2A 

Families

2 OVERVIEW Introduction
The goal of this lesson is for Ss to talk about their family. To
help them achieve this, they will study family vocabulary and
possessive adjectives and the possessive ’s.
2A  Families
Goal  |  talk about your family Warm-up
Grammar  |  possessive ’s, I/my, you/your, etc
Display a picture of a famous family, likely to be known to Ss. Ask
Vocabulary  | family
Ss what they know about this family (where they are from, what
GSE learning objective
they do, etc.) and perhaps elicit some names of family members.
Can talk about the family in a basic way, given prompts
Show and teach the word family tree. Show Ss how the tree
2B Everyday things shows relationships of marriage and children (but do not teach
Goal  |  talk about everyday objects vocabulary for the relationships at this stage). Tell Ss that today’s
Grammar  |  this, that, these and those lesson is about families.
Vocabulary  |  everyday objects (1)
GSE learning objective
Can talk about everyday things (e.g. people, places, job, study) Vocabulary
in a basic way
Family
2C Numbers
1 Ask Ss to look at the photos and to complete the family tree
Goal  |  ask questions about other people
with the names of the people in the photos. Go through the
Grammar  | question words with be
Vocabulary  |  numbers 1–100 answers as a class.
GSE learning objective
Can ask simple questions about other people (e.g. their name,
Answers: María – mother  José – brother
age, where they live, things they have) Luisa – brother’s wife  Alonzo – son

2D English in action
Goal  |  pay for things in a shop Vocabulary checkpoint
GSE learning objective The family tree shows a range of males and females with
Can say a range of basic numbers, quantities and prices various jobs. Point out that we don’t usually have gendered
titles for jobs and there is no need to say male or female
Roadmap video nurse/doctor, etc. Remind Ss to use a/an before job titles.
Go online for the Roadmap video and worksheet.
There are a few gendered titles such as waiter/waitress,
Check and reflect but these days most people use gender neutral terms
Review exercises and communicative activities to review the wherever possible.
grammar and vocabulary from the unit.
2a Point out the male and female icons in the table. Ask Ss to
VOCABULARY BANK complete the gaps in the table using the words in the family tree.
They only need to put the family word, not my. Ss can work alone,
2A Family
then compare in pairs.
2B Everyday objects
Answers: 1 mum  2 father  3 daughter  4 brother  5 wife
DEVELOP YOUR SKILLS
b 2.1  Play the recording for Ss to check their answers. When
2A Develop your reading they finish, elicit answers onto the board and play the recording
Goal  | read a description of a photo again for Ss to repeat. Elicit the word stress for the family words
Focus  | understanding subject pronouns and possessive and mark it on the board. Point out that all the two-syllable words
adjectives are stressed on the first syllable. This is a common stress pattern
GSE learning objective for two-syllable nouns.
Can recognise some familiar words related to themselves and
their family (e.g. ‘girl’, ‘brother’)
Pronunciation checkpoint
2B Develop your writing Ss should record stress of new vocabulary items to help
Goal  |  complete a form them remember how to pronounce them. It’s a good idea to
Focus  |  completing forms mark this on the board using a different colour to show that
GSE learning objective it’s not part of the word. You could also draw attention to
Can complete simple forms with basic personal details
vowel sounds that Ss might find surprising, such as the /ʌ/ in
2C Develop your listening brother, mother and son.
Goal  |  understand a description of classmates
Focus  |  understanding numbers
Answers:
GSE learning objective
Can understand cardinal numbers 21–100 6 mother mum daughter sister wife
7 father dad son brother husband

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 3 Refer Ss to the family tree in Ex 1 again and ask them to Grammar

Unit 2
complete the sentences with family words. Complete the first one
or two as a class to ensure Ss are clear about what to do, then ask Possessive ’s, I/my, you/your, etc.
them to continue alone. Ask Ss to compare in pairs before going 5 Focus on the grammar box and read it with the class. Explain
through the answers. Point out that children is an irregular plural, that we use ’s to show possession either after a person’s name
and doesn’t end in s. (as in the first example) or after a noun (as in the second).
We can also show possession with possessive adjectives. We don’t
Answers: 1 daughter  2 husband  3 son  4 brother  use ’s with these. Write an example sentence on the board and
5 father  6 wife  7 children  8 parents ask Ss to identify the possessive adjective, e.g. Alice is my sister.
Then ask Ss to look at Ex 4b again and use the words in bold to
complete the gaps in the grammar box.
VOCABULARY BANK 2A  p137
Family
Grammar checkpoint
These optional exercises build on the lexical set in the
Ss may remember coming across apostrophes in Lesson 1B.
vocabulary section.
Point out these had a different function; to contract verb
1  Ss complete the sentences with the words from the box,
forms. The meaning of the sentence tells us whether ’s is
then check in pairs. Check answers as a class.
being used as a contraction or to show possession.
Answers: 1 parents  2 grandad  3 grandma  4 uncle 
5 aunt  6 cousins  7 nephew  8 niece  9 boyfriend 
Answers: 1 my  2 his  3 its  4 our  5 their
10 girlfriend

2  Ss discuss the names of family members in pairs. In 6a 2.3  Write the first pair of sentences on the board and say
feedback, nominate a few Ss to share their answers with them. Ask Ss if they can hear a difference in the pronunciation of
the class. their and they’re (they sound the same). Discuss the difference
in meaning (see Grammar checkpoint). Ask Ss to listen to the
sentence pairs and decide if the highlighted words sound the
Optional alternative activity
same or different and which one is a possessive adjective (Their,
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in His, Your) or contracted verb form (They’re, He’s, You’re). Play the
the next class. recording. Check answers as a class.

