American se SUES SUMMA A SHO Ut a TEACHER RESOURCE CENTER | | Presentation |Practice| Assessment | Y incuies N / access code » ff for TEACHER 4 \ RESOURCE / \ CENTER 4 Teacher’s Book SECOND EDITION Liz and John Soars Pure ME lityidiomas—_ Contents Student Book Scope and Sequence iv Introduction vii Am/is/are ~ My/your/his/her — Countries — Everyday objects ~ Numbers - Hello and good-bye 2 Anm/isfare — Questions and negatives — Possessive ’s— ‘The family — Opposites — In a cafe 7 Present Simple 1 — He/she/it — Questions and negatives — Jobs — What time is it? 15 Present Simple 2 ~ I/you/we/they — Leisure activities ~ Social expressions 24 Stop and check 1 127 ‘There is/are Prepositions ~ Some/any — This/that/these/those—Furniture— Directions 1 33 BCI 010/can’t— was/were - Words that sound the same — On the phone 2 Progress test? 134 Past Simple 1: Regular verbs ~ Irregular verbs — Words that go together — What’s the date? 52 ELIE) Past Simple 2: Negatives— ago — Spelling and silent letters — Special occasions 2 ‘Stop and check 2 129 Count and noncount nouns ~ I ike/Ia like ~ Some/any - Much/many — Food — Polite requests 71 BEES) Present Continuous ~ Whose? — Clothes ~ Describing feelings ~ In a clothing store 81 FEES) Going to future - Comparatives and superlatives ~ Weather ~ Making suggestions 1 Present Perfect + ever, never, yet, and just— At the airport 101 | Stop and check 3 131 Progress test 2 137 Tone aT e re Units 1-4 Ww Stop and Checks 127 Units 5-8 116 Progress Tests 134 Units 9-12 121 Answer Keys 140 Grammar Reference Answer Key 44 Workbook Answer Key 145Student Book Scope and Sequence tii PN ara eT EEL 4 Hello everybody! Verb to be Counties Helo and good-bye mee ‘antisare Mexico, Japan p. 4 Tolephone suambersp.7 Tm from Toran. p.2 Using bilingual dieionary ps How are your Hea sndent. p.5 rey oi See you later! p.7 Possessiveadjectves 1 kj a nevspaperp. 6 ‘ys yur ity her 25.4 Paral nouns bags, apples. 6 2 Meeti le Verb to be The family Inacafe — Questions and nagaivs mother, rele. 10 Drees pd Whats hr frst name? p. 8 Opposite adjective Cai hare She is’t marred 9.9 old yung. 12 How much is... 2p. 18 Negatives an short answers Food and drink fo, she ior p.9 Samburger and rs, Poseeeive nope Patrick's daughtorp. 10 3 The world of work Pree Simple ae Waitin he/heftp. help, make, dliver isa quarr oter fe ven ‘She works 16 hours day. p. 17 Jobs ‘ Iter eck. ‘Questions and negatives A piles planes p.22 2B 4 Take it easy! page 4 Does he speak Spanish? He docsn't “speak Spanish or French. p18 Present Simple? Tyouswesthey Tg0 tthe gym. Idon’ go cut after work. Why do you lke your jl? Verbs ‘elas, g0 out playp. 25 Leisure activities dancing, skiing p26 Social expressions Po sory. Becuse me?p. 31 ee aM eee mea 5 Where do you live? pase? 6 Can you speak English? page 4) iv Scope and Sequence ‘There isare There's television. p. 32 How mony... How many books are there? p. 32 Prepositions of place infront ofthe sofa p. 33 someand any “There are some cups There aran’t any glasses p. 34 this that, these, those This isthe Kitchen Whau's in dese cubinersp. 38 canfean't ‘She can wall now. We can’ write p. 40 washwere Where were you yesteray® p. 42 ‘could could swim when Iwas five. p. 42 ‘yas bore ‘She was born in England, p. 43 Rooms living room, kitchen p. 32 "Things in the house armchair ara, cabinets, washing machine p32 ‘What's in your bag? dus ticket, cell phone, keys. 35. Places ‘movie theater, cafe p. 39 Countries and angus France, French Ad vecbs crust, check aug. 41 ‘Words that sound the sate ‘hye m, know. 46 Directions 1 Is there a post ofice near here? Yes i ove there. p. 39 (On the phone Directory Assistance p. 46, Gar] speak to Jo, please? P.get her. p47Pen ens Sr Cas Svetlana and Tiago p. 5 Introducing yourself p.3 The alphabet song p. 6 Introducing yourself p. 5 ‘Anema from the US.p.12__Telking about you p. 9 ‘An email from the US. ~ Write about your class p. [2 Your family p. Lb ‘Where is So-young?p. 12 Seamus McSporcan~the man Asking about a friend or relative Seamus’s day p. 21 ‘Natural writing vith twelve jo! p. 20 v.19 Using pronouns p. 9¢ (My favorite seseon p. 28 Leisure activites p. 26 My favorite season — Informal letters ‘What's your favorite season? Where are they? p. 28 ‘Toa pen pal p.95 p28 questionnaire ~ Do you have ‘healthy lifestyle? p. 30 ‘The White House p. 36, ‘What's in your picture? p.33. What's in Yoshi's blefeaset p. 35 Deseribing where you live Talking about where youll p. 38 Homes around the world p. 38, Linking words and, so, bu, because p. 96 Talented teenagers p. 41 ‘A questionnaire ~ What can Lucia can’t cook p. 41 ‘Formal letters ‘youdo! p. 41 Applying fr a job p. 97 ‘What can computers dot p. 4 Roleplay — interview p. 44 Scope and Sequence7 Then and now page se 8 A date to remember page 56 LANGUAGE FOC Past Simple 1 Regular verbs ‘She talked to interesting peopl. p. 48 Icregular verbs “is farher gota job in New York p. 30, Time expressions last night esterday morning p. 57 ast Simple2 negatives — ago People didn’t drive cars 100 years nee ime expressions ate ck on Saturday in 2002p. Stop and check 2 Teacher's Book p. 129 ‘Count and noncount nouns ‘apples, apple juice p. 62 Te sn Pd Tike oe? ‘Do you lke 1a? Would you like some tea? p. 63 ‘and some cake, some cake p. 64 ‘muck and many “There isnt much milk, ‘There aren't many eggs p. 4 eT Verbs cur tl uy 49 vers leas, become p50 Words tht go together “tivea oon ra ston p. 54 eben i ve get engage p. 60 splingand sient eters | ‘sven, hough 9 93 Phonetic mols vat sop. 52 Food and drink chocolat, pizan, cheese, apple Judce 9. 62 ‘chopsticks, noodles, fish p. 67 ene ee) What's the dare the fist of April p. 55, Special occasions Thanksgiving Happy Birehdey! p61 Polite offers and requests Cowl you past the sal, a meena: or Econ ge me th re intense 10 Looking good! page Present Continuous Tn wearieg blue jeans, Who is smiling? p. 70 Clothes hha, cout, shirt p. 70 Describing people In acdothing store What color are you tooking : ‘Whose sit blonde hair, bine eyes p. 70 (Can | ny itor? p.77 Whose dog is this p. 72 Describing feelings z Possessive pronouns bored worvial p. 76, mine, your, hers p. 72 41 Life's an adventure! going to ‘The weather ‘Making suggestions mae Inn going tobe a soccer player. p.78 urn, loud What should we dot (Comparatives and superlatives Whats the weather tke? p. 84 Let's go swimming! p. 85 ‘The country is cheaper than the city. 20. ‘Bath [land is the most expensive resort pal 12 Have you ever? Present Perfect Post participles Av the airport ing ‘everand never eaten, made, cooked p. 87 choc in your huggage ‘Haye you ever boon to Barcelona? Atthe airport gotogate 4p. 93 ‘She's never been to Pars. 86 vyetand just ‘We haven’ been there yet. ‘They just went on a boat ride. p. 88 Present Perfect and Past Simple ‘Maria's been to Seoul ‘She wes there ovo years ego. p. 87 departure lounge, check in pe BELO Cae vi Scope and SequencePUN RNIN STi Can “Two famous frsts~ Amel The year [wes born p. 80 1989 the year Iwas born p.50._Deseribing a vacation p. 98 Tarhart and Yuri Gegarin p. 52 When did it happen’ p. 51 ‘Where are the peopl? p. 54 ‘Taree inventions p. 58 Gotting information Famous Three inventions p. 38 Writing about a friend ventions p. 56 How did you two meet p. 60 Linking words beeause, when, Did you know that? p. 58 intl p- 99 How did you two meer? p. 69 Food around the world p.66 Food you like p. 62 -My favorite national food p.68 Filling out forms Role play — shopping p. 65 Booking a hots p. 109, Meals in your country p. 66 “plying Without Wings” (song _Describinga personf/scene p. 71 Who'sat the wedding? p. 72 Iyties) p74 Getting information = Who'sat__A song ~"Flying Without Wings” the wedding? p. 72 pat My favorite things p. 75 Born fre p. 82 Dangerous sports p, 82 Future plans p. 78 Writing a posteard p. 102 Interviesesp. 82 ‘World weather p. 84 ‘We've never learnt to dri Cities you have been to p.87 What has Ryan done? p. 88 Writing an e-mail ‘Things you have done p. 88 honeymoon in Venice p. 88 Seying thank you p. 103, Scope and Sequence vii—-- Introduction Welcome to American Headway — Second Edition American Headway, Second Edition is a multilevel, four- skills series for adults and young adults who want to use American English both accurately and fluently. The revised Second Edition consists of six levels that take students, including true beginners, up through the intermediate and advanced levels. What's the same? American Headway, Second Edition combines the best of traditional teaching methods with more recent approaches to make the learning of English stimulating, motivating, and effective. The scries enables students to analyze the systems of language in context as it exposes them to a ‘Variety of challenging and interesting types of text. Students are encouraged to produce accurate and level-appropriate language, and to bring their own personal experiences and feelings to the learning context, Each level of Aimerican Headway, Second Edition contains approximately 80 to 120 hours of classroom material “Teaching time can be extended well beyond this by using the extra activities in the new Teacher Resource Center, Teacher's Book, Workbook, and on the Student Practice ‘Multi-ROM, Unit Organization Each Student Book unit in American Headway, Second Edition consists of the following sections: Starter The Starter is a quick activity that launches the unit and is related to either the topic or the target language. Presentation A Presentation section follows the Starter. It has 2 personalized heading (for example, What can you do) followed by a definition of the language item being studied (eg, can!can’s). Within each Presentation section, a Grammar Spot guides siudents to an understanding of the target language with questions, charts, and mini-tasks. ‘There is usually a referral to the Grammar Reference at the back of the Student Book. (The Grammar Reference i intended for self-study, although teachers might choose to have students refer to it briefly during class.) Vili Introduction Practice ‘The Practice section provides a wide variety of engaging exercise types, such as matching, fill-in-the-blank, survey, role-play, and information-gap activities. Students’ attention is focused directly on the target language and related language areas in exercises labeled Check it. American Headway, Secoud Edition features a mix of practice activities, both controlled and free, personal and impersonal. Skills Reading and listening are always taught together with speaking, Reading and listening texts feature pre-activities to arouse students’ interest and curiosity, and to get them thinking and talking about what they might read or listen to. A variety of comprehension activities give students clear reading or listening tasks. Follow-up activities invite students to personalize the topic and can be anything from 2 short discussion to project work. Vocabulary Vocabulary either relates to the topic of the text, or is utilized in the text. A variety of vocabulary exercise types provide lexical input, encourage good learning habits, and work on the systems of vocabulary, such as collocations, prefixes, and suffixes. Everyday English An Everyday English section finishes off the unit and focuses on high-usage functional, situational, or social language. What's new to the Second Edition? Reading and listening texts ‘The vast majority of the texts are new. Teachers can get tired of using the same texts year after year, o the topics in, this edition have been updated. Sometimes a parallel text on the same topic was found, and sometimes a new topic and a new text were selected. Speaking Patterns of sounds and rhythms in speech vary depending ‘on accent, register, the message, sentence length, etc. Nevertheless, this edition offers students more guidance in this area of their English pronunciation. This has been done by introducing a new feature called Music of English.Music of English focuses on word and sentence stress, word- linking, and intonation patterns in high-frequency everyday expressions. It reminds teachers and students to listen for and practice all the elements of spoken English. The accompanying recordings exaggerate intonation, stress, and ‘word-linking to help students hear and follow the patterns. Students, in turn, should also aim to exaggerate the patterns in practice exercises. Some students will struggle more than others with pronunciation and Music of English, However, with plenty, of encouragement, and the higher incidence of practice gi to these elements of spoken English in American Fleadway, Second Edition, students’ avrareness and subsequent delivery of spoken English should gradually improve. Writing ‘The Writing section now appears seperately at the back ofthe Student Book. This section provides models for students to complete, adapt, and follow in order to produce a satislying piece of writing, Each writing lesson is cued from the unit, and can be used at the teacher's discretion. Grammar Reference practice exercises ‘The Grammar Reference has been extended to include short practice exercises which test students’ understanding of the language areas being studied. These can be used at the teacher’s discretion—for homework, or in addition to the Practice section in the unit. Design TThe design is completely new. Itis cleaner, fresher, and more modern. Photographs and illustrations have been carefully chosen not only to enhance and clarify activities, but also to inform and stimulate students. American Headway 1 American Headway 1is for students who have litle knowledge of English, and for beginning-evel students who have stuciied some English in the past. True beginness, can also use American Headway 1, although it might be more useful for them to begin with American Headway Starter. Student Book ‘The Student Book contains twelve units. Each unit contains language input (Grammar, Vocabulary, and Everyday English) plus skills development (Reading, Speaking, Listening, and Writing). In addition, a complete Audio Script, point-by-point Grammar Reference, and Word List are at the back of the Student Book. ‘The audio program for Student Book 2 is contained on a set of three CDs. Much of the program is also available on the ‘Student Audio Download Center, Exercises that have been recorded are clearly labeled Student Practice Multi-ROM ‘An interactive Multi-ROM is included with the Student Book. The Multi-ROM reinforces the material in the Student Book and contains interactive grammar, vocabulary, and writing activities, as well as video interviews comprehension activities. It is designed for students to use outside class, and the activities can be used for self-study or assigned os homework. Workbook ‘The Workbook is mainly for