:… the main idea when listening to people talk about life experiences.

Reading I can understand: For more practice:… simple dialogues about people’s life experiences.



… exchange information with another person about general life experiences.



… give basic information regarding my own personal life experiences.


… write several sentences about my personal life experiences with supporting details.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

105




UNIT05 COMPETENCES


I can understand: For more practice:… the main idea when listening to people talk about life experiences.

Reading I can understand: For more practice:… simple dialogues about people’s life experiences.



… exchange information with another person about general life experiences.



… give basic information regarding my own personal life experiences.


… write several sentences about my personal life experiences with supporting details.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

106





UNIT06 COMPETENCES


I can understand: For more practice:…the main idea of conversational situations that deal with a person’s life over several years.

Reading I can understand: For more practice:…the gist of texts that deal with the development of a person’s life over the years.



…respond and react appropriately when someone expresses how he or she feels.



…express simple situations that cause specific feelings and emotions.


…write a simple summary about someone’s life so far.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

106





UNIT06 COMPETENCES


I can understand: For more practice:…the main idea of conversational situations that deal with a person’s life over several years.

Reading I can understand: For more practice:…the gist of texts that deal with the development of a person’s life over the years.



…respond and react appropriately when someone expresses how he or she feels.



…express simple situations that cause specific feelings and emotions.


…write a simple summary about someone’s life so far.

12345

12345

12345

12345

12345


Competences Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

107

GO AHEADNEW

Consolidation

107

GO AHEADNEW

Consolidation

108



Units 1 - 5

Units 6 - 10

Units 11 - 15

Units 16 - 20


Ex: a house Ex: an apple 1 2 3 4

5 6 7 8 9 10

1 – Hello, ____________ John. – Hello, John. Pleased to meet you.

☐ a) my name’s ☐ b) I’m name ☐ c) me name’s

2 – I’m Paul Evans. – Ah yes, Mr Evans. ______ in Room 202.

☐ a) You’s ☐ b) Your ☐ c) You’re

3 – ______ the post office, please? – Go down this street and turn left.

☐ a) Where’s ☐ b) Where’s it ☐ c) Is there

4 This is my mother’s cat. ______ name is Fluff.

☐ a) Their ☐ b) Its ☐ c) It’s

5 – What’s that on the computer? – It’s ______ from my cousin.

☐ a) one email ☐ b) a email ☐ c) an email

6 Go down this street. Then ______ the second street on the right.

☐ a) take ☐ b) turn ☐ c) go

7 – Where are my glasses? – ______ on the table.

☐ a) Their ☐ b) They’re ☐ c) That’s there

8 This isn’t an easy test. These questions are very ______.

☐ a) difficult ☐ b) difficults ☐ c) difficulty

9 That’s my sister and ______ new boyfriend Harold.

☐ a) he’s ☐ b) his ☐ c) her

10 – What’s your ______, Mr Smith? – Her name’s Susan.

☐ a) wife’s name ☐ b) name of wife ☐ c) wife’s her name

T1.1 Write the names with a or an.

T1.2 Choose the correct answer - a, b or c.

Revision test T1


Ex: – What’s this?

– It’s a hat.

_

– They’re cars.

_

– It’s a computer.

_

– They’re keys.

_

– It’s a dictionary.

_

– They’re clocks.

Samuel and Veronica are married.They have two 1, a son and a 2. Their names are Nick and Roberta.Alan is 3 brother.Louise is Alan’s 4.Michael is Alan’s 5.Marion is Nick’s 6.Roberta is Janet’s 7.Roberta is 8 sister.Samuel is Louise’s 9.Vera is Roberta’s 10.

1 This is a difficult test. easy 2 Patricia has long hair. 3 Turn right at the lights. 4 What is 7 plus 6? 5 Roy is married. 6 It’s a very good film. 7 Please sit here. 8 It’s a comfortable sofa. 9 Ask the question. 10 Open the window. 11 He’s an old man. 12 It’s a cheap computer. 13 Ted’s a slow driver. 14 It’s in front of you. 15 I’m sorry. Am I late?

1 Today is 4th June. the fourth of June 2 My phone number is 0623491 3 My birthday is 23rd September. 4 On 1/11/2015... 5 You’re in room 807. 6 On 21/5/2006...

1 2

3 4 5

T1.3 Write questions with this, that, these, those.

T1.4 Look at the family tree and complete the sentences.

T1.5 Write the opposite of the words in bold. T1.6 Write the numbers and dates in full.

Consolidation

108



Units 1 - 5

Units 6 - 10

Units 11 - 15

Units 16 - 20


Ex: a house Ex: an apple 1 2 3 4

5 6 7 8 9 10

1 – Hello, ____________ John. – Hello, John. Pleased to meet you.

☐ a) my name’s ☐ b) I’m name ☐ c) me name’s

2 – I’m Paul Evans. – Ah yes, Mr Evans. ______ in Room 202.

☐ a) You’s ☐ b) Your ☐ c) You’re

3 – ______ the post office, please? – Go down this street and turn left.

☐ a) Where’s ☐ b) Where’s it ☐ c) Is there

4 This is my mother’s cat. ______ name is Fluff.

☐ a) Their ☐ b) Its ☐ c) It’s

5 – What’s that on the computer? – It’s ______ from my cousin.

☐ a) one email ☐ b) a email ☐ c) an email

6 Go down this street. Then ______ the second street on the right.

☐ a) take ☐ b) turn ☐ c) go

7 – Where are my glasses? – ______ on the table.

☐ a) Their ☐ b) They’re ☐ c) That’s there

8 This isn’t an easy test. These questions are very ______.

☐ a) difficult ☐ b) difficults ☐ c) difficulty

9 That’s my sister and ______ new boyfriend Harold.

☐ a) he’s ☐ b) his ☐ c) her

10 – What’s your ______, Mr Smith? – Her name’s Susan.

☐ a) wife’s name ☐ b) name of wife ☐ c) wife’s her name

T1.1 Write the names with a or an.

T1.2 Choose the correct answer - a, b or c.

Revision test T1


Ex: – What’s this?

– It’s a hat.

_

– They’re cars.

_

– It’s a computer.

_

– They’re keys.

_

– It’s a dictionary.

_

– They’re clocks.

Samuel and Veronica are married.They have two 1, a son and a 2. Their names are Nick and Roberta.Alan is 3 brother.Louise is Alan’s 4.Michael is Alan’s 5.Marion is Nick’s 6.Roberta is Janet’s 7.Roberta is 8 sister.Samuel is Louise’s 9.Vera is Roberta’s 10.

1 This is a difficult test. easy 2 Patricia has long hair. 3 Turn right at the lights. 4 What is 7 plus 6? 5 Roy is married. 6 It’s a very good film. 7 Please sit here. 8 It’s a comfortable sofa. 9 Ask the question. 10 Open the window. 11 He’s an old man. 12 It’s a cheap computer. 13 Ted’s a slow driver. 14 It’s in front of you. 15 I’m sorry. Am I late?

1 Today is 4th June. the fourth of June 2 My phone number is 0623491 3 My birthday is 23rd September. 4 On 1/11/2015... 5 You’re in room 807. 6 On 21/5/2006...

1 2

3 4 5

T1.3 Write questions with this, that, these, those.

T1.4 Look at the family tree and complete the sentences.

T1.5 Write the opposite of the words in bold. T1.6 Write the numbers and dates in full.

