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samplepagescatalogue
Beginners (A1.1) Elementary (A1.2)
Intermediate (B1) Level B1+
Pre-Intermediate (A2)
Level B2
Student’s Books
It follows
the requirements of the Common European
Framework of Reference
the modular approach and is organized in topic-
based modules.
New Destinations is an exciting six-level
course for young adult learners, that takes
them from Beginner (A1.1) to B2 level.
Broaden your horizons
6 LEVELS
Beginner (A1.1) to B2 level
Course Features:
Motivating and contemporary topics with
multicultural and cross-curricular information
Lively dialogues presenting real spoken English
An integrated approach to the development of the
four skills
Special emphasis on vocabulary building
Grammar presented and practised in context
Systematic development of reading and listening
skills and subskills
A variety of communicative tasks
Step-by-step approach to writing
Activities encouraging critical thinking and personal
response
Practical tips helping students to become
autonomous learners
A round-up section in each module providing regular
revision and consolidation
A grammar reference section
Culture/cross-curricular pages with web links
Songs
Competence-based Tasks
Extra Grammar Practice
new destinations
Clear, flexible and compatible with competence-based programmes.
American edition also available
Beginners (A1.1)
Pre-Intermediate (A2)
Level B1+
Elementary (A1.2)
Intermediate (B1)
Level B2
with
2
Components for students
Components for teachers
Student’s Book Full-colour Workbook DVD Activity Book
Interleaved Teacher’s Book
Class CDsWorkbook Teacher’s Edition
Interactive Whiteboard material
DVD
Online multimedia resources for students at www.mmpublications.com
Teacher’s Resource CD/CD-ROM with• Tests• Portfolio including projects• Extra practice on: grammar &
vocabulary, reading and speaking
Teacher’s Resource CD/CD-ROM with
Online MM Placement Test
3
Modules Grammar
• What’s your name? • I’m.../My name’s...• How do you spell...?• Plurals (regular -s)• Imperative (affirmative)
• The verb be (I, you, he, she, we, they)
• Possessive adjectives (my, your, his, her, our, their)
• Who?/What?/How?/Where...from?• a / an
Cross-curricular page: The British Isles: Terminology p. 20
• this / that / these / those• The verb be (it)• Plurals (regular-irregular)• Possessive case• Whose?• The verb have got• AdjectivesCulture page: How many names for
family members? p. 34
• Present Simple • What time? / When?• Prepositions of time• Adverbs of frequency
Cross-curricular page: The Tembé Indians of the Amazon p. 48
• There is / There are• Prepositions of place • a(n) / the• Object personal pronouns• Imperative
Culture page: What’s up there? p. 62
• a(n) / some• Countable and uncountable
nouns• some / any• would like + noun• How much / How many?
Cross-curricular page: Jacket potatoes p. 76
• The verb can• Present Progressive • Let’s / How about?
Culture page: Life in the fast lane... p. 90
• Past Simple • Time expressions• Why? / Because• Past Simple of the verb be• Past Simple vs Present Simple
Cross-curricular page: The race to the South Pole p. 104
• Future be going to • Time expressions• want to / would like to• The verb should
Culture page: Travelling to New Zealand
p. 118
Contents New Destinations Beginners A1.1
Meeting peoplepage 7
Time offpage 105
Hellopage 4
1
That’s me page 212
Day in, day outpage 353
Home is where the heart is
page 494
Let’s eatpage 635
What are you up to?page 776
It happened...page 917
8
Modules Grammar
• What?/ How?/ How old?/ Where... from?
• this/that• Imperative (affirmative-
negative)
• The verb be • These / Those • Plurals• Possessive adjectives • Possessive case• The verb can • a/an • Who...?
Culture page:The history behind a name p. 20
• Present Simple • Prepositions of time • would
like to / want to • like / love etc. + -ing• Adverbs of frequency• How often...? Once / Twice,
etc. • When...?
Cross-curricular page:Phishing for danger p. 34
• Present Progressive• Whose...? • Possessive Pronouns• There is / There are • a(n) / the• Present Simple vs Present
Progressive • Why?/ Because...
Culture page:Life in Tornado Alley p. 48
• (Un)countable nouns• some/any/no • How much/many...? • much/many/a lot of/lots of/
a few/a little • Object Personal Pronouns• The verb shouldCross-curricular page:
Healthy smoothie recipes p. 62
• Past Simple • Past Simple of the verb be• The verb could• Adjectives-Adverbs of
manner
Culture page:The British Education system p. 76
• Future be going to• can, could, may, will, would
(for requests)• The verb have to (affirmative)• some, any, no, every
(Compounds)• Let’s... / How about...? / Why
don’t we/you...? • Which...?
Cross-curricular page:Animals in Danger p. 90
• one / ones• too / enough• Comparative Forms• Superlative Forms
Culture page:Driving around p. 104
• Present Perfect Simple (ever, never, before)
• Present Perfect Simple vs Past Simple
• Reported Speech (Commands-Requests)Cross-curricular page:
Ice Hockey p. 118
My world page 7
Things I do page 21
Something differentpage 35
Food for thought page 49
I did it! page 63
What’s happening?page 77
Simply the best! page 91
What an experience!page 105
Hellop. 4
1
2
3
4
5
6
7
8
Contents New Destinations Elementary A1.2
4
Modules Grammar
• Present Simple vs Present Progressive
• Stative verbs• Past Simple • used to• Prepositions of time• QuantifiersCulture page:
Fandoms p. 18
• Past Progressive• Past Simple vs Past
Progressive • Time Clauses (when, while,
as, as soon as)• Present Perfect Simple • Present Perfect Simple vs
Past SimpleCross-curricular:
Who really discovered America? p. 32
• can, could, may, be able to• have to, don’t have to, need to, don’t need to,
needn’t, must, mustn’t• Indirect questions• Comparisons
Culture page:Quiz: Famous Landmarks p. 46
• Future will• will have to, will be able to• Time clauses (when, after,
before, until, as soon as)• too-enough • Relative clauses (who-which-
that-where)Cross-curricular:
Green Roofs p. 60
• Infinitives• -ing• should - had better• Passive Voice
(Present Simple - Past Simple)
Culture page:Call for help! p. 74
• may, might, could• Conditional Sentences
Type 1• if vs when • so / neither / too / either• Present Perfect Progressive• Present Perfect Progressive
vs Present Perfect SimpleCross-curricular:Music genres p. 88
• Question tags• Negative questions• Exclamatory sentences• Clauses of result• Reflexive pronouns• Past Perfect Simple
Culture page:The dollar p. 102
• Reported speech (statements, questions, commands, requests)
• Conditional Sentences Type 2
• Wishes and unreal pastCross-curricular:Installation art p. 116
Modern timespage 47
A helping handpage 61
The time of my life!page 75
Job huntingpage 89
Lifestylespage 103
Networkingpage 5
Unforgettablepage 19
What a place!page 33
1
2
3
4
5
6
7
8
Contents New Destinations Pre-Intermediate A2
Modules Grammar
• Present Simple - Present Progressive• Stative verbs• Questions and Question words• Indirect questions• Past Simple • used to - be/get used to
• Past Progressive• Past Simple vs Past Progressive• Relative clauses• Adjectives - Adverbs of manner• Comparisons
• Present Perfect Simple – Present Perfect Progressive
• must, have to, need, would rather, had better
• may, might, could• must, can’t
• Future tenses• Time clauses• Conditional sentences
(Types 1, 2)• Articles - Nouns - Determiners
• Past Perfect Simple - Past Perfect Progressive
• Reported Speech (statements)• Reported Speech (questions, commands
and requests)
• Passive Voice I• Clauses of reason, concession, purpose• Passive Voice II
• Infinitives and -ing forms• Causative form • Modal verbs + have + past participle
• Conditional sentences (Type 3)• Wishes and Unreal Past• all / both / neither / none• both... and... / neither... nor... / either... or...
Life in the 21st century
page 101
We’re only human!
page 117
Cultures & customs
page 5
People to admire
page 21
Everyday life
page 37
1
2
3
4
5
7
8
Pack your bags
page 856
Fact or fiction
page 69
Mother Nature
page 53
Contents New Destinations Intermediate B1
5
Modules Grammar
• Present Simple - Present Progressive• Stative verbs• Comparisons• Countable and uncountable nouns
• Past Simple - Past Progressive
• Past Perfect Simple - Past Perfect Progressive
• used to - would - was/were going to
• Present Perfect Simple - Present Perfect Progressive
• Relative clauses• should - ought to -
had better
• Future tenses• Other future forms• Time clauses• Conditional sentences (Type zero, 1, 2)• must - have to - need
• Infinitives and -ing forms• may - might - could• must - can’t• Question tags
• Passive Voice• Clauses of concession
• Reported Speech (Statements, questions, commands and requests)
• Clauses of result
• Unreal past• Conditional sentences
(Type 3)• Causative Form
Meeting people
page 51
See the world
page 232
Getting ahead
page 41 3
From Hi-fi to Wi-fi
page 594
Out and about
page 775
Earth Watch
page 956
Body Talk
page 1137
On the gopage 1318
Contents New Destinations Level B1+
Modules Grammar
• Present Simple - Present Progressive
• Stative verbs• Nouns and quantifiers
• Present Perfect Simple - Present Perfect Progressive
• Articles
CHECKPOINT 1 p. 31
• Past Simple - Past Progressive
• Comparisons
• Past Perfect Simple - Past Perfect Progressive
• would - was/were going to• Questions and question
words
CHECKPOINT 2 p. 59
• Future forms• Time clauses• Modal verbs I (can - could
- may - might - must - need to - have to - should - ought to - had better)
• Conditional Sentences (Type zero, 1, 2)
• Modal verbs II (will - can - may - might - could - must - can’t)
CHECKPOINT 3 p. 87
• Relative clauses• Participle clauses
• Infinitives and -ing forms• Modal verbs + have +
Past Participle
CHECKPOINT 4 p. 115
• Passive Voice
• Clauses of concession, result and purpose
• Causative form
CHECKPOINT 5 p. 143
• Reported Speech (Statements, questions, commands and requests)
• Conditional Sentences (Type 3)
• Unreal Past• Inversion
CHECKPOINT 6 p. 171
Thrills and chillspage 47
Modern lifepage 63
Save our planetpage 75
Holidayspage 7
Going placespage 19
Against the lawpage 35
1
2
3
4
5
6
7
8
9
10
11
12Mind matters
page 147
Health and fitnesspage 159
Get the messagepage 131
Let’s celebratepage 119
Entertainmentpage 103
Celebritiespage 91
Contents New Destinations Level B2
6
SAMPLE PAGE FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
Meeting peopleMeeting people 1Discuss:• Do you like meeting
new people?
• What do you usually talk about?
Flick through the module and find...• a TV programme about
a group of friends
• a blog about finding a job
• two friends greeting in the morning
• a man with a new phone
• flags from different countries
In this module you will learn...• to greet people and say
goodbye
• to introduce yourself and others
• to ask for and give basic personal information (name, nationality, age, job, telephone number, e-mail, marital status)
• to complete a form
• to write about yourself
• to talk about relationships
• to use numbers 0�100
7
introduction to the topic of the module through various activities
objectives of module clearly presented
7
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
How are you?How are you?How are you?How are you?1a
Good evening,... Hello,... How are you?Not bad. And you?
Mrs Day Good afternoon, Mrs Ignes. How are you?
Mrs Ignes Good afternoon, Mrs Day. I’m fine. And you?
Mrs Day I’m very well, thank you.
Jill Good morning, Brian.
Brian Hi, Jill. How are you?
Jill Not bad. And you?
Brian I’m OK, thanks.
Paul Hello, Leo!
Leo Hi, Paul! What’s up?
Paul Not much. How’s it going?
Leo Great!
3 SpeakTalk in pairs.
NOTE• Male: Mr • Female: Miss, Mrs, Ms
NOTENOTE
1. a. Good morning.
b. Very well, thanks.
2. a. Have a nice weekend.
b. Fine thanks. And you?
3. a. I’m Steven.
b. Not bad.
4. a. Bye!
b. I’m OK.
5. a. Take care.
b. What’s up?
6. a. See you tomorrow!
b. Great!
B. Now, listen again and answer.
Bye.
Goodbye.
Good night.
See you.
See you later.
See you tomorrow.
Take care.
Have a nice weekend.
Hello... Hi! How are you?
Bye! Goodbye!
6 SpeakTalk in pairs. Practise greeting and saying goodbye in the following situations.
1 VocabularyListen and repeat.
2 ReadListen and read. Which phrases are formal, informal or both?
4 VocabularyListen and repeat.
5 ListenA. Listen and choose
the correct answer.
Good morning!
Good afternoon!
Good evening!
8 9
lively dialogues presenting real spoken English
8
How are you?How are you?How are you?How are you?1a
Good evening,... Hello,... How are you?Not bad. And you?
Mrs Day Good afternoon, Mrs Ignes. How are you?
Mrs Ignes Good afternoon, Mrs Day. I’m fine. And you?
Mrs Day I’m very well, thank you.
Jill Good morning, Brian.
Brian Hi, Jill. How are you?
Jill Not bad. And you?
Brian I’m OK, thanks.
Paul Hello, Leo!
Leo Hi, Paul! What’s up?
Paul Not much. How’s it going?
Leo Great!
3 SpeakTalk in pairs.
NOTE• Male: Mr • Female: Miss, Mrs, Ms
NOTENOTE
1. a. Good morning.
b. Very well, thanks.
2. a. Have a nice weekend.
b. Fine thanks. And you?
3. a. I’m Steven.
b. Not bad.
4. a. Bye!
b. I’m OK.
5. a. Take care.
b. What’s up?
6. a. See you tomorrow!
b. Great!
B. Now, listen again and answer.
Bye.
Goodbye.
Good night.
See you.
See you later.
See you tomorrow.
Take care.
Have a nice weekend.
Hello... Hi! How are you?
Bye! Goodbye!
6 SpeakTalk in pairs. Practise greeting and saying goodbye in the following situations.
1 VocabularyListen and repeat.
2 ReadListen and read. Which phrases are formal, informal or both?
4 VocabularyListen and repeat.
5 ListenA. Listen and choose
the correct answer.
Good morning!
Good afternoon!
Good evening!