home study, although the exercises can also be used in class to provide extra review and consolidation. The Workbook contains further practice of all the grammar and vocabulary presented in the Student Book. The Workbook also includes new Spotlight on Testing lessons that help students prepare for standardized exams. The audio program for the Workbook is contained on a Workbook CD, which is designed for use by students on their own. Workbook exercises that have been recorded are labeled. The Audio Script at the back of the Workbook can, also be used to complete most tasks. The program is also available on the Student Audio Download Center. Teacher Resource Center ‘The new Teacher Resource Center brings together all classroom presentation, practice, and assessment materials in ‘one customizable online library. Pawerpoint® presentations, reproducible masters, and a variety of PDF, audio, video, and other media files can be accessed anytime, anywhere. Teacher's Book ‘The Teacher’s Book details the aims of each unit and provides step-by-step guidance on how to exploit the activities in each section of the unit. The Teacher's Book also contains notes on the language input (including ‘areas of potential confusion), answers to all Student Book exercises, and cultural notes. The Workbook Answer Key and extra photocopiable material, including songs, are at the back of the book. The Teacher's Book also contains Progress Tests and Stop and Check quizzes. American Headway, Second Edition also includes: + A Test Generator CD-ROM, containing customizable tests for cach level ‘+ A Program Tour of the course + A Student Audio Download Center with audio files from the Class Audio CDs, Workbook CD, and Spotlight on Testing lessons Introduction ixKey features of American Headway Balanced Approach American Headway, Second Edition adopts a balanced approach to teaching English by combining the best of ‘traditional methods with current approaches. ATraditional Approach + Grammar is given a high profile, It is not disguised. The grammatical systems of English are presented, practiced, tested, and explained. * Vocabulary acquisition is an important element of every unit, * There are pre-communicative exercises to provide controlled practice. These boost students’ confidence, especially at low levels ‘A Current Approach + Students are guided to work out rules for themselves, They are encouraged to adopt a certain responsibility for their own earning. + Real-life situations are rehearsed in the classroom, with role plays, situational activities, authentic material, extracts from newspapers and magazines, and interviews with real people. + The language is seen as a whole. Learners acquire new language items by seeing them and using thera in communicative activities Effective Teaching Teachers will appreciate the comprehensiveness and cffectivencss of American Headway, Second Edition, [thas been designed to meet the practical lesson-to-lesson needs ofthe teacher. The units provide a balanced, cohesive ‘timetable for the presentation, practice and personalization of target language in a variety of exercise types, relevant vocabulary work, extensive skills work, and practical everyday situationzl English. Effective Learning Students will appreciate the accessibility and effectiveness of American Headway, Second Edition. The units speak directly to the students. The contents page, unit openers, headings, instructions, explanations, and cross-references, are designed to guide students through the book with ‘maximum understanding and involvement. The Syllabus The syllabus of American Headway, Second Edition ‘combines language input (Grammer, Vocabulary, and Everyday English) with skills work, (Reading, Speaking, Listening, and Writing). x Introduction Grammar In American Headway, Second Edition, the language that students are exposed to and the language that they are invited to produce is very carefully graded. Over the series, the depth of language analysis gradually increases. Students? knowledge is confirmed and extended, and the range of their linguistic abilities widens accordingly. Itis our belief that an understanding of the grammar of English is one of the key enabling skill for language learners. In American Headway, Second Edition, structures that are simpler in form and meaning are taught before approaching, ‘more complex ones. An understanding of the basics will help when more difficult items are encountered. This is exemplified by the sequence of presentations of tense forms, in American Headway | through American Headway 3, American Headway | + tobe + Present Simple + Past Simple + Present Continuous * going to future + Present Perfect Simple American Headway 2 + verb tense review + extension of Present Simple and Present Continuous * presentation of Past Continuous + will and going to + extension of Present Perfect Simple + presentation of the Present Perfect Continuous + presentation of the Past Perfect ‘American Headway 3 * verb tense review * extension of Present Simple and Present Continuous with state and event verbs + comparison and contrast ofthe Past Simple, Past Continuous, and Past Perfect * comparison and contrast of will, going to, and the Present Continuous for future meaning * comparison and contrast of the Present Perfect Simple and the Present Perfect Continuous Teachers are constantly consolidating and extending their students’ knowledge. Every classroom activity can be seen asa test ofthe state ofthe individual student's language abilities. It is our view that learners learn in the context of ‘good teaching, but not necessarily as a direct result of it. A ‘grammatical syllabus enables students to build a view of thestructure of English. Over time, recognition ofan item raises awareness that in the end leads to automatic production, Vocabulary In American Headway, Second Edition, vocabulary is developed in its own section. There are several important features about the way vocabulary is handled: + New words are taught in lexical sets and learned in context. * Vocabulary learning strategies show students how to begin to assume more responsibility for their own vocabulary acquisition + Systems of vocabulary (such as synonyms, antonyms, and ‘compound nouns) help students perceive patterns in the language. ‘+ Collocations (For example, fly+ a plane, or tell + a story) put new vocabulary in context and make it immediately usable. Everyday English ‘The Everyday English section at the end of each unit covers three main areas: + survival skills (eg. at the airport) ‘+ functions (e.g, greetings) «language for special occasions (eg., holiday greetings) Skills work ‘The skills work in American Headway, Second Edition is carefully selected according to the level of the students, The ideal task should be realistic within the students’ linguistic abilities and should challenge and interest them. Tasks should build confidence in the skill and leave students with a sense of satisfaction and achievernent. Reading and Listening Items come from a wide variety of sources such as newspapers, magazines, short stories, biographies, reference books, real interviews, radio broadcasts, and songs. They are all authentic, but at lower levels we have adapted the language to suit the level. Speaking American Headway, Second Edition aims to enable students to speak, make conversation, be sociable, and function in the target language. Speaking activities range from totally controlled to totaly free. There are many repetition exercises, especially at the lower levels, where students are invited to repeat items simply to show that they can get their mouths around the sounds. Ofien this is for “display” purposes, so students can have the satisfaction of their teacher's praise when they succeed. Many speaking activities are personalized. Students are invited to relate the material in the Student Book to themselves, their lives their family, and experiences. There isalot of pair and group work to maximize students’ contribution to the lesson. Writing In the Writing sections, students complete a number of practical tasks such as writing informal letters, in which structures and linking words are practiced. It is probably the best use of class time to set up the writing exercises in class and then assign the actual writing task as homework Anote from the authors... The concept of combining the best of traditional and more recent approaches has always been at the core of our writing. We write as teachers for the classroom. We have learned that the most important thing is to stay firmly rooted in the day-to-day teaching situation and not to discard approaches that are tried and tested just because they aren’t trendy. We try to keep ourselves fully informed of the latest developments in the profession, but we draw only on what we believe is practically useful and usable in the classroom. We have written American Headway, Second Edition to be 2 complete and balanced package that includes work with ‘grammar, vocabulary, functions, situations, pronunciation, speaking, listening, reading, and writing. It is our hope that when students finish each unit, they will feel that they have been challenged and that they have really learned something, ‘We have also written American Headway, Second Edition to be flexible, so that you can adapt the series for yourself, your students, and your teaching situation. You can follow. the Student Book exactly a it is, using the notes in this ‘eacher’s Book, or you can supplement the Student Book material with exercises from the Workbook and activities in the Teacher Resource Center. You can also change the order of activities and use the content as a springboard for your ‘own ideas. Remember, you are in control of the book, not the other way around, We hope that you and your students enjoy using American Headway, Second Edition and have success with the books. Lig Sl Sree fay Lizand John Soars Introduction xiIntroduction to the unit As you begin American Headway 1, you are probably starting a new class with a new group of students. The title of Unit 1 is “Hello everybody!” and one important goal is that students get to know each other and you, and you get to know them. Students may have relatively little English to use at this stage. However, you can begin to create an easygoing and friendly classroom atmosphere using these basic interchanges. 2 Unit + Hello everybody! D Grammar. Ain/is/are » My/ your/his/her 9 Vocabulary: Countries «Everyday chjects + Numbers Everyday English Hello and good-bye Language aims Grammar —am/is/are The verb to be is introduced in al its singular and plural forms. The focus is on affirmative statements, and questions with question words (where, what, and how). Negative forms and Yes/No questions are dealt with in Unit 2. Possessive adjectives My, your, his, and herare introduced in the unit. The other possessive adjectives are given in Grammar Reference 1.2 on Student Book p. 113. Vocabulary Names of countries are introduced as part of the work on introductions, In the Vocabulary and pronunciation section, the alphabet is introduced and practiced. Students look at the organization of a bilingual dictionary entry, and everyday objects such asa ticket and key, Ifpossible, bring enough bilingual dictionaries for students to share at least one between two. Students are asked to work out the rules for using a/an and the formation of regular plurals with -s Everyday English Numbers 1-20 are reviewed and practiced. ‘Phe situational focus includes practice on exchanging telephone numbers and work on saying hello and good-bye. Students are introduced to Music of English boxes. Workbook Nationality adjectives (Brazilian, Japanese, er.); the numbers 1-20 are practiced. ‘The writing syllabus begins in Unit 3, Notes on the unit STARTER (56 p.2) 1. Say your own name — T'nt (Liz) —and point o yourself to make the meaning clear. Then invite students to say their names — I'm Jean, Pm Keiko, etc. Encourage students to listen to each other's names and to memorize as many as they ean. Ifappropriate, play a memory game by pointing to individual students and yourself and getting the group to say just the name, €.g. John! Keiko! Encourage students in a multilingual group to pronounce cach other’s names (and your name!) as accurately as possible. 2 Check students’ understanding of “alphabetical order” by putting letters a-gon the board in random order and asking students to reorder them alphabetically ‘With stronger clzsses you may wish to briefly introduce the whole alphabet. (Don't worry too much if students pronounce the letters incorrectly asthe alphabet is covered later in the unit.) Check by writing the names from Starter | and 2 on the board and getting students to say them in order. ‘Then ask students to stand up in alphabetical order and say their name. If appropriate, repeat this, getting progressively faster each time. Ifthere are not too many students in the class, put their names on the board so that everyone can begin to learn them.in ht am/is/are, my/your IED Ask students to read and listen once, and then ask them to point to Miguel and Emma in the photo. Ask Where are Emma and Miguel? and elicit the answer (in an Internet cafe). Play the recording a second or third time. Students repeat as a class. Play the recording again then practice it in both open (i.e. students ask and answer the question across the room with the rest of the class listening) end closed pairs (i.e. the whole class, ‘working in pairs), Make sure students can accurately produce the contracted forms name's, what's and I'm. Eas Focus attention on the contractions. Ask: circle the contracted forms in Exercise 1 2 Ask students to complete the conversation. Remind them to use contracted forms. Play the recording and let students check their answers, Ask students to say the dialogue in open and closed pairs. Answers and audio script A Helio. My name's Lisa. What's your name? B Mike. ‘A Where are you from, Mike? B 'mfrom Boston, Where are you from? ‘A 'mfrom Boston, too! 3. This isa mingle activity. Demonstrate the dialogue first in open pairs, and then get students to move around the class and talk to as many people as possible. Don't let this activity go on too long. Ifyou have a large class, it will be impossible for all the students to talk to everyone. 4. Students look at the photos and write the countries. NOTE Students may query the use of is (third person singular of t0 be) to introduce two people — Lisa and Mike: This is Lisa and Mike. Do not go into detail at this stage, just explain that we use This isto introduce ane or more people. GIIBD Play the recording and let students check their answers. Play the recording again. Students listen and repeat. ‘Answers and audio script 1. Thisis Miguel. He's from Mexico. 