5A GRAMMAR

I can do anything
GROUP A 1 Match the phrases with the jobs.

find hotel rooms for people teach people to do things cook lots of different dishes read music play soccer
use a GPS cook a meal very quickly sing in English and Spanish drive answer the phone politely write songs
take you to any address in my city use a computer make great cakes swim

A SPORTS COACH

B TAXI DRIVER

C CHEF

D HOTEL RECEPTIONIST

E SINGER

2 Describe your jobs to B using I can and the three phrases that you have written. For example, I can teach people to
do things, I can swim, and I can play soccer. Your partner has three chances to guess the job.

Personal Best Work with a partner. Look at the phrases on your sheet. Ask questions to find out what your partner can/can’t do; e.g., Can
you teach people to do things? Decide which job is best for him/her.

I can do anything
GROUP B 1 Match the phrases with the jobs.

explain how computers work explain French grammar TAKE CARE OF people in THE hospital
help customers in a restaurant help sick people use a French dictionary help people with IT problems
serve food talk about different dishes speak French drive a bus work during the night
tell people all about my city speak different languages use lots of different computers

A WAITER/WAITRESS

B FRENCH TEACHER

C DOCTOR

D TOUR GUIDE

E IT WORKER

2 Describe your jobs to A using I can and the three phrases that you have written. For example, I can speak French,
I can use a French dictionary, and I can explain French grammar. Your partner has three chances to guess the job.

Personal Best Work with a partner. Look at the phrases on your sheet. Ask questions to find out what your partner can/can’t do; e.g., Can
you teach people to do things? Decide which job is best for him/her.

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 GRAMMAR 5A

5A Grammar
I can do anything
can and can’t

Sts work in pairs and take turns describing and guessing jobs. The aim is to practice can/can’t, e.g., I can drive.

PREPARE 3 Rearrange the class so sts are working in A/B pairs. If you
have an odd number of sts, make a group of three with
Make one copy of the resource sheet for each pair of sts and two As or two Bs. Check that everyone has their resource
cut or tear where indicated. sheet and tell them not to show it to their partner.

PRACTICE 4 Explain the next part of the activity. One student describes
one of their jobs, using I can and the three phrases they
1 Put sts in two groups, A and B. If you have a large class, have written in the chart. The other student has three
you could have four or more groups. Give each student in chances to guess the job. Set a time limit and monitor
group A a copy of resource sheet A, and give each student while sts do the activity.
in group B a copy of resource sheet B. Pre-teach GPS and
politely. PERSONAL BEST
2 Explain Part 1 of the activity. Sts in each group have five Sts work with their partner and look at the phrases on
different jobs. They work together to match the phrases their own sheet. They ask questions to find out what their
with the jobs. (There are three phrases for each job; i.e., partner can/can’t do; e.g., Can you teach people to do
three things that each job-holder can do.) Sts write the things? Then they decide which job is best for him/her.
correct three phrases next to each job. Set a time limit for
this part of the activity. Monitor and help with vocabulary
where necessary. Check each group’s answers while they EXTRA PRACTICE
work.
Fast finishers think of famous people and say what they can
Answers do really well. For example, Paulo Coelho can write books.
Part 1 Robinho can play soccer. Lewis Hamilton can drive.
A
A Sports coach: teach people to do things / play soccer /
swim
B T  axi driver: use a GPS / drive / take you to any address
in my city
C Chef: cook lots of different dishes / cook a meal very
quickly / make great cakes
D Hotel receptionist: find hotel rooms for people / answer
the phone politely / use a computer
E Singer: read music / sing in English and Spanish /
write songs
B
A W  aiter/Waitress: help customers in a restaurant / serve
food / talk about different dishes
B French teacher: explain French grammar / use a French
dictionary / speak French
C Doctor: take care of people in the hospital / help sick
people / work during the night
D Tour guide: drive a bus / tell people all about my city /
speak different languages
E IT worker: explain how computers work / help people
with IT problems / use lots of different computers

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5A VOCABULARY

C
This is my life
1 Listen and order the pictures from 1–12. D

B
A

J I
H

2 Use the verbs in the box to describe Kay’s life. Begin …

Kay travels by bus to her office. She arrives at the office at 8 a.m.

arrive call cook dance drive help take care of meet play play sing swim travel

Personal Best You have one minute. How many true sentences can you make about your life using the verbs in the box? Your partner will
time you and count your sentences.

