Workbook 27-28

This lesson introduces the third person singular (he, she, it) of the simple present. This is the only verb form in the present tense that is diffrent, as there is a change to the verb ending (+ -s or -es, e.g., works, teaches) and where a diffrent auxiliary is used (does / doesn’t). For this reason, a whole lesson has been devoted to this point and beginners will need time to assimilate it. The lesson context is people who use languages that are not their fist language for work. The new grammar point is presented through a dialogue in which an American

Workbook 26

In this lesson, Sts learn how to tell the time. There are two possible ways of telling the time in English: hour + minutes, e.g., six thirty, and minutes before (to) or after the hour, e.g., twenty to six. Sts will hear both if they travel to an English speaking country. To avoid confusing Sts with two forms, the focus here is on the second method for saying the time. Teachers may want to point out the alternative to Sts so they will recognize it if they hear it. After Sts have learned and practiced telling the time, they practice the intonation ofWh- and yes / no questions.

Workbook 24-25

The context of this lesson is what people in diffrent parts of the world have for breakfast. Sts begin by learning the vocabulary for basic food items, e.g., fruit. (Later in the lesson, they learn the words for other meals – lunch and dinner.) After reading about diffrent breakfasts, Sts learn the we, you, and they forms and Wh- questions in the simple present. In Pronunciation, Sts have more practice in word stress and pronouncing consonant sounds. The lesson builds up to a speaking activity where Sts talk about what people eat in their country and also their family’s eating habits.

Workbook 22-23

A typical conversation between a hair stylist and his customer provides the context for Sts to learn the fist two forms (I and you) of the simple present in affiative and negative sentences and questions. After the grammar presentation and practice, Sts go to the Vocabulary Bank to learn a group of common verb phrases that are then recycled in the listening. In Pronunciation, Sts practice linking words together. They also practice three consonant sounds. Finally, all the language is brought together in the speaking activity where Sts ask and answer questions about lifestyle.

Workbook 20-21

This lesson uses the context of cars for Sts to learn some common adjectives and how to use them. Although the grammar of adjectives is very simple, the vocabulary load is quite high in this lesson, as it includes both colors and
common adjectives. Some beginners may not know any of these words. After the grammar, Sts read their fist “real text,” an article adapted from a magazine about men’s cars and women’s cars. Pronunciation focuses on the sounds /ɔ/, /ɑr/, and /ɔr/. The lesson ends with Sts speaking and writing about their car, and their “dream” car.