English for everyone teacher's guide

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F O R F O R E V E R YE V E R YO N EO N E
TEACHER’S GUIDETEACHER’S GUIDE
  
Language consultantLanguage consultant
Professor Susan BarduhnProfessor Susan Barduhn is an experienced English-language teacher, teacher is an experienced English-language teacher, teacher
trainer, and author. She has been President of the International Association oftrainer, and author. She has been President of the International Association of
Teachers of English as a Foreign Language, and an adviserTeachers of English as a Foreign Language, and an adviser
to the British Council and the US State Department. She is currently a Professorto the British Council and the US State Department. She is currently a Professor
at the School for International Training in Vermont.at the School for International Training in Vermont.
Contributing authors to the seriesContributing authors to the series
Victoria BoobyerVictoria Boobyer is a freelance writer and teacher trainer with a background is a freelance writer and teacher trainer with a background
in English-language teaching and teacher management.in English-language teaching and teacher management.
Trish Burrow Trish Burrow  has worked as a teacher, a teacher trainer, and an has worked as a teacher, a teacher trainer, and an
ELT lecturer. She is a freelance writer and editor.ELT lecturer. She is a freelance writer and editor.
Rachel HardingRachel Harding is  is an author of an author of English-languaEnglish-language learning materialsge learning materials
and has written for major English-language publishers.and has written for major English-language publishers.
Claire HartClaire Hart is a freelance author. She teaches English at the Universityis a freelance author. She teaches English at the University
of Applied Sciences in Neu-Ulm, Germany.of Applied Sciences in Neu-Ulm, Germany.
Gill JohnsonGill Johnson runs a large modern languages department runs a large modern languages department
at an international school in Sussex, UK.at an international school in Sussex, UK.
Barbara MacKayBarbara MacKay has written for has written for major English-language publishers includingmajor English-language publishers including
Oxford University Press and Macmillan Education.Oxford University Press and Macmillan Education.
AuthorAuthor
Tom BoothTom Booth worked for 10 years as  worked for 10 years as an English-language teacher in Pan English-language teacher in Polandoland
and Russia. He now lives in England, where he works as an editor andand Russia. He now lives in England, where he works as an editor and
English-language materials writer. He has contributed to a numberEnglish-language materials writer. He has contributed to a number
of books in theof books in the English for EveryoneEnglish for Everyone series. series.
Course consultantCourse consultant
Tim BowenTim Bowen has taught English and trained teachers in more than has taught English and trained teachers in more than
30 countries worldwide. He is 30 countries worldwide. He is the co-author of works on the co-author of works on pronuncipronunciation teachingation teaching
and language-teaching methodology, and author of numerous books forand language-teaching methodology, and author of numerous books for
English-language teachers. He is currently a freelance materials writer, editor, andEnglish-language teachers. He is currently a freelance materials writer, editor, and
translator. He is a member of the Chartered Institute of Linguists.translator. He is a member of the Chartered Institute of Linguists.
  
FF O R O R EE V E RV E R YY O NO N EE
TEACHER’S GUIDETEACHER’S GUIDE
  
US EditorUS Editor   Jenny WilsonJenny Wilson
EditorsEditors   Tom Booth, Laura SandfordTom Booth, Laura Sandford
Art EditorArt Editor   Dominic CliffordDominic Clifford
IllustratorIllustrator   Edwood BurnEdwood Burn
Project ManagerProject Manager   Christine StroyanChristine Stroyan
Jacket DesignerJacket Designer   Surabhi WadhwaSurabhi Wadhwa
Jacket EditorJacket Editor   Claire GellClaire Gell
Jacket Design Development ManagerJacket Design Development Manager   Sophia MTTSophia MTTProducer,Producer,  Pre-ProductionPre-Production   Jacqueline Street-ElkayamJacqueline Street-Elkayam
Senior ProducerSenior Producer   Alex BellAlex Bell
PublisherPublisher   Andrew MacintyreAndrew Macintyre
Art DirectorArt Director  Karen SelfKaren Self
Publishing DirectorPublishing Director   Jonathan MetcalfJonathan Metcalf
DK IndiaDK India
Art EditorArt Editor   Debjyoti Debjyoti MukherjeeMukherjee
Senior Art EditorSenior Art Editor   Viabhav Viabhav RastogiRastogi
Jacket DesignerJacket Designer   Tanya MehrotraTanya Mehrotra
Jackets Editorial CoordinatorJackets Editorial Coordinator   Priyanka Priyanka SharmaSharma
Managing Jackets EditorManaging Jackets Editor   Saloni Saloni SinghSingh
Pre-production ManagerPre-production Manager   Balwant Balwant SinghSingh
Senior DTP DesignersSenior DTP Designers   Vishal Bhatia, Vishal Bhatia, Rakesh KumarRakesh Kumar
Managing Art EditorManaging Art Editor   Sudakshina Sudakshina BasuBasu
First American Edition, 2018First American Edition, 2018
Published in the United States by DK PublishingPublished in the United States by DK Publishing
345 Hudson Street, New 345 Hudson Street, New York, New York 10014York, New York 10014
Copyright © 2018 Dorling Kindersley LimitedCopyright © 2018 Dorling Kindersley Limited
DK, a Division of Penguin Random House DK, a Division of Penguin Random House LLCLLC
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001–309738–Jun/2018001–309738–Jun/2018
All rights reserved.All rights reserved.
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part of this publication may be part of this publication may be reproduced, stored in or introducedreproduced, stored in or introduced
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without the prior written permission of the without the prior written permission of the copyright ownercopyright owner..
Published in Great Britain by Dorling Kindersley Limited.Published in Great Britain by Dorling Kindersley Limited.
A catalog record for this bookA catalog record for this book
is available from the Library of is available from the Library of Congress.Congress.
ISBN 978-1-4654-7389-9ISBN 978-1-4654-7389-9
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A WORLD OF IDEAS:A WORLD OF IDEAS:  
SEE ALL THERE IS TO KNOWSEE ALL THERE IS TO KNOW
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How to useHow to use
this bookthis book
Finding the exercisesFinding the exercises
TheThe English for EveryoneEnglish for Everyone course books and  course books and practice bookspractice books
contain more than 40 different types of contain more than 40 different types of exercises. Thisexercises. This
Teacher’s GuideTeacher’s Guide provides advice and activities for each of provides advice and activities for each of
these exercise types, and has been designed so that youthese exercise types, and hasbeen designed so that you
can quickly find the type of exercise that you want to usecan quickly find the type of exercise that you want to use
with your students. The book is divided into five sectionswith your students. The book is divided into five sections
(grammar(grammar, vocabulary, reading, listening, and , vocabulary, reading, listening, and speaking)speaking)
and opens with a visual contents list. This includes a smalland opens with a visual contents list. This includes a small
image of each exercise typeimage of each exercise type
to help you locate the sameto help you locate the same
type of exercise as the onetype of exercise as the one
you are teaching.you are teaching.
In the classroomIn the classroom
The activities and advice pages in theThe activities and advice pages in the TTeacher’s eacher’s GuideGuide offeroffer
clear and practical support that will help you to giveclear and practical support that will help you to give
focused lessons and explain difficult concepts. Each pagefocused lessons and explain difficult concepts. Each page
is dedicated to a particular exercise type and includesis dedicated to a particular exercise type and includes
one or two examples of the exercise, and between fourone or two examples of the exercise, and between four
and six activities to use in your lesson. These activitiesand six activities to use in your lesson. These activities
include group work, role plays, and written assignments,include group work, role plays, and written assignments,
and make full use of the and make full use of the audio transcripts that feature at theaudio transcripts that feature at the
back of the book.back of the book.
  
Contents at a glanceContents at a glance
TheThe Teacher’s GuideTeacher’s Guide is divided into five sections, each of them dealing withis divided into five sections, each of them dealing with
a language skill. A more detailed look at the different types of exercise withina language skill. A more detailed look at the different types of exercise within
each section can be found on pages 6–9.each section can be found on pages 6–9.
66   A A detailed detailed guide guide to to the the exercise exercise typestypes
1010   About About English English for for EveryoneEveryone
GRAMMARGRAMMAR
VOCABULARYVOCABULARY
2020 General teaching adviceGeneral teaching advice
2222 Choosing the correct word or sentenceChoosing the correct word or sentence
2323   Correcting Correcting errorserrors
2424   Filling Filling in in the the gapsgaps
2525   Filling Filling in in the the gaps gaps with with tensestenses
2626   Putting Putting words words in in the the correct correct orderorder
2727   Writing Writing a a sentence sentence another another wayway
2828   Sorting Sorting words words into into categoriescategories
2929   Matching Matching beginnings anbeginnings and d endings endings of of sentencessentences
3030   Understanding Understanding target target grammargrammar
3131   Choosing Choosing the the best best sentencesentence
3232   Everyday Everyday EnglishEnglish
3333   Business Business EnglishEnglish
READINGREADING
3434   General General teaching teaching adviceadvice
3535   Writing Writing the the correct word correct word for for a a picturepicture
3636   Writing Writing the the correct correct expressionexpression
3737   Matching Matching words words or or sentences sentences to to picturespictures
3838   Choosing Choosing the the correct word correct word or or sentencesentence
3939   Matching Matching words words and and definitionsdefinitions
4040   Filling Filling in in the the gapsgaps
4141   Sorting Sorting words words into into categoriescategories
4242   Correcting Correcting errorserrors
4343   Matching Matching halves halves of of sentencessentences
4444   Matching Matching words words to to their their oppositesopposites
4545   Vocabulary Vocabulary puzzlespuzzles
4646
   Finding Finding target target vocabulary ivocabulary in n a a texttext
4747   General General teaching teaching adviceadvice
4848   Choosing Choosing the the correct answer correct answer to to a a questionquestion
4949   Answering Answering questions questions as as full full sentencessentences
5050   Putting pictures Putting pictures or or sentences sentences in in orderorder
5151   Marking Marking the the correct summcorrect summary of ary of a a texttext
5252   General General teaching teaching adviceadvice
5353   Choosing Choosing the the correct correct answer to answer to a a questionquestion
5454   Answering Answering questions questions as as full full sentencessentences
5555   Putting pictures Putting pictures or or sentences sentences in in orderorder
5656   Marking Marking the the correct correct summarysummary
5757   Listening Listening for for target target languagelanguage
5858   Listening Listening for for stress ostress or r intonationintonation
5959   Taking Taking notesnotes
LISTENINGLISTENING
6060   General General teaching teaching adviceadvice
6161   Speaking Speaking correct correct English English out out loudloud
6262   Using Using a a chart chart to to create create sentencessentences
6363   Describing Describing a a picturepicture
6464   Describing Describing an an infographicinfographic
6565   Answering questions Answering questions on on a a passagpassage e of of texttext
6666   Responding Responding out out loud loud to to audioaudio
6767   Pronunciation Pronunciation and and intonation intonation exercisesexercises
6868   Emphasizing Emphasizing the the correct correct wordword
6969   TTranscriptranscripts s of of listening listening exercisesexercises  
SPEAKINGSPEAKING
  
