Table Of Content

^$t"t*? tt d gttsl sgT,G : $uE3t :t 'braf' Contents Introduction >>p .iii Student'sB ook contents >>p .2 Teacher'sn otes Unit I >>p .6 Unit 2 >>P .l6 Unit 3 >>P -26 Unit 4 >>P 36 Unit 5 >>p -46 Unit 6 >>P 56 Unit 7 >>P -66 Unit 8 >>P :T6 Unit 9 >>P 86 Unit 10 >>P .96 Unit 11 >>p .106 Unit 12 >>p .116 SBP airwork >>p .126 SBG rammarB ank >>p .136 SBI rregular verbs >>p .148 SBP ronunciation >>p .149 SBA udio scripts >>p .150 Grammar Bank key >>p .160 Unit tests >>p .762 Testsk ey >>p .186 How to say hello l:ientation Vocabulary greetingp hrases I - : :::xt Point to the phrases in Say hello! and sav them, miming a - -.-- ; lesson,s tudents will learn basic greetings. typical action to help students understand, e.g.S orry?c up your ':..o1s hows peopleg reeting eacho ther. hand to your ears,M ce to meety ou shak:ng hands. My name's ,-.1 Satomi shows Jim (a language teacher)m eeting a Japanese ...p oint to yourself and say your name. - -=:.t called Satomi. Organize students into pairs. SayH ow arey cul and polnt to picture 2 to demonstrate. Use gesture to shc*'t:1at st'jdents ---.eua8e continue in pairs. Monitor and help by porntng i: c-iies rn the :-:riew betr m, it's,e tc. pictures. Try not to give the answers as students 3 re ;: n o to pronounsl,: m y,y ou,y our listen and check. :-:?<..nrsmw aorrds {eetings: hello,h i Culture note ::<.rsp hrases greetingsG: oodm orning/ afternoon.H, ow arey ou?, In English,n ame ca\ mean/ull name,f trst ,:,i.,.: :: . .,-- .'' . r- I'mf ne,t hanksM., y name's.. .,N iceto meeyt ou., this lessoni t meanslfirstn ame.G eI studenisi r 1:: .'- - ,'. ' .: . Seey ou later.S, orry?W, hat'sy our name? your name?G ive three different answers to si:'.'.' ::- -. ;-ognition words:a goin,d ay,O h,O opst,o o 1A.l Put your hand to your ear to show students they re gc::.E ,rcbulary numbersl-:9 to listen to the audio. Play and pause the audio after each :-:nunciation rhythma nds tressH: i hello.W hat'syounr amel 1A.3 phrase and point to the pictures as you say the answers. Wher. students repeat, check for correct use of short forms I'm. Wh;; s :--: product My name's and give extra practice if necessary. - :,it it all together,s tudents speak to three or more people in the How are you? 2 Good morning. 1 What s t'c -l: : .:'= ! -.. , ': csnavyeitnsga thioenllso faronmd rmesepmoonrdyi,n bgu tto cgarne elotionkg as.tT thheeiyr tbryo otoks h faovre I'm fine, thanks. 5 Good afternoon. 9 My narr.e- .: --- : .=.: Sorry'l7 Nice to meet you. 6 Seey ou la::: = if they need to. They make a note of names of students they , .:k to. Extra activity Sayt he picture numbers at random for students t: ,: . ::. : ---reParation phrase as a class. -.::: a soft ball or similar object to class,a nd have some strips of Culture note .::r to help students remember the conversations( seee xerciser 4) For most people,'afternoons' tarts after lunch. r'.':.-::-'-.:: = ' ::ssible, organize the seating in your classrooms o students can have at different times in different countries.\ -:,r -: ---- ,:=,. -.:.C up and interact with as many people as possiblef or the final some clock faces on the board, with different r-:r'.:. '-- - - '.- - .:gle activity. r3.oo,r 4.oo).P oint to eacho ne and askM orni.,'.;- , ',Varmer Explain what conversation means. Draw two stick igures (A/B) on the board with speechb ubbles.D ivide the c.assn half and gesture for each to say the example phrases tc the other . :: rvhat your students can do. Say hello and gesture for them to group. Students continue in pairs. Monitor and check students ,,' hellob ack. Go around the class asking people'sn ames. Gesture '. ;tudents to ask your name and each other's. understand the activity and are having conversations. Give praise for correct answers. Ask for volunteers to ciernonstrate - =: the classt o stand in a circle.U se a soft ball or similar object, their conversations to the class. : .' vour name and then throw the ball to a student. They say ' -:-I name and throw it to another student and so on. After a Example answer A What's your name? :.1e,t hrow the ball to a student and you say their name. Indicate -..: students do the same.W hen you feel that everybody can B My name's Bill. A Nlce to meet vou. =::-.embenr ames, continue and say hello before a name. Finally, , ::.inate a student to say hello to you and reply with Nice to meet ;. Have conversations ':.:e ! How to say hello on the board. '.:,.ember, it's your students first classt ogether and they might be In this section, students listen for specif,c information, checking ::','ous.P raise students whenever possiblea nd be careful not to before practising the conversations. ': -e them to talk. 4 Demonstrate by doing the first part of Day one with the class. Explain that the letters .I and 5 represent.Iim and Satomi. Gesture for students to continue in pairs, without looking at Say hello!. Monrtor and give positive feedback for correct answers, and indicate where they need to think again. Language note In the Day orrec onversationS, atomir epeatsh er name, saying eachs yiiabiec iearlys o it rs easierf or Jim to understandh er Japanesen ame Thrsi s a useful techniquet o help listeners understand, especiailyf or different-sounding names. T6 Direct students to -Iim and Satomi on >>p .6 to finish or check ABC Put it all together answers. 