2250_IC3IntroTE_U01_P07.

01 12/11/06 12:07 PM Page 1

In Unit 1, students discuss personal information.

It’s nice to meet you. In Cycle 1, they say hello and introduce
themselves and others using my, your, his, and
her. In Cycle 2, they say good-bye and exchange
phone numbers using the verb be.
Cycle 1, Exercises 1–7

1 CONVERSATION
Learning objectives: practice a conversation between two ■ To explain the meaning of too, draw two female stick
people meeting for the first time; see my and your in context figures on the board. Label each figure Jennifer. Point
to one and say: “My name is Jennifer.” Then point to
TIP To learn your Ss’ names, have them make name cards. the other and say, “My name is Jennifer, too.”
Each S folds a piece of paper in thirds and writes his or
■ Write this sentence on the board:
her name on one side. Then they place the name cards on
their desks.
It’s nice to meet you.
Ask a S to read the sentence. Respond: “It’s nice to
meet you, too.”
A [CD 1, Track 1]
■ Play the audio program again. Ss listen and read
■ Books closed. Introduce yourself. Shake hands with a silently. Then they practice the conversation in pairs.
S and say, “Hi. My name is . . .” or “I’m . . .”
Encourage Ss to respond using their own names (e.g., For a new way to practice this conversation, try Look
My name is . . . or I’m . . .). When Ss respond, say, Up and Speak! on page T-150.
“It’s nice to meet you.” ■ Focus Ss’ attention on the first names and last names
■ Books open. Focus Ss’ attention on the illustration in the box. Model with your own names. Say: “My
and the names in the conversation. first name is . . . . My last name is . . . ” Ask a few Ss:
“What’s your first name? What’s your last name?”
■ Play the audio program. Ss listen and read silently.
■ Write these sentences on the board: B Pair work
I’m Jennifer Miller. ■ Explain the task. Then model it with a few Ss, using
My name is Michael Ota. your own names and the conversation as a model.
■ Explain that “I’m . . .” and “My name is . . .” have the ■ Ss stand up and practice the conversation in pairs.
same meaning. Change Jennifer Miller to Michael When they finish, they practice the conversation with
Ota (and vice versa) in the sentences on the board. a different partner.
■ Play the audio program again. Ss listen and read ■ Ss change roles and partners several times. Go
silently. Explain that Nice to meet you. means It’s around the class and encourage Ss to shake hands
nice to meet you. and I’m sorry. What’s your last name and smile while introducing themselves.
again? means Please repeat your last name.
■ Option: Ask one or two pairs of Ss to role-play the
conversation for the class.
For a new way to practice this Conversation, try
Moving Dialog on page T-150.

2 SNAPSHOT
Learning objectives: learn some popular names and ■ Point out that some names have more than one
nicknames in the U.S.; talk about popular names nickname. For example, Lisa, Liz, Betsy, and Betty
are all nicknames for Elizabeth.
[CD 1, Track 2] ■ Read the focus task. Show Ss how to circle names on
■ Focus Ss’ attention on the Snapshot. Explain that a the board. Then read the focus questions.
nickname is a short or informal name for a person. ■ Elicit answers from the Ss and write them on the
■ Play the audio program. Ss listen and repeat. board. If the Ss are from different countries, write
■ Write this on the board: the names of their countries on the board. Then
Male Female elicit popular names from Ss and list them under
Then say a S’s name. Ask: “Is it male or female?” their countries.
Elicit the answer. Repeat with different Ss’ names.