Consolidation

109


Student’s Book + Workbook B1

Units 1 - 3

Units 4 - 6



1 2

Name Age Nationality Profession ResidenceFree time activities+ like/enjoy/love- don’t like/ hate/ can’t stand

Learning a foreign language: The adult learnerLearning English as a foreign language is a lifelong process. In the recent past, many English language learners began their studies as adults. Today most students begin their foreign language studies in primary or even in infant school.

Children learn foreign languages quickly, but adult learners do, too. Many adult students need to speak English at work or when travelling. Other adult learners use English in their free time. Many adults enjoy surfing the Internet in English and others enjoy listening to music in English. Many adult learners are motivated to learn English because English is an important part of our world today.

“But I can’t learn a foreign language!” Everyone can learn a foreign language. According to American linguist Noam Chomsky, we all have an innate ability to learn languages.

Chomsky calls this the LAD or Language Acquisition Device. Our brains have a linguistic predisposition to learn languages when there is sufficient language input and stimulation.

After you have read the text, complete the questions or the answers.

1. _________________________________________

________________________________________ ? They begin their foreign language studies in primary or infant school.

2. _________________________________________

_________________________________________

Yes, children learn foreign languages quickly.

3. According to the text, when and where do adults use English?

_________________________________________

_________________________________________

4. Why do many adult learners learn English?

_________________________________________

_________________________________________

5. What is LAD? Who is Dr. Noam Chomsky?

_________________________________________

_________________________________________

Listen to the following people speak about themselves. Fill in the missing information.

LISTENING

READING


3




With a partner, choose two of the people from the listening. With books closed, recall the information that you know about Jan, Art, Jill or Fern.

8SPEAKING

Choose two of the people from the listening and write a paragraph about each on a separate sheet of paper. Make sure you include the basic information, plus what they enjoy or don’t like doing in their free time.

9WRITING

Regular and irregular verbsClassify the verbs in the box into two groups: regular and irregular. Then write the past simple form.

• be • watch • look • know • carry • meet • make • have • meet • win• come • teach • travel • grow • learn

REGULAR IRREGULARInfinitive Past Infinitive Past

4 7

PrefixesWrite the opposite of these adjectives by using one of these prefixes:

im-/in-/un-/dis-.

honest

extrovert

considerate

helpful

polite

patient

mature

kind

correct

formal

LANGUAGELANGUAGE

LANGUAGE

Complete the sentences with must/could/may/might/can’t.

a. She won the Nobel Prize in literature. She___________be an excellent writer.

b. I_____________find my keys! The_____________be at home or they______________be in the office.

c. He’s very dark. He_______________be Spanish or Italian, but I’m not sure.

d. You_____________be tired! You have slept a lot!

e. They’re always together. They__________be good friends.

VOCABULARY

Fill in the box with 10 adjectives describing people’s personality. Write 5 positive and 5 negative adjectives.

positive negative

6

5


Consolidation

109



Units 1 - 3

Units 4 - 6



1 2

Name Age Nationality Profession ResidenceFree time activities+ like/enjoy/love- don’t like/ hate/ can’t stand

Learning a foreign language: The adult learnerLearning English as a foreign language is a lifelong process. In the recent past, many English language learners began their studies as adults. Today most students begin their foreign language studies in primary or even in infant school.

Children learn foreign languages quickly, but adult learners do, too. Many adult students need to speak English at work or when travelling. Other adult learners use English in their free time. Many adults enjoy surfing the Internet in English and others enjoy listening to music in English. Many adult learners are motivated to learn English because English is an important part of our world today.

“But I can’t learn a foreign language!” Everyone can learn a foreign language. According to American linguist Noam Chomsky, we all have an innate ability to learn languages.

Chomsky calls this the LAD or Language Acquisition Device. Our brains have a linguistic predisposition to learn languages when there is sufficient language input and stimulation.

After you have read the text, complete the questions or the answers.

1. _________________________________________

________________________________________ ? They begin their foreign language studies in primary or infant school.

2. _________________________________________

_________________________________________

Yes, children learn foreign languages quickly.

3. According to the text, when and where do adults use English?

_________________________________________

_________________________________________

4. Why do many adult learners learn English?

_________________________________________

_________________________________________

5. What is LAD? Who is Dr. Noam Chomsky?

_________________________________________

_________________________________________

Listen to the following people speak about themselves. Fill in the missing information.

LISTENING

READING


3




With a partner, choose two of the people from the listening. With books closed, recall the information that you know about Jan, Art, Jill or Fern.

8SPEAKING

Choose two of the people from the listening and write a paragraph about each on a separate sheet of paper. Make sure you include the basic information, plus what they enjoy or don’t like doing in their free time.

9WRITING

Regular and irregular verbsClassify the verbs in the box into two groups: regular and irregular. Then write the past simple form.

• be • watch • look • know • carry • meet • make • have • meet • win• come • teach • travel • grow • learn

REGULAR IRREGULARInfinitive Past Infinitive Past

4 7

PrefixesWrite the opposite of these adjectives by using one of these prefixes:

im-/in-/un-/dis-.

honest

extrovert

considerate

helpful

polite

patient

mature

kind

correct

formal

LANGUAGELANGUAGE

LANGUAGE

Complete the sentences with must/could/may/might/can’t.

a. She won the Nobel Prize in literature. She___________be an excellent writer.

b. I_____________find my keys! The_____________be at home or they______________be in the office.

c. He’s very dark. He_______________be Spanish or Italian, but I’m not sure.

d. You_____________be tired! You have slept a lot!

e. They’re always together. They__________be good friends.

VOCABULARY

Fill in the box with 10 adjectives describing people’s personality. Write 5 positive and 5 negative adjectives.

positive negative

6

5


Consolidation

110



Units 1 - 3

Units 4 - 6



Al Gore is green Al Gore used to be known simply as Bill Clinton’s vice-president. Today, Gore is recognised internationally as a leading environmentalist because of the impact and success of the award-winning documentary film, An Inconvenient Truth.

In the film, Gore speaks about the dangers of global warming and the effects of not making changes in our behaviour toward the environment. Much of what he says is shocking. The film is a “wake-up call” for all of us, but especially for those people who do not believe in global warming.

Gore presents scientific data and gives us convincing evidence. Satellite photographs of glaciers that are disappearing are examples of the evidence that he gives. Gore points out that if we don’t make changes

immediately, our environment will continue to suffer.

Gore believes that this is a moral issue and not a political one. He travels around the world encouraging people to learn more about what we can do to save our world.

Answer in complete sentences.

1. Give two reasons why Al Gore is famous.

_______________________________________

_______________________________________ 2. What has made him more famous?

_______________________________________

_______________________________________

3. What does to receive a wake-up call mean?

_______________________________________

_______________________________________

4. According to Gore, is this a political or a moral issue?

_______________________________________

_______________________________________

5. Name two things that you can actively do to help the environment.

_______________________________________

_______________________________________

1. Where is Nicky going on tour?

2. Has she ever been there?

3. What is she doing when she gets back?

4. ? Yes, she has. In fact, she wrote all the songs.

5. Has she played any other types of music apart from pop, rock and soul?

6. What are her plans for the summer?

7. ? Yes, she has. She met Sly Stone.

8. What is she doing after the interview?

Nicky’s future plans and experiencesNicky Gates is an American pop singer. Music Madness magazine asked her some questions about her plans for the future and her experiences as a pop singer. Listen to the interview. Then complete the missing information.