8 9
listening activity
a variety of communicative tasks
9
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
1. P
ola
nd
2. S
pai
n
3. B
razi
l
4. M
exic
o
5. I
taly
6. C
hin
a
7. P
eru
8. T
urk
ey
9. H
un
gar
y
10. C
olo
mb
ia
11. V
enez
uel
a
12. F
ran
ce
a. T
urk
ish
b. S
pan
ish
c. C
hin
ese
d. I
talia
n
e. P
eru
vian
f. C
olo
mb
ian
g. P
olis
h
h. V
enez
uel
an
i. B
razi
lian
j. H
un
gar
ian
k. F
ren
ch
l. M
exic
an
Where
are y
ou fro
m?Wh
ere ar
e you
from?
Where
are y
ou fro
m?Wh
ere ar
e you
from?
1bTI
P P
ract
ise
the
spel
ling
and
pron
unciat
ion
of n
ew w
ords.
Where
are y
ou fro
m?
B. R
ead
aga
in a
nd
co
mp
lete
wit
h
Isab
el, M
arek
or
Isab
el a
nd
M
arek
.
1. ‘I
’m n
ot
Ital
ian
.’
2. ‘I
’m f
rom
Mad
rid
.’
3. ‘I
’m P
olis
h.’
Mar
y, th
is is
Jo
hn
.Jo
hn
, th
is is
Mar
y. N
ice
to m
eet y
ou
, ...
Hi,
...
Full
form
sSh
ort
fo
rms
I am
I’m
You
are
We
are
are
no
t
Rea
d th
e ex
amp
les
and
wri
te th
e sh
ort
form
s in
the
tab
le.
I’m f
rom
Co
lom
bia
.
I’m n
ot
fro
m
Ven
ezu
ela.
My
nam
e’s
Car
los.
Yo
u’r
e P
olis
h.
Yo
u a
ren
’t H
un
gar
ian
.
Yo
ur
surn
ame’
s D
ud
ek.
We’
re f
rom
Sp
ain
.
We
are
n’t
Mex
ican
.
Ou
r su
rnam
e’s
Mar
tin
.
TH
E V
ER
B to
be
(I, y
ou
, we)
P
OSS
ESS
IVE
AD
JEC
TIV
ES
(my,
yo
ur,
ou
r)
Y
es,
I am
. /
Are
yo
u E
ng
lish
? Y
es,
we
are
.
N
o, I
’m n
ot.
/
N
o, w
e ar
en
’t.
Ken
G
oo
d a
fter
no
on
, I’m
Ken
an
d t
his
is S
ally
.
Wom
an
Wh
at’s
yo
ur
surn
ame?
Ken
O
ur
/ Y
ou
r su
rnam
e’s
Jam
eso
n.
Wom
an
Are
yo
u /
Yo
u a
re S
cott
ish
?
Ken
N
o, w
e am
no
t /
are
n’t
.
Wom
an
Wh
ere
/ W
hat
are
yo
u f
rom
?
Ken
Y
ou
’re
/ W
e’re
Am
eric
an. I
’m f
rom
New
Yo
rk.
Sally
I’m
/ I’
m n
ot
fro
m N
ew Y
ork
. I’m
fro
m
Bo
sto
n.
I’m M
arie D
upon
t.I’m
fro
m F
ranc
e. /
I’m
Fre
nch.
I liv
e in
Par
is.
Stu
de
nt
A: R
ead
th
e ca
rds
bel
ow
an
d c
ho
ose
a
per
son
. Do
n’t
tel
l Stu
den
t B
.
Stu
de
nt
B: A
sk q
ue
stio
ns
and
gu
ess
wh
o
Stu
den
t A
is.
NA
ME:
Die
go A
lvar
ez
NA
TIO
NA
LITY
:Pe
ruvi
an
NA
ME:
Ann
a Va
rga
NA
TIO
NA
LITY
:H
unga
rian
NA
ME:
Kar
olin
a M
alik
NA
TIO
NA
LITY
:Po
lish
NA
ME:
Cla
ude
Gre
nier
NA
TIO
NA
LITY
:Fr
ench
Are
yo
u P
oli
sh?
Ye
s, I
am.
So, y
ou
’re.
.. Y
es!
Are
yo
u P
oli
sh?
No
, I’m
no
t.W
her
e ar
e y
ou
fro
m?
I’m
fro
m...
So, y
ou
’re.
..
5 Pr
actice
Cir
cle
the
corr
ect w
ord
s.
4 Gr
amma
r
3 Sp
eakT
alk
in g
rou
ps
of t
hre
e.
6 Sp
eakG
UE
SSIN
G G
AM
ET
alk
in p
airs
.
7 Wr
iteW
rite
a fe
w s
ente
nce
s ab
ou
t yo
urs
elf,
as in
th
e ex
amp
le.
1 Vo
cabula
ryM
atch
the
cou
ntr
ies
wit
h th
e n
atio
nal
itie
s.
Th
en li
sten
an
d c
hec
k.
2 Re
adA
. Lis
ten
an
d r
ead
.
Go
to
Gra
mm
ar R
efer
ence
Tom
H
ello
, Mar
ek. T
his
is m
y fr
ien
d I
sab
el. I
sab
el,
this
is M
arek
.
Isab
el
Nic
e to
mee
t yo
u.
Mar
ek
Hi,
Isab
el. T
hat
’s a
nic
e n
ame
. Are
yo
u It
alia
n?
Isab
el
No
, I’m
no
t. I
’m S
pan
ish
. I’m
fro
m M
adri
d, b
ut
I liv
e h
ere
in L
on
do
n.
Wh
ere
are
you
fro
m?
Mar
ek
I’m f
rom
Po
lan
d.
Isab
el
Oh
, so
yo
u’r
e P
olis
h.
1011
prac
tical
tips
hel
ping
stud
ents
to d
evel
op
skill
s and
bec
ome a
uton
omou
s lea
rner
s
voca
bula
rypr
esen
ted
thro
ugh
visua
l pr
ompt
s
a va
riety
of
com
mun
icativ
e ta
sks
shor
t writ
ing
activ
ity
gram
mar
pre
sent
ed a
nd p
ract
iced
in co
ntex
t
10
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
Kev
in
Ell
ie
Dav
id
Deb
orah
Ale
xan
der
Mar
y
Ste
ven
Who’s
that?
Who’s
that?
Who’s
that?
Who’s
that?
1c
4. W
hat
’s h
is n
ame?
5. I
s h
e si
ng
le?
6. W
ho
’s h
is
flat
mat
e?
B. R
ead
aga
in a
nd
an
swer
the
qu
esti
on
s ab
ou
t th
e p
eop
le in
the
pic
ture
s.
frie
nd
s
clas
smat
es
bo
ss
nei
gh
bo
urs
1. W
hat
’s h
er n
ame?
2. I
s sh
e m
arri
ed?
3. W
ho
’s h
er
colle
agu
e?
teac
her
flat
mat
es
7. W
hat
are
th
eir
nam
es?
8. A
re t
hey
sin
gle
?
colle
agu
es
This
is M
aria
and
Cra
ig.
They
’re m
arrie
d.
This
is F
ay. S
he is
n’t
mar
ried.
She
’s s
ingl
e.
Mar
ia is
her
bes
t frie
nd.
This
is B
arry
. He’
s si
ngle
, too
. Fay
and
B
arry
are
col
leag
ues.
This
is N
orm
an. N
orm
an
and
Bar
ry a
ren’
t col
leag
ues.
Th
ey’re
flat
mat
es.
T���
� f�
v��
�i��
�la
�� i
� � c
a�é
c���
e�...
get t
oget
her
chan
nel
3 M
onda
ys 9
:00
Wh
o’s
Kev
in?
Is h
e y
ou
r n
eigh
bo
ur?
Yes
, he
is. /
No
, he
isn
’t. H
e’s
my.
..
1. Susa
n
Th
ere’
s B
eata
an
d h
er
/ th
eir
bo
ss.
Car
ol
Wh
at’s
he
r /
his
nam
e?
Susa
n
An
ton
io P
anin
i.
Car
ol
He
is /
Is h
e It
alia
n?
Susa
n
No
, he
isn
’t /
are
n’t
. H
is /
He’
s Sp
anis
h.
2. Dav
id
Susa
n a
nd
Tin
a is
/ a
re b
est
fri
end
s.
Gar
y T
hey
are
/ A
re t
hey
cla
ssm
ate
s, t
oo
?
Dav
id
Yes,
th
ey a
re /
are
th
ey.
Gar
y W
ho
’s t
hey
’re
/ th
eir
fav
ou
rite
tea
cher
?
Dav
id
Mrs
Gar
cia.
Gar
y
Oh
, ye
s, s
he
is /
isn
’t n
ice
.
1. K
evin
an
d G
ord
on
are
.
a. f
latm
ate
s
b
. nei
gh
bo
urs
2. M
ark
and
Elli
e ar
e
.
a. f
rien
ds
b
. co
lleag
ue
s
3. L
ind
a an
d E
mm
a ar
e
.
a. t
each
ers
b
. cla
ssm
ate
s
1 Vo
cabula
ryL
iste
n a
nd
rep
eat.
2 Re
ad
A. L
iste
n a
nd
rea
d. W
ho
’s th
e st
ar o
f th
e T
V s
ho
w?
4 Pr
actice
Cir
cle
the
corr
ect w
ord
s.
5 Lis
tenL
iste
n to
thre
e sh
ort
dia
logu
es a
nd
ch
oo
se a
or
b.
6 Sp
eakW
rite
the
nam
es o
f peo
ple
yo
u k
no
w o
n a
pie
ce
of p
aper
. Th
en s
wap
pap
ers
wit
h y
ou
r p
artn
er.
Tal
k in
pai
rs a
nd
try
to fi
nd
ou
t wh
o th
e p
eop
le
are.
Rea
d th
e ex
amp
les
and
wri
te th
e sh
ort
form
s in
the
tab
le.
TH
E V
ER
B to
be
(he,
sh
e, th
ey)
PO
SSE
SSIV
E A
DJE
CT
IVE
S (h
is, h
er, t
hei
r)
3 Gr
amma
r
He’
s Sp
anis
h.
He
isn
’t M
exic
an.
His
nam
e is
Ju
an.
She’
s M
exic
an.
She
isn
’t P
eru
vian
.
He
r n
ame
is D
ora
.
Th
ey’r
e m
arri
ed
.
Th
ey a
ren
’t s
ing
le.
Th
eir
su
rnam
e is
To
rre
s.
Ye
s, h
e/sh
e is
.Is
he/
she
sin
gle
?
N
o, h
e/sh
e is
n’t
.
Full
form
sSh
ort
fo
rms
He
is
She
is
Th
ey a
re
is n
ot
are
no
t
Wh
o is
...?
Wh
at is
...?
Y
es,
th
ey a
re.
Are
th
ey c
lass
mat
es?
N
o, t
hey
are
n’t
.
TIP
• L
ook
at t
he e
xam
ple.
•
Spea
k on
ly in
Engl
ish.
Go
to
Gra
mm
ar R
efer
ence
1213
gram
mar
exp
lana
tions
& g
ram
mar
refe
renc
e se
ctio
n at
the
back
of t
he b
ook
varie
ty of
list
enin
g and
com
mun
icativ
e tas
ks
voca
bula
rypr
esen
ted
thro
ugh
visua
l pr
ompt
s
vario
us
types
of
text
11
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
1. 15
50
2. 17
70
3. 1
3 30
4. 1
8
80
5. 1
9
90
5. 1
9
90
7 Sp
eakT
alk
in p
airs
.
NAME:
Dan J
ones
Don J
ones
PHONE N
UMBER:
02
0
87
62
99
40
02
0
87
62
914
0
E-MAIL:
djones44@gmail.
com
djones44@gmail.
co.u
k
Wh
at’s
yo
ur
ph
on
e n
um
ber
?
020
84
46
10
14
708
09
010
0
304
050
60
1819
2021
1415
1617
1011
1213
thir
teen
twel
veel
even
ten
eig
htee
nni
net
een
twen
tytw
enty
-one
seve
ntee
nfo
urte
enfif
teen
sixt
een
thir
tyfo
rty
fifty
sixt
y
seve
nty
eig
hty
nin
ety
one
hun
dre
d
sixt
ee
n –
six
ty
fou
rte
en
– f
ort
y
B. L
iste
n a
nd
tick
the
corr
ect n
um
ber
.
5 Sp
eakT
alk
in p
airs
.
Spea
k S
peak
Tal
k in
pai
rs.
Ho
w o
ld a
re y
ou
?
I’m
27
(yea
rs o
ld).
1 Vo
cabula
ryL
iste
n a
nd
rep
eat.
2 Sp
eakT
alk
in p
airs
.
4 Pr
onunci
ation
A. L
iste
n a
nd
rep
eat.
No
tice
the
dif
fere
nce
in
pro
nu
nci
atio
n.
3 Vo
cabula
ryL
iste
n a
nd
rep
eat.
9 Lis
tenL
iste
n a
nd
cir
cle
the
corr
ect a
nsw
er.
6 Re
adA
. Lis
ten
an
d r
ead
.
Cla
ire
Hi,
Sim
on
. Hap
py
Bir
thd
ay!
Sim
on
Th
anks
.
Cla
ire
Ho
w o
ld a
re y
ou
?
Sim
on
25. L
oo
k! H
ere’
s m
y n
ew p
ho
ne
.
Cla
ire
A p
rese
nt
fro
m D
on
na?
Sim
on
Th
at’s
rig
ht.
Hey
, Cla
ire
.
Wh
at’s
yo
ur
nu
mb
er?
Cla
ire
078
6 2
13 2
258
.
Sim
on
An
d w
hat
’s y
ou
r e
-mai
l?
Cla
ire
clai
re76
@g
mai
l.co
.uk.
Sim
on
Th
anks
.
Spea
k S
peak
Tal
k in
pai
rs.
Wh
at’s
yo
ur
e-m
ail?
d
avid
pet
ers7
62@
yah
oo
.co
mM
atch
the
qu
esti
on
s w
ith
the
answ
ers.
QU
EST
ION
WO
RD
S (W
ho?
/Wh
at?/
Ho
w?/
Wh
ere.
..fro
m?)
8 Gr
amma
r
1. W
ho
are
yo
u?
2. W
hat
’s y
ou
r p
ho
ne
nu
mb
er?
3. W
hat
’s y
ou
r e
-mai
l?
4. H
ow
are
yo
u?
5. H
ow
old
are
yo
u?