Further practice Answers: 1 same  2 different  3 same

Photocopiable activities: 2A Vocabulary, p152
b Ask Ss to listen again and repeat chorally and individually.
7 2.4  Ask Ss to underline the correct words, using the
Listening grammar box to help them, then listen to the recording and check.
Go over the answers and deal with any questions.
4a 2.2  Ask Ss to look at the photos and listen. They should
number the photos in the order that they hear them. Ask Ss to
Answers: 1 my  2 your  3 their  4 father’s  5 He’s  6 Her 
check together, then go through the answers.
7 your  8 our  9 His  10 friend’s
Answers: 1 A  2 C  3 D  4 B
Optional extra activity
Audioscript 2.2 Ss read the conversation aloud in pairs. When they finish, they
change roles.
1 This is my family. This is my husband, Jon, and our son. His name
is James.
2 This is a photo of my children. Their names are Yuriko and Shinya.
And this is our dog. Its name is Aki. GRAMMAR BANK 2A  pp.118–119
3 This is a photo of my brothers. Their names are Jan, Karol and Tomasz. Stronger classes could read the notes at home. Otherwise, go
4 This is a photo of my parents. My father, Tony, is from Canada. over the notes with Ss. In each exercise, look at the example
His family are in Vancouver. My mother’s name is Lily. as a class. Ss work alone to complete the exercises, then
check their answers in pairs. In feedback, check answers with
Optional alternative approach the whole class. Ss can refer to the notes to help them.

Before they listen, Ss talk in pairs about what they can see in the Answers:
photos and what they think the relationships are. This provides 1 1 Samia is Nick’s wife.
extra practice of the vocabulary as well as preparing them for the 2 Ana is Raquel’s sister.
listening. 3 Peter’s office is near here.
4 That’s my friend’s school.
b Ask Ss to listen again and complete the sentences, then put 5 They’re Mike’s students.
them in pairs to compare and check. Follow with whole-class 6 Eddie is Fran and Steve’s son.
feedback and write answers on the board. 7 My brother’s children are at university.
8 Rover is my parents’ dog.
Answers: 1 husband, son  2 children  3 brothers  2 1 your  2 Our  3 Her  4 His  5 Their  6 my  7 its  8 your
4 parents, father, mother
Further practice
Photocopiable activities: 2A Grammar 1, p150;
2A Grammar 2, p151

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 Speaking
Unit 2

Prepare
2B  Everyday things
8 Tell Ss they are going to talk about their own families. Ask Ss
to find a photo on their phones or in their wallets. If Ss don’t have
a photo of everyone together, allow a few minutes for them to Introduction
choose several photos. If they don’t have any photos, they draw The goal of this lesson is for Ss to talk about everyday objects.
a picture. To help them achieve this, they will study this , that , these  and
those and learn vocabulary for common objects.
Speak
9 Read through the example with the class. Point out the phrase
Warm-up
This is … to introduce someone. Ask Ss to take turns to show their
photo(s) to their partner and talk about their family. Encourage Ss Write the following categories on the board: jobs, countries, family.
to ask questions about their partner’s family. Ask Ss to write as many words as they can remember for each
category in one minute, then compare in pairs. See how many
Optional alternative approach they have got and, if appropriate, talk about the need for revising
With weaker classes, model this task by showing and talking and remembering new vocabulary. Tell Ss today they will learn
about your own family. Encourage Ss to ask questions and drill and vocabulary for everyday things.
correct these before Ss move on to repeat the activity with their
own family pictures.
Vocabulary
Optional extra activity Everyday objects (1)
Ask Ss to find a photo of a famous person with their family. They 1a Ask Ss to work in pairs and to decide where the people in the
work in pairs: one student is the famous person and the other is pictures are.
an interviewer. They use the photo for a roleplay interview based
on the conversation in Ex 9. Answer: in an office

b Now ask Ss in their pairs to look at the pictures more closely and
Reflection on learning to match the objects with the words.
Write the following questions on the board:
How many family words can you remember? Write a list, then Answers: 1 f  2 j  3 e  4 l  5 k  6 b  7 g  8 d  9 h 
compare with a partner. Check your spelling. 10 i  11 c  12 a
Can you write two possessive sentences, one with a possessive
’s and one with a possessive adjective? 2 2.5  Play the recording for Ss to listen and repeat the words.

Put Ss in pairs to discuss the questions. When they have 3 Ask Ss to look at the first photo and the example conversation.
finished, ask if anyone wants to share their ideas with the Drill the question and answer. Put Ss in pairs to ask and answer
class, but don’t force them to if they’d rather not. about the remaining objects in the same way. Monitor, helping
with pronunciation where necessary. When Ss finish, discuss the
answers as a class.
Homework ideas
Ex 9: Write sentences about the people in the picture. Answers: 1 It’s a pen.  2 It’s a clock.  3 It’s a chair.  4 It’s a book. 
Grammar bank: 2A Ex 1–2, pp.118–119 5 It’s a cup.  6 It’s a key.  7 It’s a box.  8 It’s a phone.
Workbook: Ex 1–6, p10
App: grammar and vocabulary practice 4 Tell Ss that they are going to talk about items in the classroom.
Read the example with the class, then ask Ss to look for the items
from Ex 1 and take turns to name them, using It’s a … . Monitor as
Fast route: continue to Lesson 2B
they work and help as necessary.
Extended route: go to p89 for Develop your reading
Optional extra activity
Provide sticky notes for Ss to label the classroom. Encourage them
to do this at home as well, to build their vocabulary.