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 VOCABULARY 5A

5A Vocabulary
This is my life
Common verbs (2)

Sts do an ordering activity in pairs. The aim is to practice common verbs, e.g., travel by bus, arrive at the office.

PREPARE 4 Go through the answers and elicit the correct order for the
pictures.
Make one copy of the resource sheet for every pair of sts.
Answers
PRACTICE 1 I, 2 E, 3 K, 4 C, 5 A, 6 J, 7 G, 8 D, 9 H, 10 F, 11 B, 12 L

1 Sts work in pairs. If you have an odd number of sts, have

5 Focus on the next part of the activity. Draw sts’ attention
one group of three. Give each pair/group of three a copy
of the resource sheet. to the verbs in the box. Ask them to describe the pictures
in order using those verbs. Use the first two pictures (I
2 Focus on the picture in the middle of the page and the and E) to demonstrate. Point to picture I and ask sts to
speech bubble: I’m Kay and I’m a businesswoman from make a sentence with one of the verbs. Elicit Kay travels
New York. Ask one of the sts to read it out. Explain the by bus to her office. Repeat with picture E and elicit She
activity. There are twelve pictures (A–L) which are all arrives at the office at 8 a.m. Set a time limit for sts to
connected to Kay’s life. You are going to read twelve work in their pairs and describe the pictures. Monitor and
sentences and sts have to match each one with the correct help where necessary. Then go through the pictures in
picture. Demonstrate with the first sentence. Say Sentence order as a class and elicit a sentence for each one.
1. Every day, I travel by bus to my office. Ask sts to find the
correct picture (I) and write 1 in the box. PERSONAL BEST
3 Read all twelve sentences, pausing to allow time for pairs
to find the correct pictures and write the numbers in the Sts work in their pairs. Each student has one minute to
boxes. make as many true sentences as possible about their lives
using the verbs in the box. Their partner times them, using
Sentences a watch or phone, and counts the sentences.
1 Every day, I travel by bus to my office.
2 I usually arrive at the office at 8 a.m. and work until 6 p.m. EXTRA PRACTICE
3 My assistant helps me with my work.
4 My job’s interesting, and I meet a lot of people. Fast finishers take turns to make sentences about Kay without
5 My husband takes care of our son Simon when I work. looking at the verbs in the box.
6 And he cooks dinner.
7 After dinner, he plays the piano.
8 And I sing and dance with Simon.
9 On Sundays, we drive to the beach.
10 Simon plays soccer on the beach with his father.
11 And I swim in the ocean.
12 On Sunday evenings, I call my parents in London.

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5B
1A VOCABULARY

You and your gadgets

Part 1
Find twelve electronic devices in the wordsearch and write them below. Words run horizontally from
left to right (Ú) and from right to left (Ù), and vertically from top to bottom (Ü) and from bottom to top (Û).
Ò ____________________ ____________________ ____________________
Ñ ____________________ ____________________ ____________________
Ô ____________________ ____________________ ____________________
Ó ____________________ ____________________ ____________________

A R H N O I S I V E L E T T S
S M A R T P H O N E L F A R E
T A O J D V D Q Z K V H B G N
H Q D Q O I D Z B S G Q L X O
E I N M U D V J F W P H E Z H
A A V X C E D K P W B O T B P
D E S K T O P C O M P U T E R
P K N Z U G L J T P E S A Y A
H U E M C A A A P L S E S T E
O E G P S M Y W A J T Q Y F V
N P I P M E E Z L Y E L A G K
E R N C I S R S W T R A D I O
S L O R T N O C E T O M E R B

Part 2
Use the words from the grid to complete the sentences.
1 You use a ____________________ with a TV.
2 With ____________________ or ____________________, people can’t hear your music.
3 We have a big 65-inch ____________________. It’s great for watching movies and playing _____________________.
4 A ____________________ is like a big smartphone.
5 I listen to music on the ____________________ in my room.
6 You can use a ____________________ to call friends, send texts, take photos, and use the Internet.
7 Many people use a ____________________ when they drive to a new place.
8 I have two computers, a ____________________ in my office, and a ____________________ for when I travel.
9 Put the DVD in the ____________________ and press “play”.

