SECOND EDITION OP NOTCH English for Today’s World Joan Saslow e Allen Ascher With Top Notch Pop Songs and Karaoke by Rob MorsbergerLearning Objectives i 2 Perera Get rescqusnied wih someore + Tourist activites + Panel adectves to descite Greetings and come eee Small Talk alc + rasa ES a Taree age ‘Selecteer =] a + Apologize for being late «© Explanations for being late il Fe eee = —— 0 a Entertainment + piscuss fects of movie violence al popes (on viewers al cst tacemseeon ‘represent porcine spetng gd eee 3 ee ec a Suyingn. eater “mee = | Hotels + Groom icone ein al | — forclt aace 7 pa a ume ieee tate Sy 4 + Deerbea cracetint iene The pa continues a | ee nce coe _ coedie Carsand —* emusgrodanitatdning > actrees Ta merge cal Driving res mae I meas + gett asain hepa ert ote 4 ee EE rE 5 oe ieee nee a Bont teams Sec wna oe Sires eocaste mnes mone /aaane a Appearance '* Some and any: indefiniteness =] age so ae al ‘anything. and nothing Jd . aed peers = Use don think 0." to sen a negative ever + Say Anon to excam hat Preeti) LUstening Skills listen asocite Unter fordetae Texte: 1 Aposter about customs Orne) Task: + Wea decipcon ola ‘azznaung, strange, iting, saben ate Say Tats fine” treasure Otero repay someone mth fist fo main eas 1 stent ter meaning + Detaon 2 Amorie website Fotedeorendenmor — Prenanciatien: omraral communication —_orTrightening experience = Ure Miecometo"to sret 5 Sound reduction inthe + Reeoaapnal sp someane toa ne place fesent pete SA phota story + Sip That's grat to Stills /Strategts: Avoiding non sentences postive experience + Personae Information ; Tents Qk: { Apologte and rove a reson Listening Skills: Tt 1 Wee an esay about vance Wimovesand on TV == «aes ermal pote request 1 listen to fake phone messages 1 Ustenfocman eos hotel website 2 thane mesage ios to 7" wo propose an idea ‘Skills/Strategies: © Topic semtances ae =e = nite» parageoph explaining the reno for chootng + apn once aoa si «+ Epes tee when esring a Sevousness of tunion + Use Mactuly’ to ster rege ifortion + Empatie wth "Tm sony tr at + Confem inforration by repeating wth ing ont mid a incorveniane Uten td surmorie 5 Latent ine sutras 1 ten format ideas Promandation: 25s of parties in vas Ustentng Sills: ‘stent summarize 1 Usten te tate nota Pronunciation: ST ronuncaton of untressed owes = Arental car brochure 1 Rema car case studs 1 Afesture aide about defensive ving + Ackley behavior suey ‘Shite Strategies: Understand fom context + Gancal inking Texte: Ate spa advenisement 1 Aleath ave column Aphota story sa, strategies: 1 Conti content {Appi information ‘wt May 1 Unen for det + Anote! guide book hotel 2 Say ere 75 go" hen presences: Act map handing semeone setting Camactions with ees a + Use By the my stl Strategies: voiding sentence Fragrant Fetoce new craton Draw conclusions ih ecaute or one + Say ould you te oleae 1 deni supposing detals menage? someone wrt 1 interpret sp ‘vaiabie Ustening Sills: Text Tk: «= Wie paragraph ‘comparing wood and bad fevers * Connecting words sod Sertences and, Inaction, ‘nethemors ana iertore “Taek: ve ae on howto Improve appearance co * Waking oral etterfend conn Decry Co [RESET ERERET «ismemeony ETRRTEEEE 6 ee fea ema USEC, | Seaeeremee ji ae —— a Eating Well Boro sees «+ Food desehptions = ae Se *Beused tows get ued * Would + base form + More about negative yo no questions: Mtn on =. 7 * ecioimowsoneaneSiies + fovtne and negate aecoves __» Gund an ities adie a sed dees { Terrute discus penology ond” ayes « Cher semeane op personaly + Gerd abject of prepsions About + Discuss peesonality and its origin: cI Personality een * Genin an inti other ai footer voae7e + Negatire gerund 8 commend seam + Kida +The pasive vce {AStibow ond doce at Routheacjectnes Ton ena md eee 3 Nira ata ects + Satomi quein The Arts + Taltabout ante alent and | Bessbing how at aft ut = nore comes tm =r age 86 + Bess yor arte ars a * Tanstve arate verbs ‘he reas yo he them + The poste voce: form fa eres 4 4 4 a g 4 4 i a 2 2 3 4 3 a 4 5 4 oo rea g a ee ig Living with eRe > cece oe comoutes Computers + Dicuss the socal impact of be [sewn sore page 98 ee © Expesing purpose with inti os oe Asst to compare adverbs * Corporates Spee rs oo Lai 10 eee ee eee aera Serres ie (Oona Ethicsand | Seeaseelinis “cata eae Values cc : create eres eee Conditionals: usage and common + Order of causes punctuation * Possessivenaurs review a expanion + Pronouns: summary Rees Mat ahes Ls We ha as q Grammar Booster... page 122 Writing Booster. So Top Notch Pop Lyrics. page 149 = ActiveBook Self-Study Dise. inside back coverCore periny + Provide an ermphtl strate reipersc wit Detintey™ + Oferfoed with "Please hep youret fear) Peete stenting stil ‘ste for cetals 4 ste to personae Texte "Aesth eating py + Descriptors of type of cts what you mea + Suppor eemering with deals + Understand om context + Make personal comoarsons oe iheeoeaurdc Reatedtera «Sirk ceeeeicis eee hanes ae with “Til pass on the + photo story See eee Sen : asirmege: Bias ree ye -Weceotttcres Si eimeerame) stemerewait, Retaeaeyacees me Speke ence are] inte “inroeaay y + Thank semeone fo showing *"Redvcvor of Loin intintves Skills /Strateghes eta ic 1 Say “Bere nck ts toremphise the portance of + voduce te fist agp ofan + Expres each or west og" Ustening Sl + Unoertand fem content 1 Unter to take notes Pronunclation: Empat sess + Maseum deserptions * Aibook except tat the cgi of ari taler { Apho sry ‘Shits Strategies: 2 Recigeice Or er ke 1 ently supporting deals ‘Tas + Wites dtaled desertion of adecotetne object * Providing supoting setae you tke a bok at? + Iiraguce an explanation with 1 Mate 8 sggeson with "Why doritjou ty ng? + ren intrest intormaly th 0h, year Use “Everyone sys. to breduce» popular apiion + Say", ve heard” to Aippet a pot of ew ‘stoning Shite: * Iefer meaning 1 Usten fer te main des 4 ite er dots Stes vaso s prass ‘ents + photo story Skil Strategies: 2 Understand For content + ola e pononal experience Task: * We an essay evaluating the Dents an praslesof te Ioana & ‘Organng iets * Say Youthink so ‘tort scmeane’s pion ‘ rovide an emphatic aerate ‘response with “Aboltey. + Rencwledge thats with Listening Stl: Ue finer nrmation Use for main ideas + Understand vocabulary from 1 Uste t apply new vocabulary + Support essering wy deals Pronunciation: Thsumiationt d¢ ye salou “Tent: 1 Rperonal values sl tee 1 hantand oniine news Sones shout Bnet and honesty + Apo stony ‘Skils/Steategles: Relate te pevonal experience + We am say out semeane's personal ehoie fc * tnvodcinaconfiting ideasGreetings and Small Talk hs Gustoms Around the World | y . ' P| GIRgUIS pete aise: oach oxp AMMA Semerecre bow. | Some penitence. Soneshale hand aig } ; Exchanging Business Cards Small Talk i People have different customs for exchenging What about small talk—the topics people talk business cards around the world about when they dor't know each other well? Some customs are very formal. People always use two hands In some places, it's not polite to askabout andleok atthe card | _-hand and quiekly put someone's age or salary. Inathers, ts carefully, itina pocket Considered rude to ask abauit someone's family. In your opinion, is there a right way nin your country, are id during small re any topics and a wrong way to greet people? Explain ? What about + the weather + someone's amily zy someone’sjob + someones home + Someone’seligion + father) 2 unr NS aHow to plan a Top Notch lesson “The teaching gestions or each tvo-page lesson add uptoatoatwarhing time o4-00 misites Your sca teaching ime wl ary om he imes sugested according ‘your needs, your schedule and the need of your eas. ‘Activities labeled “Option” are adklonal the 45-60 minutes, and the estimated teaching time fo exch Isnovednih the ati Tm addin, you will se other optional extensians to ‘he material onthe Stents Book page. There ofcourse wllaloterens the time alloted to the lesson ED cece tute media iscin the back ofthis Teacher's EXAMI 4 oprionstearure at theend ofthe Student's Hook. CNET TATA optional tean ofthe Students Book. STEED so sicsicmenry components wo support the lesson. ‘These optional activities ean be assigned 28 ‘homework o class work They come from the Workbook, Copy & Go, Top Notch TV, and the Complete Assessment Package ‘Oral Progress Assessment snd Top Notch Project Acthe end ofeach unit, there isalso an optional oral progress assessmont and fo Notch project. Tme for ‘hese activities depends on the size of your class. The Top Notch authors strongly encourage you to ‘view these lesson plans and aceompanying options and extensions as menu of possibilities in creating the best Jesson plan for you. You may wish to construct yourlesson enlirely without te options and extensions oto extend. the lesion todo all possible activities. The sugested teaching times are provided tohelp you do that, eattheend Preview Seid 2 Gaara veatingtimst —minctas_| eaching te Refore Exercise, give student few minutes osiently read and examine the photos and information about + Aska volunteer to read the heading Customs Around the Word ] Greetings and small Talk + Call on students io read the section headings an photo descriptions. To focus on Greetings, ask students fo addtional ways to greet people and write them on the board (Possible responses: Paton the back, nod, smile) NW1d NOSS37 + Focus on Small Talk by explaining that smal talk Is conversation about minor topic. Ask students to ‘ame additional ropies hat cane used for small talk (Possible responses: The weather, hobbies, work ea torns vary from culture to culture, in Japan, . Soe ceceaeeeee peer oe eee lan eres Sosa ee ‘aopmeaeearnoee al “Language and culture notes are provided offer students enrichment or more information about language and or culture. Their vse is optional Vocabulary Flash Cards A Pair work Siggesed 3 Sera | vwaciagtine! miter | tach ie Fora warm-up, ask How da you usually gree ps * On the board, write What bchoviors would be eres range. your cauntry? Win? + Have] les discuss the question to shate their opinions with th B Discussion Suageted 7532 “sche et mn + Model the activity by discussingthe questions with. ove confident student. eview the question and topics inthe boxwith the class. Encourage students tol n the blank with another conversation top * Divide the class into groups of theee and have students tead and discuss the questions. Move around the root find help students as needed, * Review answers with the class, Ask Which topics wo 101 feet uncomfortable talking about? Most comjort Whar other topes did you think ofLESSON PLAN C4) Photo story teaching ime? mines ‘woth ime + To prepare students forthe activity, have thers lookat the phos. Ask Doyou think the two men Know euch other wll? (No) Howde they greet eachother in the seco photo? iy shaking hada) How do ty exchange business cards? aka uses two hands hold thecard) and listen to comferent Wheres the conference g (capa. + Listen again and review answerswith the class Language ad culture q sir retersto miometen tehne.ox ‘nat hove you bee up te? ears Wha: howe you bee dg? and commonly wsed in spoken Engh The “epresin canbe wed cierent tenses for example, 3 you up these days? hat Wer You up 02 145 minutes! To extend the activity, have pals fole-play the Photo Story: Tell Uber ce the names inthe book with th Option: {+10 minutes) To ch (eand role-play their own conversations usiog the enge students, have them indelined expressions from the exercise Tell ther» to imagine they met sometime in the past and that ow they meet again. For example, You lok fait 1: Oh yee think we mer at —tast week. Pm Volunteers ean present their roleplay to dhe class. ‘icushFOR. The oval atthe top ofthis page, led {SHAMS “shor Today Word tates that oneor both ofthe speakersin the Photo Story is onative speaker” of English. Reming students intoday'sworld. they must learn to urderstand both a variety ofstandard and clonal spoken nativeaceentsas ‘wellas non-native accents because most English speakers Inthe world erenot native speakers ofthe language [Language backgrounds are shown in footnotes you can point them our to students FYI: The suite ofthe Top Notch series is Eoglish fr Today's Worl, This sin recognition ofthe fact this English isa language for communication between people froma variety oflanguage backgrounds D Focus on language eahiogire! mites To prepare students, point out the underlined words in the Photo Story, Ask volunteers go read them aloud. + Movlel the ativity by doing the fis item, he matching have them compare + Move around the rom and hop tants as needed E Think and explain Suogeee oa cs “eahngtme mines wangtine ‘Tell students to ake notes as they think about ond answer the questions. Eneorage them 40 use the ‘underlined expressions from the Photo