6. W
her
e ar
e yo
u f
rom
?
a. I
’m 4
1.
b. I
’m O
K.
c. k
aty
15@
gm
ail.c
om
d. I
’m R
ob
erta
.
e. H
un
gar
y.
f. 0
20 8
99
4 5
563
one
two
thre
e
four
five
six
seve
nei
ght
nine
zero
NOTE
luke
davi
dson
34@
hotm
ail.c
omfo
r e-
mai
l ad
dres
ses
we
say:
Luke
Dav
idso
n 34 ‘a
t’ h
otm
ail
‘dot
’ com
NOTE
NOTE
luke
davi
dson
34@
hotm
ail.c
omfo
r e-
mai
l ad
dres
ses
we
say:
Luke
Dav
idso
n 34 ‘a
t’ h
otm
ail
‘dot
’ com
1. 2
5 ye
ars
old
2. c
lair
e76
@g
mai
l.co
.uk.
3. 0
786
213
225
8
4. n
ew p
ho
ne
B. R
ead
aga
in a
nd
wri
te S
for
Sim
on
or
C fo
r C
lair
e.
Go
to
Gra
mm
ar R
efer
ence
NOTE
for
tele
phon
e nu
mbe
rs:
0=o
h, 4
4=d
oubl
e fo
ur
What’
s your
numb
er?11
Vocab
ulary
Voca
bulary
Lis
ten
an
d r
epea
t.What’
s your
numb
er?Wh
at’s y
our nu
mber?
What’
s your
numb
er?1d
1415
vario
us ty
pes
of sp
eakin
g ac
tiviti
es
activ
ities
focu
sing
on re
adin
g for
det
ail
pron
uncia
tion
activ
ity
12
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
ALA
N G
RIM
ES
me
chanic
STEVE W
HIT
EM
ECH
AN
IC
AN
DREW
WIN
TER
S
ARC
HIT
ECT
SHEI
LA
FAR
AD
AY
AR
CH
ITEC
T
MA
RIO
NTA
YLO
Rch
ef
KEVI
N RI
CHA
RDS
C
HEF
JOB
CEN
TRE
FOR
M
JOB B
LOG
Hi!
I’m T
im a
nd I’
m 2
4. I’
m fr
om L
ondo
n an
d I’m
une
mpl
oyed
.Po
sted
by
Tim
Cha
ffer a
t 11:
12.
......
......
......
......
......
......
.R
E: H
ello
Tim
. My
nam
e’s
Jenn
y. I’
m 2
7 an
d I’m
a m
echa
nic.
Go
to g
etaj
ob.c
o.uk
. It’s
gre
at!
Post
ed b
y Je
nny
Col
lins
at 1
1:32
....
......
......
......
......
......
.....
RE:
Hi T
im! I
’m K
eith
and
I liv
e in
Man
ches
ter.
I’m a
n el
ectri
cian
. Jen
ny’s
right
, get
ajob
.co.
uk.
is a
gre
at w
ebsi
te.
Post
ed b
y Ke
ith B
all a
t 11:
56.
arch
itec
th
aird
ress
er
mec
han
ic
rep
ort
er
sho
p a
ssis
tan
t
acto
r /
actr
ess
do
cto
r
elec
tric
ian
po
lice
off
icer
chef
1. I
s m
r m
arti
no
yo
ur
bo
ss?
2. I
’m f
rom
can
ada,
bu
t I l
ive
in it
aly.
3. A
re y
ou
bri
tish
?
4. T
his
is m
s lip
ton
.
5. M
y n
ame
is t
anya
wh
ite
.
6. H
ow
are
yo
u, b
en?
ww
w.jo
bblo
g.ne
t
1 Vo
cabula
ryA
. Lis
ten
an
d r
epea
t.
B. R
ead
the
no
te a
nd
mak
e se
nte
nce
s.
She’
s a
den
tist
.
2 Re
adA
. Lis
ten
an
d r
ead
the
blo
g. D
o th
e p
eop
le k
no
w e
ach
oth
er?
B. R
ead
aga
in a
nd
wri
te T
for
Tru
e o
r F
for
Fal
se.
1. T
im is
En
glis
h.
2. T
im is
a m
ech
anic
.
3. J
enn
y is
27.
4. K
eith
is a
n e
lect
rici
an.
Wh
at d
o y
ou
do
?
I’m
a/a
n ..
. Are
yo
u a
/an
...?
3 Sp
eakA
. Tal
k in
gro
up
s o
f fo
ur
abo
ut w
hat
yo
u d
o.
Stu
de
nt
A: C
ho
ose
a p
erso
n f
rom
th
e ca
rds
bel
ow
, bu
t d
on
’t t
ell S
tud
ent
B.
Stu
de
nt
B: A
sk q
ue
stio
ns
and
gu
ess
wh
o
Stu
den
t A
is.
B. G
UE
SSIN
G G
AM
ET
alk
in p
airs
.
C
HEF
Are
yo
u a
/an
...?
Y
es, I
am
. / N
o, I
’m n
ot.
Are
yo
u...
?
4 Wr
iteC
apit
al le
tte
rs
Use
cap
ital
lett
ers:
•
wit
h n
ame
s/su
rnam
es
•
wit
h M
r/M
rs/M
iss/
Ms
•
wit
h c
itie
s/co
un
trie
s/n
atio
nal
itie
s
A. A
dd
cap
ital
s w
her
e n
eces
sary
.
B. C
om
ple
te th
e fo
rm b
elo
w.
TIP
Whe
n co
mpl
etin
g a
form
, m
ake
sure
you
unde
rsta
nd
wha
t in
form
atio
n yo
u ar
e as
ked
to g
ive.
TITL
E:
M
r
M
rs
M
iss
Ms
FIR
ST
NAM
E:
MID
DLE
NAM
E:
SU
RN
AM
E:
AGE:
NAT
ION
ALI
TY:
MAR
ITAL
STA
TUS:
JOB:
DAY
TIM
E P
HO
NE N
UM
BER:
EVEN
ING
PH
ON
E N
UM
BER:
MO
BIL
E P
HO
NE N
UM
BER:
E-M
AIL
:
I co
nfirm
tha
t, t
o th
e bes
t of
my
know
ledge
, th
e in
form
ation
give
n on
thi
s fo
rm is
corr
ect
. (P
rint
and
sig
n)
NOTE
a de
ntist
an e
lect
rician
nu
rse
What
do you
do?
11 Vo
cabula
ry V
ocabul
aryA
. Lis
ten
an
d r
epea
t.What
do you
do?
What
do you
do?
What
do you
do?
1ed
enti
st
fire
fig
hte
r
1617
activ
ities
fo
cusin
g on
read
ing
for d
etai
l
usef
ul
advic
e to
prom
ote
writi
ng
skill
s
spea
king a
ctivi
ties p
ract
icing
taug
ht la
ngua
ge
voca
bula
ry
pres
ente
d th
roug
h vis
ual
prom
ts
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
13
My name’s... I’m... years old.
1. Canada – Ireland – Mexican – Spain –
2. French – Italy – Polish – Australian –
3. friend – flatmate – neighbour – single –
4. classmate – electrician – chef – actress –
5. twenty – one – thirteen – age –
1. Chris is teacher.
2. Here’s present for your birthday.
3. Amanda’s doctor and her flatmate is nurse.
4. Is Darren architect?
5. I’m not police officer. I’m actor.
C. Choose a, b or c.
1. I’m from the USA. name’s Jack.
a. His b. My c. Your
2. Sophie is a hairdresser. e-mail is
a. She b. His c. Her
3. A: Are Mark and Jane married?
B: Yes, they are.
A: What’s surname?
a. your b. their c. our
4. A: Who’s Lee Jones?
B: our boss.
a. He’s b. His c. I’m
D. Circle the correct words.
1. Who’s / What’s your phone number?
2. We isn’t / aren’t British. We is / are Irish.
3. A: How am / are you?
B: You’re / I’m fine.
4. Donna and Betty is / are students, but we / they
aren’t classmates.
5. A: Are you / Is he your boss?
B: No, he aren’t / isn’t. He is / are my colleague.
G. Reply to the questions / phrases below.
1. Good morning!
2. How’s it going?
3. How old are you?
4. Where are you from?
5. Goodbye!
F. Match the questions with the answers.
1. What’s your e-mail?
2. Where are you from?
3. Who’s your favourite teacher?
4. Is she married?
5. What’s up?
a. Not much.
b. Turkey.
c. No, she’s single.
e. Mr Howard.
1
2
3
4
5
Now I can...
say where I’m from and where I live
introduce myself and others
ask and answer personal questions
greet people and say goodbye
talk about my marital status
say how old I am
say my telephone number and e-mail
say what I do
write some basic information about myself
complete a form
ask about one’s health
use numbers 0-100
talk about relationships
Round-upRound-upRound-upRound-up1VocabularyA. Cross out the odd word. Then add one more.
GrammarB. Complete with a or an.
CommunicationE. Complete the situations.
Good morning. What’s your name, please? Gary Hibbard.And your name? Delia Hibbard.OK. And how old are you, Mr Hibbard? ......
WriteWrite sentences about yourself.
SpeakROLE PLAYTalk in groups of three.
Student A and B: Look at the picture, pretend you are the man or the woman and come up with personal information (name, age, nationality, job, phone number).
Student C: Look at the picture and pretend you are the nurse. Ask Students A and B questions.
Self-assessmentRead the following and tick the appropriate boxes. For the points you are unsure of, refer back to the relevant sections in the module.
I’m fine, thanks.
01223 456 763.
My surname
is Finley.
Nice to meet
you, too.
I’m a mechanic.
18 19
A. What’s the difference between the UK, Great Britain and England? Listen, read and find out.
THE BRITISH ISLES: TERMINOLOGY
‘Nice to meet you’Go to Song page.
Cross - curricular pageA. What’s the difference between the UK, Great
Cross - curricular pageCross - curricular pageCross - curricular pageCross - curricular pageGeography
Cross - curricular page
You can find more information on this topic in the Student’s Area at www.mmpublications.com.
United Kingdom
Republic of
Ireland
Great Britain
Ireland
The national flag of the United Kingdom is called the Union Flag or Union Jack. It is actually three flags put together.
THE UNION JACK
St George’s Cross (England)
St Andrew’s Cross (Scotland)
St Patrick’s Cross (Ireland)
Union Jack
+ + =
THE UKIn the United Kingdom (UK) there are four countries: England, Scotland, Wales and Northern Ireland.
POLITICALIn the British Isles, there are two nations: the United Kingdom and The Republic of Ireland.
GEOGRAPHICALThe British Isles are basically two islands. They are called Great Britain and Ireland.
Northern Ireland
Scotland
Wales England
A person from the UK (England, Scotland, Wales and Northern Ireland) is called British.
But they are also English, Scottish, Welsh and Irish and often prefer these nationalities.
1. Great Britain is an islandof the British Isles.
2. There are four countriesin the British Isles.
3. England is a countryof the UK.
4. A person from Walesis British and Welsh.
5. The Union Jack isEngland’s national flag.
B. Read again and write T for True or F for False.
20
speaking activity for further practice
a self-assessment section fostering learner autonomy
vocabulary, grammar and communication revision activities
Web links
texts giving cultural and cross-curricular information
writing activity for further practice
�
B. Complete the dialogues with the words in the box.
A. Circle the correct words.
1c Who’s that?
they’re his her he’s she’s their
3. A: What’s name?
B: Mary. my classmate.
A: Are they single?
B: No, married.
A: What’s surname?
B: Donaldson.
2.
Dan Who’s (1) he / his?
Paul (2) He’s / His our neighbour.
Dan What’s (3) he’s / his name?
Paul Mario.
Dan Oh. And who’s (4) she / her?
Paul (5) Her / She’s our neighbour, too.
Dan Are they married?
Paul Yes, (6) their / they are.
C. Think of a person you know well and answer the questions.
1. What’s his/her name?
2. Is he/she English?
3. Is he/she single or married?
4. Is he/she your friend?
1. A: Who’s he?
B: my best friend.
name is Mike.
New Destinations_Beginners_BRIT_9 9 3/23/2015 12:28:23 PM
song a variety of activities
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
SAMPLE PAGE FROM NEW DESTINATIONS BEGINNERS A1.1 WORKBOOK
14
138
139
A. L
iste
n, r
ead
an
d c
om
ple
te th
e ta
ble
bel
ow
.
Bar
ry
Hi!
I am
Bar
ry S
mit
h. T
his
is E
va
Dem
eter
.
Eva
G
oo
d m
orn
ing
! N
ice
to m
eet
you
.
Ale
x H
ello
, I’m
Ale
x G
arn
ier.
Sandhy
a A
nd
I’m
San
dh
ya G
arn
ier.
Are
yo
u t
wo
m
arri
ed?
Eva
N
o, w
e ar
en’t
. We
are
sin
gle
. Bar
ry a
nd
I ar
e co
lleag
ues
.
Bar
ry
Wh
ere
are
you
fro
m?
Sandhy
a W
ell,
I’m In
dia
n, b
ut
Ale
x is
Fre
nch
.
Ale
x A
re y
ou
Am
eric
an?
Eva
B
arry
is, b
ut
I’m f
rom
Hu
ng
ary.
Ale
x O
h, s
o y
ou
’re
Hu
ng
aria
n? S
and
hya
’s
bo
ss is
Hu
ng
aria
n.
Eva
R
eally
? W
hat
do
yo
u d
o, S
and
hya
?
Sandhy
a I’m
a n
urs
e. W
hat
ab
ou
t yo
u?
Bar
ry
We
are
arch
itec
ts. W
hat
do
yo
u d
o, A
lex?
Ale
x I’m
a m
ech
anic
.
Bar
ry
Oh
, rea
lly?
Wh
at’s
yo
ur
ph
on
e n
um
ber
?
Ale
x It
’s 2
07
158
46
59.
Bar
ry
An
d m
y p
ho
ne
nu
mb
er is
20
7 19
4 1
234
.
Eva
O
K. H
ave
a n
ice
wee
ken
d!
Sandhy
a B
ye! S
ee y
ou
late
r!
FIR
ST N
AM
EEv
aB
arry
San
dh
yaA
lex
SUR
NA
ME
NA
TIO
NA
LIT
Y
MA
RIT
AL
STA
TU
S
JOB
PH
ON
E N
UM
BE
R
B. T
alk
in p
airs
. In
terv
iew
yo
ur
par
tner
, co
mp
lete
the
tab
le b
elo
w a
nd
pre
sen
t his
/her
info
rmat
ion
to th
e cl
ass.
C. M
ake
yo
ur
ow
n b
usi
nes
s ca
rd: w
rite
yo
ur
nam
e, jo
b, p
ho
ne
nu
mb
er
and
e-m
ail a
dd
ress
. Pre
ten
d y
ou
are
on
a b
usi
nes
s tr
ip a
nd
exc
han
ge
bu
sin
ess
card
s w
ith
yo
ur
clas
smat
es, i
ntr
od
uci
ng
yo
urs
elv
es b
rief
ly.