VOCABULARY BANK 2B  p137

Everyday objects
These optional exercises build on the lexical set in the
vocabulary section.
1  Ss match the words with the objects in the picture alone,
then check in pairs. Check answers as a class.

Answers: 1 newspaper  2 screen  3 backpack 

4 keyboard  5 wallet  6 passport  7 handbag  8 umbrella 
9 credit card  10 money  11 glasses  12 laptop

2  Ss discuss the objects they have with them in pairs. In

feedback, nominate a few Ss to share their answers with
the class.

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 Optional alternative activity Grammar

Unit 2
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in this, that, these and those
the next class. 6 Refer Ss to the grammar box. Ask Ss which words are singular
(this, that) and how they differ (distance from the speaker). Then
Further practice
ask them to use the conversation in Ex 5b to help them complete
Photocopiable activities: 2B Vocabulary, p155 the first gap. Check as a class. Ss should work alone to complete
the other gaps, then check in pairs. Go through the answers and
deal with any questions.
Listening
5a Ask Ss to look back at the pictures in Ex 1, then listen
2.6 
Answers: 1 this  2 that  3 these  4 those
and choose which picture matches the recording. Check the
answer with the class. 7a 2.7  Ask Ss to look at the pairs of sentences. Explain
that they should listen and tick the one they hear first. Play the
Answer: Picture B recording, allow Ss to compare with a partner and play a second
time for them to check. Go through the answers with the class.
b Refer Ss to the conversation and ask them to listen again
and complete the gaps. Ask Ss to compare in pairs and play the Answers: 1 b  2 b  3 a
recording again as needed. Go through the answers as a class and
write them on the board. Ask Ss how we know if a word is plural b Play the recording one more time, so that Ss can repeat after it.
(It has an s at the end) and if they can remember a plural that is Audioscript 2.7
different (children).
1 These are my keys. This is my key.
2 This is my book. These are my books.
Teaching tip 3 What’s in this box? What’s in these boxes?
Ss can find listening difficult and even stressful. If they compare
answers after they listen, they can help each other, then listen
again. Generally, Ss should listen to a recording at least twice. Pronunciation checkpoint
It’s a good idea to write the answers on the board as you go The pronunciation difference here is both about the length
through them, so that weaker Ss can catch up. If they have of the vowel sound and the quality of the final consonant.
struggled with a recording, then play it again once you have This has a short vowel /ɪ/ and ends with /s/. These has a
checked the answers as a class, so that they can hear the long vowel /iː/ and ends with /z/. If your Ss struggle to
correct answers in context. notice this, you can help them by showing the different
mouth shape – spread lips for /iː/ vs neutral lips for /ɪ/.
To hear the final consonant /s/ or /z/, ask Ss to place their
Answers: 1 desk  2 keys  3 computer  4 desk  5 photos  hand on their throat when making each sound. With /z/ they
6 chair will feel a vibration as the sound is voiced, with /s/ there is
no vibration. Ss’ pronunciation doesn’t need to be perfect,
Audioscript 2.6 but they should aim to hear the difference even if they can’t
Max: Hi. Are you Carla? reproduce it.
Carla: Yes, I am.
Max: I’m Max. Nice to meet you. 8 2.8  Ask Ss to complete the gaps, using the pictures to help
Carla: Nice to meet you, too.
them, then listen and check.
Max: Welcome to the company. This is our office. And this is your desk.
Carla: OK.
Max: These are your keys for the office. Answers: 1 that  2 those  3 this, That  4 those, these
Carla: OK.
Max: This is your computer and this is the password. 9a Name half the class A and the other half B. Refer them to the
Carla: Great. pictures in Ex 1. Ask Ss to use their dictionaries to help them label
Max: And that is my desk. Please ask me for help. the things in their pictures. Monitor and help. Ask Ss to compare in
Carla: Thank you. Are those photos of your family? AA/BB pairs and practise saying the words.
Max: Yes. That’s my son and that’s my daughter.
Carla: Very nice.
Max: Thank you. OK. Any questions?
Answers:
Carla: Yes, where’s my chair? In picture A: table, chair, clock, phone, whiteboard, pen(s), cup,
Max: Oh. Sorry. It’s in the meeting room! laptop, window
In picture B: desk(s), computer(s), pen(s), key, photo(s), books,
light, flipchart

Optional alternative approach

With weaker classes, give Ss A and B a list of the items to label
their pictures, then check as a class or ask them to use their
devices or dictionaries.
List for Ss A:
a door  a flipchart  a laptop  a plant  a rug  a window
List for Ss B:
a cushion (cushions)  a door  a keyboard  a light  a monitor 
a mouse  a picture  a plant (plants)  a rug