Story ka thei jeview answers with the clas. F Pair work ‘uagesed | 10-15 | Yauraeua Ei twchtngime:—mcies | tah ie + Askstidents to read the samples in the uo’ Explain vocabulary as needed. Ask Who agree + Have seidents workin pairs As pairs tite their advice, move eround the tom to provide help with vocabulary ond expressions, Tell students to use the samolanguage topive thelr advice; for example, Please dan + Invite students to share theiradvice withthe lass and explain why tis important. + Askthe class Did you ind anyone's answers surprisingLeon: Hey, wetould Peep in touch. Here's my card, The conference i in Acapulco next year and | cpu show yeu reilag Haven't we Leon: That's right. Fm sorry. ve & E E E Le LE “redihonhire bere? ‘open ane Le L. L Lb Lb L. L L. L- ‘Teka: dont thinkso. tm not trom Taka Kamura Tatashl, But you can ‘round here fel me Taka Leon: tnowl Aren't you from Leon; Hy Taka Lenn Prieto: plesse, || Tabs: That would bs great} Tsay Tnpant Tr sure we met atthe IT Sal me Leon So, what have Ou “Acapuico's enti Conference lst week. ieee Leon Mt was nice to we you again, “Taka: Ofcourse! You're from Mexico, Taka een up. sg since the con Taka: Not much, Actually, mon ny way to the alport now. Fm fing Back borne, right? Taka: You, t0. TERT HERR VI Hp OT Focus on language Find an underined expression in the Proto Story to match each of the following explanations. 4 You say this when you want to offer to intracuce someone to anew place, | cov! ne call or e-mail you in the future We shots Roe In touch, 2. You say this to suggest that som you're not sure if you knew someone, but you 3 You say this when 1 think you might. Yo 44 You say this when you want to ask about so ieone’s recent activities. What havo according to the Photo Story. Explain your answers Taka? He thinks ho recognizes him 41 Why does Leon begin speaking wit 2. Has Taka been busy since the conference’ a his business card? So thal they L b 1 L Be Thinkand explain answer te sue i i 3. Why does Leon give Ta offer to do at the next confer ‘4. What does Leon behave in your country. Then share F Pair work Write suggestions to 2 visitor about how to your advice with the class. Ge Never ak about a perons age oF alan! (G6 Please don’t exchange \ eee Dbsiness cacds wit naan 8) Aad A Ba Then practice the Conversation Model with a partner. Hanah, I'd lke you to meet Audrey Read and listen to people getting reacquainted Audrey, have you met Hanah? No, | haven't. Hi, Audrey. You look familiar. Have we met befor | don’t think so. | know! Last month, You were at my sister Nicole’s party ‘Oh, that’s right! How have you been? Rhythm and intonation Listen again and repeat The present perfect perfect to alk about an indefinite time int ‘ast tense to talk about a detinite or specific tin presen periect infinite time simple pat tense: definite time ve mat Bil twice, We met in 1999 and again in 2004. Form the present perfect with have or has and a past participle. For regular verbs, the past participle form isthe same as the {open > opened stud) > stuciea) Weer atten, Sb {ys ses be fut Nar NT Yes, wehave. /No, we haven't. Yes, shelias. No, she hasn't \ enue Sallie ete manna [A Pair work Complete the conversati with the present perfect of the simple past tense. Then practice the conversations with a partner, rs Has Jake me our new teacher? B: Yes, He... her in the office this morning, a: Have they bean to this class before? B: No, they Paver. They've new at this school. Have yeu eaten _ in the new school restaurant? No, ... AP [sit good? ave your classmates spok RB 8 A B: Yes, ...M#V bave""" “They... 88248. with her yesterday. nN 8 the new language lab? No, Figen) But she a= 26". the Nibrary Contractions. fave not met = haven't met has not met = hasnt met base form simplepast past participle be wwas/were been a. aa done et ate fall fel 90 went Fave had make mage Speak spoke take took For more lvegular verb forms, ‘open Reference Charts On Your ‘AetiveBook Sel Study Dis with the school director?These conversation strategies are implicit in the mode: Use "don't think ao" to soften anegative answer 1 Say-Tknow!” to exclaim thatyou'vediscovered an ‘To prepare students forthe setvity. ask Whats happening in he picture? (A man s introducing wo