T-2

SALES REP: And what’s your first name. Stephen 4. JON: That’s right. . “Her name is . 5. 4. . Lee? KRIS: No. Ask a male and a female S to stand and elicit complete sentences: “His name is . Then point to different Ss ■ Books closed. Ss line up in alphabetical order according to first name and then last name.2250_IC3IntroTE_U01_P07. A [CD 1. 4 THE ALPHABET Learning objectives: practice the alphabet. STEPHEN: No. For more practice with the alphabet. Could you repeat that? spelling SARA: Yes. ■ Option: Elicit the spelling of different Ss’ names. spell B Class activity people’s names ■ Explain the task and focus Ss’ attention on the example list. Then write the SALES REP: Is that K-A-T-H-E-R-I-N-E? answers on the board. . Steven . T: What’s your name? S2: My name is (Juan). For a new way to practice the alphabet. SALES REP: Got it. KATHRYN: No. T: My name is (your name). Each group stands in T: (to class) His name is (Juan). ■ Explain and model “The Name Game” with two Ss. so it’s K-A-T-H-R-Y-N. Ss listen and each line. . pausing after each conversation. Thanks. KATHRYN: It’s Kathryn Simpson. Thank you. . . a circle and plays the game. Track 4] ■ Play the audio program. . ■ Play the first conversation in the audio program and SALES REP: Oh. Group work T: (to class) Her name is (Keiko). 1. Then play the rest of the audio STEPHEN: That’s right.” your. Ss listen and read silently. S-T-E-P-H-E-N. that’s S-T-E-V . his.” JON: It’s J-O-N. Track 5] 3. please? SALES REP: Your name is Jon Lee? KRIS: It’s Kris. Sara 3. Track 3] answers from the class. ■ Ss work in groups of five to ten. pausing after Then play the audio program again. Jon 2. ■ Point to different Ss. Ss listen and and answer questions with “What’s . T-3 • Unit 1 . Kris SARA: No. turns reading the letters. SALES REP: Kris with a “K. What’s your name? S1: My name is (Keiko). Simpson. name?” read silently. Use this conversation to demonstrate my. try Alphabet Bingo on page T-156. and her: ■ Play the audio program again.01 12/11/06 12:07 PM Page 2 3 GRAMMAR FOCUS Learning objectives: practice my. Ss listen and repeat. excuse me. Audio script Ms. SALES REP: Is your name spelled C-H-R-I-S? SALES REP: And how do you spell your first name. ■ Model the task with a S. ■ Ss compare their answers in pairs. It’s S-A-R-A. Mr. Play the audio program. model the task. Then play the audio program again. please? and complete the task. . and her. ■ Play the audio program. his. . ■ Read the five pairs of names aloud. play Line Up! on page T-144. SALES REP: Thank you. . your. Your first name is spelled Answers S-A-R-A-H? 1. repeat. SALES REP: Oh. Ss listen and read silently. Then Ss go around the class ■ Option: Ss practice the alphabet in pairs. program. Thank you. My name is spelled S-A-R-A. It’s spelled S-T-E-P-H-E-N. SALES REP: OK. Point out that the STEPHEN: My name is Stephen Jones.” or next to you. [CD 1. Ask: “Is it his or her?” Elicit [CD 1. Ss listen and repeat. names in each pair have the same pronunciation. taking with their notebooks and complete the task. ask ■ Books open. Kris with a “K. SALES REP: Sara Brown. it’s K-A-T-H-R-Y-N. Kathryn 5. 5 LISTENING Learning objective: develop skills in listening for correct SALES REP: I’m sorry.” Thanks. Ss listen SALES REP: Your name. 2. it’s spelled K-R-I-S.

