1 Nice to meet you. - English For Results › wp-content › uploads › ... · 2017-05-16 · 1 Nice to meet you. Lesson 1 Getting Started 5 minutes Books closed. • Elicit names

Unit Goals

• Saynamesofcountries• Askforsomeone’sname• Readthealphabet• Spellfirstandlastnames• Sayandwritenumbers0–9• Askforatelephonenumber• Introduceself• UseI am,He is/She is,You are,We are,

They are• Filloutaform• Talkandwriteaboutgreetingsin

differentcultures

Classroom Materials/ Extra Practice

CD 1Tracks 11–38

Transparencies 1.1–1.10

T

MCAUnit 1

WorkbookUnit 1

Interactive Practice Unit 1

Unit Goals

UNIT1 T-8

Countries

Nice to meet you.1Lesson 1

Getting Started 5 minutes

Books closed.

• Elicitnamesofcountriesstudentsalreadyknow.ShowTransparency1.1orawallmapoftheworld.PointtotheUnitedStates.Say:We are here in the United States.

• Askvariousstudents:Where are you from?Haveeachstudentpointtothemapandsaythecountry.Saythecountryandhavetheclassrepeat.

• Statethelessonobjective:We’re learning the names of countries.

Presentation 10 minutes

A Look at the map...

• ShowTransparency1.1oruseaworldmap.PointtothecountriesandsayCountries.

• PlayCD1,Track11.Pointtoeachcountry.Studentslisten.

• ContinueplayingTrack11.Pointtoeachcountryandhavestudentsrepeat.

Books open.

• PlayTrack11again.Studentslistenandpointagain.

• ContinueplayingTrack11.Studentspointastheylistenandrepeat.

b Listen and read...

• PlayCD1,Track12.Studentsreadsilently.• PausetheCD.Checkcomprehension.Ask:Are you

from Russia? Are you from El Salvador? Are you from Vietnam? etc.TellstudentstoholduptheirYESorNOcardstoanswer.(Seepage249)

• ContinueplayingTrack12.Askstudentstolistenandrepeatastheyread.

Controlled Practice 5 minutes

C PAIRS. Point to your country...

• Formcross-abilitypairs.Studentsshoweachothertheircountriesonthemap.

Expansion: Writing Practice for C

• Dictation.Sayandspellwordsfromthebox.Studentswritethewordsonapieceofpaper.Thenstudentschecktheirspelling.

Classroom Materials/ Extra Practice

CD 1Tracks 11–38

Transparencies 1.1–1.10

T

MCAUnit 1

WorkbookUnit 1

Interactive Practice Unit 1

Language Note

Writeacityandcountryontheboard.Circlethefirstletters.Say:Begin the name of a city and a country with a capital letter.

• Saynamesofcountries• Askforsomeone’sname• Readthealphabet• Spellfirstandlastnames• Sayandwritenumbers0–9• Askforatelephonenumber• Introduceself• UseI am,He is/She is,You are,We are,

They are• Filloutaform• Talkandwriteaboutgreetingsin

differentcultures

Future Intro TE_unit01_008–027.i49 49 12/10/08 12:50:58 PM

T-9 UNIT1

Lesson 1 Countries

Presentation 10 minutes f PAIRS. Make a new conversation...

• Modelanewconversationwithavolunteer.SaythelinesforSpeakerA.Useyourownname.SpeakerBuseshisorhernameandcountry.Role-playtheconversationwithtwomorestudents.

• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playtheirnewconversation.

Communicative Practice 20 minutes

Show what you know!

CLASS. Walk around the room...

• Writetwocolumnheadingsontheboard:Name Country

• Modeltheactivity.Askastudent:What’s your name? Writethestudent’sfirstnameincolumn1.Ask:Where are you from?Writethecountryincolumn2.Asktwomorestudentsandwritetheirinformationontheboard.

• Circulateandassessstudents’abilitytoaskforandwritedownsomeone’snameandcountry.Ifstudentsneedmorepractice,reviewpages8and9.

CLASS. Take turns. Talk about...

• Pointtotheinformationontheboard.Say:[Name] is from [country].Studentsrepeat.

• Goaroundtheroom.Haveeachstudentsaywherehisorherclassmateisfrom:[Name] is from [country].