66
2424   Filling Filling in in the the gapsgaps
2525   Filling in the gaps with tensesFilling in the gaps with tenses
2828   Sorting words into categoriesSorting words into categories
ContentsContents   A A detailed guide detailed guide to to the exthe exercise ercise ttypesypes
GRAMMARGRAMMAR
2929   Matching beginningsMatching beginnings
and endings of sentencesand endings of sentences
2626   Putting words in the correct orderPutting words in the correct order2222   Choosing Choosing the the correct correct wordword
or sentenceor sentence
3030   Understanding target grammarUnderstanding target grammar
2323   Correcting Correcting errorserrors 2727   Writing a sentence another wayWriting a sentence another way 3131   Choosing Choosing the the best best sentencesentence
3232   Everyday EnglishEveryday English
3333   Business EnglishBusiness English
REWRITE THE SENTENCES, CORRECTING THE ERRORSREWRITE THE SENTENCES, CORRECTING THE ERRORS
FILL IN FILL IN THEGAPSTHEGAPS USINGUSING
THEWORDSIN THEPANELTHEWORDSIN THEPANEL
FILL IN THE GAPS BY PUTTING THEFILL IN THE GAPS BY PUTTING THE
VERBS IN THE PRESENT PERFECTVERBS IN THE PRESENT PERFECT
MARK THE SENTENCES THAT ARE CORRECTMARK THE SENTENCES THAT ARE CORRECT REWRITE THE INDIRECT QUESTIONS, PUTTING THE WORDSREWRITE THE INDIRECT QUESTIONS, PUTTING THE WORDS
IN THE CORRECT ORDERIN THE CORRECT ORDER
MARK WHETHER EACH SENTENCE IS A PREDICTION, OFFER,MARK WHETHER EACH SENTENCE IS A PREDICTION, OFFER,
PROMISE, OR DECISIONPROMISE, OR DECISION
FILL IN THE GAPS, PUTTING THEFILL IN THE GAPS, PUTTING THE
WORDS IN THE CORRECT ORDERWORDS IN THE CORRECT ORDER
MATCH THE BEGINNINGS OF THE SENTENCES TO THE CORRECT ENDINGSMATCH THE BEGINNINGS OF THE SENTENCES TO THE CORRECT ENDINGS
REWRITE THE SENTENCES, REVERSING THE ORDER OF THE PHRASESREWRITE THE SENTENCES, REVERSING THE ORDER OF THE PHRASES
FILL IN THE GAPS USING THE WORDS IN THE PANELFILL IN THE GAPS USING THE WORDS IN THE PANELWRITE THE WORDS FROM THE PANEL UNDER THE CORRECT GROUPSWRITE THE WORDS FROM THE PANEL UNDER THE CORRECT GROUPS
MARK THE SENTENCES THATMARK THE SENTENCES THAT
ARE CORRECTARE CORRECT
Prediction Offer Promise DecisionPrediction Offer Promise Decision
Prediction Offer Promise DecisionPrediction Offer Promise Decision
Prediction Offer Promise DecisionPrediction Offer Promise Decision
SSIIZZEESSHHAAPPEE AAGGEE CCOOLLOORROPINIONOPINION
All of these replies are All of these replies are correct, but some are morecorrect, but some are more
appropriate for formal or informal situations.appropriate for formal or informal situations.
  
77
3737   Matching Matching words words or or sentencessentences
and picturesand pictures
3838   Choosing the correct wordChoosing the correct word
or sentenceor sentence
4141   Sorting words into categoriesSorting words into categories
4242   Correcting errorsCorrecting errors
3939   Matching words and definitionsMatching words and definitions3535   Writing Writing the the correct correct wordword
for a picturefor a picture
4343   Matching halves of sentencesMatching halves of sentences
3636   Writing Writing the the correct correct expressionexpression 4040   Filling in the gapsFilling in the gaps 4444   Matching Matching words words to to their their oppositesopposites
READ THE POSTCARD AND CORRECT THE INCORRECTLY SPELLED WORDSREAD THE POSTCARD AND CORRECT THE INCORRECTLY SPELLED WORDS
4545   Vocabulary puzzlesVocabulary puzzles
4646   Finding target vocabulary in a textFinding target vocabulary in a text
FOOD AND DRINKFOOD AND DRINK WRITE THE WORDS FROM THE PANEL UNDER WRITE THE WORDS FROM THE PANEL UNDER
THE CORRECT PICTURESTHE CORRECT PICTURES
VOCABULARYVOCABULARY
FAMILY AND RELATIONSHIPSFAMILY AND RELATIONSHIPS WRITE THE PHRASES FROM WRITE THE PHRASES FROM
THE PANEL UNDER THE CORRECT DEFINITIONSTHE PANEL UNDER THE CORRECT DEFINITIONS
READ THE PASSAGE ANDREAD THE PASSAGE AND
WRITE THE HIGHLIGHTED WORDSWRITE THE HIGHLIGHTED WORDS
NEXT TO THEIR DEFINITIONSNEXT TO THEIR DEFINITIONS
FILL IN THE GAPS TO COMPLETEFILL IN THE GAPS TO COMPLETE
THE SENTENCESTHE SENTENCES
MATCH THE DEFINITIONS TO THE WORDS AND PHRASESMATCH THE DEFINITIONS TO THE WORDS AND PHRASES MATCH THE BEGINNINGS OF THE SENTENCES TO THE CORRECTMATCH THE BEGINNINGS OF THE SENTENCES TO THE CORRECT
ENDINGSENDINGS
CROSS OUT THE INCORRECT ADJECTIVE IN EACH SENTENCECROSS OUT THE INCORRECT ADJECTIVE IN EACH SENTENCE
READ THE CLUES AND WRITE THE ANSWERS INREAD THE CLUES AND WRITE THE ANSWERS IN
THE GRIDTHE GRID
MATCH THE FEELINGSMATCH THE FEELINGS
TO THEIR OPPOSITESTO THEIR OPPOSITES
WRITETHEWORDSFROMTHEWRITETHEWORDSFROMTHE
PANEL PANEL IN THECORRECTGRIN THECORRECTGR OUPSOUPS
NEGATIVENEGATIVE
POSITIVEPOSITIVE
MATCH THE PICTURES TOMATCH THE PICTURES TO
THE CORRECT SENTENCESTHE CORRECT SENTENCES
  
88
4949   Answering Answering questionsquestions
as full sentencesas full sentences
5353   Choosing the correct answerChoosing the correct answer
to a questionto a question
5050   Putting Putting pictures pictures or or sentencessentences
in orderin order
5454   Answering questionsAnswering questions
as full sentencesas full sentences
5151   Marking the correct summaryMarking the correct summary
of a textof a text
5555   Putting pictures or sentencesPutting pictures or sentences
in orderin order
4848   Choosing Choosing the the correct correct answeranswer
to a questionto a question
5656   Marking the correct summaryMarking the correct summary
5757   Listening for target languageListening for target language
5858   Listening Listening for for stress ostress or r intonationintonation
5959   Taking notesTaking notes
RREEAADDIINNG G LLIISSTTEENNIINNGG
LISTEN TO THE AUDIO AND MARKLISTEN TO THE AUDIO AND MARK
THE STRESSED SYLLABLESTHE STRESSED SYLLABLES
READ THE POSTCARD AND ANSWER THE QUESTIONSREAD THE POSTCARD AND ANSWER THE QUESTIONS LISTEN TO THE AUDIO AND ANSWER THE QUESTIONSLISTEN TO THE AUDIO AND ANSWER THE QUESTIONS LISTEN TO THE AUDIO AND MATCH THE IMAGES TO THE PHRASESLISTEN TO THE AUDIO AND MATCH THE IMAGES TO THE PHRASES
READTHEARTICLEANDWRITEANSWERSTOTHEQUESTIONSASREADTHEARTICLEANDWRITEANSWERSTOTHEQUESTIONSAS
FULL SENTENCESFULL SENTENCES
LISTEN TO THE LECTURE AND CHOOSE THE BEST SUMMARY NOTESLISTEN TO THE LECTURE AND CHOOSE THE BEST SUMMARY NOTES
READ THE REPORT AND MARKREAD THE REPORT AND MARK
THE CORRECT SUMMARYTHE CORRECT SUMMARY
LISTEN TO THE AUDIO AND WRITE ANSWERS TO THE QUESTIONS INLISTEN TO THE AUDIO AND WRITE ANSWERS TO THE QUESTIONS IN
FULL SENTENCESFULL SENTENCES
READ THE ARTICLE AND NUMBER THE PICTURES IN THE ORDERREAD THE ARTICLE AND NUMBER THE PICTURES IN THE ORDER
THEY HAPPENEDTHEY HAPPENED
LISTEN TO THE AUDIO, THEN NUMBER THE IMAGES IN THE ORDERLISTEN TO THE AUDIO, THEN NUMBER THE IMAGES IN THE ORDER
THEY ARE DESCRIBEDTHEY ARE DESCRIBED
LISTEN TO THE AUDIO AND MARK THE CORRECT SUMMARYLISTEN TO THE AUDIO AND MARK THE CORRECT SUMMARY
Zac has been offered a job Zac has been offered a job in New York.in New York.
He asks his friend Leah for He asks his friend Leah for advice.advice.
A radio station is reportingA radio station is reporting
on aging populations.on aging populations.
A radio host is talking about the A radio host is talking about the unsolvedunsolved
mystery of the SSmystery of the SS Ourang Medan.Ourang Medan.
  