1A.2P iay the audio for students to listen and check.D irect 13 Before students practise the conversation, remind them to use '; students to audio script i on >>p .rso to check again. Sorry? iflhey didnt hear or understand. Encourage students Students can aiso check their spelling. Have the conversations to read Jim and Satomi again if they are struggling. Ask for with the class,s aying Jlrr.s lines and the class saying Satomi's. volunteers to read out their conversations. Give positive Changer olesa nd repeat. feedback for all attempts. I Sc::','l i=:-,'ctl later Teaching tip 3 \-:e:: :'-.==: ^-- 1.1 h^rnind Here are somet echnicuest r; help studentsm emorrzet he = ----,, a:: . - - a:ternoon conversatl0ns: ):a.: ::.::.-.:; StudentsJ ayo blectso ver the page,e .g.p enso r strrpso f paper to partially obscuret he text. After eachr eadit'o rherrn lere La:'.t;age r.::r another object over the text. r'rrong greeting. He hasn't noticed it's ' r,,rdday)w, hjch is the time morning Studentsr eadt heir conversationl,o oking up and sayingt he line from memory. . Satomip uts extra stresso n afternoonlo :. This ls an example of contrastive stress. Copy a conversation onto the board or OHP and do this as a whole class.A sk pairs of volunteerst o readt he conversation. Ii.-'+ :-:.i Craduailye rase r dragonall ine through it (or placea strip of - : :'.:r d more help, play the conversationsa couple of papero ver the OHP) Ask another pair of volunteerst o read :.rcour&g€ them to speaka long with it. They needn't it out. Contrnueu ntll the conversatronh as been completelv - .,.rit l'rey can just mouth it to themselves if they prefer erased. Divide the class into pairs. As students have the conversation, 14 As students have conversations, remind those relying monitor and give plenty of positive feedback for a first try at completely on the book to look up briefly and make eye contact having a conversation in English. with their partner. You could join in too. Students say the conversation with another partner. Listen and Student performance check that they sound interested in meeting each other and Students should be able to say hello and give their name to others. remind them to say their names clearly. Pronunciation does not need to be perfect, but you should find it easy to understand what your students say. ? Pronunciation rhythm and stress You can use this checklist to monitor and give feedback or to assess rL students' performance. In this section, students will practise saying a verse using rhythm and stress, which is also highlighted in audio script 1A.3> > p.15o. Content Dos tudentsh aved ifferentc onversations? exercis8e 9 1A.3G o through the first dialogue as a class and model for CommunicatioDnos tudentuss eS orryif? t heyd on'tu nderstanedx?e rcis8e students to repeat it to a regular beat. As students continue, strategy wave the beat with your hand and repeat the flrst line. Explain that the stressed syllables are in bold and that students must PronunciationDos tudentast temptto user hythme?x ercisrze Iisten and decide which name they hear. To show male/female names, draw two stick f,gures on the board. Wrlte Wayne/Lou I can say hello. I can ask people'sn ames. under one a\d lane/Sue under the other. Plav the audio. Check It's important for studentst o realizet hat this is self-assessment, answers quickly. what they, rather than you, think of their ability. Draw a thought 10 Play the audio again for students to listen and repeat. Help bubbleo n the board and write You.N ow draw a line on the board them keep rhythm by clapping or tapping on the desk. and use smiley facesf or different points on the bar (one= a lot of help,two = with someh elp,t hree = on my own, four = ver! easi\. 11 In pairs, students practise having the conversations. They can Choosea phrasef rom exercise9 and demonstrateb y miming choose to be Wayne or Jane and Lou or Sue. that, for this lesson,w ifh a lot of help = readingw ord for word; 12 Divide the class into two to have the conversations to the with someh elp = lesld^t at the pageo ccasionallyo; n mf own = backing rhythm on the audio. They should start after/our. not looking at the book but with occasionahl esitation;v ery easily Teaching tip = without hesitation and maintaining rhythm. Studentsc ould repeate xercise1 4b efores elf-assessingG. o round the classt o get an Suggestionslo r dividing the class:I ndicatea n imaginary impressiono f how studentsa re doing.H elp them use the Cand o hne down the centre ofthe class.S tudents on one side are A, bar and tell them what they can do to help them think positively. students on the other are B. If there is a gender balance in your class,a ll the femalesa re A and all the males are B. Early finishers Extra help Studentsr eada udros criptl A.2a nd underLrnteh e phrasesfr om Say hello!o n >>p .6. Practisee xercrses9 -rz again if students need more help. Extra plus Studentsc ontinue in parrs,u sing their own names.T hey Additionalm aterial changep artnersa nd repeat. www.oup.com/elt/englishresfourl te xtrap racticem aterial www.oup.com/elt/teacher/resfourl te xtrat eacherr esources T7 1A How to say phone numbers& email addresses .i,l,:::: l:ientation Vocabulary letters and numbers I -: ::ext Ask studentst o write the numbers1 -2oo n a pieceo f paper - :.