. Write formal greetings on the board. but the sound /z/ in Ms. 7 SAYING HELLO Learning objective: learn and practice formal and informal ■ Option: If Ss don’t know each other’s names yet.g. The pairs check answers by comparing lists. ■ Ask the class: “Who uses the title Miss? Mrs. Write of first names only.. • T-4 . afternoon. It’s nice to meet you. (Mr. and TIP To encourage Ss to learn the Classroom Language on on pages 1–3 Writing page v of the Student’s Book. Point ■ Ss go around the class and greet four or five to picture 2 and invent full names for the man (e. Thank you. Then put the cards on the walls. is a “period. Go around the room and check their use Paulo Garcia) and the boy (e. . Ask two Ss to greet each other Good afternoon. (your title and last name). ■ Check Ss’ understanding of when to use titles. . Vocabulary.. Write informal them on the board. not B first names. the activity. For a new way to practice greetings. Good morning. ■ Elicit the expressions that mean “hello” and write ■ Explain and model the second task. Alex Conner).? Ms. Conner. S1: Hi. spells out the names on his or her list and S2 writes them down. (Alicia).01 12/11/06 12:07 PM Page 3 6 WORD POWER Learning objective: learn titles for men and women ■ Option: If Ss have difficulty hearing the difference between Miss and Ms. (Ms.” Then Ss work in pairs. for more practice in . Chen). . have greetings for different times of the day them wear name tags during the activity.. S1 ■ Play the audio program. Then greet several Ss using titles. (your title and last name). try Musical Paulo. ■ Explain the task. For example: to use the pictures to guess the meanings of morning. Good evening. write the expressions on cards. (Mariko). Go around the room and check their use ■ Focus Ss’ attention on the pictures. S2: Hi. ask Ss to put their hands on A [CD 1. Then they change roles. greetings on the board. Remind Ss of the meanings of male and female. Hello) Encourage Ss using first names only.2250_IC3IntroTE_U01_P07.g. (ask Ss) OK? Ss: No! Do your students need more practice? ■ Play the audio program again. ■ Explain that we use titles with last names. B Class activity ■ Books closed. Workbook Exercises 1–4 Grammar. Ss listen and repeat. T: Hello. For example: T: Good evening. ■ Ss go around the class and greet four or five A [CD 1. Track 7] classmates. vibration. Assign . S1: Good evening. Read each has no vibration. has a title aloud and ask Ss to repeat. Explain and model the first task.? Mr. the names on the board. Ms.. Ss listen and repeat. and Mr.?” Ss raise their hands. End of Cycle 1 Mr. ■ Option: Explain that the end punctuation for Mrs. Ss complete the task individually. Go around the class and give help as needed. T: (point to the boy’s speech bubble) Good morning. Ss listen and ■ When each S has greeted four or five others. Track 6] their throats and say the words. of titles and last names. Ss: No! T: (point to the man’s speech bubble) I’m just fine. (Answers: Hi. and evening. classmates.. Ramirez). stop read silently. pausing after each short conversation. How are you? (ask Ss) OK? Dialog on page T-150. The sound /s/ in Miss ■ Focus Ss’ attention on the box with titles. S2: Hello. ■ Play the audio program once or twice.

put a S’s book S1: Hi. try remember. Then they SARAH: Hi.2250_IC3IntroTE_U01_P07. It’s.01 12/11/06 12:07 PM Page 4 Cycle 2. Sarah. Write this me. Exercises 8–14 8 CONVERSATION Learning objectives: practice conversations among three ■ Option: Ask one or two groups to role-play the classmates. Go over answers with the class. compare answers in pairs. Stand next to the S2: Hi. ■ Play the audio program again. copy the rest of the conversation on the read silently. Remind Ss to look at each other as they speak. Jennifer. (S3). It’s nice to meet you. Ss listen and repeat. She’s ■ Option: Ss underline the subject pronouns + be verbs in our math class. Track 8] TIP To keep Ss interested in role plays. Point out the choices in verb be in conversations parentheses. JENNIFER: That’s right! David. I’m. Ss listen and read silently. ■ Ask different Ss to write the correct answers on the Ss listen and read silently. Do not write the answer for the first example. listen and look at the pictures.” For math. DAVID: Oh. 9 GRAMMAR FOCUS Learning objective: practice subject pronouns with the ■ Explain and model the task. Ss they work. Play the audio program again. this is Sarah Conner. name again? DAVID: It’s David – David Medina. For over there. They practice the three. thanks. Answers and so on. Ss Then ask three Ss to model it. on the other side of the classroom. too. A [CD 1. ■ Play the audio program for the Grammar Focus box. changing roles. For excuse ■ Books closed. it’s. Then A they change roles and practice again. Nice to meet you. there. You’re. Point Record who role-played the conversations and choose to the picture of Jennifer Miller and ask: “What’s her different Ss each time. I think you’re in my English class. right! Yes. B Group work ■ If needed. S. ■ Ss take turns introducing each other in groups of ■ Ss work in groups of three. ■ Play the audio program once or twice. Write the first two lines of the conversation on the board. board. ■ Focus Ss’ attention on the contractions. ■ Books open. Disappearing Dialog on page T-151. I am. Track 9] ■ Books open. point to the book. Focus Ss’ attention on the pictures. Elicit the correct answers and write them on the board. ask no more than two pairs or groups to role-play conversations for the class. I’m. (Answers: I’m. name?” (Answer: Her name is Jennifer Miller. see subject pronouns and the verb be in context conversations for the class. (S2). (S1). T-5 • Unit 1 . (S2). in the conversations in Exercise 8. Go around the class and encourage Ss to look at each other as they speak. Ss complete the task individually. How are you? statements and negative short answers. board. I’m sorry – what’s your use them in questions or positive short answers. explain any new vocabulary.g. ■ Ss cover the text. tap a S on the shoulder and say “Excuse me” to conversation on the board: get his or her attention. equation on the board (e. and say: “Your book is over S1: (S2). David. Contrast the pronunciation of I am and I’m. She’s) ■ Ss practice the conversation in groups of three.. DAVID: Hi. Point out that we use contractions in DAVID: Hello. He’s. write a simple mathematical S2: Hi. Explain the task. S3: Hi. ■ Books closed. As ■ Focus Ss’ attention on the Grammar Focus box. this is (S3). 2 + 2 = 4). We do not JENNIFER: I’m fine. you are and you’re. conversations three times. [CD 1.) Tell Ss to look at Exercises 1 and 3 if they can’t For a new way to practice this Conversation.