2, Thisis Emma. She's from Canada. 3. Thisis Lisa and Mike, They're from the US. Check comprehension of he/she/they by referring students to the photos and then pointing to male/ female and pairs/groups of students to elicit the correct pronoun. Focus attention on the contractions. Ask students to circle contracted forms in Exercise 2. ADDITIONAL MATERIAL Workbook Unit 1 Exercises 1 and 2 These practice What's your namte?, Where are you from? P'm from ... and Pm (a) Countries, his/her SUGGESTION A world map/globe is useful for presenting country names, 3. Focus attention on the chart with the names of the countries. Draw students’ attention to the stress marks Explain that these show the pattern of stressed syllables for each column by using the students first language if possible, or by playing the recording. GEVBD Ack stucents to read the list of countries as you play the recording, Play the recording a second time and ask students to listen and repeat. Practice the countries 26 a class, then in closed pairs 6 Focus students’ attention on the example. Ask them Where is So-young from? (She's from Koree,) Ask them ‘what Alnyung haseyo means (Hello in Korean). Ask students in pairs or groups to continue to write where the people are from, using the countries in the table. (Students are not expected to know how to say Hello! in all the different languages. This is merely a fun way to {introduce countries and the third person singular and plural. Encourage students to pool their knowledge.) Answers 1. He's from Australia, 6, She's from Russia, 3. They're from Japan. 1. They're from France. 4, She’s from Spain. 8. He's from China, 5, He's from Brazil. 9. They're from italy. 7 Introduce the questions What's her/his name? and Where's she/he from? Point to some of the photos in Exercise 6. Ask the questions yourself, and let the students reply. Drill the questions and correct any mistakes in the use of she/he and her/his carefully. Practice the questions and answers in open pairs. Encourage students to follow the stress pattern highlighted in the speech bubbles. Unit 1 + Hello everybody!Ask the students to continue the activity in closed pa Monitor and check for correct use of she/he and her/his, and if necessary, drill the language again using the photos in thebook. Finally, consolidate the forms by eliciting examples of His/Her name's... He’s/She’s/They’re from... ees Ask students to complete the chart with am, is, and are, Check the answers. Answers 1 am He/She7it__| is from Canada. We/ You/ They| are Briefly check comprehension of the subject pronouns which are not covered in Exercise 6 (1#e, it, and ‘you plural) by using the photos and the students ‘themselves. Ircan be checked using international food and drinks, eg, sushi — Irs from Japan, Read Grammar Reference 1.1 and 1.2 on SB p. 113 together in class, and/or ask students to read it at home Encourage them to ask you questions if appropriate. Talking about you 1 Focus attention on the examples. Demonstrate the activity by getting students to ask and answer the same questions in open and/or closed pairs about the other people in the class. In a monolingual class, you can make role cards giving students a new country of origin, or the identity ofa famous person whose country of origin the class would know. This practices the vacabulary of the exercise; too. 2 Ask the students to introduce their partner to the rest of the class. Check for the correct use of he/she and for the correct siress on the names of countries. Listening and pronunciation HD Play the recording. Ask students to check the sentence they hear. This isan exercise that tests discrimination, but you can make it productive afterwards by asking students in pairs to practice the pairs of sentences. Pay particular attention to the sounds ‘AM, fist, and /sf. 4. Unit + Hello everybody! ‘Answers and audio script 1. He's from Vietnam, 2. What's her name? 3. They/te from Japan, Check it 4 Ask students 10 work in pairs 10 put am, is, are, his, her, or yourinto the blanks, Afterwards, you can ask them to make the contractions in numbers 1 (name's), 3 (Pm), and 7 (Where's) 4, Where's she from? 5, He's a teacher in Chile, Answers 2, Where are you from? . Lam from Mexico, “What's your name?” “My name's Daniela.” 5. Lisa and Mike are from Boston. 5. This is my teacher. His name's Richard. Whereis he from? This is my sister Her name's Miho. Reading and writing NOTE ‘The aim of this section is to allow students to see how much English they already know through a short writing task. The verbs have, live, and want appear in their Present Simple form, but you don’t need to review this tense at this stage. q Focus attention on the photo and ask What's her name? to check if students recognize Svetlana from p. 4. Ask them to read and listen to the text. Make sure students understand married, children, and apariment by doing simple board drawings and referring to the photo. ‘You can ask one or two students to read the text aloud, or in closed pairs, and the students can help each other with pronunciation, 6 Focus attention on the photo and ask What's his name? to check i'students recognize Tiago from p. 4. Ask students to complete the text about Tiago. Make sure they understand international language by eliciting the ‘countries where English is spoken. IBD Pay the recording to check. Again, you can practice the text around the class and/or in closed pairs. ‘Answers and audio script Tiago ‘My name's Tiago Costa and I'ma student, m 18, 'm not ‘married. have one sister and two brothers. live ina house in Fortaleza, Brazil | want to learn English because it's an international language7 After a lot of oral class work, the silent, individual ‘work in this exercise provides variety and balance. Ask students to write about themselves, following the models in Exercises 5 and 6, Students read their writing to the class, Don't worry if there are a lot of pronunciation mistakes: the aim is for students to show what they ean do, and to say a little about themselves and their families. You can’t do everything at once! NOTE/SUGGESTION ‘The next section of this unit deals with everyday objects and introduces dictionary work. Check which students. | have their own bilingual dictionary and, if possible, bring extra copies to the lesson. ADDITIONAL MATERIAL Workbook Unit 1 Exercises 3-5 Third person is and ave, long and short forms. Exercises 6 and7 Possessive adjectives, ‘Exercises 8 and9 Countries and nationalities with stress practice, EXER Ne NT Everyday objects [ suscEstion | Whatever your students’ knowledge of the alphabet at this stage of the class, remember that they will all need | regular practice in the alphabet and spelling. This can easily be integrated into any lesson when teaching new vocabulary (How do you think you spell... 2,or when reviewing vocabulary (How do you spell... ), and by | the use of spelling games or cards. | Atthis carly stage you may want to write the alphabet | ‘on the board and drill the letters in groups of five | before moving on to the alphabet song, [ED Focus attention on the letters in Exercise 1 and tell the students that they are going to listen 10 the alphabet in the form of a song. Ask them to join in where they can. Play the recording and note down the letters students get wrong or don't know, paying particular attention to a, eg. jm wsand ywhich ‘cause problems for many students. Drill the letters which students found difficult. Practice the letiers asa class and in closed pairs. Listen to the song again and let the students sing i if they want to. Pre-teach the question Hovr do you spell... ?Get students to practice asking the question and spelling in Pairs, using their own names or the names of famous people. Do not focus on the use of doto form questions in the Present Simple as in How do you spell ... ? This will be covered in full in Units 3 and 4. 2. Check who bas a bilingual dictionary and, if possible, hand aut a copy to pairs of students who don’t. Ask students to find apple in the dictionary. If appropriate, you can have a conversation in the students’ first language to compare the dictionary entries, but don't let this go on too long, Explain part of speci as “the type of word.” Explain pronunciation by referring to the phonetic symbols on SB p. 134 and explain they are sounds, not leters. This will be practiced further in Unit 3. 3. Students match the words and pictures. Encourage them to work in pairs and match the words that they recognize first. Then they can use a dictionary to complete the activity. Monitor and check for pronunciation Answers a. an apple f. anewspaper —_k. apostcard b astamp g amagazine L. anorange . adictionary fh, awatch macamera dacellphone i. abag @ akey j, aticket GID) Pay the recording and get students to repeat the words as a class and individually. Ifnecessary, drill the words, stopping the recording after each word. 4 Demonstrate the activity by saying the letter of some of the photographs and asking a student what the object is and how you spell it. Students continue in closed pairs. 5. Ask students to look at the words. If necessary, point out that a, ¢ i, 0, and ware vowels. Students work out the rule if they don’t already know it. ‘Answers 4 goes before a word starting with a consonant, an goes before a vowel. Point out the following sound rules: ‘when we pronounce 1/ju:/, we Use a, e.g. a university ‘+ when his silent, we use ars e.g., an houir 6 Ask students to look at the words and work out the rules for the formation of plurals, Get students to say the plurals of the other words in Exercise 3. Refer students to Grammar Reference 1.4 and 1.5 on p. 113. Answers Most nouns add -s. Nouns ending ina consonant + take away the -y and add -ies. ADDITIONAL MATERIAL Workbook Unit 1 Exercises 10 and 11 a/an Exercise 12 Check it Exercise 15 The alphabet Unit + Hello everybody! 5ae) xe Hello and good-bye 1. Focusattention on the numbers 1-20 in green and get students to say them around the class. [Pnecessary, dri them and check for correct stress on 13-19, eg, thittetn 2 GED Ask students to read and listen to the telephone numbers. Focus attention on the use of “oh” for 0, rather than zero. Make sure students realize that each number is read individually in English, unlike some languages where 94 would be read as ninety-four. Get students to read the telephone numbers aloud, either as a class or in pairs. ‘Tell students they are going to hear six sentences, each with a number. Ask students to down the numbers they hear. If necessary, pause the ing after each sentence, or piay the recording a ‘Answers and audio script 1. My brother has four children. 4, | live at number 19. 2. Ihave ten stamps in my bag. 3. Hello, extension 417. 5, Good-bye. See you at five. 6, Hello, (202) 350-6095? 4 Drill the question with each answer. Then get students to ask other people what their home and/or cell phone ‘number is and to write a list. If you have a big group, check few of the numbers across the class. Ifyou have small group, you can check the numbers by writing the list on the board. 5 GID Play the first two lines of Conversation | as an example and ask students to write 2in the appropriate box. Then play the rest of the recording and get students to write the conversations in the correct order. Play the recording again to check. ‘Answers and audio script 1A Hello, Lisa Jefferson. B Hello. Lisa. I's Mike. A Mike! How are you? B Imfine, thank you. And you? ‘A ImOK, thanks, 2. A 157.00 OK with you, Emma? B Yes. 7.00 is fine. A Great! Have a nice day! B Thanks, Miguel. See you later! 3. A Hello? B Hi, Anna! It’s me, Charles. How are you? ‘A Not bad, thanks, And you? B Just fine, thanks. How are the children? A Theyre fine, 6 Unit | + Hello everybody! Read through the Music of English box as a class. Look at the expressions in the box. Ask students to identify the important words — i.e., the words carrying the most meaning (you, OK, thanks, not bad, etc.). Play the recording, Students listen and repeat, exaggerating the stress and intonation in the same way as the recording. 6 Students practice the conversations in open and then closed pairs, Then ask students to practice again, using their own names and telephone numbers, Encourage students to attempt the intonation and stress patterns they encountered in the Music of English box while role-playing the conversations, Be content with a good effort. SUGGESTION You can consolidate the language of saying hello and good-bye with the photocopiable activity on’TB p. 111 Photocopy enough pages for students to work in pairs and cut up the lines of conversation, keeping each set | together. Hand out a set to each student and get them to order the lines to make two conversations, Check the answers. Ask where the people are (1 on the phone; 2 in the street). Then get students to practice in pairs, using their own names and phone numbers. Workbook Unit 1 Exercise 13 Translation Exercise 14 Listening: Hello and good-bye Exercises 16 and 17 These are exercises on numbers 1-20. Spotlight on Testing Personal information Grammar Reference Look at the exercises on SB p. 113 asa homework. The answersare on TB p. 144 Word List Look at the Word List on SB p.127 asa class. Tell students that the most important words from the unit are here. They can translate the words, learn them at home, or transfer some of the words to their vocabulary notebook. , oF assign fory Meeting people ee ais Introduction to the unit ‘The title of Unit 2is “Meeting people,” and various characters are introduced to practice the grammar, The first real fluency activity of American Headway 1 is the reading and listening exercise — So-young’s e-mail. It is important for beginning- level students to be exposed to language in a natural context. © Grammar: Am/is/are » Questions and negatives «Possessives Everyday English n acafe Language aims Grammar - questions and negatives ‘The verb to be s given further practice, with an emphasis on questions, negatives, and short answers. The question, words what, where, who, how old, and how much are reviewed or introduced. Note that in the negative, we use the contracted forms of not, not the contracted forms ofthe verb to be: ie, she isn's they arent, you aren’, we aren't, and not she’s not, they're not, you're not, we're not. Try to keep to these forms as you speak to the class. The contraction *I aran’tisn't possible, and this is pointed out in the Grammar Spot on p. 9. Having been introduced to contracted forms, students are tempted to use them in short answers, for example, Are you married? Yes I'm, but this is not possible. Where other languages will answer an inverted question with simply ‘yesor no, English prefers to add a short answer. Without the short answer, the speaker can sound rather abrupt. Possessives it can come as quite a surprise to students to learn that not only docs -ssignify a plural noun, but ‘sis both the contracted form of the verb to be and an indicator of possession. Vocabulary Members ofthe family father, aunt, etc.), other words for personal relationships (boyfriend/girlfriend), plus common adjectives and their opposites are introduced. If possible, have a class set of dictionaries for students 10 use in the matching task on p. 12 Exercise | Everyday English ‘This section practices the language required in a cafe. Can Ihave ... ?is taught idiomatically. Food and drink vocabulary is introduced, and prices are practiced. You might feel your students would benefit from doing exercises 16 and 17 in the Workbook before doing the Fveryday English section. Workbook The spelling of plural nouns is practiced. Notes on the unit STARTER (8 p.8) POSSIBLE PROBLEMS ‘The Starter section reviews and practices numbers, Numbers 1-20 and phone numbers were introduced in Unit 1, but you might fee that your students need more classroom work on these areas. Learners of English often experience difficulty in recognizing and producing the difference between the “teen” numbers (13-19) and the corresponding “ten” numbers (30, 40, 50, etc), Point out the different word stress: thirty thittetn + Meeting people 71 Get students to count from 1-20 around the class. Repeat so that everyone has a chance to practice, or if students make mistakes. 