READING READING COMPREHENSION1 2

3LISTENING





• have to / must • mustn’t • don’t have to • don’t need to

before the flight.

Traveller: I’m a vegetarian. I can’t eat the regular food that is served on the plane.

Travel agent: You (4) ____________ eat the regular food on the plane. You can order a special meal.

Travel agent: There are buses you can take from all of the airports in New York City to Manhattan. Taxis are very expensive.

Traveller: Great! So we (1) ________________ take a taxi from the airport to Manhattan.

Traveller: That’s good. We’re going to save money.

Traveller: When do we have to be at the airport?

Travel agent: Two hours before your flight. It’s a rule for all passengers. They 3) _____________ arrive at the airport two hours

Look at the following scenes and signs. Write sentences describing the situation. Make sure you also use the words in the box.

Traveller: Can you give us information on four-star hotels in Manhattan?

Travel agent: The three-star hotels in Manhattan are excellent. Here’s a list. Four-star hotels are expensive. You (2) _______________ stay at a four-star hotel.

Should / ought to and shouldn’tFill in the gap with a word in the box and should, ought to or shouldn’t.

• go to • visit • think

• read • do • learn

Hi! It’s Judi. Remember me? I’m the one who travelled to Thailand and worked as a volunteer at the Elephant Nature Park. This is my

blog on travelling to Thailand.

If you are in Thailand, there is another place that you (1) ______________ . This place is the Tiger Temple. It is a monastery run by

Buddhist monks in the Kanchanaburi province. It’s a sanctuary for tigers.

All animal lovers who travel to Thailand (2) ______________ the Tiger Temple. All volunteers who decide to help, (3) ______________

how to speak a little Thai or English before going because these are the two languages used at the Tiger Temple. Volunteers (4)

______________ that helping at the Tiger Temple is an exotic holiday. It’s not; it’s hard work, but it’s a wonderful experience.

The tiger, like the elephant, is an endangered species and we (5) __________ everything we can to protect these animals.

For more information, you (6) _________ the information posted on their website: www.tigertemple.org.

You (7) ________________ your luggage unattended.

You (6) __________ go through the Airport Security Control.

You (5)________________ mobile phones.

4

5

LANGUAGE

LANGUAGE


Consolidation

110



Units 1 - 3

Units 4 - 6



Al Gore is green Al Gore used to be known simply as Bill Clinton’s vice-president. Today, Gore is recognised internationally as a leading environmentalist because of the impact and success of the award-winning documentary film, An Inconvenient Truth.

In the film, Gore speaks about the dangers of global warming and the effects of not making changes in our behaviour toward the environment. Much of what he says is shocking. The film is a “wake-up call” for all of us, but especially for those people who do not believe in global warming.

Gore presents scientific data and gives us convincing evidence. Satellite photographs of glaciers that are disappearing are examples of the evidence that he gives. Gore points out that if we don’t make changes

immediately, our environment will continue to suffer.

Gore believes that this is a moral issue and not a political one. He travels around the world encouraging people to learn more about what we can do to save our world.

Answer in complete sentences.

1. Give two reasons why Al Gore is famous.

_______________________________________

_______________________________________ 2. What has made him more famous?

_______________________________________

_______________________________________

3. What does to receive a wake-up call mean?

_______________________________________

_______________________________________

4. According to Gore, is this a political or a moral issue?

_______________________________________

_______________________________________

5. Name two things that you can actively do to help the environment.

_______________________________________

_______________________________________

1. Where is Nicky going on tour?

2. Has she ever been there?

3. What is she doing when she gets back?

4. ? Yes, she has. In fact, she wrote all the songs.

5. Has she played any other types of music apart from pop, rock and soul?

6. What are her plans for the summer?

7. ? Yes, she has. She met Sly Stone.

8. What is she doing after the interview?

Nicky’s future plans and experiencesNicky Gates is an American pop singer. Music Madness magazine asked her some questions about her plans for the future and her experiences as a pop singer. Listen to the interview. Then complete the missing information.

READING READING COMPREHENSION1 2

3LISTENING





• have to / must • mustn’t • don’t have to • don’t need to

before the flight.

Traveller: I’m a vegetarian. I can’t eat the regular food that is served on the plane.

Travel agent: You (4) ____________ eat the regular food on the plane. You can order a special meal.

Travel agent: There are buses you can take from all of the airports in New York City to Manhattan. Taxis are very expensive.

Traveller: Great! So we (1) ________________ take a taxi from the airport to Manhattan.

Traveller: That’s good. We’re going to save money.

Traveller: When do we have to be at the airport?

Travel agent: Two hours before your flight. It’s a rule for all passengers. They 3) _____________ arrive at the airport two hours

Look at the following scenes and signs. Write sentences describing the situation. Make sure you also use the words in the box.

Traveller: Can you give us information on four-star hotels in Manhattan?

Travel agent: The three-star hotels in Manhattan are excellent. Here’s a list. Four-star hotels are expensive. You (2) _______________ stay at a four-star hotel.

Should / ought to and shouldn’tFill in the gap with a word in the box and should, ought to or shouldn’t.

• go to • visit • think

• read • do • learn

Hi! It’s Judi. Remember me? I’m the one who travelled to Thailand and worked as a volunteer at the Elephant Nature Park. This is my

blog on travelling to Thailand.

If you are in Thailand, there is another place that you (1) ______________ . This place is the Tiger Temple. It is a monastery run by

Buddhist monks in the Kanchanaburi province. It’s a sanctuary for tigers.

All animal lovers who travel to Thailand (2) ______________ the Tiger Temple. All volunteers who decide to help, (3) ______________

how to speak a little Thai or English before going because these are the two languages used at the Tiger Temple. Volunteers (4)

______________ that helping at the Tiger Temple is an exotic holiday. It’s not; it’s hard work, but it’s a wonderful experience.

The tiger, like the elephant, is an endangered species and we (5) __________ everything we can to protect these animals.

For more information, you (6) _________ the information posted on their website: www.tigertemple.org.

You (7) ________________ your luggage unattended.

You (6) __________ go through the Airport Security Control.

You (5)________________ mobile phones.

4

5

LANGUAGE

LANGUAGE


Consolidation

111

GO AHEADNEW

Grammar Reference

111

GO AHEADNEW

Grammar Reference

112



Grammar Reference


G1.1 Contents of grammar reference• a/an, the G1.2 • Adjectives & adverbs G1.3• Adverbs of frequency G1.4• be : present & past G1.5• be + going to + infinitive G1.6• can/can’t, could/couldn’t G1.7• Countable & uncountable nouns G1.8• have : present & past G1.9 • have to + infinitive G1.10• Imperative (+, -) G1.11• like, don’t like, love, hate G1.12• Noun or -ing form of verbs G1.13• one, ones G1.14• Plural of nouns G1.15• Possessive ’s G1.16• Possessive adjectives & pronouns (my, mine) G1.17• Prepositions of place G1.18• Prepositions of time G1.19• Pronouns: subject & object (I, me) G1.20• some, any G1.21• Reflexive pronouns (myself, yourself) G1.22• Suggestions G1.23• there + be (there is, there are, etc.) G1.24• this, that, these, those G1.25• Verb tenses: present simple G1.26• Verb tenses: present continuous G1.27• Verb tenses: past simple G1.28• Verb tenses: past continuous G1.29• would you like & I’d like G1.30

