Introduction unit 1 Introduction unit

weaker classes
, work as a class to find 
be
in the dialogue. 
Stronger classes
can do it in pairs.
• 
On the board, write gapped sentences and elicit words 
to fill the gaps: 
I 
 a teacher 
(am)
.
You 
 students 
(are)
.
Students read the 
Learn this!
box and do the exercise.
KEY
Here’s a photo of us. I’m on the right.  Are you twins? Yes, 
we are, but we aren’t identical. Is that your dog … ? Yes, it 
is. She’s called Rosie. Rosie is Emma’s dog, really. How old 
is she? She’s sixteen … . That’s very old … . No, Emma’s 
sixteen. Rosie is six.
1 
’m
 2 
’s
 3 
aren’t
 4 
is
 5 
are
 6 
is
 7 
are
Exercise 3
page 5 
• 
Do the first item as a class. Students then do the exercise 
individually.
KEY
2 
My teacher is / isn’t very tall.
 3 
I’m / I’m not sixteen years 
old.
 4 
My friends are / aren’t all girls.
 5 
It’s / It isn’t very cold 
today.
 6 
My friends and I are / aren’t in an English lesson. 
Exercise 4
page 5 
• 
Do the first item as a class. With 
weaker classes
, ask a 
student the first question and elicit an answer.
KEY
1 
Are
 2 
Is
 3 
Are
 4 
Are
 5 
Are
 6 
Am
For further practice of 
be
:
Grammar Builder IB 
page 122 
1
 1 
is / ’s
2 
am / ’m
3 
am / ’m
4 
is
5 
am / 
’m
6 
is
7 
are
2
 1 
I’m not from the USA.
2 
My teacher isn’t British.
 
3 
I’m not at home.
4 
You aren’t sixteen years old.
 
5 
It isn’t cold today.
6 
My friends and I aren’t in a 
maths lesson.
3
 1 
Are we in school? d
 2 
Is it very hot today? b

3 
Are you from China? f
 4 
Are your parents 
teachers? c
 5 
Is Stella eighteen years old? e

6 
Is Sam in his bedroom? a
Exercise 5
page 5 
• 
On the board, write: 
I have got a book in my bag.
Underline 
I have got
and elicit the short form: 
I’ve got
.
• 
Students read the 
Learn this!
box. Elicit the first two 
missing words. Students then do the exercise individually.

---

 
 
Introduction unit 
3
 
 
Introduction unit 
2
KEY
1 
’ve / have
2 
’s / has
3 
hasn’t / has not
4 
Have
 
5 
haven’t / have not
Exercise 6
page 5 
• 
Read out the first sentence so that it is true for you. You 
could add more information, e.g. 
I haven’t got two brothers
. 
I’ve got two sisters.
• 
Students do the exercise individually.
KEY
1 
’ve got / haven’t got
2 
’ve got / haven’t got
3 
’s got /
hasn’t got
4 
’ve got / haven’t got
5 
have got / haven’t got
Exercise 7 
w
 
1.07
 
page 5 
• 
Tell students they are going to listen and tick what Joe 
and Amy have got. They then read the words in the table 
so that they know what to listen for.
• 
Play the audio for students to do the exercise.
KEY
Joe
a pet, a skateboard, a smartphone, a watch
Amy
a bike, a laptop, a watch
Transcript
Amy 
Hi, Joe. Have you got a pet?
Joe 
Yes, I have. I’ve got a dog. His name is Ricky.
A 
Ricky? That’s a nice name.
J 
What about you, Amy? Have you got a pet?
A 
No, I haven’t. Is that your skateboard? It’s really nice.
J 
Thanks.
A 
I haven’t got a skateboard. But I’ve got a bike.
J 
I haven’t got a bike.
A 
That’s a nice smartphone.
J 
Thanks. It’s new – a birthday present from my parents. 
Have you got a smartphone too?
A 
No, I haven’t. My phone is really old! It isn’t a smartphone.
J 
My computer is really old.
A 
Is it a laptop?
J 
No, it isn’t. Have you got a laptop?
A 
Yes, I have. Oh, what’s the time? Have you got a watch?
J 
Yes, I have. It’s 12.30. Where’s your watch?
A 
I’m not sure. Oh, it’s here – in my bag. Come on. It’s maths 
now with Mr Brown. We’re late!