women.) fs this busines ora seta stan? (Socal + After students read and isten 10 the conversation. make thie they understand the conversation sirategies by {eking comprehension questions for example, Does fdr recognize Hanah right away? (No. Doe: Hanah recognize Audrey? (YES) B 4 Rhythm and intonation re Yori ws | wean pet each fine choral. Mak Tare yout Hara Tite onto meet rey sae adiogtine: — mi a + Have student ‘se rising intonation for tse falling intonation for faa Hows have you been? ‘gees [OS] Near ack sexiness | wang ne they + Toiniroduce thestructute, writeon the board 1 They've inet before 2 She met him yesterday ask Which sen ‘Nomber2. yesterday) What isthe vert insenrence 2° (Met) What tense is the wer (Simple past tense. Write simple post tense above the sentence ce mentions specific me in the past? + Read the underlined verb in the fist sentence. The twee present perfect aboveit Explain that this sentence thes te present perfect beenuseitdoes not mection a Specific tine inthe past, We don't know exactly hen she met im, + Tohelp students ideaify the difference between specific fandnbn-specifie times, explain thaca specific time ells them when something happened. Practice this concept by presenting peirsofsentonces andaskingif thetimne i Specific. For example, ve read that book: ths specific? jon-speeiie at some imei the past.) fread thar hook last week, Speeifie—last week.) + Aska student to read the ist point in the Grammar fox Point out the specific time references inthe simple past tense (1999, 2004), Make sure students understand the meaning of indefinite tnon-speeific) and fie (specific, Explain that the evample in the present perfect does not have a definite time reference. Wedon't none whe this person has mec Bil. += Atte reading the second! point in the Grammar box, ask ‘olunteer to ead the example sentences. Ask Which Teri regular? (Called) What isthe base orm of this ‘arbi (Call) Which er is iregular?(Me.) What isthe ‘nase for ofthis verb (Mee) + Review the formation ofthe simple past remind avdents that regular verbs form the simple past tense by adding ed othe base form. The past participle form {che same. Explain that irregular verbs do no foc the simple past tense by adding.-e. The past pastcipe form nay be the same as the simple past form or different + Point out the eantractions in the sentences and ask ‘students to give the fll form for each (uane-hawe rot hhas-has not). Be sure 1 explain that short answess the present perfect only contract the negative form and altrmative form, + Aska volunteer to rea naining two example femences. Go over question formation in the present perfect (have has» nox / pronoun + pas participle) Weite Hove you taken @ writing cours? Have you read today's neveipoper? Have stndents respond. (Ns, Cave. ‘Nov haven't} Option: MEAMTAEETTNILEA reaching notes p. 7122) (ED - wear cee A Pair work Saige | 510 | Yarn ‘wschig times __mimtes_ ‘waching Une +-Toppare stents fr the activity lho {he definite pas tire referees hop them Kentty he sentences that se te simple ast tense 1 shit morning: 48 yesterday it out the list of simple past forms and past rartctpls for ievegulat verbs inthe Grammar box. Rernind students not to snelude the pas participle i the short answers + After pats have compared answers, have volunteers tead the conversations aloud othe clas. Languoge ond culture he ‘ln Beith Engl the pat foims of some wor can be ‘regulator regula For example you can sy buraed ot ‘hunt learned leony, spl or spt the regula past fons these words ae aways used American Engi, The past parccple of pet's gon Bllsh Engh 0 ‘Ametsean Engl he past participle of get geen, Option: 10 minutes} To challenge your students, have ‘them workin paits to prepare two short conversations Tell stadents to use the present perfect In the question and the simple past tense or the present perfect in the response, Move around the room to providehrelp and Answer questions. After finishing. have pairs role-play thelr conversations fr the class. Askthe clas tolisten forthe verb form and any definite time references in the response. Afterall the pas have finished, review the verbs with the ch Nv1d NOSS3T — ~*~| (eS | rte | ll pNREits reece nr meebo cree eaching ume: minutes cesehing