--; lesson,s tudents will practise asking for and giving personal and tick the onest hey know the word for in English.I n pairs, . - ::: details. studentse xchangei deas.P ut pairs togethert o make small - ::e screeno f the mobile phone, personal contact information groupst o exchangei deasf urther. Elicit the numbersr -zo from ' Smith (name, telephone number, mobile phone number, the class.D o not worry about pronunciation. ':<y -. .-. and website address)i s displayed.T he key pad has been Got hrough the examplea s a class.S tudentsw ork in pairs. ; -:.v adapted to show punctuation students will use in the Tell studentst o look alNumbers1 -2oo n >>p .8 to checkt heir :. :::.. ' is a fu1l stop. answers.G o over the answersa s a classi f necessary. ::.zuage 2 two 4four 8 eight 6 six 1 one 3 three 9 nine -rJs grammar possessivmeysy,: our,h ish, er 7 seven 5 five bryiew presensti mpleth irdp ersonW: hat'.s. .?lt 's 18.1P laythe audio for studentst o listen and repeatt he g3fnmar numbersa s a class.M onitor and help with pronunciationa s :r.rs words lettersn, umbersa nds ymbols@: ,. ,l , thea lphabetF, 2o,a t, necessaryI.f studentsf nd it difficult, play the audio a second dot,s lash time and model the numbers again. personainl formationa:d dr esse,m ailw, ebsite '18.2W rite the symbol @o n the board and say ct Ask when :rrs phrases personainl formationq uestionsH: owd oy ou spelilt ?, we use it and point to email on the board.W rite the number What'sv ourn ame?,eIc. o. Point to . and sayd ot, and / and say slash.P layt he audio for !:runciation sayingle ttersa ndn umberslB: .l-5 studentst o listen and repeat. 18.3G o through the examplea s a class.G iveo ne or two more .:.auagen otes examplesf rom the audio script to checks tudentsu nderstand. .:lrbero can be said in telephonen umbers as oh or zero. Playt he audio,p ausingi f necessaryto give studentsm ore - :ople say oh. thinking time. Make a note of any pronunciationp roblemsa nd give extra practice. .- the addresse nding.com is so common it is usua.lys arda s : ,ther than spelI i ng: dot com 11 cf m,n,o t,u,v :--: product g,h,i p, q, r, s w,x,y,z j,k,l - : it aII together,s tudents create a classp hone book with the -: . -:s, phone numbers and email addresseso f at least five people Extra help ' :: class.A fter collecting informatlon, they exchange the phone Studentcsa nl istena gaina ndr eada udios cript1 8.3o n >>p .rqo ' - -':ers and email addressesth ey have collectedw ith a partner. Divide studentsi nto A/B pairs.G ot hrough the examplea s a classr eferring studentst o the mobile phoneo n >>p .8.M ake ,'-:eparation sure studentsu nderstandt hat ifthey are A they are calling out - :: names of famous people from different countries on cards so letters from the mobile phonep ad and that Bs are Iooking for . , ..ave two for each student, or collect some magazine pictures the next letter. Studentsc ontinuei n pairs.M onitor and check . -.:nal).T hesec an be usedf or extra activities( exerciserso , r4) and go over any problemsa t the end. . - ::her lessonsi n the future. lB.4 Studentsl ook at Numbers1 -2oo n >>p .8.R emindt hem to -. - --rarizey ourself with the organization of Names and numbers Iook up, listen and repeatw hile they do the activity. Playt he : rz8 and >>p .r32,w hich students will use for exercise1 6.Y ou audio and monitor for the pronunciationo f teeni n numbers . - : orepare a facsimile addressb ook page for your students to r3-r9. Givee xtra pronunciationp racticea s necessary ' .: :nformation about other students in the class on (exerciser 7). Do the first item together as a class.I f it is helpful, point to '==.:ze your classroomo r think about how your students could the numbers on the board and use your flnger to indicatet hat , ::J: to flve other students to complete the activity. studentsa ddt he next numberi n the sequencaef ter eight.If necessaryd,i rects tudentst o Numbersfo r helpw hile they do the exerciseC. hecka nswersa s a class. "iatmer - ::;e one or two studentsw hose names are easyt o remember Extrap lus . '- :' ,''s.r'k t ttoh eth cel acslass.W st hoa st'est h thise/ hsecre nnaema ned? l fa syko Wu hhaavt'es hai ms/ohbeirl ep hpohnoene, 'S.':.,-1r,a:.-'rl-':':-l, : -' -: r:1 .:- :t':-:.:a : ':..:.l --,. .:.:. :--:.':,-'::-' la-srqtsh agc ntiUvimtyb aenfSdf aStthUedfe thnatSn . -': zr? ::-:: :::-:-1.-.: -: :a,li aI Siial qIOUpS. ' '.. :Iow to say phone numbers and email addresseso n the board. Pronunciation letters and numbers ! 