99
6262   Using Using a a chart chart to to create create sentencessentences
6565   Answering questions on aAnswering questions on a
passage of textpassage of text
6363   Describing Describing a a picturepicture
6666   Responding out loud to audioResponding out loud to audio
6464   Describing an infographicDescribing an infographic
6767   Pronunciation andPronunciation and
intonation exercisesintonation exercises
6161   Speaking Speaking correct correct English English out out loudloud
6868   Emphasizing the correct wordEmphasizing the correct word
Many of the exercises inMany of the exercises in English forEnglish for
EveryoneEveryone include a writing elementinclude a writing element. Your. Your
students will sometimes have to formstudents will sometimes have to form
sentences using correct grammar orsentences using correct grammar or
relevant vocabulary. They will sometimesrelevant vocabulary. They will sometimes
have to respond to questions about a texthave to respond to questions about a text
or piece of audio with a full sentence.or piece of audio with a full sentence.
Other exercises can be adapted to includeOther exercises can be adapted to include
a writing element. You can ask youra writing element. You can ask your
students to write true or false sentencesstudents to write true or false sentences
about themselves using the targetabout themselves using the target
grammar, to write a summary based ongrammar, to write a summary based on
the listening or reading activities, or tothe listening or reading activities, or to
write a presentation based on the topic ofwrite a presentation based on the topic of
the lesson. Other ideas for writingthe lesson. Other ideas for writing
activities include the following:activities include the following:
▪▪  Ask your students to fill in anAsk your students to fill in an
application form, questionnaire, orapplication form, questionnaire, or
complete a quiz. You can find examplescomplete a quiz. You can find examples
of these in magazines or online.of these in magazines or online.
▪▪  Use examples of charts, graphs, andUse examples of charts, graphs, and
other information from newspapers orother information from newspapers or
magazines. Your students can write amagazines. Your students can write a
report using the information.report using the information.
▪▪  Your students can write their ownYour students can write their own
emails replying to the emails in readingemails replying to the emails in reading
comprehension exercises.comprehension exercises.
▪▪  Encourage your students to keep a blogEncourage your students to keep a blog
in English. This can be an ongoing activityin English. This can be an ongoing activity
during the course, and they can print outduring the course, and they can print out
and share extracts with their classmates.and share extracts with their classmates.
SPEAKINGSPEAKING   WRITING  WRITING
CROSS OUT THE INCORRECT WORD IN EACH SENTENCE, THEN SAYCROSS OUT THE INCORRECT WORD IN EACH SENTENCE,THEN SAY
THE SENTENCES OUT LOUDTHE SENTENCES OUT LOUD
READ THE EMAIL THEN ANSWER THE QUESTIONS,READ THE EMAIL THEN ANSWER THE QUESTIONS,
SPEAKING OUT LOUDSPEAKING OUT LOUD
LOOK AT THE POSTER, THEN RELOOK AT THE POSTER, THEN RE SPOND TO THE AUDIO,SPOND TO THE AUDIO,
SPEAKING OUT LOUDSPEAKING OUT LOUD
MARK THE SILENT LETTERS AND SAY THEMARK THE SILENT LETTERS AND SAY THE
SENTENCE OUT LOUDSENTENCE OUT LOUD
DESCRIBDESCRIBETHENEWSOUTETHENEWSOUT LOUDUSING PASSIVEREPORTING LOUDUSING PASSIVEREPORTING LANGUAGLANGUAGEE
USE THE CHART TO CREATE 12 CORRECT SENTENCES AND SAY THEMUSE THE CHART TO CREATE 12 CORRECT SENTENCES AND SAY THEM
OUT LOUDOUT LOUD
UNDERLINE THE WORDS YOU NEED TO STRESS AND SAY EACHUNDERLINE THE WORDS YOU NEED TO STRESS AND SAY EACH
SENTENCE OUT LOUDSENTENCE OUT LOUD
USE “WHEN” AND “WHILE” TO DESCRIBE EVENTS ON THEUSE “WHEN” AND “WHILE” TO DESCRIBE EVENTS ON THE
TIMELINE, SPEAKING OUT LOUDTIMELINE, SPEAKING OUT LOUD
StartwithStartwith
oneofoneof thesethese
determiners.determiners.
Finish with oneFinish with one
oftheseofthese nouns.nouns.
ChoosethesingularChoosethesingular
or plural of“to be”or plural of“to be”
to match.to match.
ChooseaChoosea
determinerdeterminer
or name.or name.
  
1010
Overview of the general courseOverview of the general course
The four graded levels in The four graded levels in the general English course are suitable the general English course are suitable forfor
students at beginner, intermediate, and advanced level. Each levelstudents at beginner, intermediate, and advanced level. Each level
consists of a course book and an accompanying practice book.consists of a course book and an accompanying practice book.
TheThe English for EveryoneEnglish for Everyone course is aligned to the CEFR, the internationalcourse is aligned to the CEFR, the international
standard for language learning. The table below compares the CEFRstandard for language learning. The table below compares the CEFR
levels with the exam scores for the most popular international exams.levels with the exam scores for the most popular international exams.
About English for EveryoneAbout English for Everyone
English for EveryoneEnglish for Everyone is a  is a comprehenscomprehensive language course that is suitable forive language course that is suitable for
students of all levels who want students of all levels who want to learn English. Its engaging, to learn English. Its engaging, easy-to-foeasy-to-follow stylellow style
of presentation makes it ideal of presentation makes it ideal for both classroom teaching and homework tasks.for both classroom teaching and homework tasks.
Language levelsLanguage levels
Level 1 BeginnerLevel 1 Beginner is suitableis suitable
for students who are justfor students who are just
starting to learn English,starting to learn English,
as well as those learnersas well as those learners
who already have a littlewho already have a little
English knowledge.English knowledge.
Level 2 BeginnerLevel 2 Beginner is suitableis suitable
for students who havefor students who have
learned the basics of English,learned the basics of English,
but who need to developbut who need to develop
their skills in order to usetheir skills in order to use
English English independentlyindependently..
Level 3 IntermediateLevel 3 Intermediate isis
suitable for learners whosuitable for learners who
already have a solidalready have a solid
foundation in English andfoundation in English and
are ready to improve theirare ready to improve their
knowledge and knowledge and fluencyfluency..
Level 4 AdvancedLevel 4 Advanced is foris for
those students who alreadythose students who already
have a good languagehave a good language
ability and are ready toability and are ready to
expand their expand their vocabularyvocabulary,,
grammar, and fluency.grammar, and fluency.
0–2000–200
 0–250 0–250
A1A1
0–2.50–2.5
0–100–10
0–300–30
550000––88550 0 885500––990000
334400––55220 0 552200––558800
B1B1––lloowweer r BB2 2 uuppppeer r BB22––CC11
33..55––55..5 5 55..55––77
2200––770 0 7700––9955
6600––22000 0 220000––224400
200–500200–500
 250–340 250–340
A2A2
2.5–3.52.5–3.5
10–2010–20
30–6030–60
Course book Course book 
ISBNISBN  978-1-4654-978-1-4654-4762-3 4762-3 US$17.95US$17.95
Practice book Practice book 
ISBNISBN  978-1-4654-4978-1-4654-4866-8 866-8 US$12.95US$12.95
Course book Course book 
ISBNISBN  978-1-4654-51978-1-4654-5183-5 83-5 US$17.95US$17.95
Practice book Practice book 
ISBNISBN  978-1-4654-51978-1-4654-5184-2 84-2 US$12.95US$12.95
Course book Course book 
ISBNISBN  978-1-4654-4978-1-4654-4763-0 763-0 US$19.95US$19.95
Practice book Practice book 
ISBNISBN  978-1-4654-4978-1-4654-4868-2 868-2 US$14.95US$14.95
Course book Course book 
ISBNISBN  978-1-4654-978-1-4654-4835-4 4835-4 US$19.95US$19.95
Practice book Practice book 
ISBNISBN  978-1-4654-4978-1-4654-4867-5 867-5 US$14.95US$14.95
CEFRCEFR
TOEICTOEIC
IELTSIELTS
paper-based testpaper-based testTOEFLTOEFL
TOEFLTOEFL
internet testinternet testTOEFLTOEFL
BBEEGGIINNNNEERR BBEEGGIINNNNEERR IINNTTEERRMMEEDDIIAATTEE AADDVVAANNCCEEDD
BBEEGGIINNNNEERR BBEEGGIINNNNEERR IINNTTEERRMMEEDDIIAATTEE AADDVVAANNCCEEDD
  