G1.2 a/an, the

1 We use a and an before singular countable nouns or an adjective and a singular countable noun. It’s a book. It’s an umbrella. It’s an interesting idea.2 We use a when the next word begins with a consonant sound. a dog, a hat, a hamburger, a university

3 We use an when the next word begins with a vowel sound. an actor, an Englishman, an ice cream, an orange, an umbrella, an interesting book4 We use a or an when we say what someone’s job is. She’s a doctor. NOT She’s doctor. He’s an engineer. NOT He’s engineer.5 We say the when the other person knows who or what we are talking about. Are you going to the pub? (the pub we usualy go to)

G1.3 Adjectives & adverbs1 Adjectives come before nouns. a beautiful girl NOT a girl beautiful a Japanese car NOT a car Japanese2 Adjectives don’t have a plural form. good teachers NOT goods teachers3 We usually form an adverb by adding -ly to an adjective: slow slowly usual usually careful carefully bad badly4 Adjectives describe nouns or pronouns; adverbs describe verbs. You have a slow car. You drive slowly. NOT You drive slow. He is a bad singer. He sings badly. NOT He sings bad.5 Regular adverbs end in -ly. But there are some important irregular adverbs: good well fast fast late late early early hard hard6 Be careful with word order. You speak English well. NOT You speak well English.

Grammar referenceG1



G1.2 a/an, the




Grammar referenceG1



G1.2 a/an, the




Grammar referenceG1

112



Grammar Reference



G1.2 a/an, the




Grammar referenceG1



G1.2 a/an, the




Grammar referenceG1



G1.2 a/an, the




Grammar referenceG1

113


Student’s Book + Workbook A1+

Grammar Reference

UNIT · Grammar Reference


4


We use like, love, enjoy, hate and dislike with the infinitive + ing.

I YouWeThey

likeloveenjoy

swimming in the sea.

HeSheIt

likeslovesenjoys

I YouWeThey

don’t likehatedislike

being late.

HeSheIt

doesn’t likehatesdislikes

Can (modal verb) + infinitiveObserve:

• She can run fast . • She runs fast.

I YouHeSheItWeYouThey

Affirmativecan

Negativecan’t (cannot)

play the piano.

Can

I youhesheitweyouthey

speak French?

Yes,


can. No,


can´t.

Negative

Short answers

A. LIKE + INFINITIVE + ING B. CAN

Affirmative

For days For periods of time and holidays For parts of day, months, seasons and years

Friday one o’clock the morning

my birthday night the afternoon

their anniversary the weekend the evening

14th February midnight december

Valentine’s Day breakfast summer, autumn, winter, spring

St. Patrick’s Day lunch time 1992

Christmas day dinner time the next century

New Year’s Eve Easter the 21st century

C. PREPOSITIONS OF TIME

on at in


113


Student’s Book + Workbook A1+

Grammar Reference

UNIT · Grammar Reference


4


We use like, love, enjoy, hate and dislike with the infinitive + ing.

I YouWeThey

likeloveenjoy

swimming in the sea.

HeSheIt

likeslovesenjoys

I YouWeThey

don’t likehatedislike

being late.

HeSheIt

doesn’t likehatesdislikes

Can (modal verb) + infinitiveObserve:

• She can run fast . • She runs fast.

I YouHeSheItWeYouThey

Affirmativecan

Negativecan’t (cannot)

play the piano.

Can


speak French?

Yes,


can. No,


can´t.

Negative

Short answers

A. LIKE + INFINITIVE + ING B. CAN

Affirmative

For days For periods of time and holidays For parts of day, months, seasons and years

Friday one o’clock the morning

my birthday night the afternoon

their anniversary the weekend the evening

14th February midnight december

Valentine’s Day breakfast summer, autumn, winter, spring

St. Patrick’s Day lunch time 1992

Christmas day dinner time the next century

New Year’s Eve Easter the 21st century

C. PREPOSITIONS OF TIME

on at in


114



Grammar Reference


UNIT · Grammar Reference2

Some: We use some in positive sentences with uncountable and plural nouns.* We use some when offering things or when we know something exists.• Would you like some coffee?• Can I have some water, please?

Some and any

Observe: We use some and any with all uncountable nouns and countable plural nouns.I’ve got some apples and some orange juice.We’ve got some biscuits, but we haven’t got any milk.

A. COUNTABLE AND UNCOUNTABLE NOUNSExamples of countable nouns:• a computer • an orange

• two pens • 20 people

Examples of uncountable nouns:• milk • rice

• money • water

Some nouns can be either countable or uncountable:• He bought an ice cream. • He’s eating ice cream.

Any: We use any with uncountable nouns and plural nouns.* We use any in negative sentences or when asking for things that we do not know exist.• Have you got any children?• We haven’t got any bread.

• How many tomatoes have we got?• We’ve got a lot of tomatoes.• We haven’t got many.• How much olive oil have we got?• We’ve got a lot of olive oil.• We haven’t got much.We use how much and how many when asking questions. How many is used with countable nouns and how much is used with uncountable nouns.

Would like for polite requests I would like a cup of coffee = I want a cup of coffee.

B. MUCH AND MANY

• Let’s go swimming.

• Let’s sit down.

• Let’s have lunch.

C. LET’S TO MAKE SUGGESTIONS

I’ll have the seafood soup and the grilled prawns.

I’d like the garden salad and the Dover sole.

At a restaurant: will and would like

Can I take your order?I’ll

have

you’ll

he’llshe’ll

we’llyou’ll

they’ll

Pronoun + will + have Pronoun + would + like

I’d

like

you’dhe’dshe’dwe’dyou’dthey’d

D. WILL AND WOULD LIKE


114



Grammar Reference



Some: We use some in positive sentences with uncountable and plural nouns.* We use some when offering things or when we know something exists.• Would you like some coffee?• Can I have some water, please?

Some and any

Observe: We use some and any with all uncountable nouns and countable plural nouns.I’ve got some apples and some orange juice.We’ve got some biscuits, but we haven’t got any milk.

A. COUNTABLE AND UNCOUNTABLE NOUNSExamples of countable nouns:• a computer • an orange

• two pens • 20 people

Examples of uncountable nouns:• milk • rice

• money • water

Some nouns can be either countable or uncountable:• He bought an ice cream. • He’s eating ice cream.

Any: We use any with uncountable nouns and plural nouns.* We use any in negative sentences or when asking for things that we do not know exist.• Have you got any children?• We haven’t got any bread.

• How many tomatoes have we got?• We’ve got a lot of tomatoes.• We haven’t got many.• How much olive oil have we got?• We’ve got a lot of olive oil.• We haven’t got much.We use how much and how many when asking questions. How many is used with countable nouns and how much is used with uncountable nouns.

Would like for polite requests I would like a cup of coffee = I want a cup of coffee.

B. MUCH AND MANY

• Let’s go swimming.

• Let’s sit down.

• Let’s have lunch.

C. LET’S TO MAKE SUGGESTIONS

I’ll have the seafood soup and the grilled prawns.

I’d like the garden salad and the Dover sole.

At a restaurant: will and would like

Can I take your order?I’ll

have

you’ll

he’llshe’ll

we’llyou’ll

they’ll

Pronoun + will + have Pronoun + would + like

I’d

like

you’dhe’dshe’dwe’dyou’dthey’d

D. WILL AND WOULD LIKE


115



F. THE –ING FORM The –ing form can act like a verb or a noun. It can be either the subject or the object of a sentence.

• a. We use the –ing form after verbs such as: like, enjoy, love, don’t like, dislike, hate.

