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NEW Interlink
TEACHER'S GUIDE
SerieSS
Maria Alice Antunes
Edited by Márcia Nogueira
NEW Interlink1
teAcher’s guide
 Table of Contents 4
 1 Introduction 7
Course aims 7
Course structure 7
Syllabus 7
Course components 8
Approach 10
Methodology 11
New Interlink special features 12
 student’s Book 12
 Activity Book 14
Using New Interlink 15
 2 Lesson Plans 17
Key to symbols 17
Lesson plans (A1 – D6) 18
 3 Resources Pack 67
List of photocopiable resources 67
Resources (A1 – D6) 68
Resources (Revision Section) 92
 Contents
Table of Contents
4
LANGUAGE IN ACTION GRAMMAR VOCABULARY PRONUNCIATION RECYCLINGPRONUNCIATION RECYCLING
A1
Nice to meet you!
page 4
Hello, my name’s…
I think Brasília’s an 
excellent city.
Indefinite article
Adjective+noun
Simple cognates – 
nouns and adjectives 
A2
I’m fine, thanks. 
page 6
Good morning.
How are you?
This is Mary.
Verb be (I – you)
Greetings
Classroom language
Consonants
/h/ v. /r/ 
A3
What’s this in English?
page 8
These are CDs.
What are those?
Plurals
Verb be (it – they)
wh-questions / this, that, etc.
Numbers 1–12
Classroom objects
Personal objects
Consonant
/D/ Indefinite article
A4
Where are you from?
page 10
I’m from Brazil.
You aren’t British.
Plurals
Verb be (you – we – they (you – we – they ( ) 
wh-questions
Countries and nationalities Consonantfinal /m/
Greetings
Introductions
Classroom 
language
A5
Relationships and jobs
page 12
What do you do?
Are you married?
We’re retired.
Indefinite article v. zero article
Marital status
Jobs
Numbers 13–20+
Main currencies and measures
 
Plurals
Verb be
(you – we – they(you – we – they( )
A6
All about you
page 14
What’s your full name?
What’s your mobile 
number?
 
Numbers 20–999
Addresses
Phone numbers
 Section A content
Situations Greeting people – Introducing yourself and other people
Writing A message to an online community
B1
In Paris on Thursday.
page 16
How do you spell…?
Coffee, please.
No, thanks.
Prepositions
on – in
The alphabet
Drinks
Days of the week
Fixed expressions
Commonly confused 
letter names
Questions 
with verb be 
they
B2
How old is he? 
page 18
She’s about 35.
Verb be (he – she – it) 
questions and statements
who (question word)
More jobs, man, woman
Connected speech:
is he /I z i/, 
is she /I S i/, is it /I z I t/
Jobs
Nationalities
B3
Names, addresses 
and possessions
page 20
What’s your phone 
number / address / etc.?
Possessive pronouns
Genitive ’s
Words related to contact 
information this / these
B4
Do you have a big 
family? 
page 22
I have a son and two 
daughters.
Present Simple
(I – you – we – they) 
questions & short answers
Family
have / live
alone
Connected speech:
do you /d j u/
Marital status
How old…?
Genitive ’s
B5
Meet your perfect 
partner
page 24
Where do you work?
What sports do you play?
Present Simple
(I – you – we – they)
wh-questions
Verb phrases and collocations
a lot / a little / (not) very well
 
Languages
Short answers
B6
What do you do at 
the weekend?
page 26
I live in a big flat in Bondi. Prepositions on – in – at
Parts of the day / week
British v. American words
 Section B content
Situations Spelling – Ordering drinks
Writing A plan for a personal introduction movie clip
5
Chat Pages
page 53
Vocabulary Pack
page 59
Take-away 
Expressions 
Revision Section A page 66
Revision Section B page 70
Revision Section C page 74
Revision Section D page 78
Activity Book
page 82
Stop & Check A page 90
Stop & Check B page 101
Stop & Check C page 111
Stop & Check D page 121
Audioscripts
page 123
LANGUAGE IN ACTION GRAMMAR VOCABULARY PRONUNCIATION RECYCLINGVOCABULARY PRONUNCIATION RECYCLINGVOCABULARY PRONUNCIATION RECYCLING
C1
Let’s watch a DVD tonight.
page 28
Can I speak to Ana, please?
I’m bored.
That’s a good idea.
Can for requests
Let’s + verb for suggestions
Verb phrases / objects / 
‘state’ adjectives these / they
C2
He doesn’t play football.
page 30
My friend eats a lot.
Present Simple
(he – she) 
statements
Verb phrases
3rd person singular 
ending –(e)s
/s/ /z/ /I z/
Verb phrases
C3
Does he like you? 
Yes, he does! 
page 32
Does she live alone?
No, she doesn’t.
Present Simple
(he – she) 
questions
Verb phrases
Fixed expressions
Connected speech:
does he / d  z i/, 
does she / d  S i/
Present Simple
(he – she) 
statements
C4
Look at the time!
page 34
What time is it?
It’s half past nine.
What time does it start?
Present Simple (it) 
statements and questions
Telling the time
when / It’s on... / 
at (about)
Connected speech:
what time /w  t a I m/
Numbers
C5
What time does 
he start work? 
page 36
My friend usually stays at home 
at weekends.
Present Simple
(he – she) 
wh-questions and answers
Daily routine
before / after
 
Telling the time
Parts of the day
C6
He always leaves 
home early. 
page 38
I sometimes work late on Fridays.
How many children does he have?
 Adverbs of frequency Section C content
Situations Making requests and suggestions – Answering the phone
Writing An article about someone you know
D1
Have a nice trip! 
page 40
What time does the train arrive?
What time do shops open?
It – They
Singular – plural
Town / city facilities
Fixed expressions
 Present Simple
D2
When’s your birthday?
page 42
Christmas is on 25th December. Prepositions with dates December. Prepositions with dates
Months of the year
Ordinal numbers
Types of music
Consonant
/T/ How old…?
D3
Musicals? I’m sorry, 
I really hate them. 
page 44
What do you think of rock music?
I think it’s wonderful. I love it!
Object pronouns
Types of music and films
Opinion adjectives
love – hate
Sentence stress Present SimpleSentence stress Present Simple
D4
Swimming is my 
favourite activity! 
page 46
Do you like walking?
I love it!
Verb+ing (for activities) as 
subject and object Free time activities 
Object pronouns
Opinion adjectives
D5
She goes jogging 
once a week. 
page 48
How often do you play football?
Every other day.
Questions with
How often…?
Frequency phrases
every – once – twice
play – go – do + activities
 Verb+ing
D6
I hardly ever go out 
on Mondays. 
page 50
I’m hardly ever hungry in the 
morning. 
More adverbs of frequency
once in a while
Weak forms:
him / her / it / them Section D content
Situations Buying a train ticket
Writing A report on your lifestyle and free time activities
f Course aims
New Interlink is a six-level course specially designed for adults and young adults whose first language 
is Portuguese. 
The results of a special market research carried out by Cultura Inglesa indicated that Brazilian adult 
learners usually look for a course that will provide them with linguistic skills in English to express 
themselves orally, to understand what they hear, and to be able to operate comfortably in business and 
social situations. They value a good range of vocabulary and aim at a level of comfortable intelligibility. 
They also expect the process of learning English to take place “quickly”. New Interlink attempts to 
meet these expectations by making use of principles and techniques that speed up the learning 
process, focus on essential language for immediate communication, help learners to overcome their 
psychological barriers and develop a sense of achievement.
f Course structure
Each level of New Interlink consists of 24 complete lessons grouped into 4 sections. Each of the six 
levels of New Interlink is a single volume which integrates Student’s and Activity Book. Each volume 
provides 40 hours of core work, with additional materials in the Teacher’s Guide which can extend the 
course to approximately 60 hours.
New Interlink takes students from beginner level (zero or false beginners) up to intermediate level 
(CommonEuropean Framework Level B1, leading into B2).
f Syllabus
The expectations of Brazilian adult learners towards the linguistic content and skills of an ideal course, 
or what they call “a comfortable level of English”, can be interpreted as a level of linguistic competence 
equivalent to the Common European Framework Levels B1-B2. The syllabus design in New Interlink was 
then based on the Association of Language Testers in Europe (ALTE) Level 2 and Cambridge ESOL PET 
examination syllabus and specifications. However, some adaptation was necessary to meet the needs 
of the Brazilian market. Some elements were prioritised and others de-prioritised so as to respond 
more accurately to the Brazilian adult learners’ profile in terms of their perceived needs, specific 
linguistic difficulties and strengths, general knowledge and cultural background.
Lexis
From the Cambridge ESOL lexical syllabus, some topic areas were reduced or expanded 
in New Interlink so as to match the needs and interests of Brazilian learners better. Areas 
such as ‘animals’ include slightly fewer items, whereas others such as ‘technology’ and 
‘telecommunications’ have been added to. Also, the fact that Brazilian Portuguese and English 
share a lot of true cognates allowed the list of lexical items to include words that are usually 
considered advanced for a Common European Framework Level B, but which would present no 
difficulty for the Brazilian learner. A positive consequence of the inclusion of such words is the 
unique opportunity it gives the learners to build up their lexical repertoire more quickly, which 
is very much in tune with their expectations.
 1 Introduction
7
grammar
Although no grammar areas present in the Cambridge ESOL syllabus were discarded, more 
emphasis was put on some rather than on others, based on how difficult they might be for 
the target learner to master. This difficulty depends on the degree of similarity or difference 
between English and Brazilian Portuguese as to the form, concept and use of each particular 
item. For example, Brazilian Portuguese has verb tenses which are basically the same as the 
present and past continuous in English, sharing with them both form and concept in most 
contexts. So these two English verb tenses could be dealt with more lightly and faster than 
is usually done in international coursebooks, as Brazilian learners can grasp their concept 
and form much more easily than, for instance, speakers of German or French. On the other 
hand, it is usually quite hard for Brazilian learners to use ‘there to be’ correctly, because 
Brazilian Portuguese expresses this concept in a totally different way from English. Therefore 
a differentiated approach was used when presenting and practising it, so as to provide the 
learner with activities that were appropriate to the specific sort of difficulty they usually face.
Phonology
The list of phonological aspects to be dealt with in New Interlink contains only those segmental 
and suprasegmental elements that are especially difficult for the Brazilian learner to 
master, and that might affect their comfortable intelligibility. For example, Brazilian learners 
tend to confuse the phonemes /r/ and /h/ in initial positions, so special emphasis is given to 
the contrast between them. By the same token, there is no focus at all on the production or 
contrast between the phonemes /b/ and /v/, as they do not represent a problem for Brazilian 
Portuguese speakers.
topics
The common cultural background shared by the prospective users of New Interlink – learners 
and teachers – allowed the team of authors to select topics which are seen as relevant 
for Brazilian adult and young adult learners and provide an ideal basis for presentation of 
language and skills development. Work and study, family, entertainment, travelling are some 
of the topics most Brazilians would want to talk about in English.
f Course components
student’s Book
The Student’s Book consists of 24 lessons divided into 4 sections (A, B, C and D). Lessons 
are presented on a double-page spread covering different topics and presenting a range of 
structures, vocabulary and pronunciation points that meet the specific needs and characteristics 
of Brazilian learners. At the end of the book, students can find the following special sections 
and materials:
f an interactive word bank (Vocabulary Pack)
f information-gap activities (Chat Pages)
f a Revision Section containing a set of activities for each section of the book to be done 
 in class at teacher’s discretion
f an Activity Book fully integrated with the Student’s Book 
f separate answer keys for the exercises in the Revision Sections and Activity Book
f separate Language Reference Cards, to be used at any time in class or at home for 
 language support.
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f a CD for student’s use, with essential recorded audio texts and a ROM feature with 
 interactive activities
f audioscripts of listening texts and a list of CD tracks
Activity Book
The Activity Book is fully integrated in the Student’s Book – not a separate book. It provides an 
opportunity for learners to consolidate and expand the language presented in the 24 lessons. 
There is one set of Activity Book exercises for each lesson. Most of these are practice exercises 
designed for homework use, but some may also be done in class, as further consolidation 
practice (see Link Exercise below).
The Activity Book also includes a list of core words and expressions in each lesson, as well as 
preparation for writing activities and self-evaluation exercises (see Writing Helpdesk and Stop 
& Check below).
New Interlink 1, 2, 3 and 4 Activity Books also offer study tips to help learners develop learning 
and studying strategies.
New Interlink 5 and 6 Activity Books also include exam practice tips and exercises for the 
Cambridge ESOL Preliminary English Test (PET).
teacher’s classroom cds and student’s cd-rOM
New Interlink provide different audio CDs for the teacher and for the students. The two Teacher’s 
Classroom CDs include all the recorded listening material available for the book.
The Student’s CD-ROM includes the main recordings that can be used by learners at home, in a 
car or on a personal stereo or computer for extra listening practice for both the Student’s Book 
and the Activity Book. The audioscripts at the end of the book offer extra support for this self-
study. The Student’s CD-ROM also features interactive activities.
teacher’s guide
The Teacher’s Guide provides detailed plans for all the lessons in the Student’s Book, tips and 
ideas on classroom management, language features, cultural notes as well as suggestions 
and materials for extra activities. It also includes full answer keys and a Resources Pack with 
printed photocopiable materials to be used in the classroom. The pack comprises OHTs, 
information-gap cards, role-play cards and other materials.
Multimedia cd-rOM
A special component of the material, the Multimedia CD-ROMs are an optional resource 
for teachers which can be used for language presentation and practice in the classroom. It 
presents a number of short computer-based materials that integrate recorded texts (words, 
expressions, sentences or dialogues) and images (drawings or photographs) – often animated 
and interactive. These activities provide the teacher with a tool to motivate the learners and 
focus their attention, organise their learning and enhance their speaking opportunities in 
the lesson. This technological device, when put to sound pedagogic use, creates ‘memorable 
moments’ in the classroom. It also meets the needs of a great number of learners who use 
computers in their offices and homes on a regular basis, and would expect this type of 
technology to have a role in the learning process.
The Multimedia CD-ROM also includes special materials designed for the interactive white board.
Because not all schools using New Interlink have access to classroom computers, non-
multimedia alternativesare suggested in the Teacher’s Guide. Integrated OHTs, handouts, 
flashcards and recordings on CD – among other possibilities – can replace the material 
designed for the computer in classrooms which do not have the technology.
9
f Approach
The main pedagogical principles of New Interlink have their roots in the Communicative Approach to 
Language Teaching and in the Lexical Approach. The methodology includes various techniques taken 
from a range of teaching methods in a principled way. 
Here are some of the main principles of New Interlink: 
Language is a means of communication. 
The majority of activities proposed in the material aim at promoting interaction with tasks 
that involve negotiation and sharing of information among learners. The language provided 
in New Interlink for communication was based on Lewis’ concept of ‘probable rather than 
possible English’ (Implementing the Lexical Approach, LTP, 1997:15). This means that the English 
presented in New Interlink was chosen not only for its correctness, but mainly for its frequency 
and appropriateness in real use. Some ‘EFLese’, however, could not be totally avoided as the 
language of communication in class at very early stages.
Learning does not take place in a linear way. 
A systematic process of recycling underlies New Interlink with a view to guaranteeing the 
constant recurrence of certain language items and features. A whirlpool approach was 
established for the materials helping learners to internalise the target language at a dynamic 
and lively pace. Instead of massive repetition of language items in one go, which may increase 
the learners’ level of anxiety and damage their self-confidence, New Interlink promotes 
distributed recycling of vocabulary and grammatical structures.
the four skills need to be developed. 
The development of oral and listening skills was prioritised in New Interlink as a direct response 
to Brazilian learners’ wants and expectations. However, reading and writing skills are needs 
which can be clearly related to the learners’ professional requirements. The four skills are dealt 
with within the material in different proportions (Refer to Syllabus Rationale section above) 
but they are all present and are developed in an integrated manner.
Learning is a cognitive process. 
Learning becomes more effective when learners get intellectually involved in tasks which 
stimulate both right and left hemispheres of the brain. The activities and tasks proposed in 
New Interlink make use of learners’ previous experience and encourage them to speculate on 
the language, to solve problems and to be creative. 
students should take an active part in learning.
Besides presenting tasks that keep learners busy and cognitively involved, New Interlink attempts 
to develop students’ autonomy by providing study tips for learner training and a number of tools 
for self-study such as the Activity Book, the CD-ROM and the New Interlink Routes.
the sound use of L1 is a powerful teaching/learning tool. 
As speakers of Brazilian Portuguese, the team of authors of New Interlink are aware of the 
language system features of the learners’ L1 which gives them the opportunity to make L1 an 
ally to enhance learning. Therefore activities involving L1 and L2 comparison are to be found 
in New Interlink. Although students and teachers are encouraged to use English as much as 
possible, the use of L1 as a means of instruction occurs especially at earlier stages with a view 
to offering learners affective support and enhancing their self-confidence.
10
Vocabulary is the major tool to carry meaning. 
Since the authors of New Interlink were in the privileged situation of creating materials to be 
used with groups of monolingual students, i.e. Brazilian Portuguese speakers, the materials 
expose learners to a significant quantity of vocabulary which makes good use of true and false 
cognates and favours the noticing and use of language in meaningful chunks most of the 
time. This provides learners with “language to go” from the very beginning, which meets their 
immediate need to communicate. However, the significant amount of vocabulary students 
are exposed to in New Interlink does not mean that all language should be productive. New 
Interlink “pre-cycles” a lot of vocabulary using lexis to provide more natural contexts but not 
necessarily as language to be focused on or practised at that stage. This pre-cycled vocabulary 
will appear later in the series as productive language.
Learners need to have motivation and develop a sense of achievement 
from the very beginning. 
In order to nurture strong and consistent motivation and a positive feeling towards the 
process of learning, learners need to be exposed to challenging but comprehensible input 
in a comfortable and relaxed atmosphere in which they feel at ease, confident and ready to 
learn. New Interlink tries to build an anxiety-free environment and presents activities that are 
useful to the learners, relevant to their needs and within their capability, which should ensure 
motivation and foster a sense of achievement. New Interlink also provides consistent but not 
exaggerated practice which allows adequate manipulation and rehearsal of the language 
before it is used more freely. 
f Methodology
Presentation
In the New Interlink series, language is presented in context: in dialogues, in reading texts, in 
combinations of reading and listening texts or by means of illustrations, charts or Multimedia 
images. Contexts are as similar as possible to real life situations, showing to students the 
authentic purposes for the language they are learning. Presentations also attempt to make use 
of students’ knowledge of the world and previous knowledge of the foreign language. In the 
case of adult learners, this usually means they can contribute a lot to language presentation, 
which helps them develop their self-confidence. Comparisons to Portuguese also aid the 
presentation of vocabulary and grammar, and pronunciation is viewed as an integral part of 
any language presentation. 
Practice
A lot of practice is provided in the New Interlink lessons. After being presented in context, 
language is practised in activities ranging from totally controlled to totally free modes. 
Students are given plenty of opportunity, individually, in pairs and in groups, to drill language, 
to manipulate linguistic forms, to role-play real life situations and to express their own ideas. 
Audio recordings, multimedia materials, charts, diagrams, gapped dialogues, matching and 
completing exercises, memory games, card games are some of the means used to provide 
students with a wide variety of practice activities in class. Oral and interactive activities are 
prioritised in class since classtime is precious and should be optimised for communication. The 
Activity Book offers extra opportunities for the recycling and consolidation of language, which 
can be done on a self-access basis. Revision Sections also present practice activities to be used 
in class or at home.
11
Personalisation
An important feature in the New Interlink lesson is personalisation, in which students have the 
chance to use the language to refer to their own experiences, to express their own opinions, 
to speak and write about themselves and to ask and answer real questions. This is naturally 
highly motivating for the learning process, as it provides substantial evidence of student’s 
competence. Personalisation can take place at any stage in a lesson.
Listening
Throughout the book learners are exposed to a range of listening text types and accents. 
They are given practice in listening for gist, listening for specific information, predicting and 
inferring. Listening texts are used to contextualise language, to aid language presentation, 
to help reading comprehension by indicating effective chunking, to provide practice, to check 
answers and to consolidate language.
reading
Students are also presented with a varietyof reading texts which contextualise and recycle 
language. Different tasks develop learners’ ability to understand general meaning, to identify 
specific information, to infer intended meaning and/or to guess the meaning of new words 
from context.
Writing
Although New Interlink prioritises speaking as a productive skill, writing is present in all books 
of the series, gradually ranging from simpler tasks in the first book to more complex texts 
in the others. Each lesson Section ends with a main writing task that is totally integrated with 
the topic and language of the Section. Preparation for writing activities are provided both in the 
Student’s Book and in the Activity Book (see Writing Helpdesk below).
recycling
The New Interlink methodology offers numerous opportunities for recycling of language 
throughout the book, aiming at making this process of recycling more evident to students.
f New Interlink special features
f Student’s Book
Organizer
Lessons in New Interlink include an Organizer, where the new target language items are 
signposted and systematized for the learner. The Organizer presents summarised explanations 
with minimal use of metalanguage and include tasks to aid students in their discovery of 
patterns in the language by helping them come to conclusions. The Organizer also serves as a 
reference for practice activities in the lessons. 
interlink Box
Interlink boxes focus on areas of English which are frequent sources of confusion, 
misunderstanding and error for an average Brazilian learner. They highlight common problems 
12
Brazilians may face with particular language items being dealt with in the lesson, and function 
as a reminder of which areas learners must pay special attention to.
Pronunciation Box
In New Interlink, pronunciation is considered essential to the understanding and production 
of language. Word stress, sentence stress, the linking of consonants and vowels, strong and 
weak forms in connected speech are highlighted from the very beginning in an attempt 
to sensitise students to important features of the language. Colour codes such as pink for 
stressed syllables in new words or yellow for connected speech are used systematically in 
the book as an integral part of language presentation and practice, also giving students the 
opportunity to learn and practise by themselves. The Student’s CD-ROM that accompanies 
the book facilitates this task. 
tip Box
New Interlink lessons include several tips about relevant and interesting aspects of the English 
language which may facilitate the learning process. Tips may refer to spelling, British and 
American varieties, special plurals, special pronunciation features, to name but a few.
recycling Box
This features in New Interlink 2 to 6. It is designed to help the teacher elicit / revise previously 
taught language, either as part of the grammar focus of the lesson or as preparation for a 
communicative activity.
Weblink
The Internet is an excellent source for authentic texts, where students can develop reading 
skills, expand vocabulary and develop learner autonomy. In New Interlink some lessons 
recommend sites related to the topic of the lesson. Teachers should encourage the students to 
visit these websites and there are some suggested tasks given in the Teacher’s Guide.
revision section
For each lesson Section in the Student’s Book there is a set of revision activities to be found at 
the end of the book. The Revision activities can be used at the teacher’s discretion in revision 
lessons or as part of regular lessons, according to the needs of the learners. They include 
listening activities, vocabulary and grammar exercises and speaking practice activities, often 
using extra resources available in the Resources Pack. Revision Section are mainly class material, 
though a few exercises can be done at home.
english in class
Classroom language is an important part of the linguistic content of a course as students are 
able to see the immediate relevance of what they are learning and can use it authentically in 
class, thus increasing their motivation. New Interlink 1 has special sections that focus on the 
teaching of classroom language. Once presented, language should be constantly revised and 
its use frequently encouraged by the teacher.
english at Work
Another feature of New Interlink which meets the needs of adult learners are extra activities 
that focus on special needs of their professional life. The English at Work activities focus on 
language required for the workplace and for talking about the work environment. 
13
f Activity Book
Link exercise
This is an Activity Book exercise designed is such a way that it can be integrated in the Student’s 
book as part of the lesson, if the teacher feels the need for extra consolidation of the main 
item being taught. If it isn’t used in the lesson, it can be assigned as homework with the other 
Activity Book exercises. The Link Exercise is clearly signposted both in the Student’s Book and 
in the Teacher’s Guide by the icon .
stop & check
There is one Stop & Check in each Activity Book Section (A6, B6, C6 and D6). It is a set of test-
like exercises to help learners self-evaluate and revise.
Writing helpdesk
This is a set of activities in the Activity Book (A6, B6, C6 and D6) that helps the learners organize 
ideas for the writing task suggested in the Student’s Book. It also helps them put together 
the language items necessary to build up sentences and paragraphs more easily. The Writing 
Helpdesk can be used at home by the learner on his or her own, or in class with coaching 
by the teacher.
14
Section C
Revison Section B
Activities and exercises for revision lessons
	 7	 Get cards... 	 15	 Student A g Chat Page...
Student B g Chat Page...
B2
New languageNew language
7	 Student A g Chat Page...
Student B g Chat Page...
B3
New languageNew language
7	 Look at the picture...
Section A
B1
New languageNew language
 Page Page 92 #2 [link exercise]
B4
New language
	 1	 g Vocabulary Pack 5... 
B5
New languageNew language
8	 Student A g Chat Page...
Student B g Chat Page...
B6
Recycling and expandingRecycling and expanding
Writing Helpdesk B
Stop & Check B
Activity Book B1
SB page 92
f Using New Interlink
A Student’s Book Section and its companion components. Examples taken from lessons in Section B.
Chat Page Student A
SB page 53
Chat Page Student B
SB page 54
Chat Page Student A
SB page 53
Chat Page Student B
SB page 54
Vocabulary Pack 5
Your family h B4
SB page 61
Resources Pack
TG page 94
Resources Pack
TG page 74
Chat Page Student A
SB page 55
Chat Page Student B
SB page 56
Activity Book B6
Writing Helpdesk
SB page 100
Activity Book B6
Stop & Check
SB pages 101-102
Language Reference 
Cards B
Summary of language 
taught in Section with 
discovery exercises
15
 2 Lesson PlansLesson Plans
Key to symbols
17
st / sts student / students
T teacher
B board
OHT overhead transparency
esp especially
#2 activity 2
teacher-student
individual work
pair work
group work or mingle
Weblink site(s) related to lesson topic 
Link Exercise
estimated time: 20 minutes
Resources Pack New Interlink 1 – Lesson A3 activity 1
Audio CD 1 Track 23
Multimedia CD-ROM Lesson D6 activity 7
e-Board e-Board activity available
	 CD1 Track 23	
	 RP1 A3.1
	 TS
	20 min
	IND
	PW
	MGL	GW	 or
	 MM D6.7
Aim(s) of the lesson:
f Introducing people
f Giving opinions
Vocabulary
NouNs: actor, actress, aspirin, book, city, exercise, 
film, hotel, name, party, restaurant, supermarket, 
TV programme
Adjectives: bad, excellent, fantastic, good, OK, terrible
expressioNs: Hi, Hello, My name’s…, I’m…, 
Nice to meet you (too), I think… 
Grammar
Indefinite article 
SkillS
Listening to short conversations
Speaking: introducing oneself, giving opinions
A1 Nice to meet you!Nice to meet you!Nice to meet you!
First clAss ice breAker 	 	 	 	 	 	 	10	miN
	 TS	 Books closed. Introduce yourself. Say Hi, my name’s… 
Welcome to Interlink 1. Ask What’s your name? Have you studied 
English before? Why did you stop? If necessary, repeat the 
questions in Portuguese. File sts’ answers for future reference. 
TIP:Give sts some time to leaf through the book and ask 
you for some information on the course (especially if you’re 
teaching a group of adults).
listeNiNG & speAkiNG 	 	 	 	 	 	 	15	miN
	 1	 CD1 track 2
	 TS	 Books open. Refer sts to the picture and elicit some 
information on it (in English!). Say It’s a cocktail party. The man’s 
name is Ron.
	IND	 Refer sts to the dialogue. Make sure sts understand what 
to do. Play CD track for sts to listen and fill in the woman’s name. 
Play track again, only if absolutely necessary. Classcheck.
kEy:	y:	y Ana
	 2 	 Book	Track
	 CD1 track 2	
	 TS	 Play CD track for sts 
to listen and repeat.
if time allows, play the man’s 
part and have sts play the 
woman’s part. Change roles.
MulTiMedia	Track
	 MM A1.2
Show dialogue and drill 
pronunciation by clicking 
on the sound buttons and 
having sts repeat. Click on 
ACTION for gradual deletion. 
You should click 3 times.
	 3	 TS	 Refer sts to the model dialogue. 
Choose a st and act it out.
	MGL	 Get sts to walk around the class (if possible) and introduce 
themselves. Monitor closely and help, if necessary.
vocAbulArY 	 	 	 	 	 	 	 	 	 	5	miN
	 4	 CD1 track 3
	 TS	 Refer sts to the pictures. Use the example and 
demonstrate match.