FIR
ST N
AM
E
SUR
NA
ME
NA
TIO
NA
LIT
Y
MA
RIT
AL
STA
TU
S
JOB
PH
ON
E N
UM
BE
R
E-M
AIL
Wh
at’s
yo
ur.
..?A
re y
ou
...?
Wh
ere.
..?W
hat
...?
Jam
es S
tuar
tD
entis
t
tel.
207
176
5253
jam
esst
uart@
dent
istm
ail.c
om
Hel
lo m
y n
ame’
s...
I’m
a/a
n...
Nic
e to
mee
t yo
u M
r/M
rs ..
.I’
m...
Tas
k 1
Tas
k 1
139
prep
arat
ion
for t
ask i
nvol
ving a
nalys
is, sk
ills
inte
grat
ion
and
info
rmat
ion
trans
fer
perfo
rman
ce
evid
ence
wh
ich li
nks t
he
lang
uage
with
re
al-li
fe n
eeds
an
d en
sure
s m
eani
ngfu
l le
arni
ng
com
pete
nce-
base
d ta
sks p
rom
otin
g le
arne
rs’
auto
nom
y and
enc
oura
ging
colla
bora
tive l
earn
ing
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - STUDENT’S BOOK
15
SAMPLE PAGES FROM NEW DESTINATIONS BEGINNERS A1.1 - TEACHER’S BOOK
WARM-UPAim: to introduce the topic of the lesson
• Draw Ss’ attention to the title of the lesson.• Ask Ss to tell you what the lesson will be about.• Elicit answers.• Ask Ss some questions:
Do you like fast food?
How often do you eat fast food?
1. VOCABULARY �� 13, 14A. Aim: to present different types of fast food
• Ask Ss to look at the pictures and the words.• Ask Ss: What do the pictures show? and elicit the
answer: Different types/kinds of fast food.• Help Ss deduce the meaning of any unknown words
from the context of the corresponding picture.• Ask Ss some questions:
What is your favourite fast food?
What is the most popular fast food in your country?
• Ask Ss if they know where the types of fast food shown in the pictures come from.
• Elicit answers (pizza = Italy, fish and chips = UK, tacos = Mexico/Spain, noodles = Asia, kebab = Middle East, burger = USA).
These are two main types of kebab. Shish kebab is a meal of small chunks of meat grilled on a skewer. Dönar kebab is slices of meat slowly roasted on a rotating spit, and commonly served in pita bread. In the UK dönar kebabs are a very popular fast food dish and are usually eaten after a night out.
LANGUAGE PLUS
• Play the CD and pause so that Ss can repeat what they hear.
B. Aim: to introduce and give Ss practice in talking about prices in different currencies
• Play the CD and pause so that Ss can repeat what they hear.
• Explain to Ss how sums of money are read in English. • Ask Ss to tell you where pounds/pence, euros/cents and
dollars/cents are used.
BACKGROUND NOTEPounds/pence are used in the UK.Euros/cents are used in countries of the European Union.Dollars/cents are used in the USA.Australian dollars/cents are used in Australia.Canadian dollars/cents are used in Canada.
• Ask Ss the question in the rubric. Choose a student and ask him/her: How much does a pizza cost? and elicit the answer: A pizza costs (eg. €11.50).
• Choose Ss to tell you how much the food shown in the remaining pictures costs.
• For further practice in talking about prices, ask Ss to tell you how much other objects cost (eg. a pencil, a pen, a notebook, a mobile phone, a bag, etc.).
2. READ �� 15A. Aims: • to give Ss practice in predicting the content of
dialogues by using visual information • to give Ss practice in identifying the main idea of
the dialogues • to present vocabulary and functions in the
context of three dialogues
• Draw Ss’ attention to the three pictures and ask them the question in the rubric.
• Elicit answers but do not correct Ss at this stage.• Play the CD and have Ss read and listen to the first
dialogue and check their predictions.• Do the same with the other two dialogues.
KEYThe man in the first picture is ordering a burger and chips.The man in the second picture is ordering a slice of chicken and mushroom pizza and a lemonade.The woman in the third picture is ordering some chicken noodles and some fried rice.
• Ask Ss some questions:
Does Fred want mustard on his hot dog? Yes, he does.
How much money is the woman giving Fred back? Fifteen cents.
Does Tony want something to drink? Yes, he does.
How much does a medium lemonade cost? It costs €1.25.
What is the name of the restaurant Jasmine is calling? Dragon’s Den.
What is Jasmine’s phone number? It’s 294 5573.
What is the number of Jasmine’s flat? 8.
How much does Jasmine’s order cost? It costs £11.50.
We use the phrase There you go when we give someone something they want, have asked for or have bought.
LANGUAGE PLUS
Ordering foodTaking an orderTalking about pricesReading a menu
Fast Foodburger �ish and chips kebab noodles pizza tacos
Moneycent change dollar euro pence pound
Other words and phrasesfried How much is that? medium mustard say There you go
Functions
Vocabulary
pizza
1 Vocabularya. listen and repeat.
11 Vocabulary Vocabularya. listen and repeat.
5d
fish and chips
noodles
tacos kebab burger
£5.85 = five pounds and eighty-five pence
€13.59 = thirteen euros and fifty-nine cents
$49.15 = forty-nine dollars and fifteen cents
money
2 Reada. look at the pictures. What do you think the people are
ordering? listen, read and check your answers.
Fred Hi, I’d like a burger and chips, please.
Woman Do you want ketchup and mustard?
Fred Just mustard.
Woman Here’s your burger and chips.
Fred Great. How much is that?
Woman $4.85.
Fred Here’s $5.
Woman And here’s fifteen cents change.
Tony Hi, I’d like a slice of chicken and mushroom pizza.
Man Sure. That’s €2.75, please.
Tony Sorry, but it says €2.50 on here.
Man No, that’s just mushroom pizza.
Tony Oh, you’re right.
Man Anything to drink?
Tony Umm... I’d like a lemonade, please.
Man Medium or large?
Tony Medium. How much is that?
Man €4.
Tony There you go.
Man Enjoy!
B. listen and repeat. Then say how much the food above costs in your country.
Fast food
70
New Destinations_Beginners_BRIT_70 70 2/12/2013 11:24:16 ðì
5d
TB 70
16
WARM-UPAim: to introduce the topic of the lesson
• Draw Ss’ attention to the title of the lesson.• Ask Ss to tell you what the lesson will be about.• Elicit answers.• Ask Ss some questions:
Do you like fast food?
How often do you eat fast food?
1. VOCABULARY �� 13, 14A. Aim: to present different types of fast food
• Ask Ss to look at the pictures and the words.• Ask Ss: What do the pictures show? and elicit the
answer: Different types/kinds of fast food.• Help Ss deduce the meaning of any unknown words
from the context of the corresponding picture.• Ask Ss some questions:
What is your favourite fast food?
What is the most popular fast food in your country?
• Ask Ss if they know where the types of fast food shown in the pictures come from.
• Elicit answers (pizza = Italy, fish and chips = UK, tacos = Mexico/Spain, noodles = Asia, kebab = Middle East, burger = USA).
These are two main types of kebab. Shish kebab is a meal of small chunks of meat grilled on a skewer. Dönar kebab is slices of meat slowly roasted on a rotating spit, and commonly served in pita bread. In the UK dönar kebabs are a very popular fast food dish and are usually eaten after a night out.
LANGUAGE PLUS
• Play the CD and pause so that Ss can repeat what they hear.
B. Aim: to introduce and give Ss practice in talking about prices in different currencies
• Play the CD and pause so that Ss can repeat what they hear.
• Explain to Ss how sums of money are read in English. • Ask Ss to tell you where pounds/pence, euros/cents and
dollars/cents are used.
BACKGROUND NOTEPounds/pence are used in the UK.Euros/cents are used in countries of the European Union.Dollars/cents are used in the USA.Australian dollars/cents are used in Australia.Canadian dollars/cents are used in Canada.
• Ask Ss the question in the rubric. Choose a student and ask him/her: How much does a pizza cost? and elicit the answer: A pizza costs (eg. €11.50).
• Choose Ss to tell you how much the food shown in the remaining pictures costs.
• For further practice in talking about prices, ask Ss to tell you how much other objects cost (eg. a pencil, a pen, a notebook, a mobile phone, a bag, etc.).
2. READ �� 15A. Aims: • to give Ss practice in predicting the content of
dialogues by using visual information • to give Ss practice in identifying the main idea of
the dialogues • to present vocabulary and functions in the
context of three dialogues
• Draw Ss’ attention to the three pictures and ask them the question in the rubric.
• Elicit answers but do not correct Ss at this stage.• Play the CD and have Ss read and listen to the first
dialogue and check their predictions.• Do the same with the other two dialogues.
KEYThe man in the first picture is ordering a burger and chips.The man in the second picture is ordering a slice of chicken and mushroom pizza and a lemonade.The woman in the third picture is ordering some chicken noodles and some fried rice.
• Ask Ss some questions:
Does Fred want mustard on his hot dog? Yes, he does.
How much money is the woman giving Fred back? Fifteen cents.
Does Tony want something to drink? Yes, he does.
How much does a medium lemonade cost? It costs €1.25.
What is the name of the restaurant Jasmine is calling? Dragon’s Den.
What is Jasmine’s phone number? It’s 294 5573.
What is the number of Jasmine’s flat? 8.
How much does Jasmine’s order cost? It costs £11.50.
We use the phrase There you go when we give someone something they want, have asked for or have bought.
LANGUAGE PLUS
Ordering foodTaking an orderTalking about pricesReading a menu
Fast Foodburger �ish and chips kebab noodles pizza tacos
Moneycent change dollar euro pence pound
Other words and phrasesfried How much is that? medium mustard say There you go
Functions
Vocabulary
pizza
1 Vocabularya. listen and repeat.
11 Vocabulary Vocabularya. listen and repeat.
5d
fish and chips
noodles
tacos kebab burger
£5.85 = five pounds and eighty-five pence
€13.59 = thirteen euros and fifty-nine cents
$49.15 = forty-nine dollars and fifteen cents
money
2 Reada. look at the pictures. What do you think the people are
ordering? listen, read and check your answers.
Fred Hi, I’d like a burger and chips, please.
Woman Do you want ketchup and mustard?
Fred Just mustard.
Woman Here’s your burger and chips.
Fred Great. How much is that?
Woman $4.85.
Fred Here’s $5.
Woman And here’s fifteen cents change.
Tony Hi, I’d like a slice of chicken and mushroom pizza.
Man Sure. That’s €2.75, please.
Tony Sorry, but it says €2.50 on here.
Man No, that’s just mushroom pizza.
Tony Oh, you’re right.
Man Anything to drink?
Tony Umm... I’d like a lemonade, please.
Man Medium or large?
Tony Medium. How much is that?
Man €4.
Tony There you go.
Man Enjoy!
B. listen and repeat. Then say how much the food above costs in your country.
Fast food
70
New Destinations_Beginners_BRIT_70 70 2/12/2013 11:24:16 ðì
5d
TB 70
step-by-step guide to each stage of the lesson
tables of functions, structures and vocabulary introduced in each lesson
key for Student’s Book
suggested questions
background notes on different topics which aim at providing teacherswith useful information about the texts appearing in the Student’s Book
language plus boxes which give more detailed information about the new linguistic items presented in each lesson
17
SAMPLE PAGES FROM NEW DESTINATIONS ELEMENTARY A1.2 - STUDENT’S BOOK
1 Vo
cabula
ryL
iste
n a
nd
rep
eat.
Wh
ich
of
the
foll
ow
ing
do
yo
u li
ke?
• H
ow
man
y m
eals
do
yo
u h
ave
a d
ay?
• D
o y
ou
eat
fru
it a
nd
veg
etab
les?
• H
ow
mu
ch w
ater
do
yo
u d
rin
k?
• H
ow
mu
ch m
ilk d
o y
ou
dri
nk?
• D
o y
ou
eat
jun
k fo
od
?
• H
ow
mu
ch c
ho
cola
te d
o y
ou
eat
?
1. W
hit
e fr
uit
an
d v
eget
able
s h
elp
kee
p o
ur
h
ealt
hy.
a. e
yes
b
. hea
rt
2. T
he
man
an
d w
om
an d
on
’t n
eed
to
bu
y
any
.
a. s
traw
ber
rie
s b
. ch
erri
es
3. T
he
man
ord
ers
fo
r d
ess
ert.
a. a
fru
it s
alad
b
. ice
cre
am
“Eat
five
mea
ls a
day
, inc
ludi
ng lo
ts o
f fru
it an
d ve
geta
bles
,” n
utrit
ioni
sts
say.
It’s
impo
rtan
t to
incl
ude
diff
eren
t kin
ds o
f fru
it an
d ve
geta
bles
in e
ach
mea
l. Tr
y to
mak
e yo
ur m
eals
col
ourf
ul. I
t’s e
asy!
Eat r
ight
11 Vo
cabula
ry V
ocabul
aryL
iste
n a
nd
rep
eat.
Wh
ich
of
Eat r
ight
Eat r
ight
Eat r
ight
Eat r
ight
4b
carr
ots
aub
erg
ines
lett
uce
po
tato
es
pep
per
s
pea
s
app
les
apri
cots
gra
pes
blu
eber
ries
cher
ries
ban
anas
stra
wb
erri
es
wat
erm
elo
n
pea
ches
plu
ms
Veget
able
s:
Fruit:
ora
ng
es
2 Re
adA
. Rea
d th
e ti
tle
of t
he
mag
azin
e ar
ticl
e. W
hat
do
yo
u th
ink
it
mea
ns?
Lis
ten
, rea
d a
nd
ch
eck
yo
ur
answ
ers.
Red
frui
t and
veg
etab
les,
like
tom
atoe
s an
d w
ater
mel
on,
prot
ect y
ou a
gain
st s
ome
type
s of
can
cer.
Som
e ot
hers
, lik
e st
raw
berr
ies
and
red
grap
es, h
elp
keep
you
r hea
rt he
alth
y.
A lo
t of o
rang
e an
d ye
llow
frui
t and
veg
etab
les,
like
car
rots
, ar
e ric
h in
vita
min
A a
nd h
elp
you
have
hea
lthy
eyes
. The
y al
so p
rote
ct y
ou a
gain
st s
ome
type
s of
can
cer a
nd h
eart
dise
ase.