Personal Best Tell your partner what electronic devices you use every day and why. For example, I watch movies on my television.

Personal Best A1 © Richmond 2018

 VOCABULARY 5B
1A

5B Vocabulary
You and your gadgets
Electronic devices

Sts complete a wordsearch in pairs. The aim is to practice vocabulary for electronic devices, e.g., laptop, desktop computer, smartphone.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each pair of sts.
Sts tell each other about the electronic devices they use
every day and why. For example, I watch movies on my
PRACTICE television.
1 Sts work in pairs, with one group of three if you have an odd
number of sts. Give each pair a copy of the resource sheet. EXTRA PRACTICE
2 Explain the first part of the activity. There are twelve
Fast finishers test each other on the words in the grid. One
electronic devices hidden in the wordsearch. Four run
horizontally from left to right (Ò), two run horizontally person draws an item, the other has to say what it is.
from right to left (Ñ), four run vertically from top to
bottom (Ô), and two run vertically from bottom to top
(Ó). Sts have to find the electronic devices, circle or
highlight them in the grid, and write each one above the
grid. Set a time limit for sts to find the words and monitor
while they work.
3 In Part 2 of the activity, sts use the words they found to
complete the sentences below the grid.
4 Go through the answers with the class.

Answers
Part 1
Ò smartphone, desktop computer, radio, GPS
Ñ television, remote control
Ô headphones, DVD player, tablet, videogames
Ó laptop, earphones
N O I S I V E L E T S
S M A R T P H O N E A E
V B N
H I D L O
E D V E H
A E D P T P
D E S K T O P C O M P U T E R
P G L T A
H A A P E
O G P S M Y A
N E E L
E S R R A D I O
S L O R T N O C E T O M E R

Part 2
1 remote control 2 earphones, headphones 3 television,
videogames 4 tablet 5 radio 6 smartphone/tablet 7 GPS
8 desktop computer, laptop 9 DVD player

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5C GRAMMAR

Replacements

1 2 3 4
Mrs. Brown is our Our names are María My grandparents live Margot, can _____
teacher. She teaches and José. _____’re in Manchester. I visit help me with my
_____ French. from Spain. _____ every summer. homework?

6
5 7 8
“What time is it?”
Hello by Adele is my “Hello, hello …? I’m This exercise is
“_____ ’s four
favourite song. I love here. Can you hear difficult. I don’t
o’clock.”
_____. _____?” understand _____.

9 10 11 12
You have our phone Are you and Sandy This is my apartment. Where’s Maria? I
number, so don’t hungry? I can make _____ live here with want to speak to
forget to call _____. some sandwiches my family. _____.
for _____.

13 14 15 16
Mark and Jim aren’t Sandra works in “Does your brother Sam plays soccer
here. Do you know an office, but _____ like bike riding?” with his friends on
where _____ are? doesn’t like her job. “Yes, _____ does.” Saturdays. He meets
_____ in the park.

17 18 19 20
I don’t know that Pete, where are you? “We’re new students.” That’s my book. Give
man. Do you know I can’t see _____. “I know. _____ ’re in it to _____.
_____? my class.”

Personal Best Work with your partner. Look at the words you wrote in the squares. Are they subject or object pronouns? Write S or O in
the squares.