• b. We use the –ing form as the subject of the sentence.

• c. We use the –ing form after prepositions.

G. I LIKE / DON’T LIKE

doingsomething

pilates

going+ ing activity

horse riding

going to+ places

museums

playinga sport that uses a ball

tennis

H. SCALE OF PREFERENCE

I. FREQUENCY ADVERBS

Common frequency expressions

Other popular expressions

- 24/7: 24 hours a day, 7 days a week

- once in a while: occasionally

- every minute of the day: permanently

- once in a blue moon: hardly ever

I

You

We

They

like

love

enjoy

watching the sunset.

He

She

It

likes

loves

enjoys

I

You

We

They

don’t like

hate

dislike

being late.

He

She

doesn’t like

hates

dislikes

- once

- twice

- several times

a daya weeka montha year

love

really like

enjoy

like

don’t like

hate

can’t stand

100%

0%

alwaysalmost always

usually / normallyoften

sometimesnot very oftenoccasionallyhardly ever

never




Grammar Reference

115



F. THE –ING FORM The –ing form can act like a verb or a noun. It can be either the subject or the object of a sentence.

• a. We use the –ing form after verbs such as: like, enjoy, love, don’t like, dislike, hate.

• b. We use the –ing form as the subject of the sentence.

• c. We use the –ing form after prepositions.

G. I LIKE / DON’T LIKE

doingsomething

pilates

going+ ing activity

horse riding

going to+ places

museums

playinga sport that uses a ball

tennis

H. SCALE OF PREFERENCE

I. FREQUENCY ADVERBS

Common frequency expressions

Other popular expressions

- 24/7: 24 hours a day, 7 days a week

- once in a while: occasionally

- every minute of the day: permanently

- once in a blue moon: hardly ever

I

You

We

They

like

love

enjoy

watching the sunset.

He

She

It

likes

loves

enjoys

I

You

We

They

don’t like

hate

dislike

being late.

He

She

doesn’t like

hates

dislikes

- once

- twice

- several times

a daya weeka montha year

love

really like

enjoy

like

don’t like

hate

can’t stand

100%

0%

alwaysalmost always

usually / normallyoften

sometimesnot very oftenoccasionallyhardly ever

never




Grammar Reference

116


Student’s Book + Workbook B1+

Grammar Reference



A. THE FIRST CONDITIONAL

C. VERB PATTERNS

B. TIME CLAUSES WITH WHEN, AS SOON AS, BEFORE, AFTER

We use the first conditional to talk about real possibilities in the present and future.

if clause(if + present simple)

main clause(will/won’t + infinitive)

If we don’t save water, there won’t be enough for everyone.

If we continue to use cars instead of public transport, pollution will get worse.

If people plant more trees, there will be less soil erosion.

We use the present simple after before / after / when / as soon as to refer to the future. We use will/won’t in the other part of the sentence.

will/won’t + infinitive before/after/when/as soon as + present simple

We’ll go home before it gets dark.

I’ll retire when I’m 65.

She’ll call us as soon as she gets there.

When we use two verbs together, the form of the second verb depends on the first verb. It can be an –ing form, an infinitive with to or an infinitive without to.

verb + -ing verb + infinitive with to verb + infinitive without to

• like

• mind

• enjoy

• love

• finish

• start*

• hate

• can’t stand

• want

• decide

• would like

• plan

• hope

• need

• start*

• can

• will

• must

• should

E.g. I like working on the farm.

I don’t mind getting up early.

We plan to buy more pigs.

She should give up her job.

*start + verb + -ing and start + infinitive have the same meaning.

116


Student’s Book + Workbook B1+

Grammar Reference



A. THE FIRST CONDITIONAL

C. VERB PATTERNS

B. TIME CLAUSES WITH WHEN, AS SOON AS, BEFORE, AFTER

We use the first conditional to talk about real possibilities in the present and future.

if clause(if + present simple)

main clause(will/won’t + infinitive)

If we don’t save water, there won’t be enough for everyone.

If we continue to use cars instead of public transport, pollution will get worse.

If people plant more trees, there will be less soil erosion.

We use the present simple after before / after / when / as soon as to refer to the future. We use will/won’t in the other part of the sentence.

will/won’t + infinitive before/after/when/as soon as + present simple

We’ll go home before it gets dark.

I’ll retire when I’m 65.

She’ll call us as soon as she gets there.

When we use two verbs together, the form of the second verb depends on the first verb. It can be an –ing form, an infinitive with to or an infinitive without to.

verb + -ing verb + infinitive with to verb + infinitive without to

• like

• mind

• enjoy

• love

• finish

• start*

• hate

• can’t stand

• want

• decide

• would like

• plan

• hope

• need

• start*

• can

• will

• must

• should

E.g. I like working on the farm.

I don’t mind getting up early.

We plan to buy more pigs.

She should give up her job.

*start + verb + -ing and start + infinitive have the same meaning.

117

GO AHEADNEW

Components for teachers

117

GO AHEADNEW

Components for teachers

118


A1 A2

B1 B1+ B2 C1

Components for teachers:

A1+

Teacher’s book

118


A1 A2

B1 B1+ B2 C1


A1+

Teacher’s book

119



e-Teacher’s book · For tablet computer.

A1 A1+ A2 B1 B1+ B2 C1

119




A1 A1+ A2 B1 B1+ B2 C1

119




A1 A1+ A2 B1 B1+ B2 C1

120



e-Teacher’s book · available on CD-ROM.

A1 A1+ A2 B1 B1+ B2 C1

120



e-Teacher’s book · available on CD-ROM.

A1 A1+ A2 B1 B1+ B2 C1

122



CD-ROM Supplementary Activities

A1 A1+ A2 B1 B1+ B2 C1

· In PDF format for printing· In modifiable format

122



CD-ROM Supplementary Activities

A1 A1+ A2 B1 B1+ B2 C1


123



Audio CD

A1 A1+ A2 B1 B1+ B2 C1

123



Audio CD

A1 A1+ A2 B1 B1+ B2 C1

124

GO AHEADNEW

Teacher’s Resource Pack

124

GO AHEADNEW


125

GO AHEADNEW


Rubrics

Printable pages

125

GO AHEADNEW


Rubrics

Printable pages

126


Teacher’s Resource Pack A1+

Rubrics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

9 · stanley publishing · Page to print and copy

NEW GO AHEAD elementary A1+

RUBRICSUnit 1· Rubric for Continuous Assessment

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading

Can read simple dialogues and texts related to meeting people.

Spoken Production

Can use simple language to talk about daily routines.

Understanding

Uses common greetings and simple introductions when meeting people.

Usually

Never

Spoken Interaction

Can interact in English in simple situations, such as greetings and meeting people.

Writing

Can complete simple written exercises that are related to the topic of meeting people.

Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

126


Teacher’s Resource Pack A1+

Rubrics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6



RUBRICSUnit 1· Rubric for Continuous Assessment

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

Usually

Never

1

3

3

1

1

Usually

Never

3

1

3

Usually

Never

3

1

Usually

Never

Name of student

Teacher’s notes

Reading


Spoken Production


Understanding


Usually

Never

Spoken Interaction


Writing


Total points

2

4

Always

Occasionally

4

2

Always

Occasionally

4

2

2

4

Always

Occasionally

4

2

Always

Occasionally

Always

Occasionally

127

GO AHEADNEW


TESTS

Printable pages

127

GO AHEADNEW


TESTS

Printable pages

128


A1+

TEST Units 1 - 3

Units 4 - 6



Test 1: Units 1-3

A. Make question with the words below.1. is / name / your / what / ?2. you / old / are / how / ?3. from / where / you / are / ?4. live / do / you / where / ?