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 b Refer Ss to the example conversation and ask a stronger pair
Unit 2

to model the activity. Ask Ss to work in A/B pairs, asking and 2C  Numbers
answering about the objects in the pictures. They can write the
names of the new items they learn on their pictures. Monitor
and listen to how Ss pronounce the new words and, when they
Introduction
finish, have a final round-up, drilling any words that they had
difficulties with. The goal of this lesson is for Ss to ask questions about other
people. To help them achieve this, they will study vocabulary for
GRAMMAR BANK 2B  pp.118–119 question words with be, as well as numbers 1–100.
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, look at each Warm-up
example as a class. Ss work alone to complete the exercises, Count the numbers 1–10 around the class as fast as possible, with
then check their answers in pairs. In feedback, check each student saying a number in turn. When you reach ten, count
answers with the whole class. Ss can refer to the notes to backwards down to one and back up again, depending on the size
help them. of the class.
Answers:
1 1 this  2 this  3 are  4 Those  5 word  6 is  7 students 
8 These Vocabulary
2 1 They’re cups.  2 They’re keys.  3 They’re boxes.  Numbers
4 They’re phones.  5 They’re photos.  6 They’re buses. 1a Ask Ss to take turns to find the numbers, say them and
match them with the words in the box. When they finish, elicit
Further practice answers by saying, What number’s on the car? etc. and drilling the
pronunciation of numbers if needed.
Photocopiable activities: 2B Grammar 1, p153;
2B Grammar 2, p154
Answers: 1 one  2 two  3 three  4 four  5 five  6 six 
7 seven  8 eight  9 nine  10 ten
Speaking
Prepare Culture notes
10 Ask a stronger student to read the instruction to the class or Photo 10 shows the door of 10 Downing Street. This is the
read it yourself. Write a few useful sentence starters on the board home of the British Prime Minister and the headquarters of the
to help Ss and ask them to write endings to ensure they can use British Government.
both singular and plural. This is your/our/the … These are your …
b 2.9  Ask Ss to read the numbers 11–19, listen and repeat
Speak after the recording.
11 Put Ss in pairs of A and B. Explain that A is going to give a c 2.10  Refer Ss to the numbers 20–100. Ask them to read
tour of the meeting room. Ask A to speak first. Monitor and listen, them, then listen to the recording and repeat the numbers.
helping where necessary. When they finish, ask pairs to change
roles. Optional extra activity
Ask pairs to discuss which birthdays are important in their country.
Optional extra activity Compare as a class.
With stronger classes, encourage Ss playing the new worker to
ask questions, Is this /that my … ? Fast finishers can improvise a 2 2.11  Write the first number pair on the board and say them,
conversation where they introduce their partner to the classroom. so that Ss can hear the difference. Point out that in numbers
ending -ty, the stress is on the first syllable and in numbers
ending -teen, the stress is on the second syllable. Ask Ss to listen
Reflection on learning and circle the number that they hear. When you go through the
Write the following questions on the board: answers, drill chorally.
What activity did you enjoy most today?
Look around. How many everyday items can you name? Answers: 1 13  2 14  3 50  4 16  5 70  6 80  7 19
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the 3a Ask Ss to read the numbers and write down the next seven
class, but don’t force them to if they’d rather not. numbers in the sequence. They should write the numbers in
words, not figures.
Homework ideas
Answers: twenty-four, twenty-five, twenty-six,
Grammar bank: 2B Ex 1–2, pp.118–119 twenty-seven, twenty-eight, twenty-nine, thirty
Workbook: Ex 1–7, p11
App: grammar and vocabulary practice b 2.12  Put Ss in pairs to listen to the recording and check their
answers. Then ask Ss to listen again and repeat the numbers.
Fast route: continue to Lesson 2C
Extended route: go to p90 for Develop your writing

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 Optional extra activity Audioscript 2.13

Unit 2
Play a game of Bingo: draw a grid of six squares on the board and Woman: Look at this. These people are great!
Man: Oh yeah?
ask Ss to copy it, then write numbers of their choice in the boxes,
Woman: Yes, look at this photo. This is Anna Chubb. She’s from Canada.
in random order. Say a list of numbers in random order. Make a
She’s a teacher.
note of the numbers as you say them. Ss listen for their numbers Man: How old is she?
and circle each one as you say it. The first student to circle all of Woman: She’s 99!
their numbers calls out BINGO! Start with 1–10. With stronger Man: Really? Wow!
classes, go on to use numbers 1–30. Woman: And this is Bill Gooch. He’s from the UK.
Man: How old is he?
Further practice Woman: He’s 85 years old.
Man: What’s his job?
Photocopiable activities: 2C Vocabulary, p158 Woman: He’s a taxi driver.
Man: Amazing!
Woman: Yeah.
Listening Man: And what’s his name?
Woman: His name is Satoru Goto. He’s 51 and he’s a football player.
4a 2.13  Put Ss in pairs and ask them to listen to the recording, Man: Wow! Where’s he from?
then work together to add the people’s ages to their profiles. The Woman: He’s from Japan.
answers will be checked in the next activity.