1111
EEnngglliissh h GGrraammmmaar r GGuuiiddee EEnngglliissh h VVooccaabbuullaary ry BBuuiillddeerr
English for Everyone Business EnglishEnglish for Everyone Business English is aimed at students who want to  is aimed at students who want to develop theirdevelop their
English skills for use in business and at workEnglish skills for use in business and at work. It focuses primarily on the language and. It focuses primarily on the language and
vocabulary most relevant to business. There are two graded levels, vocabulary most relevant to business. There are two graded levels, each consistingeach consisting
of a course book and an accompanying practice book.of a course book and an accompanying practice book.
This comprehensive visual guide to EnglishThis comprehensive visual guide to English
grammar contains clear, simple explanationsgrammar contains clear, simple explanations
and can be used by teachers, as well aand can be used by teachers, as well ass
students of all levels.students of all levels.
More than 3,000 of the most useful EnglishMore than 3,000 of the most useful English
words and phrases are presented in thiswords and phrases are presented in this
beautifully illustrated reference book thatbeautifully illustrated reference book that
is suitable for students of all levels.is suitable for students of all levels.
Level 1Level 1 is suitable for students is suitable for students
who know the basics of English,who know the basics of English,
but want to develop languagebut want to develop language
skills that can be used in variousskills that can be used in various
workplace scenarios.workplace scenarios.
Level 2Level 2 is suitable for learners is suitable for learners
who have a solid foundationwho have a solid foundation
in English, but want to expandin English, but want to expand
their grammar and fluency fortheir grammar and fluency for
use in a business environment.use in a business environment.
English GrammarEnglish Grammar
GuideGuide uses the sameuses the same
visual learning methodvisual learning method
as the other books in theas the other books in the
English for EveryoneEnglish for Everyone
series. It is suitable for allseries. It is suitable for all
students, from beginnerstudents, from beginner
to advanced, and can beto advanced, and can be
used as a practicalused as a practical
reference book forreference book for
teachers when preparingteachers when preparing
grammar lessons.grammar lessons.
English English VocaVocabularybulary
BuilderBuilder is both an is both an
illustrated vocabularyillustrated vocabulary
reference and a practicalreference and a practical
workbook. Audioworkbook. Audio
recordings for eachrecordings for each
word or phrase areword or phrase are
available online, andavailable online, and
all the vocabulary isall the vocabularyis
thoroughly tested inthoroughly tested in
the practice the practice exercises.exercises.
The course is divided into two levels, whichThe course is divided into two levels, which
are broadly aligned to the CEFR. The tableare broadly aligned to the CEFR. The table
below compares the levels of the twobelow compares the levels of the two
books with the approximate equivalentbooks with the approximate equivalent
exam scores.exam scores.
Language Language levellevelss
CEFRCEFR
LCCILCCI
IELTSIELTS
TOEICTOEIC
BECBEC
BULATSBULATS 0–390–39
  2.5–3.52.5–3.5
A2–lower B1A2–lower B1
Level 1Level 1
PreliminaryPreliminary
200–500200–500
40–5940–59
3.5–5.53.5–5.5
B1–lower B2B1–lower B2
Level 2Level 2
VantageVantage
500–850500–850
EnglisEnglish for h for EveryoneEveryone  Business EnglishBusiness English
Also available as one volumeAlso available as one volume
Course book: ISBNCourse book: ISBN 978-1-4654-4921-4 US$29.95 978-1-4654-4921-4 US$29.95 Practice book: ISBNPractice book: ISBN 978-1-4654-5268-9 US$19.95 978-1-4654-5268-9 US$19.95
ISBNISBN  978-1-4654-51978-1-4654-5154-554-5
US$24.95US$24.95
ISBNISBN  978-1-4654-6978-1-4654-6483-5483-5
US$24.95US$24.95
LEVELLEVEL LEVELLEVEL
LLEEVVEELL LLEEVVEELL
  
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Unit numberUnit number The book is divided The book is divided
into units. The unit number helpsinto units. The unit number helps
students keep track of their progress.students keep track of their progress.
Sample sentenceSample sentence New language is introduced in context, withNew language is introduced in context, with
colored highlights to help students identify new constructions.colored highlights to help students identify new constructions.
VisualsVisuals Pictures and infographics will help you to  Pictures and infographics will help you to explainexplain
even the most complicated grammar to your students.even the most complicated grammar to your students.
Audio supportAudio support Most modules have Most modules have
supporting audio recordings to help studentssupporting audio recordings to help students
improve their speaking and listening improve their speaking and listening skills.skills.
ExercisesExercises Modules with white backgrounds Modules with white backgrounds
contain exercises that help your studentscontain exercises that help your students
practice their new skills to reinforce learning.practice their new skills to reinforce learning.
Grammar teaching moduleGrammar teaching module New New
grammar is clearly presented at thegrammar is clearly presented at the
start of most units.start of most units.
Practice modulesPractice modules New New
language is thoroughly testedlanguage is thoroughly tested
in each pratice module.in each pratice module.
How the course books workHow the course books work
EachEach English for EveryoneEnglish for Everyone course book  course book covers all the covers all the core skills: grammarcore skills: grammar,,
vocabularyvocabulary, pronunciation, listening, speaking, reading, , pronunciation, listening, speaking, reading, and writing. It and writing. It teachesteaches
these skills as visually as possible, using images and graphics to help yourthese skills as visually as possible, using images and graphics to help your
students understand and remember what they have learned.students understand and remember what they have learned.
Grammar teaching modulesGrammar teaching modules
Structure of the unitsStructure of the units
New language is presented in easy-to-understand stages, starting with a simple explanation,New language is presented in easy-to-understand stages, starting with a simple explanation,
followed by further examples and followed by further examples and a breakdown of how the structure is formed.a breakdown of how the structure is formed.
Each unit opens with teachingEach unit opens with teaching
modules that are followed bymodules that are followed by
exercises in which your studentsexercises in which your students
can practice their new skills.can practice their new skills.
Further examplesFurther examples New grammar is presented in different New grammar is presented in different
contexts to help students see how English is used in real life.contexts to help students see how English is used in real life.
Formation guidesFormation guides Visual guides show your studentsVisual guides show your students
how to form even complex sentences.how to form even complex sentences.
You can use the present continuous to talk aboutYou can use the present continuous to talk about
things that are happening now. You can also use itthings that are happening now. You can also use it
to talk about arrangements for the future.to talk about arrangements for the future.
NewlanguageNewlanguage Future Future with present continwith present continuousuous
VocabularyVocabulary  Excuses  Excuses
NewskillNewskill Talkingabout futurearrangementsTalkingabout futurearrangements
KEY LANGUAGEKEY LANGUAGE PRESENT CONTINUOUS WITH FUTURE EVENTS PRESENT CONTINUOUS WITH FUTURE EVENTS
FURTHER EXAMPLESFURTHER EXAMPLES PRESENT CONTINUOUS WITH FUTURE EVENTSPRESENT CONTINUOUS WITH FUTURE EVENTS
UsetimephraseUsetimephrasess
to showwhether ato showwhether a
verbin thepresentverbin thepresent
continuous referscontinuous refers
to thepresentto thepresent
or thefuture.or thefuture.
Future arrangementsFuture arrangements
“Atthemoment”“Atthemoment”
refers to thepresent.refers to thepresent.
PresentPresent continuous refers continuous refers toto
Dave’s Dave’s presentpresent activity.activity.
Timeclause“tomorrTimeclause“tomorrow”ow”
refers to thefuture.refers to thefuture.
PresentPresent continuouscontinuous
refers to a refers to a futurefuture eventevent
thatis planned.thatis planned.
KEY LANGUAGEKEY LANGUAGE “ON / IN” WITH DAYS, MONTHS, AND DATES“ON / IN” WITH DAYS, MONTHS, AND DATES
UsethepreposiUsethepreposition “on”in frontofdays oftion “on”in frontofdays of theweek andtheweek and
specificdates. Use“in”specificdates. Use“in” with monthwith months andyears.s andyears.
You can usethetimewordor phraseYou can usethetimewordor phrase
atthestartor endofa c lause.atthestartor endofa c lause.
   FILL IN FILL IN THE GAPS THE GAPS BY PUTTING BY PUTTING THE VERBS THE VERBS IN THE IN THE PRESENT CONTINUOUSPRESENT CONTINUOUS
   LISTEN TO LISTEN TO THE THE AUDIO, AUDIO, THEN THEN NUMBER NUMBER THE THE PICTURESPICTURES
IN THE ORDER YOU HEAR THEMIN THE ORDER YOU HEAR THEM
“THAN”“THAN”“MORE”“MORE”SSUUBBJJEECCT T + + VVEERRBB AADDJJEECCTTIIVVEE RREESST T OOF F SSEENNTTEENNCCEE
PRESENT PERFECT CONTINUOUSPRESENT PERFECT CONTINUOUS
ThepastactivityThepastactivity
often affects theoften affects the
presentmoment.presentmoment.
  
1313
Grammar iconGrammar icon This symbol This symbol
indicates that students are beingindicates that students are being
tested on a grammar point.tested on a grammar point.
Sample answerSample answer The first The first
question of each exercise isquestion of each exercise is
answered, to make the task easieranswered, to make the task easier
for students to understand.for students to understand.
Write-on linesWrite-on lines Most exercises Most exercises
include a space where studentsinclude a space where students
can write their answers.can write their answers.
IllustrationsIllustrations Visual cues help Visual cues help
students understand the students understand the exercises.exercises.
Audio symbolAudio symbol Students can Students can
listen to the answers afterlisten to the answers after
completing the exercise.completing the exercise.
Dotted linesDotted lines Students Students
can write a translationcan write a translation
in their own languagein their own language
below each illustration.below each illustration.
VVocabulary ocabulary teachiteaching ng modulesmodules
Practice exercisesPractice exercises
TheThe English for EveryoneEnglish for Everyone course books regularly include vocabulary modules that list course books regularly include vocabulary modules that list
themost useful English the most useful English words and phrases. At higher levels, students words and phrases. At higher levels, students are presented withare presented with
the idiomatic expressions they might encounter when dealing the idiomatic expressions they might encounter when dealing with native speakers.with native speakers.
The teaching modules are followed byThe teaching modules are followed by
carefully graded exercises that will helpcarefully graded exercises that will help
your students to fix new language in theiryour students to fix new language in their
memory. Each exercise is introduced withmemory. Each exercise is introduced with
a symbol to help you and your studentsa symbol to help you and your students
identify which skill is being practiced.identify which skill is being practiced.
IllustrationsIllustrations Crystal-clear Crystal-clear
illustrations help yourillustrations help your
students to rememberstudents to remember
new vocabulary.new vocabulary.
Sample sentenceSample sentence Idiomatic Idiomatic
expressions are presentedexpressions are presented
in a sentence to help yourin a sentence to help your
students understand them.students understand them.
DefinitionsDefinitions A simple A simple
explanation helps studentsexplanation helps students
to understand higher-to understand higher-
level expressions.level expressions.
GrammarGrammar  
Your students have toYour students have to
apply new language rulesapply new language rules
in different contexts.in different contexts.
ListeningListening  
Your students are testedYour students are tested
on their understandingon their understanding
of spoken English.of spoken English.
ReadingReading  
Your students are presentedYour students are presented
with target language inwith target language in
real-life English contexts.real-life English contexts.
SpeakingSpeaking  
Your students compareYour students compare
their spoken English totheir spoken English to
model audio recordings.model audio recordings.
VocabularyVocabulary  
Your students have theYour students have the
chance to practicechance to practice
key vocabulary.key vocabulary.
Audio symbolAudio symbol All the vocabulary on these All the vocabulary on these
pages is available as audio pages is available as audio recordings.recordings.
READ THE CLUES AND WRITE THE ANSWERS IN THE GRIDREAD THE CLUES AND WRITE THE ANSWERS IN THE GRID
VocabularyVocabulary
VocabularyVocabulary
TECHNOLOGY AND THE FUTURETECHNOLOGY AND THE FUTURE
FOOD AND DRINKFOOD AND DRINK
  
