5

1 Trains & boats & planes

Grammar he/she/it + verb; Do …? and
Does …?; always, sometimes, never
Unit 5 Grammar presents he, she, it + verb; Do …? and Does …?; always, sometimes,
never. The language is presented in an online magazine interview. This acts as a
model for students to talk about their daily routine in the Task section. Draw students’
attention to the grammar heading immediately after the title of the unit.

INTRODUCTION 1 Check students understand the tile of the unit.

Look at the pictures and the interviews from the High flyer magazine.
Point to the people and elicit comments about them (name, age, nationality, job, etc.).
Check vocabulary: commute, freelancer, hang out, countryside, late.
5.1 Play the recording once, one interview at a time. Students listen.
Play the recording again from beginning to end. Students listen and read the
interviews.

2 Read through the sentences with the class first to clarify meaning, if required.
Students complete the true/false activity individually and then compare answers
in pairs.
Check answers, whole class.
You could ask students to correct the false sentences.

Focus
Go through the examples orally.
Focus students’ attention on the use of -s, does and doesn’t for the he/she/it forms.
Highlight the pronunciation of does /dʌz/.
Students complete the rules individually and then compare answers in pairs.
Check answers, whole class.
Read the adverbs of frequency. Explain that we use always, sometimes, and never
to say how often we do things.
Students find examples of the adverbs in the interviews in 1.
In pairs, students put the adverbs in the correct place.
Check answers, whole class.
The Review section on pages 52 and 53 of the Student’s Book provides notes
on the language as well as written practice exercises. These can be done as self-
study or in class time.

PRACTICE 3 Look at the picture. Elicit ideas as to where it is (Rio de Janeiro).

Check vocabulary: come from, energy company, main office.
Go through the first two sentences orally to provide a model, if required.
Students complete the sentences individually and then compare answers in pairs.

4 5.2 Play the recording. Students listen and check their answers.
Play the recording again, pausing to elicit answers.
Focus carefully on the pronunciation of the third person ending of the verbs in 3.
Write /s/ and /z/ on the board and ask students to classify the verbs under the two
headings (/s/: works, gets, speaks, eats /z/: lives, goes).
Students read the text in 3 in pairs.
Monitor pronunciation and support students, if required.

24 Unit 5
 5 Students make questions individually and then compare answers in pairs.
Check answers, whole class.
Students do choral and individual repetition of the questions.

6 Students take turns to ask and answer the questions in 5 based on the
information in 3.
Monitor the correct use of questions and the correct verb endings.

7 Students complete the questions individually.

Check answers, whole class.
Students do choral and individual repetition of the questions.

8 Model one or two questions to the class to focus on the pronunciation of

Do you /də jə/.
Students work in pairs and take turns to ask and answer the questions in 7.
Watch the video for Encourage them to give further information when they answer, e.g. Do you take
more practice.
the train to work? No, I don’t. I take the car.

TASK 9 Invite different students to tell the class about their partner.

Follow-up activity
Students work in pairs with books closed and ask each other questions about Matt, Lisa,
and Egil:
A Does Lisa live in the countryside?
B Yes, she does.
Alternatively, the person asking the questions has the book open.

Grammar file, page 72

This is a question and answer loop for a whole-class activity.
Give each student a card at random. (If the class is small, some students might have more than
one card.)
The student with the Start card begins and asks the first question.
The student with the matching answer on their card gives the answer and then asks a new
question (the one on their card), and so on.
Time how long it takes the class to complete the loop.
Distribute the cards again and see if the class can complete the loop in a shorter time.
If you have more than one class at the same level, make it an inter-class competition.

Vocabulary Getting around

1 Initially, elicit the means of transport students already know by asking them to
brainstorm. Collate their ideas on a mind map on the board.
Students look at the pictures. Ask for ideas as to which cities/countries they were
taken in.
Students match the means of transport with the pictures individually and then
compare answers in pairs.
Check answers, whole class.

2 Read through the names of the people first. Elicit ideas for the nationality of the
people or the countries they are from.
5.3 Play the recording. Students listen and write the means of transport.
Check answers, whole class.

Unit 5 25
 3 Students ask and answer questions in pairs.
Monitor pronunciation of the verb endings.

4 Students ask and answer questions in pairs about their own journey to work.
Do a class survey of how many students use each means of transport.

5 Students work in pairs to complete the sentences.

Encourage use of a dictionary to find out the meaning of unknown words.

6 5.4 Students listen and check their answers.

Play the recording again, pausing to elicit answers.

7 Students work individually to consolidate the new vocabulary with the true/false
activity.
Students compare answers in pairs.
Check answers, whole class.
You could ask students to correct the false sentences.

Follow-up activity
Students work in pairs with books closed and ask each other how the people in 2 travel
to work:
A How does Pedro get to work?
B He goes by car.
Alternatively, students play a yes/no game:
A Does Pedro travel to work by car?
B Yes, he does.

There are more written practice exercises in the Review section on page 54 of the
Student’s Book. These can be done as self-study or in class time.