Teaching tip Grammar

Although Ss have limited English, they can still be encouraged Question words with be
to use natural-sounding speech. Using the phrase, I think 5 Refer Ss to the table. Ask them to use the profiles to help them
she’s about 40 or 50 sounds completely natural and will give choose the correct options. With weaker classes, do this as a
Ss confidence to work at sentence level rather than just say a class. Elicit answers and manage any questions.
number. Similarly, use natural English in your instructions and
praise to reinforce English speech patterns. Answers: 1 before  2 before

Answers: Anna = 99  Bill = 85  Satoru = 51

6a 2.14  Tell Ss to listen to the questions, paying particular
attention to the pronunciation of the words in blue,
b Ask Ss to listen again and complete the missing information in b Ask Ss to listen to the questions again and repeat chorally after
the profiles. They may need to listen twice. Ask Ss to compare in the recording. Monitor and make sure they pronounce both forms
pairs after they listen, then ask individuals for their answers and correctly.
write them on the board. 7 Tell Ss to write the questions for the answers provided. They
can use the profiles to help them.
Answers:
Optional alternative approach
What’s her name?  Anna Chubb
How old is she?  99 This approach is suited to weaker classes, classes that struggle
Where is she from? Canada with writing skills and to encourage collaboration and speaking.
What’s her job?  She’s a teacher. Print out sets of questions and answers and cut them up. Give
What’s his name?  Bill Gooch pairs or threes the sets to match up, then conduct feedback.
How old is he?  85
Where is he from?  The UK Answers:
What’s his job?  He’s a taxi driver. 1 Where is he from? / Where’s he from?
What’s his name?  Satoru Goto 2 What is his job? / What’s his job? 
How old is he?  51 3 What is her name? / What’s her name?
Where is he from?  Japan 4 Where is she from? / Where’s she from?
What’s his job?  He’s a football player. 5 Where are they from?

8a Ask Ss to write the names of three family members.

b Write the names of three people on the board and tell Ss they
are from your family. Make sure you include male and female
examples. Tell Ss to ask you about their age and jobs. Elicit and
drill the questions and answer them. Refer the Ss to the further
example in their book. Then ask Ss to use their own three names
and repeat the activity in pairs.

Pronunciation checkpoint
Show Ss how when two adjacent words have a consonant
beside a vowel, they link across a phrase, so the words run
together, e.g. How old is she? Show these links on the board.
Point out that we don’t usually hear /w/ at the end of how,
but we do when it’s followed by a vowel.

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 Optional extra activity
Unit 2

Ss repeat the activity with famous people and include Where’s 2D  English in action
he /she from?

Introduction
GRAMMAR BANK 2C  pp.118–119
The goal of this lesson is for Ss to practise the language of paying
Stronger classes could read the notes at home. Otherwise,
for things in a shop. To do this, they will practise saying the names
go over the notes with Ss. In each exercise, look at the
of items, prices and quantities in this context.
example as a class. Ss work alone to complete the exercises,
then check their answers in pairs. In feedback, check answers
with the whole class. Ss can refer to the notes to help them. Warm-up
Ask Ss to put two or three of their possessions on one table in the
Answers:
classroom (preferably items from Lesson 2B vocabulary). Then
1 1 Where  2 Who  3 What  4 How  5 What  6 Where 
ask Ss to mingle and ask and answer questions about the objects
7 How  8 When
on the table.
2 1 c  2 e  3 d  4 g  5 a  6 f  7 b  8 h
Is this your pen?  Yes, it is. / No, it isn’t.
Are those your keys?  Yes, they are. / No, they aren’t.
Further practice
After a couple of minutes, tell the Ss to take back their
Photocopiable activities: 2C Grammar 1, p156; possessions, saying what they are.
2C Grammar 2, p157 This is my phone. This is my book.

1 Ask Ss to look at the pictures and identify the items they see.
Speaking With weaker classes, provide a list of words on the board, or on
a handout, for them to match. Go through the answers as a class
Prepare
and drill.
9 Name Ss A and B. Ask them to turn to the relevant pages to see
the incomplete profiles. Ask them to think of the questions they
Possible answers: chairs, desks, books, pens, cups, photos,
will need to find the missing information. Go over the questions
clocks, boxes, a computer, a phone
from Ex 5 again if you think Ss need it and write them on the
board. 2a 2.20  Tell Ss they will hear a conversation in a shop and
they should listen for the items that the man buys. Play the
Speak
recording for Ss to listen and tick the items in the picture. Ss can
10 Ask Ss to work in pairs to ask and answer their questions and
then check in pairs. Go through the answers as a class.
complete the missing information in their profiles. Monitor the
activity, making a note of any mistakes you hear or problems with
Answers: He buys the clock and the cups.
language. When Ss finish, go through the answers and resolve the
language issues that you noted down.
Audioscript 2.20

Teaching tip Harry: Excuse me. How much is this book?