9 18.5D raw the dot, slasho r at symbol and write ? on the board. Got hrough the examplea s a class,p laying and pausingt he audio.M ake sure studentsu nderstandt hat when they hear the letter on the audio they must decidew hich symbol in the table it referst o. T8 l0 Divide the class into A/B pairs. Go through the example. Extra help As choose a letter or number from the table in exercise 9 If studentsn eede xtra practrcew lth his/her,p oint to a male and Bs call out the correct symbol. Monitor and help with stucier,ta rd ask What's his name? and elicit His name's. .. pronunciation as necessary.A fter a few minutes make sure Repeatf or a female student.S tudentsc an continue rn rairs r', students swap roles. small groupsu sing names of famous people. Language note 15 Divide the class into A/B pairs. Students can invent their personal StLrdentos f many nationalitiesc onfuseA , E and I in English information if they want. Drill the sentences flrst to highlight Wrrtet he phonemics peilingso n the board: ,ti, E i:, 1 crt. linking and weak forms. Elicit the answer forms or refer back to -r Extra help exercise 4. Monitor for correct use of the possessivesy our/my and give positive feedback. Remind students to use Sorry?. SpeLyl our name and ask for a volunteert o spelli t correctlv. Studentss pellt heir narr.ea nd then nominate another stltner''- Extra plus Ccntrnr-ruen til everybodyh as had a turn. .i.k parrst o volunteert o give the information from exercrsc .: :: the resi of the class.T hey can either act out their Extra plus Put studentsi nto teams.G ivef our cardsn 'tt:r l--:r - . : ..' - --:-'.'e:>aticr.osr report them to the classu sing hrslher. or picturest o eacht eam. Teamsa dd two n-rrr. .: r : : l5 Nominate a student and ask What's your name?,H ow do you spell tear s togetirert o chooseJ rTlilr f 'r Lr,, it2 If necessary start spelling the student's name. Repeatt he conversation and nominate pairs to ask each other. Put students into A/B pairs to say the example conversationa s a class. G Listen for phone numbets and email Direct As and Bs to the relevant page and mime to show them addresses to keep the information secret.D raw six numbered boxes on the board. Show students that they have different information. In this section,s tudentsp ractisel istening for specifici nformation Monitor for correct use of personal pronouns and possessives and identifying the type of information they hear. and correct pronunciation ofletters for speliing. Check answers. 11 18.6D irect studentst o the mobile phones creena nd encourage Students complete the grid on the board or compare their the classt o reado ut the information. After they have readt he completed tables. number.w rite 66 and d.oubleo n the board.W rite a few more doublen umbersa s examples. ABCD Put it all together Explain that studentsw ill hear a persona skingJ ackyq uestions about the information on the screen.S tudentsw rite down fl Write telephonem, obile,e mail,w ebsiteo n the board.G ot hrough the information they hear.P Iayt he audio.S tudentsc ompare the exampled ialoguea nd explain that studentsw ill collect answersi n pairs.P Iayt he audio again if necessaryb, ut do not this information. Tell them to include a short greeting before give the answersa t this point. askingf or personald etails.M onitor and collecti nformation 12 Studentst urn to >>p .r5ot o checkt heir answers.WrlteG emma about two students( onem ale, one female)t o use later. and Colleeno n the board (thesen amesw ill be usedl ater in 18 Usea student'sc ontacti nformation to demonstratet he exercise1 6).S pellt hem to show doublei s usedf or letters too. activity, using his and her.N ominate a student to asky ou the Telephoneo 8zgz58o49 Mobile 6o7 4837752 questions.S tudentsc ontinue in pairs. Studentsw rite up contact Email [email protected] information to display. 13 18.7P oint to the mobile phone and askWhat?S aya t dot.com Student performance and elicit email,s ayw ww and elicit websiteE. xplain that they Studentss houldb e ablet o write the correctn ames,p honen umbers will hear one of theset hings and they must decidei f it is a and email addresseso f at leastt wo people.T hey should ask how to phonen umber,a n email addresso r a website.P Iayt he audio. spell words if they are not sure. Studentsc ompletet he activity. Checka nswers. Youc an use this checklistt o monitor and give feedbacko r to assess website phonen umber phonen umber website email students'p erformance. email phonen umber CommunicatioCnans tudentass kfo rs pellinigft heyn eedto ?e xercisr6e Extra help strategy lrrvcnpt honer rumberes.m eilandw ebsitea ddressetos g ive PronunciationDos tudentpsr onouncneu mberts-z oc learleyn ougtho studentsm orep ractrceb eforey ou playt he audio. givep honen umberes?xe rcis7e Dos tudentpsr onouncleet tercsl earleyn ougtho spell Extra plus namese?x ercistoe Studentisn ventc ontacdt etailsa ndc ontinueth e activity. I can say phone numbers and email addresses. Grammar possessivems y, your, his, her Studentst ick on my own if they havef ound the correctc ontact f) information of three other studentsw ithout looking at their books.T hey tick with someh elp if they have readt he questionsb ut 14 SayM y name's. ..a nd point to yourself,Y ourn ame's. .. and written correctc ontacti nformation. point to a student as you sayt heir name.D irect studentst o the example,s howing the connectionb etweenyour in the Earlyf inishers question