in a bag. Ss listen and read silently. them to imagine they are meeting for the first time. Write the phone number answers. S2: Yes. Hey. of paper. . He’s/She’s over there. we pronounce it “zero” or “oh” when it is with other numbers. S1 dictates the phone numbers and S2 writes them down. Yes. Read each digit and Ss repeat it. . each other when speaking. Then they work in pairs. . Are you (name on paper)? STEVEN: Yes.2250_IC3IntroTE_U01_P07. first and last names on pieces of paper and put them ■ Ask Ss to write the second conversation on the board. and repeat. I am. 11 NUMBERS Learning objective: learn and practice the numbers from ■ Point out that we pronounce 0 as “zero” when it is zero to ten alone. Ss listen and repeat. . I am. read silently. and over begin with vowel sounds. She’s in our math class. S1: No. 10 PRONUNCIATION Learning objective: learn to sound natural when linking ■ Option: Ss underline the linked sounds in the sounds conversations in Exercise 8 on page 5. board. ■ Option: Each S writes five phone numbers on a piece ■ Play the audio program again. we pronounce A [CD 1. . . and STEVEN: Oh. ■ Books closed. Ask For more practice with numbers. • T-6 . 201-555-2491 on the board. I’m Nicole Johnson. look up. this is Jennifer. . . listen for the linked sounds. Ss listen and ■ Ss take turns reading the numbers in pairs. However. . TIP Ss often don’t understand native English speakers In natural conversation. o. right? NICOLE: Yes. NICOLE: Oh. ■ The Ss take papers. play Bingo on different Ss to read the phone number aloud. e. comprehension. in. . Elicit answers from the class. and u. My name is David Medina. Are you Steven Carson? DAVID: No. I’m Jennifer Miller. You’re in my class. ■ Explain and model the second part of the activity.01 12/11/06 12:07 PM Page 5 B ■ Read the conversation aloud. . Do not fill in the first example.) Then play ■ Focus Ss’ attention on the examples. ■ Explain the task. right? . I am. . The words before them end in consonant sounds. Then elicit the correct answers for Go around the class and encourage Ss to look at the first conversation and write them on the board. page T-147. Then read the complete phone number. Steven is T: Excuse me. I’m not. Teaching Ss to be aware sounds together. ask STEVEN: It’s nice to meet you. For example. . Write the first conversation on the Ss listen. Ss write their answers in pairs. Track 10] This is your book. go around the room. Are you (name on paper)? over there. Answers Take a paper from the bag and ask a few Ss whose names are not on the paper: NICOLE: Excuse me. sorry. Then they compare ■ Explain the first part of the activity. people link these because they seem to talk quickly. Play the audio program. (Answers: . The pairs compare papers to check their ■ Explain and model the task. ■ Explain that there are five vowels in English: a. Then they B Pair work change roles. If Ss know each other well. I’m not. Then ask the class to correct any errors. NICOLE: Hi. complete the activity. David. I am. Ss listen and practice. ■ Books open. ■ Ss practice the conversation in groups of three. Then ask the S whose name is on the paper: NICOLE: Are you Steven Carson? T: Excuse me. Point out the audio program for Exercise 8 again and ask Ss to that Alan. pausing after each line. i. He’s over there. Track 11] 505 “five-zero-five” or “five-oh-five. Then play the audio program again. Ss complete the task for the second C Class activity conversation individually.” ■ Books open. you’re in my math class. [CD 1. of linked sounds can greatly increase Ss’ listening ■ Play the audio program. The other letters are consonants. It’s nice to meet you.