2. Now ask students to count in tens from 10-100 around the class. Check for correct stress, and repeat until students can say the numbers quickly and accurately. 3. Tell students your age and then briefly review numbers that reflect the age of your students, Drill the question How old are you? Ask students to work in groups of three or four and ask and answer questions about ages. Ask for a few examples of ages to practice He's... She's... They're... and We're Os Questions and negatives 1. Check comprehension of the key vocabulary: last name, first name, address, and journalist by referring to your ‘own name and address and defining journalist. Ask students to read about Lisa Jefferson. 2 Ifyou think thet your students will be familiar with most ‘ofthe question words in this exercise, you can ask them to, ‘work in pairs, Otherwise, complete the questions as a class, Play the recording so students can check their answers, Point out that isn’tis the negative, and that n’t the short form of not ‘Answers and audio script 1A What’ her lastname? B Jefferson 2. What's her firstname? B Lisa 3. A Where's she from? B The United States. 4. A What's her job? B She's ajournalist. 5. A What's her address? B 89 Franklin Street, Boston, Massachusetts. 6. A What's her phone number? B (617)326-1204. ‘A How old is sh B Twenty-six 8. A Isshemartied? B No,sheisnt. Refore students practice the questions and answers in pairs, let them practice in open pairs. If your students are confident, also focus on intonation, English has a very wide voice range, and this is apparent in questions. Questions with a question word start high and fall. What's her last namet 8 Unit 2 + Meeting people Listen to the models on the recording and ask students, to imitate them. Point out that the question in number 8 is different, as you can answer Yes/No and it has a different intonation pattern. Yes/No questions usually, tise at the end, aia Is she married? Practice the questions as much as possible without boring the class! Have a mixture of open and closed pairs. 3. Students write questions about Lisa's brother, basing their questions on Exercise 2. With weaker classes, remind students to use he/his in the questior theck answers asa class Answers Where'she from? What's his phone number? What's his ob? How old ishe? What's his address? Is he married? GOIDD Play the recording so students can listen and complete the chart, If students need more practice, get them toask and answer the questions in pairs. ‘Answers and audio script 1. A What’ his last name? B Jefferson. 2. & What’ his fist name? B Rudi, That's R-U-D-L 3. A Where's he from? B The United States. 4, A. What's his job? B He'sanactor. 5. A What's his address? B_82Beacon Street, Boston, That's Beacon, B-E-A-C-O-N Street. Boston, What’ his phone number? (67 227-5930 How old she? 2B. Ishe married? No, he isnt eo >oha> Negatives and short answers 4 Tell students they are going to continue asking questions first about Lisa, and then about her brother. Ask students to read and listen to the Yes/No ‘questions and short answers. Play the recording. Play the recording again and ask students to repeat, emphasizing the rising intonation on the question and the stress pattern. If necessary, practice the pronunciation of the contracted form isn't and the use of the full form in the affirmative answer she is separately.Allow students to practice the Example 6 questions and answers which appear in full in the Student Book in open and closed pairs. Students then ask Questions and 1 and 2, following the same pattern, Answers. J. Issheastudent? ‘No, she isn’t. Isshea teacher? No, she srt. Is shea journalist? ‘Yes, sheis. 2. Isshe eighteen? No, she ist Isshe twenty-one? No, she ist. Isshe twenty-six? Yes, she is. 5 Students continue asking about Lise’s brother, following the same pattern and working in closed pairs. Answers 1. Ishisfirstname Peter? No, itisnt Ishis first name Daniel? No, itisn't. Ishis first name Rudi? Yes, itis. 2. Ishea journalist? No, he isnt Ishea student? No, he isn’t. Ishean actor? Yes, he is. 3, Ishesixteen? No, he isn’t, ishe thirty? No, he isn't. is he twenty-eight? Yes, he is. | SUGGESTION ‘This is the first time that students have seen all the | short answers and negative forms of the verb to be, 80 go through the Grammar Spot very carefully. You ‘might want to practice the short answers in open pairs ‘and drill the negative sentences, 1. Students complete the short answers, using the contracted form where possible (No, itisn’t). Check the answers. Answers {5 Lisa American? Isher lastname Smith? No, it ist ‘Ate you ajournalist? No, 'm not. Make sure students understand that affirmative short answers can't be contracted to * Yes, she's. 2. Focus attention on the negative forms and point out especially that we cannot say "I ain't Read Grammar Reference 2.1 on p. 114 together in class, and/or ask students to read it at home. Encourage them | to ask you questions about it. | Who is he? POSSIBLE PROBLEMS ‘This is the first information gap activity in American Headway 1, and it may be the first time your students have ever done such an activity. Students may find it strange that Student A has different information from Student B, so explain this activity very carefully, in the students’ first language if you want. Stress that they should not show each other the information! Students will need to spell the proper nouns, so review the question How do you spell shai? and relevant sets of letters that students often confuse, egs ds 6 i, 0,16 mand tmoand kyetc. 1 Divide the class into pairs, and ask Student B to turn to p. 125. You can do the first two questions yourself, and/or with the class, as an example. Give students enough time to complete the information exchange. Answers LAST NAME, Binchey FIRST NAME. Patrick COUNTRY Ireland JB Accountant ‘ADDRESS ‘82 Hill Road, Dublin PHONENUMBER (21) 434 1075 AGE 48 (MARRIED Yes POSSIBLE PROBLEMS ‘Students first saw the short answers Yes, he/she i, No, helshe isn’t, and No, P'm notin Negatives and short ‘answers. This speaking exercise and the exercises in Talking about you extend and consolidate this focus. Itis inadvisable to embark on an explanation of ‘what short answers are and how they operate, as you run the risk of overloading students with too much information. It is betier to let students see them in context and use them in controlled exercises. 2. Demonstrate the activity by asking the first question about Patrick's last name and getting students to answer. Students continue to ask and answer in closed pairs. Monitor and check for correct formation of questions and short answers, and for correct pronunciation and intonation Unit 2 + Meeting people 9Answers 1. Ishis last name Smith? No, it isn't, \shis last name Jefferson? No, it isn't. \shis last name Binchey? Yes, itis. 2 she from the United States? No, he isn't. Ishe from Canada? No, he isn't, Ishe from Ireland? Yes, he 3. Isheanactor? No, he isn't. Ishea teacher? No, he isn't. Ishe an accountant? Yes, he is. Talking about you 3. Demonstrate the activity by asking students the example questions. If necessary, remind them of the short answers Yes, Jamand No, I'm not. Focus students’ attention on the stress highlighting and remind students these words/ parts of words carry the stress, Get students to ask you the questions for each category listed on the form in Number 4. Correct mistakes carefully 4 Read the instructions as a class and get two or three pairs of students to model example questions and answers, e.g., Where are you from? I'm from Milan./'m from Iraly The students should complete the information exchange with two other students, either working in pairs or doing the task asa mingling activity, Ask four or five students to tell the rest of the class about one of the others. They may have problems with the shift ftom first and second persons to third person, i.e, your to her, areto is, etc, but allow students to respond without correcting every mistake. You can write corrections on the board later. ADDITIONAL MATERIAL Workbook Unit 2 Exercises 1-8 Verb to be: questions, negatives, short answers, short forms, and long forms au Possessive 's weg a) POSSIBLE PROBLEMS Students may have problems distinguishing the contracted forms he'/she’s/it’sand the marker for possessive 's The Grammar Spot for this section clarifies the usage, but be prepared to review this point as necessary and get students to explain the different uses of 's where they appear in the Student Book. 1 Focus attention on the vocabulary chart and on the example. Use the symbols to show students that the words are in male-fernale pairs. 10 Unit2 » Meeting people Students complete the chart working with a partner and using a dictionary if necessary. Monitor and check for correct pronunciation, especially of daughter f'da:tarl and of grandimother/grandfather ’greenmndar, I'greenfa:6 Check the answers. Drill some of the words to practice the pronunciatio Answers husband father son brother uncle grandfather wife mother daughter sister aunt grandmother GID Point to Patrick in the photo and ask What's his name? to check if students recognize Patrick Binchey from p. 9. Ask students to read and listen and put the names next to the right person. Check the answers by calling out the numbers 1-5 and asking students for the correct name, Answers 1. Patrick 3. Mike 5. Bonnie 2 Laure 4, Brian 1. Focus attention on the use of ’sas the contraction of isand as an indicator of possession. 2 Refer students back to the text about Patrick. In pairs students underline examples of possessive sand circle examples of ’s as the contraction of is, Answers Possession is Wife'sname She's 2 teacher. daughter'sname She's twenty-one. son's name She's a nurse. Laur’s husband He's nineteen and he's a student. Refer students to Grammar Reference 2.2 on p. 114. 3. Focusattention on the example. Get two strong students to model the example, stressing important words and parts of words according to the highlighting, Students ask and answer questions about Patrick’s family in closed pairs. Answers Who's Bonnie? She's Laura'and Brian's mother. Who's Laura? She's Patrick's /Bonnie's daughter. She's Brian's sister. She's Mike's wife. Who's Brian? He's Patrick’s/Bonnie's son. He's Laura's brother. Who's Mike? He's Laura’s husband,SUGGESTION | You can review the possessive ‘sand family relationships by referring to famous people and their relations, e.g. Katie Holmes — She's Tow Cruise's wif. Breit teen) You and your family 1. Students ask you questions about the names of people in your family, ie., What's your mother’s namie? not Who's ‘your mother? 2. Focusaitention on the family photos. Students write down the names of some of their relatives om a piece of paper. Students then exchange pieces of paper with a partner and ask and answer questions about each other’s fami SUGGESTION ‘You can review the possessive 's at the beginning | of the next lesson by asking ten or more students for a personal iter of theirs. Put them all in the middle of the room, Students then have to point to an object and say That's Maria’s book, etc. 3. This exercise consolidates the verb to be in a range of persons, and allows students to make true sentences about themselves. Check comprehension of at home, at work, and cafe by using pictures or simple explanations. Answers There are no set answers for this exercise. Heve students check their answers in pars. Check that students haven't ‘made mistakes in the forms of to be Check it 4 This ask reviews the key language from both Units 1 and 2. ‘Students work in pairs or small groups to identify the correct sentence. Answers 1. Sma doctor, 5. She's martied. 2. Lamtwenty-nine years old. 6. Imanuncle. 7. Nave two brothers. 8, Peter's my sister's son. 3, fmnot married. 4. My sister's name is Michelle. ADDITIONAL MATERIAL Workbook Unit 2 Exercises 9-12. Possessive's and family vocabulary Receeacmo Opposites 1. Ask students to use dictionaries to match the adjectives and their opposites. Answers big small easy difficult old young hot cold new old expensive cheap nice anful fast slow Point out that old has two opposites (young or new), depending on the context. Drill the words to practice pronunciation. Ask students to mark the stress on words with two syllables or mot Answers eo. oo. e. dificult expensive awful easy 2. This exercise practices the vocabulary and reviews subject pronouns and the verb to be. Students write sentences for each picture. GUID Play the recording so students can check their answers, Students practice saying the sentences in pairs. Answers and audio script 1. It’s small. tes big. 2. Its easy It’ difficult. 3. Hes old. She's young. 4. Theyre old. They renew. 5. Itsnice. t's anful. 