	PW	 Have sts do the matching exercise. Monitor closely and 
help, if necessary.
tip: Highlight similarities between the words in #4 in 
English and in Portuguese.
	 TS	 Classcheck. Play CD track for sts to listen and repeat. 
kEy:	y:	y A 6 B 1 C 4 D 3 E 2 F 7 G 5
GrAmmAr 	 	 	 	 	 	 	 	 	 	 	10	miN
	 5	 IND	 Refer sts to the Organizer. Have them read the examples 
and complete with a/an. Classcheck and elicit the rule in L1, if 
necessary. Focus on the pronunciation of a / an as weak forms.
tip: Remind sts that they should consider the vowel sound, 
not the written word when deciding on the article to use. 
	 6	 TS	 Tell sts to cover the noun groups in #4. 
Elicit the group that describes the first picture.
	PW	 Get sts to test themselves. Monitor closely for accuracy. 
Classcheck by eliciting answers from the class. 
18
listeNiNG & speAkiNG 	 	 	 	 	 	 15	miN
	 7	 CD1 track 4	
	 TS	 Refer sts to the pictures of Ana and Ron. Encourage sts 
to read the sentences. Focus on the adjectives good, fantastic, 
excellent, OK and make sure sts understand what to do.
	PW	 Play CD track for sts to listen and circle the words they 
hear. Classcheck and get sts to repeat the sentences.
kEy:	 fantastic / excellent
leArNiNG tip: Explain the pink word stress system as it 
will be used in the course. If necessary, contrast programme, 
restaurant, supermarket with the incorrect “Portuguesized” 
pronunciation version and help sts hear the difference. 
	 8	 CD1 track 5	
	 TS	 Refer sts to the adjectives. Get them to look at the list and 
focus on the continuum. Make sure sts understand what to do.
	IND	 Have sts write the adjectives in the correct place. 
	PW	 Play CD track for sts to listen and check. Play track for sts 
to listen and repeat.
kEy:	 fantastic – excellent – good – OK – bad – terrible 
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 82 #2.
	 9	 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	IND	 Have sts look at the Organizer and write the 
appropriate article. Quickly classcheck.
	 TS	 Elicit one or two sentences from sts.
	PW	 Get sts to say five sentences. Monitor closely for accuracy.
	 10	 TS	 Write give your opinion on the B. Elicit the name 
of a city, an actor, an actress and a film. Write them on the B. 
Say I think X’s a terrible city. Write I think on the B and elicit sts’ 
opinions about the actor, actress and about the film. Refer sts 
to the book and have two sts read the example. 
	PW	 Refer sts to the pictures and get sts to give their opinions 
about them. Monitor closely for fluency.
illustrAtioN
Refer sts to the picture. Say Thank you and Bye. Encourage sts 
to do the same.
extrA
f Follow up
Show pictures of different cities, restaurants, actors , films and 
books. Elicit sts’ opinions about them.
f Homework 
Activity Book A1, page 82.
19
listeNiNG & speAkiNG 	 	 	 	 	 	 10	miN
	 1	 CD1 track 6
	 TS	 Books closed. Greet sts. Draw the sun (at sunrise and 
at midday) and the moon and write morning, afternoon and 
evening under each. Point to the appropriate drawing and say 
good morning / afternoon and good evening. Ask What time 
of day is it? and elicit the appropriate greeting.
Books open. Refer sts to the people in the picture and to the 
watch. Ask Is it morning, afternoon or evening?
	PW	 Refer sts to the words of the headings in the chart. Get sts 
to complete the phrases with words from the box. Classcheck and 
highlight the difference between good evening and good night. 
kEy:	y:	y 1 morning 2 Good 3 you 4 night
	 2	MGL	 Get sts to say hello to one other. Monitor closely 
and encourage sts to talk to different classmates.
listeNiNG & speAkiNG 	 	 	 	 	 	 15	miN
	 3	 CD1 track 7
	 TS	 Refer sts to the picture. Ask What are their names? Are 
they at a restaurant? Are they at a supermarket? Where are they?
	PW	 Refer sts to the dialogue. Have them complete it with 
words from the box before listening.
Play CD track for sts to listen and complete. Play track again, 
if necessary. Classcheck. 
	 TS	 Focus on the expressions Sorry, I don’t remember, 
How are you?, I’m fine, I’m sorry and work on their meanings I’m fine, I’m sorry and work on their meanings I’m fine, I’m sorry
by miming them.
kEy:	y:	y 1 evening 2 And 3 I’m 4 you 5 is 6 this
tip: Ask OK or repeat, please? when you want to know if it’s 
necessary to play a CD track again.
	 TS	 Play CD track for sts to listen and repeat.
	PW	 Get sts to practise the dialogue. Monitor closely for 
pronunciation and fluency.
if time allows, have pairs of sts act out the dialogue for the 
class to listen.
	 4	 TS	 Books closed. Select two sts. Tell them to pretend 
they don’t know each other and introduce them.
Books open. Get two sts to read the model dialogue.
	GW	 Have sts introduce people. Monitor closely for fluency.
if time allows, give sts cards with names of people written on 
them. Get sts to introduce people using the names on the cards.
Aim(s) of the lesson:
f Greeting people
f Introducing people
Vocabulary	
NouNs:board, class, dialogue, phrase, picture, rap, rock, 
romance, sentence, teacher, word
VErBs:be (am/are), close, complete, listen to, look at, 
match, open, read, repeat, say, write 
ExPrEssIoNs:Good morning., Good afternoon., 
Good evening., Good night., Goodbye., Bye., 
See you., (I’m) Sorry., I don’t remember., How are you?, 
Are you OK?, I’m fine, (thanks)., And you?, Right., 
Are you ready?, Just a moment., That’s OK., (Sorry), 
I’m late., What’s your name?, Come in., May I come in?
Grammar	
Verb Be – positive, negative, interrogative
Verb Be – short answers (1st person singular)
Verb Be – contractions with are
Pronunciation	
h and r
SkillS
Listening to conversations
Reading a conversation
Speaking: greeting people; introducing people; 
using English in class
rEcyclinG
Nice to meet you.
A2 I’m fine, thanks.I’m fine, thanks.I’m fine, thanks.
20
GrAmmAr 	 	 	 	 	 	 	 	 	 	 15	miN
	 5 	 Book	Track
	 TS	 Focus on the 
Organizer. Get sts to look 
at the dialogue in #3 and 
elicit the answer for the first 
sentence (Be – positive).
	 PW	 Tell sts to read 
the dialogue again and 
complete. Monitor closely 
for accuracy. Classcheck and 
drill contracted forms.
	 MGL	 if time allows, write 
names of people on the B 
and get sts to ask each 
other Are you …?
MulTiMedia	Track
	 MM	A2.5 
Have sts do #5 in pairs. 
Use the mm screen to 
check. Click on ACTION 
to see changes from full 
forms to contractions. 
Click on ACTION again for 
Organizer andhave sts 
check their answers.
tip:	If necessary, conduct a quick drill. Have sts change 
positive sentences into negative ones and the opposite. 
Then, ask questions for sts to give short answers.
	 If extra controlled practice is necessary, get sts to 
do Activity Book page 83 #1.
	 6	 TS	 Refer sts to the model dialogue and act it out with a st.
If necessary, select two sts and have them act out the dialogue.
	MGL	 Get sts to stand up and say hello to other sts in the class. 
Monitor closely for fluency. 
proNuNciAtioN 	 	 	 	 	 	 	 	 5	miN
	 7	 CD1 track 8
	 1	 TS	 Write Hi, Ron on the B and focus on the letters 
h and r. Elicit pronunciation. Have sts repeat the phrase. 
If necessary, get sts to repeat it more than once but be careful 
not to cause embarrassment!
	 2	 TS	 Focus on the first pair. Elicit pronunciation. Play CD 
track and stop after the first pair of words is pronounced. Encourage 
sts to compare their pronunciation to the appropriate pronunciation 
in the track. Play track again, if sts consider it necessary. Play CD track 
and repeat the procedure for the other pairs. 
tip:	Encourage sts to get as near accurate pronunciation 
as possible but don’t expect perfection at this stage.
vocAbulArY: preseNtAtioN & prActice 	 10	miN
	 8	 CD1 track 9	
	 TS	 Refer sts to the pictures. Ask What’s this? (a class) / 
Who’s this? (the teacher) / Who’s he? (a student, Paulo) / What’s 
happening? Introduce Are you ready? and I’m late.
	PW	 Refer sts to the dialogues. Make sure sts know what they 
have to do. Play CD track and have sts match the dialogues and 
pictures. Play track again, if necessary. Classcheck.
	 TS	 Play CD track for sts to listen and repeat. 
kEy:	 A 3 B 1 C 2 
	 9	 TS	 Get sts to go to Vocabulary Pack 1 – page 59 and 
look at the pictures in #1. Refer sts to the words and elicit the 
picture that matches close. 
	PW	 Have sts match words and pictures. Monitor closely and 
help, if necessary. Classcheck and conduct a quick repetition drill.
	IND	 Get sts to complete the sentences in #2. Classcheck.
	 TS	 if time allows, say a verb and elicit from sts completions 
that make up examples of classroom language.
kEy:	 1 G 2 D 3 C 4 F 5 H 6 A 7 E 8 B
tip:	If out of time, ask sts to do the exercise for homework.
speAkiNG 	 	 	 	 	 	 	 	 	 	 10	miN
	 10	 rP1 A2.10
	GW	 Give a set of cards to each group. Tell sts to shuffle the 
cards and put them, face down, in a pile. Get sts to take turns 
picking up a card and making a sentence with the word on it. If 
the sentence is correct, the st scores a point and keeps the card. 
The winner is the st who has more cards at the end of the game.
extrA
f Follow up
Encourage sts to memorize the classroom expressions at home. 
At the beginning of the following class, say a word and get sts to 
say the expression that contains it.
f Homework 
Activity Book A2, page 83. 
21
Aim(s) of the lesson:
f Saying numbers
f Asking about classroom objects
Vocabulary	
NouNs: bag, box, CD-ROM, chair, coins, computer, 
credit card, desk, diary, dictionary, door, eraser, glasses, 
hairbrush, identity card, keys, lead refills, lipstick, 
matches, magazines, mechanical pencil, mobile, 
notebook, pen, pencil, sheets of paper, sunglasses, table, 
telephone book, wall, wallet, watch, whiteboard 
NumerAls: one to twelve
QuestioN word: what
expressioNs: What’s … in English?, What are these?, 
I don’t know., Excuse me, please.
Grammar	
Verb Be – This/It is(n’t)
 These/They are(n’t)
Plurals
Pronunciation	
tHis / these
tHAt tHAt tHA / those
SkillS
Listening to numbers, questions and answers
Speaking: saying numbers, asking about classroom 
objects
rEcyclinG
Greeting and introducing people
Verb Be
Adjectives of opinion
	 2	 CD1 track 12
	 TS	 Refer sts to the pictures. Ask Who are they? Where are 
they? Can you name the objects you see in the pictures?
	PW	 Play CD track for sts to listen and match the conversations 
with the pictures. Classcheck and play track again for sts to 
listen and repeat.
	 TS	 Refer sts to the conversation and pictures in #2 and elicit 
the differences between this, these, that, those. Quickly drill this, 
that, these, those using objects in the classroom.
	 TS	 Focus on the Tip box. Elicit the rule for the common 
plurals in English.
kEy:	y:	y A 2 B 1
	 3 	 Book	Track
	 CD1 track 13
	 TS	 Focus on the words 
and the pictures. Refer sts to 
whiteboard and make sure whiteboard and make sure whiteboard
sts understand what to do.
	 PW	 Get sts to match the 
words and the objects. Play 
CD track for sts to listen 
and check. Play track again 
for sts to listen and repeat. 
Make sts repeat the words 
as accurately as they can. 
	 TS	 Ask Which of 
these can you see in your 
classroom? How many of 
each can you see?
	 PW	 Get sts to cover the 
words and test each other.
kEy:	y:	y 9 - 1 - 6 - 7 - 4 - 12 - 5
2 - 14 - 11 - 13 - 10 - 3 - 8
MulTiMedia	Track
	 MM A3.3
	 TS	 Focus on the words 
and the pictures. Refer sts to 
whiteboard and make sure whiteboard and make sure whiteboard
sts understand what to do.
	 PW	 Get sts to match 
the words and the objects. 
Refer sts to mm screen. 
Click on the numbers for sts 
to listen and check. Then 
drill pronunciation. Make 
sts repeat the words as 
accurately as they can.
	 TS	 Ask Which of 
these can you see in your 
classroom? How many of 
each can you see?
	 PW	 Get sts to test 
each other.
	 T	 Click on ACTION to 
see screen 2 and for sts to 
check and/or copy answers 
if necessary.
proNuNciAtioN 	 	 	 	 	 	 	 	 10	miN
	 4	 TS	 Focus on the th sound. Explain what the symbol is. 
Say this, these, that, those and have sts repeat after you. 
vocAbulArY 	 	 	 	 	 	 	 	 	 20	miN
	 1	 CD1 track 11
	 TS	 Books closed. Quickly revise classroom expressions by 
saying a word and having sts say the expression which contains 
it. At the end, ask How many new expressions have you learnt?
Elicit numbers using your fingers.
Books open. Focus on the numbers. Play CD track for sts to listen 
and repeat. 
	PW	 if time allows, get sts to test each other. Get st A to write a 
number for st B to say.
A3 What’s this in English?What’s this in English?What’s this in English?
22
	 5	 TS	 Get sts to go to Vocabulary Pack 2 – page 59 and 
elicit some of the objects from sts. 
	PW	 Have sts match words and pictures. Monitor closely and 
help, if necessary. Classcheck and conduct a quick repetition drill. 
Tell sts to test each other by covering the words and pointing at 
one object at a time. Monitor closely for pronunciation.
if time allows, have sts ask each other What’s your favourite 
personal object?
kEy:	 A 11 B 15 C 8 D 9 E 6 F 18 G 13 H 3 I 10 J 2 
K 16 L 20 M 4 N 5 o 7 P 12 Q 1 r 17 s 14 T 19
GrAmmAr 	 	 	 	 	 	 	 	 	 	 25	miN
	 6	 PW	 Talk sts through the Organizer. Get sts to look 
at the conversation in #2 and fill in with singular or plural. 
Classcheck and highlight the contractions. Have sts listen and 
repeat after you.
	 TS	 If necessary, write singular and plural on the B. Say this 
and ask Singular or plural? and write it under the appropriate 
heading. Repeat the procedure with that, these and those.
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 85 #3.
	 7	 rP1 A3.7
	 TS	 Write I think that’s a / those are … Show the first picture 
to sts and say I think those are sticks. What do you think? and 
elicit possible answers. Show the second picture and elicit sts’ 
guesses. Repeat the procedure with the other pictures. Insist 
on accuracy and conduct a quick substitution drill at the end, 
if necessary.
	 8	 TS	 Choose a classroom object and point to it. Ask 
What’s that? and elicit sts’ answer. Refer sts to the exchange. 
Refer sts to the picture and elicit sts’ answers. Elicit other 
questions Paulo and Rita may ask and quickly revise the 
difference between this, that, these and those.
	PW	 Get ststo point to things in class, ask and answer. Monitor 
closely for accuracy.
tip:	Don’t hesitate to interrupt and conduct a quick 
grammar drill if sts show difficulty using this, that, these 
and those accurately.
	 9	 rP1 A3.9
	GW	 Give each group a picture card (students’ card). Allow the 
sts three minutes to look at the picture, work out and write 
down how many of each object are on the card. Encourage sts 
to ask you What’s … in English? if they don’t know the name of 
an object. Show the appropriate word on the teacher’s card and 
whisper it only to the person asking. 
	 TS	 Elicit the objects and their number. The group who can 
present the largest ‘number of things’ is the winner.
extrA
f Follow up
Select six objects taught in this lesson. Say the names and have 
sts write down how many they have at home.
f Homework 
Activity Book A3, pages 84 & 85.
23
Aim(s) of the lesson:
f Talking about nationalities
Vocabulary
NouNs: Argentina, Australia, Bolivia, Brazil, Britain, 
Canada, Chile, China, Egypt, country, England, France, 
Germany, India, Italy, Japan, Mexico, nationality, 
Northern Ireland, people, Portugal, Scotland, 
South Africa, South Korea, Spain, The USA (The United 
States of America), Venezuela, Wales
Adjectives: Argentinian, American, Australian, Bolivian, 
Brazilian, British, Canadian, Chilean, Chinese, Egyptian, 
English, French, German, Indian, Irish, Italian, Japanese, 
Mexican, Portuguese, Scottish, South African, South 
Korean, Spanish, Venezuelan, Welsh
verbs: check, circle, introduce
expressioNs: Where (in Brazil) are you from?, I’m (from)…, 
Congratulations!, Guess!, I don’t know., Really? 
Grammar
Verb Be (I / you / we / they) – positive, negative, 
interrogative
Verb Be – short answers
Pronunciation
Final m
SkillS
Listening to short conversations
Reading a conversation
Speaking: introducing people, asking and answering 
about where one is from
rEcyclinG
Introducing people
cultural adVicE
the United Kingdom
A4 Where are you from?Where are you from?Where are you from?
listeNiNG & speAkiNG 	 	 	 	 	 	 10	miN
	 1	 CD1 track 14	
	 TS	 Books closed. Write ready, moment, late, meet on the B. meet on the B. meet
Elicit the complete classroom expressions from sts.
Books open. Refer sts to the picture and ask Who are they? 
Where are they? Refer sts to the speech bubbles and make sure 
sts understand the meaning of circle. 
	PW	 Play CD track for sts to listen and answer. Play track again, 
if necessary. Classcheck.
kEy:	y:	y Tim! / Sorry, I’m late.
	 2	 TS	 Read the instructions to sts. 
	PW	 Have sts introduce Ron and Tim. Monitor closely for 
accuracy. At the end, have two sts act out the exchange.
vocAbulArY 	 	 	 	 	 	 	 	 	 10	miN
	 3	 CD1 track 15
	 TS	 Refer sts to the conversation and elicit the countries 
and cities mentioned in it.
	 TS	 Play CD track for sts to listen. Ask Who’s American?
Classcheck. Play track again for sts to listen and repeat.
	PW	 Get sts to practise the conversation. Monitor closely 
for pronunciation. 
if time allows, have some sts act out the conversation for 
the class.
	 4	 CD1 track 16
	 TS	 Refer sts to the words country and nationality. Have sts 
read aloud the countries and nationalities in the table.
	PW	 Get sts to look at the conversation again and complete 
the table.
Play CD track for sts to listen and check. Play track again for sts 
to listen and repeat.
	 TS	 if time allows, say the names of famous Australian, 
Brazilian, British and American people and elicit their 
nationalities.
Focus on the Tip box. Highlight the capital letter in nationalities 
and the special plurals.
tip: Some famous people are David Beckham (British), 
Kylie Minogue (Australian), Britney Spears (American), 
Romario (Brazilian).
24
proNuNciAtioN 	 	 	 	 	 	 	 	 5	miN
	 5	 CD1 track 17
	 TS	 Quickly show the position of lips for the pronunciation 
of the final m.
Play CD track for sts to listen and repeat.
if time allows, elicit other words ending in m and their 
pronunciation.
GrAmmAr & vocAbulArY 	 	 	 	 	 20	miN
	 6	 PW	 Focus on the Organizer. Tell sts to read the 
conversation in #3 again and complete. Classcheck and conduct 
a quick transformation drill.
	 TS	 Highlight the contractions. Say the forms and have sts 
repeat after you. 
kEy:	 are / Are / am / aren’t / from
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 86 #3.
	 7	 TS	 Read the model to sts. Get sts to ask you Are you from …? 
and tell them you’re not from the same city.
	MGL	 Have sts ask each other and find people who are not from 
the same city. Monitor closely for accuracy. At the end, elicit the 
exchange from a pair of sts.
	 8	 TS	 Write Africa, the Americas, Asia, Europe and Oceania 
on the B and elicit a country from each continent from sts.
	PW	 Get sts to go to Vocabulary Pack 3 – page 60 and write 
the continents. Have sts add one or more countries to the table, 
draw the flag and write the nationality. Drill the countries 
and nationalities.
Tell sts to cover the countries and nationalities, point to a flag 
and test their partners. At the end, test sts by saying a country 
and eliciting the nationality. 
reAdiNG 	 	 	 	 	 	 	 	 	 	 10	miN
	 9	 TS	 Refer sts to the text and pictures. Ask Where can 
you see this type of text? Refer sts to the map and introduce 
Britain to sts. Read the sentences to sts.
	IND	 Have sts read the text and choose the right answer. 
Monitor closely and help, if necessary. Classcheck and ask 
What countries/nationalities can you find in the text? and 
conduct a quick repetition drill.
	 TS	 Refer sts to the picture. Ask Where are they from? 
What’s their nationality?
kEy:	 1 are 2 British 3 is
	 10 	 Book	Track
	 TS	 Choose a student and 
together decide on the 
continent/country you two 
are from. Encourage other 
sts to ask you questions to 
guess the country.
 GW Have sts do the 
same. Monitor closely 
for accuracy. If necessary, 
drill questions and short 
answers at the end.
MulTiMedia	Track
	 MM	A4.10 
	 TS	 Use this activity 
to set the model for the 
activity in SB. Click on 
ACTION for the globe to 
spin and stop, showing a 
continent. Move the mouse 
over the continent to show 
the different countries in 
orange. Explain sts have 
to find out which of these 
countries you are from by 
asking questions Are you 
South African? Are you 
from…? etc. When they 
guess correctly, click on the 
country to show the name. 
Get students to come to the 
B and repeat the procedure.
	 GW	 In gps of 6 or 8 
sts form pairs. Each pair 
decides what country they 
are from. Refer to model in 
book if necessary. Other gp 
members ask questions to 
find out. Monitor closely 
for accuracy. If necessary, 
drill questions and short 
answers at the end.
Weblink Tell sts this weblink contains lots of information 
about the four British countries. Suggest that sts find out: the 
language spoken and the population of each British country.
extrA
f Follow up
Show sts pictures of famous people (but not of too famous 
ones!). Elicit where they are from and their nationality.
f Homework 
Activity Book A4, pages 86 & 87.
25
vocAbulArY 	 	 	 	 	 	 	 	 	 30	miN
	 1 	 Book	Track
	 CD1 track 19	
	 TS	 Books closed. Show a 
picture of a famous couple to 
sts. Ask Where are they from? 
What’s their nationality? 
Are they married?
Refer sts to the two photos 
of couples and elicit quick 
descriptions. 
	 PW	 Tell sts to look at the 
five words and get the sts to 
complete what each couple 
is saying.
	 TS	 Classcheck and 
check sts understand what 
the other words mean. 
Play CD track for sts to 
listen and repeat.
kEy:	y:	y engaged / married
MulTiMedia	Track
	 MM A5.1
	 TS	 Books closed. Show a 
picture of a famous couple to 
sts. Ask Where are they from? 
What’s their nationality? 
Are they married?
Refer sts to the two photos 
of couples and elicit quick 
descriptions. Focus on 
the words and get sts to 
complete what eachcouple 
is saying.
Drag the words to check and 
make sure sts understand 
what the other words mean. 
Elicit the pronunciation of 
the words and ask what 
the stressed syllables are. 
Model if necessary. (If you 
have an IWB, invite sts to 
mark the stressed syllables 
with the highlighter.) Check 
by clicking on ACTION. 
Click on the words to drill 
pronunciation.
	 2	MGL	 Refer sts to the exchange. Get sts to ask other 
people in the class what their marital status is. Tell sts they 
should form pairs according to their marital status. Monitor 
closely for fluency.
	 TS	 Have each pair tell the class what their status is. 
	 3	 CD1 track 20
	 TS	 Refer sts to the picture and elicit a quick description. Ask 
Do you think they’re married, single or just friends? Refer sts to 
the sentences and read them to sts.
	PW	 Play CD track for sts to listen and answer. Classcheck.
	 TS	 Refer sts to the question Tim asks. Get sts to look at Mary 
and elicit sts’ predictions. Play CD track for sts to listen and 
complete. Classcheck.
kEy:	y:	y 1. a. T b. F c. T d. F
2. actress 
Aim(s) of the lesson:
f Talking about occupations
f Talking about marital status
Vocabulary	
NouNs: businessman/woman, chef, civil servant, dentist, 
doctor, engineer, housewife, journalist, lab technician, 
lawyer, police officer, receptionist, secretary, student, 
teacher, writer, friend 
Adjectives: divorced, married, separated, single, famous, 
retired, unemployed
NumerAls: eleven to twenty 
expressioNs: Are you (a/an)…?, What do you do?
Grammar	
Verb Be
SkillS
Listening to conversations
Reading about Harry Potter
Speaking: asking and answering questions about jobs 
and marital status
rEcyclinG
Verb Be
A5 Relationships and jobsRelationships and jobsRelationships and jobs
26
	 4	 CD1 track 21
	 TS	 Refer sts to the photos and elicit the jobs. Get sts to 
quickly read the short conversations and guess who’s speaking.
	PW	 Play CD track for sts to listen and match. Play track again if 
necessary. Classcheck. 
	 TS	 Focus on the Tip box. Highlight the plural of housewife and 
drill pronunciation.
kEy:	 2 1 5 3
	 5	 TS	 Get sts to go to Vocabulary Pack 4 – page 60 and 
refer them to the pictures. Ask What are these? and teach jobs. 
Elicit some jobs sts already know.
	PW	 Get sts to match the words and pictures. Monitor 
closely and help, if necessary. Classcheck and conduct a quick 
pronunciation drill. Ask Which jobs are similar to Portuguese? 
Get sts to write another job and draw the picture for it. Elicit sts’ 
contributions at the end.
kEy:	 A 15 B 10 C 17 D 2 E 16 F 6 G 1 H 13 I 14 J 3 
K 9 L 20 M 8 N 4 o 11 P 19 Q 12 r 7 s 5 T 18
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 88 #2.
	 6	 TS	 Choose a job from page 60. Have sts ask you 
What do you do? and answer I’m a(n) … 
	MGL	 Get sts to stand up, go around the class and guess their 
classmates’ real jobs. Monitor closely for accuracy. At the end, 
elicit some sentences from sts and, whenever possible, get 
them to use We’re …
	 TS	 if time allows, do a chain drill. Say a number, get st A to 
ask What do you do? and st B to answer I’m …. Then get st B 
to ask and st C to answer.
tip:	Encourage sts to stress what and do (the main verb) in 
what do you do? and the noun in the answer.
reAdiNG 	 	 	 	 	 	 	 	 	 	 10	miN
	 7	 TS	 Refer sts to the picture and elicit a quick description. 
Give an opinion on Harry Potter films or books saying I love/hate 
Harry Potter books/films. and I think Harry Potter books are…
Write sentences on the B. Encourage sts to give their opinion.
Read the two sentences to sts. Talk sts through the Organizer 
and highlight the use of the indefinite article.
Focus on the Interlink box. Focus on the use of the 
indefinite article.
	IND	 Tell sts to read the text and complete the two sentences 
with jobs. Monitor closely and help, if necessary. Classcheck.
kEy:	 1 students 2 a writer
vocAbulArY 	 	 	 	 	 	 	 	 	 15	miN
	 8	 CD1 track 22
	 TS	 Ask sts How old are Harry, Ron and Hermione in The 
Sorcerer’s Stone? How old are they in The Chamber of Secrets? 
And in The Prisoner of Azkaban?
	PW	 Have sts complete the numbers in the text and in #8. 
Monitor closely and help, if necessary.
Play CD track for sts to listen and check. Play track again for sts 
to listen and repeat.
kEy:	 14 fourteen 16 sixteen 17 seventeen 19 nineteen 
21 twenty-one 22 twenty-two 23 twenty-three
	 9	 TS	 Refer sts to the pictures and elicit dollars, euros, 
pounds, kilometres and kilos. Quickly drill pronunciation.
	PW	 Get sts to say what’s in the pictures. Monitor closely 
for pronunciation.
extrA
f Follow up
Get sts to choose a person they know. Have sts tell each 
other where s/he is from, what his/her nationality is, his/her 
occupation and marital status.
f eNGlisH At work: oN tHe pHoNe
	cd1 track	23 rp1 A5.E@W
	 TS	 Give each st a handout and focus on the company 
directory in #1. Ask sts What’s the name of the company? 