Teaching Tip

Writeontheboard:I don’t know.Saythesentenceandhavestudentsrepeat.Say:When we don’t know the answer, we say Idon’tknow.Youmaywanttoaskquestionsstudentsmaynotknowtheanswersto,forexample,Is this student from Peru? What’s my favorite color? etc.Theclassanswers:I don’t know.

d Listen. Listen and repeat.

• ShowTransparency1.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardsorsay I don’t know.Ask: What do you think? Are they in class? Are they students? Is she from China? Is he from Mexico?

• PlayCD1,Track13.Studentslisten.PausetheCD.Askthecomprehensionquestions(above)again.

• ContinueplayingTrack13.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency1.2orhavestudentsreadintheirbooks.PlayTrack13again.Studentslistenandreadsilently.



e PAIRS. Practice the conversation.

• ModeltheconversationinExerciseD.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.

MULTiLEvEL iNSTrUCTioN for E

Pre-level Studentsrole-playtheconversationfortheclasswithbooksopen.Above-level Studentsrole-playtheconversationfortheclasswithbooksclosed.

Critical Thinking Skill: Listing

•Asktheclasstothinkofthecountriestheyknow.Havevolunteerscomeuptotheboardandwriteacountrynametheyremember.Checkforcorrectspellingandcapitalization.•Reviewthelist.Say:Who is from ?Askstudentstoraisetheirhandsiftheyarefromthatcountry.Addanycountriesstudentsforgot!

Interactive Practice Pages 2–3

Extra Practice

Future Intro TE_unit01_008–027.i50 50 11/26/08 11:53:19 AM

UNIT1 T-10

Spell first and last namesLesson 2


Books closed.

• Printyourfirstandlastnameontheboard.Pointtoyourfirstname.Say:My first name is [your first name]. Thenspellit.Pointtoyourlastname.Say:My last name is [your last name]. Thenspellit.

• Circlethefirstletterofeachname.Telltheclassthatnamesstartwithcapitalletters.

• Statethelessonobjective:We’re learning to spell first and last names.


Teaching Tip

Theaudiohasbeenrecordedinanaturalspeakingstyleandpace.Studentsmayneedtoheararecordingmorethanonetime.Playtheaudioasmanytimesasnecessarytohelpstudentsunderstand,confirminformation,recheckanswers,orpracticepronunciation.

Teaching Tip

Gotopages236–237.Makecopiesofthewritingpracticepagesforcapitalletters.Havetheclasspracticewritingthealphabetusingcapitalletters.

Teaching Tip

Gotopages238–239.Makecopiesofthewritingpracticepagesforlowercaseletters.Havetheclasspracticewritingthealphabetusinglowercaseletters.

d Listen. Write the words.

• Modeltheactivity.Drawfiveshortblanksontheboard.Say:Hello.Thenspellitoutloudandwritethelettersintheblanks.

• Telltheclasstouselowercaselettersforthisexercise.PlayCD1,Track16twoorthreetimes.

• Reviewtheanswerswiththeclass.ThenplayTrack16againandchecktheanswers.

• Readeachwordoutloudandhavestudentsrepeat.

Expansion: Writing Practice for D

• Formcross-abilitygroups.Dictation.Onestudentthinksofawordandwritesit.

• Thenthestudentspellstheword.His/herclassmateswritethewordandthensayit.Thestudentsaysifitiscorrect.

• Studentstaketurnsdictatingwordstothegroup.

A Look at the alphabet...

• Showanalphabetchartorwritethelettersontheboard.Pointtothegroupofletters.Say:This is the alphabet.

• PlayCD1,Track14.Pointtoeachletterinthealphabet.Studentslisten.

• ContinueplayingTrack14.Pointtoeachletterandhavestudentsrepeat.

Books open.

• PlayTrack14again.Studentslistenandreadtheletterssilently.

• ContinueplayingTrack14.Studentspointtothelettersastheylistenandrepeat.

Expansion: Alphabet Practice for A

• Formpairs.StudentApointstoaletterinthealphabet.StudentBsaystheletter.Thenstudentsswitchroles.


b Listen. Write the capital letters.

• AsktheclasstolookatthelettersinExerciseA.Pointoutthattherearecapitallettersandlowercase(small)letters.