5. like / you / do / pizza?

B. Complete the short answers.

1. Has he got a Vespa? Yes,

2. Is she from Spain. No,

3. Have they got a house in Cadiz? Yes,

4. Does she live in Australia? Yes,

5. Do they speak French? No,

Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland

A. Complete the table.

B. Complete the sentences below.

MariaPete

JasonVictoria

1. Maria is Pete’s 2. Pete is Maria’s 3. Victoria is Maria and Pete’s 4. Jason is Maria and Pete’s 5. Pete is the children’s

C. Complete each sentence with the name of a profession.

1. John is a 2. Marlene is a 3. Rosie is a 4. Marjorie is a 5. Tom is a

John Marlene

Marjorie Tom

Rosie

Vocabulary

Points / 5

Points / 5

Points / 5

D. Write the opposite of the following adjectives.

1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25




Test 1: Units 1-3









Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland



MariaPete

JasonVictoria




John Marlene

Marjorie Tom

Rosie

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25



Test 1: Units 1-3









Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland



MariaPete

JasonVictoria




John Marlene

Marjorie Tom

Rosie

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25

128


A1+

TEST Units 1 - 3

Units 4 - 6



Test 1: Units 1-3









Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland



MariaPete

JasonVictoria




John Marlene

Marjorie Tom

Rosie

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25




Test 1: Units 1-3









Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland



MariaPete

JasonVictoria




John Marlene

Marjorie Tom

Rosie

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25



Test 1: Units 1-3









Name: Date:

Nationality Country

1. Spain

2. Canada

3. Great Britain

4. American

5. Ireland



MariaPete

JasonVictoria




John Marlene

Marjorie Tom

Rosie

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty

2. full

3. comfortable

4. cold

5. expensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25

129


A1+

TEST Units 1 - 3

Units 4 - 6



C. Complete the text with an appropriate verb.

Vincent is American and lives in the city of Austin, Texas. He is forty-two years old and is an artist.

During the week he at 6:00 a.m. He has a glass of water, puts on his jogging clothes and

jogging for forty-five minutes.

When he returns home, a shower and gets dressed. He breakfast at 7:00 and then he starts to paint.

A. Julian Matthews is twenty-three years old and is originally from Bath, England, but he now lives in Budapest, Hungary. Julian is a musician. He studies piano at the conservatory. “Budapest is an exciting city!” says Julian. “Hungarians love music and it is a very important part of their culture. I am a pianist and music is my life. When I’m not studying piano, I often go to concerts”. “Budapest and Bath, where I am from, have got a lot in common,” says Julian. “Budapest and Bath are famous for their health and thermal spas. Both cities are very old and have got many historical places to see. I love Budapest, but I also love Bath!”

B. Questions about the text.

1. Where is Julian from?2. What does he do?3. What does he often do when he is not studying piano?4. What have Budapest and Bath got in common?

Listen to Anne talk about herself. Circle the correct answer.1. Where is Anne from? a Chicago

b St. Louis c Los Angeles

2.What is her ID number? a X – 9 51413 H b S – 0 951413 A c E – 0 951413 J

3. Is she married? a Yes, she is.

b No, she isn’t.

4. What does she do? a She’s a teacher. b She’s an interior decorator.

c She’s an architect.5. Does she like living in Barcelona? a Yes, she does. b No, she doesn’t.

Tell your partner:

– your name– where you are from– where you live– your profession

– your age– your daily routine– your hobbies, or what you like doing in your free time.

Points / 5

Total points / 25

D. Look at the table below. This is what Pete, Maria, Victoria and Jason have or haven’t got. Use this information to complete the sentences about them.

Pete Maria Victoria and Jasona car Yes No Noa bicycle No No Yesa computer Yes Yes Yes

1. Pete a car, but Maria .

2. Victoria and Jason a bicycle, but Maria and Pete .

3. Pete, Maria, Victoria and Jason a computer.

Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing

Use the information from the previous exercise to write a paragraph about yourself.

Points / 10

Total points / 50

Total points / 100

Listening Test 1
















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1

129


A1+

TEST Units 1 - 3

Units 4 - 6















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1
















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1















b No, she isn’t.



Tell your partner:



Points / 5

Total points / 25






Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing


Points / 10

Total points / 50

Total points / 100

Listening Test 1

130


A1+

Answers to Test Units 1 - 3

Units 4 - 6



Answers to Test 1: Units 1-3

Name: Date:

Nationality Country

1. Spanish Spain

2. Canadian Canada

3. British Great Britain

4. American TheUnitedStates5. Irish Ireland



MariaPete

JasonVictoria

1. Maria is Pete’s wife.2. Pete is Maria’s husband.3. Victoria is Maria and Pete’s daughter.4. Jason is Maria and Pete’s son.5. Pete is the children’sfather.


1. John is a chef.2. Marlene is a waitress.3. Rosie is a hairdresser4. Marjorie is a musician.5. Tom is ajournalist.

John Marlene

Marjorie Tom

Rosie

A. Make question with the words below.1. is / name / your / what / ?

Whatisyourname?2. you / old / are / how / ?

Howoldareyou?3. from / where / you / are / ?

Whereareyoufrom?4. live / do / you / where / ?

Wheredoyoulive?5. like / you / do / pizza?

Doyoulikepizza?


1. Has he got a Vespa? Yes,hehas.

2. Is she from Spain. No, sheisn’t.

3. Have they got a house in Cadiz? Yes,theyhave.

4. Does she live in Australia? Yes,shedoes.

5. Do they speak French? No,theydon’t.

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty clean2. full empty3. comfortable uncomfortable4. cold hot5. expensive inexpensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25


130


A1+


Units 4 - 6



Answers to Test 1: Units 1-3

Name: Date:

Nationality Country

1. Spanish Spain

2. Canadian Canada

3. British Great Britain

4. American TheUnitedStates5. Irish Ireland



MariaPete

JasonVictoria

1. Maria is Pete’s wife.2. Pete is Maria’s husband.3. Victoria is Maria and Pete’s daughter.4. Jason is Maria and Pete’s son.5. Pete is the children’sfather.


1. John is a chef.2. Marlene is a waitress.3. Rosie is a hairdresser4. Marjorie is a musician.5. Tom is ajournalist.

John Marlene

Marjorie Tom

Rosie

A. Make question with the words below.1. is / name / your / what / ?

Whatisyourname?2. you / old / are / how / ?

Howoldareyou?3. from / where / you / are / ?

Whereareyoufrom?4. live / do / you / where / ?

Wheredoyoulive?5. like / you / do / pizza?

Doyoulikepizza?


1. Has he got a Vespa? Yes,hehas.

2. Is she from Spain. No, sheisn’t.

3. Have they got a house in Cadiz? Yes,theyhave.

4. Does she live in Australia? Yes,shedoes.

5. Do they speak French? No,theydon’t.

Vocabulary

Points / 5

Points / 5

Points / 5


1. dirty clean2. full empty3. comfortable uncomfortable4. cold hot5. expensive inexpensive

Points / 10

Points / 5

Points / 5

Language

Total points / 25


131


A1+


Units 4 - 6





During the week he wakesup/getsupat 6:00 a.m. He has a glass of water, puts on his jogging clothes and goes jogging for forty-five minutes.