1414
AudioAudio
TheThe English for EveryoneEnglish for Everyone course includes almost course includes almost
40-hours of supporting audio materials 40-hours of supporting audio materials featuringfeaturing
native UK- and US-English speakers. You can registernative UK- and US-English speakers. You can register
atat www.dkefe.comwww.dkefe.com to access the audio for free. to access the audio for free.
TranscriptsTranscripts
TheThe Teacher’s GuideTeacher’s Guide includes theincludes the
audio transcripts for the wholeaudio transcripts for the whole
English for EveryoneEnglish for Everyone series (series (seesee
pp 70–128pp 70–128). Your students can). Your students can
use them to familiarizeuse them to familiarize
themselves with new vocabularythemselves with new vocabulary
and target grammar. Teachersand target grammar. Teachers
can adapt them for use incan adapt them for use in
activities in the classroom.activities in the classroom.
This symbol indicates that extra audioThis symbol indicates that extra audio
material is available for your students to use.material is available for your students to use.
The extra material includes:The extra material includes:
▪▪  Recordings of all the sample sentences,Recordings of all the sample sentences,
including further examples, in the grammarincluding further examples, in the grammar
teaching boxes.teaching boxes.
▪▪  Recordings of the vocabulary taughtRecordings of the vocabulary taught
in featured vocabulary spreads andin featured vocabulary spreads and
teaching boxes.teaching boxes.
▪▪  Recordings of correct or model answersRecordings of correct or model answers
to the majority of to the majority of the exercises, includingthe exercises, including
all the speaking all the speaking exercises.exercises.
This symbol denotes a listening comprehensionThis symbol denotes a listening comprehension
exercise. Students should listen to an exercise. Students should listen to an audioaudio
track and answer questions on it.track and answer questions on it.
LevelsLevels
The transcriptsThe transcripts
follow the samefollow the same
order as the courseorder as the course
books and praticebooks and pratice
books in thebooks in the EnglishEnglish
 for Everyone for Everyone series. series.
UnitsUnits  
The transcripts areThe transcripts are
organized accordingorganized according
to the unit in whichto the unit in which
they appear.they appear.
Online audioOnline audio  
Students clickStudents click
on a separateon a separate
box to hearbox to hear
each questioneach question
in the listeningin the listening
exercise.exercise.
VocabularyVocabulary  
Students canStudents can
hear each itemhear each item
of vocabularyof vocabulary
read by a nativeread by a native
English speaker.English speaker.
FREE AUDIOFREE AUDIO
website and appwebsite and app
www.dkefe.comwww.dkefe.com
Transcripts of listeningTranscripts of listening exercisesexercises
LEVEL 1LEVEL 1
BEGINNER COURSE BOOKBEGINNER COURSE BOOK
UNIT 1UNIT 1
1.5.11.5.1 Hi. I’m Katherine.Hi. I’m Katherine.
1.5.21.5.2 Hello. Myname’s Joseph. SomepeopleHello. Myname’s Joseph. Somepeople
callmeJoe.callmeJoe.
1.5.31.5.3 Hi. I’m Ruby.Hi. I’m Ruby.
1.5.41.5.4 Myname’s Oliver, or Olifor short.Myname’s Oliver, or Olifor short.
1.5.51.5.5 Myname’s Charlotte, but myfriendsMyname’s Charlotte, but myfriends
callmeCharlie.callmeCharlie.
1.5.61.5.6 I’m Elliot.I’m Elliot.
1.9ex:1.9ex: Myname’s Jack Lord. That’s Jack…Myname’s Jack Lord. That’s Jack…
 J-A-C-K…Lord… J-A-C-K…Lord… L-O-R-D.L-O-R-D.
1.9.11.9.1 Myname’s Belinda. That’s B-E-L-I-N-D-A.Myname’s Belinda. That’s B-E-L-I-N-D-A.
1.9.21.9.2 F:F: What’s your name?What’s your name?
M:M: Lewis.Lewis.
F:F: Howdoyou spellthat?Howdoyou spellthat?
M:M: L-E-W-I-S.L-E-W-I-S.
1.9.31.9.3 F:F: Myname’s Jessica Adams.Myname’s Jessica Adams.
M:M: Howdoyou spellHowdoyou spell your last name?your last name?
F:F: It’s A-D-A-M-S.It’s A-D-A-M-S.
1.9.41.9.4 Myname’s Bob. That’s B-O-B.Myname’s Bob. That’s B-O-B.
1.9.51.9.5 F:F: Myname’s AliceSpencer.Myname’s AliceSpencer.
M:M: Howdoyou spellHowdoyou spell your last name?your last name?
F:F: It’s S-P-E-N-C-E-R.It’s S-P-E-N-C-E-R.
1.9.61.9.6 F:F: Myname’s KateWallace.Myname’s KateWallace.
M:M: Howdoyou spellHowdoyou spell that?that?
F:F: It’s Kate…K-A-T-E…Wallace…It’s Kate…K-A-T-E…Wallace…   
W-A-L-L-A-C-E.W-A-L-L-A-C-E.
1.9.71.9.7 I’m SaulJackson. That’s I’m SaulJackson. That’s Saul…Saul… S-A-U-LS-A-U-L
and Jackson…J-A-C-K-S-O-N.and Jackson…J-A-C-K-S-O-N.
1.9.81.9.8 M:M: What’s your What’s your fullfull name?name?
F:F: It’s It’s NatalieLauNatalieLau ..
M:M: Howdoyou spellHowdoyou spell that?that?
F:F: Natalie…N-A-T-A-L-I-E…Lau…Natalie…N-A-T-A-L-I-E…Lau… L-A-U.L-A-U.
1.9.91.9.9 I’m Chris Boyle. That’s C-H-R-I-SI’m Chris Boyle. That’s C-H-R-I-S
B-O-Y-L-E.B-O-Y-L-E.
UNIT 3UNIT 3
3.8ex:3.8ex: Myname’s Tamar and I’m 50years old.Myname’s Tamar and I’m 50years old.
3.8.13.8.1 I’m Bobbyand I’m 40.I’m Bobbyand I’m 40.
3.8.23.8.2 Mybrother’s called CarlMybrother’s called Carl and he’s and he’s 30.30.
3.8.33.8.3 Lia is 19Lia is 19 years old.years old.
3.8.43.8.4 Myname’s Sam and I’m 60.Myname’s Sam and I’m 60.
3.8.53.8.5 Mygrandma is called MollyMygrandma is called Molly and she’s 80.and she’s 80.
3.8.63.8.6 Hi, I’m Justin and I’m 17.Hi, I’m Justin and I’m 17.
3.8.73.8.7 I havea daughter called Ada. She’s 13.I havea daughter called Ada. She’s 13.
UNIT 5UNIT 5
5.10.15.10.1 This is myThis is my cat. Her name’sPriscilla and she’scat. Her name’s Priscilla and she’s
fiveyears old.fiveyears old.
5.10.25.10.2 That is our dog. His name’s Rexand he’sThat is our dog. His name’s Rexand he’s
a labrador.a labrador.
5.10.35.10.3 This is our parrot. His name’s Boris and heThis is our parrot. His name’s Boris and he
speaks English.speaks English.
5.10.45.10.4 That snakein thezooThat snakein thezoo comes from comes from Mexico.Mexico.
It’s a python and its nameis Luis.It’s a python and its nameis Luis.
5.10.55.10.5 That is Blaze, our horse. SheliThat is Blaze, our horse. Sheli ves inves in
our field.our field.
UNIT 6UNIT 6
6.46.4 F:F: Look at these. AretheyBen’s photos?Look at these. AretheyBen’s photos?
M:M: Yes, they’rephotos of his family.Yes, they’rephotos of his family.
F:F: Who’s this? I don’t knowher.Who’s this? I don’t knowher.
M:M: It’s Edith. She’s Ben’s It’s Edith. She’s Ben’s grandmother.grandmother.
F:F: Oh, and this is Ben’s father?Oh, and this is Ben’s father?
M:M: Yes, that’s right. It’s Lucas.Yes, that’s right. It’s Lucas.
F:F: Here’s Lily. I knowher.Here’s Lily. I knowher.
M:M: Oh,Ben’Oh,Ben’smother.Yessmother.Yes,that’sagoodphotoof,that’sagoodphotoof herher..
F:F: And this is Noah.And this is Noah.
M:M: He’s Ben’s son. He’s 14now.He’s Ben’s son. He’s 14now.
F:F: Wow.Wow.
M:M: Here’s a photoof Grace.Here’s a photoof Grace.
F:F: Ben’s sister. You’reright.Ben’s sister. You’reright.
M:M: They’regreat photos. Oh, and here’s an oldThey’regreat photos. Oh, and here’s an old
pictureof Alex.pictureof Alex.
F:F: Isn’t heBen’s brother?Isn’t heBen’s brother?
M:M: Yes. Yes. Helooks veryyouHelooks veryyou ngin thephoto.ngin thephoto.
UNIT 8UNIT 8
8.108.10 Sarah:Sarah: HurryHurry up, Tup, Tom. We’om. We’relaterelate for work.for work.
Tom:Tom: Oh, allOh, all right. Let’s get our things.right. Let’s get our things.
Sarah:Sarah: Sothis purseSothis purse is mine, but is mine, but thesesandwichesthesesandwiches
areyours.areyours.
Tom:Tom: Yeah, they’remyYeah, they’remy lunch. And this is mylunch. And this is my
cellphone.cellphone.
Sarah:Sarah: OK. And your IDcard is here, too.OK. And your IDcard is here, too.
Tom:Tom: Theseareyour Theseareyour books.books.
Sarah:Sarah: Oh yes…and this is your chocolatebar…Oh yes…and this is your chocolatebar…
Tom:Tom: …and that brush is yours……and that brush is yours…
Sarah:Sarah: …and this is mynotebook. Great. Well, I…and this is mynotebook. Great. Well, I
think that’s it. Havea niceday.think that’s it. Havea niceday.
Tom:Tom: You, too. Seeyou later.You, too. Seeyou later.
UNIT 10UNIT 10
10.9.110.9.1 I’m Leviand I work outsideallI’m Leviand I work outsideall day. I work day. I work onon
construction sites, construction sites, buildinghoubuildinghou ses.ses.
10.9.210.9.2 I’m Violet and I work in thekitchen of a busyI’m Violet and I work in thekitchen of a busy
restaurant. I cook thefood and I work with waitersrestaurant. I cook thefood and I work with waiters
and waitresses.and waitresses.
10.9.310.9.3 Myname’s Tina and I’m 23years old. I workMyname’s Tina and I’m 23years old. I work
outsideon a farm. I work with animals everyday.outsideon a farm. I work with animals everyday.
10.9.410.9.4 Myname’s DiegoMyname’s Diego and I work in a and I work in a school.school.
I teach children English and music.I teach children English and music.
10.9.510.9.5 Myname’s TheoMyname’s Theo and I work in a and I work in a hospital.hospital.
I work with nurses and I seepatients everyI work with nurses and I seepatients every day.day.
10.9.610.9.6 I’m Isabella and I work outsideiI’m Isabella and I work outsidei n gardensn gardens
everyday. I work with plants everyday. I work with plants and trees. It’s a greatand trees. It’s a great
 job. I loveworking job. I loveworking outside.outside.
10.1310.13 F:F: Hi, Noah. Howareyou?Hi, Noah. Howareyou?
Noah:Noah: I’m well, thanks. I’vegot a newI’m well, thanks. I’vegot a new job. I’m ajob. I’m a
mechanmechanicin icin thenewgaragein town.thenewgaragein town.
F:F: Wow, that’s great news.Wow, that’s great news.
Noah:Noah:Yes…and mysister is sti l la nurseat theYes…and mysister is sti l la nurseat the
hospital. Sheworks with patients there.hospital. Sheworks with patients there.
F:F: What about your brother?What about your brother?
Noah:Noah:He’s a scientist. Heworks in a laboratoryHe’s a scientist. Heworks in a laboratory
in thecity.in thecity.
F:F: That’s interesting.That’s interesting.
Noah:Noah: I know. And mymother works from home.I know. And mymother works from home.
She’s an artist. She’s reallygood!She’s an artist. She’s reallygood!
F:F: And what about your dad?And what about your dad?
Noah:Noah:He’s a farmer. Heworks on our farm.He’s a farmer. Heworks on our farm.
F:F: With lots of animals?With lots of animals?
Noah:Noah:Yes. Heworks with cows and sheepeveryYes. Heworks with cows and sheepevery
day. It’s a tiringjob.day. It’s a tiringjob.
UNIT 11UNIT 11
11.4ex:11.4ex: M:M: What timeis it, please?What timeis it, please?
F:F: It’s a quarter tosix. It’s fiveforty-five.It’s a quarter tosix. It’s fiveforty-five.
11.4.111.4.1 M:M: Excuseme. What timeis it?Excuseme. What timeis it?
F:F: It’s half past eleven. It’s eleven thirty.It’s half past eleven. It’s eleven thirty.
11.4.211.4.2 F:F: Excuseme. What’s thetime, please?Excuseme. What’s thetime, please?
M:M: It’s seven o’clock. It’s seven.It’s seven o’clock. It’s seven.
11.4.311.4.3 M:M: What’s thetime?What’s thetime?
F:F: It’s a quarter past four. It’s four fifteen.It’s a quarter past four. It’s four fifteen.
11.4.411.4.4 F1:F1: Excuseme. What is thetime?Excuseme. What is thetime?
F2:F2: It’s half past nine. It’s ninethirty.It’s half past nine. It’s ninethirty.
11.4.511.4.5 F:F: What’s thetime, please?What’s thetime, please?
M:M: It’s a quarter past two. It’s twofifteen.It’s a quarter past two. It’s twofifteen.
UNIT 13UNIT 13
13.1213.12 M:M: So, what timedoSo, what timedo you start work, Joan?you start work, Joan?
 Joan: Joan: 4am.4am.
M:M: 4am? You start work at 4o’clock in the4am? You start work at 4o’clock in the morning?morning?
 Joan: Joan: Yes.Yes.
M:M: Wow!Wow!
 Joan: Joan: Yes, but I finish work at noon.Yes, but I finish work at noon.
M:M: OK. That’s better.OK. That’s better.
 Joan: Joan: Yes. I gohomeYes. I gohome and eat lunch at 1pm, andand eat lunch at 1pm, and
then I takeit easy.then I takeit easy.
English for EveryoneEnglish for Everyone features almost 40  features almost 40 hours of high-quality supporting audio from native English speakers.hours of high-quality supporting audio from native English speakers.
The audio includes sample sentences, words, and phrases from teaching modules, correct answers for most ofThe audio includes sample sentences, words, and phrases from teaching modules, correct answers for most of
the exercises, and material for the exercises, and material for listening comprehensilistening comprehension exercises. The transcripts below are of on exercises. The transcripts below are of the audio for the audio for thethe
listening comprehensiolistening comprehension exercises in the n exercises in the course and practice books, including the course and practice books, including the Business English audio.Business English audio.
  