• Tellstudentstousecapitallettersforthisexercise.Modelitem1ontheboard.SayCandwriteacapitalC.

• PlayCD1,Track15.Walkaroundandmakesurestudentsarewritingcapitallettersonthelines.PlayTrack15twoorthreetimes.

• Formpairs.Havestudentscomparetheiranswers.

C PAIRS. Say a letter...

• Modeltheactivity.Asktheclasstosayfiveletters.Writethecapitallettersontheboard.

• Askforavolunteertowriteontheboard.Selectstudentstocalloutletters.


Spell first and last namesLesson 2

T-11 UNIT1

Critical Thinking Skill: organizing

•Giveeachstudentanindexcardorasmallpieceofpaper.Askstudentstowritetheirlastnameonthecard.•Formgroupsof5.Tellstudentstolineupinalphabeticalorder.EncouragethemtocheckthealphabetchartinExerciseA.•Haveeachgrouplineupinfrontoftheclass.Eachstudentholdsuptheindexcardandspellshisorherlastname.


Show what you know!

GROUPS Of 4. Take turns. Ask...

• Writetwocolumnheadingsontheboard: First name Last name

Readthedirectionsoutloud.• Modeltheactivity.Askvariousstudents:What’s

your name?Makesurestudentssayfullnames.Say:Spell your first name.Writethenameincolumn1.Say:Spell your last name. Writethenameincolumn2.

• Formcross-abilitygroups.Eachstudenttakesaturnaskingonepersonforhisorherfirstandlastnames.Allstudentslistenandwrite.

• Circulateandassessstudents’abilitytospellfirstandlastnames.Ifstudentsneedmorepractice,reviewpages10and11.

CLASS. Take turns. Introduce...

• Saythesentenceinthebubbleandasktheclasstorepeat.Say: The man is introducing the woman. Modelwithastudent.

• Haveeachgroupintroducetheirteammatestotheclass:This is .


e Listen. Listen and repeat.


• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardsorsayI don’t know. Ask:What do you think? Are they in class? Is the man asking for information?


• ContinueplayingTrack17.Havestudentslistenandrepeat.


• ContinueplayingTrack17.Studentslistenandrepeatastheyread.


f PAIRS. Practice the conversation.

• ModeltheconversationinExerciseE.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.



g PAIRS. Make a new conversation...

• Modelanewconversationwithavolunteer.SaythelinesforSpeakerA.Havethestudentanswerwithhisorherownname.Role-playtwomoreconversationswithvolunteers.

• Remindstudentstousetheirownnamesandtoreverseroles,sothatbothstudentscanaskandanswerthequestions.

Expansion: Speaking Practice for G

• Askvolunteerstorole-playoneoftheirnewconversationsfortheclass. Pages 2–3 Page 4

Extra Practice

Interactive Practice


UNIT1 T-12

Say and write numbersLesson 3


Books closed.

• Askvariousstudents:Do you have a student ID card? Can you show me?PointtothestudentIDnumberontheircards.

• HavestudentslookattheirstudentIDcardsandpointtothenumbers.TellstudentstoholduptheirYESorNOcardstoansweryourquestions.Ask:Do you have a 7 in your ID number? Do you have a 5 in your ID number?Askaboutafewmorenumberstoassesswhichnumbersstudentsknow.

• Statethelessonobjective:We’re learning to say and write numbers.


A Listen and point...

• Writenumbers0–9ontheboardorholdupyourbook.Pointandsay:Numbers.

• PlayCD1,Track18.Pointtoeachnumberontheboard.Studentslisten.

• ContinueplayingTrack18.Pointtoeachnumberagain.Studentslistenandrepeat.

Books open.

• PlayTrack18again.Studentslistenandpointtothenumbersintheirbooks.

• ContinueplayingTrack18.Studentspointtothenumbersastheylistenandrepeat.


b Listen. Write the numbers.

• PlayCD1,Track19.Playtheaudiotwoorthreetimes.

• Reviewtheexercisewiththeclass.Havetheclasssaythenumberswhilevolunteerswritethemontheboard.


C Listen. Listen and repeat.

• Havestudentscoverthedialogintheirbooks.• PlayCD1,Track20.Askcomprehension

questions:Is the man asking about a phone number? Is the number 83241?