and my in the answer. Ask What'sy our name?a nd StudenAt choosewso rdst heyw antt o remembefrr omt hel esso:r modelM y name's. ..In pairs, studentsc ompletet he exercise. rnd trrne< thpm (frrdent R rrrelches q.rp\.c\ rnd *ncllr lhc r', ^rl Checka nswers,m aking sure studentsa re cleara bout why each possessivep ronoun is used. 2 Her 3 His 4 vour Additionalm aterial www.oup.com/elt/englishrefsourl et xtrap racticem ateria www.oup.com/elt/teacher/refsourl et xtrat eacherre sourc cs T9 18 How to give your name and address Srientation Vocabulary parts ofan address; numbers 20+ l:ntext - :his lesson,s tudents will talk about where thev live and where -::y're from. Ask studentsf or an exampleo f sumames,s treet names,t owns. Youc ould use your name and the addresso f the schoolt o help. -:.: zo small pictures in Addressp uzzle,r epresentf ive surnames, Point to the label at the bottom of >>p .8 and ask Whichp icture names and towns of people from five different countries. numberi s Smith?W hichp icture numberi s Market StreetTe tc.t o -:-e.ee ft lrst names of the people are all equivalents of the English familiarize studentsw ith the picture page.S tudentss cant he :ne John and the surnames all mean blacksmith.T he addresses picturest o find the information qacky\ sumame: picture =--:a ll equivalents of Market Street and all of the speakers live at t6, streetp: icture t4, town:p icture D, country:p idur'em li,t)h. ,I n pairs, -:mber 23.T he towns are all equivalents of Newtown. studentsf ind the other picture numbers.Y ouc ould set a time l'rlture note limit. When studentsh ave finished,s ayt he words countn'es, : surname Smithi s very common acrossc ultures,s incei n the streetn amesa nd townsa nd gesturef or them to call out the .-: a blacksmlthw as a prestigiousjo b. Therea re many variatrons picture numbers.M onitor for pronunciation. - :..e name Johni n English:i ack,J ock,J acquelineJ, an,J ane, 2 countries:3 , 5,8 , I1,,2 0 .-:.na,J anet,J essieJ,e an,I an, Euan,S ean.T hesem ay also occuri n 3 streetn ames:2 ,9 ,73,14,18 .rr.amesJ: acksonJ, ohnson,M cEwan,l vanovic,J 6nsson. 4 towns:4 ,7,70,72,15 .rme languagest,h e surname comesb eforet he flrst name, e.g. ' :re name Mao Ze Dong,M ao is the surname or peopleh ave two Showh ow the picturesr elating to Jackya re connectedb y a line by tracing it with your finger. Studentsl ook at the table and r::ames,o ne from the mother and one from the father, e.g.i n point to the nameso f the columns.S tudentsw ork individually . Portuguesen ame Maria GomesS oaresG, omesa nd Soaresa re or in pairs to follow the lines linking the picturesb eforet hey :1ames. completet he table.M onitor for capital letters and correct lrguage spelling,a nd remembert o give plenty of positivef eedbackD. o not checka nswersa t this stage. presento f be:a m, is,a re personapl ronounsl,:y ou,h e,s hei,t , we,t hey 1C.S1 tudentsw ill hearf our conversationosf the peoplei n possessivaed jectivesm: y,y our,h ish, er,o ur,t heir exercise2 giving their namesa nd addressePs.I ayt he audiof or studentst o checka nswersL. ett hem readt he audios cripto n singular/plurnaol unsc: ountry- countriesn,a me- names >>p .15oa gaini f the listeninga nd checkings eemedd iff,cult. JanK orvalskPl. o-ar.c2.3 ;^t:a Rv:.ekN. orveM iasto number2s0 + :twenty-twoo,n eh undreodn do ne,e ic. par tso f nam esa nda d dr essesc:o untryf ,r stn am e.s treet IvanK uznetsovR.u ss:a2 3; --tsaR vnckN. cvgcroc surname.town JuanrtaH erreroM, exrco2. 3C a-]eC ell "{ercadoV.: i-aN ueva JeannettLea F orgeB, eigrum2..3 R ueF otreN. euvri,e askinga nda nswerinagb outp ersonainl formationU:v hatt your surname?W, herea rey ouf rom?,I 'mf rom ..., eIc. Languagen ote countryn amesF: ranceM, exicoP, olandS, paine, Ic AII the partso f the namesa ncia ddresseosn this pagea re translatablee quivalents(s eeC ulturen ote)S. eeif your students noticet his for themselveasf terd oinge xercis3e. Got hrough the example.F ort he next one,s uggestt hat number2s 0+ :'1C.2 studentse ither write the number from memory or use stressin questionsW: hat'yso urf irst name?1 C.3 Numbers2 0 + o >>p ,ro to help them. Studentsc omparea nd checks pelling in pairs. lnd product 1C.2P layt he audio while studentsl isten and repeatt he :. Put it aII together, students work in pairs or groups of three to numbersi n exercise4 . Encourageth em to look up from the :rswer questions about names and addressesf rom Smith and lones pagea s they repeats o they concentratem ore on listening. >>p .rz6. Monitor and help with pronunciationb y playing the audio again or model any numbers studentsf ind problematic. Preparation E:ctra activity :ave the famous people cards or names of famous people your Studentdso a pair or smallg roupd ictationc r :.;:-:::s '..;:.-:i. ;:udents mentioned in the last lesson.t o use after exerciser o arei mportanfto rthem( e.gh. ousen umber: :.(: : r;: ::.: ::\' :J :rtional). explain,v ery simply,w hy. ::r exercise1 5,l ook at Smith and Joneso n >>p .rz6 so you know : cw the information is repeated. Warmer -cpy the addreslsa belo n >>p .roo ntot he boardo r write your own. =.