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2278_FLTRP_TE1_U01_P02.

02 12/29/06 10:36 AM Page 2

In Unit 1, students discuss personal information.
In Cycle 1, they introduce themselves and others

Please call me Beth. using be and possessive adjectives. In Cycle 2,
they talk about themselves using yes/no
questions and short answers with be.
Cycle 1, Exercises 1–5

1 CONVERSATION
Learning objectives: practice a conversation between two ■ Write this on the board for the next task:
people who just met; see statements with be and possessive First name Last name
adjectives in context Beth
David
TIP To learn your Ss’ names, have them make name cards. ■ Play the first part of the audio program again. Ss
Each S folds a piece of paper in thirds and writes his or her
listen to find out Beth’s and David’s last names. Then
name on one side. Then they place the name cards on their
elicit the answers and write them on the board.
desks.
(Answers: Silva, Garza)
■ Books open. Play the first part of the audio program
[CD 1, Track 1]
again. Ss listen and read silently.
■ Focus Ss’ attention on the picture. Ask: “Where are
■ Ss stand up and practice the conversation in pairs.
the people? Who are they? How old are they?”
Go around the class and give help as needed.
Encourage Ss to make guesses.
■ Option: Ss use their own information to practice the
■ Set the scene. David is a new member of a club for
first part of the conversation. Before they start, ask
international students. He’s meeting Beth for the
Ss to underline the names and countries so they
first time.
know what information to substitute.
■ Books closed. Write these questions on the board:
■ Ask: “Where is Sun Hee from?” Play the rest of the
1. Where is Beth from?
audio program and elicit the answer. (Answer: Korea)
2. Where is David from?
■ Ss practice the conversation in pairs.
■ Play the first part of the audio program. Elicit Ss’
answers. (Answers: 1. Brazil 2. Mexico) For another way to practice this Conversation, try
Musical Introductions on page T-156.

2 SPEAKING
Learning objectives: introduce oneself; check information ■ Play the audio program again. Focus Ss’ attention on
about other people the intonation of the questions.
■ Tell Ss to ask you the questions. Respond with
A [CD 1, Track 2]
information about yourself. Then Ss use their own
■ Explain that sometimes people misunderstand information to ask and answer the questions in pairs.
information, so it’s important to ask polite questions ■ Option: Review the letters of the alphabet.
to check information.
■ Have Ss match the questions and responses B Group work
individually or in pairs. Then play the audio ■ Model the task with a few Ss. Ask them their names.
program. Ss listen and check their answers. Then check the information before writing it on the
board.
Answers
■ Ss complete the task in small groups.
1. b 2. c 3. a

T-2

2278_FLTRP_TE1_U01_P02. try [CD 1. 4 PRONUNCIATION Learning objective: learn to sound natural by linking words ■ Play the audio program. and possessive adjectives. T-3 • Unit 1 . Our parents are in Korea right now. I’m 20 years old. For a new way to practice this Conversation. Close your thumb and first finger to show how the His name is Carlos. Elicit or explain the meaning of What’s . it’s a very interesting city. Track 5] the Chain Game on page T-145. 1. where are you from? ■ Books open. become you’re. .g. They’re in Los Angeles. Ask: “What is Sun Hee’s last name?” Play the audio program and elicit the answer. Then read the two focus questions. Explain that it’s ■ Ss complete the sentences individually or in pairs. Your name is Beth. Set the scene. try Answers Look Up and Speak! on page T-150. Track 4] ■ Option: Play the audio program for the Conversation ■ Explain that some English words sound unnatural on page 3 again.g. Mexico City. My family is in Mexico City. Ss listen to find the answers ■ Books closed. Elicit the answers. Answers ■ Go over the contractions in the Grammar Focus box.g.”). 2. (Answers: Mexico. But I like it a lot. but everyone calls me Beth. Then they practice it.. 5 GRAMMAR FOCUS Learning objectives: practice statements with be. DAVID: Oh. conversation silently. My name is David.02 12/29/06 10:36 AM Page 3 3 CONVERSATION Learning objectives: practice a conversation between B three people who just met. beautiful) SUN HEE: Is it big? ■ Play the audio program again. David is from Mexico City. Point out the linked sounds. Statements with be and contractions of be A ■ Introduce yourself (“I’m . too. Ask Ss to practice the sentences. Acapulco). I’m) when over answers with the class. Go common to use contractions (e. A [CD 1. My name is David Garza. ■ Play the audio program for the first Grammar contractions of be. . answer questions with be For more practice with possessive adjectives. My parents Possessive adjectives are on vacation this week. Focus Ss’ attention on the Conversation DAVID: I’m from Mexico. SUN HEE: Wow! What’s it like there? Ss check answers in the Conversation on page 2. My brother is a university student. . Tell Ss to go around the room and introduce themselves. see statements with be in context ■ Elicit names of cities in Mexico (e. I’m Elizabeth.. Then tell Ss to practice linking when pronounced separately. native sounds in selected sentences (e.. For example. pronouns + be become contractions. Hee to David. speakers usually link these words. Beth is introducing Sun to the questions. I’m from Mexico. My name is Sun Hee Park. title. It’s very interesting and big. I’m a student at City College. My sister is your thumb (you) and first finger (are) contract to a student here. Ss listen and read the DAVID: Oh yes. This is David. Track 3] ■ Play the audio program. ask and Focus box. 3. Audio script (Answer: Park) SUN HEE: So David. ■ Explain the difference between subject pronouns and possessive adjectives by writing this on the board: I am David. [CD 1. It’s big. like? SUN HEE: Really? What city? Ask the class: “Where is David from? What’s it like?” DAVID: Mexico City. .). speaking. Therefore. My last name is Silva. You are Beth.