Vocabulary file, page 73

This is based on the memory card game pelmanism.
Students spread the cards out face down on the table in two groups (picture cards / sentence
cards).
The first student turns over a picture card and a sentence card. If the picture matches the
sentence, the student reads out the sentence, keeps the cards, and has another go. If not, they
turn the cards face down again and the second student goes. This continues until students
have made pairs with all the cards. To win the most cards, a student will need to remember the
position of the picture cards and sentence cards on the table.

Work skills Telephoning 2

1 Practise the alphabet by writing letters at random on the board and asking
students to say them.
Students recite the alphabet in pairs.
Practise telephone numbers by writing numbers on the board and asking
students to say them.
Look at the pictures. Elicit what the situation could be (e.g. the woman on the
phone wants to speak to the man in the meeting).
5.5 Play the recording. Students listen and read the telephone conversation.
Check vocabulary: meeting, message, extension.
Students practise the conversation in pairs.

26 Unit 5
 2 Students complete the true/false activity individually and then compare answers
in pairs.
Check answers, whole class.
You could ask students to correct the false sentences.

3 Explain that this is an email message for Rob after the phone call in 1.
Students complete the email individually.
Check answers, whole class.

4 Set students a time limit of three or four minutes to make as many sentences as
possible.
Students report back in pairs and then to the whole class, if appropriate.

5 Students work in pairs to consolidate the telephone language more freely.

Demonstrate one telephone conversation first with a strong student to provide a
clear model, if required.
A few pairs could perform their conversations in front of the class, if appropriate.

Follow-up activity
Students work in pairs. Student A asks to speak to different people. Each time, Student
B says it is not possible, and gives a different reason why not:
A Can I speak to Mr Smith, please?
B No, I’m sorry. He’s in a meeting.
A OK, can I speak to Ms Brown, please?
B No, I’m sorry. She’s on a business trip.
A Well, can I …

There are more written practice exercises in the Review section on pages 54 and
55 of the Student’s Book. These can be done as self-study or in class time.

Work skills file, page 74

Write the first line of the conversation on the board to help students, if necessary.
You could make the first part of the activity competitive by seeing which pair completes the
task first.
Demonstrate a few of the follow-up conversations with strong students before students
continue in pairs.
Answers
1 Mara Hello. Mara Howard speaking. Can I help you?
2 Rory Yes, please, Mara. It’s Rory here. Rory Thomas. Is Peter Acer in?
3 Mara No, he’s not. He’s on a business trip today. Can I take a message?
4 Rory Yes, please. Could you ask him to call me tomorrow? In the London office.
5 Mara OK, Mr Thomas. Does he have the number?
6 Rory No, I don’t think so. It’s 020 345 2233456.
7 Mara Is that the reception?
8 Rory Yes, it is. Tell him to ask for extension 22.
9 Mara Extension 22. OK. I’ll ask him to call you tomorrow.
10 Rory Thanks, Mara. Bye.

Functions Talking about things you like;

making suggestions
INTRODUCTION 1 Find out which students have been to London.
Elicit the names of famous buildings and sights in London.

Unit 5 27
 Read through the three texts and clarify any unknown vocabulary, e.g. quiet,
flower garden, open spaces, fashion, collection, furniture, department store.
Students match the places with the pictures.
Check answers, whole class.
Ask students which of the places they would like to visit.

2 Read the rubric with the class. Explain that Kenichi works for Nissin, a Japanese
food company. He is in London on a business trip. His wife and daughter are with
him. Lara makes suggestions for Kenichi’s free day based on the things that they
all like doing.
5.6 Play the recording. Students listen and complete the table.
Check answers, whole class.

Focus
Read through all the examples with the class.
Students complete the rules individually and then compare answers in pairs.
Check answers, whole class.
The Review section on page 55 of the Student’s Book provides notes on the
language as well as written practice exercises. These can be done as self-study or
in class time.

PRACTICE 3 Read through the example conversation first and clarify the task. Explain that
students replace the highlighted words with the ideas in 1–10.
Read through the ideas in 1–10 with the class. Clarify any unknown vocabulary.
Look at the pictures. Elicit ideas as to what the places / things are. (These are
all things you can see or do in London: Spaghetti House restaurant, Hyde Park,
National Gallery, London tour bus, Empire cinema, Harrods department store.)
Demonstrate one or two conversations first with a strong student to provide a
clear model.
Students practise the conversation in pairs.
A few pairs could perform their conversations in front of the class, if appropriate.

Follow-up activity
Students work in pairs with books closed and suggest what to do in London:
A I like shopping and I’m free tomorrow.
B Why don’t you go to Harrods?

TASK 4 Students have the opportunity to personalize the language by relating the
activity to their own hometown/country.
Students could write up their conversations for consolidation.

Functions file, page 75

This is a whole-class mingling activity.
Give out the place cards and sentence cards to students at random. (If the class is small, some
students might have more than one card.)
Tell students they have to find the person with the matching place card or sentence card. To
do this, they should mingle and the students with the sentence card say their sentence to
different students until they find their partner. Tell students not to show their card to anybody
else. They could memorize what’s on their card and leave the card on their desk.
When they have found their partner, the student with the place card should make a
suggestion to the other student using the place on their card.

28 Unit 5