->Wk hat'sh er/myfi rst name?W hat'sh er/mys urnameW? hat's ':r/my addressW? here'ss hefr om? Wherea m I from? pointing to the -:.formation. ',','rite Howt o givey our namea nda ddresosn the board. T10 Pronunciation stressi n questions ! 13 Studentsr eadt hrough the text quickly.R emindt hem to ignoret he gaps.C hecka ny vocabularyp roblems.G o through 6 1C.3G o through the examplew ith the classf irst, encouraging the examplea s a class,m aking sure they understandw hy 'm studentst o repeata fter you. Therea re three more questions is the correcta nswer.G o through the secondg ap if necessary, and studentsw ill practises aying theseb efores eeingt hem reminding studentst o look at the subjecto f the verb before written down. Playt he audio and beat the rhythm as students they choosew hich part ofthe verb to use.S tudentsc omplete say the questions.G ivep ositivef eedbacka nd play the audio the text with the appropriatep arts of the verb be.T hey can again as necessary. comparea nswersi n pairs beforea whole classc heck. 7 Show studentsh ow the answersh elp them to decidew hat the 2'm 3'm 4are 5'r/arc 6is 7's 8's 9's 10's questioni s. Write Wherea rey ou from? and Waleso n the board and elicit which is the questiona nd which is the answer.I n 14 Encourages tudentst o use the text in exercise1 3a s a model pairs, studentsw rite the next three questionsf rom memory. and give as much information as possiblea bout their own Monitor and provide somew ords to help if necessaryD. o not class.L istenc arefully when studentsr eadt he text to their give answersa t this stage. partner. Make a note of any pronunciationp roblemsa nd drill dificult sounds,e .g.they'reo, u4 etc. 8 Studentsr eada udio script 1C.1o n >>p .r5ot o checkt heir answers.E xplain that the questionsi n exercise7 are in a trtra activity different ordert o the audio script. -.'.:-:: ::.a:.8:p a:tr,eras coupleo f timesI.f yout hinkrr ' :":-r=:: ::.::g:r thev couldr eado ut their paragraph A What'sy our address?A What'sy our f,rst name? .-: : : ai: .:.,. s:ilents who arel isteningto write ti.,', A What'sy our surname? - '.' "-".':'ani to rul atickwhentheyhc,. 9 Divide studentsi nto A/B pairs. For monolingual classes, ,','r-aa:.1.^, - '\,- '.-."a studentsc ould use the name of their city/town rather than country.M onitor for rhythm and tap the deskt o remind studentst o use it. After a few minutes, studentss wap roles. ABC Put it all together 1O Put studentsi nto groupso ffour. Drill the questionsa s a class beforet hey start the activity. Put the words name,s urname, 15 Studentsl ook at Smitha nd lones on >>p .rz6.D emonstrate from, addressc,o untry on the board and encourages tudentst o the activity by saying Who am I? Write addresso?n the board work without their books.M onitor and checkt hey are asking and elicit What'sy our addressA? sk How many peoplel ive at and answering correctly,m aking a note of any repeatede rrors 4 Market Street?to show that four people share the same to go through as a classa fter the activity. addresss o they must ask for more information to guess who. In pairs or small groupso f three, studentsc ontinue [xr r.r i. tr . the activity. Encourageth em to look up from the paget o ask S.,.-.:: - -.--Js: r: ;e a famous person, invent contact details the questionsf rom memory.T apt he deskt o remind them of el-; -:--, :-\elcise 10. rhythm as they askt he questions. Studentp erformance Grammar prono-u_nasn d possessives; Studentss houldb e ablet o find the identity of one or two C presents imple of beE studentsb y asking questionsT. heir questionsd o not have to soundp erfect,b ut an attempt at using sentencer hythm should be evident. 11 Gives tudentse xamplest o show the differencei n meaning between pronounsa nd possessivea djectivese, .g.I 'm, My name You can use this checklistt o monitor and give feedbacko r to is ..., You're.. ., Yourn ame is...G o through the examplea s a assesss tudents'p erformance. class,m aking sure studentsu nderstandw hy my is the correct Fluemy Dos tudentass kq uestionwsit houat loto f hesitation? answer.W rite the sentenceso n the board and draw a line to exercisreo show the connectionb etweenI 'm andM y. Start a sentence with both and get the classt o finish them, to checkt hey Vocabulary Dos tudentass kq uestionuss ingd ifferenpta rtso fa n understandt he difference. Ask Trueo rJ alse?W e usep ronouns addresesx?e rcistoe with verbs. PronunciationDos tudentpsr onouncneu mberzso + clearlye?x ercis5e 2Their 3I4She,Her 5you 6your 7 We 8He,His gOur 10T hey I can give my name and addtess. Students tick on my own if they have found the identity of both 12 Studentsl ook at the grammar box and work individually to students.T hey tick with someh elp if they lookeda t the questions completet he sentencesR. emindt hem to refer backt o their on >>p .u, exercise1 5. answersi n exerciseu if necessaryG. o round the classa nd help. Studentsc omparea nswersi n pairs or groups. Early finishers Studentsre peate xercis:r c frorn mem'orya s a mingling activit'. I'm You're/ They're/ We're She's/ He's/ is la.nguagen ote Telis tuCentsto uset he contractedfo rm 'sa fter pronounsa nd Additionalm aterial the ',vcrCn amea nds urnameT. heyu set he full form is after www.oup.com/elt/englishforere sxutlrt ap racticme aterial vrcrdsl ike addressw, hich endsi n s.U set he examplesin the www.oup.com/elt/teacherf/orere sxutlrta te acherre sources gran.r.nabr ox to showt his. Studentsw ill seea nothere xampie cf this :l the next exercisew, ith is useda ftert he word class. n] lC How to start a conversation lrientation Listen for information fl In this section,s tudentsl isten and readc onversationsfo r speciflc --E :-e:-xst -esson,s tudents will practise starting a conversationi n information. --::-..