Citr
us fr
uit,
like
oran
ges,
are
n’t r
ich
in v
itam
in A
, but
th
ey a
re ri
ch in
vita
min
C a
nd a
type
of B
vita
min
. The
y he
lp
keep
you
r hea
rt he
alth
y.
Gre
en fr
uit a
nd v
eget
able
s, li
ke s
pina
ch, g
reen
pep
pers
and
gr
een
appl
es, h
elp
keep
bot
h yo
ur e
yes
and
hear
t hea
lthy,
an
d pr
otec
t you
aga
inst
som
e ty
pes
of c
ance
r.
Blue
and
pur
ple
fruit
and
vege
tabl
es, l
ike
grap
es a
nd
aube
rgin
es, p
rote
ct y
ou a
gain
st s
ome
type
s of
can
cer a
nd
hear
t dis
ease
. Blu
eber
ries
also
hel
p yo
u ha
ve a
goo
d m
emor
y.
So, a
dd a
litt
le c
olou
r to
you
r m
eals
.
4 Pr
actice
Cir
cle
the
corr
ect w
ord
s.
1. D
rin
k a
lot
of
/ m
uch
wat
er in
th
e
sum
mer
. It’
s g
oo
d f
or
you
.
2. H
ow
mu
ch /
man
y h
ou
rs d
o y
ou
wo
rk
ever
y d
ay?
3. L
et’s
go
! We
do
n’t
hav
e m
uch
/ m
any
tim
e.
4. H
ow
mu
ch /
man
y m
ilk d
o y
ou
dri
nk
a
day
?
5. A
: We
do
n’t
hav
e m
uch
/ m
any
ve
get
able
s in
th
e fr
idg
e.
B: W
ell,
I can
go
to
th
e su
per
mar
ket
an
d b
uy
a lit
tle
/ a
few
car
rots
an
d
so
me
spin
ach
.
6. A
: Do
yo
u w
ant
any
salt
on
yo
ur
sala
d?
B: J
ust
a li
ttle
/ a
few
.
5 Lis
tenL
iste
n to
thre
e sh
ort
dia
logu
es a
nd
co
mp
lete
the
sen
ten
ces.
Ch
oo
se a
or b.
6 Sp
eakT
alk
in p
airs
.G
o to
Pai
r w
ork
act
ivit
y.
7 Wr
iteH
ow
hea
lth
y is
yo
ur
die
t? L
oo
k a
t th
e q
ues
tio
ns
bel
ow
an
d w
rite
a
par
agra
ph
ab
ou
t yo
ur
eati
ng
hab
its.
Rea
d th
e d
ialo
gues
bel
ow
. Lo
ok
at t
he
wo
rds
in b
old
an
d
com
ple
te th
e ta
ble
.
Ho
w m
uch
? / H
ow
man
y?
mu
ch /
man
y /
a lo
t of /
lots
of /
a fe
w /
a li
ttle
3 Gr
amma
r
Go
to
Gra
mm
ar R
efer
ence
1. A
: Ho
w m
uch
fru
it d
o y
ou
usu
ally
eat
?
B: I
do
n’t
eat
mu
ch f
ruit
.
2. A
: Ho
w m
any
tom
ato
es d
o y
ou
nee
d f
or
the
sala
d?
B: I
do
n’t
nee
d m
any
tom
ato
es.
A: W
ell,
I usu
ally
eat
a lo
t o
f /
lots
of
tom
ato
es.
3. A
: Wo
uld
yo
u li
ke a
few
pea
s in
yo
ur
sala
d?
B: N
o t
han
ks, b
ut
I’d li
ke a
litt
le le
mo
n ju
ice
on
it.
A: M
e to
o, b
ut
I’d a
lso
like
a lo
t o
f /
lots
of
salt
.
B: I
t’s
no
t g
oo
d f
or
you
, yo
u k
no
w.
CO
UN
TAB
LE
UN
CO
UN
TAB
LEB
OT
H
Ho
w m
any
“Eat
five
mea
ls a
day
, inc
ludi
ng lo
ts o
f fru
it an
d ve
geta
bles
,” n
utrit
ioni
sts
say.
It’s
impo
rtan
t to
incl
ude
B. R
ead
aga
in
and
tick
.
po
tato
es
pea
s
wat
erm
elo
n
apri
cots
stra
wb
erri
es
plu
ms
pea
ches
app
les
ban
anas
apri
cots
apri
cots
cher
ries
ora
ng
es
B. R
ead
aga
in
and
tick
.
A ra
inbo
w
o
n y
our
pla
te
spin
ach
pro
tect
ag
ain
st
can
cer
pro
tect
ag
ain
st
hea
rt
dis
ease
hel
p y
ou
h
ave
hea
lth
y ey
es
hel
p y
ou
h
ave
a g
oo
d
mem
ory
lem
on
s
5253
vario
us ty
pes o
f tex
ts
voca
bula
ry
pres
ente
d th
roug
h vis
ual
prom
pts
18
SAMPLE PAGES FROM NEW DESTINATIONS PRE-INTERMEDIATE A2 - STUDENT’S BOOK
ab
c
ab
c
ab
c
ab
c
B. R
ead
the
text
an
d c
ho
ose
a, b
or c.
Th
e te
xt is
:
a. p
art
of
a st
ory
th
at h
app
ened
in S
alva
do
r d
a B
ahia
.
b.
a d
escr
ipti
on
of
Salv
ado
r d
a B
ahia
.
c. a
n a
dve
rtis
emen
t ab
ou
t a
ho
liday
in S
alva
do
r d
a B
ahia
.
C. R
ead
aga
in a
nd
an
swer
the
foll
ow
ing
qu
esti
on
s.
B. U
se s
om
e o
f th
e ad
ject
ives
ab
ov
e to
des
crib
e y
ou
r ci
ty/t
ow
n.
Urban
life
Urban
life
Urban
life
Urban
life
3e 1 Vo
cabula
ryA
DJE
CT
IVE
S D
ESC
RIB
ING
PL
AC
ES
A. R
ead
the
sen
ten
ces
bel
ow
an
d m
atch
the
adje
ctiv
es in
bo
ld w
ith
the
def
init
ion
s a-
h.
1.
Th
e b
us
was
cro
wd
ed a
nd
I co
uld
n’t
get
on
.
2.
Wh
en I
get
tir
ed o
f lif
e in
th
e ci
ty, I
go
to
th
e co
un
trys
ide.
It’s
so
pea
cefu
l th
ere.
3. Y
ou
can
fin
d lo
ts o
f b
oo
ks a
bo
ut
anci
ent
his
tory
in t
he
libra
ry.
4. I
live
in a
no
isy
nei
gh
bo
urh
oo
d a
nd
can
’t sl
eep
at
nig
ht!
5. D
on
’t w
orr
y; t
he
stre
ets
aro
un
d h
ere
are
safe
for
the
child
ren
to
pla
y in
.
6. T
he
tow
n s
qu
are
is a
po
pu
lar
mee
tin
g p
lace
for
teen
ager
s.
7. W
e w
ent
on
a t
ou
r ar
ou
nd
th
e to
wn
an
d s
aw m
any
his
tori
c b
uild
ing
s.
8. T
he
tow
n c
entr
e h
as a
gre
at v
arie
ty o
f co
sy c
afés
an
d r
esta
ura
nts
.
a. c
om
fort
able
an
d w
arm
b.
qu
iet
and
cal
m
c. f
ull
of
peo
ple
d. m
akin
g a
lot
of
no
ise
e. l
iked
by
a la
rge
nu
mb
er
of
peo
ple
f. v
ery
old
g. i
mp
ort
ant
in h
isto
ry
h. n
ot
dan
ger
ou
s
2 Sp
eaking
Tal
k in
pai
rs. T
he
thre
e p
eop
le b
elo
w h
ave
bee
n o
ffer
ed
job
s in
the
thre
e ci
ties
pre
sen
ted
. Rea
d th
e in
form
atio
n,
dis
cuss
an
d d
ecid
e w
hic
h c
ity
is th
e m
ost
su
itab
le fo
r ea
ch p
erso
n. G
ive
reas
on
s fo
r y
ou
r ch
oic
es.
TIP
Whe
n ta
lkin
g to
anot
her
pers
on,
liste
n ca
refu
lly t
o hi
m/h
er a
nd
resp
ond
to w
hat
he/s
he is
sayi
ng
(eg.
I a
gree
, I do
n’t
know
abo
ut t
hat.)
Whe
n ta
lkin
g to
anot
her
pers
on,
Like
s: a
rt, c
inem
a, e
atin
g
ou
t, t
rave
llin
g
Dis
like
s: s
ho
pp
ing
, nat
ure
Jill
Gra
nt,
23Li
kes:
sp
ort
s, r
ead
ing
, sh
op
pin
gD
islik
es:
art
, th
eatr
e
Hel
en A
ber
son
, 34
Like
s: m
use
um
s, n
atu
re,
swim
min
gD
islik
es:
nig
htl
ife,
co
nce
rts
Har
ry P
erl,
41
• b
eau
tifu
l par
ks a
nd
bea
ches
• lo
ts o
f sp
ort
s fa
cilit
ies
• m
use
um
s
Ch
icag
o, I
llin
ois
• m
use
um
s, g
alle
ries
, sh
ow
s•
wo
rld
fam
ou
s sh
op
s•
hu
ge
vari
ety
of
rest
aura
nts
New
Yo
rk C
ity,
New
Yo
rk
• la
kes
and
par
ks w
ith
sp
ort
s ac
tivi
ties
• la
rge
sho
pp
ing
cen
tre
• m
any
thea
tres
Min
nea
po
lis,
Min
nes
ota
I th
ink
the
mo
st s
uit
able
cit
y fo
r Ji
ll is
... b
ecau
se...
I
dis
agre
e. I
thin
k th
e id
eal c
ity
for
her
is...
bec
ause
...
3 Lis
tening
A. D
iscu
ss.
• W
hat
are
th
e ad
van
tag
es a
nd
dis
adva
nta
ges
of
livin
g in
a c
ity?
B. L
iste
n to
Zo
e ta
lkin
g to
a fr
ien
d a
bo
ut h
er n
ew li
fe.
Wh
at is
her
op
inio
n a
bo
ut l
ife
in th
e ci
ty?
C. L
iste
n a
gain
an
d c
ho
ose
the
corr
ect p
ictu
re a
, b o
r c.
TIP
Bef
ore
you
liste
n, r
ead
the
rubr
ic c
aref
ully
and
look
at
the
pict
ures
, m
aps, e
tc. Thi
s w
ill g
ive
you
an ide
a of
wha
t to
liste
n fo
r.
Bef
ore
you
liste
n, r
ead
the
1.
Wh
ere
do
es Z
oe
live?
2.
Wh
ere
do
es Z
oe
go
eve
ry w
eeke
nd
?
3. H
ow
do
es Z
oe
get
to
wo
rk?
4. W
hat
can
Zo
e se
e o
ut
of
her
win
do
w?
4 Wr
iting
A D
ESC
RIP
TIO
N O
F A
PL
AC
EA
. Dis
cuss
.
• W
hat
is t
he
mo
st in
tere
stin
g p
lace
yo
u’v
e ev
er v
isit
ed?
• W
hy
did
yo
u li
ke it
?
Sal
vador
da
Bah
ia
Sa
lvad
or is
one
of
the
mos
t im
pres
sive
citie
s I’v
e ev
er v
isite
d. It
is
in e
aste
rn B
razi
l on
the
coas
t an
d it
is th
e ca
pita
l of
the
stat
e of
Bah
ia.
Salv
ador
has
man
y in
tere
stin
g pl
aces
to
see
such
as
Pelo
urin
ho, th
e ‘o
ld c
ity’.
This
area
has
col
ourf
ul c
olon
ial b
uild
ings
, na
rrow
st
reet
s, be
autif
ul s
quar
es a
nd a
ttra
cts
man
y to
urist
s ev
ery
year
. Oth
er p
lace
s w
orth
vi
sitin
g ar
e th
e nu
mer
ous
chur
ches
and
the
Afr
o-Br
azili
an M
useu
m.
Ther
e ar
e m
any
thin
gs t
o do
in S
alva
dor.
You
can
go t
o M
erca
do M
odel
o fo
r Sa
lvad
or’s
best
sho
ppin
g. A
t th
is m
arke
t, yo
u ca
n bu
y so
uven
irs,
tast
e Ba
hian
cui
sine
in o
ne o
f th
e m
any
rest
aura
nts
and
wat
ch t
he fas
cina
ting
ca
poei
ra, to
o. S
alva
dor
also
offe
rs a
gre
at
vari
ety
of b
eaut
iful b
each
es.
Salv
ador
is a
ver
y ex
citing
city
and
I h
ad a
fan
tast
ic t
ime
ther
e. It
was
an
unfo
rget
tabl
e ex
peri
ence
and
I ho
pe t
o vi
sit
this w
onde
rful
city
agai
n.
Wh
at is
th
e m
ost
inte
rest
ing
pla
ce y
ou
’ve
ever
vis
ited
?
1.
In w
hic
h p
arag
rap
h (
1-4
) d
oes
th
e w
rite
r:
•
des
crib
e w
hat
to
uri
sts
can
do
th
ere?
•
say
ho
w h
e/sh
e fe
els
abo
ut
the
pla
ce?
•
des
crib
e th
e m
ost
imp
ort
ant
sig
hts
?
•
giv
e g
ener
al in
form
atio
n a
bo
ut
the
pla
ce?
2.
Wh
ich
ad
ject
ives
do
es t
he
wri
ter
use
to
mak
e th
e d
escr
ipti
on
mo
re li
vely
?
WR
ITIN
G T
ASK
D. W
rite
a d
escr
ipti
on
of a
pla
ce y
ou
’ve
vis
ited
. Y
ou
r d
escr
ipti
on
sh
ou
ld b
e b
etw
een
10
0-1
20
wo
rds.
Wh
en
wri
tin
g a
de
scri
pti
on
of
a p
lace
:
* b
efo
re y
ou
sta
rt, w
rite
do
wn
so
me
idea
s.
* d
eve
lop
yo
ur
idea
s an
d w
rite
ab
ou
t th
e
mo
st im
po
rtan
t o
r in
tere
stin
g f
eatu
res
of
the
pla
ce.
* d
ivid
e yo
ur
text
into
par
agra
ph
s as
sh
ow
n
abo
ve.
* u
se a
var
iety
of
adje
ctiv
es
to m
ake
you
r
de
scri
pti
on
live
ly.