(Sparks & Mensa). Introduce extension number and dial. 
Ask What number do you dial for the police? (190) 
Drill names of departments. If sts can’t manage Research 
& Development, reduce it to R & D. 
Play CD track for sts to listen and write the extension numbers. 
Play track again if necessary. Classcheck.
kEy:	 Research & Development – 265 / Human Resources – 303 / 
Marketing – 209 / Finance – 543 / Sales – 539
	 CD1	track 24
	 TS	 Focus on the gapped dialogue. Tell sts to read it and guess 
the missing words. Elicit guesses but don’t confirm them yet.
Play CD track for sts to listen and fill in. Play track again if 
necessary. Classcheck by writing the answers on the board. 
	PW	 Get sts to practice the dialogue in #2, using the other 
departments and extension numbers.
kEy:	 1 morning 2 Sales 3 madam 4 Marketing 
5 extension 6 539
f Homework 
Activity Book A5, page 88.
27
Refer sts to the British and American flags and explain that 
there are some differences between British and American 
English. Highlight mobile and cell phone.
	PW	 Refer sts to the addresses and phone numbers. Have 
sts say them. Monitor closely for accuracy. At the end, do a 
repetition drill, if necessary.
	 3	 TS	 Write the words address and phone number on phone number on phone number
the B and have them make the questions. Get sts to ask you your 
address and phone number. Make sure you give I don’t have one
as one of your answers.
	MGL	 Encourage sts to stand up and find out their classmates’ 
addresses and phone numbers. Monitor closely for accuracy. 
At the end, elicit a few examples from sts. 
tip: Make sure sts stress what, address and phone number
as they ask their classmates.
listeNiNG 	 	 	 	 	 	 	 	 	 	 15	miN
	 4	 TS	 Refer sts to the picture and ask Who are they? 
Where are they? Refer sts to the cards and ask What types of 
restaurants are they?
	PW	 Have sts say the addresses and phone numbers on the 
cards. Monitor closely for pronunciation.
	 5	 CD1 track 28
	 TS	 Write the word restaurant on the B and quickly elicit restaurant on the B and quickly elicit restaurant
names of restaurants in sts’ area. Elicit sts’ opinions about them. 
Revise the types of restaurant and chef. chef. chef
	IND	 Play CD track and get sts to tick the correct card. Classcheck.
kEy:	y:	y A
	 6 	 Book	Track
	 CD1 track 28
	 TS	 Refer sts to the chart. 
Ask What’s Ron’s full name? 
Is he married? What’s his 
home address? What’s his 
work address?
	 PW	 Play CD track 
again for sts to listen and 
complete the information 
about Ron. Play track again, 
if necessary. Classcheck.
kEy:	y:	y English / chef / 
077 2386 7982
MulTiMedia	Track
	 MM A6.6
	 TS	 Refer sts to the chart. 
Ask What’s Ron’s full name? 
Is he married? What’s his 
home address? What’s his 
work address?
	 PW	 Click on the sound 
button for sts to listen 
again and complete the 
information aboutRon. 
Play track again, if necessary. 
Click on ACTION to check. 
Then click on ACTION again 
for next screen.
Aim(s) of the lesson:
f Asking and giving information about oneself: 
telephone number, address
f Writing about oneself
Vocabulary	
NouNs: address, cell phone, home, road, street, 
surname, work
NumerAls: 20 to 999
expressioNs: What’s your (home) address?, What’s your 
(mobile) number?, I don’t have one., What about you?
SkillS
Listening to conversations
Reading a message to an online community
Speaking: talking about addresses and phone numbers
Writing a message to an online community
rEcyclinG
Questions
Giving opinions
Marital status
Countries & Nationalities
Numbers
vocAbulArY 	 	 	 	 	 	 	 	 	 5	miN
	 1	 CD1 track 27
	 TS	 Books closed. Write your country of origin, nationality 
and marital status on the B. Get sts to make questions for 
the answers.
Books open. Focus on the numerals from 20 to 90 and elicit 
what they have in common (the ending –ty). Then focus on the 
numerals from 100 to 999 and do the same.
	PW	 Get sts to read and complete the numbers. Play CD track 
for sts to listen and check. Play track again for sts to listen and 
repeat. If necessary, write the missing words on the B.
kEy:	y:	y 60 sixty sixty six 70 seventy 80 eighty 90 ninety 
101 a hundred and one 311 three hundred and eleven 
428 four hundred and twenty-eight 567 five hundred five hundred five hundred
and sixty-seven 909 nine hundred and nine
tip: Mention the weak and is important in big numbers. 
	 2	 TS	 Focus on the Tip box. Highlight the way addresses and 
phone numbers are said. Write an address and a phone number 
on the B and have sts say them.
A6 All about youAll about youAll about you
28
	 10	 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	 TS	 Refer sts to the message to an online community. 
Ask Are you a member of an online community?
	PW	 Tell sts to read the message and correct three mistakes 
in it. Monitor for accuracy and help, if necessary. Classcheck.
	 TS	 Read the message again and ask sts what information 
Tatiana included in it.
	IND	 Have sts write their messages and give their opinion 
about a restaurant they know. Monitor closely for accuracy 
and help, if necessary.
kEy:	My name’s Tatiana de Castro / I’m a lawyer / fantastic restaurant 
tip:	refer sts to the Writing Helpdesk A on page 89. Get sts 
to do the exercises before they start writing. 
vocAbulArY 	 	 	 	 	 	 	 	 	 10	miN
	 TS	 Write the words ready, remember, moment and late on 
the B and elicit expressions sts remember. Refer sts to Take-
away expressions (Reference Card A) and write the Portuguese 
counterpart of each. Classcheck and drill pronunciation.
Weblink Tell sts to go to www.rosemaryrestaurant.com and 
find Rosemary’s Restaurant’s address and phone number.
extrA
f Follow up
Encourage sts to find the address and phone number of the best 
restaurants in their area.
f Homework 
Tell sts that at the end of each section of New Interlink they will 
find activities for self-evalutation. Refer to Stop & Check A, pages 
90 & 91, and read the instructions carefully with sts, checking 
that they understand what they have to do.
revisioN sectioN A (pAGes 66-69)
f iNstructioNs For Activities:
	 7	 rP1 revA.7
	GW	 Game: InternatIonal partners. Hand out RP cards (one per 
St). Sts mustn’t let the other sts see their cards. Explain they have 
to mingle to find someone with the same nationality and job. 
Model dialogue: A Who are you?
 b I’m a Portuguese secretary. 
Sts find their partners and sit together. Pairs ask each other Who 
are you? Elicit answers in the plural: We’re Portuguese secretaries. 
The game can be extended as a memory game. Each pair is 
challenged to remember who the other pair is (to recycle they) 
as follows: t Pair 1, who are they? (pointing at Pair 5)
 pAir 1 They’re Brazilian technicians.
 pAir 5 Right. We’re Brazilian technicians.
 or Wrong. We’re Italian doctors.
	 7 	 Book	Track
	 CD1	track 29
	 TS	 Refer sts to the first 
answer and question. Have 
them ask you what your 
full name is. Refer sts to the 
nationality and elicit the 
question. Get sts to write 
the question in the chart.
	 PW	 Get sts to write 
the questions to get the 
information about Ron. 
Monitor closely for accuracy 
and help, if necessary. 
Play CD track for sts to listen 
and check. Play track again 
for sts to listen and repeat. 
Write the questions on 
the B, if necessary.
kEy:	 What’s your full name? 
/ Where are you from? / 
What do you do? / 
Are you married? / What’s 
your mobile number? / 
What’s your home address? / 
What’s your work address?
MulTiMedia	Track
	 MM	A6.7 
	 TS	 Refer sts to the first 
answer and question. Have 
them ask you what your 
full name is. Refer sts to the 
nationality and elicit the 
question. Get sts to write 
the question in the chart. 
Click on ACTION to check.
	 PW	 Get sts to write 
the questions to get the 
information about Ron. 
Monitor closely for accuracy 
and help, if necessary. 
Click on the sound button 
for sts to listen and check.
Click on ACTION to check.
Click on the questions 
sound buttons for sts to 
listen and repeat.
speAkiNG 	 	 	 	 	 	 	 	 	 	 10	miN
	 8	 rP1 A6.8
	 TS	 Write Pinocchio on the B and ask What’s Pinocchio famous 
for? Is he a good liar? and introduce lie to sts.
Divide sts in groups and give one card to each st. Explain 
that one st will have to invent the information because he’s 
Pinocchio. Get sts to study the information they have.
	GW	 Have sts ask each other the questions and find out who’s 
lying. Monitor closely for fluency. Don’t interrupt at this stage. 
If there are mistakes, take notes and deal with them later.
reAdiNG 	 	 	 	 	 	 	 	 	 	 15	miN
	 9	 TS	 Refer sts to the photos and elicit a quick description.
Get sts to quickly read the text and ask What are their names? 
What do they do? Where’s the restaurant? What type of 
restaurant is it?
	PW	 Get sts to complete the questions. Refer sts to the models 
in the speech bubbles and elicit the answer. Get sts to ask and 
answer the questions. Monitor closely for accuracy. Classcheck.
kEy:	 1 Are (No) 2 they (No) 3 Are they (Yes) 
4 Is (No) 5 Is it (Yes)
29
Aim(s) of the lesson:
f Talking about days and places
f Ordering food and drinks
Vocabulary	
NouNs: beer, coffee, ice, milk, mineral water, orange juice, 
sugar, tea, wine 
Adjectives: favourite, right, wrong
dAys of the week:dAys of the week:dA Sunday, Monday, Tuesday, Wednesday, 
Thursday, Friday, Saturday
expressioNs: How do you spell…?, Is that right?, Yes, right., 
Sorry, wrong., A drink for you?, Yes, please., No, thanks., 
Here you are., Thank you (very much)., You’re welcome.
Grammar	
Prepositions: in + cities and countries; on + days
Pronunciation	
Word stress
SkillS
Listening to the alphabet and to conversations
Speaking: ordering food and drinks; 
offering food and drinks
recyclinG
Verb Be
Countries
Short answers
B1 In Paris on ThursdayIn Paris on ThursdayIn Paris on Thursday
SPEAKING & LISTENING 20 mIN
1 	 Book	Track
 cd1 Track 30
	 TS	 Books closed. Show a 
photo of a famous city (Paris, 
London, Rio) and say I think 
it’s a fantastic city. Elicit sts’ 
opinions, asking What do 
you think? Write fantastic fantastic fantastic
on the B and other 
adjectives sts use.
Books open. Refer sts to the 
alphabet. Play CD track for 
sts to listen and repeat. 
Ask What do the letters of the 
same colour have in common?
(same vowel sound).
Get a few sts to spell 
their names.
MulTiMedia	Track
MM B1.1
Books closed. Refer sts to 
the alphabet. Get a few 
sts to spell their names.
Click on the sound button 
for sts to listen to the 
whole alphabet.
Click on each letter to drill 
pronunciation. For the letter 
Z, click on the flags for the 
different pronunciations. 
Ask What do the letters of the 
same colour have in common?
(same vowel sound).
Get a few sts to spell 
their names.
2 TS	 Refersts to the Interlink box and elicit 
pronunciation of the pairs. Quickly drill pronunciation.
	PW	 Have sts say the acronyms in English. Encourage sts to add 
other acronyms they know. Monitor closely for pronunciation. 
Interrupt the activity and have sts repeat the alphabet again, 
if you notice they are making too many mistakes. 
	 TS	 Focus on the Tip box. Highlight the difference in 
pronunciation and spelling of Z and teach double. 
If time allows, refer sts to the words on the B and elicit spelling.
tip: Acronyms
CIA – Central Intelligence Agency
DVD – Digital Versatile Disc
FBI – Federal Bureau of Investigation
HBO – Home Box Office
MSN – Microsoft Service Network
CNN – Cable News Network
UK – United Kingdom
VIP – Very Important Person
3 TS	 Refer sts to the short exchange. Explain How do 
you spell …?, Is that right?,Is that right?,Is that right? Yes, right. and Sorry, wrong. Get sts to 
repeat the expressions. Act out the exchange with a st. Quickly 
elicit words from Section A. 
	PW	 Have sts play Spelling Contest. Monitor closely for 
pronunciation. At the end, ask How do you spell ‘countryHow do you spell ‘countryHow do you spell ‘ ’?
30
 4 cd1 Track 31
	 TS	 Tell sts to look at the tour programme and the picture. 
Ask Where are the people? What’s the name of the agency? 
What cities and countries are mentioned?
Explain travel agent, passengers, flight number and 
tour programme. 
Focus on the days in the tour programme and elicit 
pronunciation. Read the first question to sts.
	PW	 Play CD track (PART 1) for sts to listen and complete 
the first blank. Play track again, if necessary. Classcheck.
Play CD track (PART 2) for sts to complete the programme with 
countries and flight numbers. Play track again, if necessary. 
Classcheck.
key:	 1 Hayama 2 AA3315 3 Italy 4 France 5 DL0293
TIP: Brazilian sts usually confuse Tuesday and Thursday. 
The /D/ sound is very important to make this distinction. 
Say the words aloud, draw sts’ attention to the difference 
and get them to repeat the words.
GRAmmAR & SPEAKING 10 mIN
 5 TS	 Talk sts through the Tip box. 
Books closed. Elicit the spelling of the days of the week and 
write them on the B.
Books open. Refer sts to the tour programme and ask Where are 
they on Monday? Are they in New York on Monday?
Focus on the Organizer and highlight the use of on with days, 
and in with cities and countries.
	PW	 Get sts to ask and answer. Monitor closely for accuracy. 
	 TS	 If time allows, play tic-tac-toe. Write the days, cities and 
countries on the B and get sts to say the correct prepositions.
 If extra controlled practice is necessary, get sts to do 
Activity Book page 92 #2.
REAdING 5 mIN
 6 TS	 Refer sts to the picture. Ask what can you see? 
What do you know about Eurostar? Read the two sentences to sts.
	IND	 Have sts read the text and write T(rue) or F(alse). At the 
end ask Is there anything you don’t understand?
key:	 1 F 2 T
vocABuLARy 10 mIN
 7 cd1 Track 32
	PW	 Refer sts to the words and pictures. Get sts to match them. 
Monitor closely and help, if necessary. Play CD track for sts to 
listen and check. Play track again for sts to listen and repeat.
	 TS	 If time allows, write alcoholic and non-alcoholic on the B. 
Elicit the drinks and write them under the appropriate heading.
key:	 A 2 B 7 c 4 d 3 e 9 f 1 G 8 h 5 i 6
LISTENING & SPEAKING 15 mIN
 8 cd1 Track 33 e-Board
	 TS	 Refer sts to the conversation. Ask Where are they? What do 
they want? Read the first question to sts.
	PW	 Play CD track for sts to listen and answer. Classcheck. 
Get sts to read the conversation and complete it (if possible). 
Play CD track for sts to listen and finish completing. Play track 
again for sts to check. Classcheck, if necessary.
key:	 1. mineral water / coffee 
2. 1 for 2 Coffee 3 No 4 Yes 5 you 6 you 7 You’re 
 8 you 9 water 10 Ice 11 please 12 are 13 you 
 9 TS	 Have two sts act out the dialogue in #8.
	PW	 Get sts to cover it, look at the icons and practise. Monitor 
closely for pronunciation.
 10 PW	 Tell sts to offer each other some drinks. Monitor 
closely for fluency.
	 TS	 Refer sts to the picture. Say Bye! See you on … and 
encourage sts to say the same.
TIP: At the end of every class, say Bye! See you on … and 
encourage sts to do the same.
EXTRA
f follow up
Tell sts to pretend they are millionaires and create their own 
tour programme.
f hoMework 
Activity Book B1, page 92.
31
Aim(s) of the lesson:
f Giving personal information
Vocabulary	
NouNS: celebrity, company, episode, film star, 
president, quiz, reporter, singer, TV presenter, winner, 
New Zealand
AdjEcTIvES: beautiful, great, famous, important
EXPRESSIoNS: How old is (he)?, (He)’s about (20) years 
old., Who’s this?, What’s this?, I’m not sure.
Grammar	
Verb Be – he, she, it
Pronunciation	
Connected speech
SkillS
Listening to a conversation
Reading descriptions
Speaking: giving personal information
recyclinG
Verb Be
Jobs
Nationalities
Countries
B2 How old is he?How old is he?How old is he?
SPEAKING & REAdING 15 mIN
1 TS	 Books closed. Show three pictures of famous 
people from different age groups and ask What’s the perfect age?
Books open. Refer sts to the pictures. Ask Who are they? Write 
JOB, COUNTRY and COUNTRY and COUNTRY NATIONALITY on the B and elicit what sts NATIONALITY on the B and elicit what sts NATIONALITY
know about them. Write celebrity on the B and ask celebrity on the B and ask celebrity What do 
you think of these celebrities? Quickly drill the pronunciation 
of celebrity.
Refer sts to the Tip box and highlight the use of the pronouns. 
2 PW	 Refer sts to the quiz. Get them to read and match 
the photos to the descriptions. Classcheck and elicit the 
pronunciation of TV presenter, famous, episode, film star, 
president, company and president, company and president, company singer. 
key:	key:	key 1 D 2 C 3 E 4 A
LISTENING & GRAmmAR 10 mIN
3 cd1 Track 35
	 TS	 Refer sts to the picture. Elicit a quick description and read 
the questions to sts.
	PW	 Play CD track for sts to listen and answer #1. Make sure sts 
know that Ana and Ron will NOT mention the celebrities’ names.
Play track again for sts to listen and tick the questions they hear. 
Play track again if necessary. Classcheck.
key:	key:	key 1 Oprah Winfrey and Ewan McGregor
2 a. How old is she? b. Is she an actress? 
c. Where’s he from?
4 IND	 Focus on the Organizer. Get sts to read the 
texts and complete the sentences. Classcheck. Highlight 
the contractions and quickly drill them.
key:	key:	key ’s isn’t is
PRoNuNcIATIoN 5 mIN
5 	 Book	Track
 cd1 Track 36
	 TS	 Refer sts to the 
questions. Play CD track 
for sts to listen and repeat.
MulTiMedia	Track
MM B2.5
 Refer sts to the first 
sentence. Click on the star 
for animation (connected 
speech) and symbols. Click 
on the star again for sts to 
listen and repeat. Repeat 
procedures for the other 
two sentences.
TIP: Use your fingers to show that is and the subject 
pronouns should not be pronounced in isolation.
GRAmmAR: PRAcTIcE 25 mIN
6 TS	 Have sts re-read the questions in #3. 
Quickly drill them.
	PW	 Get sts to ask and answer the questions about the 
two celebrities. Monitor closely for pronunciation and help, 
if necessary. Classcheck.
key:	key:	key a. She’s about 55. b. No, she isn’t. c. He’s from Scotland.
If extra controlled practice is necessary, get sts to do 
Activity Book page 93 #2.
32
 7 TS	 Divide the class into A and B. Get sts A to go to 
page 53 and sts B to go to page 54. Have them read their parts.
	PW	 Have sts A and B sit together, ask each other questions 
and fill in the forms. Monitor closely for pronunciation and 
accuracy. Elicit a few examples from sts at the end.
 8 TS	 Read the first sentence to sts and elicit the answer.
	IND	 Have sts matchthe columns. Monitor closely for accuracy. 
Classcheck and do a quick substitution drill, if necessary.
key:	 5 6 4 3 1 2
 9 TS	 Refer sts to the first picture. Ask Who’s this? 
Where’s she from? How old is she?
	GW	 Get sts to do the same about the other pictures. Monitor 
closely for accuracy. At the end, elicit examples from sts.
tip:
Avril Lavigne h a Canadian singer 
Gisele Bündchen h a Brazilian top model
jamie oliver h a British cook / is on TV shows
Rodrigo Santoro h a Brazilian actor / is in Hollywood
Lewis Hamilton h a British race driver
journey to the centre of the Earth h 1864 French science 
fiction (Jules Verne) 
christ Redeemer h 1931 statue in Rio de Janeiro, Brazil
colosseum h 1st Century Roman amphitheatre
EXTRA
f FoLLow uP
Tell sts to go to the website www.famouspeople.co.uk and find 
information about a celebrity to report to the group on the 
following class.
f HomEwoRK 
Activity Book B2, page 93.
33
Aim(s) of the lesson:
f Asking for and giving personal information
Vocabulary	
NouNS: at (@), bag, cartoon, charity, children, dog, 
dot (.), electric guitar, email address, fax, hometown, 
racing car, shirt, sister, T-shirt, website
EXPRESSIoNS: This is correct., Hurry up!, 
What’s (his) email?
GrAMMAr
Possessives: my, your, his, her, our, their 
Genitive: ’s
SkillS
Speaking: giving personal information; talking about 
possessions
recyclinG
Verb Be
Personal objects
B3 Names, addresses and possessionsNames, addresses and possessionsNames, addresses and possessions
SPEAKING & GRAmmAR 10 mIN
1 TS	 Books closed. Quickly elicit the names of the 
celebrities in lesson B2 and write them on the B. Ask How old 
is s/he? Where’s s/he from?
Books open. Write Oprah’s official site on the B. Tell sts to look 
at the pictures and find it. Elicit the meaning of ’s and get sts 
to complete. 
key:	key:	key Oprah Winfrey
2 	 Book	Track
	 TS	 Refer sts to the 
picture of the official 
site and to the names of 
celebrities on the B. Say 
Letter A is Oprah Winfrey’s 
charity. and elicit Yes, it is. by 
referring sts to the dialogue. 
Ask What about letter B? 
and elicit I think it’s Jamie 
Oliver’s restaurant.
	 GW	 Get sts to say how 
the objects and places in 
the photos relate to the 
celebrities. Monitor closely 
for accuracy. At the end, 
elicit the phrases with ’s.
key:	 	key:	 	key
A Oprah Winfrey’s charity 
B Jamie Oliver’s restaurant 
c Rodrigo Santoro’s
hometown 
d David Beckham’s shirt 
e Avril Lavigne’s 
electric guitar 
f Lewis Hamilton’s racing car 
G Gisele Bündchen’s sister
MulTiMedia	Track
MM B3.2
	 TS	 Refer sts to the 
names of celebrities 
brainstormed in #1. Say 
Letter A is Oprah Winfrey’s 
charity. and elicit Yes, it is. by 
referring sts to the dialogue. 
Click on the photo to check. 
Ask What about letter B? 
and elicit I think it’s Jamie 
Oliver’s restaurant. Click 
on the photo to check. 
Click on ACTION to see all 
the photos again.
	 GW	 Get sts to say how 
the objects and places in 
the photos relate to the 
celebrities. Monitor closely 
for accuracy. At the end, 
elicit the phrases with ’s.
Click on each photo to check.
REAdING & LISTENING 15 mIN
3 TS	 Write FFWC on the B. Get sts to read the rubrics 
and find what the acronym stands for. Ask Who are they? 
Tell sts to look at the membership forms and read the sentences 
containing the information. Focus on the first sentence and 
ask Who is it about: Mary, Ron or FFWC? Highlight the use of his, 
her and her and her their.
	PW	 Get sts to look at the membership forms, read the 
sentences and write M, R or F. Monitor for accuracy and highlight 
the use of the possessives. Classcheck and quickly highlight the 
stress pattern of surname, address, mobile and email. Have sts 
repeat the words.
If time allows, get sts to rephrase the sentences using ’s. 
Example: Mary’s surname is Dixon.
key:	key:	key 1 M 2 R 3 F 4 M 5 R 6 M 7 F 8 R 9 F
TIP: Write on the B Mary’s a member of the FFWC. and 
Mary’s surname is Dixon. and draw sts’ attention to the 
difference between verb to be (’s) and the genitive (’s).
34
 4 cd1 Track 37
	 TS	 Focus on Mary, Ron and FFWC and elicit the possessives 
used with each in #3.
	IND	 Play CD track for sts to listen and write 1 to 3. Play track 
again, if necessary. Classcheck.
	 TS	 Refer sts to the Tip box and ask What it it? (an email 
address). Elicit the pronunciation and ask one st What’s your 
email address?
If time allows, get sts to ask two classmates What’s your 
email address?
key:	 a 3 b 1 c 2
TIP: If you notice sts are not using the appropriate stress 
pattern of email, highlight the difference between English 
and Portuguese and get sts to repeat the word a few times.
SPEAKING & GRAmmAR 15 mIN
 5 TS	 Read the rubrics to sts and elicit the first question. 
Get sts to look at the forms and answer it.
	PW	 Have sts ask questions and answer them using the 
information in the forms. Monitor closely for accuracy. 
Classcheck.
TIP: If appropriate, give some feedback on the intonation 
of Wh-questions and conduct a short repetition drill.
 6 TS	 Talk sts through the Organizer. Ask sts Do we use
my, your, our, his, her, their to talk about our possessions?
	IND	 Get sts to complete the sentences. Monitor closely for 
accuracy. Classcheck.
	 TS	 Focus on the Interlink box. Highlight the difference 
between your, his, her and explain that this is a common mistake 
Brazilian sts make. 
key:	 1 his 2 their 3 her
 If extra controlled practice is necessary, get sts to do 
Activity Book page 94 #3. 
GRAmmAR: PRAcTIcE 20 mIN
 7 rp1 B3.7 e-Board
	 TS	 Show the picture in the RP to sts and tell them they have 
one minute to look at it and memorize the people and the 
objects they own. 
	PW	 Show sts the picture in #7. Get sts to look at the objects 
and say if the objects are next to the correct person. Monitor 
closely for accuracy and help, if necessary. Show the picture in 
the OHT again and get sts to check their answers.
 8 TS	 Refer sts to the form and get them to ask you your 
name, surname, mobile number and email address.
	PW	 Have sts get information about a classmate. Monitor 
closely for accuracy.
Have sts change partners and find out about the classmate 
interviewed before. Highlight that his/her should be used now.
Weblink Tell sts to go to www.oprah.com and find what’s 
on Oprah’s Show today. 
EXTRA
f FoLLow uP
Ask sts to find out some famous people’s email addresses. 
Next class, get sts to exchange the addresses they’ve found.
f HomEwoRK 
Activity Book B3, pages 94 & 95.
35
Aim(s) of the lesson:
f Talking about one’s family
Vocabulary	
NouNS: aunt, brother, brother-in-law, children, 
couple, daughter, descendents, grandchildren, 
grandfather, grandmother, granddaughter, grandson, 
grandparents, father, father-in-law, husband, mother, 
mother-in-law, nephew, niece, parents, partner, sister, 
sister-in-law, son, son-in-law, uncle, wife 
AdjEcTIvES: big, small
AdvERBS: alone
vERBS: have, live
EXPRESSIoNS: I only have… , Oh, really? , Oh, I see. 
Grammar	
Present simple: have / live
 I / you / we / they
 affirmative
Pronunciation	
Intonation in questions
SkillS
Listening to conversations
Speaking: getting information about people’s family 
and family life
recyclinG
Questions
Jobs
Possessives
Verb Be
B4 Do you have a big family?Do you have a big family?Do you have a big family?
vocABuLARy & LISTENING 15 mIN
1 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	 TS	 Books closed. Show a picture of a famous family. 
Ask How old are they? Where are they from? Is it a big family 
or a small one?
Books open. Ask Is your family big or small? Get sts to go to 
Vocabulary Pack 5 – page 61 and look at the family tree. Call sts’ 
attention to their position in the tree. Get sts to examine the 
family tree and ask Do you have any questions?
Read each word and have sts repeat them after you.Refer sts to the picture of the famous family and elicit the family 
members. Ask Is Brad Pitt Angelina Jolie’s husband?
	PW	 Get sts to write names of people in their family in the 
appropriate boxes. Monitor closely for pronunciation and elicit 
a few names at the end.
TIP: A good choice of a picture to show your sts would be 
Angelina Jolie’s family.
2 TS	 Refer sts to the model dialogue. Give information 
about two members of your family – name, age, occupation 
– and encourage sts to guess who he is.
	PW	 Have st A give information about two family members 
while st B guesses who st A’s family member is. Elicit a few 
examples at the end.
3 cd1 Track 38
	 TS	 Refer sts to the picture and elicit a quick description. 
Ask Who do you think they are? Read the questions to sts.
	PW	 Play CD track for sts to listen and match the photos and 
the names in the labels. Classcheck.