When he returns home, hehas/takesa shower and gets dressed. He has breakfast at 7:00 and then he starts to paint.



1. Where is Julian from?He’sfromBath,England.

2. What does he do?He’samusician.

3. What does he often do when he is not studying piano?Heoftengoestoconcerts.

4. What have Budapest and Bath got in common?BudapestandBatharefamousfortheirhealthandthermalspas.Bothcitiesareveryoldandhavegotmanyhistoricalplacestosee.

Listening Transcript TRACK 23Anne Hidalgo is originally from Chicago, Illinois. She is American, but she is now a European resident. Her European ID number is X-951413 H.

Anne lives in Barcelona, Spain. She loves Chicago and returns to visit her family, but Barcelona is now her home. She is thirty-six years old and single. She is a successful architect and enjoys her work.

Listen to Anne talk about herself. Circle the correct answer.1. Where is Anne from? a Chicago b St. Louis c Los Angeles

2.What is her ID number? a X – 951413 H b S – 0 951413 A c E – 0 951413 J

3. Is she married? a Yes, she is. b No, she isn’t.

4. What does she do? a She’s a teacher. b She’s an interior decorator. c She’s an architect.

5. Does she like living in Barcelona? a Yes, she does. b No, she doesn’t.

Tell your partner:




Points / 5

Total points / 25



1. Pete hasgot a car, but Maria hasn’t .

2. Victoria and Jason havegot a bicycle, but Maria and Pete haven’t .

3. Pete, Maria, Victoria and Jasonhavegot a computer.

Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing

Points / 10

Total points / 50

Total points / 100

Listening Test 1


131


A1+


Units 4 - 6





During the week he wakesup/getsupat 6:00 a.m. He has a glass of water, puts on his jogging clothes and goes jogging for forty-five minutes.

When he returns home, hehas/takesa shower and gets dressed. He has breakfast at 7:00 and then he starts to paint.



1. Where is Julian from?He’sfromBath,England.

2. What does he do?He’samusician.

3. What does he often do when he is not studying piano?Heoftengoestoconcerts.

4. What have Budapest and Bath got in common?BudapestandBatharefamousfortheirhealthandthermalspas.Bothcitiesareveryoldandhavegotmanyhistoricalplacestosee.

Listening Transcript TRACK 23Anne Hidalgo is originally from Chicago, Illinois. She is American, but she is now a European resident. Her European ID number is X-951413 H.

Anne lives in Barcelona, Spain. She loves Chicago and returns to visit her family, but Barcelona is now her home. She is thirty-six years old and single. She is a successful architect and enjoys her work.

Listen to Anne talk about herself. Circle the correct answer.1. Where is Anne from? a Chicago b St. Louis c Los Angeles

2.What is her ID number? a X – 951413 H b S – 0 951413 A c E – 0 951413 J

3. Is she married? a Yes, she is. b No, she isn’t.

4. What does she do? a She’s a teacher. b She’s an interior decorator. c She’s an architect.

5. Does she like living in Barcelona? a Yes, she does. b No, she doesn’t.

Tell your partner:




Points / 5

Total points / 25



1. Pete hasgot a car, but Maria hasn’t .

2. Victoria and Jason havegot a bicycle, but Maria and Pete haven’t .

3. Pete, Maria, Victoria and Jasonhavegot a computer.

Points / 10

Reading

Points / 20

Listening

Points / 10

Speaking

Points / 10

Writing

Points / 10

Total points / 50

Total points / 100

Listening Test 1


132

GO AHEADNEW


Games and Activities

Printable pages

132

GO AHEADNEW


Games and Activities

Printable pages

133


A1+

Games and ActivitiesTeacher’s Resource Pack



1

Once upon a time there was a beautiful princess who lived alone in a castle.

She had many friends and enjoyed having parties at her castle. She was very happy and loved her life just the way it was.

2

One day the princess went for a walk.

She loved going for long walks in the country. Suddenly she saw a small frog on the ground. She realised that the frog could speak.

3

The frog told the princess that he was a handsome prince and with one kiss he would become a prince again. The princess was very surprised to hear the frog’s words.

4

The princess said that she was very sorry, but that she loved her life just the way it was and that he would have to find another princess. She wished him luck and then said goodbye. The princess lived happily ever after and so did the frog!

Unit 6

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GO AHEADNEW

CD-ROMSupplementary Activities· In PDF format for printing· In modifiable format

146

GO AHEADNEW

CD-ROMSupplementary Activities· In PDF format for printing· In modifiable format

147


A1CD-ROM Supplementary Activities

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6


LESSON 1 – NEW GO AHEAD A1

MULTIPLE CHOICE

1. Robert is a .....

a) woman b) dog

c) cat d) boy

2. The table is ..... in the room.

a) not

b) noc) isn’t

d) am not

3. "What is Mary?" "She is a ......"

a) man b) boy

c) table d) girl

4. -Is this your girlfriend’s car? —Yes, ______.

a) it’s

b) it is c) it’s she

d) he is

5. The boys ...... at school. They are in the garden.

a) isn’t b) am not

c) aren’td) are

6. Is Mrs Smith ...... a woman?

a) Yes, it is

b) No, she isn’tc) Yes, she is

d) Yes, he is

7. The cat ......... on the sofa.

a) is no b) isn’t

c) is’nt d) aren’t

8. I .... not a man.

a) are

b) andc) am

d) is

9. The book .... on the table.

a) are b) is

c) a d) am

10. ……… the Kangaroos in Australia?

a) are

b) isc) they

d) am

11. Hello boys, .... you English?

a) am b) is

c) isn’t d) are

12. ……. am a girl.

a) he

b) shec) you

d) I

13. "What is Mrs Brown?" "She is a ......"

a) man b) woman

c) boy d) girl

14. Mr. Smith ..... a tall man.

a) is

b) arec) am

d) on

15. "What is that?" "....... is a table."

a) She b) He

c) It d) —

16. "Are you happy?"

a) Yes, it is

b) Yes I amc) Yes, I’m

d) No, I aren’t

17. The pyramids ..... in Egypt.

a) are b) is

c) am d) and

18. They ....... boys, they’re girls.

a) isn’t

b) aren’tc) are no

d) is not

19. "Peter, ..... you a girl?" "No, I am not."

a) are b) am

c) is d) isn’t

20. Girls, you ..... in France, you are in Spain.

a) are

b) aren’tc) isn’t

c) am

FILL IN THE GAPS

1. I _ _ _ _ _ _ a man and she _ _ _ _ _ a woman. What _ _ _ _ _ you?

2. The table _ _ _ _ _ in the centre of the room and the four chairs _ _ _ _ around

the table.

3. ‘Good morning. Where _ _ _ _ _ the boy?’ ‘The boy John _ _ _ _ with the girl, Susan.’

4. The boy _____ _ very tall and the girl _ _ _ _ also very tall. The two _ _ _ _

very tall.

5. ‘Peter, _ _ _ _ _ you in the room?’ ‘No, I _ _ _ not in the room.’

6. ‘Where _ __ _ _ the dog?’ ‘The dog and the cat _ _ _ _ _ _ on the chair.’

7. ‘Where _ _ _ _ the boys?’ The boys _ _ _ _ _ with the girls in the garden.’