TIP
4243
a va
riety
of e
xerc
ises d
evel
opin
g sp
eaki
ng, l
isten
ing a
nd w
ritin
g sk
ills
prac
tical
tips
hel
ping
stud
ents
to d
evel
op
skill
s and
bec
ome a
uton
omou
s lea
rner
s
19
SAMPLE PAGES FROM NEW DESTINATIONS INTERMEDIATE B1 - STUDENT’S BOOK
I’m r
eally
into
sur
fing
the
Νet
and
pla
ying
str
ateg
y ga
mes
on
my
com
pute
r. I’v
e be
en p
layi
ng c
om
pute
r ga
mes
eve
r si
nce
my
fath
er g
ot
me
my
first
co
mpu
ter
whe
n I w
as s
ix. W
hen
I’m n
ot
play
ing
com
pute
r ga
mes
, I te
nd t
o be
out
and
abo
ut. M
y fr
iend
s an
d I sp
end
a lo
t o
f ti
me
at t
he lo
cal f
oo
tbal
l pit
ch s
o, a
ltho
ugh
I’m
not
so a
thle
tic,
I d
o ge
t so
me
exer
cise
. I’m
als
o in
to
hang
ing
out
at
the
loca
l sho
ppin
g ce
ntre
whe
re m
y fr
iend
s an
d I ei
ther
go
to t
he c
inem
a o
r to
a c
afé.
Bru
ce (
20 y
ears
old
)
C
A. D
iscu
ss.
• H
ow
mu
ch f
ree
tim
e d
o y
ou
hav
e?
• W
hat
do
yo
u li
ke d
oin
g in
yo
ur
free
tim
e?
B.
Rea
d th
e te
xts
A-D
qu
ick
ly. W
hat
top
ic d
o th
e fo
ur
pas
sage
s h
ave
in c
om
mo
n?
Wh
ich
tee
nag
er/s
men
tio
n/s
no
t b
ein
g in
tere
sted
in a
ctiv
itie
s d
on
e b
y p
eop
le t
hei
r ag
e?
1
bei
ng
inte
rest
ed o
nly
in o
utd
oo
r ac
tivi
ties
? 2
do
ing
on
ly a
ctiv
itie
s th
at k
eep
th
em in
do
ors
? 3
do
ing
an
act
ivit
y th
eir
par
ents
hel
ped
th
em b
egin
? 4
5
do
ing
an
act
ivit
y th
eir
par
ents
are
no
t h
app
y ab
ou
t?
6
do
ing
an
act
ivit
y th
at m
ade
it p
oss
ible
for
them
to
go
to
di�
fere
nt
pla
ces?
7
star
tin
g a
n a
ctiv
ity
at a
ver
y yo
un
g a
ge
that
th
ey s
till
do?
8
9
D.
Mat
ch th
e h
igh
ligh
ted
wo
rds/
ph
rase
s in
the
text
w
ith
thei
r m
ean
ings
.
E.
Dis
cuss
.
Rea
d th
e te
xt b
elo
w a
nd
co
mp
lete
the
bla
nk
s w
ith
the
Pre
sen
t Per
fect
Sim
ple
, th
e P
rese
nt P
erfe
ct P
rogr
essi
ve
or
the
Pas
t Sim
ple
of t
he
ver
bs
in b
rack
ets.
I (1)
(
alw
ays
/ w
ant)
to
do
som
eth
ing
inte
rest
ing
in m
y fr
ee t
ime,
bu
t I w
ork
qu
ite
lon
g h
ou
rs a
nd
I’m
oft
en v
ery
tire
d w
hen
I g
et
ho
me
fro
m w
ork
. So
me
tim
e ag
o, a
fri
end
of
min
e
(2)
(
giv
e) m
e th
e id
ea o
f jo
inin
g
the
Th
esp
ian
s, a
dra
ma
clu
b w
hic
h m
eets
just
on
ce a
wee
k. I
(3)
(
be)
a m
emb
er fo
r th
e
last
six
mo
nth
s an
d I
(4)
(
enjo
y)
ever
y m
om
ent
of
it. T
he
peo
ple
in t
he
clu
b a
re v
ery
frie
nd
ly, a
nd
th
e at
mo
sph
ere
is f
un
an
d r
elax
ed. F
or
the
pas
t fe
w w
eeks
, we
(5)
(reh
ears
e) fo
r a
pla
y th
at w
e’re
go
ing
to
pu
t o
n
for
the
loca
l co
mm
un
ity
cen
tre.
I am
rea
lly lo
oki
ng
forw
ard
to
it. T
he
dau
gh
ter
of
on
e o
f th
e m
emb
ers
(6)
(
stu
dy)
fash
ion
des
ign
at u
niv
ersi
ty fo
r th
e la
st t
wo
yea
rs a
nd
(7)
(
des
ign
) o
ur
cost
um
es.
Yest
erd
ay, I
(8
)
(g
o)
to t
he
clu
b fo
r o
ur
last
reh
ears
al b
efo
re t
he
pla
y. T
he
�irs
t
per
form
ance
will
be
on
Fri
day
nig
ht
and
I h
op
e
ever
yth
ing
will
go
wel
l.
1. b
oo
kwo
rm
2. c
on
stan
tly
3. in
ten
tio
n
4. c
ame
acro
ss
5. w
illin
g
6.
ten
d t
o
7. e
very
on
ce in
a w
hile
If y
ou
co
uld
get
to
kn
ow
on
e o
f th
ese
teen
ager
s, w
ho
w
ou
ld it
be
and
wh
y?
C.
Rea
d th
e te
xts
A-D
aga
in a
nd
an
swer
the
qu
esti
on
s 1-
9 b
elo
w. W
rite
A,
B, C
or
D in
the
bo
xes.
spo
rtp
lace
eq
uip
me
nt
cou
rtb
all,
rack
et, n
et, s
ho
rts,
tr
ain
ers,
T-s
hir
t
rin
gb
oo
ts, g
love
s, s
ho
rts
po
ol
bal
l, g
og
gle
s, s
wim
wea
r
slo
pe
bo
ots
, bo
ard
, go
gg
les,
g
love
s
cou
rtb
all,
net
, sh
ort
s, t
rain
ers,
ve
st
sea/
lake
swim
wea
r, b
oar
d, s
ail
pit
chb
all,
bo
ots
, sh
ort
s, s
hin
p
ads
Jenn
y (1
9 ye
ars
old
)
TH
E T
HE
SP
IAN
S
a. fo
un
d b
y ch
ance
b. a
pla
n a
bo
ut
wh
at y
ou
will
do
c. r
ead
y
d. d
o s
om
eth
ing
usu
ally
or
oft
en
e. s
om
etim
es b
ut
no
t ve
ry o
ften
f. so
meo
ne
wh
o li
kes
read
ing
g. a
ll th
e ti
me
A. L
oo
k a
t th
e ex
trac
ts fr
om
the
tex
ts a
nd
an
swer
the
qu
esti
on
s th
at fo
llo
w.
PR
ESE
NT
PE
RF
EC
T S
IMP
LE
–
PR
ESE
NT
PE
RF
EC
T P
RO
GR
ESS
IVE
Gram
mar
1. I’v
e m
et lo
ts o
f in
tere
stin
g p
eop
le...
(Te
xt B
)
• Do
es J
ames
say
exa
ctly
wh
en h
e m
et th
ose
peo
ple
?
• Wh
ich
ten
se is
use
d?
2. S
ince
I jo
ined
th
e g
rou
p, I
’ve
take
n p
art
in t
hre
e d
iffe
ren
t p
lays
. (Te
xt D
)• I
s Je
nny
stil
l tak
ing
par
t in
pla
ys?
• Wh
ich
ten
se is
use
d?
3. I
’ve
bee
n w
ind
surf
ing
for
ages
... (
Text
B)
• H
as J
ames
sto
pp
ed w
ind
sur�
ing?
• W
hic
h te
nse
is u
sed
?
Go
to
Gra
mm
ar R
efe
ren
ce
B. L
oo
k a
t th
e ex
trac
ts 2
an
d 3
aga
in. W
hic
h o
f th
e tw
o te
nse
s em
ph
asis
es th
e re
sult
of t
he
acti
on
an
d
wh
ich
em
ph
asis
es th
e d
ura
tio
n?
C. C
om
ple
te th
e ru
les
abo
ut t
he
use
s o
f th
e P
rese
nt
Per
fect
Sim
ple
an
d P
rese
nt P
erfe
ct P
rogr
essi
ve
by
ci
rcli
ng
the
corr
ect w
ord
s.
• Use
the
Pre
sen
t Per
fect
Sim
ple
/ P
ast S
imp
le fo
r an
act
ion
wh
ich
hap
pen
ed in
the
pas
t, b
ut t
he
exac
t tim
e is
no
t men
tio
ned
.
• Use
the
Pre
sen
t Per
fect
Sim
ple
/ P
rese
nt P
erfe
ct
Pro
gre
ssiv
e fo
r an
act
ion
or
stat
e w
hic
h st
arte
d in
th
e p
ast a
nd
co
ntin
ues
up
to th
e p
rese
nt (
emp
has
is
on
the
acti
on
).
• Use
the
Pre
sen
t Per
fect
Sim
ple
/ P
rese
nt P
erfe
ct
Pro
gre
ssiv
e fo
r an
act
ion
or
stat
e w
hic
h st
arte
d in
th
e p
ast a
nd
co
ntin
ues
up
to th
e p
rese
nt (
emp
has
is
on
the
du
rati
on
).
• Use
for
/ sin
ce +
a p
erio
d o
f tim
e an
d fo
r / s
ince
+ a
sp
eci�i
c p
oin
t in
time.
Vocab
ulary
LE
XIC
AL
SE
TC
om
ple
te th
e ta
ble
bel
ow
wit
h th
e co
rrec
t nam
e o
f th
e sp
ort
. Ch
oo
se fr
om
the
spo
rts
in th
e b
ox
.
bas
ketb
all
wat
er p
olo
w
ind
sur�
ing
sno
wb
oar
din
g
bo
xin
g
ten
nis
fo
otb
all
Pract
ice
We
use
th
e P
ast
Sim
ple
fo
r ac
tio
ns
that
h
app
ened
in t
he
pas
t an
d t
he
exac
t ti
me
is m
enti
on
ed.
NOTE
Jam
es (
17 y
ears
old
)
My
idea
of fu
n is
any
thin
g th
at’s
rel
ated
to
spo
rts.
I’v
e al
way
s be
en s
port
y an
d at
hlet
ic a
nd I
’m w
illin
g to
try
wha
teve
r w
ill g
et
my
adre
nalin
goin
g. U
nlik
e m
any
peo
ple
my
age,
I d
on’
t en
joy
goin
g o
ut t
o ca
fés.
I
love
doin
g th
ings
tha
t ke
ep
me
out
doo
rs in
the
nat
ural
en
viro
nmen
t. I b
ecam
e a
mem
ber
of a
rock
clim
bing
cl
ub a
bout
thr
ee y
ears
ago
, an
d I m
ust
adm
it t
hat
I’ve
had
a lo
t o
f fu
n. I
’ve
met
lo
ts o
f in
tere
stin
g pe
opl
e an
d I’v
e al
so b
een
to a
lot
of
inte
rest
ing
plac
es. B
esid
es
this
, I a
lso
find
wat
er
spo
rts
grea
t. I
’ve
been
w
inds
urfin
g fo
r ag
es a
nd I
’ve
also
rec
entl
y st
arte
d ta
king
sc
uba
divi
ng le
sso
ns.
B
D
Wh
en
mat
chin
g q
ue
stio
ns
wit
h s
ho
rt
text
s:
• sc
an e
ach
tex
t an
d lo
ok
for
the
spe
cifi
c in
form
atio
n m
en
tio
ne
d in
ea
ch q
ue
stio
n.
• F
ind
th
e p
art
of
the
text
wh
ich
co
rre
ctly
an
swe
rs t
he
qu
est
ion
. •
Be
care
ful!
Do
n’t
ch
oo
se a
tex
t ju
st
be
cau
se t
he
voca
bu
lary
or
ph
rasi
ng
in
th
e te
xt is
sim
ilar
to t
hat
of
the
qu
est
ion
.
TIP
I’m v
ery
soci
able
and
han
g o
ut a
t al
l the
‘in’
pla
ces.
I h
ave
lots
o
f fr
iend
s an
d lo
ve m
eeti
ng p
eopl
e. A
t th
e w
eeke
nds,
I us
ually
go
som
ewhe
re t
o da
nce.
Whe
n I w
as f
ive,
my
mo
ther
to
ok
me
to t
he C
ont
empo
rary
Sch
oo
l of
Dan
ce a
nd, s
ince
the
n, I h
ave
neve
r st
opp
ed d
anci
ng.
I al
so lo
ve m
usic
and
go
to c
onc
erts
ver
y o
ften
. On
top
of th
at, I
’m a
mem
ber
of a
loca
l the
atre
gro
up, a
nd w
e pu
t o
n pe
rfo
rman
ces
ever
y o
nce
in a
whi
le. W
e ha
ve a
lot
of fu
n ch
oo
sing
the
pla
ys a
nd r
ehea
rsin
g. S
ince
I jo
ined
the
gro
up, I
’ve
take
n pa
rt in
thr
ee d
iffer
ent
play
s. I
t’s n
ot
onl
y fu
n bu
t al
so v
ery
rew
ardi
ng.
readin
gA
. Dis
cuss
.
• H
ow
mu
ch f
ree
tim
e d
o y
ou
hav
e?
readin
grea
ding
readin
grea
ding
3avoc
abular
y & gr
amma
rvoc
abular
y & gr
amma
rvoc
abular
y & gr
amma
rvoc
abular
y & gr
amma
rvoc
abular
y & gr
amma
r3a
Eliz
abet
h (1
8 ye
ars
old
)
A
I’m w
hat
you
call
a bo
okw
orm
. I f
ind
noth
ing
mo
re e
nter
tain
ing
than
sta
ying
at
hom
e an
d re
adin
g a
good
boo
k. I r
ead
anyt
hing
fro
m a
dven
ture
to
scie
nce
ficti
on.
If
I st
art
read
ing
a bo
ok,
I d
on’
t pu
t it
dow
n un
til I
fin
ish
it. M
y pa
rent
s ar
e co
nsta
ntly
co
mpl
aini
ng t
hat
I do
n’t
get
out
muc
h, b
ut I
’ve
no in
tent
ion
of ch
angi
ng. I
’ve
rece
ntly
st
arte
d w
riti
ng a
nd I h
ope
to
wri
te a
bes
t se
ller
in t
he f
utur
e. I a
lso
spen
d a
lot
of
tim
e su
rfin
g th
e N
et. L
ast
wee
k, I c
ame
acro
ss a
sit
e fo
r pe
opl
e in
tere
sted
in w
riti
ng
and
I be
cam
e a
mem
ber.