Play track again and have sts write the ages and jobs. Classcheck 
and ask Who isn’t in Australia now? (Steve)
key:	key:	key Inés F doctor / Jane D lawyer / Jessica B 8 / Mark E 
doctor / Melanie C 9 / Steve A 11 
GRAmmAR & PRoNuNcIATIoN 20 mIN
4 cd1 Track 39
	 TS	 Get sts to read the short conversations silently.
	IND	 Play CD track for sts to listen and circle the correct words. 
Classcheck.
key:	key:	key 1 Do / do 2 Do / don’t 3 Do / don’t 
36
 5 cd1 Track 39
	 TS	 Refer sts to the dialogues in #4. Call sts’ attention to the 
pronunciation of Do you. Play CD track for sts to listen and repeat.
TIP: Raise sts’ awareness to the features of connected 
speech by using an example in Portuguese. Highlight that 
Portuguese speakers also pronounce words “together”.
 6 TS	 Write two family members on the B. Ask a st 
Do you have a …? and encourage them to answer Yes, I do. 
or No, I don’t. Tell sts to write four family members they 
think their classmate might have.
	PW	 Have sts check their guesses by asking Do you 
have a …? Monitor closely for pronunciation. Elicit a few 
examples at the end.
 7 	 Book	Track
	 TS	 Focus on the 
Organizer. Talk sts through 
it. Draw sts’ attention 
to the negative and the 
interrogative forms. Ask 
sts What do you use in 
negative sentences? (Don’t). 
and What do you use in the 
interrogative form? (Do). 
	 IND	 Have sts look at the 
dialogues in #4 again and 
complete the sentences. 
Classcheck. 
key:	 have / Do / don’t / don’t 
MulTiMedia	Track
 MM B4.7 
	 TS	 Refer sts to mm 
screen and work on form 
and concept of Present 
Simple. Elicit answers from 
sts before clicking on ACTION 
to check. Click on ACTION 
for new speech bubbles 
and answers.
	 IND	 Have sts look at the 
dialogues in #4 again and 
complete the sentences. 
Use last screen to check.
Focus on the contracted form (don’t). Have sts repeat it.
Refer sts to the Tip box and explain the meaning of partners. 
Ask Do you have a partner?
 If extra controlled practice is necessary, get sts to do 
Activity Book page 96 #2.
GRAmmAR: PRAcTIcE 20 mIN
 8 TS	 Quickly revise the meanings of married, single, 
divorced and separated. Refer sts to Interlink and explain the 
meaning of children and parents. Ask Do you have any children? 
What are your parents’ names?
	PW	 Have sts read the questions and write a, b or c. Classcheck.
There are no correct answers for this exercise. The main point of 
the exercise is to make sure sts understand the questions.
 9 cd1 Track 40
	 TS	 Play CD track for sts to listen and repeat. Play track 
again and have sts repeat the questions they show difficulty 
pronouncing.
 10 TS	 Encourage sts to ask you if you’re married or not. 
Have them ask you two questions and answer them. Refer sts 
to the card.
	PW	 Get sts to find out if their classmate is married or not. 
Have sts write and ask their classmates five questions about 
his or her family life.
EXTRA
f FoLLow uP
Get sts to bring a photo of their families and describe it to 
their classmates.
f AcTIvITy: do you HAvE …?
 rp1 B4.extra
	 TS	 Show a set of cards to sts and take one card. Show the 
picture to sts and ask Do you have a(n) … here? Hand out a set 
of cards to each group and tell sts to place the cards face down 
on the desk.
	GW	 Get one st to pick up a card and ask a st the question 
using the word/picture on the card. Monitor closely for accuracy. 
At the end, elicit some examples from sts. 
f HomEwoRK 
Activity Book B4, pages 96 & 97.
37
Aim(s) of the lesson:
f Describing oneself
Vocabulary	
NouNS: sports (volleyball, football, tennis), habit, 
man, woman
AdjEcTIvES: ideal, important, nice, perfect 
vERBS: like, meet, play, smoke, speak, work 
AdvERBS: a little, a lot, (not) very well
EXPRESSIoNS: Very important, It’s a terrible habit, 
I work in (a shop), I work for (a company) 
Grammar	
Present simple: I / you / we / they
 Questions and answers
 Negative
Questions 
SkillS
Listening to a conversation
Reading an essay
Speaking: getting information about each other
recyclinG
Have 
How old …?
Where …?
Present simple: affirmative
B5 Meet your perfect partnerMeet your perfect partnerMeet your perfect partner
LISTENING & SPEAKING 20 mIN
1 TS	 Books closed. Ask How many of you are married? 
Divorced? Single? How many of you live with a partner? 
Books open. Refer sts to the picture of the site. Introduce dating 
agency. Ask What is this? Do you like meeting people online?
Refer sts to the picture of Jane. Ask How old do you think she is? 
What do you remember about her?
2 TS	 Refer sts to Jane’s registration form and ask 
When’s her birthday?
	PW	 Get sts to read Jane’s essay and complete the form, 
including the year of her birth. Monitor closely but don’t help 
sts with vocabulary at this stage. Classcheck and ask Do you 
think it’s difficult for Jane to find the “perfect man”? Why (not)?
key:	key:	key a woman – 19 – (open answer) – England – a man
3 	 Book	Track
 cd1 Track 41
	 TS	 Refer sts to the 
highlighted verb phrases. 
Focus on #1 and elicit the 
photo that matches it.
	 PW	 Get sts to look at the 
other phrases (2-6) and to 
match them to the photos. 
Classcheck.
key:	key:	key A 2 B 4 c 6
d 1 e 5 f 3
MulTiMedia	Track
MM B5.3
	 TS	 Refer sts to 
the screen and to the 
highlighted verb phrases. 
Focus on #1 and elicit the 
photo that matches it.
	 PW	 Sts look at the 
other phrases (2-6) and 
match them to the photos. 
Check by dragging the 
phrases to the correct 
pictures. Click on ACTION 
for screen two.
4 	 Book	Track
	 TS	 Refer sts to photos 
A and B. Elicit from sts what 
Jane’s perfect partner says 
for these photos.
	 PW	 Sts do the same for 
photos C-F.
	 TS	 Play the CD track 
for students to listen, check 
and repeat.
MulTiMedia	Track
MM B5.4
	 TS	 Refer sts to photos 
A and B. Elicit from sts what 
Jane’s perfect partner says 
for these photos.
	 PW	 Sts do the same for 
photos C-F.
	 TS	 Click on the photos 
for students to listen, check 
and repeat.
If time allows, describe yourself using the verb phrases. 
Then elicit quick descriptions of the sts.
LISTENING & GRAmmAR 15 mIN
5 cd1 Track 42
	 TS	 Refer sts to the picture and elicit a quick description. 
Explain video conference and respondent. Ask What’s his real 
name? How old do you think he is? and encourage sts to guess.
	PW	 Play CD track and get sts to answer the questions. Play 
track again, if necessary. Classcheck.
key:	key:	key 1 William 2 34
38
 6 cd1 Track 43
	 TS	 Read the questions to sts. Highlight the first and the fifth 
questions and elicit possible answers.
	PW	 Play CD track for sts to listen and number the conversation 
in the correct order. Play track again for sts to listen and repeat. 
Classcheck and explain phrases sts show difficulty understanding.
Get sts to practise the conversation. Monitor closely for 
pronunciation.
key:	 1 – 6 – 3 – 2 – 4 – 5 
TIP: While monitoring, highlight the connected form Do 
you. If necessary, do a quick pronunciation drill at the end.7 cd1 Track 44
	 TS	 Read the sentences to sts. Elicit the meaning of not very 
well. Talk sts through the Organizer and ask Where do you work? 
What sports do you play? What languages do you speak?
	PW	 Have sts complete the dialogue. Monitor closely for 
accuracy. Play CD track for sts to listen and check. Play track 
again for sts to listen and repeat. Refer sts to Interlink and 
forewarn sts about the typical error Yes, I like. 
Get sts to practise the conversation. Monitor closely for accuracy.
key:	 Where do you work? – What languages do you speak? – 
Do you like children? 
 If extra controlled practice is necessary, get sts to do 
Activity Book page 98 #3.
GRAmmAR: PRAcTIcE 20 mIN
 8 rp1 1.2
	 TS	 Tell sts Jane chats to two other respondents: PS 35 and 
Bob-NY. Refer sts to the pictures and ask Where are they from 
in your opinion? How old are they? Divide the class into A and B. 
Get sts A to go to page 53 and sts B to go to page 54. Have them 
read their parts.
	PW	 Have sts ask and answer the questions. Monitor closely 
for accuracy. At the end, ask Which of the three respondents is 
perfect for Jane? Why?
TIP: Don’t hesitate to interrupt the activity and do a quick 
drill if sts show too much difficulty making questions and 
giving short answers.
 9 TS	 Quickly revise questions by having sts get personal 
information about you. 
	GW	 Have sts ask and answer questions and get information 
about each other. At the end, get sts to report back to the class 
what similarities or differences there are. Ask Who in the group 
is a perfect partner for Jane?
TIP: Write prompts on the B so that sts ask all the questions 
they can make.
EXTRA
f FoLLow uP
Have sts write their name and Matchmaker Profile on a slip of 
paper. Get sts to exchange slips with other members of the 
group. Have sts read the slip, write if they are compatible and 
return the slip to the st who wrote the profile.
f ENGLISH AT woRK: A joB INTERvIEw
 rp1 B5.e@w-1
	 TS	 Give each st a handout (E@W-1). Complete the first two 
examples together.
	PW	 Get sts to complete the questions. Monitor for accuracy.
	 TS	 Classcheck.
key:	 1 What’s 2 your 3 do 4 are 5 are 6 do 7 Do 8 have
 cd1 Track 45
	 TS	 Play CD track for sts to listen and complete the form in #2. 
Play track again if necessary. Classcheck.
key:	 Guadalquivir / Mexican / 25 / taxi driver / 92527704 / 
languages: Spanish, Italian and German
 rp1 B5.e@w-2
	PW	 Give each st a rolecard (E@W-2) and an agency form 
(E@W-3) and have sts roleplay the dialogue. Sts take turns 
playing the role of candidate and agent. Monitor for fluency.
	 TS	 Conduct a debriefing session with sts and correct the 
mistakes they have made.
f REcycLING GAmE 
 mm B5.extra 
Tell sts they are going on a DUNGEON RIDE. Divide the class into 
two groups. Groups answer the questions to score points. Teams 
write down A, B or C on paper. Afterwards T clicks on the chosen 
options, then on ACTION to check and for score.
Click on ACTION for a new question.
f HomEwoRK 
Activity Book B5, pages 98 & 99.
 rp1 B5.e@w-3
39
Aim(s) of the lesson:
f Talking about weekend activities
Vocabulary	
NouNS: barbecue, beach, bike, flat/apartment, fizzy 
drinks, motorbike, office, pet, shop/store, the city 
centre/downtown
vERBS: go (out with friends/shopping), have (a party/
a barbecue), listen (to music), play (a ball game/
a video game), relax, spend (time online), stay at 
home, watch (TV)
AdvERBS: usually
EXPRESSIoNS: I see, You see, What do you do…?, Me too. 
Grammar	
Prepositions of time: at, in, on 
SkillS
Listening to conversations
Reading about a person’s lifestyle
Speaking about weekend activities; asking and 
answering about work and school; talking about 
oneself
Writing a plan for Youtube
recyclinG
Be – have – like – live
Objects, drinks, family
Questions
B6 What do you do at the weekend?What do you do at the weekend?What do you do at the weekend?
SPEAKING & LISTENING 25 mIN
1 TS	 Books closed. Write the verbs have, like and live in
on the B and elicit sentences with each verb from sts. 
Books open. Refer sts to the pictures and words. Quickly drill 
pronunciation and explain meaning, if necessary. Refer sts to 
the verbs. Refer sts to the model and read it to sts.
	GW	 Get sts to ask and answer, giving information about 
themselves. Monitor closely for fluency.
TIP: Don’t interrupt the activity but do give some feedback at 
the end, especially if sts show difficulty using do and don’t.
2 cd1 Track 47
	 TS	 Ask What do you remember about Jane from lesson B5? 
Which respondent was perfect for Jane? Why? Refer sts to the 
pictures and ask Where are Larry and Jane? (At the Opera House 
in Sydney) Do you think Jane likes Larry? Why?
	 TS	 Read the sentences to sts and elicit guesses.
	PW	 Play CD track for sts to listen and answer T(rue) or F(alse). 
Play track again, if necessary. Classcheck.
Ask Where’s Larry from? Where does he live? Refer sts to the Tip 
box. Highlight the differences between BrE and AmE. Play CD 
track for sts to listen and complete. Classcheck and ask Is Jane 
in love with Larry?
	 TS	 If time allows, elicit a description of Larry from sts.
key:	key:	key 1 a. T b. T c. F d. F e. F
2 flag / on / in
3 cd1 Track 48
	 TS	 Read Larry’s answers to sts and elicit Jane’s questions.
	IND	 Have sts write Jane’s questions. Play CD track for sts to 
listen and check. Play track again for sts to listen and repeat.
key:	key:	key 1 Where do you live? 2 Where do you work? 3 Where’s that?
4 TS	 Get sts to ask you the questions in #3.
	PW	 Have sts ask and answer the questions. Monitor closely 
for pronunciation. Elicit a few examples from sts at the end.
5 	 Book	Track
 cd1 Track 49
	 TS	 Quickly revise the 
days of the week. Refer sts 
to the pictures and elicit the 
free time activities. Read 
the expressions of time 
to sts and make sure sts 
understand what to do.
	 PW	 Play CD track for 
sts to listen and match 
the activities with the days 
and times. Play track again, 
if necessary. 
Classcheck and write the 
time expressions on the 
B. Ask What do you do on 
Friday evening? What do you 
do on Saturday morning / 
evening? What do you do in 
the morning / afternoon?.
key:	key:	key 1 play tennis 
2 play volleyball 
3 go to the cinema 
4 spend (some) time online 
5 study Spanish
MulTiMedia	Track
MM B6.5
	 TS	 Quickly revise the 
days of the week. Refer sts 
to the icons and elicit the 
free time activities. Read 
the expressions of time 
to sts and make sure sts 
understand what to do.
	 PW	 Click on the sound 
button for sts to listen and 
match the activities with 
the days and times. Play 
track again, if necessary.
	 TS	 Check by eliciting 
answer and clicking on the 
question mark.
Click on ACTION for next 
screen. Refer to the time 
expressions and ask What 
do you do on Friday evening? 
What do you do on Saturday 
morning / evening? What 
do you do in the morning / 
afternoon?
40
GRAmmAR & vocABuLARy 15 mIN
 6 TS	 Write the expressions in #5 on the B and read 
them to sts.
	IND	 Refer sts to the Organizer and have them complete it with 
in, on or at. Classcheck. 
 7 TS	 Get sts to go to Vocabulary Pack 6 – page 61 and 
look at the pictures. Elicit vocabulary sts may already know and 
drill pronunciation.
	PW	 Have sts match words and pictures. Monitor closely for 
accuracy. Classcheck and drill pronunciation, if necessary. 
	 TS	 Tell sts what you do at weekend and then ask Which 
activities do you usually do at weekends? 
	IND	 Get sts to tick the activities they do at weekends. Elicit a 
few answers at the end.
	PW	 If time allows, get sts to tell each other what they do at 
weekends and then report to class.
key:	 A 14 B 9 c 7 d 1 e 13 f 10 G 16 h 12 
i 3 j 15 k 6 l 11 M 4 N 5 o 2 p 8
 8 rp1 B6.8
	GW	 Game: Weekends. Give out a set of cards per group. Tell sts 
they should use the pictures in theVocabulary Pack.
Tell sts to shuffle the two separate sets of cards and put them 
on two different piles. The first st picks a card from each pile and 
then chooses a possible verb phrase from the Vocabulary Pack to 
make a sentence. The other sts in the group have to decide if the 
sentence is correct or not. If it is, the st scores a point. Used cards 
should be put underneath their own piles.
 9 TS	 Refer sts to the model and encourage sts to ask you 
what you do on weekends.
	PW	 Get sts to ask and answer about their weekends. Monitor 
closely for accuracy and help, if necessary. At the end, ask Are 
your weekends similar?
wRITING 15 mIN
 10 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	 TS	 Refer sts to the picture and elicit a quick description. 
Ask Do you see videos on Youtube? Do you like them?
	IND	 Refer sts to the plan for Carol’s video. Get sts to read it and 
underline the information in common. Monitor closely and help, 
if necessary. Elicit similar information from sts.
	 TS	 Change the information and read your video to sts.
	PW	 Get sts to change the information and write about 
themselves. Monitor closely for accuracy and help, if necessary. 
Collect sts’ writing and give feedback.
TIP: refer sts to the Writing Helpdesk B on page 100. Get sts 
to do the exercises before they start writing. Also, if out of 
time, have sts write their plan for homework.
vocABuLARy 10 mIN
	 TS	 Tell sts to go to Take-away expressions B (Reference 
Card B) and write the appropriate Portuguese counterpart 
of each. Classcheck and drill pronunciation.
Weblink Tell sts to go to www.youtube.com and search 
for “Hello, my name’s”. Get them to find people introducing 
themselves.
EXTRA
f FoLLow uP
Get sts to produce a short video in which they introduce 
themselves.
Alternatively, ask sts to write three things they do at weekends.
f HomEwoRK 
Remind sts that at the end of each section they will find 
activities for self-evalutation. Refer to Stop & Check B, pages 
101 & 102, and remind them of what they have to do.
REvISIoN SEcTIoN B (PAGES 70-73)
f INSTRucTIoNS FoR AcTIvITIES:
 7 rp1 RevB.7
	PW	 Game: Man, WoMan or thing? Each st receives a card 
with 24 options, and numbers 5 options (1 to 5), without showing 
their partner.
Sts take turns trying to guess each other’s choices by asking 
Yes-No questions. The winner is the one who guesses their 
partner’s five choices first. Model dialogue:
A Man, woman or thing?
B Man.
A Is he an actor?
B No, he isn’t.
A Is he 30 years old?
B Yes, he is.
A Is he from Brazil?
B Yes, he is!
41
Aim(s) of the lesson:
f Making requests and suggestions
Vocabulary	
Adjectives: bored, busy, hungry, late, thirsty, tired 
verbs: close, lend, open 
expressions: Can I …?, Can you …?, Let’s …, Sorry, I can’t., No 
problem, That’s a good idea., Sure., Of course., OK, why not?
Grammar	
Let’s + verb 
Auxiliary can
SkillS
Listening to a phone conversation; short conversations
Reading a conversation
Speaking: making requests and suggestions; 
speaking on the phone
recyclinG
Classroom objects
Countries
Free time activities
Nationalities
C1 Let’s watch a DVD tonight.Let’s watch a DVD tonight.Let’s watch a DVD tonight.
speAKinG & listeninG 	 	 	 	 	 	 10	min
	 1	 TS	 Books closed. Ask How often do you talk on the phone? 
Who do you usually talk to? Do you think Brazilians like talking 
on the phone?
Books open. Refer sts to the picture. Ask Who can you see?
	GW	 Read the instructions to sts. Get them to talk about the topics.
	 2	 CD2 track 2
	 TS	 Refer sts to the speech bubbles. Ask What does Ana want 
Tim to do? 
Read the question to sts.
	PW	 Play CD track for sts to listen and answer. Play track again, 
if necessary. Classcheck.
	GW	 if time allows, elicit the conversation from sts. Write it on 
the B and have sts roleplay it.
key:	key:	key Ana
GrAmmAr & speAKinG 	 	 	 	 	 	 20	min
	 3	 CD2 track 3
	 TS	 Refer sts to the pictures and elicit what each person wants. 
Focus on the Organizer and explain the meaning of requests. 
Quickly elicit positive and negative answers. If necessary, refer Quickly elicit positive and negative answers. If necessary, refer 
sts back to the speech bubbles in the picture.
	IND	 Have sts look at the Organizer and complete the 
dialogues. Monitor closely for accuracy and help, if necessary.dialogues. Monitor closely for accuracy and help, if necessary.
	PW	 Play CD track for sts to listen and check. Classcheck, 
if necessary.
	 TS	 Play track again for sts to listen and repeat. 
if time allows, get sts to act out the conversations. 
Monitor closely for pronunciation and help, if necessary.
key:	key:	key 1 Can I 2 Can you 3 Can you 4 Can I
tip: When drilling pronunciation, pay special attention to 
intonation. Remind sts that it’s polite to make your voice 
go up when making requests.
4 	 Book	Track
	 TS	 Refer sts to the 
objects in the pictures and 
quickly revise vocabulary. 
Elicit a request from sts.
	 PW	 Have sts make 
requests and answer them. 
Monitor closely for accuracy. 
Elicit a few examples at 
the end.
MulTiMedia	Track
	 MM c1.4
	 TS	 Refer sts to the 
pictures and quickly revise 
vocabulary.
Click on ACTION for screen 2. 
Elicit a request from sts.
	 PW	 Click on ACTION 
to start an automatic 
presentation of the pictures.
Have sts make requests 
and answer them. Click 
on ACTION to pause or to 
resume. Monitor closely 
for accuracy. Elicit a few 
examples at the end.
42
	 5	 CD2 track 4
	 TS	 Refer sts to the conversation. Have them read it and 
explain vocabulary sts have trouble understanding. Write 
suggestion on the B. Elicit its meaning and ask What are Ron’s 
suggestions? Which suggestion does Ana accept?
	PW	 Refer sts to the words in the box. Have sts complete the 
conversation. Monitor closely and help, if necessary.
Play CD track for sts to listen and check. Classcheck, if necessary.
	 TS	 Play track again for sts to listen and repeat.
	PW	 Have sts practise the conversation. Monitor closely for 
pronunciation and help, if necessary.
key:	 1 It’s 2 go 3 Well 4 you 5 See
	 6	 TS	 Focus on the suggestions in the Organizer. 
Elicit possible completions from sts.
	IND	 Get sts to look at the conversation in #5 and complete the 
suggestions. Classcheck. Focus on the answers to suggestions 
and elicit positive and negative ones.
key:	 go – Let’s – watch 
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 103 #1.
	 7	 TS	 Get sts to go to Vocabulary Pack 6 (page 61) and quickly 
revise free time activities. Ask What do you do at weekends? 
What do your friends do at weekends?
Elicit some suggestions from sts and answer them.
	PW	 Get sts to make suggestions. Monitor closely for accuracy 
and encourage sts to use a variety of free time activities.
vocAbUlArY 	 	 	 	 	 	 	 	 	 10	min
	 8	 TS	 Get sts to go to Vocabulary Pack 7 (page 62) and focus 
on the pictures. 
	PW	 Get sts to match sentences and pictures. Monitor closely 
and help, if necessary. Classcheck.
	 TS	 Read the first suggestion to sts and elicit the sentence 
that matches it.
	PW	 Have sts match five of the sentences with the suggestions. 
Monitor closely for accuracy and help, if necessary. Classcheck.
if time allows, encourage sts to give different suggestions. 
Monitor closely and help, if necessary. Elicit a few examples 
at the end.
key:	 Part 1: A 2 B 5 C 3 D 6 E 1 F 4 
Part 2: a. 4 b. 5 c. 3 d. 1 e. 6
GrAmmAr: prActice 	 	 	 	 	 	 	 15	min
	 9	 CD2 track 5
	 TS	 Books closed. Elicit from sts what they say when they 
answer the phone and write hello on the B. 
Write the following questions on the B: Who calls? Who answers? 
What’s Marcia’s suggestion? Does Julia say yes or no? Play CD 
track and have sts answer.
Books open. Refer sts to the phone conversation and have sts 
read the sentences.
	PW	 Get sts to number the conversation. Play CD track for sts 
to listen andcheck.
	 TS	 Play track again for sts to listen and repeat. 
key:	 2 4 1 8 5 6 3 7 
	 10	 RP1 c1.10 e-Board
	 TS	 Refer sts to mapped dialogue and elicit completions from 
sts. Read sentences aloud and have sts repeat them after you. 
	PW	 Get sts to phone their partners, make suggestions and 
accept/refuse them. Monitor closely for accuracy. Have sts 
exchange roles. Encourage sts to act out the phone conversation.
extrA
f Follow Up
Tell sts to prepare a phone conversation at home. They should 
invite a friend for lunch at the weekend.
f enGlish At worK: AnswerinG the phone
	 CD2	track	6	
	 RP1	C1.E@W
	 TS	 Give each st a handout and focus on #1. Play CD track 
for sts to listen and answer the questions. Play track again if 
necessary. Classcheck.
key:	 1 Mascarenhas 2 07722248956
	 TS	 Focus on the dialogue in #2 and sts number it and 
complete with the info from #1. Paircheck. Play CD track for 
sts to listen and check. 
key:	 Ana 1 / 5 / 9 / 3 / 7 Caller 10 / 8 / 2 / 4 / 6 
	 TS	 Say sentences aloud and have sts repeat after you. 
	PW	 Have sts practise the dialogue. Monitor closely for fluency. 
if time allows, have a few pairs roleplay the dialogue for the 
whole group. 
f homeworK 
Activity Book C1, page 103.
43
Aim(s) of the lesson:
f Talking about habits
Vocabulary
noUns: carnival, parade, soap opera
Adjectives: typical
verbs: drink, eat, finish, like, interview
expressions: on holiday, Samba School parades, every (day) 
Grammar
Present simple: he / she
 affirmative / negative 
Pronunciation
Present simple: – s, – es 
SkillS
Listening to an interview and to sentences
Speaking: talking about people’s habits
recyclinG
Verbs
Countries: Brazil – Britain 
Days of the week
Nationality: Brazilian
Present simple: interrogative (Do you…?)
C2 He doesn’t play football.He doesn’t play football.He doesn’t play football.
reAdinG & speAKinG 	 	 	 	 	 	 	 10	min
1 TS	 Books closed. Ask sts Do you read books in your free 
time? What do you do at weekends? What do Brazilians do at 
weekends? Are you a typical Brazilian? and teach typical.
Books open. Refer sts to the picture and ask What’s the name of 
Tim’s magazine columnt? Who’s the person in the photo? What’s 
Kiko Mascarenhas’s job? Refer sts to the smaller pictures and 
teach soap opera, barbecue and Carnival.
	IND	 Get sts to read Tim’s article. Ask What’s it about?
	 TS	 Refer sts to the text and elicit typical characteristics 
of Brazilians. Ask sts a question from the text and get sts to 
ask you two. 
	PW	 Have sts ask and answer questions. Monitor closely for 
fluency. Elicit a few exchanges from sts at the end.
listeninG & GrAmmAr 	 	 	 	 	 	 20	min
	 2	 CD2 track 7
	 TS	 Read the sentences to sts and elicit guesses from sts.
	PW	 Play CD track for sts to listen and write T(rue) or F(alse). 
Play track again, if necessary. Classcheck.
key:	key:	key 1 F 2 T 3 T 4 F 5 F 6 T 7 F 8 F
	 3	 CD2 track 8
	 TS	 Write typical Brazilian on the B and ask Do you think Kiko 
is a typical Brazilian?is a typical Brazilian?
	PW	 Play CD track for sts to listen and check. Play track again, 
if necessary. Classcheck and ask Are you a typical Brazilian? What 
about your friends? Are they typical Brazilians? Why (not)?about your friends? Are they typical Brazilians? Why (not)?
4 	 Book	Track
	 TS	 Focus on the 
highlighted verb phrases 
and ask What do 
they have in common? 
(3(3( rd person singular –s)
	 PW	 Tell sts to complete 
the Organizer using the 
highlighted verb phrases 
as models. Monitor closely 
for accuracy. Classcheck 
and highlight has and the 
contractions.
key:	key:	key eats 
plays 
goes 
doesn’t 
play 
watch 
doesn’t 
doesn’t 
MulTiMedia	Track
	 MM c2.4
	 TS	 Refer sts to the 
sentence on the screen. 
Elicit sentence with He. Click 
on ACTION to see animation. 
Repeat procedures for 
sentences 2 and 3.
Click on ACTION for negative. 
Elicit negative form. Click 
on ACTION to see changes. 
Repeat procedures for the 
other sentences.
Click on ACTION to see 
Organizer.
	 PW	 Tell sts to complete 
the Organizer using the 
highlighted verb phrases 
as models. Monitor closely 
for accuracy. Classcheck 
and highlight has and 
the contractions. Click on 
ACTION to check.
	 TS	 Refer sts to the Tip box and highlight the changes 
in the verb form. Ask Which do you think is more difficult: 
to use the correct verb form in English or in Portuguese?