1515
How the practice books workHow the practice books work
TheThe English for EveryoneEnglish for Everyone practice books are packed w practice books are packed with exercises designed toith exercises designed to
reinforreinforce the lessons you have taught ce the lessons you have taught from the course books. The from the course books. The exercises canexercises can
be used as hbe used as homework tasks throughout the course, or in the omework tasks throughout the course, or in the classroom whenclassroom when
reviewing language points you have already taught.reviewing language points you have already taught.
Practice pointsPractice points  
Every unit beginsEvery unit begins
with a summarywith a summary
of the keyof the key
practice points.practice points.AudioAudio The answers to  The answers to the exercise arethe exercise are
availaavailable as audio ble as audio tracks, so that yourtracks, so that your
students can check their answers.students can check their answers.
ModulesModules The units are The units are
broken down intobroken down into
modules, which studentsmodules, which students
should do in order.should do in order.
How the practice books complement the course booksHow the practice books complement the course books
Each unit in a practice book corresponds to theEach unit in a practice book corresponds to the
equivalent unit in the equivalent unit in the course book, reinforcing thecourse book, reinforcing the
same language points, vocabulary, and skills.same language points, vocabulary, and skills.
Structure of the unitsStructure of the units
Each practice book unitEach practice book unit
is structured so thatis structured so that
the exercises followthe exercises follow
a similar order to thosea similar order to those
in the correspondingin the corresponding
course book unit.course book unit.
HeadingHeading Each unit deals Each unit deals
with the same topic aswith the same topic as
the course book.the course book.
Unit numberUnit number The book is divided The book is divided
into units. The unit number helpsinto units. The unit number helps
students keep track of students keep track of their progress.their progress.
CCOOUURRSSE E BBOOOOKK PPRRAACCTTIICCE E BBOOOOKK
Each practice book unit usesEach practice book unit uses
the same color scheme as thethe same color scheme as the
corresponding course book unit.corresponding course book unit.
You can makequestions in theYou can makequestions in the pastsimpleusingpastsimpleusing
“did.”This is “did.”This is useful for useful for askingaaskinga boutpaboutpa stevents,stevents,
such as such as travel andvacattravel andvacat ions.ions.
NewlanguageNewlanguage   PastsimplequestionPastsimplequestionss
VocabularyVocabulary   Travel andactivitieTravel andactivitiess
NewskillNewskill TalkinTalkingaboutvacationsgaboutvacations
Asking about the pastAsking about the past
FURTHEREXAMPLESFURTHEREXAMPLES “YES / NO” QUESTIONS IN THE PAST SIMPLE “YES / NO” QUESTIONS IN THE PAST SIMPLE
“Did”doesn’t“Did”doesn’t
changewithchangewith
thesubject.thesubject.
KEY LANGUAGEKEY LANGUAGE “YES / NO” QUESTIONS IN THE PAST SIMPLE “YES / NO” QUESTIONS IN THE PAST SIMPLE
Usetheauxi liary verbUsetheauxi liary verb
“did”to “did”to makequestmakequest ionsions
in thepastsimplethatin thepastsimplethat
have“yes/nohave“yes/no”answers.”answers.
Use“did”Use“did” or or “didn’t”“didn’t”
for shortanswers.for shortanswers.
TheverbafterTheverbafter
“did”goes in its“did”goes in its
baseform.baseform.
“Did”goes beforethesubject.“Did”goes beforethesubject.
HOW TO FORMHOW TO FORM “YES / NO” QUESTIONS IN THE PAST SIMPLE “YES / NO” QUESTIONS IN THE PAST SIMPLE
““DDIIDD” ” VVEERRBBSSUUBBJJEECCT T OOBBJJEECCTT
   LISTEN TO LISTEN TO THE AUDIO, THE AUDIO, THEN NUMBER THEN NUMBER THE PICTURES IN THE PICTURES IN THETHE
ORDER THEY ARE DESCRIBEDORDER THEY ARE DESCRIBED
Bea talks abouther vacation in India.Bea talks abouther vacation in India.
   REWRITE REWRITE THE THE SENTENCESSENTENCES
AS QUESTIONSAS QUESTIONS
   MATCH MATCH THE THE QUESTIONSQUESTIONS
TO THE SHORT ANSWERSTO THE SHORT ANSWERS
REWRITE THE SENTENCES AS QUESTIONSREWRITE THE SENTENCES AS QUESTIONS
You can makequestions in theYou can makequestions in the pastsimpleusingpastsimpleusing
“did.”This is “did.”This is useful for useful for askingabouaskingabou tpasttpast events,events,
such as travel such as travel andvaandva cations.cations.
NewlanguageNewlanguage PastsimplequestionPastsimplequestionss
VocabularyVocabulary Travelandactivities Travelandactivities
NewskillNewskill TalkinTalkingaboutvacationsgaboutvacations
Asking about the pastAsking about the past
   REWRITE THE REWRITE THE SENTENCES, PUTTING THE SENTENCES, PUTTING THE WORDS IN WORDS IN THETHE
CORRECT ORDERCORRECT ORDER
   LISTEN TO LISTEN TO THE AUTHE AUDIO AGAIN DIO AGAIN AND ANSWER AND ANSWER THE QUESTIONSTHE QUESTIONS
WITH SHORT ANSWERSWITH SHORT ANSWERS
   LISTEN TO LISTEN TO THE AUDIO THE AUDIO AND MARK WHETHER AND MARK WHETHER EACH THINGEACH THING
DID OR DIDN’T HAPPENDID OR DIDN’T HAPPEN
   FILL IN TFILL IN THE GAPS BY HE GAPS BY PUTTING THE VERBS PUTTING THE VERBS IN THE IN THE PRESENT PERFECTPRESENT PERFECT
CONTINUOUS TENSECONTINUOUS TENSE
Use the present perfect continuous to talk aboutUse the present perfect continuous to talk about
ongoing activities in the past. Use “for” and “since” toongoing activities in the past. Use “for” and “since” to
talk about the length or starting point of an activity.talk about the length or starting point of an activity.
NewlanguageNewlanguage PresenPresentperfectcontinuoustperfectcontinuous
VocabularyVocabulary  Homeimprovements  Homeimprovements
NewskillNewskill Talkingaboutactivities in thepast Talkingaboutactivities in thepast
Activities in progressActivities in progress
   FILL IN FILL IN THE THE GAPS GAPS USING USING “FOR” “FOR” OR OR “SINCE”“SINCE”
   READ THE READ THE EMAIL AND EMAIL AND NUMBER NUMBER THE PICTURES THE PICTURES IN TIN THEHE
ORDER THEY ARE DESCRIBEDORDER THEY ARE DESCRIBED
   LISTEN TO LISTEN TO THE AUDIO THE AUDIO AND WAND WRITE HOW RITE HOW LONG EACH LONG EACH ACTIVITYACTIVITY
HAS BEEN GOING ONHAS BEEN GOING ON
  