Sinc
e th
en I
’ve
had
the
opp
ort
unit
y to
tal
k to
peo
ple
wit
h si
mila
r in
tere
sts,
and
it’s
nic
e to
kno
w t
hat
I’m n
ot
so o
ut o
f th
e o
rdin
ary.
3839
emph
asis
on
voca
bula
ry
build
ing
warm
-up
activ
ities
in
trodu
cing
the
topi
c
grad
ual f
amili
ariza
tion
of
stud
ents
with
exa
m ty
pe ta
sks
activ
ities
enco
urag
ing c
ritica
l thi
nkin
gan
d pe
rson
al re
spon
se
20
SAMPLE PAGES FROM NEW DESTINATIONS LEVEL B1+ - STUDENT’S BOOK
TIP
Wh
en
wri
tin
g a
pro
ble
m/s
olu
tio
n e
ssay
:
• u
nd
erl
ine
the
key
wo
rds
and
th
ink
abo
ut
the
pro
ble
m
be
ing
intr
od
uce
d.
• co
nsi
de
r th
e n
ote
s yo
u h
ave
be
en
giv
en
an
d h
ow
the
se t
ran
slat
e in
to p
oss
ible
so
luti
on
s to
th
e p
rob
lem
.
• in
th
e in
tro
du
ctio
n, i
de
nti
fy t
he
pro
ble
m b
ut
do
no
t
talk
ab
ou
t sp
eci
�ic
solu
tio
ns.
• in
th
e m
ain
par
t, d
o n
ot
just
me
nti
on
th
e so
luti
on
s
you
are
pro
po
sin
g. U
se in
form
atio
n t
hat
can
he
lp y
ou
just
ify,
cla
rify
an
d e
xpla
in t
he
ir r
ele
van
ce.
• co
me
up
wit
h a
n a
dd
itio
nal
idea
th
at c
lear
ly s
erv
es
as
a so
luti
on
to
th
e p
rob
lem
an
d b
ack
it u
p b
y p
rovi
din
g
info
rmat
ion
th
at s
up
po
rts
it.
• p
rese
nt
the
info
rmat
ion
in a
man
ne
r th
at is
stra
igh
tfo
rwar
d, c
lear
an
d im
pe
rso
nal
.
• in
th
e co
ncl
usi
on
, do
no
t in
tro
du
ce o
r m
en
tio
n
add
itio
nal
so
luti
on
s to
th
e p
rob
lem
.
1. W
hat
is t
he
wri
ter’
s o
pin
ion
on
th
e to
pic
? U
nd
erlin
e th
e p
art
of
the
ess
ay t
hat
ind
icat
es
this
.
2. W
hat
is t
he
thir
d id
ea t
hat
th
e w
rite
r co
mes
up
wit
h?
4bwr
iting
Writin
g a pr
oblem/
soluti
on ess
ay I
1. D
ISC
USS
• W
hat
dan
ger
s ar
e in
volv
ed in
acc
essi
ng
blo
gs,
foru
ms
and
ch
at
roo
ms
and
tal
kin
g t
o p
eop
le y
ou
do
n’t
kn
ow
wel
l or
at a
ll?
• W
hat
do
yo
u k
no
w a
bo
ut
cyb
erb
ully
ing
or
bei
ng
bu
llied
on
line?
• W
hat
can
we
do
to
pro
tect
ou
rsel
ves
fro
m t
his
ty
pe
of
bu
llyin
g?
2. F
OC
US
ON
USI
NG
NO
TE
SR
ead
the
rub
ric,
the
essa
y to
pic
an
d th
e n
ote
s, a
nd
un
der
lin
e th
e p
arts
of t
he
essa
y th
at c
orr
esp
on
d to
the
no
tes.
3. F
OC
US
ON
CO
NT
EN
T A
ND
OR
GA
NIS
AT
ION
Rea
d th
e es
say
aga
in a
nd
an
swer
the
foll
ow
ing
qu
esti
on
s.
• Is
th
e e
ssay
wri
tten
in a
form
al o
r in
form
al s
tyle
?
• W
hat
exa
mp
les
can
yo
u �
ind
in t
he
essa
y to
just
ify
you
r an
swer
to
th
e ab
ove
qu
esti
on
?
4. F
OC
US
ON
ST
YL
E A
ND
RE
GIS
TE
R
A. R
ead
the
essa
y a
gain
an
d a
nsw
er th
e fo
llo
win
g q
ues
tio
ns.
1.
Peo
ple
are
ver
y w
orr
ied
ab
ou
t cy
ber
bu
llyin
g.
2. …
th
ere
are
thin
gs
that
we
can
do
...
3. …
hel
pin
g t
hem
lear
n…
4.
… t
he
�irs
t th
ing
we
can
do
…
5. …
ch
ildre
n m
ust
hav
e…
6.
We
can
all
see
…
B.
Fin
d p
hra
ses
or
sen
ten
ces
in th
e es
say
an
d m
atch
them
wit
h th
e m
ore
in
form
al v
ersi
on
s b
elo
w.
B.
No
w r
ead
the
essa
y to
pic
, no
tes
and
ess
ay th
at fo
llo
ws
and
co
mp
lete
it u
sin
g th
e w
ord
s/p
hra
ses
in th
e b
oxe
s.
5. F
OC
US
ON
LIN
KIN
G W
OR
DS/
PH
RA
SES
A. L
oo
k a
t th
e h
igh
ligh
ted
wo
rds/
ph
rase
s in
the
essa
y. W
hic
h w
ord
s o
r p
hra
ses
do
es th
e w
rite
r u
se to
:
6. W
RIT
ING
TA
SKA
. Rea
d th
e ru
bri
c, th
e es
say
top
ic a
nd
the
no
tes
and
un
der
lin
e th
e ke
y w
ord
s. N
oti
ce th
at th
ese
no
tes
hav
e b
een
exp
and
ed o
n.
In y
ou
r E
ng
lish
cla
ss y
ou
hav
e b
een
tal
kin
g a
bo
ut
the
ove
ruse
of
tech
no
log
y. N
ow
, yo
ur
En
glis
h t
each
er h
as a
sked
yo
u t
o
wri
te a
n e
ssay
. Wri
te a
n essay
usi
ng
all
the
no
tes
and
giv
e re
aso
ns
for
you
r p
oin
t o
f vi
ew.
Ch
ild
ren
are
sp
end
ing
too
mu
ch ti
me
on
co
mp
ute
rs a
nd
oth
er e
lect
ron
ic d
evic
es. W
hat
can
be
do
ne
to h
elp
them
dev
elo
p a
h
ealt
hie
r b
alan
ce in
thei
r li
ves
?
B.
No
w c
om
e u
p w
ith
yo
ur
ow
n id
ea o
n th
e es
say
top
ic
as w
ell a
s ex
amp
les
to s
up
po
rt it
.
D.
Wri
te y
ou
r p
rob
lem
/so
luti
on
ess
ay b
ased
on
the
ou
tlin
e y
ou
hav
e m
ade
(140
-19
0 w
ord
s).
add
itio
nal
so
luti
on
s to
th
e p
rob
lem
.Fo
r a
list
of
linki
ng
wo
rds/
ph
rase
s w
hic
h y
ou
can
use
wh
en
yo
u a
re w
riti
ng
a p
rob
lem
/so
luti
on
ess
ay, s
ee
Ap
pe
nd
ix I.
In y
ou
r E
ng
lish
cla
ss y
ou
hav
e b
een
tal
kin
g a
bo
ut
cyb
erb
ully
ing
. No
w, y
ou
r E
ng
lish
tea
cher
has
ask
ed y
ou
to
wri
te a
n e
ssay
. Wri
te y
ou
r es
say
usi
ng
all
the
no
tes
and
giv
e re
aso
ns
for
you
r p
oin
t o
f vi
ew.
An
incr
easi
ng
nu
mb
er o
f ch
ild
ren
are
bec
om
ing
vic
tim
s o
f cy
ber
bu
lly
ing.
C
an s
om
eth
ing
be
do
ne
to p
rev
ent t
his
fro
m h
app
enin
g?
NOTE
S• i
nfor
mat
ion
• ski
lls• …
(yo
ur o
wn
idea
)
Cyb
erb
ully
ing
is a
cau
se fo
r m
uch
co
nce
rn. T
his
is b
ecau
se y
ou
ng
peo
ple
, wh
o d
o n
ot
hav
e th
e
kno
wle
dg
e an
d s
kills
to
dea
l wit
h it
e�f
ecti
vely
, are
mo
st o
ften
th
e vi
ctim
s. I,
nev
erth
eles
s, t
hin
k th
at
ther
e ar
e m
easu
res
that
can
be
take
n t
o e
nsu
re t
hei
r p
erso
nal
saf
ety.
To b
egin
wit
h, i
t is
imp
ort
ant
to in
form
ch
ildre
n a
bo
ut
cyb
erb
ully
ing
. Th
is p
roce
ss o
f ra
isin
g t
hei
r
awar
enes
s ab
ou
t th
is p
rob
lem
is, i
n f
act,
an
ess
enti
al �
irst
ste
p t
o d
ealin
g w
ith
it. O
nly
in t
his
way
will
they
be
able
to
iden
tify
cyb
erb
ully
ing
an
d p
rote
ct t
hem
selv
es f
rom
it.
Seco
nd
ly, c
hild
ren
mu
st b
e eq
uip
ped
wit
h t
he
nec
essa
ry k
no
w-h
ow
an
d s
kills
bo
th t
o p
reve
nt
cyb
erb
ully
ing
fro
m h
app
enin
g t
o t
hem
an
d t
o d
eal w
ith
it w
hen
it d
oes
. Th
is a
ctu
ally
mea
ns
that
we
mu
st p
rovi
de
them
wit
h e
asy-
to-f
ollo
w, p
ract
ical
tip
s th
at t
hey
can
ap
ply
wh
en in
tera
ctin
g w
ith
oth
ers
on
line
.
Fin
ally
, ch
ildre
n m
ust
be
enco
ura
ged
to
tal
k ab
ou
t an
d r
epo
rt in
cid
ents
of
cyb
erb
ully
ing
. Th
is in
volv
es
savi
ng
mes
sag
es o
r p
ost
s th
at a
re o
�fen
sive
as
evid
ence
, tal
kin
g t
o t
rust
ed a
du
lts
and
info
rmin
g o
nlin
e
org
anis
atio
ns
of
case
s o
f cy
ber
bu
llyin
g.
It is
evi
den
t fr
om
th
e ab
ove
th
at m
easu
res
can
be
take
n t
o p
rote
ct c
hild
ren
fro
m c
yber
bu
llyin
g. I
th
ink
that
th
e so
luti
on
lies
in m
akin
g c
hild
ren
co
n�i
den
t u
sers
of
soci
al n
etw
ork
ing
by
rais
ing
th
eir
awar
enes
s
of
exis
tin
g d
ang
ers
and
eq
uip
pin
g t
hem
wit
h s
kills
to
dea
l wit
h t
hem
.
a. li
st p
oin
ts
b
. em
ph
asis
e
NOTE
S• r
aise
aw
aren
ess
• mot
ivat
e• …
(yo
ur o
wn
idea
)
giv
ing
op
inio
n
I am
in f
avo
ur
of
my
bel
ief
is t
hat
exp
ress
ing
re
sult
/co
nse
qu
en
ce
as a
co
nse
qu
ence
add
ing
po
ints
mo
reo
ver
list
ing
po
ints
�irs
tly
last
bu
t n
ot
leas
t
em
ph
asis
ing
as
a m
atte
r o
f fa
ct
sum
min
g u
p
taki
ng
eve
ryth
ing
into
acc
ou
nt
Th
e in
crea
sed
pro
du
ctio
n a
nd
co
nsu
mp
tio
n o
f ele
ctro
nic
go
od
s h
as r
esu
lted
in a
larg
e am
ou
nt o
f ele
ctro
nic
was
te b
ein
g p
rod
uce
d. W
hat
can
be
do
ne
to c
han
ge th
e w
ay
peo
ple
beh
ave
so a
s to
less
en th
e p
rod
uct
ion
of e
lect
ron
ic w
aste
?
Th
e ra
te a
t w
hic
h w
e b
uy
and
dis
po
se o
f el
ectr
on
ic g
oo
ds
is h
avin
g a
ser
iou
s im
pac
t o
n t
he
amo
un
t o
f el
ectr
on
ic
was
te t
hat
en
ds
up
bei
ng
th
row
n a
way
. Nev
erth
ele
ss,
(1)
mea
sure
s ca
n b
e ta
ken
to
less
en t
he
neg
ativ
e im
pac
t th
at c
on
sum
er b
ehav
iou
r is
hav
ing
on
th
e en
viro
nm
ent.
(2)
, peo
ple
nee
d t
o b
e m
ade
awar
e o
f th
e p
rob
lem
. Th
is w
ill h
elp
th
em r
ealis
e th
at h
ow
we
beh
ave
as
con
sum
ers
a�fe
cts
the
envi
ron
men
t. (
3)
,
this
re
alis
atio
n is
an
ess
enti
al �
irst
ste
p in
get
tin
g c
on
sum
ers
to
take
an
act
ive
inte
rest
in t
he
pro
ble
m.
(4)
, peo
ple
nee
d t
o b
e m
oti
vate
d t
o c
han
ge
thei
r co
nsu
mer
hab
its.
Th
is in
volv
es r
ewar
din
g d
esir
ed
beh
avio
ur,
such
as
giv
ing
th
em a
dis
cou
nt
wh
en t
hey
re
cycl
e o
ld e
lect
rica
l dev
ices
.
(5)
, peo
ple
nee
d t
o b
e in
form
ed o
f al
tern
ativ
e co
urs
es o
f ac
tio
n. T
hey
will
, (6
)
, a
ct m
ore
re
spo
nsi
bly
bec
ause
th
ey w
ill k
no
w w
hat
to
do
wit
h
dev
ices
for
wh
ich
th
ey h
ave
no
use
.
(7)
, it
is c
lear
th
at t
he
key
to r
edu
cin
g
elec
tro
nic
was
te li
es in
ch
ang
ing
co
nsu
mer
beh
avio
ur.
(8)
mea
sure
s b
ein
g t
aken
to
mak
e co
nsu
mer
s re
alis
e th
at t
her
e is
po
wer
in in
div
idu
al a
ctio
n a
nd
th
at o
ur
per
son
al c
ho
ices
can
mak
e a
di�
fere
nce
.