• Tellstudentsthethirdlineusesrisingintonationbecausethespeakerischeckingtomakesurethenumberiscorrect.

• Havestudentsreadintheirbooks.PlayTrack20again.Havestudentslisten.ContinueplayingTrack20.Havestudentslistenandrepeat.


d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.Makesurestudentsuserisingintonationforthethirdline.


• Askvolunteerstorole-playfortheclass.

Expansion: Speaking Practice for D

• StudentstakeouttheirstudentIDcardsandusetheirownnumbersintheconversations.

e Listen for the student ID...

• Writeontheboard:ab.Sayanddemonstrate:Circle a. Circle b.

• PlayCD1,Track21.ThenplayTrack21againandhavestudentschecktheiranswers.

• Havestudentscompareanswerswithapartner.ThenplayTrack21againtoreviewtheanswers.


Say and write numbersLesson 3

T-13 UNIT1

Community Building

Talkwithstudentsabouttheimportanceofguardingtheirpersonalinformation,forexample,birthdays/birthdates,telephonenumbers.Tellstudentsthatduringclasstheycanusetrueormade-upinformation.


f Listen. Listen and repeat.


• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Is this a cell phone? Is the area code 213? Is the phone number 555-7169?



• Tellstudentsthefifthlineusesrisingintonationbecausethespeakerischeckingtomakesurethenumberiscorrect.


• ContinueplayingTrack22.Studentslistenandrepeatastheyread.


g PAIRS. Practice the conversation.

• ModeltheconversationinExerciseF.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.Makesurestudentsuserisingintonationforthefifthline.



H Listen for the...

• Writeontheboard:a b.Sayanddemonstrate:Circle a. Circle b.

• PlayCD1,Track23.ThenplayTrack23againandhavestudentscircletheiranswers.


i Listen. Write the...

• PlayCD1,Track24.Makesurestudentswriteonenumberoneachblank.

• PlayTrack24againandhavestudentschecktheiranswers.



Show what you know!

Write your area code and...

• Youmaywanttowriteamade-upnumberontheboardforstudentstouse.

• Circulateandassessstudents’abilitytosayandwritecompletetelephonenumbers.Ifstudentsneedmorepractice,reviewpages12and13.

PAIRS. Ask: What’s your...

• Readthespeechbubblesandasktheclasstorepeat.Thenmodeltheactivitywithastudent.

Critical Thinking Skill: Sequencing

•Formcross-abilitygroups.Handoutonesetofindexcardsorsmallpiecesofpaperwiththenumbers0–9toeachgroup.•Tellgroupstolineupinorderoftheirnumbers.•Tofinishthisactivity,haveeachgrouplineupinorderatthefrontoftheclass.Asktheclasstocheckforaccuracy!

Pages 4–5 Page 5

Extra Practice



UNIT1 T-14

Introduce yourself • I am, you areLesson 4


Books closed.

• Pretendyouareanewstudentintheclass.Gooutoftheroomandthenenteragain.Say:Hi, my name is . I’m a new student in this school.

• Asktheclass:What do you say to a new student?• Elicitresponseswithoutcorrectingstudents’

answers.Writestudents’answersontheboard.Ifstudentsneedhelpanswering,ask:Do you say hello?Do you say Whatisyourname? Do you say Whatisyourareacode? Do you say Welcome?

• Saythelessonobjective:We’re learning what to say when we meet new people.


Books open.

A Listen. Listen and repeat.


• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are they at school? Are they shaking hands? Are they writing their telephone numbers?

• PlayCD1,Track25.Havestudentslisten.Pointtothespeakersinthepicture.PausetheCD.Askthecomprehensionquestions(above)again.

• ContinueplayingTrack25.Asktheclasstolistenandrepeat.


• ContinueplayingTrack25.Havestudentslistenandrepeat.

b Listen again. Circle Yes or No.

• PlayCD1,Track26.Instructstudentstolistenandread.ThentheycircleYesorNo.

• Tocorrectthisexercise,askavolunteertoreadthesentences.TellstudentstoholduptheirYESorNOcardstoanswer.


Culture Connection

IntheUnitedStates,whenpeoplemeeteachotherforthefirsttime,theysmileandsayHello, nice to meet you.Sometimestheyshakehands.Modelwithastudent.SmileandsayHello, nice to meet you. Youcanalsopracticeshakinghandswiththestudent.