Please call me Beth. Model the task with a strong S and then with another S. change roles. Ss answer them in pairs or small groups. France. ■ Go over the second and third questions. . shake Ss’ hands. 1. B End of Cycle 1 ■ Ss complete the questions individually. Ask Ss to match the questions and ■ Ss write five Wh-questions individually. Vocabulary. Peru) ■ Go around the class. Denmark. ■ Books open. Ss practice the conversations in pairs. Cycle 2. Where’s she from? What’s your last name again? What are your classmates like? We’re from Brazil. Who is that?/ Who’s that? on pages 1–4 Reading. Venezuela) a hug (the United States. Answers Workbook Exercises 1–7 Grammar.2278_FLTRP_TE1_U01_P02. Ss correct the errors as a class. Where are they from? 6. and Canada. Elicit possible Wh-questions. Then on the board. ■ Play the audio program. and 3 for examples of Wh-questions with be. . Mexico) handshake is a common way to greet people in the U. Go over Do your students need more practice? answers with the class. Japan. They take turns asking and Focus box. Canada. Who’s Sun Hee? My name’s Beth. Assign . Where is she from?/ Where’s she from? 3. ■ Option: Divide the class into two groups. What’s Seoul like?) ■ Books closed. What is her first name?/ What’s her first name? 4. ■ Go around the class and write down any errors. Egypt) ■ Focus Ss’ attention on the pictures. Group A Then write the questions or answers with errors asks the questions and Group B answers. for more practice in . Answer any questions. write the expressions on they greet people. the class and give help as needed.02 12/29/06 10:36 AM Page 4 Wh-questions with be C Group work ■ Write these questions and answers on the board: ■ Explain the task. Point out that a a pat on the back (Greece. . Indonesia) or “hi. What are they like? ■ Explain the task. and Writing 2. Read the first question: “Which greetings are typical in your country?” If Ss are from TIP To encourage Ss to use the Classroom Language on different countries. (Answers: Where are you from? Who’s Sun Hee? Where are you and Luisa from? They’re very nice.” a kiss on the cheek (Brazil. . Go around answers on the board. Russia. answering their questions. Ss check answers with the Grammar ■ Ss work in small groups. ■ Ss complete the task individually or in pairs. and say “hello” a bow (South Korea. Exercises 6–12 6 SNAPSHOT Learning objective: learn about greetings used around the Possible answers world a handshake (the United States. ask them to demonstrate how page v of the Student’s Book. • T-4 .S. Who are the two students over there? 5. Then put the cards on the walls. Questions Answers ■ Option: Ss look at the Conversations on pages 2 What’s your name? She’s my classmate. cards.