- and informal situations. 1 1D.1D irect studentst o On the buso n >>p r! and tell or gesture --: ::rures show two people meeting for the first time. On the for them to cover the text. Ask about the people.e .g-H ow :* ::.cws two students exchanging information about their old are they?A re theyf riendsT Go ttuough the instructions, : i:-<-::cunds.I n the second,I n the street,a teacher and a well- checking students understand the activity and vocabulary. PIay :::-..,-:. writer have a more formal conversation. the audio. Students compare answers rn parrs. Play the audio a j:€uage secondt ime if necessary. 2 Tell students to read the conversation and chect their answers. -crsSnmmar negativesq,u estionss,h orta nswerbs e:H e isn't...,They Go over answersa s a classb y asking What'sh er name?W here's aren't..A., rey ou ...l,Yes,lamN.,o ,l'mn ot. hef rom? Wherea re Anita'sp arentsf roml Ask Who rtarts the bsrvords addresfso rmsa ndm aritasl tatusM: riM rs,M issM, s,s inqle, conversation,I eff or Anita? [ffi Go through the conversatbn morried again and checks tudentsu nderstandv ocabulary- politef orms:R eolly?,So.r.r.y, placesc,o untrieasn d nationalit iesC: hinaE, nglishL,o ndon, / Anita leff London China British English etc. 3 lD.2D irect studentst o In the streeto n >>p .r2.Aska bout the iobs dodf,a th er,m u m , studen t, writer people,e .g.D o they know eacho ther?A re theyf riends?G o brphrases politee xpressioEnxsc: usmee .H, owd oy oud o?T, hanyko u. through the instructions and items 1-3.C hecks tudentsh ave informaelx pressioMnse:t oo.A, ndy ou?J,u sct alml e. ... coveredt he text beforey ou play the audio.S tudentsc omPare tognition words:l ate,m edicalt,o xi answersi n pairs and listen a secondt ime if necessary. rcbulary phrasesin: thes treeto, n theb us 4 Gives tudentst ime to readt he conversationa nd checka nswers. ryed grammarb: e;p ersonapl ronounsp; ossessivaed jectives lAustralia 2Belgian3 ateacher wordsa nd phrasesc:o untry,f rstn ame,s urnomeH, owa re -rguaSe you?,N rceto meety ou.,W hat'sy our name? Got hrough the instructions.R eadt he first item and stresst he ltonunciation Mr/'mrste/M rs/'mrsrzM/ sr mazrM' iss/m ls/ word isn't Checks tudentsu nderstandt he vocabularyi n items z-6, and tell them to look quickly through the conversationto --nguage find the answers.E licit answersa round the class,a nd ask Who note starts the conversation,N atalia or Eddy?( Natalia.) - -: used by females and is the neutral equivalent of Mr, and - -,--<eM iss or Mrs, it gives no indication of marital status. It 2 Eddy 3 Anita and Jeff 4 Natalia 5 Natalia ' :! 3ecomec ustomary for women who don't want to give 6 Nataliaa nd Eddv - :::mation about their marital status to use Ms. Mr, Mrs, and ,' are abbreviations,s o offer no indication of how the words are Grammar presentsimpleofbelr - T . : ::.ounced.M s and Mrs look very similar, but are pronounced ! -,:--:rently.A ccurate pronunciation is important to avoid a possible : .akdown in communication. Draw three columns and the symbols +, -, and ? on the board Write the affirmative sentenceI eff sf rom Nottingharn-E licit a hd product negatives entencea nd a questiona bout Jeff and write them : Put it all together, students practise having a conversation they on the board.H ighlight the contractedf orm of u not and the -:ze written for one of the situations on >>p .rz6. In pairs, they act inversion of the subject and verb to make the guestion- Direct '::ir conversationf rom memorv students to the grammar box and check any vocabu-lary- Students complete the sentencesi n pairs, ustng tle serrtences Preparation in exercises3 and 5 to help, if necessary.G o over answer as a class and point out the use of short forms rn negative short -':ossible, take a set of bilingual dictionaries to class. answers I'm not, He isn't but not in the affrmative answers I am and He is. Tell students we don't say.l Hrn and l# Warmer -:';s + He'sf rom Trinidad.W e're- a:: l:.:'."re ::. a l:aw three columns on the board. In the first column write - Shei sn'tm arriedY. c: arent: s:::::.: , --:re of your students' names, in the secondw rite the names of ? Is shem arried?A re',':: : s:-:.:.:'Are:j'.ey cr a bus? :-aces,e .g.S pain,L ondon, Britain, Poland and in the third write . ationaiity words, e.g.B eigian, Mexican. Elicit a couple more Extra activity : <amplesf or each column and ask students to suggestt itles for the Gives tuder:s: i.s ::.:::--::.:: :: :r3..t or repeatI:s b eforeh ei n ::'umns. Write nameg places and nationalities above each one. Ask a questicr.r.e :t:::: :-<:f . a:. aaslYer. r :ew students some questions,e .g.W hat's your name? Where are Checks tudents understand the activity and set a short time ,:u from? Are you FrenchT limit of one minute. Students compare in pairs before they give ',', rite How to start a conversationo n the board. you examplesf rom both conversations. n2 Extra plus 13 Draw two columns on the board. Label the first column.Iel/ l. :- r'",len they and Anita and write these words and phrases: yeah, dad, bye. Ask students to find words and phrases with similar 3. '.:j:::e:. :j^;e- :.silciions and the example to check students meanings in In the street (yes,f ather, goodbye).P oint out that 'j:. je:s:i:.,r ..r€ a.tir:ty. Point out that if we give a negative the words in the first column are used in a less formal context. Go through the instructions and the example and check a.-rr..'er i-e:. il.s pclite to provide more information. Monitor students understand the activity. In pairs, students have the a:-: s: -:dents use the short forms correctly. Ask the conversations. Check students use formal or informal words J-ies-'e:::.k: -:sa rcund the class and elicit answers. consistently in their conversation. Check students swap roles. -.-.:. : -; --s 5ls 6Are Extra help !rra heip Give studentst rme to write the conversationf irst. Monitor and , : :r;ll around the classu sing some of the help as necessary. . ,,: example,s ayI 'm from ...a nd my name's. ... Extra plus . . :i >tudentt o continue.N ow sayM y name's. ..a nd A>1,,r uLients1 el epeatt he activity.t rying to Jooku p from ' '..,')res..a. s you point to a student.S tudentsc ontinue. the book tc make eye contact.G ive positrvef eedbackw hen Dlrect students to the box and go through the example studentsd c,t l:s. conversation. Ask a few more questions before putting students in pairs to continue. Monitor and give positive feedback for accurate word order in questions and the use of short forms. ABC Put it all together Make sure students swap roles. 14 Direct studentst o the photoso n >>p .rz6 and use the lists from Extra plus exerciser 3 on the board to elicit the type of conversations P-rts tudentsi nto different pairs to tell a new partner about studentsw ould have in the situations.( Picturest and z - more tneir first partner.M onitor and help them useh e'shec orrectly. nrakrng a note of any repeatede rrorst o go over as a class. formal Pictures3 -5i nformalJI n pairs, studentsw rite their conversations. 15 Give studentst ime to practises everalt imes and checkt hey er Vocabulaty Mr, Mrs, Ms, Miss; swap roles.E ncourageth em to look up from the page. po[te wordsa nd phrases 16 Put studentsi nto groupso f four to have their conversations and guesst he situations. 10 Writet hesew ordsa nd phonetics criptso n the board:M r rnistr,M rs 'mrsr,z M s nrrr, Miss r:,- and showh ow the Studentp erformance symbolsr epresent the sounds.P oint out how dictionaries Studentss houldb e ablet o start and maintain a shortc onversation. show how many syllablesa word has and where word stress Youc anu set his checklistt o monitor and givef eedbacko r to assess falls. Tell studentst hat items 1-3 are very similar to the way students'p erformance. information about words is given in a bilingual dictionary,a nd go through the exercisea s a class.W hen you have finished, lnteraction Dos tudentass ktw oo rt hreeq uestiontos k eepth e direct studentst o the conversationso n >>p .12t o find examples conversatigooni nge?x ercis9e of the words.A sk studentsw hy Eddys aysN ice to meety ou, Politeness Dos tudentsu sep lease,thankyoaun,d e xcusme e? MissD ubois.O r is it Mrs Duboiso r Ms Dubois?( He'sb eing polite.) exercis1e1 1 surname 2 married,s urname 3 single,s urname Vocabulary Dos tudentuss ea ddresfosr msc orrectley?xe rcisroe Extrah elp I can start a conversation. Labetlh e wordsM s andM rso n the boardA andB .A skH ow ntanys yllables(M? s= t, Mrs - z).D o a minimal pair activity Students tick on my own if they can ask two or three questions to keep the conversation going. They tick with some help if they refer rvith the classS. tudentcso ntinuetn pairs. to the cues on the board once or twice. 1l Tell studentst hat the peoplei n the conversationsa re polite Early finishers and elicit a few exampleso f polite words and phrases,e .g. Excusem e,p leaseM. ime to show studentst he difference studentsc hangep ,. wilte a nr\v ( onversat.ont o pr.rctr>ea,n d between Excusem e and Sorry?F orE xcusem e,t ap on a desk ac'.r t oLrtt .r drruLheur air to gucsst he situat.on to get students'a ttention. Then ask a student a questiona nd sayS orry?w ith your hand to your ear to show you didnt hear and want them to repeat.S tudentsc ompletet he exercise Additionalm aterial individuallya nd comparein pairs. www.oup.com/elt/englishresfourl et xtrap racticen rateriIa 1 Excusem e 2 Thanky ou 3 Please4 Sorry www.oup.com/elt/teacher/resfourl et xtrat eacherre sources L2 I D.3G o through the instructions and play the audio,p ausing after eachp hrasef or studentst o repeat.M onitor and give extra practicea s necessaryG. ivep ositive feedback( or smile),w hen studentss oundf riendly. T13 lD