44
tip:	Help sts realize that the “English” Present Simple is 
much easier than the “Portuguese” one with its changes 
in all persons.
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 104 #1.
	 5	 TS	 Refer sts to the first sentence in #2 and elicit 
the correct one. 
	PW	 Get sts to correct the false sentences. Monitor closely 
for accuracy and help, if necessary. Classcheck and elicit some 
famous people’s habits.
key:	 4 Kiko drinks coffee in the morning. 5 He doesn’t 
eat feijoada every Saturday. 7 He doesn’t go to the 
beach a lot. 8 He doesn’t like soap operas. 
pronUnciAtion 	 	 	 	 	 	 	 	 5	min
	 6 	 Book	Track
	 CD1	track 9	
	 TS	 Refer sts to the 
sentences and elicit the 
difference in pronunciation. 
Play CD track for sts to listen 
and repeat.
MulTiMedia	Track
	 MM	c2.6 
	 TS	 Refer sts to the 
sentences and elicit the 
difference in pronunciation. 
Click on the sound button 
for sts to listen and repeat. 
Click on ACTION to see 
phonetic symbols.
	 TS	 Refer sts to the Tip box and elicit the correct 
pronunciation. Refer sts to the Organizer and do the same.
	 PW	 if time allows, get sts to write sentences about 
famous people’s habits using the verbs in the Present 
Simple. Have sts read the sentences. Elicit examples from 
sts and give feedback on pronunciation.
tip:	Play Human Computer. Stand behind the sts. Get them to 
say a verb. Repeat it after sts. If sts think their pronunciation 
is appropriate, they should say another verb. If they think it 
isn’t, they should say the verb again for you to repeat. Stop 
repeating after sts only if they change the verb.
GrAmmAr: prActice 	 	 	 	 	 	 	 20	min
	 7	 TS	 Choose a person from the chart but don’t say who it is. 
Talk about him/her. Encourage sts to guess who the person is.
	GW	 Get sts to do the same. Monitor closely for accuracy and 
elicit from sts a description of a person. Guess who the person is.
if time allows, encourage sts to write about a famous person’s 
habits. Tell them not to say who it is. Get sts to describe the 
person and the other groups to guess who it is. 
tip:	Interrupt the activity and do a grammar drill if sts 
make too many mistakes using the Present Simple.
	 8	 TS	 Talk about a typical Brazilian you know and explain why 
you think they are typical. 
	GW	 Get sts to do the same. Monitor closely for accuracy. Elicit 
examples from sts at the end. 
	 TS	 Conduct a debriefing session with sts and correct the 
mistakes they have made.
extrA
f Follow Up
Tell sts to research about the habits of the English Queen or 
Prime Minister (or any other typical Briton or American) and 
write five sentences about him/her.
Alternatively, ask sts to talk about the habits of a Brazilian who 
is not typical at all.
f homeworK 
Activity Book C2, page 104.
45
Aim(s) of the lesson:
f Talking about people’s habits
Vocabulary
noUns: biography, cat, cigar, magazine, theatre
Adjectives: good-looking, gorgeous, talented, versatile 
verbs: dance, sing, smoke, speak 
expressions: do exercise, Great!, Well,…
Grammar
Present simple: he / she
Interrogative
Pronunciation
Connected speech: does he / does she
SkillS
Listening to a conversation
Reading a conversation and the profiles of famous 
actresses
Speaking: talking about people’s habits
Writing
recyclinG
Present simple: affirmative / negative
Questions
Jobs
Countries 
Nationalities
Family
Marital status
C3 Does he like you? Yes, he does.Does he like you? Yes, he does.Does he likeyou? Yes, he does.
speAKinG 	 	 	 	 	 	 	 	 	 	 5	min
	 1		 1	 TS	 Books closed. Ask Are you married? Do you speak 
English? Do you have children? Where do you work? Where do you live? 
Books open. Read the sentences to sts.
	GW	 Have sts decide if the statements about Tim are T(rue) or 
F(alse). Monitor closely and help, if necessary. Don’t classcheck 
at this stage.
key:	key:	key 1 T 2 F 3 T 4 F 5 F 6 T
reAdinG & listeninG 	 	 	 	 	 	 15	min
	 2	 CD2 track 11
	 TS	 Refer sts to the small photos to introduce Mary and Polly. 
Ask What are doing? Do you like chatting? Do you have online 
friends? friends? Read the questions to sts. 
	PW	 Get sts to read the conversation and write where Polly’s 
questions should go. Play CD track for sts to listen and check. 
Ask Were your answers to #1 correct? and check sts’ answers.
Play track again, if necessary. Classcheck.
Refer sts to the Interlink box and elicit the translations of 
the expressions in yellow.
	 TS	 if time allows, play CD track again for sts to listen 
and repeat. 
key:	key:	key 5 4 2 7 3 1 8 6
SUGGESTED TRANSLATIONS: Of course! = Claro! / 
How many? = Quantos? / Well = Bem / Really? = (É) mesmo? / 
Great! = Que bom! - Legal! / I see = Ah! 
GrAmmAr & pronUnciAtion 	 	 	 	 15	min
3 	 Book	Track
	 TS	 Focus on the 
sentences in #1 and get 
sts to read them. 
Focus on the questions in 
#2 and do the same.
	 IND	 Focus on the 
Organizer and have sts 
complete it after looking 
at the sentences and 
questions. Classcheck and 
highlight the fact that the 
–s disappears when does is 
used in interrogative and 
negative forms.
key:	key:	key Does / does / doesn’t 
MulTiMedia	Track
	 MM c3.3
	 TS	 Refer sts to the 
speech bubbles. Elicit 
question and click on 
ACTION to check. Elicit 
answer and click on 
ACTION again to check. 
Repeat procedures for 
sentence 2. Click on 
ACTION for Organizer.
	 IND	 Get sts to complete 
the Organizer in the book. 
Use mmclass screen 2 to 
check by clicking on ACTION.
Highlight the fact that the 
–s disappears when does is 
used in interrogative and 
negative forms.
	 PW	 Instant Practice: sts 
look at the photos on screen 
3 and ask and answers 
questions in pairs.
46
	 4	 CD2 track 12
	 TS	 Refer sts to the expressions in the box and elicit 
pronunciation of does + he/she.
	PW	 Play CD track for sts to listen and complete the 
conversations with the expressions. 
	 TS	 Play CD track again for sts to listen and repeat. 
Encourage connected speech.
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 105 #2.
GrAmmAr: prActice 	 	 	 	 	 	 	 25	min
	 5	 TS	 Refer sts to the pictures and ask Who are they? What do 
they do? Where are they from?
	 6	 RP1 c3.6
	 TS	 Quickly elicit what sts know about Whoopi Goldberg and 
Marília Pêra. Give out one card to each st.
	IND	 Tell sts to read the information about the actress and 
complete the table. Monitor closely and help sts with vocabulary, 
if necessary.
key:	 A o n o n n n k k n n n 
B n n n n o n n n n k n 
	 7	 TS	 Ask Does Whoopi Goldberg have children? Does Marília 
Pêra have children? and highlight one thing they have in common.
	PW	 Get sts to ask and answer and find things Whoopi 
Goldberg and Marília Pêra have in common. At the end, 
ask What do they have in common? Then elicit differences 
between them.
tip:	Take the chance to revise the Present Simple for 
persons other than he and she.
	 8	 TS	 Refer sts to the phrases in the box and quickly elicit 
pronunciation. 
	IND	 Have sts write five sentences about someone they know 
well. Remind sts to use the phrases in the box. Monitor closely 
for accuracy.
	 9	 TS	 Refer sts to the model. Tell sts you’ve written five 
sentences. Get sts to make questions and guess who s/he is.
	PW	 Have sts talk about the person in #8. Monitor closely for 
fluency. Give feedback on grammar at the end of the activity.
extrA
f Follow Up
Get sts to write sentences about a classmate. Elicit the 
sentences from sts at the beginning of the following class 
and have sts guess who s/he is.
f homeworK 
Activity Book C3, page 105.
47
Aim(s) of the lesson:
f Telling the time
f Talking about TV programmes
Vocabulary
noUns: channel, clock, midday, midnight, TV, 
programme, watch 
verbs: end, start 
expressions: a.m., p.m., o’clock, half past, quarter past, 
quarter to, What time is it?, When is it on?, It’s on …
Grammar
Questions
Prepositions: at – at about – on 
Pronunciation
Connected speech
SkillS
Listening to a conversation and to times
Reading a TV guide
Speaking: telling the time, talking about TV programmes 
and times
recyclinG
Verb Be
Days of the week
Numbers
cultural	note
big ben – one of London’s best known landmarks. For 
more information on Big Ben: www.aboutbritain.com/
BigBen.htm 
C4 Look at the time!Look at the time!Look at the time!
listeninG & speAKinG 	 	 	 	 	 	 15	min
	 1	 CD2 track 13
	 TS	 Books closed. Elicit names of TV programmes from sts 
and write them on the B. Ask What do you think about these 
programmes? programmes? and elicit sts’ opinions.
Books open. Teach / revise late and tired. Refer sts to the TV 
guide and elicit some British programmes. Teach guide and elicit some British programmes. Teach channel and channel and channel
ask What channel is EastEnders on? What type of programme 
is EastEnders?(a soap opera)is EastEnders?(a soap opera)
Read the questions to sts.
	PW	 Play CD track for sts to listen and answer. Play track 
again, if necessary. Classcheck and ask What’s your favourite 
TV programme?
key:	 1 Ana – late / Tim – tired 2 EastEnders 
3 She’s a typical Brazilian.
	 2	 TS	 Write 6.55 on B and elicit the time. Write 6.15 and 6.20
and do the same.
	PW	 Set this up by using the example. Get sts to match and 
complete. Monitor closely for accuracy and help, if necessary.complete. Monitor closely for accuracy and help, if necessary.
	 TS	 Refer sts to the TV guide and elicit some times.
	PW	 Get sts to say some of the times in the TV guide. Monitor 
closely for accuracy and help, if necessary.closely for accuracy and help, if necessary.
key:	key:	key [c] eight [a] thirty [d] five [b] fifty
tip: While monitoring, pay special attention to the 
pronunciation of numbers. If sts are stressing them 
inaccurately, stop and quickly drill pronunciation.
	 3	 CD2 track 14
	 TS	 Get sts to read the times and write what you hear on the B.
	PW	 Play CD track for sts to listen and tick the correct option. 
Play track again, if necessary. Classcheck and ask What time is it?
key:	key:	key b
vocAbUlArY 	 	 	 	 	 	 	 	 	 10	min
	 4	 TS	 Get sts to go to Vocabulary Pack 8 (page 62). Focus on
the clock and teach o’clock, quarter, half.half.half
Refer sts to the clock face and elicit the first and second answers. 
Have sts write past.
	PW	 Get sts to look at the clock face, decide and complete. 
Monitor closely for accuracy. Classcheck.
if time allows, tell sts to write digital times for their partners 
to say analogue style.
key:	key:	key b past c past d past e to f to g ten 
h quarter i half j quarter k o’clock
48
	 5	 TS	 Refer sts to the TV Guide. Refer them to the first
three programmes on BBC1 and elicit the times, using the two 
different ways for telling the time.
	PW	 Get sts to say the times in the TV Guide. Write the words 
o’clock, quarter, half, past and to on the B and make sure sts 
understand they have to use these words. Monitor closely for 
accuracy and help, if necessary.
tip:	If possible, take a “real” clock to class and elicit 
different times.
pronUnciAtion 	 	 	 	 	 	 	 	 5	min
	 6	 TS	 Refer sts to the question. Focus on the highlighted
words and elicit pronunciation. Quickly drill the question.
vocAbUlArY 	 	 	 	 	 	 	 	 	 10	min
	 7 	 Book	Track
	 RP1	c4.7 
	 TS	 Refer sts to the 
picture and ask What is it? 
(Big Ben) Where is it? 
(in London)GW	 Game: Big Ben Snap! 
Give out a set of cards per 
group. Tell sts to shuffle the 
cards and hand them out 
evenly. St A puts one card 
on the desk and asks quickly 
What time is it? The other sts 
have to be quick and “snap” 
by putting their hand on the 
card. Whoever does it first 
has to say the time correctly. 
If they do, they keep the 
card. If not, st A keeps it. 
Then it’s st B’s turn and the 
game goes on until all the 
cards are used. The winner is 
the st who has most cards 
at the end. Monitor closely for 
accuracy and pronunciation. 
At the end, elicit a few 
exchanges from sts.
MulTiMedia	Track
	 MM	c4.7 
	 TS	 Refer sts to the clock 
and ask What is it? Where 
is it? (in London).
	 GW	 Game: Divide the 
class into 2 groups. Click 
on ACTION to go through 
the different times and on 
the sound button for sts to 
listen and repeat. Use the 
first example to model the 
activity. Keep the score on 
the screen.
listeninG & GrAmmAr 	 	 	 	 	 	 15	min
	 8	 cd2 track 15
	 TS	 Refer sts to the TV guide and photo. Ask What can you 
see in the picture? What type of programme do you think it is?
Refer sts to the words programme, channel, day, time. Quickly 
elicit the days of the week.
Explain sts will listen to Tim and Vicki talking about the programme.
	PW	 Play CD track for sts to listen and complete the TV Guide. 
Play track again, if necessary. Classcheck.
key:	 Programme: CSI Miami / Channel: Five / 
Day: Tuesdays / Time: 10 p.m.
	 9	 TS	 Read the sentences to sts. 
Talk sts through the Organizer and have sts complete the 
sentences. 
Teach start and end. Focus on prepositions. Quickly say days, 
channels and times and elicit the correct prepositions.
Focus on the questions and drill them. Refer sts to the TV Guide. 
Say the name of a programme and ask questions about it. Elicit 
questions and answers from sts.
Focus on the Tip box and teach a.m., p.m., midday and midnight.
	PW	 if time allows, get sts to ask and answer about the TV 
Guide in this lesson.
key:	 1 at 2 on 3 at about
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 107 #3.
	 10	 TS	 Refer sts to the conversation. Get sts to ask you
the questions. 
	GW	 Have sts ask and answer. Make sure sts find common 
favourite programmes or programme times. Monitor closely for 
accuracy and pronunciation.
Weblink Tell sts to go to www.tvguide.co.uk and look at the 
UK television schedule for the current week and find out which 
programmes are the same in Brazil.
extrA
f Follow Up
Tell sts to write a short description of their favourite TV 
programme, saying where and when it’s on and giving their 
opinion about it.
f homeworK 
Activity Book C4, page 107.
49
Aim(s) of the lesson:
f Talking about routines
Vocabulary
noUns: bacon, bed, eggs, fries, instrument, meals 
(breakfast, lunch, dinner, snack), neighbour, newspapers, 
piano, shower, sausage, waitress 
Adjectives: different (from), difficult, similar, strange 
Adverbs: exactly
verbs: do (exercise, homework), get (up, dressed, home), 
go (to bed), have (dinner, lunch, a snack, a shower), 
leave (home, work, school), make (dinner, lunch), 
start/finish (work, school), study
expressions: fall in love
Grammar
Present simple: he / she
 Wh-questions and answers
Prepositions: before / after
SkillS
Reading an article
Speaking: talking about routines
recyclinG
Present simple: you
Present simple: affirmative, negative and interrogative
Present simple: short answers
Verb Be: questions and short answers
Times
C5 What time does he start work?What time does he start work?What time does he start work?
vocAbUlArY 	 	 	 	 	 	 	 	 	 10	min
	 1 	 Book	Track
	 CD2 track 18	
	 TS	 Books closed. Ask 
What time is it? What does 
a typical Brazilian do at 
weekends?
Books open. Get sts to go to 
Vocabulary Pack 9 (page 63). 
Refer sts to the pictures and 
elicit vocabulary sts already 
know. Refer sts to the verbs 
in the box. Revise start, finish
and teach leave.
	 PW	 Get sts to complete 
the verb phrases using the 
words in the box. Monitor 
closely for accuracy and help, 
if necessary.
Play CD track for sts to listen 
and check. Play track again 
for sts to listen and repeat. 
Ask What time do you get 
up? Do you do exercise every 
day? What time do you have 
dinner? and encourage sts to 
ask you some questions.
key:	key:	key 1 get 2 do 3 have 
4 get 5 have 6 leave 
7 start 8 have 9 have 
10 finish 11 get 12 make 
13 have 14 do 15 go
MulTiMedia	Track
	 MM c5.1
	 TS	 Books closed. Ask 
What time is it? What does 
a typical Brazilian do at 
weekends?
Books open. Get sts to go to 
Vocabulary Pack 9 (page 63). 
Refer sts to the pictures and 
elicit vocabulary sts already 
know. Refer sts to the verbs 
in the box. Revise start, finish
and teach leave.
	 TS	 Use mm screen 
1 to check and drill 
pronunciation. Click on 
ACTION for a picture and 
on a verb from the list to 
complete the expression. 
If the answer is correct, you 
will hear the expression. If 
the wrong verb is selected, 
nothing happens. Drill the 
expressions as long as you 
go along.
Ask What time do you get 
up? Do you do exercise every 
day? What time do you have 
dinner? and encourage sts to 
ask you some questions.
leArninG TIP: Remind sts that pictures are useful aids to 
help them memorise vocabulary.
speAKinG 	 	 	 	 	 	 	 	 	 	 10	min
	 2	 TS	 Refer sts to the questions and elicit some from sts. 
Make sure sts understand what to do.
	MGL	 Get sts to find people who do / don’t do the activities and 
write their names in the box. Monitor closely for fluency.
	 3	 TS	 Elicit the name of a st who gets up before 6:00 a.m. 
Take the chance to revise the use of Present Simple with s/he.
	GW	 Get sts to compare their findings. Monitor closely 
for accuracy and encourage all sts to contribute with some 
information about classmates.
50
reAdinG & GrAmmAr 	 	 	 	 	 	 15	min
	 4	 TS	 Refer sts to the picture and ask Who are they? 
What film is it? What do you remember about it and the main 
character? Read the questions to sts.
	IND	 Have sts read the text and answer the questions. 
Classcheck and ask What makes Melvin Udall “strange 
and difficult”?
key:	 1 Melvin Udall 2 strange and difficult
	 5	 TS	 Read the first question to sts and elicit what is missing.
Talk sts through the Organizer. 
	PW	 Have sts read it and complete the questions. Monitor 
closely for accuracy. Classcheck.
Get sts to ask and answer the questions. Monitor closely for 
accuracy. At the end, elicit some examples from sts.
key:	 1 he 2 does 3 does 4 does he 
5 Where does 6 Where does he
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 108 #2.
GrAmmAr: prActice 	 	 	 	 	 	 	 15	min
	 6	 TS	 Divide the class into A and B. Get sts A to go to page 
53 and sts B to go to page 54. Elicit a quick description of the 
picture. Have sts read their parts.
	IND	 Get sts to read the article and complete it with the 
information on their cards. Monitor closely and help, if necessary.
	 7	 TS	 Ask Do you have all the information about Melvin 
Udall? Elicit the first question from sts. 
	PW	 Have sts ask each other for the missing information and 
complete the article. Monitor closely for accuracy. Classcheck by 
having different sts read the article.
key:	 a 6:45 b 8:30 c 9:15 d 1:00 
e 8:30 f 9:15 g 10:00 h 10:45
tip:	Quickly drill the intonation of wh-questions before 
having sts ask each other.
speAKinG 	 	 	 	 	 	 	 	 	 	 10	min
	 8 	 Book	Track
	 TS	 Refer sts to 
the pictures and elicit 
vocabulary. Ask What time 
do you usually get up? and 
elicit the answer from 
different sts. Encourage sts 
to make notes about their 
classmate’s routine. Monitor 
closely for fluency. 
MulTiMedia	Track
	 MM	c5.8 
 Refer sts to the screen and 
tell them that they will 
talk about their typical day 
in pairs. Explain that they 
will use the visual prompts 
on the screento ask and 
answer question related 
to them. Click on ACTION 
to start slide show. Each 
picture remains on the 
screen for 20 seconds. 
Click on ACTION to interrupt 
slide show or to resume it.
	 9	 TS	 Read the sentence to sts and give an example. 
Elicit similarities and differences from sts. 
	 10	 TS	 Refer sts to the prompts. Encourage sts to ask you 
questions about a person you know well. Encourage them to 
guess who you’re talking about.
	IND	 Have sts write down some notes about a person they 
know well. Monitor closely and help, if necessary. 
	GW	 Get the group to ask a st about the person. At the end, 
sts should guess who the person is. Have sts exchange roles. 
Monitor closely for fluency and don’t interrupt unless too many 
mistakes are made.
extrA
f Follow Up
Get sts to find information about a famous person and share it 
with the class at the beginning of the following class.
f homeworK 
Activity Book C5, pages 108 & 109.
51
Aim(s) of the lesson:
f Talking about routines
Vocabulary
Adjectives: delicious, fabulous 
Adverbs: always, usually, sometimes, never, early 
verbs: miss, spend 
expressions: Don’t miss it!
Grammar
Adverbs of frequency
SkillS
Listening to conversations
Reading an article
Speaking: talking about routines and about reality shows
Writing a short article
recyclinG
Making suggestions
Prepositions
Present simple: wh-questions
Times
Vocabulary: everyday, free time activities 
C6 He always leaves home early.He always leaves home early.He always leaves home early.
listeninG & speAKinG 	 	 	 	 	 	 20	min
	 1	 TS	 Books closed. Write favourite on the B and elicit 
questions with it. Have sts ask each other What’s your favourite…?
	 TS	 Books open. Suggest what to do after class. Elicit sts’ 
reactions and revise ways to answer. Read the model to sts.
	GW	 Get sts to talk to each other and suggest what to do after 
class. Monitor closely and encourage all sts to make suggestions.
	 2	 CD2 track 21
	 TS	 Read the sentences to sts. Teach reservation. Ask What 
does Gordon Ramsay do? and revise chef. chef. chef
	PW	 Play CD track for sts to listen and tick the correct option. 
Play track again, if necessary. Classcheck and elicit the 
suggestion Mary makes.
key:	key:	key 1 Mary phones Ana. 2 at Gordon Ramsay’s restaurant
3 make a reservation 4 quarter past eight
	 3	 CD2 track 22
	 TS	 Refer sts to the picture and elicit a quick description. 
Refer sts to the conversation. 
	PW	 Have sts quickly read it and guess the correct option. 
Elicit the meaning of delicious, fabulous, busy and busy and busy miss. Play CD 
track for sts to listen and check. Play track again, if necessary. track for sts to listen and check. Play track again, if necessary. 
At the end, ask At the end, ask Do you watch Gordon Ramsay’s programmes? 
What’s your favourite one? Does Ron watch Gordon’s programmes?
if time allows, play CD track for sts to listen and repeat. Get sts 
to act out the conversation.to act out the conversation.
key:	key:	key hungry / Do / on / his / on / On / on / start / Is / busy 
tip: Highlight the fact that delicious and fabulous are 
cognates and this helps sts understand their meanings.
	 4	 TS	 Refer sts to the conversation and quickly revise the 
questions about TV programmes. Read the prompts to sts.questions about TV programmes. Read the prompts to sts.
	PW	 Get sts to ask and answer about reality shows (e.g. Big 
Brother, What not to wear, Changing rooms, Hell’s KitchenBrother, What not to wear, Changing rooms, Hell’s Kitchen etc). 
Monitor closely for fluency and help, if necessary. At the end, 
elicit an example from sts.elicit an example from sts.
reAdinG 	 	 	 	 	 	 	 	 	 	 15	min
5 	 Book	Track
	 TS	 Write how many 
restaurants / have on the B 
and elicit the question from 
sts. Have them read it.
	 PW	 Refer sts to the 
prompts and get them 
to write the questions. 
Classcheck.
MulTiMedia	Track
	 MM c6.5
 TS	 Refer sts to mm 
screen. Focus on how many 
restaurants / have and 
elicit the question from sts. 
Have them read it. Click on 
ACTION to check.
	 PW	 Refer sts to the 
prompts in the book and 
get them to write the 
questions. Check by 
clicking on ACTION.
key:	 	key:	 	key
2 What time does he leave home? 
3 What time does he get home? 
4 Where’s he from? 
5 Where does he live? 
6 How many children does he have? 
7 What does he do at the weekend?
52
	 6 	 Book	Track
	 TS	 Refer sts to the 
picture and elicit a quick 
description. Give sts one 
minute to read the article.
	 PW	 Get sts to ask and 
answer the questions in 
#5. Remind sts they should 
not look for the answers in 
the article at this stage but 
should rely on memory only. 
Monitor closely for accuracy. 
Classcheck.
key:	 1 A lot - over 5 in London. 
2 7:30 a.m. 
3 After 1 a.m. 
4 Scotland. 
5 In South London. 
6 Four. 
7 He spends time with his 
 family and plays football.
MulTiMedia	Track
	 MM	c6.6 
 TS	 Refer sts to the 
picture in the SB and 
elicit a quick description. 
Give sts one minute to 
read the article.
	 PW	 Get sts to ask and 
answer the questions in 
#5 using the prompts on 
the screen. Remind sts they 
should not look for the 
answers in the article at 
this stage but should rely 
on memory only. Monitor 
closely for accuracy.
Check by clicking on 
each question.
GrAmmAr 	 	 	 	 	 	 	 	 	 	 10	min
	 7	 TS	 Write frequency on the B and elicit its meaning. 
Read the sentences about Ron to sts and focus on the frequency 
adverbs. Elicit the translations from sts. Focus on the Tip box and 
get sts to circle the correct option (before).
Ask What do Ron and Gordon have in common? and read the 
sentence about Ron and Gordon to sts.
	GW	 Get sts to compare the information about Ron and Gordon 
and talk about what they have in common.
key:	 always = sempre / usually = freqüentemente / 
sometimes = às vezes / never = nunca
	 8	 TS	 Refer sts to the verbs / verb expressions. Check they
understand. Tell sts about what you always / usually / sometimes / 
never do, using the expressions. Introduce Me too. / Me neither.
	PW	 Have sts talk about how often they do the activities in 
order to find out what they have in common. Monitor closely 
for accuracy. 
	 TS	 Get sts to tell the class what they have in common.
writinG 	 	 	 	 	 	 	 	 	 	 15	min
	 9	 TS	 Write the name of a busy person you know on the B. 
Refer sts to the headings. Encourage sts to ask you questions 
and answer them. Write some notes on the B. If necessary, drill 
the questions before sts start talking about a busy person.
	PW	 Get sts to ask and answer about a busy person they know. 
Monitor closely for fluency and encourage all sts to contribute. 
	 10	 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	 TS	 Refer sts to the information on the B and quickly elicit 
a short “article” from sts. Write prompts on the B.
	PW	 Get sts to write a short article about the person in #9. 
Monitor closely for accuracy and help, if necessary. 
Encourage sts to exchange articles and give feedback on their 
classmates’ writing.
tip:	Refer sts to the Writing Helpdesk C on page 110. Get sts 
to do the exercises before they start writing. Also, if out of 
time, have sts write the article for homework.
vocAbUlArY 	 	 	 	 	 	 	 	 	 10	min
	 TS	 Tell sts to go to Take Away expressions C (Reference 
Card C) and write the appropriate Portuguese translation. 
Classcheck and drill pronunciation.
Weblink Tell sts to go to www.gordonramsay.com 
and find more information on Gordon Ramsay, his restaurants 
and TV programmes.
extrA
f Follow Up
Encourage sts to find out about a famous person’s routine and 
prepare a poster / PowerPoint presentation to show the class.
f homeworK 
Stop & Check C, pages 111 & 112.
revision section c (pAGes 74-77)
f instrUctions For Activities:
	 6	 RP1 revc.6
	PW	 Game: Who iS it? Divide the class into groups of four. 
Give each group a set of 16 cards and a copy of the sheet to use 
as a game board. Sts place the sheet on thedesk so everyone in 
the group can see the information on it. Cards are shuffled and 
each st gets 3 cards (they shouldn’t allow other sts to see them). 
St A describes his/her character without saying the name. 
The other sts try to guess who A is talking about by looking 
at the game board. The st who guesses first keeps the card. 
The winner is the st with the largest number of cards at the 
end of the game.
53
Aim(s) of the lesson:
f Buying a train ticket
f Talking about opening hours
Vocabulary
NouNs: arrive/departure, bank, capital (city), castle, 
festival, gallery, journey, monument, museum, palace, 
platform, post office, pound, price, shop, shopping centre, 
ticket, tourist attraction, Tourist Information Centre
Adjectives: comfortable, historic, vibrant, return/single 
verbs: arrive, close, open 
expressioNs: Have a nice trip!, How much is it?, I have no idea. 