6. Its fast. t's stow. 7. They'e hot. They're cold 8. It's cheap. Its expensive, SUGGESTION You can give students further practice with these adjectives by giving the names of countries, cities, famous people, names of cars, ete. and eliciting possible descriptions, eg, a Ferrari—it’s expensiveit's fast. Unit 2 + Meeting people 11READING AND LISTENING ($8 p.1 An e-mail from the U.S. POSSIBLE PROBLEMS ‘This is the fist piece of extensive skills work i Amirican Headvvay 1. Students reed end listen to the ‘e-mail at the same time, even though this might be deemed an unnatural activity, Learners of English find reading easier than listening, because they can recognize cognates without the interference of different pronunciation. However, if they read the e-mail silently at their own speed, they could become distracted by unknown and unimportant vocabulary. ‘The aim of this activity is to show students language that they have already been exposed to in a relatively natural context. If you feel your students will not be able to cope with the activity as it stands, pre-teach the following items of vocabulary, or assign them as homework prior to the lesson: park (n) software designer computer company friendly subway use (v) ‘happy soon However, if you feel your students don't need so much support, simply encourage them not to worry about the unknown words, 1 Read the introduction as a class. Students then read and listen to So-young’s e-mail. 2. Ask students to match a photograph with a part of the e-mail, Get students to quote from the e-mail to illustrate their answers Answers Picture] The subway isn't hard to use . Picture 2 Ihave clases... mina class with seven students. Picture 3. Ilive with an American family. Picture 4 Central Park is beautiful Play the recording a second time and ask students to read the e-mail again, 3. Ifyou feel your students would be happy to correct the false sentences in pairs or small groups, ask ther to do this. Otherwise, answer the questions as a lass. Answers 3. X No, she isn't, She's in New York City, 4, X No, they arent, They're all rom different countries. 5. X No, it isn't. I's a small class — seven students (including ‘So-young). 6. X No, they aren't. james is a software designer. 7. X No, it isnt. The subway is cheap. av 12 Unit2 + Meeting people Students often have problems with the formation of questions, so this task provides further practice. If you feel students would be happy to work in pairs or small groups for this exercise, let them do so. Answers 2. Where are the (other) students from? 3, What's their/the teacher's name? 4. Who are James and Becky? 5. How old are james and Becky? 6, IsNew York small? (GOUBD ‘ei students they are going to listen to -young in three different situations. Play the recording, pausing after each conversation to check the answers to the two questions, Refer students to the audio script on p. 104 and play the recording again. Students listen and read. Answers and audio script 1. She's in class with a student. 2. She's in school with the teacher, 3. She's at home with julie and Becky. qb Serene |. § Hello. My name's So-young. J Hello, So-young. im Julio, Where are you from, Juli J 'mfrom Mexico from Guadalajara. And you? Where are you from? Sm from Korea, J From Seoul? S Yes, that’ right KeKaren, C-Class, S=So-young 2. K Good morning everybody. © Good morning, Karen. K Howare you all? Fine, Good. OK. K How are you So-young? $ I'mfine, thank you, And you? K Very well. Now listen everybody BeBecky, $=So-young, julie 3. B Bye,So-young, Havea nice day. $ Excuse me? B Have a good day at the language school. S Ah, yes. Thank you. B What's your teacher called? S My teacher called? J What's her name? S Oh, yes. Her name's Karen. B Andis she good? S. My teacher good? J. Yes. Keren, your teacher is she a good teacher? S.Oh yes, yes. Very good, very nice.Writing 6. This isa free writing activity. Assign the writing task for homework, and mark it sympathetically. ENON Nase ne Ina cafe ‘SUGGESTION ‘The activities in Exercise 1 allow students to focus just on prices before being exposed to them in a fuller context. Ifyou feel your students need to do more work on prices prior to the lesson, see Workbook Unit 2, Exercises 16 and 17. 1 Students read and listen to the prices to familiarize themselves with the system and the pronunciation. Play the recording again and get students to say the prices aloud. Make sure students understand how to use the word cents. Tell students they are going to hear six prices, each in a context. Get them to write down the prices they hear. Check answers. Answers and audio script qb 1. That's five dollars and fifty cents, please 2 Look it's only twelve dollars. 3. Here you are, Twenty cents change 4, Pizzas three seventy-five. 5. One hundred dollars for that is very expensive, 6, Nine fifteen, not nine fifty. 2. Students read the menu and match the food with the pictures, Drill the pronunciation of the food and drink. Pay particular attention to haraburger /haemborgar! sandvvich /seenvnt/, chocolate chip tfoklat tfipl, and ‘mineral water /minaral W3t3t Students practice the menu items in pairs by pointing to the pictures and saying the names. Answers 1. Hamburger and fries. 7. Icecream 2. Apple pie 8 Chocolate cake 3. Coffee 9. Hot dog and fries 4, Grilled chicken salad 10. Orange juice 5. Pinza ML. Tuna salad sandwich 6. Mineral water T Tea 3 GBD students listen and repeat, stressing highlighted ‘words and copying the intonation. Do this chorally, pausing the recording, then individually. ‘Check comprehension of the question How much Students ask and answer questions about the prices on the menu. Do this first in open pairs, then in closed pairs. Correct pronunciation and intonation carefully Students listen and fill in the blanks. ‘Answers and audio script 1. Good morning. B Gocd morning, Can | have a coffee, please? A Sure. Anything else? B No, thanks. ‘A One dollar and fifty cents, please. B Thanks. A Thank you. 2. A Hi. Cant help you? B Yes Can | have a grilled chicken sandwich, please? AA Anything to drink? B Yeah, Amineral water, please. ‘A OK. Here you are, B How much is that? A Sever-fifty, please. B OK. Thanks, Read through the Music of English box asa class. Focus students’ attention on the linking lines. Write Cam I help you? on the board. Say the sentence to the class slowly, pronouncing each word separately. Then say the sentence faster, inking Can and Jas in natural speech. Say it again, but this time raw in the linking line on the board as you say the | words to demonstrate that a final consonant sound Jinks with an initial vowel sound. | Play the recording. Drill the sentences as connected speech. You may wish to point out to students that | sometimes an extra sound is naturally introduced between the two linked words, e.g»: Here you lw/ are. Unit2 - Meeting people 135. Students practice the conversations in pairs. Then make the activity a little freer by role-playing. Take the role of the person working in the cafe yourself first and choose one of the students to be the customer. You can increase the vocabulary according to the level of your students, asking, for example: Do you want mayonnaise on your sandwich? Black coffee? ee Students then practice the conversations in the Student Book and their own conversations, You could record some for later examination and correction. SUGGESTION ‘You can consolidate the language in this unit with the photocopiable activity on TB p. 112. Stronger students ‘may want to try the Unit 3 part ofthis activity, but judge if they are ready for this! Photocopy enough pages for studenis to work in groups of three or four. You will also need dice and counters for each group. Students put their counters on “Start” and take turns throwing the dice and ‘moving around the board. They make a sentence with the cues on the “square” where they land, If their sentence is correct, they stay on that “square”; if not, they move back ‘one. The first student to reach “Finish? is the winner. Don't forget! Workbook Unit 2 Exercise 13 Adjectives and nouns that go together Exercise 14 Spelling of plural nouns Exercise 15. Translation Exercises 16 and 17 Numbers and prices Spotlight on Testing, Pronouns and possessive nouns Grammar Reference Look at the exercises on SB p. 114 as a class, or assign for homework, The answers are on TB p. 144. Word List Remind your students of the Word List for this unit on $B p. 127. They could translate the words, learn them at home, or transfer some of the words to their vocabulary notebook. 14 Unit2 - Meeting peoplec: BU rTeM oa Ce MCe) M0) ¢ eum 2 sb Introduction to the unit Work and jobs are the themes of this unit as they lend themselves to the practice of the grammatical aim, which is the introduction of the third person singular of the Present Simple. The skills work includes a reading text about a man who lives on a remote Scottish island and has twelve jobs! This was chosen to complement both the themes and grammar of the unit. ‘The text also acte as a preview of other forms of the Present Simple in context. ©} Grammar: Present Simple 1+ He/she/it» Questions and negatives Everyday English: What time's it? Language aims Grammar — Present Simple 1 ‘Tie Present Simple is the most used tense in the English language. It is therefore important to introduce it early in a beginning level class. In American Headway | the introduction is staged over two units. In this unit only the third person singular with its questions and negatives is presented and practiced. All the other persons are introduced in Unit 4. POSSIBLE PROBLEMS ©The English language does not have many inflections. Unfortunately, this means the few that do exist cause a disproportionate amount of difficulty for foreign learners. The -5n the third person singular of the Present Simple is a classic example of this, Therefore we introduce it first in the hope that it will be more memorable and students will be less likely to omit it. ‘+ The scan be pronounced in three ways: Fal comes kammz! Isl works /warks/ ‘hl teaches /'titfiz! ‘The difference between /s/ and /z/ endings is practiced in the opening texts on Istvan Kis and Pamela Green. * The use of does/doesn’t in the question and negative often seems strange to students, because of the absence of the auxiliary in the affirmative. NOTE | ¢ In Americar Headway 1, the verb haveis introduced and practiced as a full verb with its do/does forms. + Although have gots a standard British English form used to express possession, it is not the preferred form in American English and is not introduced in American Headway 1. ‘= Asstudents become more fluent speakers of English, they will begin to notice when the have got form is used by native speakers of both British and American English. In American English, it is used mainly in spoken form to express possession. Have got does not express a habitual action, ‘+ Itseems advisable to avoid any potentially confusing explanations of hhave got for beginning-level students of American English. Unit3 + The world of work 15Vocabulary and pronunciation A variety of jobs with related activities are introduced. Dictionary work is encouraged and there isa certain amount of work on the phonetic spelling of some of the words. If possible, bring enough bilingual dictionaries for students to share at least one betiveen two. Everyday English Students focus on how to tell the time in English. This is practiced in short dialogues. Writing. The writing syllabus begins in this unit. Object pronouns (me, hima, them) are introduced and practiced. Workbook The spelling of the third person singular is practiced (watches, goes) Question words such as Where? and How much?, and Yes/No questions are practiced. Verbs of daily routine (get wp, rake breakfast) are introduced, with practice of questions and negatives. Notes on the unit STARTER (s8p.16) ‘The Starter activity recycles the family vocabulary from ‘Unit 2 and allows students to use some of the jobs vocabulary they already know. Give some examples of jobs of the people in your own family and then get students to. continue the activity in pairs, IFstudents ask for the names of individual jobs, give some examples that are common to the whole class, but do not let the Starteractivity go on too long or reduce the usefulness of the Vocabulary and speaking section on p. 22. Mae) Present Simple he/she/it SUGGESTION Before you start this unit, zssign the vocabulary homework below in preparation for the presentation texts on Istvan and Pamela, This will savea lot of classroom time where ‘you would have to check vocabulary, and it will give you more time to focus on the grammar. Homework prior to lesson Ask students to write the translation of the following ‘words and learn them for the lesson. They can use a bilingual dictionary to look up words they don't know. | Verbs come fly help like love play speak work | Nouns Canada day hour town week [ese eal re aera Pre-teach music profssorand flying docior. 1 Focus attention on the photos of Istvan and Pamela. Students answer the first questions. (He's a music projessor. She’s a flying doctor.) Ask students Whore's he from?and Where's she from? and then ask them to look quickly at the texts to find the answers (Budapest in Hungary, and Canada). 16 Unit3 + The world of work Now play the recording and ask your students to read and listen to the texts at the same time. If you think your class will experience some difficulty, you can deal with the texts one at a time, doing the Grammar ‘Spot exercises with them for the first text and then asking them to repeat the process on their own for the second. Gros ‘Tell students that they should only look for verbs in the affirmative form. Ask them to work on their own to underline the verbs and then check their answers with a partner before you review asa class, Point out that isand has are irregular verbs. 2 Ask the whole class what the last letter is (-s) and point out that this is the ending for the third person singular — he, she, it — of the Present Simple tense. ‘Answers is comes lives works speaks has likes flies loves Pronunciation | 3 GAD Play the recording. Tell students to listen for | | the pronunciation ofthe final -s, and to decide whether it is pronounced /s/ ot /2/. Do verbs works /s) and is fl as examples with the class, Students listen and write the other verbs in the chart. Check answers as e class. Play the recording again, Students listen and repeat asa class first, then individually ‘Answers and audio script 73h works speaks likes Za is comes lives has flies loves |EZD is comes lives works specks has likes flies loves 2 Working in pairs, students take turns reading the texts. Monitor for correct pronunciation. Round off the activity by asking one or two students to read a text aloud to the whole class. 3. Students write their answers, and then check with a partner, Make it clear that each blank represents a word and that question 8 requires an affirmative verb in the second sentence because of the negative expressed by never. GBD students listen and check. ‘Answers and audio script 1. Istvén’s a music professor, Pamela's a doctor. 