Personal Best A1 © Richmond 2018

 GRAMMAR 5C

5C Grammar
Replacements
Object pronouns

Sts play a game to practice object pronouns; e.g., I like him. He doesn’t know her.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each pair or group of
Sts work with their partners and decide whether the words
three. Sts will also need a small round coin to roll during the
they wrote in the squares are subject or object pronouns.
game, or a piece of paper rolled into a ball.
They write S in the squares if they are subject pronouns,
and O if they are object pronouns. At the end, go through
PRACTICE the answers with the class.
1 Sts work in pairs. If you have an odd number of sts, have Subject pronouns: 2, 4, 6, 11, 13, 14, 15, 19
one group of three. Give each pair a copy of the resource Object pronouns: 1, 3, 5, 7, 8, 9, 10, 12, 16, 17, 18, 20
sheet and a coin, or have them roll a piece of paper into a
small ball.
EXTRA PRACTICE
2 Sts take turns to roll the coin/ball onto the resource
sheet. When it lands on a square, they read the sentence Fast finishers go through the sentences on the resource sheet
and complete it with a subject or object pronoun. Do an again. One student reads aloud a sentence from the sheet,
example with the class. Look at square one: Mrs. Brown is and hums when he/she reaches the blank. The other student
our teacher. She teaches ______ French. Elicit the complete says the missing word without looking at the sheet. They
sentence, including the object pronoun: She teaches us swap roles every four squares.
French.
3 Explain that sts win a point for each correct sentence they
make. Both sts must agree that the sentence is correct,
or ask you for confirmation. They write the word in
the square, and cross it off. If someone lands on a used
square, they miss a turn.
4 Set a time limit for sts to play and remind them to keep
note of the score. The winner is the student with the most
points. Monitor and help while sts play.

Answers
1 us 11 I
2 We 12 her
3 them 13 they
4 you 14 she
5 it 15 he
6 It 16 them
7 me 17 him
8 it 18 you
9 us 19 You
10 you 20 me

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5C VOCABULARY

The things we love doing

Read and complete the sentences with the
correct activity.

1 C
 live enjoys his job as a chef because he loves
_____________.

2 Dan loves _____________. He goes to salsa

classes on Tuesdays and Fridays.

3 Rebecca has hundreds of books. Her favorite

activity is _____________.

4 Gary and his wife love _____________ after

work, especially to clubs or to the movies.

5 Melanie likes _____________. They have

coffee and talk about their lives.

6 Sandra’s favorite activity is _____________.

She loves being in the water.

7 Charles has an expensive bike, and he does a

lot of _____________.

8 Wendy likes _____________. She loves

documentaries and movies.

9 Steven likes _____________, but he doesn’t

like getting up in the morning!

10 Linda loves _____________. Her favorite

singer is Justin Bieber.

11 Wanda and her boyfriend like ____________.

They go to the mountains every weekend.

12 Sheila loves _____________ for new clothes.

That’s why she never has any money!

13 Carly’s house is never dirty because she does

a lot of _____________.

14 Rachel loves _____________. She wants to

be an Olympic athlete.

Personal Best Put the activities from the resource sheet into two groups: things you like doing and things you don’t like doing. Compare
your lists with your partner. Do you like/dislike the same things?

Personal Best A1 © Richmond 2018

 VOCABULARY 5C

5C Vocabulary
The things we love doing
Activities

Sts play a game in groups. The aim is to review vocabulary for activities, e.g., swimming, running.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each pair of sts.
Working alone, sts group the activities according to
whether they like doing them or not. Then they compare
PRACTICE their lists with a partner.
1 Sts work in groups of four, with two competing pairs. If
you have an odd number of sts, have one group of three EXTRA PRACTICE
competing against a pair. Give each pair a copy of the
resource sheet. Fast finishers take turns miming activities from the resource
2 Explain the game. Each pair has the same fourteen sheet for the rest of their group to guess.
sentences to complete. They read the sentences and
guess what the activity is. Then they write in the correct
word(s). Pairs compete against each other to be the first
to complete all fourteen sentences.
3 Make sure everyone is ready to start. Then tell sts to look
at their resources sheets and begin. Monitor while sts
work.
4 At the end, have pairs exchange sheets and go through
the answers. Elicit the missing activities and the correct
spellings. Award one point for each correct activity and
another point if the activity is correctly spelled. The
winner in each group is the pair with the most points.

Answers
1 cooking 8 watching TV
2 dancing 9 sleeping
3 reading 10 listening to music
4 going out 11 hiking
5 meeting friends 12 shopping
6 swimming 13 cleaning
7 bike riding 14 running

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5D SKILLS

Tell me why
STUDENT A

Part 1 Read the text. Ask questions with Why to complete the text; e.g., Why is Paolo in
London?
Hi, I’m Paolo. I’m from Rome, but I’m in London now because 1____________________.
I love London because 2____________________ and there are a lot of things to do.
I like my class because 3____________________, but he gives us a lot of homework!
It’s sometimes difficult to do the homework because 4_____________________________.
I have a part-time job in an Italian restaurant. In my free time, I walk around London
because 5_____________________________. I usually take my camera with me because
6
_____________________________.