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Practice vocabulary exercisesPractice vocabulary exercises
TheThe English for EveryoneEnglish for Everyone practice books test and reinforce at regular intervals all practice books test and reinforce at regular intervals all
the vocabulary your class has studied in the course books. The exercises can bethe vocabulary your class has studied in the course books. The exercises can be
used in the classroom or at home, where your students can check their answersused in the classroom or at home, where your students can check their answers
using the supporting audio available on the website and app.using the supporting audio available on the website and app.
IllustrationsIllustrations The same The same
visual cues are used in thevisual cues are used in the
practice books as in thepractice books as in the
course books.course books.
Word panelWord panel Your students Your students
have to choose the have to choose the correctcorrect
word for each picture fromword for each picture from
the word panel.the word panel.
Phrases in word panelPhrases in word panel  
Your students should writeYour students should write
the correct phrase under itsthe correct phrase under its
definition.definition.
DefinitionsDefinitions  Higher-levelHigher-level
students have to matchstudents have to match
phrases and definitions.phrases and definitions.
Grammar iconGrammar icon This This
symbol indicates thatsymbol indicates that
students are being testedstudents are being tested
on a grammar point.on a grammar point.
Sample answerSample answer The The
first question of eachfirst question of each
exercise is answered, toexercise is answered, to
make the task easier formake the task easier for
students to understand.students to understand.
Write-on linesWrite-on lines Most Most
exercises include a spaceexercises include a spacewhere students can writewhere students can write
their answers.their answers.
Audio symbolAudio symbol  
Students can listenStudents can listen
to the answers afterto the answers after
completing the exercise.completing the exercise.
Practice exercisesPractice exercises
The exercises in the practice booksThe exercises in the practice books
correspond closely to those in the coursecorrespond closely to those in the course
books and further reinforce the grammar,books and further reinforce the grammar,
skills, and vocabulary that you have beenskills, and vocabulary that you have been
teaching. Each exercise uses the sameteaching. Each exercise uses the same
symbol as in the course books to indicatesymbol as in the course books to indicate
the skill that isbeing practiced.the skill that is being practiced.
GrammarGrammar  
Your students have toYour students have to
apply new language rulesapply new language rules
in different contexts.in different contexts.
ListeningListening  
Your students are testedYour students are tested
on their understandingon their understanding
of spoken English.of spoken English.
ReadingReading  
Your students are presentedYour students are presented
with target language inwith target language in
real-life English contexts.real-life English contexts.
SpeakingSpeaking  
Your students compareYour students compare
their spoken English totheir spoken English to
model audio recordings.model audio recordings.
VocabularyVocabulary  
Your students have theYour students have the
chance to practicechance to practice
key vocabulary.key vocabulary.
VocabularyVocabulary
   EVERYDAY THINGSEVERYDAY THINGS WRITE THE WORDS FROM THE PANEL WRITE THE WORDS FROM THE PANEL
UNDER THE CORRECT PICTURESUNDER THE CORRECT PICTURES
   ENVIRONMENTAL CONCERNSENVIRONMENTAL CONCERNS WRITE THE PHRASES WRITE THE PHRASES
FROM THE PANEL UNDER THE CORRECT DEFINITIONSFROM THE PANEL UNDER THE CORRECT DEFINITIONS
   REWRITE REWRITE THE THE SENTENCES, SENTENCES, PUTTING PUTTING THE THE WORDSWORDS
IN THE CORRECT ORDERIN THE CORRECT ORDER
  
1717
Online practice exercisesOnline practice exercises
The exercises from all the practice books in The exercises from all the practice books in thethe English for EveryoneEnglish for Everyone series are also series are also
available to purchase in interactive digital formats. They are available to purchase in interactive digital formats. They are easy to use and easy to use and compatiblecompatible
with most devices. They are available online and as an app for iOS and with most devices. They are available online and as an app for iOS and Android.Android.
AudioAudio After choosing After choosing
their answer, your studentstheir answer, your studentscan play the audio and hearcan play the audio and hear
the correct version.the correct version.
TTrack your srack your students’ tudents’ progressprogress
The course is designed to make it easy to monitor your students’The course is designed to make it easy to monitor your students’
progress, with regular summary and review modules. Answers areprogress, with regular summary and review modules. Answers are
provided for every exercise, so you can see provided for every exercise, so you can see how well yourhow well your
students have understood each teaching point.students have understood each teaching point.
Review modulesReview modules At the end of a group At the end of a group
of units, you will find a more detailedof units, you will find a more detailed
review module, summarizing thereview module, summarizing the
language your students language your students have learned.have learned.
ChecklistsChecklists Every unit ends with a Every unit ends with a
checklist, where your students can checklist, where your students can checkcheck
off the new skills they off the new skills they have learned.have learned.
AudioAudio This symbol This symbol
indicates that theindicates that the
answers can alsoanswers can also
be listened to.be listened to.
Check boxesCheck boxes Your students Your students
can use these boxes to can use these boxes to markmark
the skills they feel comfortablethe skills they feel comfortable
with. They should go with. They should go back andback and
review anything they feel theyreview anything they feel they
need to need to practice further.practice further.
Exercise numbersExercise numbers  
Match these numbersMatch these numbers
to the unique identifierto the unique identifier
at the top-left cornerat the top-left corner
of each exercise.of each exercise.
AnswersAnswers Find the Find the
answers to everyanswers to every
exercise printed atexercise printed at
the back of the book.the back of the book.
CCOOMMPPUUTTEERR TTAABBLLEETT PPHHOONNEE
AnswersAnswers
CHECKLISTCHECKLIST
  “These” “These” and and “those” “those” Possessions Possessions Using Using determiners determiners and and pronounspronouns
REVIEWREVIEW THE ENGLISH YOU HAVE LEARNED IN UNITS 01󲀓08 THE ENGLISH YOU HAVE LEARNED IN UNITS 01󲀓08
INTRODUCING YOURSELFINTRODUCING YOURSELF
HOW OLD ARE YOU?HOW OLD ARE YOU?
POSSESSIVE ADJECTIVESPOSSESSIVE ADJECTIVES
APOSTROPHE WITH “S”APOSTROPHE WITH “S”
“THIS,” “THAT,”“THIS,” “THAT,”
“THESE,” AND “THOSE”“THESE,” AND “THOSE”
DETERMINERS AND PRONOUNSDETERMINERS AND PRONOUNS
NNEEW W LLAANNGGUUAAGGEE SSAAMMPPLLE E SSEENNTTEENNCCEE UUNNIITT
  
