1 1:06 Conversation model • Write on the board:

It ’s 3:00 P. M.
Suggested 3 Your actual
teaching time: minutes teaching time: It ’s 7:00 P. M.
It ’s 9:00 A. M.
• Point to the man in the photo and say This is Len.
• Say each time and have students say the appropriate
FYI: Len sounds like Ben. greeting. (Good afternoon, Good evening, Good
• Have students read and listen. Have students listen as morning.)
often as necessary. Option: (+5 minutes) For additional practice, have students
work in pairs. Student A writes three times on a piece of
2 1:07 Rhythm and intonation paper. Student B says the matching greeting for each.
Suggested 5 Your actual
Language and culture
teaching time: minutes teaching time:
• Times can be said in different ways in English. 6:00 p.m.
• Have students repeat each line chorally. Make sure can be said six o’clock, six p.m., six, six in the evening. a.m.
students: means before noon. p.m. indicates time between noon and
use falling intonation for How are you? midnight.
stress are in How are you? • Good evening is a greeting and means Hello. Good night
use rising intonation for And you? means Good-bye. At the end of a workday, many people in
stress fine and you in Fine, thanks. And you? North America will say Good night even if it is only 5:00 in
Option: (+5 minutes) Divide the class into two groups. the afternoon.
Group 1 chorally repeats A’s lines. Group 2 chorally repeats
B’s line. Then students switch roles.
Language and culture
now you can Greet people
• In the U.S., people usually say How are you? to say 1:09 –1:10 Pair work
Hello. It is not expected that you describe or give details Suggested 5–10 Your actual
about how you are feeling. I’m fine is sufficient. If teaching time: minutes teaching time:

someone wants to continue the conversation or wants to • Have students listen to the greetings and responses in the
hear more personal information about you, he or she may boxes. Then have students repeat chorally.
add So, how is everything? or How are things going?
• Model the conversation. Approach various students and
• Shaking hands is considered the accepted greeting in
use the different greetings and responses. For example:
international business situations. It is also a common
T: How’s everything?
greeting in social situations. In general, when shaking
S: Not bad. And you?
hands in English-speaking countries, look at the person’s
T: Fine, thanks.
eyes and smile. Shake hands briefly, but firmly.
• Have students walk around the room and say hello to five
different people.
3 1:08 Vocabulary • Encourage students to try to use all of the greetings and
Suggested 5 Your actual responses presented in this unit.
teaching time: minutes teaching time:
• Encourage students to pay attention to their rhythm and
• Make sure that students understand the abbreviations in intonation.
the pictures: • Ask various pairs to role-play one of their conversations in
a.m. = in the morning front of the class.
p.m. = in the afternoon or in the evening
Language and culture
• If your students are not familiar with telling time this way,
• How’s everything? and How’s it going? are more
you may want to convert the times to 24-hour style to
informal than How are you?
clarify. Write on the board:
• The customary response to How are you? is Fine. If you
8:00 A. M. = 0800
are not doing well, you can say Not bad or So-so. Many
2:00 P. M. = 1400
people, however, always say fine no matter how bad
6:00 P. M. = 1800
they feel.
• Have students listen and study the greetings and the time
of day each greeting can be used.
Conversation Activator Pair Work Cards
• Then have students repeat each greeting chorally.

Welcome T2