2. He comes from Hungary. She comes from Canada, 3, He lives ina big city but she lives in small town. 4, He works four caysa week She wore 16 hours a day. 5. He speaks three languages. She speaks to sick people ‘on her radio. 6. He loves his job and she loves her job, too. 7. He has a daughter. She isn’t martied.8 He likes playing* tennis in his free time. She never has free time, ‘Note that lke + -ing is dealt with in Unit 4, ‘Askstudents in pairs to read the sentences aloud. Monitor for correct pronunciation of the -s ending, If necessary, play the recording again and get students to repeat. veiled Talking about people 1 The aim of this activity is to give students the chance not just to produce single sentences, but to speak at some length to describe Alejandro. It is both useful and satisfying for low-level students to use language for “display” purposes in this way and not always engage in the more “natural” question-and-answer activities. Ask the whole class to look at the picture of Alejandro and the information about him. Check comprehension of walking his dog. Start to build a profile of him orally with contributions from different students, Point out any ‘errors in the third person -s ending and major problems with pronunciation, but aso allow students to self correct and encourage peer correction from the other students as much as possible. 2. Focus attention on the examples. Then ask one or two students to speak at length about Alejandro. ‘Sample answer Alejandro's a tour guide. He comes from Peru and he lives in Lima. He works in tourist office He speats Spanish, English, and a little German. He isn’t married, but he has a roommate. Ins free time he likes walking is dog and playing soccer. 3. Now ask your students to write @ short paragraph about a friend or relative. With weaker classes, give a short description of a friend or relative, or elicit an example from a confident student. Students work in pairs and talk about their friend/relative to their partner. Go around the class to check and help ther. Bring the whole class together again, and ask one or two students to tell the others about their friend or relative. ADDITIONAL MATERIAL Workbook Unit 3 Exercises I and 2. ‘These provide further practice of the third person affirmative of the Present Simple. Exercise3 This is a vocabulary activity in two parts. It should be done with a dictionary. (It is notan opportunity to practice other persons of the Present Simple, only to see the verbs in their infinitive forms!) It would bea good idea to assign the first part for homework and then follow it up in class — the pictures of Rupert’s day are particularly suitable fora classroom activity, where the story is built orally before students write ot listen and check Questions and negatives | NOTE | Be prepared for some students to make mistakes in the | use of does/doesn't to form the question and negative. Try to review these forms as often as necessary. In the Present and Past Simple tenses, where there is no | auxiliary in the affirmative, the use of the auxiliary verbs can seem very strange. Many students feel that it ‘would be much more logical to say: *Lives he in Paris? “Whore lives she? *She lives not in Londons The short answers Yes, he does./No, he doesn’t. and common mistakes of form like *he doesn’t comes also cause problems and need to be pointed out to students. 1. You need to signal that you are going to introduce the question form. You can do this by drawing a large question mark on the board and/or repeating the sentences yourself with exaggerated intonation. GBD Play the recording and ask your students to read and listen, and complete the answers. ‘Answers and audio script ‘L. Where does Istvan come from? Budapest, in Hungary. 2. What does he do? He's a music professor. 3. Does he speak German? Yes, he does. 4, Does he speak Spanish? No, he doesn't. He doesn't speak Spanish or French Play the recording again and get students to repeat both chorelly and individually. Then get them to ask and answer in open pairs across the class. —_-_——anvmwr— | NoTE | Encourage good pronunciation at all times. Highlight the pronunciation of doesand doesn’t getting students to repeat the weak and strong forms in isolation, and as part of the question and short answers. Also take care with the intonation, falling at the end in the wh- questions and rising in the Yes/No questions, ee | Where does he come from? wear daz it kam fram! eo | Does he speak German? /daz ht spik 'd3armon! | Unit3 » The world of work 17ae L_ Make sure students understand that What does he/she | dio? means the same as Whats his/her job?, but that What does he/she do? is the more common question, 2 Ask students to complete the sentences using the verb come. Answers, ‘Affirmative: He comes from Hungary. Negative: He doesn’t come from Poland. Point out that the -s isn’t used in the main verb in the negative and question, but appears in does Pronunciation | 3 DIED Miss exercise serves to further reinforce the weak and strong forms of does. Students will see from the stress highlighting that when unstressed, i.e, in affirmative sentences, the form is weak: /daz! However, when stressed, i, in a short answer or the negative, itis strong: /daz/, damn. Play the recording, Students listen for the weak and | strong forms of does/doesi’ then listen again and —_| practice saying them, Drill the forms as necessary. Read Grammar Reference 3.1 on p. ld together in class, and/or ask students to read it at home. Encourage them to ask you questions about it. 2 GABD Students complete the sentences then check with a partner. Play the recording and get them to listen and check. Finally, ask individuals to read their answers to the class paying careful attention to stress and pronunciation. ‘Answers and audio script 1. Where does Pamela come from? Canada. 2 What does she do? She's a doctor. 3. Does she live in Canada? No, she doesn’t. 4, Does she like her job? Yes, she does. 3. Focus attention on the example question and answer. Students write similar questions about Alejandro and then ask and answer in pairs, Sample questions and answers What does he do? He's a tour guide. Does he work ina tourist office? Yes, he does. Doeshe speak Italian? No, he doesn't. 18 Unit’3 - The world of work PRACTICE (58 p 18) Asking about people 1. Divide the class into pairs. Get the students to read about Iiman or Giorgio. Check comprehension and drill the pronunciation of businesswoman /"brzn2swoman/, Somalia sa'molial, vegeiarian /,vedsa'teariany, chef (Nell, relaxing i'lecksuy/. 2. Get students to say a sentence about each person as an example. Students describe Tian Giorgio to a partner. Go around the class to check and help them. Finish off the activity by bringing the whole class together again, and asking one or two students to tell the others about Iman and Giorgio, 3. Askeach pair to choose either Iman or Giorgio. Focus attention on the example. Students work individually and write the que: Answers ‘Where does she/he come from? Where does she/he live? ‘Where does she/he work? Does she/he speak French? How many children does she/he have? Does she/he have a dog? What does she/he do in her/his free time? Does she/he like cooking? Check the questions quicily round the class, getting students (o read them aloud, 4. Ask your students to close their books. Write the names Iman and Giorgio on the board, then ask students to work in pairs and take turns asking and answering questions about them, Don’t make the activity too laborious by insisting they ask every question about both characters, as this would probably take too long, Let your students choose their questions and which character they talk about Finish off the activity by asking for a few questions and answers in open pairs. Check for accurate pronunciation, 5. This isa personalized activity. Tell students they can answer questions about any friend or relative. Provide any necessary vocabulary, e.g, cousin (sister-in-law, if students request this. Go around and check as they do the activity, focusing on the formation of questions. Ask one or two students to tell the whole class about their or their partner's relativeListening and pronunciation 6 Do this exercise as briskly as possible with the whole class, Demonstrate the activity by going through the ‘examples with the class and practicing the responses Yes, that’s right, No, he/she doesn't, No, he isn’t GIB Play the recording or read the sentences (3-10 below) yourself and nominate individuals in the class to respond. Allow students to correct each other if'a wrong answer is given, It should be quick and fun to do, so don’t insist on the full correct answer if it slows down tthe activity — No, he/she doesn’t, etc. is enough. ‘Answers and a Iman 3. She's tour guide, No, she isn't (She's a model and a business woman) 4, She speaks five languages. Yes, that’s right. 5. ‘She likes playing tennis in her free time. No, she doesn’t. (She likes cocking vegetarian food in her free time) 6, She isn’t married Yes, she is. (She's married to David Bowie) Giorgio 7, Glorgio works in an office in London. No, he doesn’t. (He works in a restaurant) 8. Heisttalian. Yes, he is. 9. He has three sons. No, he doesn’t (He has a son anda daughter) 10. He likes relaxing with his family in his free time. Yes, that’s right. a: ‘This should immediately follow the previous ‘exercise, Play the recording and ask students to check the sentence they hear. This exercise tests receptive comprehension, but you can make it productive by asking students to say the sentences with a partner. Check for accurate pronunciation. script ‘Answers and audio script 1. She likes her job. 2. She loves walking 3. He isn’t married. 4, Does he have three children? 5. What does he do? Check it 8 Ask students to work in pairs or small groups and check the correct sentence. Ask them to work quickly, then review as a class, Get students to correct each other and. to explain any mistakes they hear Answers 1. She comes from Somalia. 2. What does he do in his free time? 3. Where does she live? 4, He isn't married, 5. Does she have two sons? 6, He doesn't play soccer. 7, She doesn't love Peter. 8, What's his address? ADDITIONAL MATERIAL Workbook Unit 3 Exercises 4-9 Questions and negatives in Present Simple third person singular MGI STS ea) Natural writing Using pronouns This is the first unit of the writing syllabus. It reviews subject pronouns and possessive adjectives, and also introduces object pronouns. Knowing how to use pronouns isan essential skill in fluent writing and it helps students understand how a text fits together. 1. Write the following sentence on the board and get students to identify the subject pronoun, object pronoun, and possessive adjective: Tlend him my car every week. Look at Sentence 1 asa class Elicit from students any ‘other pronouns/possessive adjectives in the sentence (pronouns: he, her). In pairs, students continue to underline the pronouns and possessive adjectives in Sentences 2 end 3. Check answers as class. Answers Pronouns they, us Possessive adje ives our, her, our 2 Get students to complete the table in Exercise 2 working individually before checking with the whole class. Answers Subject pronouns Object pronouns Possessive adjectives 1 me my you you your he him his she her her it it its we us our they ‘them their Unit» The world of work 93 With weaker classes, focus attention on the Caution Box and ask students to read this before starting the exercise. More able classes can do Exercise 3 immediately and focus on the Caution Bos: as consolidation. Focus attention on the example and get students to say what she and it refer back to (sister and car). Get students to complete the sentences working individuelly and then check the answers with the whole class. ‘Answers 2 He: them 5. Wer us 8. Heit 3 it 6us 9. me 4. She;him/He;her 7. her/them 10. She; them Focus attention on the Caution Box if students didn’t read it before doing Exercise 3. 4 Ask the general questions to remind students who Istvan is (He's the music professor from p. 16.) Ask students to guess who isin the photo and elicit his wife and his daughter. 5 Read the first sentence of the text aloud and get students to say what is wrong with it (the repetition of Istvdin ‘makes it sound unnatural). Get students to read the first sentence of the text and elicit the nouns that can be replaced (see Ansivers), Students read to the end of the text and underline the relevant nouns. Check the answers with the class, Answers Istvan Kis is Hungarian, but Istvan lives in the US. because Istvan is married to-an American, Itvén Isa music professor. Istvan likes his job because his ob is interesting, and istva loves playing in concerts. istvdn travels around the world to play, but Istvans wife, Stacey, doesnt go with Istvan because Stacey doesn't lke traveling. istvén and Stacey have a nine- year-old daughter. Itvén and Stacey's daughter's name is Alicia. Alicia goes to school, and Alicia also plays the piano ‘every day. Alicia wants to be a pianist, too, and travel with Alicia's father. Stacey doesn't want to go with Istvan and ‘Alicia. When istvan and Alicia travel around the world, Stacey saysshe wants a dog! 6 Focusattention on the example rewriting of the text and then get students to continue the task. With weaker classes elicit a longer section of the text as a whole- class activity and write the answers on the board before students complete the task individually, Check the answers either orally or by collecting the students? written task. 20. Unit3 + The world of work Answers Istvan Kiss Hungarian, bt he lives inthe US. because he is matried to an American, He is 2 music professor. He likes his job because itis interesting, and he loves playing in concerts, He travels around the world to play, but his wife, Stacey, doesn’t go with him because she doesn't like traveling They have a nine-year-old daughter. Their daughters name is Alicia. She goes to school, and she also plays the piano every day. She wants to be a pianist, too, and travel with her father. Stacey doesn't want to go with them. When they travel around the world, she says she wants a dog! RUNGE Pease ncn Seamus McSporran — the man with twelve jobs! NOTE ‘This is an important activity because it brings together, in one text, much of the grammar your students have been studying so far. It should give them great satisfaction to fee! that they can already master a piece | of continuous prose of this length, | It also acts asa preview of the daily routine in Unit 4, Seamus McSporran is a real person (and a real name), and the text is based on a newspaper article. It has been carefully simplified and graded for students of this level. SUGGESTION You could begin the lesson by asking students: Howr many jobs do you/most people have? What tine do youl ‘most people start and finish work? 1 Ask students to look quickly at the photographs on the page and tell you a little about what and who they can see. Do not insist on accuracy at this stage — use this san opportunity for students to get into the topic and predict what they might read in the text 2. Ask students to work in pairs and match the sentences with the photographs. Tell them not to worry about new vocabulary, but to use the words that they recognize and the information in the photographs to help them. Check the answers. Answers lg la 3e 4c 5b 6d 7h Bf Check the key vocabulary by giving short definitions accompanied by actions and getting students to tell you the word, eg, You eat this in the morning — breakfast; the people who stay in a hotel — guests; you need this in your car to drive it —gas, ete. 3. Pre-teachicheck some of the key vocabulary before the students start to read, so that they do not stop at every new word and ask for an explanation.