time: . ug FZ - whelpstudents identify whieh sentences require make an introduction. vg i Z the simple past tense, tell them to circle the definkte + Move around the room and help students as needed, ; é es ci San) conversation about minor topics. os os Sareea keitueae = fh“ Beviewanowers bean ler theGrameat ggg: mints expand ie acti a rou “sn RONUNCIATION ee aynecor ae eye oar | ee poereeeoeppeerre, | ' Sumoeited Ee Sree -rsan introduced using a first or last name? How did the ¢ a RESESs| wi eae oeneet ca I tell them to listen again, paying attention to the role-play introductions using the language in the Photo } pauses ‘introduction, The men get reacquanted wheo they Bote praia api 5 as ‘Your actual =] (swf erin | nthe | Saari 5 aT Remmcnes | me i ata “a cecil 18 Saal ene yortanr wre oie Merit at “a + Askaolunteero read the Meas ist, Ask Which of hese eRe eceemeisennianee | + Have studierna fil fn thelr own Mea and shatemsaveers ie Daten a cane oe as aed Oe au re isa tapas da bans im (0 aa Romwrooten ore ¢ Tce sluGteneiebamewin| | ny pfoena once “5 + Be sure 10 einforee the se of conversation strategies. * cs ® AB Grammar practice Complete the message with the present perfect or the simple past tense August 29 at 10:50 AM Hi Emite: | have atways remembered your wonderlul English classes in Rome, and whan f (ee) aw you on FaceSpace yostorday, (2 decide) to send you a message 1o say hello Wo (3 pot se) "201 S667 each other in years! $0 Jt me ill you what ve boon upto, In 2006, avid to Canada, _and ving in Montreal ight now. m ail studying English, and | recently Antoinette 5 enrol) [ano Ima greatlanguage school her (6 tave) [ave Wan Birthaey: Sine 3 ‘loth Canada and the US, t00.1(7 be) [have Baer tp Toroio, Halifax, Boston, ‘ancl NewYork 8 wont ‘back home to Rome fo visit my parents ast Hometown; Rome | Seplember: Sorry 1(@ not call [aida a! you thant Do you think my Engh is ‘beter now? Tm going o keep studying url can spoak as wel as you! Aer more than three SEARCH yoars hore, | (10 fal) [Pave TBH In tove with tis cy! Let's Keepin touch. you INBOX come 9 Monto: w sent | Fd eve to show you around, ‘Artoinota, EZ Sound reduction in the present perfect A 4°) Listen to how the sound /t/ of the negative contraction “disappears.” Then listen again and repeat. 1 | VEALED to that class 3. They faVEFICEAHE the test. 2 He HARRIE his new teacher. 4. She RAGAIEHEAHE the news. B Now practice saying the sentences on your own, Ideas ‘Youmet ata party 7 + ata meeting B: No, thaven't. one ae > fur ow idea) —_ You look familia. Have we met belore? Don't stop! Engage in small tle Talkabovt how the weather has been, Ask what your partners di bofere class began. Introduce other classmates,try Korean food B Pair ork What tourist activities have you dene? | &t've climbed two ‘take a tour of the Tower of London ‘go to the top of the Fiffel Tower pea take pictures of the Great Wal Which haven‘t you done? Use the Vocabulary and the |___f#mous mountains. 99 present perfect. em Have you Have you eaten Thal food before? Use already or be haven't ever i gativ The present perfect: already, yet, ever, and before statements. ve already tried Indian food thre times, but I've never tried Thai food. Ive tried Indian food betore, but | haven't ever tried Tha food. ( 661 havent gone tothe top of Empire State Building in New York. 39. Use yet or already in questions about recent experiences. Have you toured Quito yer? Use alroady in affirmative statements. Use yet in negative statements. e already tried sushi Has she already ried Korean barbecue? ‘havent tried sasit yet Becarefult ‘You can vse beforein affirmative Use ever or before in questions about life experiences, statements, Ut saten indian food? Has sha aver been to London? aes Has she been fo Paris before? Ihe everbeen to London before elore In affirmative statements. Use have never or eres fea, nee dee A Grammar practice Ona separate sheet of paper se the words to write statements or questions in the present pecect. Sy pete aoe 4 (you | go sightseeing / in London e 2 (she / already / try / Guatemalan food) elore) 3 (they J ever / be / to Buenos Aires) 4 (we / not take a tour of / Prague / yet) \We havent taken a tour of Prague yot « aaa aa hh ii aes CE eee A 4) Read