I’m not. 4. it isn’t. Are David’s classes interesting this semester? ■ Ss stand up and practice the conversation in pairs. A few days after the International Club 1. not bad). Point out that there are two ways of saying “no” ■ Option: Ss write questions in small groups. ■ Ss study the Grammar Focus box questions. Ask: “How’s it ■ Books closed. A: Is English class at 10:00? S V B: No. ■ Explain that yes/no questions begin with a verb + ■ Model the first conversation with a strong S and the subject. Then they ask their questions. T-5 • Unit 1 .g. Ss take turns asking and answering the questions. Track 7] stress in short answers (e. Yes. Go over David is a student. yes) party. Point out that 1. Julia and Elena are sisters. we are. 2. Track 6] ■ Introduce the Conversation title. Julia and Elena are sisters. ■ Play the audio program. Focus Ss’ attention on the [CD 1. ■ Books open. Ss look at ■ Write these questions on the board: the pictures and read the conversation silently. Play the audio program twice.. Ss write answers to the questions individually. Then they ask and answer the questions ■ Ask Ss to change any remaining statements on the in pairs. no 3. answers with the class. she is. Then Ss Is David a student? practice the conversations in pairs. answers to the questions on the board. and verb. . Yes/No questions A ■ Write several statements with be about David and Sun Hee or your own Ss on the board. answers with be Ss respond with short answers. fine. they aren’t. see yes/no questions and short semester: 15–18 week part of a school year answers with be in context on . C Group work Short answers with be ■ Model the task with the first question. no 4. the questions and give them to different groups. Is Sun Hee free? Elicit or explain any new vocabulary. For example: second conversation with a different S. use the numbers 1 and 2 instead.02 12/29/06 10:36 AM Page 5 7 CONVERSATION Learning objectives: practice a conversation between two Vocabulary people who know each other. 3. She’s from Chicago. They’re Brazilian. Gray from the United States? statements begin with a subject + verb. Is Sun Hee on her way to class? 4. No. 2. B: Yes.. Answers ■ Focus Ss’ attention on the statements.2278_FLTRP_TE1_U01_P02. yes 2. Collect for each pronoun. V S Are Julia and Elena sisters? B V S ■ Explain the task. David is a student. except for I. Tavares American? ■ Option: If you don’t want to teach the terms subject B: No.). and Mrs. 8 GRAMMAR FOCUS Learning objective: practice yes/no questions and short ■ Ask yes/no questions with be about Ss in the class. Play the audio program again. way to (a place): going to (a place) free: not busy [CD 1. . Ss write questions individually. (Answers: ■ Set the scene. ■ Present the short answers in the Grammar Focus box. A: Is Ms. Sun Hee sees David and starts a conversation. We’re from Paris. Give help as needed. Elicit going?” Help Ss with responses (e. board to yes/no questions. I am. It’s at 11:00. A: Are Mr. Are David and Beth in the same chemistry class? 3. 1.g. For example: ■ Ss complete the conversations individually. A: Are you and Monique from France? S V B: Yes.