Grammar
What time + Present simple
SkillS
Listening to conversations
Reading an information about Edinburgh
Speaking: talking about opening hours; buying a train ticket
recyclinG
Present simple
Telling the time
Days of the week
D1 Have a nice trip!Have a nice trip!Have a nice trip!
reAdiNg 	 	 	 	 	 	 	 	 	 	 10	miN
	 1	 TS	 Books closed. Ask What’s your favourite city? Why? and 
quickly revise I think it’s ….
Books open. Refer sts to the pictures and teach palace, pub and 
Tourist Information Centre. Ask What city is it? What do you think 
of it? Have you ever been to Edinburgh?
Read the sentences to sts.
	PW	 Get sts to read the text and write T(rue) or F(alse). Monitor 
closely and help, if necessary. Classcheck. 
key:	key:	key 1 T 2 T 3 F
tip: If possible, bring pictures of cities in the world and 
encourage sts to give their opinions about them.
	 2	 TS	 Refer sts to the information about the Tourist 
Information Centre and elicit the meaning of opening and closing and closing and
times. Teach open and close and quickly revise the days of the week.
Tell sts to read the text.
	PW	 Tell sts to cover the table, read and answer the questions. 
Monitor closely and help, if necessary. Classcheck.
key:	key:	key 1 At 3 Princes Street. 2 At 9 a.m. 3 At 5 p.m.
listeNiNg & grAmmAr 	 	 	 	 	 	 10	miN
	 3	 CD2 track 24
	 TS	 Refer sts to the picture and ask What do you know about 
Kiko? What can you see? Kiko? What can you see? 
	IND	 Refer sts to the chart and have them read it. Teach 
shopping centreshopping centre and post office.
	PW	 Play CD track for sts to listen and complete the 
information about the shopping centres and the post office. 
Play track again, if necessary. Classcheck and ask What time do 
shopping centres open in your city? What time do they close? shopping centres open in your city? What time do they close? 
Do you usually go to shopping centres? Why?Do you usually go to shopping centres? Why?
key:	key:	key (A) 10:00 a.m. (B) 7:30 p.m. (C) 5:30 p.m. (D) 1:00 p.m.
	 4	 CD2 track 25
	 TS	 Read the two questions to sts. Focus on the Organizer 
and talk sts through it.
	IND	 Have sts complete the questions. Monitor closely 
for accuracy. for accuracy. 
	 TS	 Play CD track for sts to listen and check. Play track again 
for sts to listen and repeat.for sts to listen and repeat.
key:	key:	key 1 do 2 does
tip: If appropriate, highlight the intonation of wh-questions.
grAmmAr: prActice 	 	 	 	 	 	 	 15	miN
	 5	 TS	 Divide the class into A and B. Get sts A to go to page 
55 and sts B to go to page 56. Have sts read their parts and 
highlight that there’s missing information. Quickly go through 
the places and tourist attractions and drill pronunciation.
	PW	 Get sts to ask each other for the missing information. 
Monitor closely for accuracy. At the end, elicit some 
exchanges from sts.
tip: Stop and do a quick grammar drill if sts make too many 
mistakes during the activity.
If extra controlled practice is necessary, get sts to do 
Activity Book page 113 #2.
	 6	 TS	 Ask What time do supermarkets open in Brazil? 
What time do they close?
Refer sts to the model exchanges and quickly read it to sts.
	GW	 Have sts ask and answer about opening hours in Brazil. 
Monitor closely for accuracy. At the end, elicit examples from sts.
54
listeNiNg & speAkiNg 	 	 	 	 	 	 20	miN
	 7	 CD2 track 26
	 TS	 Refer sts to the picture and elicit a quick description. 
Make sure sts understand what to do. Teach departure, arrival, 
price and return. Refer sts to the Tip box and teach pound.
	PW	 Play CD track for sts to listen and match. Play track again, 
if necessary. Classcheck.
key:		 1 9:00 2 2:15 3 £ 62
	 8 	 Book	Track
	 CD2	track 26
	 RP1	d1.8
	 TS	 Refer sts to the 
conversation and get them 
to read it silently. 
	 PW	 Play CD track for sts 
to listen and number the 
conversation.
	 TS	 Show OHT for sts 
to check the order. Play 
track again stopping after 
each line for sts to listen 
and repeat. Use the gradual 
deletion technique to make 
repetition more interesting, 
by covering bits of the 
dialogue with pieces 
of paper.
key:	 3 6 9 4 1 12 11 
 2 7 10 5 8 13
MulTiMedia	Track
	 MM	d1.8 
	 TS	 Refer sts to the 
conversation in the SB and 
get them to read it silently.
	 PW	 Click on the sound 
button on mm screen for 
sts to listen and number 
the conversation.
	 TS	 Click on ACTION 
to see the dialogue in the 
correct order.
	 TS	 Click on ACTION for 
gradual deletion. You should 
click 3 times.
Nominate different sts to 
act out the dialogue.
	 9	 RP1 d1.9
	 TS	 Divide the class into two groups, A and B. Give a card to 
each st and tell them to read it. Show the OHT again and elicit 
possible different information to change the highlighted parts.
	PW	 Get sts to roleplay the dialogues, using the conversation 
on the OHT as a guide.
if time allows, get sts to think of a different place, different 
times and prices. Turn off the OHP and have sts buy train tickets. 
Monitor closely for fluency. If sts show difficulty, write a few key 
words on the B.
extrA
f Follow up
Tell sts to go to www.raileurope.com/us/rail/fares_schedules/
index/htm and find the times and prices for the following single 
and return tickets:
London – Liverpool 
London – Manchester 
Manchester – York 
You could also set an extra homework task to students. Refer sts 
to the pictures of Edinburgh on page 40. Remind them that in 
#5 they found out the opening and closing times of three of the 
places. See if they can find out about the opening and closing 
time of the fourth place (The National Gallery of Scotland).
f Homework 
Activity Book D1, page 113.
	 RP1	D1.8
55
Aim(s) of the lesson:
f Talking about dates
Vocabulary
NouNs: January, February, March, April, May, June, July, 
August, September, October, November, December, 
Easter, election day, heavy metal, jazz, opera 
Adjectives: classical, country, pop, rock 
ordiNAls: first, second, third, fourth, fifth, sixth etc
Grammar
Wh-word: when 
Prepositions of time: on + days
 in + months
Pronunciation
Stress in months of the year
Th /T /
SkillS
Listening to conversations
Reading about music festivals
Speaking: asking and answering about dates; 
talking about festivals
recyclinG
Questions
Verb Be
’s
D2 When’s your birthday?When’s your birthday?When’s your birthday?
reAdiNg & speAkiNg 	 	 	 	 	 	 	 10	miN
	 1	 TS	 Books closed. Ask sts if they know of any music festivals 
that take place (or have taken place) in Brazil (Rock in Rio, Free 
Jazz Festival, etc.) and write them on the B.
Books open. Refer sts to the words. Quickly drill pronunciation. 
Refer sts to the festivals on the B and ask What type of music 
do they play? Refer sts to the photos and ask if anyone knows 
about them.
	IND	 Hand out a card to each st. Tell them to read about the 
music festival and tick the types of music they play. 
tip: Bring some recordings to class of different music types. 
Make sts listen to the types and say which is which. Make 
sure sts pronouncethe words in English, not transferring 
their pronunciation of the Brazilian loan words to their 
English. Avoid, for example, hock, poppy or py or py cowntry.
	 2	 1 TS	 Read the questions to sts and check 
understanding. Get sts to find answers to the questions 
in their cards. 
	GW	 Get sts to exchange information about the festivals. 
Monitor closely and make sure sts do not show their cards 
to the others.
key:	key:	key a. EIF – Scotland / SF – Austria / MIJF – Canada; b. EIF – over 
50 / SF – 80 / MIJF – over 20; c. EIF – 3 weeks / SF – 5 weeks / 
MIJF – 10 days; d. EIF – classical, jazz, folk / SF – opera,
classical / MIJF – jazz (& international)
2 TS	 Read the questions to sts.
	PW	 Have sts answer. Monitor closely and help, if necessary. 
Classcheck.
key:	key:	key a. July – August b. 10th August – 22nd August – 1st July
c. open answer 
vocAbulArY & proNuNciAtioN 	 	 	 20	miN
	 3 	 Book	Track
	 CD2 track 28
	 TS	 Quickly ask sts 
when the EIF, SF and MIJF 
take place. Refer sts to the 
months of the year.
Focus on the stress patterns 
and on the months. Elicit the 
pronunciation.
	 PW	 Play CD track for 
sts to listen and write the 
months in the correct box. 
Play track again if necessary. 
Classcheck and pay special 
attention to stress.
key:	key:	key March – May – June / 
April – August / July / 
January – February / 
September – October – 
November – December 
MulTiMedia	Track
	 MM d2.3
	 TS	 Refer sts to the 
months of the year. 
Focus on the stress patterns 
and on the months. Elicit 
the pronunciation.
	 PW	 Click on the sound 
button for sts to listen 
and write the months in 
the correct box. Play track 
again if necessary. Check 
by dragging the months 
to the correct columns. 
Click on each month to 
drill pronunciation.
	 TS	 if time allows, have sts close their books. Say a 
month of the year for sts to say the next one. Repeat the 
procedure until sts have said all the months. 
tip: Highlight that there are as many syllables in a word as 
there are vowel sounds.
56
	 4	 TS	 Refer sts to the holidays. Do a quick pronunciation drill 
and elicit meanings. Do the first one as an example. Quickly 
elicit the difference between ’s (genitive) and ’s (verb be).
	PW	 Get sts to say when the holidays are in Brazil (only the 
months). Monitor closely for pronunciation.
	 5	 CD2 track 29
	 TS	 Have sts look at the dates in #2 and ask What’s special 
about these numbers?
	PW	 Get sts to complete the ordinal numbers. Play CD track for 
sts to listen and check. Play track again for sts to repeat.
	 TS	 Focus on the Tip box and highlight the difference between 
writing and saying dates. Also, highlight the difference (written 
form) between BrE and AmE. Quickly write a few dates on the B 
and elicit pronunciation. At the end, ask What’s the date today?
key:	 sixth – seventh – ninth – tenth – eleventh – 
twelfth – thirteenth – twenty-first – 
twenty-second – twenty-third – thirtieth 
	 6	 TS	 Write 13th and 14th on the B. Say the numbers and get 
sts to repeat after you. Elicit the pronunciation of th.
	 1 	 TS	 Refer sts to the photo and numbers. Say the ordinal 
numbers and have sts repeat.
	 2 	PW	 Refer sts to the ordinals and have sts say the 
expressions. Monitor closely for pronunciation. At the end, elicit 
the pronunciation. If necessary, do a quick pronunciation drill.
	 3 	 TS	 Write think on the B and elicit pronunciation. Elicit 
other words with the same sound.
LEARNING	TIP: Highlight that the sound /T/ will only be 
pronounced when the tongue touches the front upper teeth.
grAmmAr 	 	 	 	 	 	 	 	 	 	 5	miN
	 7	 TS	 Read the two sentences to sts and ask What’s missing? 
Focus on the Organizer and talk sts through it.
	IND	 Have sts complete the sentences. Monitor closely for 
accuracy. Classcheck and ask When’s Mother’s day?
key:	 1 on 2 on – in
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 114 #2.
grAmmAr: prActice 	 	 	 	 	 	 	 10	miN
	 8	 RP1 d2.8
	 TS	 Divide the class into groups of three or four. Give each 
group six random cards (you’ll need more than one set of cards 
to do this). Read the model to sts and elicit an answer.
	GW	 Have sts use their cards to quiz another group. If the 
group that is quizzed knows the answer, they score a point. 
If not, the first group has to know the answer, otherwise they 
lose a point. The winner is the group with most points when 
all cards are finished.
NOTE: As the cards are given out randomly, groups will have 
one or two cards in common. It’s okay if the same questions are 
asked twice as they may not remember the answer given before.
listeNiNg & speAkiNg 	 	 	 	 	 	 15	miN
	 9	 CD2 track 30
	 TS	 Write birthday – is – your – when? in a jumbled order on 
the B. Elicit the question and give the answer. Get sts to read the 
rubrics and questions. 
	PW	 	Play CD track for sts to listen and answer. Play track again, 
if necessary. Classcheck.
key:	 1 In October. 2 Opera.
	 10	 TS	 Ask a st when his/her birthday is and encourage others
to write it in the appropriate box in the class birthday chart.
	MGL	 Encourage sts to ask others in the class. Monitor closely 
for fluency and for the appropriate use of prepositions.
extrA
f Follow up
Get sts to find out when a famous singer’s birthday is. 
Encourage sts to prepare a song for the class to listen to 
at the beginning of the following class.
f recYcliNg gAme 
	mm D2.extra 
Divide sts into two groups. Tell them they have to answer 
questions correctly to manage to fly away from a maze.
Teams write down A, B or C on paper. Afterwards T clicks on 
the chosen options, then on ACTION to check and for score.
If the answer is correct, the bar on the screen increases in 
energy. If they are wrong the energy decreases. The winner is 
the first group to get a full energy bar.
f Homework 
Activity Book D2, page 114.
57
Aim(s) of the lesson:
f Talking about likes and dislikes
Vocabulary
NouNs: types of music (techno, disco, country, reggae), 
types of films (action films, cartoons, comedies, 
drama films, musicals, science fiction, westerns)
Adjectives: boring, horrible, interesting, wonderful 
verbs: hate, like, love 
expressioNs: How about …?
Grammar
Object pronouns
Pronunciation
Stress in sentences
SkillS
Listening to conversations
Reading a conversation 
Speaking: giving opinions 
recyclinG
Giving opinions
Present simple 
D3 Musicals? I’m sorry, I really hate them.Musicals? I’m sorry, I really hate them.Musicals? I’m sorry, I really hate them.
listeNiNg & speAkiNg 	 	 	 	 	 	 10	miN
	 1	 CD2 track 32
	 TS	 Books closed. Write the names of films on the B and 
quickly elicit the type of film and sts’ opinions. Ask What’s 
your favourite film?
Books open. Refer to the photos and elicit quick descriptions 
of what they can see. Elicit the types of music and the types 
of films. Check pronunciation and correct if necessary. Read 
the instructions to sts.
	PW	 Play CD track for sts to listen and tick Mary’s favourite 
types of films and music. Play track again, if necessary. 
Ask Does she like science fiction films? What about you?
key:	key:	key rock country thrillers musicals
	 2	 TS	 Refer sts to the question and have them ask you what 
your favourite types of films and music are.
	IND	 Tell sts to circle two of their favourite types of music and 
two of their favourite types of film.
	MGL	 Have sts ask their classmates and find someone who 
has the same taste for music and films. At the end, elicit similar 
preferences.
tip: Bring some film snippets to class. Make sts see the 
types and say which is which.
listeNiNg & vocAbulArY 	 	 	 	 	 15	miN
	 3	 CD2 track 33
	 TS	 Refer sts to the conversation. Have sts quickly look at it 
and ask What are they talking about?
Refer sts to the opinion words and elicit/teach meanings. 
Draw two columns on the B with + and – at the top. Elicit the 
adjectives with positive and negative meanings and writethem 
in the appropriate column. Do a quick pronunciation drill.
	PW	 Play CD track for sts to listen and complete the dialogue 
with the opinion word. Play track again, if necessary. Classcheck 
by having two sts act out the dialogue.
	 TS	 if time allows, play CD track again for sts to listen 
and repeat.
key:	key:	key 3 (fabulous) 4 (great) 2 (excellent) 5 (horrible)
7 (wonderful) 6 (interesting) 1 (boring)
leArNiNg tip: While teaching the opinion adjectives, 
highlight the “true” cognates. Also, highlight the 
importance of learning them in groups – adjectives with 
positive meanings and adjectives with negative meanings. 
58
	 4 	 Book	Track
	 TS	 Refer sts to the parts 
of sentences and elicit the 
example from sts.
	 PW	 Get sts to read 
the conversation, link the 
columns and make true 
sentences. Monitor closely 
for accuracy. Classcheck.
key:	 Tim likes Sting a lot. 
Mary loves Sting and Bono. 
Mary likes rock music 
very much. 
Tim likes Nicole Kidman too. 
Mary doesn’t like science 
fiction films. 
Tim hates musicals.
MulTiMedia	Track
	 MM	d3.4
Use this screen for checking. 
Click on the words on the 
3rd column to see complete 
sentences. Click on ACTION 
for screen 2.
speAkiNg 	 	 	 	 	 	 	 	 	 	 5	miN
	 5	 TS	 Refer sts to the pictures and elicit the types of
films and music. 
Refer sts to the model exchange. Give your opinion about types 
of music and films and elicit sts’ reactions. Revise I agree. / 
I don’t agree. and the use of it’s and they’re.
	PW	 Get sts to give opinions about music and films. Monitor 
closely for fluency. At the end, elicit exchanges from sts. 
grAmmAr & proNuNciAtioN 	 	 	 	 15	miN
	 6 	 Book	Track
	 TS	 Refer sts to the 
conversation and focus on 
the pronouns in yellow. Talk 
sts through the Organizer.
	 PW	 Have sts complete 
the Organizer with the 
pronouns in yellow. Monitor 
closely for accuracy. 
Classcheck and elicit the use 
of object pronouns from sts.
key:	 him her it them 
MulTiMedia	Track
	 MM	d3.6
Refer sts to the sentences 
on the screen and ask 
them to replace the objects 
for object pronouns. Click 
on the objects to check. 
Attention to sentence stress.
To see the last screen, click 
on ACTION.
Click on ACTION to check.
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 115 #2.
	 7	 CD2 track 34
	 1 	 TS	 Refer sts to the first sentence and ask which word
is stressed most. Play CD track for sts to listen and circle the 
stressed words. Classcheck.
key:	 a love b hates c like d like e like f love
	 2 	 TS	 Play CD track again for sts to listen and repeat.
grAmmAr: prActice 	 	 	 	 	 	 	 20	miN
	 8	 TS	 Draw the smileys on the B and elicit the meaning 
the faces convey ( - love / - like / - don’t like / 
 - hate).
Divide the class in two groups, A and B. Tell sts A to read the 
information on page 55 and sts B to go to page 56 and do 
the same. Quickly elicit a question and an answer from sts.
	PW	 Get sts to ask and answer about Tim and Mary. Monitor 
closely for accuracy. At the end, ask Do you think they’re 
compatible as a couple?
	 9	 TS	 Refer sts to the chart and get sts to write two names 
for each category.
Focus on the Interlink box and talk through it to sts.
Refer sts to the model question and answers. Quickly drill 
the pronunciation of answers.
	GW	 Get sts to ask and answer about the names they’ve 
written. Monitor closely for fluency. At the end, elicit some 
exchanges from sts.
extrA
f Follow up
Get sts to prepare a poster / PowerPoint presentation. Tell them to 
find pictures of films and singers and give their opinions on them.
f Homework 
Activity Book D3, pages 115 & 116.
59
Aim(s) of the lesson:
f Giving opinions about activities
Vocabulary
verb+Ing: chatting, cycling, dancing, drinking, driving, 
eating, jogging, sleeping, studying, swimming, walking, 
weight training, working
NouNs: physical exercise
verbs: prefer
expressioNs: Not really., No way!, Sure!
Grammar
Verb + -ing
SkillS
Listening to a conversation
Reading an article
Speaking: giving opinions
recyclinG
Giving opinions
Like, love, hate
Object pronouns
Opinion adjectives
D4 Swimming is my favourite activity!Swimming is my favourite activity!Swimming is my favourite activity!
reAdiNg & speAkiNg 	 	 	 	 	 	 	 20	miN
	 1	 TS	 Books closed. Ask Do you like sports? Which do you like? 
What do you do in your free time?
Books open. Refer sts to the pictures and elicit / teach swimming, 
walking, weight training, jogging, dancing. Ask What do you like 
doing? What do you hate doing?
	PW	 Refer sts to the sports quiz. Get them to read it and 
answer the questions but don’t classcheck yet.
Refer sts to the article. Tell sts to read it and check their 
answers. Classcheck.
key:	key:	key 1 c 2 a 3 b 4 b
leArNiNg tip: Remind sts it’s not necessary to understand 
every word when they read a text.
	 2	 TS	 Read the sentence halves to sts and elicit a 
possible match.
	PW	 Get sts to read the article again and match. Classcheck.
key:	key:	key 3 4 2 1
	 3	 TS	 Ask What do you think of physical activities? Read the 
sentences to sts.
	PW	 Get sts to match the sentences with the pictures in #1. 
Have sts tick the opinions they agree with.
key:	key:	key 1 B 2 E 3 A 4 D 5 C
	 4	 TS	 Read the model exchange to sts. Give your opinion 
and elicit sts’ reactions. Quickly elicit opinion adjectives and 
write them on the B, if necessary.
	PW	 Get sts to compare their ideas. Monitor closely and help 
sts express their ideas. At the end, elicit exchanges from sts.
grAmmAr 	 	 	 	 	 	 	 	 	 	 10	miN
	 5	 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	 TS	 Focus on the sentences in #3 and read them to sts.
	PW	 Get sts to look at the sentences in #3 and complete the 
Organizer. Classcheck and highlight verb + -ing structure.
key:	key:	key Learning, Reading, Listening, doing, watching, staying, going
If extra controlled practice is necessary, get sts to do 
Activity Book page 117 #1.
vocAbulArY 	 	 	 	 	 	 	 	 	 10	miN
	 6	 TS	 Tell sts to go to page 64 – Vocabulary Pack 10. Read the 
verbs to sts and explain that to transform them into nouns 
(sports and activities), sts should add –ing.
	PW	 Get sts to add –ing to the verbs and write the sports and 
activities under the pictures. Monitor closely for accuracy and 
help, if necessary. Classcheck and do a quick pronunciation drill.
	 TS	 Get sts to tick the activities they like doing. At the end, ask 
What do you think of …?
key:	key:	key A singing B cycling C eating D chatting E driving
F sleeping G working H cooking I studying J drinking
tip: Quickly go through the spelling changes, if necessary.
vocAbulArY & grAmmAr: prActice 	 	 20	miN
	 7	 RP1 d4.7
	 TS	 Mime I hate weight training to sts and elicit the sentence 
from them. Divide the class into groups and give a set of cards 
to each st.
	GW	 Get sts to pick up a card and mime the sentence to the 
group. Get sts to guess st A’s sentence. If sts can’t guess, tell st 
A to pass his/her sentence on to another st in the same group. 
Whenever the groups make a correct guess, they score a point. 
60
	 8	 CD2 track 36
	 1 	 TS	 Refer sts to the chart and elicit the activities. 
Ask Where are they? 
Divide the class into three groups, A, B and C. Tell sts A to tick the 
information about Ana, sts B to do the same with Mary, and sts 
C to do the same with Ron.
	IND	 Play CD track for sts to listen and tick.
	 2 	GW	 Get sts to talk about the information they gathered. 
Monitor closely for accuracy and help, if necessary.
key:	 Ana – swimming and dancing / Mary – swimming, jogging 
and dancing / Ron – walking and cycling 
	 9 	 Book	Track
	 TS	 Refer sts to the model 
questions and sentences 
and ask Do you like …? 
What do you think of …? 
Refer sts to the Interlink 
box and highlight the 
use of –ing. 
	 GW	 Get sts to talk about 
their favourite activities. 
Monitor closelyfor fluency 
and encourage all sts to 
participate. 
MulTiMedia	Track
	 MM	d4.9
Show the activities on 
screen 1 and elicit activities 
from sts. Refer sts to the 
Interlink box and highlight 
the use of –ing.
Click on ACTION to go to 
the next screen.
Refer sts to the model 
questions and sentences 
and ask Do you like …? 
What do you think of …?
Click on ACTION to start 
slide show. Each picture 
remains on the screen for 
20 seconds. Click on ACTION 
to interrupt slide show or to 
resume it.
Click on ACTION to see first 
prompt and model the 
activity with a st.
	 GW	 Get sts to talk about 
their favourite activities. 
Monitor closely for fluency 
and encourage all sts to 
participate.
extrA
f Follow up
Get sts to interview people (foreigners, if possible, or people 
who speak English) and find out their preferences. Encourage 
sts to write sentences, reporting what people said.
f eNglisH At work: A dAY At work
	 RP1	D4.E@W
	 TS	 Give each st a handout and have sts match the photos 
of work places to the words in #1. Classcheck and work on 
pronunciation.
key:	 A [9] B [2]
	 TS	 Have sts tick the activities they do at work in #2.
	PW	 Get sts to talk in pairs. Monitor for accuracy. Elicit a few 
sentences from sts.
	IND	 Have sts read the text in #3 and get them to write T or F. 
Classcheck.
key:	 1 F 2 T 3 T 
	 TS	 Get sts to write a similar text at home.
f Homework 
Activity Book D4, page 117.
61
Aim(s) of the lesson:
f Talking about how often one does things
Vocabulary
NouNs: food (lasagna, salad), junk food (hamburger, 
hotdog, fries, pizza, crisps)
verbs: do (aerobics, yoga, sit ups), go ( jogging, dancing …), 
play (a ball game, tennis …), need, prefer 
time ExPREssIoNs: once/twice/three times a day/week …, 
every day/month…, every other day/year…
expressioNs: go on a diet, Me too.
Grammar
How often … + Present simple
Expressions of frequency
SkillS
Listening to a message from an advice page
Reading a message from an advice page
Speaking: asking and answering about activities
recyclinG
Never
Activities
Prepositions: before / after 
D5 She goes jogging once a week.She goes jogging once a week.She goes jogging once a week.
listeNiNg & vocAbulArY 	 	 	 	 	 20	miN
	 1	 TS	 Books closed. Write diet on the B and elicit vocabulary 
related to it. Elicit sts’ opinions and quickly revise opinion 
adjectives and verbs (like, love, don’t like, hate). Teach need 
and prefer. 
Books open. Read the sentences to sts and say true things 
about you.
	 TS	 Get sts to circle the best word to talk about themselves 
and compare their opinions. Monitor closely and help all sts 
express themselves. At the end, ask Do you need to go on a diet 
at the moment? Why? Do you prefer hamburgers to salads? Why? 
Do you prefer doing exercise to watching TV? Why?
	 2	 TS	 Refer sts to the ad. Ask What do you have to do
to win $1000? Refer sts to Julie Ransom’s photographs. 
Elicit her opinions before and after her ‘success story’. Remind 
ststo look at #1 for help. At the end, ask Do you think it’s easy 
to win $1000?
	 3	 CD2 track 37
	 TS	 Refer sts to the photographs. Ask What’s her name? 
and elicit a quick description. Get sts to go through the ad.
	PW	 Play CD track for sts to listen and complete. Play track 
again, if necessary. At the end, ask Was Julie happy last year? 
Is she happy now?Is she happy now?
key:	key:	key Canadian / 32 / married / 2 daughters / 110 / 65
	 4	 CD2 track 37
	 TS	 Read the sentences to sts. Play CD track for sts to listen 
and circle the correct option. Play track again, if necessary. 
Classcheck and focus on the Tip box. Talk sts through it and 
elicit other examples from sts.elicit other examples from sts.
key:	key:	key 1 do 2 play 3 go 4 go 5 do
grAmmAr 	 	 	 	 	 	 	 	 	 	 20	miN
	 5 	 Book	Track
	 CD2 track 38
	 TS	 Refer sts to Julie’s 
exercise calendar. Ask What 
does she do on Mondays?
Do the same with the other 
days of the week. Refer sts 
to the Interlink box and ask 
How often does she do yoga?
	 PW	 Refer sts to the 
expressions and have them 
write 1 to 5. Play CD track for 
sts to listen and check. Play 
track again for sts to listen 
and repeat.
key:	key:	key a 3 b 2 c 4 d 1 e 5
MulTiMedia	Track
	 MM d5.5
	 TS	 Refer sts to Julie’s 
exercise calendar on the 
screen. Ask What does she 
do on Mondays? Do the 
same with the other days 
of the week. Refer sts to the 
Interlink box and ask How 
often does she do yoga?
	 PW	 Refer sts to the 
expressions in the SB and 
have them write 1 to 5.
Drag the icons to the 
corresponding time 
expression after eliciting 
from sts.