Shop assistant:  That’s £9.99.
Ss improve and gain confidence the more they practise.
Harry: And how much are those cups?
Encourage them to notice this by giving feedback between Shop assistant: It’s £12 for four cups.
each stage of a roleplay or speaking activity and by asking Ss Harry: And how much is that?
to reflect on whether they noticed an improvement. Ss need Shop assistant: The clock?
to monitor their own language in order to keep improving, so Harry: Yes.
getting them to correct language at the board is another good Shop assistant: Hmm. It’s £15.99.
Harry: OK. The clock and the cups, please.
technique to use after speaking activities.
Shop assistant: OK.
Harry: Oh. And how much is this?
Shop assistant: That pen is £2.
Reflection on learning
Harry: Oh. OK. So, how much for the clock and the cups?
Write the following questions on the board: Shop assistant: That’s £27.99, please. Cash or card?
Can you say numbers from 1 to 100? Harry: Cash, please. Here you are.
What questions can you ask about other people? Shop assistant: Thank you. Here’s your change.
Harry: Thank you.
Put Ss in threes to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not. b Refer Ss to the Useful phrases and read them through.
Demonstrate the meaning of Here you are by miming giving
something as you say it. Tell Ss they should listen to the conversation
Homework ideas
again and tick the phrases they hear. Play the recording, twice if
Ex 8A: Write sentences about one of the people. necessary. Ask Ss to check in pairs, then go through the answers.
Grammar bank: 2C Ex 1–2, pp.118–119
Workbook: Ex 1–6, p12 Answers:
App: grammar and vocabulary practice Ss should tick the following phrases:
How much is this book?  How much are those cups?
How much is this?  How much is that?  Here you are.
Fast route: continue to Lesson 2D
It’s £12.  That’s £9.99.  It’s £15.99.  That’s £27.99, please.
Extended route: go to p91 for Develop your listening
Cash or card?  Here’s your change.

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 c 2.21  Play the recording, pausing after each phrase for Ss to

Unit 2
repeat. Ss in weaker classes can read the phrases as they listen. 2 Check and reflect
Repeat as needed.
3a Refer Ss to the conversation and ask them to work alone to
complete it with the correct phrases from the box. Allow plenty
Introduction
of time for this and check or support Ss as needed. Ask pairs to
compare answers, then go through them as a class. Ss revise and practise the language of Unit 2. The notes below
provide some ideas for exploiting the activities in class, but you
Answers: 1 How much is  2 It’s / That’s   3 how much is  may want to set the exercises for homework or use them as a
4 How much are  5 That’s  6 Cash or card  diagnostic or progress test.
7 Here’s my card. / Here you are.  8 Here’s your card.
1 Ss work in pairs to complete the sentences with the correct
family words. Go through the answers as a class.
b Ss practise the conversation in pairs. When they finish, ask Ss to
say the conversation in open pairs across the class.
Answers: 1 husband  2 wife  3 son  4 daughter  5 brother 
Optional extra activity 6 parents  7 sister  8 father

With stronger classes and classes that need more speaking 2 Ss work alone to rewrite the phrases using the possessive ’s.
practice, Ss repeat the conversation using other items and prices Go through the answers.
in the picture.
Answers: 1 Peter’s sister  2 Julie’s family  3 Martin’s parents 
4a Tell Ss they will now roleplay a conversation in a shop. Read 4 my friend’s dog  5 my teacher’s pen  6 my brother’s book
through the instructions and name Ss A and B in their pairs. A is
the customer. Monitor as Ss do the activity and help where 3 Ss work alone to read the sentences and choose the correct
necessary. Allow weaker classes to look at the conversation in possessive adjectives from each pair of alternatives. Ask them to
their books, but otherwise encourage Ss not to look at the book. compare in pairs, then go through the answers.
b Tell Ss to change roles and repeat.
Answers: 1 Our  2 Her  3 his  4 their  5 its  6 my, His
Optional alternative activity
Provide Ss with real items or pictures for their shop. Ask them 4 Ss work alone to correct the mistakes. Ask Ss to compare in
to decide on prices and make a price list. Give shopkeepers a pairs, then go through the answers.
maximum and minimum price. Give Ss a budget for their gift which
is below the maximum, and tell them they have to buy something Answers: 1 … photo of your mum  2 Their names are …  
for less than the amount they have. 3 … your father’s name …  4 You’re from Spain …

5 Ss write the letters in the correct order to make everyday objects.

Reflection on learning Ask them to check in pairs. Go through the answers with the class.
Write the following questions on the board:
Answers: 1 table  2 chair  3 phone  4 pen  5 desk 
What were the most useful phrases in today’s lesson?
6 computer  7 key  8 photo  9 cup  10 book  11 box 
Where and when can you practise these in the future?
12 clock
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
6 Ss read the sentences and choose the correct alternative from
class, but don’t force them to if they’d rather not.
each pair of options. Go through the answers.

Homework ideas Answers: 1 this  2 That’s  3 these  4 those

Reflection on learning: Write your answers.
7a Ask Ss to do the sums, then write the answers as words. Go
Workbook: Ex 1–3, p13
through the answers as a class, then ask Ss to say them with a partner.
App: grammar and vocabulary practice

Roadmap video Answers: 1 twenty-five  2 thirteen  3 thirty  4 fifty-six 

5 fifteen  6 fifty  7 forty-two  8 fifty-six  9 twenty-nine 
Go online for the Roadmap video and worksheet. 10 eighty-one  11 thirty-six  12 sixty-three

b Look at the example as a class and elicit the difference

between the two sentences. (My son in the first sentence is
replaced with the pronoun He and the number 10 is replaced with
the phrase ten years old ). Ss work alone to read the first sentence
in each pair, then complete the second. They can check their
answers in pairs before you go through the answers as a class.