INT
RO
DU
CT
ION
MA
IN P
AR
T
CO
NC
LUSI
ON
C.
Co
py
an
d c
om
ple
te th
e o
utl
ine
bel
ow
for
yo
ur
essa
y.
Par
agra
ph
1:
Par
agra
ph
2:
Par
agra
ph
3:
No
tes
Just
i�ic
atio
n
• se
ttin
g li
mit
s•
Wh
y is
it im
po
rtan
t to
set
lim
its
to t
he
amo
un
t o
f ti
me
child
ren
sp
end
usi
ng
ele
ctro
nic
dev
ices
?
• in
tere
sts/
ho
bb
ies
• H
ow
can
hav
ing
oth
er in
tere
sts
that
do
no
t in
volv
e th
e u
se o
f el
ectr
on
ic d
evic
es b
ene�
it a
ch
ild?
NOTE
SW
rite
abo
ut:
• se
ttin
g lim
its
• in
tere
sts/
hobb
ies
• … (
your
ow
n id
ea)
• se
ttin
g lim
its
• in
tere
sts/
hobb
ies
You
r o
wn
idea
Just
i�ic
atio
n
•• •
7273
thor
ough
cove
rage
of e
xam
inat
ion
writi
ng ta
sks h
elpi
ng st
uden
ts to
ana
lyze
the w
ritin
g tas
k, co
me u
p wi
th id
eas a
nd p
rodu
ce a
cohe
rent
pie
ce o
f writ
ing
a co
mpr
ehen
sive A
ppen
dix h
ighl
ight
ing t
he
feat
ures
of t
he m
ost i
mpo
rtant
type
s of w
ritin
g
21
SAMPLE PAGES FROM NEW DESTINATIONS LEVEL B2 - STUDENT’S BOOK
When I got to Iceland, I was immediately struck by the unique natural beauty and absence of pollution. These things make the island stand out from other places, as it is truly untouched by those evils that have spoilt much of the rest of the world. One of the reasons that Iceland is such an amazing place is that about half of the island is made up of volcanoes and a mountainous lava desert. Who would imagine that a place with a name like ‘Iceland’ would feature landscape like that? Of course, Iceland also has several glaciers, or ‘frozen rivers’, and many fjords. Plus, it has more land covered by glaciers than anywhere else in Europe. So, when you think of it, the name Iceland does make sense after all!
When I was told that my trip to Iceland had been scheduled for the first week in January, what I expected was extreme cold. However, I was in for a surprise. The climate of Iceland is milder in winter than most people think. As it turned out, the weather was no obstacle to my expeditions to some fascinating places.
I have been travelling around the world for more than a quarter of a century, and I have been to several breathtaking natural wonders. Very few of them can be compared to the Great Geyser in Haukadalur in South Iceland. This geyser, or hot spouting spring, spouts hot water to a height of 60 metres, which is a truly remarkable and incredible sight! Another extraordinary sight I visited was the famous volcano of Hekla, one of the 200 active volcanoes in the country. Its first recorded eruption was in 1104CE and since then there have been a series of eruptions, some of which were gentle while others caused significant damage to the nearby countryside.
In addition to volcanic activity, Iceland is richer in hot springs and high temperature geothermal activity than any other country in the world! The inhabitants of Iceland have managed to harness the energy of their natural resources. They have built a power station which collects and uses the natural geothermal heat produced under the ground to meet the energy needs of the island. The Icelanders have also used geothermal heat for open-air swimming pools and spas. Plus, these thermal spas are famous for their numerous health benefits. So, who wouldn’t want to indulge in a stay at one of them? Naturally, I had made a reservation at one of the most popular spas, and it was an experience I will never forget!
What I found most difficult to get used to was the lack of daylight. You see in Iceland for two to three months of the year, there is continuous daylight, but from November to January there is an intensely dark period with only 2 to 3 hours of daylight per day. However, the breathtaking experience of seeing the Aurora Borealis, or Northern Lights, made up for this state of almost total darkness. This is a spectacular sight which you can admire especially well in Iceland on cold, clear nights from September to March. The sky lights up with many different colours caused by the interaction of particles from the sun with the earth’s magnetic field.
About four fifths of the population of Iceland live near the capital, Reykjavik, and the surrounding coastal areas. Icelanders are not characterised only by high standards of living and a high level of technology and education. Their culture is very rich with strong traditions in music, literature and art. Reykjavik has an annual cultural event every third week in August which attracts about 100,000 people from all over the world. Of course, throughout the year visitors can participate in a variety of fun activities. I myself particularly enjoyed riding on a famous Icelandic pony, river rafting, whale watching and hiking on glaciers.
Iceland is a land of contrasts and quite a unique place not only in terms of geographical features. The wild Icelandic landscape invites the adventurous traveller, and the Icelandic people set an example with their environmentally-friendly policies.
1. Why would one find it hard to believe that there arelots of volcanoes in Iceland?
a. Volcanoes are not usually found on islands. b. Volcanoes are a very special geographical feature. c. We do not usually associate volcanoes with ice. d. Volcanoes can cause damage to glaciers.
2. When Jake Heath went to Iceland, the weather was a. unusually mild. b. warmer than he had expected. c. as cold as he expected. d. stormy but not very cold.
3. What is remarkable about the Great Geyser? a. its location b. the temperature of the water c. its size d. the height the water reaches
4. What does the word it in line 55 refer to? a. the spa b. the reservation c. making a reservation d. staying at the spa
5. The Aurora Borealis a. lasts for six months continuously. b. occurs during daylight. c. is a natural phenomenon. d. is a state of total darkness.
6. What do we learn about the Icelanders from the extract?
a. They have a good quality of life. b. They are too traditional. c. Most of them live in Reykjavik. d. They keep themselves busy by taking part in fun
activities.
1. PRE-READINGDiscuss.
• When you hear the phrase ‘amazing places’, what kind of places come to mind? Which ones would you like to visit?
• Which of the following are important to you when you visit a place?
weather geographical features sightsculture and traditions people
• What do you know about Iceland?
2. READING FOR GISTRead the magazine article on page 21 about Iceland and answer the question below.
What is the purpose of the article?
a. to describe a place in detail
b. to educate the reader
c. to inform and entertain the reader
d. to advertise a holiday
3. READING FOR DETAILSRead the article again and answer the questions 1-6 below. Choose a, b, c or d. 4. GUESSING THE MEANING OF UNKNOWN WORDS
A. Match the highlighted phrasal verbs in the article with their meanings.
1. stand out
2. made up
3. turned out
4. made up for
a. to form
b. to compensate for
c. to be very noticeable
d. to happen in a particular way
B. Look at the following words from the article and choose the correct meaning, a, b or c.
1. struck (line 7)a. hitb. impressedc. attacked
2. scheduled (line 22) a. arrangedb. postponedc. designed
3. spouts (line 33)a. drips continuouslyb. flows heavilyc. comes out quickly and with force
4. harness (line 45) a. acquireb. exchangec. control and use
5. indulge in (line 53)a. think about
b. affordc. allow yourself to experience something enjoyable
6. coastal (line 72) a. near the seab. in the mountainsc. in the suburbs
7. policies (line 88)a. ideas or plansb. rules and lawsc. customs or traditions
• Would you like to visit Iceland? Why / Why not?• How is the place you come from different from
Iceland?
Are you in search of an amazing place to go on holiday? Have you ever considered Iceland? ‘Professional traveller’, Jake Heath has just returned from a fascinating trip to the historic second largest island in Europe and tells our readers about this impressive place.
niceland!
5. POST-READINGDiscuss.
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
reading1. PRE-READINGDiscuss.
readingreading2
• Read through the text before you look at the questions.
• Then read each question carefully to get an idea of what you are looking for and underline the section in the text where the answer is found. • Make sure you have chosen the correct answer by eliminating the wrong options. • Be careful! Don’t assume an option is correct just because it contains a word or phrase that is also in the text.
TIP
20 21
warm-up activities introducing the topic
practical tips helping students to develop skills and become autonomous learners
a variety of activities developing reading skills and familiarising students with exam type tasks
22
When I got to Iceland, I was immediately struck by the unique natural beauty and absence of pollution. These things make the island stand out from other places, as it is truly untouched by those evils that have spoilt much of the rest of the world. One of the reasons that Iceland is such an amazing place is that about half of the island is made up of volcanoes and a mountainous lava desert. Who would imagine that a place with a name like ‘Iceland’ would feature landscape like that? Of course, Iceland also has several glaciers, or ‘frozen rivers’, and many fjords. Plus, it has more land covered by glaciers than anywhere else in Europe. So, when you think of it, the name Iceland does make sense after all!
When I was told that my trip to Iceland had been scheduled for the first week in January, what I expected was extreme cold. However, I was in for a surprise. The climate of Iceland is milder in winter than most people think. As it turned out, the weather was no obstacle to my expeditions to some fascinating places.
I have been travelling around the world for more than a quarter of a century, and I have been to several breathtaking natural wonders. Very few of them can be compared to the Great Geyser in Haukadalur in South Iceland. This geyser, or hot spouting spring, spouts hot water to a height of 60 metres, which is a truly remarkable and incredible sight! Another extraordinary sight I visited was the famous volcano of Hekla, one of the 200 active volcanoes in the country. Its first recorded eruption was in 1104CE and since then there have been a series of eruptions, some of which were gentle while others caused significant damage to the nearby countryside.
In addition to volcanic activity, Iceland is richer in hot springs and high temperature geothermal activity than any other country in the world! The inhabitants of Iceland have managed to harness the energy of their natural resources. They have built a power station which collects and uses the natural geothermal heat produced under the ground to meet the energy needs of the island. The Icelanders have also used geothermal heat for open-air swimming pools and spas. Plus, these thermal spas are famous for their numerous health benefits. So, who wouldn’t want to indulge in a stay at one of them? Naturally, I had made a reservation at one of the most popular spas, and it was an experience I will never forget!
What I found most difficult to get used to was the lack of daylight. You see in Iceland for two to three months of the year, there is continuous daylight, but from November to January there is an intensely dark period with only 2 to 3 hours of daylight per day. However, the breathtaking experience of seeing the Aurora Borealis, or Northern Lights, made up for this state of almost total darkness. This is a spectacular sight which you can admire especially well in Iceland on cold, clear nights from September to March. The sky lights up with many different colours caused by the interaction of particles from the sun with the earth’s magnetic field.
About four fifths of the population of Iceland live near the capital, Reykjavik, and the surrounding coastal areas. Icelanders are not characterised only by high standards of living and a high level of technology and education. Their culture is very rich with strong traditions in music, literature and art. Reykjavik has an annual cultural event every third week in August which attracts about 100,000 people from all over the world. Of course, throughout the year visitors can participate in a variety of fun activities. I myself particularly enjoyed riding on a famous Icelandic pony, river rafting, whale watching and hiking on glaciers.
Iceland is a land of contrasts and quite a unique place not only in terms of geographical features. The wild Icelandic landscape invites the adventurous traveller, and the Icelandic people set an example with their environmentally-friendly policies.
1. Why would one find it hard to believe that there arelots of volcanoes in Iceland?
a. Volcanoes are not usually found on islands. b. Volcanoes are a very special geographical feature. c. We do not usually associate volcanoes with ice. d. Volcanoes can cause damage to glaciers.
2. When Jake Heath went to Iceland, the weather was a. unusually mild. b. warmer than he had expected. c. as cold as he expected. d. stormy but not very cold.
3. What is remarkable about the Great Geyser? a. its location b. the temperature of the water c. its size d. the height the water reaches
4. What does the word it in line 55 refer to? a. the spa b. the reservation c. making a reservation d. staying at the spa
5. The Aurora Borealis a. lasts for six months continuously. b. occurs during daylight. c. is a natural phenomenon. d. is a state of total darkness.
6. What do we learn about the Icelanders from the extract?
a. They have a good quality of life. b. They are too traditional. c. Most of them live in Reykjavik. d. They keep themselves busy by taking part in fun
activities.
1. PRE-READINGDiscuss.
• When you hear the phrase ‘amazing places’, what kind of places come to mind? Which ones would you like to visit?
• Which of the following are important to you when you visit a place?
weather geographical features sightsculture and traditions people
• What do you know about Iceland?
2. READING FOR GISTRead the magazine article on page 21 about Iceland and answer the question below.
What is the purpose of the article?
a. to describe a place in detail
b. to educate the reader
c. to inform and entertain the reader
d. to advertise a holiday
3. READING FOR DETAILSRead the article again and answer the questions 1-6 below. Choose a, b, c or d. 4. GUESSING THE MEANING OF UNKNOWN WORDS
A. Match the highlighted phrasal verbs in the article with their meanings.
1. stand out
2. made up
3. turned out
4. made up for
a. to form
b. to compensate for
c. to be very noticeable
d. to happen in a particular way
B. Look at the following words from the article and choose the correct meaning, a, b or c.
1. struck (line 7)a. hitb. impressedc. attacked
2. scheduled (line 22) a. arrangedb. postponedc. designed
3. spouts (line 33)a. drips continuouslyb. flows heavilyc. comes out quickly and with force
4. harness (line 45) a. acquireb. exchangec. control and use
5. indulge in (line 53)a. think about
b. affordc. allow yourself to experience something enjoyable
6. coastal (line 72) a. near the seab. in the mountainsc. in the suburbs
7. policies (line 88)a. ideas or plansb. rules and lawsc. customs or traditions
• Would you like to visit Iceland? Why / Why not?• How is the place you come from different from
Iceland?
Are you in search of an amazing place to go on holiday? Have you ever considered Iceland? ‘Professional traveller’, Jake Heath has just returned from a fascinating trip to the historic second largest island in Europe and tells our readers about this impressive place.
niceland!
5. POST-READINGDiscuss.
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
reading1. PRE-READINGDiscuss.
readingreading2
• Read through the text before you look at the questions.
• Then read each question carefully to get an idea of what you are looking for and underline the section in the text where the answer is found. • Make sure you have chosen the correct answer by eliminating the wrong options. • Be careful! Don’t assume an option is correct just because it contains a word or phrase that is also in the text.
TIP
20 21
activities encouraging critical thinking and personal response
23
Competence-based series
In accordance with the Common European
Framework
Turn your classroom into a motivating, interactive environment with whiteboard material.Turn your classroom into a motivating, interactive Turn your classroom into a motivating, interactive
N1503004021-9803
Competence-based seriesCompetence-based series Americanedition also
availableBeginners (A1.1)
Elementary (A1.2)
Pre-Intermediate (A2)
Intermediate (B1) Level B2
Level B1+