Elicit a verb (go / play or do) 
for each activity. Click on the 
icon to see verb.
Click on the sound button 
for sts to listen and check.
Click on the verb next to the 
icons to see a full sentence.
Play track again for sts to 
listen and repeat.
tip: If necessary, elicit the Portuguese translation of the 
words in bold. 
62
	 6	 TS	 Focus on the Organizer and talk sts through it.
	PW	 Have sts complete the answers. At the end, ask How 
often do you …?
key:	 Twice Three other 
	 7	 TS	 Refer sts to the pictures and elicit vocabulary. 
Read the sentence to sts and tell them something about 
you. Elicit sts reactions and teach Me too and Really? I …
	GW	 Get sts to ask and answer in groups and find the 
coincidences. Monitor closely for accuracy. 
	 If extra controlled practice is necessary, get sts to do 
Activity Book page 118 #2.
grAmmAr: prActice 	 	 	 	 	 	 	 20	miN
	 8	 1 	 TS	 Refer sts to the rubrics and ask Who is Kelvin?
Is he happy? Why (not)?
Refer sts to the advice page and ask What kind of webpage is it? 
Which activities are mentioned in the text? Take the chance to 
teach/revise vocabulary and drill pronunciation.
	PW	 Have sts read the Kelvin’s question (Q) and find out what’s 
the problem, in his opinion.
key:	 Julie never stops exercising.
	 	 cd2 track 39
	 2 	 TS	 Refer sts to the expressions and read them to sts.
	PW	 Get sts discuss where the expressions go in the text. 
Monitor closely and help, if necessary. Play CD track for sts to 
listen and check. Play track again, if necessary. At the end, 
tell sts how often you do some of the activities.
key:	 1 d (once or twice a week) 2 f (once a month) 
3 a (once a week) 4 e (every other weekend) 
5 b (one evening a week) 6 c (once a day)
	 9	 TS	 Refer sts to the activities underlined in the text. Ask 
How often do you do sit-ups? and drill the question. Write it on 
the B, if necessary.
	PW	 Get sts to ask and answer about the activities. Encourage 
sts to compare their answers to Dr Sane’s recommendations and 
check if they have a healthy mind in a healthy body. At the end, 
elicit sts’ opinions about their lifestyles.
extrA
f Follow up
Get sts to write a short paragraph describing their lifestyles.
f Homework 
Activity Book D5, pages 118 & 119.
63
Aim(s) of the lesson:
f Talking about how often people do things
Vocabulary
NouNs: adventure films, partying, rock music, soul music
Adjectives: fancy, happy, sexy 
Adverbs: always, usually, often, sometimes, 
once in a while, hardly ever, never
expressioNs: I’ve never heard of …, I (don’t) know…
Grammar
Adverbs of frequency
Pronunciation
Weak forms
SkillS
Listening to conversations and to people’s routines
Reading about people’s routines
Speaking about Britain’s famous
Writing about one’s lifestyle and free time activities
recyclinG
Object pronouns / Verbs: like – love – hate 
listeNiNg & proNuNciAtioN 	 	 	 	 15	miN
	 1	 CD2 track 40
	 TS	 Books closed. Write The Statue of Liberty, Brad Pitt and 
Angelina Jolie, and Oprah Winfrey on the B. Ask Oprah Winfrey on the B. Ask Oprah Winfrey Where are they 
(from)? What do you think of them? Books open. Read questions.
	PW	 Play CD track for sts to listen and answer. Classcheck.
key:	key:	key 1 Tim 2 Ana 3 Tim
	 2	 CD2 track 40
1 TS	 Refer sts to the sentences and read them to sts.Teach / 
Elicit meaning of I’ve never heard of her!
	PW	 Play CD track for sts to listen and number the sentences. 
Classcheck and ask Do you like Jennifer Lopez?
key:	key:	key A 4 B 1 C 5 D 3 E 6 F 2
2 TS	 Refer sts to the first sentence. Focus on it and askit and askit
What does ‘it’ refer to? 
	PW	 Get sts to match the sentences with the people or things 
they refer to. Classcheck.
key:	key:	key [B] Casablanca [C] Jennifer Lopez
[F] Helen Mirren [E] Tim
[D] Historical films [A] Comedies
	 3	 CD2 track 41
	 TS	 Play CD track for sts to listen and repeat. Ask How are it, it, it
her, her, her him and them pronounced?
speAkiNg 	 	 	 	 	 	 	 	 	 	 10	miN
	 4	 RP1 d6.4a/b
	 TS	 Refer sts to the pictures and elicit their names. Write 
gordon Brown (or any other name you think sts won’t have 
heard of) on the B. Ask What do you know about Gordon 
Brown? and refer sts to the model conversation.
Write Oasis (or any other name you think sts will have heard of) 
on the B and do the same.
	GW	 Give a set of cards (a) to each group and tell sts to place 
them face down in a pile. Get a st to pick up a card and ask 
others What do you know about …? What do you think of …?
	 TS	 Show OHT (b) to sts and elicit sentences from them. 
If possible, show pictures of the actors, monuments, singers, 
writers and bands and encourage sts to research about them.
grAmmAr 	 	 	 	 	 	 	 	 	 	 10	miN
	 5	 CD2 track 42
	 TS	 Refer sts to the pictures and elicit quick descriptions. 
	PW	 Refer sts to the texts. Play CD track for sts to listen and 
read. Get sts to write the correct names under the photos. 
Monitor closely and help, if necessary.
key:	key:	key A 1 B 3 C 2
	 6 	 Book	Track
	 TS	 Focus on the 
Organizer and talk sts 
through it.
	 PW	 Get sts to complete 
the Organizer with the 
words in yellow and to 
circle the correct words 
in the rules. Classcheck.
key:	key:	key often 
hardly ever 
once in a while 
before / after
MulTiMedia	Track
	 MM d6.6
	 TS	 Refer sts to the 
Organizer and elicit where 
the adverbs go. Drag the 
adverbs to the table. Talk 
sts through it Organizer. 
Conduct a substitution 
drill (different activities). 
ACTION for screen 2.
D6 I hardly ever go out on MondaysI hardly ever go out on MondaysI hardly ever go out on Mondays
64
grAmmAr: prActice 	 	 	 	 	 	 	 10	miN
	 7 	 Book	Track
	 TS	 Write go jogging 
on the B and elicit how 
often sts do it. Read the 
sentences to sts.
	 PW	 Get sts to decide 
where the words go in the 
sentences. Monitor closely 
for accuracy. Classcheck.
key:	 1 We sometimes 
get up… 2 I’m hardly ever… 
3 Debby doesn’t always go… 
4 We’re often…
MulTiMedia	Track
	 MM	d6.7 
	 TS	 Write go jogging on 
the B and elicit how often 
sts do it. Read the sentences 
on mm screen 2.
	 PW	 Get sts to decide 
where the words go in the 
sentences. Monitor closely 
for accuracy.
Check by clicking on ACTION.
	 8	 TS	 Tell sts who you’re more similar to and why you think
you’re more similar to them. Ask Who are you more similar to?
	PW	 Get sts to compare their weekends to the couples’ 
weekends. Monitor closely and encourage all sts to participate. 
At the end, elicit similarities and differences. 
writiNg 	 	 	 	 	 	 	 	 	 	 10	miN
	 9	 	 	 	 	 	 	 	 	 	 	 	 	 	 e-Board
	 TS	 Refer sts to the ad and read it to them. Ask What do 
you have to write about? Write lifestyle and free time activities 
on the B and elicit a few ideas from sts.
	PW	 Get sts to write the reply to the ad. Monitor closely 
and help, if necessary. At the end, encourage sts to exchange 
paragraphs and give feedback on each other’s work.
tip:	Refer sts to the Writing Helpdesk D on page 120. Get sts 
to do the exercises before they start writing. Also, if out of 
time, have sts write the description for homework.
vocAbulArY 	 	 	 	 	 	 	 	 	 10	miN
	 TS	 Tell sts to go to Take-away expressions D (Reference 
Card D) and write the appropriate Portuguese translation. 
Classcheck and drill pronunciation.
Weblink Sts go to www.woodlands-junior.kent.sch.uk/
customs /questions/famous_people.htm and read about famous 
people. Encourage sts to find information about someone they 
didn’t know before and talk about him/her with classmates.
extrA
f Follow up
Get sts to prepare a poster / PowerPoint presentation about 
a famous British person’s lifestyle. 
f recYcliNg gAme 
	mm D6.extra 
Divide sts into two groups. They have to answer questions 
correctly to help King Arthur remove the sword from the stone. 
Teams write down A, B or C on paper. Afterwards T clicks on the 
chosen options, then on ACTION to check and for score.
If the answer is correct, the bar on the screen increases in energy. 
If they are wrong, the energy decreases. The winner is the first 
group to get a full energy bar.
f Homework 
Stop & Check D, pages 121 & 122.
f iNterliNk gAme
	GW	 In groups of 3 or 4, sts use one of the books to be the 
game board, but each st keeps his/her score in their own book. 
Give each group a dice. St A throws the dice and asks St B a 
question using the words / ideas that appear in the disk with 
that number. Eg: If they throw a 1, they ask a question using the 
verb like and one of the ideas in disk 1. If they throw a 6, they 
ask any question they want. If St asks the question correctly 
and gets a correct answer, they score a point. St B then throws 
the dice and asks St C a question. The game goes on until each 
st has thrown the dice 5 times, or after 15 minutes. When it’s 
over, sts count their score. The final score is found by multiplying 
each dice number by the points obtained, for example:
 | x 1 = 2 | x 3 = 3 || x 5 = 10 
 ||| x 2 = 6 Ø x 4 = 0 | x 6 = 6
This st’s final score is then 2+6+3+0+10+6=27
revisioN sectioN d (pAges 78-81)
f iNstructioNs For Activities:
	 16	 RP1 revd.16
	 TS	 Game: Pinocchio Introduce the words lie and truth.
	GW	 Give out a set of 24 small cards and 3 big ones per group 
of four. Sts shuffle both sets of cards and place them face down 
in 2 separate piles. St A takes a small card from the big pile 
(e.g. see a doctor) and asks another st the question How often 
do you see a doctor? At the same time, sts B, C and D take a card 
each from the pile of 3 big cards. The one who gets LIE has to 
invent their answer. The other 2 (TRUTH) have to tell the truth. 
St A listens to all 3 answers then decides who Pinocchio is. If st 
A guesses right, (s)he keeps the small card. If not, Pinocchio keeps 
it. Sts B, C and D put the 3 big cards back and re-shuffle them.
The process re-starts. St B takes a small card. The winner is the 
st with most cards at the end of the game.
 TS Stop the game after 5-7 minutes and find out who is 
the best liar.
65
67
 3 Resources PackResources Pack
List of photocopiable resources
Resource Page Type Number of photocopies* ReusableNumber of photocopies* Reusable
RP1 A2.10 68 Cards 1 sheet per 3 sts n
RP1 A3.7 69 OHT 1 sheet n
RP1 A3.9 70 Teacher’s Cards 1 sheet n
RP1 A3.9 71 Students’ Cards 1 sheet per 6 sts n
RP1 A5.E@W 72A5.E@W 72 Handout 1 sheet per 4 sts
RP1 A6.8 73 Cards 1 sheet per 9 sts n
RP1 B3.7 74 OHT 1 sheet n
RP1 B4.EXTRA 75 Cards 1 sheets per 3 sts n
RP1 B5.E@W-1 76 Handout 1 sheet per 4 sts
RP1 B5.E@W-2 77 Role Cards 1 sheet per 8 sts n
RP1 B5.E@W-3 78 Forms 1 sheet per 8 sts
RP1 B6.8 79 Cards 1 sheet per 4 sts n
RP1 C1.10 80 OHT 1 sheet n
RP1 C1.E@W 81C1.E@W 81 Handout 1 sheet per 3 sts
RP1 C3.6 82 Cards 1 sheet per 6 sts n
RP1 C4.7 83 Cards 1 sheet per 3 sts n
RP1 D1.8 84 OHT 1 sheet n
RP1 D1.9 85 Cards 1 sheet per 4 sts n
RP1 D2.1 86 Cards 1 sheet per 9 sts n
RP1 D2.8 87 Cards 1 sheet per 3 sts n
RP1 D4.7 88 Cards 1 sheet per 4 sts n
RP1 D4.E@W 89D4.E@W 89 Handout 1 sheet per st
RP1 D6.4a 90 Cards 1 sheet per 4 sts n
RP1 D6.4b 91 OHT 1 sheet n
RP1 REV A.1 92REV A.1 92 Cards 1 sheet per 20 sts n
RP1 REV A.7 93REV A.7 93 Cards 1 sheet per 20 sts n
RP1 REV B.7 94REV B.7 94 Cards 1 sheet per 2sts n
RP1 REV C.6 95REV C.6 95 Cards 1 sheet per 4 sts (cut)1 sheet per 4 sts (complete) n
RP1 REV D.6 96REV D.6 96 Cards 1 sheet per 6 sts n
RP1 REV D.16 97 Cards 1 sheet per 4 sts n
New Interlink 1 | © Learning Factory: Photocopiable68
name late ready
sorry OK come
moment read write
open excellent terrible
Julia 
Roberts
Brad Pitt Fantástico
McDonald’s Carrefour New York
A2 Activity 10: Say it! Cards
New Interlink 1 | © Learning Factory: Photocopiable 69
OHT Activity 7 A3
New Interlink 1 | © Learning Factory: Photocopiable70
bike car chair
coin credit card cup
door eraser flash drive
key mobile paper clip
sheet of 
paper watch window
A3 Activity 9: How many? Teacher’s Cards
New Interlink 1 | © Learning Factory: Photocopiable 71
Students’ Cards Activity 9: How many? A3
CR
ED
iT
CA
RD
 ©
iS
TO
CK
PH
O
TO
.C
O
M
 / 
SE
BA
ST
iA
N
 K
Au
li
Tz
Ki
 
 
New Interlink 1 | © Learning Factory: Photocopiable72
A5 E@W: On the phone Handout Not Reusable
	 1	 Listen and write the extension numbers.
	
SPaRkS & MeNSa DePaRTMeNTS
 Research and Development 
 Human Resources 
 Marketing 
 Finance 
 Sales 
	 2	 Listen and complete.
A Sparks & Mensa. Good (1) .
B Is that the (2) Department?
A No, I’m sorry (3) , this
 is the (4) Department.
B What’s the (5) , please?
A (6) .
B Thank you.
	 3	 In pairs, practise the dialogue.
Use the departments and extension numbers.
eNgLISh aT woRk – on the phone
Extension
)
	 1	 Listen and write the extension numbers.
	
SPaRkS & MeNSa DePaRTMeNTS
 Research and Development 
 Human Resources 
 Marketing 
 Finance 
 Sales 
	 2	 Listen and complete.
A Sparks & Mensa. Good (1) .
B Is that the (2) Department?
A No, I’m sorry (3) , this
 is the (4) Department.
B What’s the (5) , please?
A (6) .
B Thank you.
	 3	 In pairs, practise the dialogue.
Use the departments and extension numbers.
Extension
)
eNgLISh aT woRk – on the phone
	 1	 Listen and write the extension numbers.
	
SPaRkS & MeNSa DePaRTMeNTS
 Research and Development 
 Human Resources 
 Marketing 
 Finance 
 Sales 
	 2	 Listen and complete.
A Sparks & Mensa. Good (1) .
B Is that the (2) Department?
A No, I’m sorry (3) , this
 is the (4) Department.
B What’s the (5) , please?
A (6) .
B Thank you.
	 3	 In pairs, practise the dialogue.
Use the departments and extension numbers.
eNgLISh aT woRk – on the phone
Extension
)
	 1	 Listen and write the extension numbers.
	
SPaRkS & MeNSa DePaRTMeNTS
 Research and Development 
 Human Resources 
 Marketing 
 Finance 
 Sales 
	 2	 Listen and complete.
A Sparks & Mensa. Good (1) .
B Is that the (2) Department?
A No, I’m sorry (3) , this
 is the (4) Department.
B What’s the (5) , please?
A (6) .
B Thank you.
	 3	 In pairs, practise the dialogue.
Use the departments and extension numbers.
eNgLISh aT woRk – on the phone
Extension
)
New Interlink 1 | © Learning Factory: Photocopiable 73
Name: Gabriel
Surname: Polier
Nationality: French
occupation: lawyer
Marital status: divorced
Phone #
Mobile: 5439 0078
Name: Diego
Surname: Garcia
Nationality: Spanish
occupation: retired
Marital status: married
Phone #
Mobile: 345 6789
Name: Bob
Surname: Wilson
Nationality: American
occupation: student
Marital status: single
Phone #
Mobile: 7077 0070
Name: Carla
Surname: Bellavista
Nationality: italian
occupation: housewife
Marital status: separated
Phone #
Mobile: 5455 0091
Name: Pilar
Surname: Madero
Nationality: Argentinian
occupation: doctor
Marital status: single
Phone #
Mobile: 7324 5577
Name: Margareth
Surname: Simpson
Nationality: British (Welsh)
occupation: teacher
Marital status: married
Phone #
Mobile: 398 8552
Name: Adriana
Surname: Santos
Nationality: Brazilian
occupation: engineer
Marital status: divorced
Phone #
Mobile: 8777 4993
Name: Akito
Surname: Sato
Nationality: Japanese
occupation: businessman
Marital status: single
Phone #
Mobile: 2788 9342
You are Pinocchio.
Invent the information.
Convince your friends!
Name:
Surname:
Nationality:
occupation:
Marital status:
Phone #
Mobile:
Cards Activity 8: Pinocchio A6
New Interlink 1 | © Learning Factory: Photocopiable74
B3 Activity 7 OHT
Rick Kim & TomRose
New Interlink 1 | © Learning Factory: Photocopiable 75
an italian friend
the letter “Z” 
in your surname
a beautiful wife/ 
girlfriend/partner
a rich husband/ 
boyfriend/partner
Cards Extra B4
New Interlink 1 | © Learning Factory: Photocopiable76
	 1	 Read and complete.
 1. What’s your first name, please?
 2. And surname?
 3. How you spell that?
 4. Where you from?
 5. How old you?
 6. What do you ?
 7. you speak other languages? 
 8. Do you a contact number?
	 2	 Listen and complete the form.
BRaYNe & gooDheaRT ageNCY
Candidate Profile
NAME: Juan Carlos 
SuRNAME: 
NATiONAliTY: 
AGE: 
OCCuPATiON: 
lANGuAGES: English q French q
 italian q German q
 Japanese q Portuguese q
 Spanish q Other q
CONTACT NuMBER: 
eNgLISh aT woRk – a job interview
	 1	 Read and complete.
 1. What’s your first name, please?
 2. And surname?
 3. How you spell that?
 4. Where you from?
 5. How old you?
 6. What do you ?
 7. you speak other languages? 
 8. Do you a contact number?
	 2	 Listen and complete the form.
BRaYNe & gooDheaRT ageNCY
Candidate Profile
NAME: Juan Carlos 
SuRNAME: 
NATiONAliTY: 
AGE: 
OCCuPATiON: 
lANGuAGES: English q French q
 italian q German q
 Japanese q Portuguese q
 Spanish q Other q
CONTACT NuMBER: 
eNgLISh aT woRk – a job interview
	 1	 Read and complete.
 1. What’s your first name, please?
 2. And surname?
 3. How you spell that?
 4. Where you from?
 5. How old you?
 6. What do you ?
 7. you speak other languages? 
 8. Do you a contact number?
	 2	 Listen and complete the form.
BRaYNe & gooDheaRT ageNCY
Candidate Profile
NAME: Juan Carlos 
SuRNAME: 
NATiONAliTY: 
AGE: 
OCCuPATiON: 
lANGuAGES: English q French q
 italian q German q
 Japanese q Portuguese q
 Spanish q Other q
CONTACT NuMBER: 
eNgLISh aT woRk – a job interview
	 1	 Read and complete.
 1. What’s your first name, please?
 2. And surname?
 3. How you spell that?
 4. Where you from?
 5. How old you?
 6. What do you ?
 7. you speak other languages? 
 8. Do you a contact number?
	 2	 Listen and complete the form.
BRaYNe & gooDheaRT ageNCY
Candidate Profile
NAME: Juan Carlos 
SuRNAME: 
NATiONAliTY: 
AGE: 
OCCuPATiON: 
lANGuAGES: English q French q
 italian q German q
 Japanese q Portuguese q
 Spanish q Other q
CONTACT NuMBER: 
eNgLISh aT woRk – a job interview
B5 E@W: A job interview 1 Handout Not Reusable
New Interlink 1 | © Learning Factory: Photocopiable 77
Name: Constanza
Surname: Garcia
Nationality: Spanish
age: 24
occupation: secretary
Languages: Spanish & English
Contact number: 27821097
Name: Murray
Surname: Cooper
Nationality: Australian
age: 37
occupation: architect
Languages: English & German
Contact number: 9065722
Name: Maria
Surname: Prego
Nationality: Portuguese
age: 46
occupation: housewife
Languages: Portuguese & English
Contact number: 65774210
Name: leonardo
Surname: Salvattori
Nationality: italian
age: 30
occupation: artist
Languages: italian, English & Portuguese
Contact number: 72356488
Name: Alexandra
Surname: Konsett
Nationality: German
age: 35
occupation: teacher
Languages: German, English & Spanish
Contact number: 54367721
Name: Herbert
Surname: zimermann
Nationality: German
age: 41
occupation: film director
Languages: German, italian & English 
Contact number: 98003256
Name: Kimiko
Surname: Hakuda
Nationality: Japanese
age: 27
occupation: business woman
Languages: Japanese & English 
Contact number: 34886721Name: Stuart
Surname: Rochester
Nationality: Scottish
age: 33
occupation: pilot
Languages: English & French 
Contact number: 23398741
Role Cards E@W: A job interview 2 B5
New Interlink 1 | © Learning Factory: Photocopiable78
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
Name: 
Surname: 
Nationality: 
age: 
occupation: 
Languages: 
Contact number: 
B5 E@W: A job interview 3 Forms Not Reusable
New Interlink 1 | © Learning Factory: Photocopiable 79
i the morning
My boyfriend/girlfriend and i the evening
My husband/wife/partner and i the afternoon
My children Monday
My parents Tuesday
My grandparents Wednesday
My nephews and nieces Thursday
My father-in-law and mother-in-law the weekend
My friends from work/school and i Friday afternoon
My friends and i Friday evening
Saturday morning Saturday afternoon Saturday evening
Sunday morning Sunday afternoon Sunday evening
Cards Activity 8 B6
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BHello.
_____ here.
Hi, _____.
Can i speak to _____, please?
Hello, _____. it’s _____.
listen, i’m really _____. let’s _____.
That’s a great idea!
Sorry, i can’t. i’m _____.
?
A
C1 Activity 10 OHT
New Interlink 1 | © Learning Factory: Photocopiable 81
	 1	 The telephone rings at Tim’s office. Listen and answer.
 Who’s calling? Mr. 
 What’s his phone number? 
	 2	 Number the dialogue 1 to 10 and complete it with the information from #1. Listen and check.
eNgLISh aT woRk – answering the phone
	 3	 Practise the dialogue in pairs.
 ( 1 ) Hello. Tim Grant’s office.
 ( ) Can i have your number, please?
 ( ) Thank you. Bye.
 ( ) i’m sorry he’s out. Can i take a message?
 ( 7 ) Yes, he’ll be back soon. i’ll ask him to call you.
(10) Bye. 
( ) Thank you for your help.
( ) Hello. Can i speak to Mr. Grant, please?
( 4 ) Yes. Can you tell him Mr. called?
( ) My hotel number is . Can he call me back today?
aNa CaLLeR
Handout Not Reusable E@W: Answering the phone C1
	 1	 The telephone rings at Tim’s office. Listen and answer.
 Who’s calling? Mr. 
 What’s his phone number? 
	 2	 Number the dialogue 1 to 10 and complete it with the information from #1. Listen and check.
eNgLISh aT woRk – answering the phone
	 3	 Practise the dialogue in pairs.
 ( 1 ) Hello. Tim Grant’s office.
 ( ) Can i have your number, please?
 ( ) Thank you. Bye.
 ( ) i’m sorry he’s out. Can i take a message?
 ( 7 ) Yes, he’ll be back soon. i’ll ask him to call you.
(10) Bye. 
( ) Thank you for your help.
( ) Hello. Can i speak to Mr. Grant, please?
( 4 ) Yes. Can you tell him Mr. called?
( ) My hotel number is . Can he call me back today?
aNa CaLLeR
	 1	 The telephone rings at Tim’s office. Listen and answer.
 Who’s calling? Mr. 
 What’s his phone number? 
	 2	 Number the dialogue 1 to 10 and complete it with the information from #1. Listen and check.
eNgLISh aT woRk – answering the phone
	 3	 Practise the dialogue in pairs.
 ( 1 ) Hello. Tim Grant’s office.
 ( ) Can i have your number, please?
 ( ) Thank you. Bye.
 ( ) i’m sorry he’s out. Can i take a message?
 ( 7 ) Yes, he’ll be back soon. i’ll ask him to call you.
(10) Bye. 
( ) Thank you for your help.
( ) Hello. Can i speak to Mr. Grant, please?
( 4 ) Yes. Can you tell him Mr. called?
( ) My hotel number is . Can he call me back today?
aNa CaLLeR
New Interlink 1 | © Learning Factory: Photocopiable82
C3 Activity 6 Cards
 Student	a
Read about whoopi goldberg.
Whoopi Goldberg, the 
famous Hollywood film star, 
is very versatile. She plays 
comical and serious parts 
very well. She’s a good singer, 
and sings in a number of 
films, but she doesn’t work in 
the theatre or do soap operas.
Whoopi reads a lot – especially biographies. She loves 
cigarillos and small cigars. She smokes one a day. 
She likes parties and she goes out a lot, but she also 
spends time with her family. She has a daughter and 
a granddaughter.
whoopi goldberg
 Student	B
Read about Marília Pêra.
Marília Pêra is a famous 
Brazilian actress. She usually 
works in the theatre, and 
she is also in a number of 
Brazilian films and soap 
operas. She sings and dances 
very well.
She does a lot of exercise, and 
she doesn’t smoke. She really hates cigarette smoke.
Marília reads a lot – especially philosophy – and she 
likes films and television, but she doesn’t have time to 
watch TV. She loves her family and she spends a lot of 
time with them. She has three children.
Marília Pêra
 Student	a
Read about whoopi goldberg.
Whoopi Goldberg, the 
famous Hollywood film star, 
is very versatile. She plays 
comical and serious parts 
very well. She’s a good singer, 
and sings in a number of 
films, but she doesn’t work in 
the theatre or do soap operas.
Whoopi reads a lot – especially biographies. She loves 
cigarillos and small cigars. She smokes one a day. 
She likes parties and she goes out a lot, but she also 
spends time with her family. She has a daughter and 
a granddaughter.
whoopi goldberg
 Student	B
Read about Marília Pêra.
Marília Pêra is a famous 
Brazilian actress. She usually 
works in the theatre, and 
she is also in a number of 
Brazilian films and soap 
operas. She sings and dances 
very well.
She does a lot of exercise, and 
she doesn’t smoke. She really hates cigarette smoke.
Marília reads a lot – especially philosophy – and she 
likes films and television, but she doesn’t have time to 
watch TV. She loves her family and she spends a lot of 
time with them. She has three children.
Marília Pêra
 Student	a
Read about whoopi goldberg.
 Student	B
Read about Marília Pêra.
Marília Pêra is a famous 
Brazilian actress. She usually 
works in the theatre, and 
she is also in a number of 
Brazilian films and soap 
operas. She sings and dances 
very well.
She does a lot of exercise, and 
she doesn’t smoke. She really hates cigarette smoke.
Marília reads a lot – especially philosophy – and she 
likes films and television, but she doesn’t have time to 
watch TV. She loves her family and she spends a lot of 
time with them. She has three children.
Marília Pêra
Whoopi Goldberg, the 
famous Hollywood film star, 
is very versatile. She plays 
comical and serious parts 
very well. She’s a good singer, 
and sings in a number of 
films, but she doesn’t work in 
the theatre or do soap operas.
Whoopi reads a lot – especially biographies. She loves 
cigarillos and small cigars. She smokes one a day. 
She likes parties and she goes out a lot, but she also 
spends time with her family. She has a daughter and 
a granddaughter.
whoopi goldberg
New Interlink 1 | © Learning Factory: Photocopiable 83
Cards Activity 7: Big Ben C4
New Interlink 1 | © Learning Factory: Photocopiable84
D1 Activity 8 OHT
at the ticket office
Can i help you? 