Answers: 1 ten years old  2 fifty-eight (years old) 

3 nineteen (years old)  4 thirty-three (years old)

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 8a Ask Ss to write the words in order to make questions. Go
Unit 2

Sample answers:
through the answers as a class.  1 I’m from Mexico.
 2 No, I’m not. I’m from Japan.
Answers:
 3 She’s from the UK.
1 What is your father’s job?
 4 Yes, they are. They’re from Turkey, Germany and Argentina.
2 Where is your teacher from?
 5 No, I’m not. I’m a student.
3 How old is your phone?
 6 I’m a nurse.
4 How old are your parents?
 7 It’s three five one seven two six nine.
5 Where are Maradona and Messi from? /
 8 Daria. D-A-R-I-A
Where are Messi and Maradona from?
 9 My friends are Jeremy and Paulo.
10 No, they’re not.
b Ss ask and answer the questions in pairs.
11 My mum, my dad, my sister and me.
12 My grandmother. Her name is Sonya.
Answers: 1–4 Ss’ own answers.
13 My friend’s dog’s name is Monday.
5 Maradona and Messi are from Argentina.
14 desks, chairs, students, books, a clock
15 It’s a chair.
Reflect 16 Those are cups.
Ask Ss to rate each statement alone, then compare in pairs. 17 eleven, twelve, thirteen
Encourage them to ask any questions they still have about any of 18 No, it isn’t. It’s a box.
the areas covered in Unit 2. 19 Marta’s a football player. She’s 30 or 35.
20 It’s two euros.

2 Communication review
Reach the end 2A  Develop your reading
(Units 1–2 review)
Ss revise and practise the language of Units 1 and 2 in a Introduction
communicative game. This can be done after the Check and reflect The goal of this lesson is for Ss to read a description of a photo.
page as a fun way to revise the language of Units 1 and 2. To help them achieve this, they will practise using subject
For this game, Ss can write numbers 1–6 on small pieces of paper pronouns, possessive adjectives and the possessive ’s to describe
if dice are not available. All Ss place their counters on the START. relationships between people.
Ss take turns to roll the dice or take one of the pieces of paper and
move that number of squares along the board. When they land on
Warm-up
a square, they must read the question aloud to the person on the
left who answers it. Ss can assist each other with the answering if Bring in or display digitally a range of photos of family and friend
necessary. While Ss are playing, monitor and be on hand to assist. groups. They don’t need to be your family or real people (but they
The first person to reach the FINISH wins. could be). Tell Ss about the different people and who they are
and let Ss ask you questions. Tell Ss today’s lesson is about
Alternative activity describing photos.
Ss work in pairs. They take turns to choose a question from the 1 Ask Ss to read the social media posts. Tell them that if there are
board to ask their partner, ticking the questions as they are any words they don’t know, they should still try to answer the
answered correctly. For a competitive element, Ss could get one question. Weaker classes can do the exercise in pairs. Once Ss
point for each question which they answer appropriately and have finished, check the answer as a class and cover any unknown
accurately, and a bonus point for an extra sentence with vocabulary.
additional information.
Answer: b

2 Refer Ss to the Focus box and ask them to read it through. Give
them a few minutes to read alone, then deal with any questions.
Then ask Ss to choose the correct alternatives in each sentence.
You may want to go through the first sentence with them or, for
weaker classes, go through all the options as a class.

Answers: 1 We  2 It’s  3 They  4 He  5 Her

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 3 Refer Ss to the example, clarifying that they should identify 1 Focus attention on the form. Ask Ss what’s another word for

Unit 2
the person that the pronoun in bold refers to. Complete a further occupation (job) and explain that DOB means date of birth. Ask Ss
example as a class, then ask Ss to continue. Let them compare in to read the details on the form and to answer the questions. Elicit
pairs before going through the answers as a class. the answers from the class.

Answers: 1 Helena’s  2 Robin  3 Susan and Pedro  Answers: 1 William Sterling 

4 Yulia’s son  5 my family  6 Viola’s  2 12 Station Road, London, NW1 2PP
7 mine and Gus’s / Gus’s and my
2 Ask Ss to read the Focus box. Ask individual Ss to take turns to
4a Refer Ss to the text and ask them to read and circle the read each point aloud and discuss. Point out that DD/MM/YY (day,
people’s names. Elicit that names start with capital letters. When month, year) is British English, while in the US dates are expressed
they finish, ask them to compare in pairs before going through the MM/DD/YY (month, day, year). Refer Ss to the form in Ex 1 to
answers as a class. answer the questions, then go over the answers.

Answers: Gloria Martínez, Joe, Javier, Sofia, Raul, Miguel, Rosa, Answers: 1 Surname  2 DOB  3 Occupation  4 address 
Tony, Regina 5 DOB/date of birth

Teaching tip Culture notes

Ss need to engage with a text. Their reading skills development The term surname is used more commonly than family name.
can be aided by marking a text, circling or otherwise It’s common to have one first name (or forename), a middle
highlighting sections where answers are found. In this way, name and one surname. Sometimes couples like their children
they can retrieve the answers when checking (and re-read later to have both of their surnames, but this is not a traditional
if they need to). Ss don’t tend to do this unless you encourage practice. DOB /date of birth includes the year of birth, while
them, as they often don’t like to (or may not have previously birthday asks for only the day and month.
been allowed to) ‘spoil’ their book.
3 Refer Ss to the columns. Ask them to match form sections 1–7
b Ask Ss to look again at the text and complete the sentences with the appropriate information a–g, then check in pairs. Confirm
with the correct names. Complete the first example as a class, answers with the whole class and point out that Doctor has a
then ask Ss to continue. Go through the answers as a class. capital letter only because it’s on a form. Jobs don’t usually take
capital letters.
Answers: 1 Gloria and Joe  2 Raul  3 Miguel and Rosa 
4 Gloria (and Raul)  5 Rosa  6 Tony and Regina Answers: 1 f  2 d   3 a  4 c  5 e  6 g  7 b