Two-oh-one. that’s right. Great! JENNIFER: What’s David Medina’s phone number. four-six. five-five-five. Right? Then Ss take their notebooks. Ask: “Do you remember six-four-six. Vocabulary. See you later. nine-nine- Audio script six-oh. . ways to say good-bye for different times of the day Remind Ss to use different expressions. Our number is ■ Focus Ss’ attention on the list. let’s see. (Answers: Good-bye. three-eight-oh-six. and your number is six- focus their attention on Exercises 1. five-five-five. list. JENNIFER: That’s right. See you Video Activity Book Unit 1 Listening. and 8. Vocabulary.” T-7 • Unit 1 . go around the class. MICHAEL: And Nicole Johnson’s number? A [CD 1. Ss listen and complete the number. Name Phone number one-nine-three-seven? David Medina (212) 555-1937 MICHAEL: Yes. Reading. read silently. Bye-bye. five-five-five. Michael? MICHAEL: It’s two-one-two. for more practice in . Do your students need more practice? Say: “Now they are saying good-bye. B Class activity ■ Explain the activity. the audio program again as needed. Michael Ota (718) 555-9960 MICHAEL: Three-four-seven. Nicole is my roommate. seven-six-four-five. Good night) Cultural Awareness Point out that good night means “good-bye. Sarah Conner. pausing after each Speaking short conversation. .” ■ Play the audio program once or twice. See you tomorrow. what’s your phone number. Play JENNIFER: Right. JENNIFER: OK. Ss listen and Assign . Have a good evening. Her number is three-four-seven. number is two-oh-one. . Then model it with several Ss in different ways. Speaking. It’s the same ■ Play the audio program. three-six-four- eight. For example: “Good night. and ■ Play the audio program again. five-five-five. Bye. 14 SAYING GOOD-BYE Learning objective: learn and practice formal and informal ■ Ss go around the class and complete the activity. Steven Carson.2250_IC3IntroTE_U01_P07. five- five-five. Listening. 3. Track 12] JENNIFER: Oh. five-five-five. that’s it. . three-eight-oh-six. Ss listen and repeat. and complete the task. A [CD 1. Michael? MICHAEL: It’s seven-one-eight. five-five-five. and ■ Elicit the expressions that mean “good-bye” and write on pages 3–6 Writing them on the board. Then focus their attention on Exercise 14. B Class activity JENNIFER: Now. Workbook Exercises 5–10 Grammar. Sarah Conner (347) 555-7645 Steven Carson (201) 555-3648 MICHAEL: OK. Nicole’s phone number is six-four-six. MICHAEL: So.01 12/11/06 12:07 PM Page 6 12 LISTENING Learning objective: develop skills in listening for correct MICHAEL: Yes. five-five-five. Jennifer Miller (646) 555-3806 five-five-five. three-eight-oh-six. Juan. Nadia. Kumiko. JENNIFER: Hey. Sarah. and later. 4. Track 13] ■ Focus Ss’ attention on the pictures in Exercise 7 on End of Cycle 2 page 4. five-five-five. seven-six-four-five. JENNIFER: Two-one-two. Then they go over their answers in pairs. Answers one-nine-three-seven. these people? Who are they?” If Ss don’t remember. 13 INTERCHANGE 1 See page T-114 for teaching notes.” CD-ROM Unit 1 Grammar. What’s her phone number? Nicole Johnson (646) 555-3806 JENNIFER: Hmm. His phone ■ Explain the task and model the conversation with a S. phone numbers three-six-four-eight.