Yes, i’d like a ticketto Edinburgh, please.
Would you like single or return?
Return, please. How much is it?
£62.
Here you are. 
Thank you. Here’s your ticket.
What time does the next train leave, please? 
it leaves at 9 a.m. from platform 7.
And what time does it arrive there? 
At 2:15 p.m. 
Thank you very much.
Have a good trip.
’d like a ticket to Edinburgh, please.
Return, please. How much is it?
 a.m. from platform 
New Interlink 1 | © Learning Factory: Photocopiable 85
Cards
 Student	a
LoNDoN – CaMBRIDge
 Activity 9 D1
 Student	B
	 1	 You want to go from edinburgh to Liverpool.
go to the train station and talk to the ticket 
officer (Student B).
Buy a SINgLe ticket and ask about departure 
and arrival times.
	 2	 You’re a ticket officer. Student B wants to buy
a ticket from London to Cambridge.
Sell the ticket and give information.
	 1	 You want to go from London to Cambridge.
go to the train station and talk to the ticket 
officer (Student a).
Buy a ReTURN ticket and ask about departure 
and arrival times.
	 2	 You’re a ticket officer. Student a wants to buy
a ticket from edinburgh to Liverpool.
Sell the ticket and give information.
 Student	a
LoNDoN – CaMBRIDge
 Student	B
	 1	 You want to go from edinburgh to Liverpool.
go to the train station and talk to the ticket 
officer (Student B).
Buy a SINgLe ticket and ask about departure 
and arrival times.
	 2	 You’re a ticket officer. Student B wants to buy
a ticket from London to Cambridge.
Sell the ticket and give information.
	 1	 You want to go from London to Cambridge.
go to the train station and talk to the ticket 
officer (Student a).
Buy a ReTURN ticket and ask about departure 
and arrival times.
	 2	 You’re a ticket officer. Student a wants to buy
a ticket from edinburgh to Liverpool.
Sell the ticket and give information.
Times
Departure: 3:15 p.m. platform 4
Arrival: 4:00 p.m.
Prices
Single: £ 10
Return: £ 15
Times
Departure: 3:00 p.m. platform 5
Arrival: 6:30 p.m.
Prices
Single: £ 28
Return: £ 34
eDINBURgh – LIveRPooL
Times
Departure: 3:15 p.m. platform 4
Arrival: 4:00 p.m.
Prices
Single: £ 10
Return: £ 15
Times
Departure: 3:00 p.m. platform 5
Arrival: 6:30 p.m.
Prices
Single: £ 28
Return: £ 34
eDINBURgh – LIveRPooL
New Interlink 1 | © Learning Factory: Photocopiable86
D2 Activity 1 Cards
 Student	a Student	C Student	B
The Edinburgh 
international 
Festival is over 
50 years old 
and is now a 
colossus in the 
world of the 
arts. it takes place in the capital 
of Scotland. For three weeks, 
usually starting after 10th August, 
the festival has classical, jazz and 
folk music performances – and 
more – for everyone!
For 10 days, 
starting 
around 1st July, 
the Montreal 
international 
Jazz Festival 
in Canada 
presents over 500 concerts, 
which include a large number 
of different jazz styles and other 
types of international music. 
This isn’t the first jazz festival in 
the world (it started in 1980) but 
for a lot of people it’s certainly 
Number One!
Salzburg in 
Austria, the 
birthplace 
of Wolfgang 
Amadeus 
Mozart, is the 
perfect place 
for a classical music festival 
(first festival starting on 22nd 
August, 1920). Orchestras from 
different parts of the world play 
here for five weeks in August. 
Performances include fabulous 
operas, extraordinary concerts 
and ballets.
 Student	a Student	C Student	B
 Student	a Student	C Student	B
The Edinburgh 
international 
Festival is over 
50 years old 
and is now a 
colossus in the 
world of the 
arts. it takes place in the capital 
of Scotland. For three weeks, 
usually starting after 10th August, 
the festival has classical, jazz and 
folk music performances – and 
more – for everyone!
For 10 days, 
starting 
around 1st July, 
the Montreal 
international 
Jazz Festival 
in Canada 
presents over 500 concerts, 
which include a large number 
of different jazz styles and other 
types of international music. 
This isn’t the first jazz festival in 
the world (it started in 1980) but 
for a lot of people it’s certainly 
Number One!
Salzburg in 
Austria, the 
birthplace 
of Wolfgang 
Amadeus 
Mozart, is the 
perfect place 
for a classical music festival 
(first festival starting on 22nd 
August, 1920). Orchestras from 
different parts of the world play 
here for five weeks in August. 
Performances include fabulous 
operas, extraordinary concerts 
and ballets.
The Edinburgh 
international 
Festival is over 
50 years old 
and is now a 
colossus in the 
world of the 
arts. it takes place in the capital 
of Scotland. For three weeks, 
usually starting after 10th August, 
the festival has classical, jazz and 
folk music performances – and 
more – for everyone!
For 10 days, 
starting 
around 1st July, 
the Montreal 
international 
Jazz Festival 
in Canada 
presents over 500 concerts, 
which include a large number 
of different jazz styles and other 
types of international music. 
This isn’t the first jazz festival in 
the world (it started in 1980) but 
for a lot of people it’s certainly 
Number One!
Salzburg in 
Austria, the 
birthplace 
of Wolfgang 
Amadeus 
Mozart, is the 
perfect place 
for a classical music festival 
(first festival starting on 22nd 
August, 1920). Orchestras from 
different parts of the world play 
here for five weeks in August. 
Performances include fabulous 
operas, extraordinary concerts 
and ballets.
New Interlink 1 | © Learning Factory: Photocopiable 87
Children’s Day in Brazil international Women’s Day
Christmas Day New Year’s Day
Halloween Republic Day in Brazil
independence Day in Brazil Teacher’s Day in Brazil
independence Day in the uSA Tiradentes’ Day
Christmas Eve New Year’s Eve
Valentine’s Day in 
the uSA and uK “Dia dos Namorados” in Brazil
Mothers’ Day in Brazil Fathers’ Day in Brazil
Cards Activity 8 D2
New Interlink 1 | © Learning Factory: Photocopiable88
i love swimming.
My boyfriend/girlfriend hates cooking.
i think watching TV is boring!
Cycling is excellent.
Jogging is OK.
My friend and i like singing, but we prefer dancing.
Sleeping well is very good for you.
i don’t like weight training.
My son/daughter loves chatting online.
i like walking, but i hate cycling!
i think the teacher doesn’t like cooking.
Studying English is very good.
Eating a lot isn’t good for you.
i think reading is wonderful!
Do you like listening to music?
CardsD4 Activity 7: Charades 
New Interlink 1 | © Learning Factory: Photocopiable 89
	 1	 Match Two words with the work places.
 1. a bank
 2. a factory 
 3. a hospital
 4. a laboratory (a lab)
 5. an office
 6. a restaurant
 7. a school
 8. a shop
 9. a surgery
 10. a university
 Where do you work? 
eNgLISh aT woRk – a day at work
	 4	 write a short text about your job.
Handout E@W: A day at work D4
answer phone calls [ ]
deal with customers/patients [ ]
have conference calls [ ]
have meetings [ ]
make phone calls [ ]
make presentations [ ]
write and answer emails [ ]
work on projects [ ]
write reports [ ]
 
 
 
Now talk about the activities you do in pairs.
A I usually deal with customers at work.
B Me too. / Really? I never do that.
	 3	 Read about ana’s job. True [T] or false [F]?
	 File	 Edit	 View	 History	 Favorites	 Window
	 http://www.adayatwork.co.uk/anasjob/index.php
I’m a chemist and I work at Roche. I start work at 9 o’clock but I usually arrive early, 
at about 8:30.
I’m an organized person and I like checking my diary and reading my emails first 
thing in the morning. After that I go to the lab and work on my projects until lunch-
time. I usually have lunch at the canteen. The food isn’t very good but that’s not a 
problem.
After lunch I usually make phone calls and write reports but sometimes I have 
meetings or make presentations to my boss. I usually finish work at 6 o’clock.
I love working at Roche. My job is very interesting and my colleagues are really friendly. 
The company has a great atmosphere and I thinkit’s a pleasure to go to work in the morning.
A day at work
	 2	 Tick (n) the activities you do at work and add others.
Ba
1. Ana works from 8:30 to 6. [ ]
2. Ana works in a laboratory. [ ]
3. Ana likes her colleagues. [ ]
New Interlink 1 | © Learning Factory: Photocopiable90
D6 Activity 4a Cards
The Rolling Stones Emma Watson Sting
The Beatles Kate Winslet Hugh Grant
McFly Keira Knightley Colin Farrell
Sex Pistols Victoria Beckham Gary Oldman
Pink Floyd Sarah Brightman Elton John
Snow Patrol Amy Winehouse Shakespeare
Cambridge Agatha Christie ian Fleming
Robinson Crusoe Virginia Wolf Roald Dahl
Harry Potter Elizabeth Alexandra Mary The Windsors
The Tower of london Big Ben Stonehenge
Romeo and Juliet The lord of the Rings Harrods
New Interlink 1 | © Learning Factory: Photocopiable 91
OHT
The Rolling Stones
A BAND
Emma Watson
AN ACTRESS
Sting
A SiNGER
The Beatles 
A BAND
Kate Winslet 
AN ACTRESS
Hugh Grant 
AN ACTOR
McFly 
A BAND
Keira Knightley 
AN ACTRESS
Colin Farrell 
AN ACTOR
Sex Pistols 
A BAND
Victoria Beckham
A MODEl
Gary Oldman 
AN ACTOR
Pink Floyd 
A BAND
Sarah Brightman 
A SiNGER
Elton John 
A SiNGER
Snow Patrol 
A BAND
Amy Winehouse 
A SiNGER
Shakespeare 
A WRiTER
Cambridge 
A CiTY
Agatha Christie 
A WRiTER
ian Fleming 
A WRiTER
Robinson Crusoe 
A BOOK
Virginia Wolf 
A WRiTER
Roald Dahl 
A WRiTER
Harry Potter 
A BOOK
Elizabeth Alexandra Mary
THE QuEEN
The Windsors 
THE ROYAl FAMilY
The Tower of london 
A MONuMENT
Big Ben 
A MONuMENT
Stonehenge 
A MONuMENT
 Romeo and Juliet 
A PlAY
 The lord of the Rings 
A BOOK
Harrods 
A SHOP
 Activity 4b D6
New Interlink 1 | © Learning Factory: Photocopiable92
Your name: Angelina Jolie
Try to find: Nicole Kidman
 Tom Cruise
Your name: Brad Pitt
Try to find: Angelina Jolie
 David Beckham
Your name: Britney Spears
Try to find: Oprah Winfrey
 Hugh Grant
Your name: David Beckham
Try to find: Britney Spears
 Hugh Grant
Your name: Cate Blanchett
Try to find: Kate Winslet
 Mel Gibson
Your name: Hugh Grant
Try to find: Cate Blanchett
 Johnny Depp
Your name: Emma Thompson
Try to find: Madonna
 Tom Hanks
Your name: Johnny Depp
Try to find: Emma Thompson
 Kevin Costner
Your name: Halle Berry
Try to find: Jennifer lopez
 Johnny Depp
Your name: Kevin Costner
Try to find: Halle Berry
 Mel Gibson
Your name: Jennifer lopez
Try to find: Cate Blanchett
 Kevin Costner
Your name: Mel Gibson
Try to find: Jennifer lopez
 Russell Crowe
Your name: Kate Winslet
Try to find: Angelina Jolie
 Jim Carrey
Your name: Russell Crowe
Try to find: Kate Winslet
 Jim Carrey
Your name: Madonna
Try to find: Britney Spears
 Russell Crowe
Your name: Jim Carrey
Try to find: Madonna
 Tom Cruise
Your name: Nicole Kidman
Try to find: Halle Berry
 Brad Pitt
Your name: Tom Cruise
Try to find: Nicole Kidman
 Tom Hanks
Your name: Oprah Winfrey
Try to find: Emma Thompson
 David Beckham
Your name: Tom Hanks
Try to find: Oprah Winfrey
 Brad Pitt
A Activity 1: Hello Cards
11
rev
12
13
14
15
16
17
18
19
20
1
2
3
4
5
6
7
8
9
10
New Interlink 1 | © Learning Factory: Photocopiable 93
Architect
GERmAny
Secretary
PoRtuGAl
Civil servant
AustRAliA
Civil servant
FRAnCE
Architect
GERmAny
Secretary
PoRtuGAl
Civil servant
AustRAliA
Civil servant
FRAnCE
Doctor
GERmAny
Actor
sPAin
Technician
BRAzil
Engineer
sPAin
Doctor
GERmAny
Actor
sPAin
Technician
BRAzil
Engineer
sPAin
Doctor
itAly
Doctor
itAly
Businessman/
Businesswoman
GERmAny
Businessman/
Businesswoman
GERmAny
Cards Activity 7: International Partners A rev
New Interlink 1 | © Learning Factory: Photocopiable94
B Activity 7: Man, woman or thing? Cards
Lázaro Ramos
actor
1978
hugh grant
actor
1960
Beyoncé knowles
singer
1981
harry Potter and the 
half-Blood Prince
film
2008
Casino Royale
film
2005
Casablanca
film
1942
Camila Pitanga
actress
1977
elton John
singer
1947
Naomi Campbell
model
1970
Claudia Schiffer
model
1970
Michael Schumacher
racing driver
1969
The great wall
a wonder of the world
220 B.C.
Ivete Sangalo
singer
1972
J.k. Rowling
writer
1965
hillary Clinton
politician
1947
Ségolène Royal
politician
1953
Catherine Deneuve
actress
1943
The Summer Palace
a monument
1750
José Saramago
writer
1922
Lewis hamilton
racing driver
1985
Steven Spielberg
film director
1946
Pedro almodóvar
film director
1949
Penélope Cruz
actress
1974
Chichén Itzá
a wonder of the world
435-455
rev
Lázaro Ramos
actor
1978
hugh grant
actor
1960
Beyoncé knowles
singer
1981
harry Potter and the 
half-Blood Prince
film
2008
Casino Royale
film
2005
Casablanca
film
1942
Camila Pitanga
actress
1977
elton John
singer
1947
Naomi Campbell
model
1970
Claudia Schiffer
model
1970
Michael Schumacher
racing driver
1969
The great wall
a wonder of the world
220 B.C.
Ivete Sangalo
singer
1972
J.k. Rowling
writer
1965
hillary Clinton
politician
1947
Ségolène Royal
politician
1953
Catherine Deneuve
actress
1943
The Summer Palace
a monument
1750
José Saramago
writer
1922
Lewis hamilton
racing driver
1985
Steven Spielberg
film director
1946
Pedro almodóvar
film director
1949
Penélope Cruz
actress
1974
Chichén Itzá
a wonder of the world
435-455
New Interlink 1 | © Learning Factory: Photocopiable 95
Cards Activity 6: Who is it?! C
ana Costa
o
o
n
o
o
n
Leonardo di Caprio
n
n
o
o
n
o
angélica
n
o
n
o
n
n
Luciano huck
n
o
n
n
n
o
Pedro Bial
n
o
n
n
o
n
Fernanda Torres
o
o
n
o
n
n
halle Berry
n
o
o
n
o
n
Paul McCartney
n
o
o
o
n
n
Bill gates
n
o
o
o
n
o
Prince william
n
o
n
o
n
n
Prince harry 
n
n
n
o
o
n
gisele Bündchen
n
n
o
o
n
n
hillary Clinton
n
o
o
o
n
o
garfield
n
o
o
o
o
o
will Smith
n
o
o
o
n
n
Fátima Bernardes
n
o
n
o
n
n
rev
New Interlink 1 | © Learning Factory: Photocopiable96
D Activity 6 Cards
 Student	a
 Student	B
rev
 Student	a
 Student	B
 Student	a
 Student	B
CAlENDAR 2009 2010 2011 2012
Chinese 26th January 14th February 23rd January
Islamic 7th December 26th November
Jewish 19th September 29th September 17th September
CAlENDAR 2009 2010 2011 2012
Chinese 26th January 3th February
Islamic 18th December 7th December 15th November
Jewish 9th September 29th September 17th September
CAlENDAR 2009 2010 2011 2012
Chinese 26th January 14th February 23rd January
Islamic 7th December 26th November
Jewish 19th September 29th September 17th September
CAlENDAR 2009 2010 2011 2012
Chinese 26th January 3th February
Islamic 18th December 7th December 15th November
Jewish 9th September 29th September 17th September
CAlENDAR 2009 2010 2011 2012
Chinese 26th January 14th February 23rd January
Islamic 7th December 26th November
Jewish 19th September 29th September 17th September
CAlENDAR 2009 2010 2011 2012
Chinese 26th January 3th February
Islamic 18th December 7th December 15th November
Jewish 9th September 29th September 17th September
New Interlink 1 | © Learning Factory: Photocopiable 97
Cards
see a doctor drink alcohol write emails go swimming
watch TV drink tea go to the beach go dancing 
read magazines have breakfast before 6 a.m.
go online 
(on the internet) go camping
have holidays eat chocolate go to bed after 2 a.m.
go shopping 
for clothes
study English speak English go to church stay at home in the evening
liE TRuTH TRuTH
 Activity 16 Drev
LeaRNINg FaCToRY
Rua São Clemente, 258 – 4º andar.
Botafogo, Rio de Janeiro, RJ. 22260-000
info@learningfactory.net
Interlink is a trademark of learning Factory ltda.
Copyright by learning Factory, 2002.
New interlink 1
iSBN 978-85-89456-57-9
 “All rights reserved: no part of this publication 
may be reproduced, stored in a retrieval 
system, or transmitted in any form or by any 
means, electronic, mechanical, photocopying, 
recording, or otherwise without the prior 
written permission of the Publisher.”
Printed in Brazil by imprinta, June 2009
PUBLIShINg MaNageR
AdrianaSouza
SeRIeS eDIToR
Ricardo Sili
TeaCheR’S gUIDe eDIToR
Márcia Nogueira
aUThoRS
Student’s Book: Carla Chaves, Jeff Stranks, Ricardo Sili, Angela Dias (collaborator)
activity Book: Daniela Bertolucci, lilian lopes, Rosane Thiebaut
Multimedia activities: Ana Thornycroft, Alexsandro Silva, Vânia D’Ângelo
Teacher’s guide: Maria Alice Antunes
PRoDUCTIoN eDIToR
Paula Boyce
DeSIgN
eg.design
art direction: Evelyn Grumach, Ricardo Hippert
Layout: Ricardo Hippert, Manuela Roitman
Layout assistants: Juliano Kestenberg, Tatiana Buratta
ILLUSTRaTIoNS
Ricardo Cunha lima
MULTIMeDIa aND ReCoRDINg SUPeRvISIoN
Ana Thornycroft
PRooF-ReaDINg
Flávia Marinho
MULTIMeDIa DeSIgN
labareda Design
STUDIo (Book aUDIo TRaCk)
Núcleo de Criação Produções em Áudio
STUDIo (MULTIMeDIa aUDIo TRaCk)
Ana Thornycroft
Charles lacerda
PICTURe ReSeaRCh
Alessandra libonatti
eDIToRIaL aSSISTaNCe
Sandra Junqueira, Tatiana Boynard
PhoTogRaPhS (RoYaLTY-FRee aND/oR RIghTS-MaNageD)
Keystone; Afitec; levendula; Getty images; Photodisc; iStockphotos.com
p.82: Whoopi (Keystone), Marília Pêra (Folhapress)
Teacher’s audio CD tracks
CD 1
CD 2
TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT
1 Introduction 18 A4 - AB-5 35 B2 - 3
2 A1 - 1 19 A5 - 1 36 B2 - 5
3 A1 - 4 20 A5 - 3 37 B3 - 4
4 A1 - 7 21 A5 - 4 38 B4 - 3
5 A1 - 8 22 A5 - 8 39 B4 - 4
6 A2 - 1 23 A5 - English at Work 1 40 B4 - 9
7 A2 - 3 24 A5 - English at Work 2 41 B5 - 3
8 A2 - 7 25 A5 - AB-4 42 B5 - 5
9 A2 - 8 26 A5 - AB-7 43 B5 - 6
10 A2 - AB-4 27 A6 - 1 44 B5 - 7
11 A3 - 1 28 A6 - 5 45 B5 - English at Work
12 A3 - 2 29 A6 - 7 46 B5 - AB-7
13 A3 - 3 30 B1 - 1 47 B6 - 2
14 A4 - 1 31 B1 - 4 48 B6 - 3
15 A4 - 3 32 B1 - 7 49 B6 - 5
16 A4 - 4 33 B1 - 8
17 A4 - 5 34 B1 - AB-1
TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT
1 Introduction 18 C5 - 1 35 D3 - AB-4
2 C1 - 2 19 C5 - AB-1 36 D4 - 8
3 C1 - 3 20 C5 - AB-7 37 D5 - 3
4 C1 - 5 21 C6 - 2 38 D5 - 5
5 C1 - 9 22 C6 - 3 39 D5 - 8
6 C1 - English at Work 23 C6 - AB-4 40 D6 - 1
7 C2 - 2 24 D1 - 3 41 D6 - 3
8 C2 - 3 25 D1 - 4 42 D6 - 5
9 C2 - 6 26 D1 - 7 43 Revision Section A - 5
10 C2 - AB-6 27 D1 - AB-5 44 Revision Section A - 8
11 C3 - 2 28 D2 - 3 45 Revision Section A - 10
12 C3 - 4 29 D2 - 5 46 Revision Section A - 13
13 C4 - 1 30 D2 - 9 47 Revision Section B - 3
14 C4 - 3 31 D2 - AB-5 48 Revision Section B - 5
15 C4 - 8 32 D3 - 1 49 Revision Section C - 4
16 C4 - AB-1 33 D3 - 3
17 C4 - AB-5 34 D3 - 7
1
NEW Interlink
TEACHER'S GUIDE
New Interlink is a six-level course specially designed for adults 
and young adults whose first language is Portuguese.
Each of the six levels of New Interlink is a single volume which 
integrates Student’s and Activity Book, consisting of 24 complete 
lessons grouped into 4 sections. This provides 40 hours of core 
work. By using the additional materials in the Teacher’s Guide the 
course can be extended to approximately 60 hours.
New Interlink takes students from beginner level (zero or 
false beginners) up to intermediate level (Common European 
Framework Level B1, leading into B2).
Student’s Book
i Lessons conveniently presented on a double-page spread.
i A wide range of topics allowing students to express their ideas 
and experiences.
i A grammar, pronunciation and lexical syllabus responding to 
specific needs and characteristics of Brazilian learners. 
i Interlink boxes focusing on areas of English which are frequent 
sources of confusion, misunderstanding and error for an average 
Brazilian learner, aiming at facilitating comprehension and 
developing learners’ confidence. 
i Organizer boxes signposting and systematizing the target 
language items of the lesson. 
i Tips to draw the learners’ attention to special aspects of 
the language. 
i Interactive tasks with strong emphasis on the development 
of vocabulary and speaking skills.
i In-built revision and recycling. 
i Language Reference Cards for classroom and self-access use. 
i Alternative activities preparing learners for 
today’s workplace.
i Answer keys and audioscripts. Activity Book
i Fully integrated in Student’s Book. 
i Lesson-by-lesson support containing a list of useful words 
and expressions, vocabulary and grammar practice activities.
i Special support for writing skills development.
i Learner-friendly training tips and activities. 
Student’s CD-ROM
Interactive activites for use on a computer. It also includes 
the main course recordings to be used by learners at home, 
in a car or on a personal stereo or computer for extra 
self-study listening practice.
Teacher’s Guide
i Lesson-by-lesson plans. 
i Useful tips and ideas. 
i Extra photocopiable activities. 
i Resources pack. 
Multimedia CD-ROM
Optional multimedia teacher resources with memorable 
activities integrating visual and audio stimuli.
Teacher’s audio CD tracks
CD 1
CD 2
TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT
1 Introduction 18 A4 - AB-5 35 B2 - 3
2 A1 - 1 19 A5 - 1 36 B2 - 5
3 A1 - 4 20 A5 - 3 37 B3 - 4
4 A1 - 7 21 A5 - 4 38 B4 - 3
5 A1 - 8 22 A5 - 8 39 B4 - 4
6 A2 - 1 23 A5 - English at Work 1 40 B4 - 9
7 A2 - 3 24 A5 - English at Work 2 41 B5 - 3
8 A2 - 7 25 A5 - AB-4 42 B5 - 5
9 A2 - 8 26 A5 - AB-7 43 B5 - 6
10 A2 - AB-4 27 A6 - 1 44 B5 - 7
11 A3 - 1 28 A6 - 5 45 B5 - English at Work
12 A3 - 2 29 A6 - 7 46 B5 - AB-7
13 A3 - 3 30 B1 - 1 47 B6 - 2
14 A4 - 1 31 B1 - 4 48 B6 - 3
15 A4 - 3 32 B1 - 7 49 B6 - 5
16 A4 - 4 33 B1 - 8
17 A4 - 5 34 B1 - AB-1
TRACK | CONTENT TRACK | CONTENT TRACK | CONTENT
1 Introduction 18 C5 - 1 35 D3 - AB-4
2 C1 - 2 19 C5 - AB-1 36 D4 - 8
3 C1 - 3 20 C5 - AB-7 37 D5 - 3
4 C1 - 5 21 C6 - 2 38 D5 - 5
5 C1 - 9 22 C6 - 3 39 D5 - 8
6 C1 - English at Work 23 C6 - AB-4 40 D6 - 1
7 C2 - 2 24 D1 - 3 41 D6 - 3
8 C2 - 3 25 D1 - 4 42 D6 - 5
9 C2 - 6 26 D1 - 7 43 Revision Section A - 5
10 C2 - AB-6 27 D1 - AB-5 44 Revision Section A - 8
11 C3 - 2 28 D2 - 3 45 Revision Section A - 10
12 C3 - 4 29 D2 - 5 46 Revision Section A - 13
13 C4 - 1 30 D2 - 9 47 Revision Section B - 3
14 C4 - 3 31 D2 - AB-5 48 Revision Section B - 5
15 C4 - 8 32 D3 - 1 49 Revision Section C - 4
16 C4 - AB-1 33 D3 - 3
17 C4 - AB-5 34 D3 - 7
1
NEW Interlink
TEACHER'S GUIDE
New Interlink is a six-level course specially designed for adults 
and young adults whose first language is Portuguese.
Each of the six levels of New Interlink is a single volume which 
integrates Student’s and Activity Book, consisting of 24 complete 
lessons grouped into 4 sections. This provides 40 hours of core 
work. By using the additional materials in the Teacher’s Guide the 
course can be extended to approximately 60 hours.
New Interlink takes students from beginner level (zero or 
false beginners) up to intermediate level (Common European 
Framework Level B1, leading into B2).
Student’s Book
i Lessons conveniently presented on a double-page spread.
i A wide range of topics allowing students to express their ideas 
and experiences.
i A grammar, pronunciation and lexical syllabus responding to 
specific needs and characteristics of Brazilian learners. 
i Interlink boxes focusing on areas of English which are frequent 
sources of confusion, misunderstanding and error for an average 
Brazilian learner, aiming at facilitating comprehension and 
developing learners’ confidence. 
i Organizer boxes signposting and systematizing the target 
language items of the lesson. 
i Tips to draw the learners’ attention to special aspects of 
the language. 
i Interactive tasks with strong emphasis on the development 
of vocabulary and speaking skills.
i In-built revision and recycling. 
i Language Reference Cards for classroom and self-access use. 
i Alternative activities preparing learners for 
today’s workplace.
i Answer keys and audioscripts. Activity Book
i Fully integrated in Student’s Book. 
i Lesson-by-lesson support containing a list of useful words 
and expressions, vocabulary and grammar practice activities.
i Special support for writing skills development.
i Learner-friendly training tips and activities. 
Student’s CD-ROMInteractive activites for use on a computer. It also includes 
the main course recordings to be used by learners at home, 
in a car or on a personal stereo or computer for extra 
self-study listening practice.
Teacher’s Guide
i Lesson-by-lesson plans. 
i Useful tips and ideas. 
i Extra photocopiable activities. 
i Resources pack. 
Multimedia CD-ROM
Optional multimedia teacher resources with memorable 
activities integrating visual and audio stimuli.