Optional extra activity Prepare

Ss use the text in Ex 4a as a model to write about their own 4 Ask Ss to complete the form using the information in the box.
photograph. Their descriptions can then be shared by reading They can work individually, then check answers in pairs.
aloud in small groups or used to create a wall display.
Answers: 1 Isobel  2 Martinez  3 22.10.91 
Homework ideas 4 65 Cherry Road  5 Cambridge  6 07700 900 077 
Workbook: Ex 1–4, p14 7 i.martinez  8 Teacher

Write
5a Ask Ss to complete the form with their details. Remind them to
use capital letters where needed. Point out that email addresses
are generally lower case and that forms can be completed either in
2B  Develop your writing capital letters or with initial capitals for each word. Ss should not
mix the two approaches within one form.
b Ask Ss to exchange forms with their partner and check them.
Introduction Optional extra activity
The goal of this lesson is for Ss to complete a form. To help Ask Ss to ask and answer about the information on their forms.
them achieve this, they will practise finding and giving personal Ss could simply ask and answer or complete a blank form for their
information in writing by completing forms. partner.

Warm-up Homework ideas

Show a form, real or digital, and ask Ss what it is. Ask them when Workbook: Ex 1–5, p15
they complete one (at a hotel, a school, for a job, etc.) and what
kind of information is included (name, address, etc.). Tell Ss today’s
lesson is about completing a form in English.

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 4 2.18  Refer Ss to the incomplete sentences. Tell them that
Unit 2

2C  Develop your listening they will hear the missing numbers and should write the figure
(not word) they hear. Give them a minute to read through, then
play the recording for them to listen and complete the sentences.
Ask Ss to compare in pairs, then go through the answers as a class.
Introduction
Play the recording again after checking the answers, if Ss want to
The goal of this lesson is for Ss to understand a description of hear it.
classmates. To help them achieve this, they will listen and identify
numbers and practise giving information. Answers: 1 30  2 13  3 17  4 40  5 90  6 18

Warm-up Audioscript 2.18

Ask Ss to write three to five numbers or sets of numbers that 1 This is my brother, Simon. He’s thirty.
are important to them. Give an example yourself (house number, 2 Your class is in Room 13b.
3 My sister is seventeen years old.
phone number, age, DOB, etc.) When they finish, ask Ss to show
4 My name’s George and I’m forty.
their numbers to their partner who should guess what they are.
5 This hospital is ninety years old.
Tell Ss today’s lesson is about numbers. 6 My address is eighteen London Road.

1 2.15  Ask Ss to look at the photos and say the numbers in

pairs. After a few minutes, ask a few pairs for their answers. Optional extra activity
Then ask Ss to listen to the recording. Check answers with the Ss read the completed sentences to each other. This approach
whole class. may help weaker classes or classes that need or enjoy more
pronunciation and speaking practice.
Answers: 1 B  2 D   3 C  4 A

5 2.19  Refer Ss to the photos and captions. Ask them what

Audioscript 2.15
information they will hear (age – a number). Ask them to listen
Narrator: 1 and write the figures, not words. Pairs can compare and listen
Speaker 1: Today is my birthday! I’m 70 years old! again. Then check answers as a class.
Narrator: 2
Speaker 2: My English class is in Room 19b.
Answers: Lucia – 16; Yuri – 30; Ahmed – 19; Azra – 18;
Narrator: 3
Petra – 50; Marco – 40
Speaker 3: My email address is sarahj90@abcmail.com
Narrator: 4
Speaker 4: My address? Oh, it’s 49 Oxford Road, London, W5 6RS Audioscript 2.19
Paula:  OK, so these are people from my English class. This is Lucia. She’s
2a 2.16  Refer Ss to the Focus box. Point out that the stressed sixteen. She’s from Spain. This is Yuri. She’s from Japan. She’s
syllable in the first two examples is underlined. Drill the first two thirty years old. This is Ahmed. He’s nineteen years old. He’s a
university student from Saudi Arabia. This is Azra. She’s from
examples (13, 30, 14 and 40). Then play the recording and ask Ss
Turkey. She’s eighteen years old. This is Petra. She’s from Serbia.
to listen and underline the stress in the rest of the numbers. Elicit
She’s fifty years old. She’s a doctor. And this is Marco. He’s an
the answers as a class. Ask Ss if they can see a rule. office worker. He’s forty years old and he’s from Spain.

Answers: fifteen / fifty; sixteen / sixty; seventeen / seventy;

eighteen / eighty; nineteen / ninety Homework ideas
Workbook: Ex 1–3, p13

Pronunciation checkpoint
The teen numbers are stressed on teen. The bigger numbers
are stressed on the first syllable. This distinction helps as the
words are so similar.

b Ask Ss to listen again and repeat.

3 2.17  Refer Ss to the list of numbers. Play the recording.
Ask them to listen and underline the number that they hear.
Go through the answers as a class.

Answers: 1 50  2 17  3 13  4 90  5 14  6 60  7 80

Optional extra activity

Ss work in pairs, both looking at the list of paired numbers. One
says a number from a pair of their choice. The other points to the
number they think they heard. After a few turns they change
roles. This task focuses on recognising and distinguishing
between similar sounding numbers.

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