‘You can teach/check the following vocabulary by acting it out, by giving short definitions, or by referring to the photographs: jobs — muatl carier, police office, fire fighter, schoolbus driver, boatman: (a man you pay to take you out in a boat or for the use of a boat), ambuilance driver, accountant, gas station attendant, undertakers verbs — ger up, make breakfast, get, deliver, watch TV, make supper, goto bed. Ask students to work in pairs or small groups to find the answers. Tell them not to worry about words they do not recognize and just to focus on the key information. They can consult the text whenever necessary. Check the answers, Decide according to the speed and ability of your students whether you want quick, short answers or fuller answers (sce parentheses). Answers 1. Ontthe Island of Gigha (pronounced / gj) (He lives on the sland of Gigha in the north of Scotland) 2. 60. (He's 60 years old) 3, Twelve (He has twelve jobs) 4, Margaret. His wife's name is Margaret) 5. She works in the shop. 6, 120.(120 people live on Gigha}) 7. 150 every day. 150 tourists visit Gigha every day insummer) 8. He makes breakfast, drives the children to school, gets the tall from the boat, and delivers the mailto the houses. 9. Margaret makes supper, nd Seamus pays the bills They hhave a mug of tea and then go to bed. If appropriate, ask students for their reaction to the text. Ask if they know anyone who has a lot of jobs. Ask students to look at the photos. Briefly review the times that go with each photograph, by introducing o'clock. Do not spend too long on this as students will review telling time more fully in the Everyday English section at the end of this unit, Demonstrate the activity by getting two stucents to ask and answer using the example in the Student Book. Students continue to ask and answer questions. Go around the class to check. Provide feedback on any common errors. GIBB Ask students to cover the conversations in Exercise 6. Focus attention on the three questions and demonstrate the activity by playing Conversation 1 and checking the ansivers (see below). Play the remaining three conversations, stopping after each one to allow students to complete their answers. Cheek the answers with the whole class. ‘Answers and audio script Conversation 1 1. Afternoon 2. Seamus and a customer in Seamus’ store 3: Sales assistant Conversation 2 1. Morning 2. Seams and a woman who lives on theislend 3. Mail carrier Conversation 3 1. Evening 2, Seamus and Margaret 3, No job — Seamus isn’t working Conversation 4 1. Morning 2. Seamus and schoolchildren. 3. Schoolbus driver 1. A Good aftemoon. Can Ihave two ice cream cones, please? B Chocolate or vanilla? ‘A One chocolate, one vanilla, please. B That's one eighty. Anything else? ‘A No, thank you. 2. A Only two letters for you this morning, Mrs. Craig. BB Thankyou very much, Mr. MeSporran. And hows Mrs. ‘McSporran this morning? ‘A Oh; she's very well, thank you. She's busy in the shop. 3. A Amug of tea before bed, Dearie? B Oh, yes please. AA Here you are. Thank you, Dearie. 'm very tired this evening. 4. A Hello, Me. MeSporran. B Good morning, boys and girls Hurry up, we're late, A Can sithere, Mr. McSporran? © No,no. want to st there, B Be-quet all of you, and SIT DOWN! Students complete the conversations as far as they car, using what they remember from the reading, and the information from Exercises 3 and 4, Students can then exchange and pool information with a partner. HJ Play the conversations again to allow students to complete their answers, Check the answers, Answers 1. afternoon have $180 else 2 two moming how morning busy 3. tea Here tired evening 4, morning want all Put students into pairs to practice the conversations. Unit3 + The world of work 21‘SUGGESTION An additional idea is to ask pairs of students to learn. their conversation by heart to act out for the class. More confident students could improvise some further dialogues. (Asking stuclents to act really seems to help their pronunciation, particularly with stress and intonation.) nen Jobs 1. Focus attention on the photos and elicit the names of the jobs that students already know. In pairs, students match a photograph with a job in column A, checking any words that are still unknown in their dictionaries. You can also ask them to mark the stress. Review as a class the correct answers and drill the words both chorally and individually as you go, taking care with the stress (see below). Keep reviewing by asking Tell me again! What's “1”? What's “4”? etc. Answers Le Andttor 4.4 Ajofrnalist — 7.¢ Anurse Di Astlesassistant 5.2 Aptlot 8.b Achef tg AmBdel 6d AlaRyer 9.h An arthitect 2 Ask students to work in pairs or small groups and match ajob in column A with a line in column B. They wil probably need to continue to use their dictionaries, or if you have a monolingual class, you could give quick anslations of any words they ask about. Listen and check. Answers and audio script a. Apilot fies planes. ». Achef cooks ina restaurant. . Anise takes cae of people in the hospital. 4. Alanyer helps people in court, , Anactor makes movies. f. Ajournalist writes fora newspaper. 4 Amodel wears beautiful clothes h Anarchitect designs buildings. i, Asales assistant sells things, 3 Make this exercise fun, like a game, and do it as quickly a5 possible. Ask students to learn the sentences by heart, then to close their books, Call out the name of a job and tell your students to call out the complete sentences. Teacher Student(s) 4 journalist ...._ writes for a newspaper! Apilot.. flies planes! etc. 2 Unit3 - The world of work Focus attention on the example question and answer in the Student Book. Elicit another question and answer exchange, e.g., What does an architect do? He/She designs inildings. Finally, ask students to work in pairs fora few minutes with their books still closed, and ask and questions about the jobs. ADDITIONAL MATERIAL Workbook Unit 3 Exercise 11. Verbs and nouns that go together, eg, take a shower Exercise 12 This reviews vocabulary from Units 1—3, Boas What time is it? Introduce the subject of telling the time by asking What times it mow?and What time does the class end? Initially you can accept answers in the hour + minutes form, e.g, {ive-thirty, but explain that the system used in American Headway 1 uses after and to NOTE The first eight clocks on this page are positioned in such a way that those with blanks are next to clocks with sir r times, which students can use to help them write in the correct answers. 1 Ask students to work in pairs, look carefully at the clocks and the examples provided, and write in the times. Play the recording for students to check their answers Answers and audio script Its five oclock It’s eight o'clock. Its five-thirty, Its eleven: lt'sa quarter after five.ft'sa quarter after two. It's quarter to sis. It's quarter to nine. It's five after five, It’s ten after five. Its twenty after five, i's twenty-five after five. Its twenty-five to six It’s twenty to six Itstento six It's five to six If possible, bring a toy clock with moveable hands to the lesson as an casy way of giving further practice. First, you can change the times on the clock, and then your students can also have turns, coming to the front of the class, moving the hands, and asking What time is it?2. This exercise introduces useful expressions for timnes just before or after an exact division of the clock. Read through the examples with the class and practice with the toy clock (if you have one!) or by drawing further examples on the board. GUIBD Read the Music of English box asa class. Play the recording, Focus students’ attention on the stress and intonation arrows, Play the recording again. ‘Students follow the highlighted stress pattern and intonation, Really encourage a good imitation of the recording — this should help them sound very polite. Practice the dialogues across the cass. Keep the activity light-hearted and fun, ‘Ask students to draw three or more clocks on piece of paper and practice the conversation again in pairs. Ask ne or two pairs to act out the conversations in front of the class. Tell them (in the students’ frst language if possible) to imagine that they are stopping a stranger in the street and that they must use the correct intonation if they want to sound polite. SUGGESTION You can consolidate the language in this unit, and also review Unit 2, with the photocopiable activity on TB p. 112. Photocopy enough pages for students to work in groups of three or four. You will need dice and counters for each group. Students put their counters on “Start” and take turns throwing the dice and moving around the board. They make a sentence with the cues on the “square” where they land. If their sentence is correct, | they stay on that “square”, if not they move back one. ‘The first student to reach “Finish” is the winner. Don’t forget! Workbook Unit 3 13 This gives more practi Exercise 10 Translation Spotlight on Testing Regular activities Exe of telling the time. Grammar Reference Look at the exercises on SB p. 115 of the Student Book asa class, or assign for homework. The answrers are on TB p. 144. Word List Remind your students of the Word List for this unit on $B p. 128. They can translate the words, learn them at home, ‘or transfer some of the words to their vocabulary notebook, Unit3 - The world of work 23ra Take it easy! Introduction to the unit ‘The theme of this unit is free time and leisure activities. This lends itself to much practice, personalized and otherwise, of the main grammatical aim, which is the introduction of all other persons (those without the -s!) of the Present Simple tense, The skills work includes reading and listening tasks where people from three different countries talk about their favorite season and what they do. This provides the opportunity to bring together and review all persons of the Present Simple 2A Unit + Take it easy! © Grammar: Present Simple 2- I/you/we/they Vocabulary: Leisure activities Everyday English Socal expressions Language aims Grammar ~ Present Simple 2 This unit reviews the third person in Unit 3 and introduces all other persons of the Present Simple, [, yous we, they, and the question and negative. The verb forms with these are all the same, without the inflection -s, and tend to cause less difficulty as a result, The third person is constantly reviewed alongside the other persons so that students can perceive the differences in form. Vocabulary A variety of leisure activities (sports and hobbies) are introduced and these are practiced in a personalized activity the verb fo like. Everyday English Some common and useful social expressions are introduced and practiced in short dialogues. Writing informal letter-writing is introduced via a letter to a penpal. Workbook Adverbs of frequency, e.g., always, sometimes, never are practiced, Notes on the unit SUGGESTION give you more time to focus on the grammar. It is worthwhile to get students used to taking some responsibilty for the learning of vocabulary. Encourage them to enter the new words in their vocabulary notebooks. Homework prior to the lesson 1 Ask students to learn the days of the week in En them a handout with phonetic script such as this: Monday /‘mandei/ ‘Thursday /Oszdei/ Tuesday /"fuzdei/ Friday /frardei/ Wednesday 'wenzdei/ Saturday /'setordei/ 2. Give students these new verbs to look up in a bilingual dictionary. Ask them to learn them and write down the translations. train You could give Sunday /'sandei/ go rutin relax cook win visit Assigning some vocabulary for homework before you start this unit will | | | | STARTER (sb p.24) 1_Usea calendar that shows the year, months, and days as. visual aid. (Alternatively, write the day, month, and year on the board in abbreviated form, e.g., Tues., Sept,, 2005), Focus attention on the year and elicit how we say this in English. Do the same for the month. (Do not spend too long on. this, as students will focus on months more fully before the Reading and listening section.)POSSIBLE PROBLEMS Students often try to say years in English in the same ‘way as in their own language, e.g, 1999 is read as “one thousand nine hundred andl ninety-nine instead of nineteen ninety-nine. If necessary, highlight on the board how we divide dates beginning 18-19, into two pairs of numbers and give practice of similar dates. of the week. Say the days yourself and ask them to repeat each one both chorally and individually. This will take less time if you have assigned the above for homework, POSSIBLE PROBLEMS ‘Take particular care with the pronunciation of Tuesday ('Ywzdei/ and Thursday /orzdei/ which students can easily confuse because they sound quite similar. Also the pronunciation of Wednesday /‘wenzdei/ can be a problem because of the spelling, and the consonant cluster /nvzd/ that results from it being pronounced as two syllables, not three. 