C PAIRS. Practice the conversation.

• Modeltheconversation.SaythelinesforSpeakerB.AskafemalevolunteertosaythelinesforSpeakerA(Rosa).Youmaywanttoshakehands.



d PAIRS. Make a new conversation...

• Modelanewconversationwithavolunteer.ThestudentsaysthelinesforSpeakerA,usinghisorherownname.SaythelinesforSpeakerB.Useyourownname.Standupandshakehandswiththestudent.

• Circulateandhelpasnecessary.Thenaskvolunteerstorole-playtheirnewconversation.

e CLASS. Walk around the room...

• Tellstudentstowalkaroundandintroducethemselvestothreeclassmates.Remindstudentstoshakehandswhentheymeetclassmates.


Introduce yourself • I am, you areLesson 4

T-15 UNIT1

Critical Thinking Skill: Summarizing

•Writeontheboard:You are meeting someone new. What do you say? What do you do?•Setthecontext.TellstudentstheywillmeetmanypeoplehereintheUnitedStates.Asktheclasstohelpmakealistontheboardofhowtheycangreetpeople.Thelistforwhattheysaymayinclude:Hi. Hello. What’s your name? My name is . How are you? Nice to meet you. Nice to meet you, too. Thelistforwhattheydomayinclude:stand up, shake hands, smile, say hello.

Presentation 10 minutes • Circlethecapitalletterandperiodinthesentenceontheboard.Remindstudentstostartasentencewithacapitalletterandenditwithaperiod.

i Listen and check your answers...

• PlayCD1,Track27.TellstudentstocircleanymistakesintheiranswersinExerciseH.

• PausetheCD.Askstudentstocorrecttheirmistakes.StartTrack27againandhavestudentschecktheiranswersagain.

• ContinueplayingTrack27.Havetheclasslistenandrepeat.SayeachsentenceandemphasizethecorrectpronunciationofI’mandYou’re.


Show what you know!


• Writeontheboard:You’re right! No, I’m .• Modeltheactivity.Indicateastudentandsay:

You’re [student’s name]. Pointtotheboard.Askthestudenttoanswer.Indicateanotherstudent.Say:You’re [incorrect name].Thestudentanswers:No, I’m .

• Circulateandassessstudents’abilitytouseYou’reandI’m.

Culture Connection

Insomecultures,itisimpolitetouseafingertopointataperson.Insteadofpointingtoindicateastudent,youcanuseyouropenhand,withpalmfacingup,toindicatewhichstudentyouarechoosing.

F Read the sentences.

• UseTransparency1.5orhavestudentslookatthechartintheirbooks.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.

• Writeontheboard:I You.PointtoIandthenpointtoyourself.Say:I am a teacher.PointtoYouandthenindicateastudent.Say:You are a student. Dothiswithtwomorestudents.

• Writeontheboard:I amYou are.Showhowcontractionsareformedbyerasingtheaandwritinganapostrophe(’).Say:I’m. I’m a teacher.You’re. You’re a student.

• PointtotheconversationonTransparency1.5orhavestudentslookatExerciseAonpage14.Say:CircleI’m in the conversation.

• ReviewtheanswersbyaskingavolunteertocircleandunderlinethewordsonTransparency1.5.

Expansion: Grammar Practice for F

• Writeontheboard:I’m You’re.Havestudentswritethefullforms(I am, You are).Youmaywanttoteachthetermsfull formandcontraction.


G Write am or are.

• Doitem1withtheclass.Writeontheboard:I a new student. Askstudentsfortheanswer.

• Correcttheexercisebyaskingstudentstoreadthesentences.

H Rewrite the sentences...

• Reviewhowcontractionsareformed.Writeontheboard: I am a new student.Erasetheainamandwriteanapostrophe(’).

Pages 6–7 Page 6

Extra Practice



UNIT1 T-16


Books closed.

• WriteHeandSheontheboard.CircleHe.Indicateamalestudent.Say:He is a student. UnderlineShe.Indicateafemalestudent.Say:She is a student.Saythesentencesagainandhavestudentsrepeat.

• Indicateamalestudent.Ask:He or she? Indicateafemalestudent.Ask:He or she? Dothistwoorthreetimeswithotherstudents.