8. ‘Mary, _ _ __ _ you a woman?’ ‘No, I _ _ _ _ not a woman, I _ _ _ _ a girl.’

9. The white table _ _ _ _ in the garden and the chairs _ _ _ _ _ in the sitting-room.

10. London _ _ _ _ _ _ the capital of England. It _ _ _ _ _in England.

11. This girl _ _ __ _ _ small. She _ _ _ _ _ not a very tall girl.

12. Marian _ _ _ a very pretty girl. She _ _ _ very pretty.

13. ‘Where _ _ ___John?, _ __ _ he with Mary?’ ‘Yes, they ___ _ _ in the sitting-

room.’

14. ‘Johnny, _ _ _ _ you a man?’ ‘No, I _ _ _ _ _ not a man.’ I _ _ _ _a boy.’

15. ‘What _ _ _ _ _ that on the table?’ ‘My English book _ _ _ _ _on the table.’

16. Where _ _ _ _ _ John and Peter?’ ‘They _ _ _ _ in the garden.’

17. ‘Where _ _ _ __ _ Manchester? _ __ _ _ is in England.

18. ‘Good morning, _ _ _ Mr Evans in the house?’ ‘No, he _ _ _ _ _ in the garden.’

19. ‘Where _ _ _ _ _ the cat?’ ‘The cat and the dog _ _ _ __ _ with Mrs Smith.’

20. ‘Where _ __ _ the books?’ ‘One _ _ _ _ on the chair and two _ _ _ _ on the table.’

GRAMMAR 1

1. Write the correct form of the verb “to be”.

Example: The house is very nice. It is a nice house.

The boys are tall. They are tall boys

1. This dog ________ white. It _________ a white dog.

2. ______ these books interesting? Yes, they _______ interesting books.

3. Mr Brown _______ tall. He _______ a tall man.

4. The table ______ not small. It ______ a big table.

5. ______ the gardens nice? Yes, they are _______ nice gardens.

6. The door ______ big. It _______ a big door.

7. _______ the house green? No, it _____ not green.

8. The dog and the cat ______ in the garden.

9. “______ David and Jane in the sitting-room?” “No, they _____ in the kitchen.”

10. “Chris, where _______ you?” “I ______ in the garden.”

147


A1CD-ROM Supplementary Activities

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6


LESSON 1 – NEW GO AHEAD A1

MULTIPLE CHOICE

1. Robert is a .....

a) woman b) dog

c) cat d) boy

2. The table is ..... in the room.

a) not

b) noc) isn’t

d) am not

3. "What is Mary?" "She is a ......"

a) man b) boy

c) table d) girl

4. -Is this your girlfriend’s car? —Yes, ______.

a) it’s

b) it is c) it’s she

d) he is

5. The boys ...... at school. They are in the garden.

a) isn’t b) am not

c) aren’td) are

6. Is Mrs Smith ...... a woman?

a) Yes, it is

b) No, she isn’tc) Yes, she is

d) Yes, he is

7. The cat ......... on the sofa.

a) is no b) isn’t

c) is’nt d) aren’t

8. I .... not a man.

a) are

b) andc) am

d) is

9. The book .... on the table.

a) are b) is

c) a d) am

10. ……… the Kangaroos in Australia?

a) are

b) isc) they

d) am

11. Hello boys, .... you English?

a) am b) is

c) isn’t d) are

12. ……. am a girl.

a) he

b) shec) you

d) I

13. "What is Mrs Brown?" "She is a ......"

a) man b) woman

c) boy d) girl

14. Mr. Smith ..... a tall man.

a) is

b) arec) am

d) on

15. "What is that?" "....... is a table."

a) She b) He

c) It d) —

16. "Are you happy?"

a) Yes, it is

b) Yes I amc) Yes, I’m

d) No, I aren’t

17. The pyramids ..... in Egypt.

a) are b) is

c) am d) and

18. They ....... boys, they’re girls.

a) isn’t

b) aren’tc) are no

d) is not

19. "Peter, ..... you a girl?" "No, I am not."

a) are b) am

c) is d) isn’t

20. Girls, you ..... in France, you are in Spain.

a) are

b) aren’tc) isn’t

c) am

FILL IN THE GAPS

1. I _ _ _ _ _ _ a man and she _ _ _ _ _ a woman. What _ _ _ _ _ you?

2. The table _ _ _ _ _ in the centre of the room and the four chairs _ _ _ _ around

the table.

3. ‘Good morning. Where _ _ _ _ _ the boy?’ ‘The boy John _ _ _ _ with the girl, Susan.’

4. The boy _____ _ very tall and the girl _ _ _ _ also very tall. The two _ _ _ _

very tall.

5. ‘Peter, _ _ _ _ _ you in the room?’ ‘No, I _ _ _ not in the room.’

6. ‘Where _ __ _ _ the dog?’ ‘The dog and the cat _ _ _ _ _ _ on the chair.’

7. ‘Where _ _ _ _ the boys?’ The boys _ _ _ _ _ with the girls in the garden.’

8. ‘Mary, _ _ __ _ you a woman?’ ‘No, I _ _ _ _ not a woman, I _ _ _ _ a girl.’

9. The white table _ _ _ _ in the garden and the chairs _ _ _ _ _ in the sitting-room.

10. London _ _ _ _ _ _ the capital of England. It _ _ _ _ _in England.

11. This girl _ _ __ _ _ small. She _ _ _ _ _ not a very tall girl.

12. Marian _ _ _ a very pretty girl. She _ _ _ very pretty.

13. ‘Where _ _ ___John?, _ __ _ he with Mary?’ ‘Yes, they ___ _ _ in the sitting-

room.’

14. ‘Johnny, _ _ _ _ you a man?’ ‘No, I _ _ _ _ _ not a man.’ I _ _ _ _a boy.’

15. ‘What _ _ _ _ _ that on the table?’ ‘My English book _ _ _ _ _on the table.’

16. Where _ _ _ _ _ John and Peter?’ ‘They _ _ _ _ in the garden.’

17. ‘Where _ _ _ __ _ Manchester? _ __ _ _ is in England.

18. ‘Good morning, _ _ _ Mr Evans in the house?’ ‘No, he _ _ _ _ _ in the garden.’

19. ‘Where _ _ _ _ _ the cat?’ ‘The cat and the dog _ _ _ __ _ with Mrs Smith.’

20. ‘Where _ __ _ the books?’ ‘One _ _ _ _ on the chair and two _ _ _ _ on the table.’

GRAMMAR 1

1. Write the correct form of the verb “to be”.

Example: The house is very nice. It is a nice house.

The boys are tall. They are tall boys

1. This dog ________ white. It _________ a white dog.

2. ______ these books interesting? Yes, they _______ interesting books.

3. Mr Brown _______ tall. He _______ a tall man.

4. The table ______ not small. It ______ a big table.

5. ______ the gardens nice? Yes, they are _______ nice gardens.

6. The door ______ big. It _______ a big door.

7. _______ the house green? No, it _____ not green.

8. The dog and the cat ______ in the garden.

9. “______ David and Jane in the sitting-room?” “No, they _____ in the kitchen.”

10. “Chris, where _______ you?” “I ______ in the garden.”

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Proust ELT - stanleypublishing.es go ahead full v2.pdf · ELT NEW GO AHEAD Happy Teaching! ENGLISH COURSE Life is a journey Have a good trip! Proust