Coursebook Unit 1 language Texts Communicative skills Part 1 Vocabulary Reading Speaking $8 page é Bveryday objects The identity QD) cae Deserbing personal objets Grammar schanging personal Word order in questions information Pronunciation ‘The alphabet Part? Vocabulary Reading Speaking SB page 8 Describing appearance entry theft Describing someone familiar Extend your vocabulary listening Finding ou el nd fase ta and lok lke Describing appearanceand | identities Gous photo identifenion Whae and How questions Part 3 Vocabulary Reading Speaking 38 poge 10 Relationships Tae si degre of perton theory | Describing links in relationships sted yout vocibulery Listening and aking questions about ames Explain ofthe theory | family ends end cllengues Grammar “The presen simple and frequency adverbs Part 4 ‘Extend your vocabulary Reading Speaking 38 page 12 = place CCTV in wnching yon Expressing opinions about Grommar crv ‘The present continuous Comparing what people do with Pronunciation what they are doing now Linking words Function globally | Common socal expressions / Sochal responses | “Listening to and matching situations and pictures Seadents roleplay short conversation with suitable responses Global English | David Crys tex: See loguage bn dire Seadents talk about communication diferences in language Writing “A personal description fora rocal networking ste Joining sentences using conjunctions Global review | Grammar and vocabulary review Extra spesking practioe ‘Study skills ‘Seadents evaluate thei methods for langage Tearing | Additional resources | ‘Workbook Intensive dal peaalle Sona yordbohary Ritsu ea feprtacietion pric Extra reading and writing practice Additonal downloadable listening and audio material Teachers Resource | Communication acsivigy worksheets to printand photocopy Dise Go global: ideas | Individual Ask seadens to find the origins of nother everyday object for further research | Society ~ Ask students to choose a place to visit on Google Steet View © ves ncividuat a society=| Individual & Society ‘Choose one object that you have in your bag or pockets, but do not show the students. Define his object without using the ‘word, and studonts have to quess what itis, eg ’s something ‘you use when you have a cold; i's usually white and i's made ‘of paper (tissue). Students then do the same in pairs with 3 ‘secret’ objecis in thelr bags or pockets. Vocabulary (SB page 6) 1 Students work on their own, matching the object described to a word from the box, before comparing answers in pairs, In feedback, ask students which piece of information they find surprising. You may like to model and drill the word chewing guom (x) ‘§uswan) gam/ and any other problem words. d credit card glasses @ lipstick b_ mobile phone © chewing gum 2 Before students start talking to their partner, put these questions on the board for extra discussion: What sort/brand/type isi? When and where did you get it? When/bow often do you use it? Reading (SB page 6) ‘This is a text containing facts about ID (identity) cards. 1 91.01 Play the recording after the first task or during the second task, as appropriate for your students. Elicit some suggestions about what you can find on an ID card. For this first reading task allow 3-5 minutes. ‘Tell students that they do not need to worry about new vocabulary at this point. Ask for class feedback. 2. Give students time to read the task and to check any unknown words. After re-reading the text, let them compare answers in pairs, before class feedback. 1 to travel to diferent countries 2 the UK, the US, Canada, Austral Zealand 3. plastic 4 name, date of birth, address, phone number, nationality, profession, marital status fingerprints, digital images of people's eyes Ireland and New 3 Ifyour class make-up allows it, put students in mixed nationality groups and let them discuss the points in exercise 3. ‘To provide more opportunities to talk, ask groups to try to brainstorm two advantages and two disadvantages of having ID cards. Give or elicit an example, eg you always have to carry it around with you. Give students five minutes to do this, (Other possible disadvantages are: it takes azay your privacy; it makes you feel like a statistic; it could lead to identity crime (fnud). Possible advantages are: it can be belpful tothe police; it could be usefud in an emergency situation; i is smaller ‘tocarry than a pasport.) ‘Ask students to give you their ideas and write them on the board, helping with any difficult vocabulary and taking the opportunity to input and upgrade any other language they need. Grammar (SB page 7) 1 Your students will have met these forms already, so approach this asa test-teach (They attempt the task without help and then you help them if necessary). Ask students to work alone on exercise 1, after doing an example together. Students compare answers in pairs then take class feedback. At chis stage, elicit the grammar rales from the examples, using the board to highlight any relevant points, eg the auxiliary verb do, the main verb and the subject. ‘Then let students read the reminders under Grammar. ‘Winat do you do? Do you speak any foreign languages? What is your name? What's your phone number? Do you have any children? Where were you born? Where did you go to school? Where do you live? ‘Are you married? What is your date of birth? Language note In British English students may also come across have got to express possession (see: Do you have ...? which could be expressed as Have you got ..?). You may find that your students know or ask about this 80 be prepared to write the forms un ifnecessary. (See SB Unit 5 page 58). rari a socey nt=| Individual & Society 2. Ask students to match the questions to the topics. ‘These items are very useful as they typically appear on official forms which students may need to fill in. Explain any items which cause difficulty, eg education, marital status. 1 Profession Languages Name Phone number Children Place of birth Education Address: eartaanan Marital status 10 Date of birth 3 Askstudents to choose five questions they would like to ask someone and then do the task in pairs. Monitor students, helping them with accuracy of form and pronunciation. © Grammar focus Show students the icon. Write page 132 on the board and ask them to find it. Show students the language summary ‘on word order in questions. You can use exercises 1 and 2 on page 133 for 4) extra practice now b) homework ©) review a couple of lessons from now. ‘The answers are on page 142 of the Teacher's Book. ~ Extra activity ‘Write four to six answers about yourself on the board, 29 33 (Wmat's your house number?) my husband and daughter (Who do you lve with?) Students find the right question (te one in your head) and should also use correct English, You need 10 indicate what the exact problem is when students ask you ‘questions, eg (my husband and daughter) Student: Whe- you five-with? You: That's the right question here, but think about ‘your English. In the same way, students think of six answers ‘about themselves, which they then show to their partner. @ Wo nd soity Pronunciation (SB page 7) 1 102 This is an important diagnostic activity, to see how students cope with spelling and sounds in English. Students listen to the recording and write the words as they are spelled. ‘Monitor as they are listening, and then let students compare answers. In whole-class feedback, ask different students to spell out the words. You may need to drill individual letters. 1 TORRANCE 2 JANSSEN 3 KENTUCKY Sin 11 Man 1: Sorry, yes. My last name is Torrance. That's TORRANCE. Itve on Janssen Street. spell that for you: JANSSEN, \Write this down. The name ofthe state is KENTUCKY. That's Kentucky, 2 Woman 1: 3 Man 2: 2 Ask students to work in pairs and A spells these words to B. Monitor and assist, as appropriace You could also input relevant functional language here. ad My last name is Spatola, that's SPAT OLA ‘My name is Scott thats S C O double T That's S for Spain and C for Canada. Have you got that? 3 Ask B students to spell the words to As. Sl Extra activity fiat If students find the pronunciation exercise dificult, ask them to put the letters of the elphabet into sound categories. Gut ut a set of letters for each group of three, or simply write the alphabet on the board. Then ask students to group any letters with the same vowel sound. Give two or three examples to stat with; if your students need it, also give the ‘starter’ phonemes for each sound group (see below), fev a,hyi,k li/ b,c. 4,2, 9, p.t.v Fel, 1,m,0, 8x2 aviy foul 0 Jair Au! g,u,¥