Part 2 Listen to B’s questions, find the information, and answer.

I’m Angela. I’m a doctor at a hospital in Brighton. I work with children, and I enjoy my job because I help people. But
I’m always tired because the work is sometimes difficult and I’m always busy. I love Brighton because it’s a beautiful city
and it’s near the ocean. In summer, I like swimming in the ocean because it’s a good way to relax. Brighton is nice in the
summer because the weather is good. On weekends, I meet my best friend, Ellie, and we go out for a meal or go to the
movies. I don’t see Ellie every day because she works in London.

Personal Best Think about your life and make four sentences about the things you do or like and the reasons. For example, I take this class
because I want to learn English. I like living in this city because it’s …

Tell me why
STUDENT B

Part 1 Listen to A’s questions, find the information, and answer.

Hi, I’m Paolo. I’m from Rome, but I’m in London now because I want to learn English. I
love London because it’s a big city and there are a lot of things to do. I like my class because
I have a good teacher, but he gives us a lot of homework! It’s sometimes difficult to do the
homework because I study and I work. I have a part-time job in an Italian restaurant. In my
free time, I walk around London because it’s a great way to learn about the city. I usually
take my camera with me because I like to take photos.

Part 2 Read the text. Ask questions with Why to complete the text; e.g., Why does
Angela enjoy her job?
I’m Angela. I’m a doctor at a hospital in Brighton. I work with children, and I enjoy my job because
1
____________________. But I’m always tired because 2_____________________________ and I’m always busy.
I love Brighton because 3____________________ and it’s near the ocean. In the summer, I like swimming
in the ocean because 4_____________________________. Brighton is nice in the summer because
5
_____________________________. On weekends, I meet my best friend, Ellie, and we go out for a meal or go to the
movies. I don’t see Ellie every day because 6_____________________________.

Personal Best Think about your life and make four sentences about the things you do or like and the reasons. For example, I take this class
because I want to learn English. I like living in this city because it’s …

Personal Best A1 © Richmond 2018

 SKILLS 5D

5D Skills
Tell me why
because

Sts complete a text in pairs. The aim is to practice asking and answering questions with Why?; e.g., Why is Paolo in Chicago? Because
he wants to learn English.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each pair of sts and
Sts think about their lives and make four sentences about
cut or tear where indicated.
the things they do or like and the reasons. For example, I
take this class because I want to learn English. I like living in
PRACTICE this city because it’s …
1 Sts work in A/B pairs. If you have an odd number of sts,
have one group of three. Give each student one half of the EXTRA PRACTICE
resource sheet. Tell them not to show it to their partner.
2 Explain the task. As and Bs each have a text to complete. Fast finishers work in their pairs. As cover their text and try to
They must ask their partner questions to find the missing make six sentences with because about Paolo. Then Bs cover
information. their text and try to make six sentences with because about
Angela.
3 Use sentences from both texts to demonstrate. Ask As to
look at item 1 in their text and think about the question
that they need to ask to find the missing information.
Elicit Why is Paolo in London? Elicit the answer from one
of the Bs: Because he wants to learn English. Elicit from
one of the As that they should complete item 1 with I
want to learn English. Repeat the process with item 1 in
Student B’s text. Elicit the first question: Why does Angela
enjoy her job? and the answer Because she helps people.
Elicit from one of the Bs that they should complete item 1
with I help people.
4 Give sts time to look through the blanks in their text and
think about or write down the questions they need to ask.
Monitor and help if necessary.
5 Set a time limit for sts to ask and answer their questions.
Monitor and help. At the end, sts compare their texts to
check their answers.

Answers
Student A’s questions
1 Why is Paolo in London?
2 Why does he love London?
3 Why does he like his class?
4 Why is it sometimes difficult to do the homework?
5 Why does he walk around London?
6 Why does he usually take his camera (with him)?
Student B’s questions
1 Why does Angela enjoy her job?
2 Why is she always tired?
3 Why does she love Brighton?
4 Why does she like swimming in the ocean (in the
summer)?
5 Why is Brighton nice in summer?
6 Why doesn’t she see Ellie every day?

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