2 Use the calendar and get students to go through the days Ask What day is it today? Have the whole class say the days of the week chorally and then make the individual practice fun by getting one student after another to give consecutive days very quickly around the class until they are firmly fixed. (Iftime allows, you can then ask one ot ‘two students to go through the whole week and also ask them to spell some of the days, to review the alphabet.) ‘Ask Which days are the weekend? Check that students understand the word weekend, ‘Ask students to ask and answer the Starter questions in pairs. Go around and check students? pronunciation and provide feedback on any common errors. EXTRA SUGGESTIONS Ifyou feel your students need! more practice on days, months, and years, try the following activities: + rearranging the jumbled spelling of days and months + matching phonetic script to days and months * conducting a favorite day or birthday survey * a word association activity for different days/months + doing an “important year” quiz with simple headline- style sentences (to avoid the use of the Past Simple), | eg, the Olympics in Athens, and students supply the correct year, e.g, 2004. * linking days and months to horoscope signs. This can be done asa fill-in-the-blanks activity where students have some of the names of the signs and some of the dates missing EKDAY. rae ESE) Present Simple //you/we/they As homework prior to the lesson students could check the meanings of the following verbs from the presentation texts in their dictionaries. This will help maintain a lively pace: sing, work, clean, relax, love, get up, walk; enjoy, cook, ‘watch, want 1 The text reminds students of the third person of the Present Simple before they are introduced to the other persons. Focus attention on the photograph and ‘on the headline, and clicit basic information: What's her name? (Lisa) Where is she in the photos? (at a bookstore and on the street). Play the recording and get students to answer the questions. Answers 1, Shesa singer and she works ata bookstore. 2 she sings. 2 Students complete the text with the verbs. Answers and audio script Lise Parsons i thirty-two years old and lives in Manhattan. From Monday to Friday she works at ¢ bookstore in Newr York. Sometimes she stays at work until 10:30 at night, but Lisa doesn't relax on weekends. On weekends she has another job — she isa singer. On Saturday afternoons she practices with her band, and on Saturday end Sunday nights she goes to nightclubs and sings. She has no free time, but she loves her life! ‘Tell students that Lisa is now talking about her life. Check or pre-teach the following vocabulary from the text: busy, lunchtime, deli, gym, tired, nervous. Ask students to close their books and listen to the text. Ask Does she have a busy life? Students answer, giving examples. Possible answers: Yes, she does She works in a bookstore she sings on weekends, she practices with her band she goes to the gym ..etc Students read and complete the text with the verbs from the box in the correct form. GID Play the recording again so that students can check their answers, Unit'4 + Take iteasy! 25Answers and audio script Hoye singing and ilove books, so 'm very happy. My ‘wookends are very exciting but | enjoy my weekdays, ‘co. 'm lucky, ! live near the bookstore and! don’t start ‘work unt! 10:00 au. Every morning | get up at 8:00, make breakfast and watch the news on TV. Then | walk to work Tim very busy all day. help people find the books they want. ‘At lunchtime I get a sandwich from the deli and | often go ‘to the gym. | usualy finish york at 530 ew, but on Tuesday and Thursday evenings | work very late, until 1030. I never cook after work.t'm too tired. I sometimes like going to the litle restaurant near my apartment. Saturday mornings, | 40 shopping and clean my apartment. don't eat dinner on Saturday and Sunday evenings because fi too excited | like singing, but 'm always nervous before the show. Questions and negatives 5 Elicit the answer to the first question as an example, Ask students to complete Lisa’s answers and play the recording to check their answers. Answers and audio script ‘A Where do you work? B_ InNew York, ‘A Doyoulike your job? B Yes,Ido, ‘A Doyourelax on weekends? B_No, Idon’t. ‘A. Why don’t you relax on weekends? B_ Because! sing in nightclubs. Play the recording again or model the questions and answers yourself. Practice the questions and answers in ‘open pairs across the class to correct any mistakes. Take particular care with these aspects of pronunciation: Sounds TThe weak vowel sound /da/ in the question, and the strong vowel sound /du:/ in the short answer. Do you like your work? Yes, Ido. ‘dya laik yor wark/——/yss ax du:/ Stress and intonation ‘The intonation rises at the end of Yes/No questions and falls at the end of short answers and wh- questions. ——— Do you like your Work? Yes, 1 do. Wieréido you wark? Role play 6 Tell students to read the texts on pp. 24-25 again first, but then to cover them and try to remember the information about Lisa's life, Ask students to work in pairs and take tums being Lise Parsons. Demonstrate the activity by getting two students to ask and answer the first two ons across the class. Ask students to continue the is. Go around and check for the correct use of the ausiliary do/does and for the correct use of strong and weak forms in the pronunciation of do. 26 Unit 4 + Take it easy! 1 Ask students to complete the chart with the affirmative and negative forms, Check the answers. Answers { ‘Affirmative | Negative 1 work ‘don’t work You work don't work: He/She/tt |works | doesn’t work. We work don't work ‘They | work don't work Ask students to focus on the affirmative forms in the chart. Ask them which have a different form (/ne/she/ it) and how they are different (they end in -s) Ask students to focus on the negative forms in the chart, Ask them how the I/you/we/they forms are different from the affirmative forms (they use the auxiliary don’t). Ask students to focus on the he/she/it forms and ask them how they are different from the other negative forms (they use the auxiliary doesn’) 2. Ask students to complete the questions and answers. Check the answers, Answers ‘Where do you work? Where does she work? Do you work in New York? Yes, Ido. Does he work in New York? No, he doesn't. Ask students which auxiliary verb is used in questions with I/you/we/they (do) and which with hhe/shefit (does), Remind students that questions can begin with a question word, or have no question word and the answer Yes/No. Ask students to give you examples of each type of question from the table. SUGGESTION Do Exercises 6 and 7 in the Workbook to introduce adverbs of frequency before this activity 3. Students find the adverbs of frequency in the text about Lisa Parsons, Read Grammar Reference 4.1 and 4.2 on p. 115 of the Student Book together in class, and/or ask students to read it at home, Encourage them to ask you questions about it. Answers | often go to the gym. | usually finish work... | never cook after work. I'm always nervous before the show. | sometimes like going to the little restaurant ..EXTRA IDEAS © Student A describes their routine as if they doa certain job and the rest of the class has to guess what the job is, They can ask Yes/No questions. | Student A describes their routine as if they werea_—_| famous person (politician, actor, singer, etc.) and the rest of the class has to guess who they are pretending to be. They can ask Yes/No questions. (You could provide role cards of people who are often in the news, so that students don’t choose characters who are 100 obscure.) PRACTICE (SB Talking about you 1 Focusattention on the example and then ask students to work on their own. Students who finish early can then check their answers with a partner. Answers and audio script ‘Le. What time do you go to bed? At 00. 2. Where do you go on vacation? To Hawai or Florida 3.d, What do you do on Sundays? lalways relax. 4.c. When do you do your homework? After dinner. Sa. Who do you live with? My mother and sisters. 6. Why do you like your job? Because it's interesting. 7g, How do you get to school? By bus. 81h. Do you go out on Friday evenings? Yes, | do sometimes. Play the recording and let students check their answers, As preparation for the next activity, ask students to listen and repeat the questions and answers chorally and individually. Take particular care with intonation, 2. This activity gives practice of the first and second persons only. Ask students to work in pairs to ask and answer the questions in Exercise 1. Demonstrate the activity by getting a pair of students to ask and answer the first question across the class. Remind students to have the whole question ready before they speak. Go around and check as students do the activity listening for correct intonation, Students who finish early can be encouraged to ask similar questions but with different days or question words, e.g., Do you go out on Saturday ‘evenings? Where do you do your homework? 3. This activity practices the third person singular alongside the other persons. It also pulls the class together after the pairwork. Focus attention on the examples in the Student Book. Then aska few individuals to tell the rest of the class about themselves and their partner. Ifnecessary, remind students they need to use the third person -s when talking, about their partner. (Unless you have a small class, it would take too long to give everyone a tun.) Listening and pronunciation 4 Play the recording. Ask students to listen carefully. ‘and check the sentence they hear. Play the recording again. Stop after each sentence and ask students to discuss the answer with a partner before you establish the correct one. You can make this exercise productive by asking, students to read the pairs of sentences aloud, Answers and audio script 1. What does she do on Sundays? 2. Doyoustay at home on Thursday evenings? 3. Helives here, 4, What do you do on Saturday evenings? 5, Iread alot. 6. Why don’t you like your job? Affirmatives and negatives 5 This exercise reviews the verb fo be alongside other verbs in the Present Simple. The exercise could be assigned for homework, but it can be fun if done orally and at a brisk pace with the whole class. Focus attention on the examples and then get students to complete the exercise orally. They could then write their answers afterwards Answers 3. She speaks Spanish, 4. They don't want to learn English 5. We aren't tired and don't want to go to bed. 6. Roberto doesn't like watching soccer on TY, but he likes playing it, 7, | don't work at home because | don't have a computer. 8. Ameliais happy because she has.a new car. ULARY AND KIN Leisure activities 1. Inpairs or small groups, students look at the photos and match as many as they can with the names of the activities. Ask them to check the others in their bilingual dictionary. Encourage them to enter any new words in their vocabulary notebooks. Answers i playing soccer 9. sailing 2. dancing 104, listening to music 3b skiing Th. swimming 4.0, watching TV 12k. reading 5 going to the gym Tin eating in restaurants ‘6g. taking photographs The. going tothe movies Te cooking Ta. jogging 8d. playing computer games 16m. sunbathing Unit 4 + Take it easy! 272. Focus attention on the form like+-ing using the examples in the Student Book. Choose a student and give examples of what you think he/she likes doing. Then ask students what they think you like doing. Ask them to continue in groups, choosing five activities from the Student Book Students ask you questions to find out if they were correct about what you like, using the exarnples in the Student Book, (Students are often interested to find out about their teacher, but keep this fairly short to allow time for the personalized stage.) Encourage students to follow the stress pattern and use rising intonation for the Yes/No questions. 3. First build a dialogue with two students, using the example in the Student Book and the possible follow-up questions, Then tell the students some true things about yourself, encouraging them to respond to your likes and dislikes as in the example. ‘Now ask students to continue in pairs and go around the class to check and help them. Make sure they use the ~ing form. 4 Ask students to think about other activities which are not in the Student Book. They can look them up in their bilingual dictionary, or ask you for help. Encourage students to act out or describe the activities rather than ask in their first language. Finally, aska few students in the class to report back on themselves and their partners (thereby practicing different persons of the Present Simple). SUGGESTION ‘You can consolidate the Present Simple and leisure activities from this unit, and also review frequency adverbs from the Workbook, with the photocopiable activity on TB p. 113. Photocopy enough pages for cach student. Briefly review the expressions of frequency from Workbook p. 19, Put students into pairs. Hand ‘out the questionnaires and get students to complete the questions, using their own ideas for Questions 9 and 10, Divide the class into pairs and get students to interview each other, recording their partner's answers. ‘Then put two pairs of students together and get them to compare answers, and report back to the class ADDITIONAL MATERIAL Workbook Unit 4 Exercise L This practices all persons of the Present Simple ‘and question formation, Exercise 2 This practices do and does, and the verb to be. Exercises 3-5. Present Simple: questions, short ansivers, ‘and negatives Exercises 6 and7 Adverbs of frequency 28 Unit 4 + Take it easy! READING AND LISTENIN BD My favorite season SUGGESTION TY It would save time in the lesson if you could ask your students to learn the names of seasons and months in English for homework before the lesson. You could sive them this list to learn and test them in class. Seasons spring /sprmy/ stintmer /’ssmor/ Months January !'dgaenjuoti/ February 'febjucti all fa ‘winter winter! July dgu'lad ‘August ogast/ March marti) September /sep'tembar! April ‘expral! October Jak'toubar/ May /mes! November /noo'vembat/ June (dun) December ‘da'sembot/ Ask students to work in pairs and answer the questions in Exercise 1. They will obviously find this easier if you assign the seasons and months for homework. Monitor, noting any problems with pronunciation and confusion with the months of the year. POSSIBLE PROBLEMS Students often confuse the months March and May, and June and July. They may also need particular help with the pronunciation of February MRebjuari Ifyour students had difficulties with the questions in Exercise 1, now is a good time to present the key | language again, Use a calendar as. visual aidand | go through the seasons and months. Say them first ‘yourself and ask students to repeat each one in order both chorally and individually. Repeat the months and seasons a few times, making it fast and fun if you can. If necessary, check further by asking: What's before/after September? etc. When's your birthday? (Make sure that students give only the month in their answers nor the actual date.) ‘Then ask students the questions in Exercise 1 again, checking for accurate pronunciation. Af your students had few difficulties with the questions in Exercise 1, briefly go through the answers asa class, highlighting any specific problems you noted earlier. Af necessary, do further spot checks by asking similar questions to those above, as