3

LESSON
• Before listening to the conversations, read the
occupations aloud. Have students repeat.
BEFORE YOU LISTEN
FYI: Each item in this exercise corresponds to a
A 1:10 Vocabulary conversation; for example, item 1 is for Conversation 1.
Suggested 5 Your actual
teaching time: minutes teaching time: AUDIOSCRIPT
CONVERSATION 1 [M = Turkish]
Vocabulary Flash Card Player F: Mr. Yilmaz.
M: Please call me Serhat.
F: OK, Serhat . . . Is that your nickname?
• If possible, show students a world map. Call out the M: No, it’s my first name. I don’t have a nickname.
countries mentioned in this section and have students F: Tell me, what’s your nationality?
locate them on the map. M: I’m Turkish, actually. I live in the capital, Ankara. But my
hometown is Izmir. That’s a really beautiful city on the
• Model the Vocabulary before listening by talking about Mediterranean coast.
yourself. Say I was born in . is my birthplace. F: And what do you do?
I grew up in . is my hometown. I am from . My M: I’m a computer programmer.
nationality is .
CONVERSATION 2 [F = Japanese]
M: Good evening.
1:11 Countries and nationalities F: Good evening.
• After students listen to the audio, have them use a world M: It’s . . . Keiko Nakamura?
F: That’s right. But all my friends call me KK.
map to look up countries and nationalities in their region M: So tell me, Ms. Nakamura, what do you do?
of the world, if possible. Model the pronunciation of the F: I’m a graphic designer, actually.
new words and have students listen and repeat. M: How interesting. And where are you from?
F: Well I’m from Japan. I live in Tokyo, but I’m originally from
Language and culture Osaka. I was born there.
• A hometown, where a person grew up, can also mean
CONVERSATION 3 [F = Spanish]
the place a person chooses as “home.”
M: We’re talking with . . . Pilar . . . Rodríguez.
• The U.K. stands for the United Kingdom. It includes F: That’s right. Pilar.
England, Northern Ireland, Scotland, and Wales. People M: Pilar Rodríguez. No nickname, Pilar?
from any part of the U.K. are British. Citizens of the U.K. F: No. Just Pilar.
can also be referred to as English (England), Irish (Northern M: OK. So, you live in Uruguay, right?
F: Well, I live there now, in Montevideo. But I’m actually from
Ireland), Scottish (Scotland), and Welsh (Wales).
Buenos Aires . . . in Argentina.
M: And what do you do, Ms. Rodríguez?
F: I’m an interpreter. I work for the Uruguayan government,
B Pair work actually.
Suggested 2–3 Your actual M: Do you travel for your job?
teaching time: minutes teaching time: F: I do. A lot. I often go to Buenos Aires . . . Brasilia . . .
Santiago, Chile . . .
• On the board, write questions students can ask each
other; for example, What’s your [birthplace]? CONVERSATION 4 [M = Canadian]
F: So your name is Anthony Harris.
Option: (+10 minutes) To create a survey activity, you can M: That’s right. But most people call me by my nickname, Tony.
draw the following chart on the board or print out a copy So it’s Tony Harris.
for each student. Have students complete the chart. F: Mr. Harris, tell me what you do for a living.
M: I’m a salesperson. I work at a large electronics store in
Name (first Birthplace Hometown Other Chicago, in the United States.
and last) information: F: So you’re American?
M: Actually, no. I’m from Toronto, Canada. But I’ve been in
Chicago for over ten years.
F: So Canada is really home for you?
M: That’s right.

Graphic Organizers B 1:13 Listen to infer

Suggested 8–10 Your actual
teaching time: minutes teaching time:

LISTENING COMPREHENSION • Make sure students understand the meaning of originally.

A 1:12 Listen for details Say Originally means in the beginning; for example, John’s
birthplace is Albany, New York. Now he lives in Florida. John
Suggested 10–14 Your actual
teaching time: minutes teaching time: is originally from New York.

UNIT 1, LESSON 3 T8