Good-bye. My first name is Elena. CLERK: OK. IN SOOK: No. is Min Ho still here at the university? 1. IN SOOK: Yes. in the chart. Vera. complete the chart. he’s not. TIP To show Ss the purpose of an activity. JOE: Hi. It’s my favorite city. 1. I love it. A B ■ Explain the task. Let me just check this need to find out about him?” information. sorry. c 4. It’s spelled listen to find out Joe’s last name. Is he in school there? the same English class. CLERK: Oh.02 12/29/06 10:36 AM Page 6 9 WORD POWER Learning objective: learn different ways to say hello and How are you? See you later. draw the chart on the board. Linda. I’m from Mexico. Hello. 3. Joe Miller the United States LINDA: Where are you from. this is my friend Linda Tanaka. E-L-E-N-A. Thanks. answers with the class. But you are studying English. At the end of the activity. Everyone calls me Joe. d 3. the United States – originally from Chicago.) point out what Ss have achieved. OK. IN SOOK: Yes. that’s right. Have a good day. learning objective on the board. MAN: Joe. Do not correct wrong answers. Got it. He’s at Seoul University this semester. And you’re from Chile. in part A and responding in pairs. • T-6 . See you. he’s in Korea. write the Good evening. M-I-L-L-E-R. Good morning. Track 8] LINDA: Wow! How do you like Chicago? ■ Explain the task and the information in the chart. I’m Joseph Miller. Good night. ■ Elicit answers and have Ss write them in the chart ELENA: Actually. right? ■ Play the rest of the audio program. CLERK: OK. MAN: Is your brother Min Ho Kim? Audio script IN SOOK: Yes. ■ Model the conversation with a S. As Ss listen and ELENA: No. Ms. And what’s your last Answers name again? First name Last name Where from? JOE: It’s Miller.2278_FLTRP_TE1_U01_P02. JOE: Oh. CLERK: Engineering. a Answers Hello Good-bye C Pair work Hey. Ss write the expressions they know ■ Model the first greeting and response with a few Ss. ■ Ss match the greetings and responses. Then they practice using expressions from the Good-bye column. Ss ELENA: No. Please call me Beth. Go over ■ Copy the chart from the Student’s Book on the board. (Note: Additional expressions are italicized. Talk to you later. good-bye How’s it going? See you tomorrow Good afternoon. I’m not from Chile. ■ Play the audio program again. Then elicit more expressions Answers and have Ss write them in the chart on the board. ■ Ss practice using expressions from the Hello column Hi. Joe. b 2. LINDA: Nice to meet you. 10 LISTENING Learning objective: develop skills in listening for detail JOE: I’m from here. are you In Sook Kim? conversation and discuss the answers on the board. I’m an engineering student. he is! MAN: Tell me. it’s not. Bye. I’m not. Ask the class: “Where is Joe from? What else do we 2. ■ Go over each expression. Joe? Elena Vera Mexico Min Ho Kim Korea 11 INTERCHANGE 1 See page T-114 for teaching notes. on the board. Mexico. We’re in MAN: Oh. [CD 1. He’s at home in Korea. Is your first name spelled E-L-L-E-N? ■ Play the first conversation in the audio program. Stop after each MAN: Say.

Then they complete Do your students need more practice? the task. and B Unit 1 Cultural Awareness ■ Elicit or explain any adjectives from the reading. Jacob Michael George Stanley Emily Nicole Betty Jane ■ Focus Ss’ attention on the title of the reading. and Writing Video Activity Book Listening. For example. and 5. CD-ROM Unit 1 Grammar. not modern independent: able to do things without help adventurous: liking excitement and new things plain: not very good-looking ordinary: not special intelligent: smart T-7 • Unit 1 . . TIP Explain that in real life people read in different ways for different purposes. names. they read manuals or ■ Ask Ss who finish first to write their answers in the recipes slowly and in detail. but without good social skills old-fashioned: having old ideas.02 12/29/06 10:36 AM Page 7 12 READING Learning objectives: read and discuss an article about ■ Explain the task. Go over answers with the class. Vocabulary.2278_FLTRP_TE1_U01_P02. Ask: “What do you think this article is about?” Elicit ideas. 4. 2. Read the statements. but they skim magazines chart on the board. Listening. develop skills in scanning and reading for detail ■ Ss complete the task individually. Have Ss refers to all people with those names. What are they like?” ■ Option: Each pair joins another pair to compare ideas. on pages 5–6 Reading. . End of Cycle 2 ■ Ss read the article individually. Workbook Exercises 8–12 Grammar. . Give one or two examples. C Pair work Ask: “Do you know any people with these names? ■ Ss discuss the questions in pairs. for more practice in . draw the chart on the board. A ■ Explain the task. play Line Up! on page T-144. Answers Assign . True statements: 1. Speaking. . As Ss work. Reading. ■ Point out that in the last paragraph Georges and For more practice with introductions and the Bettys are simply plurals of George and Betty. Vocabulary. or scan telephone books more quickly. Answers ■ Ask: “What English names do you like? Why?” Positive names Negative names Elicit answers. This alphabet. and Vocabulary Speaking average: like everybody else creative: making or using new or unusual ideas athletic: good at sports nerdy: smart. line up alphabetically according to first names. Then check answers as a class. ■ Ss scan the text quickly to find examples of names.