and listen. Siogeed 2 | Youre | seacitines ites unhng ome J + Invite volunteers to give she Tocation of the places pletured, or tell students were they are. (Mt. Fuji— Japan; Fie! Tower—Paris: Tower of Londan—England the Great Wall—China) ours pointing tin the second wwe of Liberty) Language ond culture x LEN) From the Longman Corpus: A common mistake ‘by English eames of al language background is ta say ch sightseeing intend of go agtseing. Mower, db some ‘Sweing i commen expetson in spaken Ens + Vocabulary Flash Cares + Learning Strategies B Pair work 5 ‘ouracua exit ries | alge + Write on theboard Whot feurist getiities hove you done? and Whe hover you dena? Read each question load. Model the aetlvity by providing one or two of your fownanswers. Have students work in pairs to answer the questions using the vocabulary and their own information. Remind them to use the prevent perfect. sirs ore discuseing oom and help stu + To review answers, have individuals report {ourist activity that their partner bas done; for example Ken has gone to the ap ofthe Eff Tower Option: [65 minutes) Have students us the bold words in the Vocabulary to talk about other tourist activities they have dome; for examiple, Jaw gone ightecing in Madrid have taken pictures ofthe Brookiyn Bridge swans | ewan | watt ‘To ntrodues the use of erand aieady, write the Hist ‘wn examples from the Grammar bax on te board Underline yer and cic alrewdy in the questions, Aska student to read aloud she fist rule al examples while $y point out the placement of yeratthe end of the Sentence end aieay before the past participle, Stress that each question is about activitieea person hasdanea short time ago + Have student read aloud the second rule andthe two examples. Ask volunteer for additional questions wath Jet Have students answer in the afiemative or negative lising yet oF aieady: for example, Have you seen ths ‘move yet? Ces, Ihave already seenit No, Thaven't seem + Write on the boat the examples under the third rule, Explain that before means before now and refersto an {indefinite time in the past. Point out hat ev bs paced Before the past participle, and before placed at the end of thesentence: Point out that everand bejorecan be tise inthe same sentence: Hare you ever bven to London Infore? Then have students real the Be careful! note + explain that yer, rely, and everare optional They emphasize the lack ofa specific ime eferenec + Read the fourth ral to students, Have students “underline the afirmative statements. ve alveady trod Indian food three times: I've eed Indian food before.) Point out that Pve never and haut eer have the same ‘meaning. aa areca Seto ae Batt och ee _ nh gh apap ie activities for a tourist in your city or country. Activity Description B Pair work Change the Conversation Model to greet a visitor to your country. Use the present perfect. Suggest | Activity Description ‘ourist activities in your ety. Use your notepad. Then change roles. ‘A: Welcome to Have you ever been here before? B: No, i's my first time. But yesterday | & Have you et? . = » Don’t stop Askabourother places ‘and tourist activites Change partners Practice the Conversation again, asking about other tourist activites on your notepad.hak iscuss gestures and customs Discuss which hand gestures people ait ; gestures people use in your country for the expressions bel. ‘Ace there any other gestures you can think of that people often use? “in a : \ Ed, ‘comes from taking. Your (ihr non-verbal actions mater, (2° froler shorter henashakes, wo. Hugging after shaking utinivferent cultures, the same action ean have hands i694 SORT introduction there. Don't be surprised (fa Brazilian gives you 2 hug. you troduction, Uiferent meanings. When you have to meet someone fiom ® different culture, be misinterpret gestures of int ‘your fiendship pl Do you know tray get offon the wrong foot! ‘what kind of gestures Si and customs are Everyone around the word lenows the “OK” hand ‘appropriate? Gesture don't they? Butin Spain, pas of south Amen, estate Europe, the OK sign is considered rude. And {Fyou go shopping In Japan it means youd Te your =H Change incoins instead of bil. In France, making the OF on means "zero" of that something is wortless. $2 Nee Ekle