1818
Other English for Everyone titlesOther English for Everyone titles
TheThe English for EveryoneEnglish for Everyone series also includes the series also includes the English Grammar GuideEnglish Grammar Guide
andand English Vocabulary Builder English Vocabulary Builder . Both books provide indispensable. Both books provide indispensable
support for teachers and students of English at all levels.support for teachers and students of English at all levels.
How the How the EnglisEnglishhGrammar Guide worksGrammar Guide works
How the How the EnglisEnglishh
Vocabulary Builder worksVocabulary Builder works Practice exercisesPractice exercises  Students get the chance toStudents get the chance to
practice all the practice all the vocabularyvocabulary
that appears in the book.that appears in the book.
IllustrationsIllustrations  
English words are put intoEnglish words are put into
a visual context, makinga visual context, making
them easy to remember.them easy to remember.
ReferenceReference  
The reference section at theThe reference section at the
back of the book provides keyback of the book provides key
information in useful tables.information in useful tables.
Audio supportAudio support  
The audio recordings helpThe audio recordings help
students to pronouncestudents to pronounce
spoken English vocabulary.spoken English vocabulary.
Language learningLanguage learning  
Each grammar pointEach grammar point
uses colors and visualsuses colors and visuals
to illustrate how it works.to illustrate how it works.
Further examplesFurther examples  
Grammar is shownGrammar is shown
being used in a numberbeing used in a number
of different contexts.of different contexts.
EQUIPMENTEQUIPMENT
Sports equipment and venuesSports equipment and venues
 VENUES VENUES
   FILL FILL IN IN THEGAPS, THEGAPS, PUTTING PUTTING THEWORDSTHEWORDS FROMTHEFROMTHE
PANEL PANEL INTOTHEINTOTHE CORRECTCATEGORIESCORRECTCATEGORIES
MATCHTHEWORMATCHTHEWORDSTOTHECORRECTPICTURESDSTOTHECORRECTPICTURES
REWRITETHEREWRITETHE WORDS, CWORDS, CORRECTING THESPELLINGSORRECTING THESPELLINGS
   LOOK LOOK ATTHEPICTUREANDATTHEPICTUREAND
WRITETHECORREWRITETHECORRECTWORDFORCTWORDFOR
EACHLABELEACHLABEL
   LISTEN LISTEN TOTHEAUDIOANDTOTHEAUDIOAND
CIRCLETHEWORDCIRCLETHEWORDSYOUHEARSYOUHEAR
VENUESVENUESEQUIPMENTEQUIPMENT
“HAD”“HAD”“HAVE”“HAVE”“WOULD”“WOULD”“WILL”“WILL”“BE”“BE”PRONOUNPRONOUN
VVEERRBB AANND “D “ NNOOTT”” MMOODDAALL VVEERRBB AANNDD ““HHAAVVEE””CCOONNTTRRAACCTTIIOONN CCOONNTTRRAACCTTIIOONN
TENSETENSE
MODAL VERBMODAL VERB
NEGATIVESTATEMENTNEGATIVESTATEMENT
NEGATIVESTATEMENTNEGATIVESTATEMENT
POSITIVESTATEMENTPOSITIVESTATEMENT
POSITIVESTATEMENTPOSITIVESTATEMENT
Present simple with“be”Present simple with“be”
Present simple withother verbsPresent simple withother verbs
Present continuousPresent continuous
Past simple with“be”Past simple with“be”
Past simple withother verbsPast simple withother verbs
Past continuousPast continuous
Present perfect simplePresent perfect simple
Present perfect continuousPresent perfect continuous
Past perfect simplePast perfect simple
Past perfect continuousPast perfect continuous
Future Future with“goingwith“going to”to”
Future with“will”Future with“will”
Future continuousFuture continuous
Future perfect simpleFuture perfect simple
Future perfect continuousFuture perfect continuous
Thesecontractions areoften spelledincorrectlyThesecontractions areoften spelledincorrectlybecausethey look andsoundvery becausethey look andsoundvery similar to othersimilar to other
words. Contractedforms always usean apostrophe.words. Contractedforms always usean apostrophe.
COMMON MISTAKESCOMMON MISTAKESCONTRACTIONSCONTRACTIONS
“Can”“Can”
“Could”“Could”
“Should”“Should”
“Might”“Might”
“Must”“Must”
RR1122 RR1133FFOORRMMIINNGG NNEEGGAATTIIVVEESS CCOONNTTRRAACCTTIIOONNSS
Thepresentcontinuous is usedto talk aboutThepresentcontinuous is usedto talk about continuedcontinued
actions actions thatarethatare happeningin thappeningin thepresentmoment.hepresentmoment.
Itis formedwith “be”anda presentparticiple.Itis formedwith “be”anda presentparticiple.
The present continuousThe present continuous
ThepresentThepresent continuous continuous isis
usedto describea current,usedto describea current,
continuedaction.continuedaction.
THE PRESENT CONTINUOUSTHE PRESENT CONTINUOUS
HOW TO FORMHOW TO FORM
This is thepresentsimple. ItdescribesThis is thepresentsimple. Itdescribes
a repeatedaction or situation.a repeatedaction or situation.
ThesubjectandThesubjectand theverbtheverb
can becontracted.can becontracted.
Don’tdoubletheDon’tdoublethe lastletter blastletter becauseecause
thefinal syllableis notstressed.thefinal syllableis notstressed.
This is thepresentcontinuous. ItdescribesThis is thepresentcontinuous. Itdescribes
whatis happeningrightnow.whatis happeningrightnow.
ThepresentcontinuousThepresentcontinuous
uses theverb“be.”uses theverb“be.”
PRESENT PARTICIPLE SPELLING RULESPRESENT PARTICIPLE SPELLING RULES
FURTHER EXAMPLESFURTHER EXAMPLES
ThepresentpartThepresentparticipleis formedby icipleis formedby adding“-inadding“-ing”to g”to thebaseformthebaseform
oftheofthe verb. verb. Someparticiples haveslightly Someparticiples haveslightly differentspellingdifferentspelling rules.rules.
PresentparticiplePresentparticiple
FURTHER EXAMPLESFURTHER EXAMPLES
LastletterLastletter
is an “-e.”is an “-e.”
LastlettersLastletters
are“-ie.”are“-ie.”
Add“-ing”Add“-ing” to fto formorm
regular presentparticiples.regular presentparticiples.
Leaveout“e.”Leaveout“e.” ChangeChange
“-ie”to “y.”“-ie”to “y.”
DoublethelastDoublethelast
letter, unless it’sletter, unless it’s
“w,”“x,”or “y.”“w,”“x,”or “y.”
Action verbs Action verbs can beusedin simplecan beusedin simple andcontinuous forms.andcontinuous forms.
Stateverbs arenotStateverbs arenot usually usedin continuous usually usedin continuous forms.forms.
COMMON MISTAKESCOMMON MISTAKES STATEVERBSSTATEVERBS IN IN CONTINUOUSTENSESCONTINUOUSTENSES
STATESTATEACTIONACTION
Seealso:Seealso:
Present simplePresent simple 11 Action and stateverbsAction and stateverbs 5050
Infinitives and participlesInfinitives and participles 5151
SSUUBBJJEECCTT VVEERRBB ++ ““󰀭󰀭IINNGG””“AM / IS / ARE”“AM / IS / ARE” RESTOFSENTENCERESTOFSENTENCE
Lastletters areconsonant–vowel–consonantLastletters areconsonant–vowel–consonant
andtheandthe final syllableis strefinal syllableis stressed.ssed.
TIPTIP
PresentparticiplesPresentparticiples
followthesamefollowthesame
spellingrulesspellingrules
as gerunds.as gerunds.
  
TEACHINGTEACHING
ADVICE ANDADVICE AND
ACTIVITIESACTIVITIES
  
2020
GENERAL GENERAL ADVICADVICEE   TEACHING TEACHING GRAMMGRAMMAR AR TO TO YOUR YOUR STUDENTSSTUDENTS
GrammarGrammar
English for EveryoneEnglish for Everyone introduces new grammar to your students in easy-to-introduces new grammar to your students in easy-to-
understand stages, and provides a simple explanation and a breakdown ofunderstand stages, and provides a simple explanation and a breakdown of
how to form each structure. This step-by-step teaching method will helphow to form each structure. This step-by-step teaching method will help
your students to understand new grammar and use it with confidence.your students to understand new grammar and use it with confidence.
ASK YOUR STUDENTS TO GIVE FURTHER EXAMPLESASK YOUR STUDENTS TO GIVE FURTHER EXAMPLES
 1 1 At the start of your class, ask your students a few At the start of your class, ask your students a few
questions. For example, if teaching the present perfectquestions. For example, if teaching the present perfect
continuous, ask your students how long they have beencontinuous, ask your students how long they have been
learning English. Keep a note of what your learning English. Keep a note of what your students tell you.students tell you.
 2 2 Having introduced the Key Language, draw your Having introduced the Key Language, draw your
students’ attention to the Further Examples box. Use anystudents’ attention to the Further Examples box. Use any
pictures to explore the grammar point, and pictures to explore the grammar point, and play the audio.play the audio.
 3 3 Using the answers your students gave Using the answers your students gave
you at the start of the class, write a newyou at the start of the class, write a new
example about one of your students. Thenexample about one of your students. Then
ask the students to give you some ask the students to give you some moremore
examples using the target grammar.examples using the target grammar.
INTRODUCE KEY LANGUAGEINTRODUCE KEY LANGUAGE
 1 1 Each Key Language box in Each Key Language box in English for EveryoneEnglish for Everyone introduces introduces
new grammar with an example sentence and illnew grammar with an example sentence and illustration.ustration.
Make sure your class is familiar Make sure your class is familiar with the vocabulary in thewith the vocabulary in the
example, then ask a student to example, then ask a student to describe what they can see.describe what they can see.
HOW TO BUILD A NEW SENTENCEHOW TO BUILD A NEW SENTENCE
 1 1 The How to Form boxes break English grammar The How to Form boxes break English grammar
down into its simplest parts and down into its simplest parts and provide students withprovide students with
a formation guide that they can refer back a formation guide that they can refer back to later. Theto later. The
annotations use simple language to explain how to formannotations use simple language to explain how to form
the construction.the construction.
MAKE THE MOST OF THE MAKE THE MOST OF THE BOARDBOARD
 1 1 Think of different ways you can depict  Think of different ways you can depict grammargrammar
on the board. You don’t need to be an amazing artist on the board. You don’t need to be an amazing artist toto
draw simple pictures.draw simple pictures.
 2 2 If you’re teaching a lesson about the present continuous If you’re teaching a lesson about the present continuous
for future arrangements, you might draw simple images offor future arrangements, you might draw simple images of
someone eating at a restaurant or watching a someone eating at a restaurant or watching a movie.movie.
 3 3 If you’re introducing a new verb tense, you can  If you’re introducing a new verb tense, you can drawdraw
a timeline. Draw an arrow on a timeline. Draw an arrow on the board to representthe board to represent
time. Then add information usingtime. Then add information using
different colored markers to identifydifferent colored markers to identify
different tenses.different tenses.
 4 4 Encourage your students to Encourage your students to
come up to the board and come up to the board and writewrite
their own examples.their own examples.
KEY LANGUAGEKEY LANGUAGE THE PRESENT PERFECT CONTINUOUS THE PRESENT PERFECT CONTINUOUS
HOW TO FORMHOW TO FORM THE PRESENT PERFECT CONTINUOUSTHE PRESENT PERFECT CONTINUOUS
 2 2 Write the example sentence on the board. Ask your Write the example sentence on the board. Ask your
students a few questions to check they understand how thestudents a few questions to check they understand how the
structure is used (e.g. “structure is used (e.g. “When did she start painting theWhen did she start painting the
house? Has she finished?”).house? Has she finished?”).
 3 3 Play the accompanying audio and ask your cl Play the accompanying audio and ask your class to repeatass to repeat
the example sentence together.