• Statethelessonobjective:We’re learning to use the wordsheandshe.


Books open.

A Read the sentences.

• ShowTransparency1.6orholdupyourbookandpointtoeachpicture.Sayeachsentenceandhavetheclassrepeat.

• Writeontheboard:he she• Checkcomprehension.Saysentences:She is a

teacher. He is a student. He is a man. She is a woman. Foreachsentenceask:What did I say—he or she? Pointtoheandsheontheboard.

b Listen and read the story.

• PlayCD1,Track28.Studentslistenandreadsilently.

• Providemorepracticewithheandshe.ShowTransparency1.6.Havestudentscomeupandcircleheandshe.Thenunderlinethenames(JinSu,Lora).Pointtothenamesandhavestudentssayheorshe.

Expansion: Listening Practice for B

• Havestudentscoverthestory.PlayTrack28again.Askstudentstolistenforheandshe.Tellthemtoraiseahandwhentheyhearheorshe.

Introduce someone • He is, she isLesson 5


C Read the story again...

• Havestudentsreadthestoryagainsilently.• Doitem1withtheclass.Readthesentence.Write

ontheboard:Yes No.ModelmakingacirclearoundYes.

• Reviewtheexercisewiththeclass.Haveastudentreadasentenceoutloud.TellstudentstoholduptheirYESorNOcardstoanswer.

Expansion: reading Practice for C

• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.Tellstudentstopayattentiontoheandshe.

d Write he or she.

• Doitem1withtheclass.Pointtothepicture.Ask:Is the person a man or a woman? What do we write? Writesheontheboard.

• Tocorrectthisexercise,callonvariousstudentstosayeachanswer.

Expansion: Speaking Practice for D

• Invite3menand3womentothefrontoftheclass.• Indicateastudentandmodelasentence:He is a

student. or She is a student.• Indicateonestudentatatimeandhavetheclass

saythecorrectsentencechorally.


T-17 UNIT1

Lesson 5 Introduce someone • He is, she is


E Read the sentences.

• ShowTransparency1.6orhavestudentslookattheirbooks.Saythefirstline:Jin Su is from Korea. Lora is from the United States. Sayeachsentenceagain.Studentsrepeatchorally.

• Saythesecondline:He is from Korea. She is from the United States. Ask:Which person is He? Which person is She?Saythesecondlineagain.Studentsrepeatchorally.

• Saythethirdline:He’s from Korea. She’s from the United States. Showontheboardhowcontractionsareformed.WriteHe is.Erasetheiinis,andputanapostropheinitsplace.DemonstratethecontractionforShe is.Readthethirdlineagain.Studentsrepeatchorally.


F Write three sentences...

• Writeitem1ontheboard:Carla / my friend.Thenwritethefirstexamplesentenceontheboard:Carla is my friend. Circleisinthesentencetoshowwheretoinsertis.Readthesentenceforstudentstorepeat.

• Writethesecondexamplesentenceontheboard:She is my friend. CircleSheinthesentencetoshowSheisforCarla,awoman.Readthesentenceforstudentstorepeat.

• Writethethirdexamplesentenceontheboard:She’s my friend.Circle She’stoshowthatthetwowordshavebeenshortenedtooneword.Readthesentenceforstudentstorepeat.

• Tocorrecttheexercise,callonvariousstudentstowritesentencesontheboard.

Expansion: Grammar Practice for F

• Writeontheboard:Maria / my classmate.• Askstudentstowrite3sentenceslikethesentences

inExerciseF.•Walkaroundandprovidehelpasnecessary.


Show what you know!

GROUPS. Take turns. Ask...

• Askgroupstositinacircle.Instructstudentsinthegrouptointroducethemselves.Eachstudentsayshisorhernameandwhatcountryheorsheisfrom:I’m [name]. I’m from [country].

• Astudentindicatesapersonandsays:Who’s that? Where is he/she from?Avolunteerinthegroupanswers.Studentstaketurnsindicatingapersonandaskingthequestions.

• Circulateandassessstudents’abilitytouseheandshecorrectly.Ifstudentsneedmorepractice,reviewpages16and17.

• Tofinishthisactivity,askeachgrouptochooseonestudenttosayeachclassmate’snameandcountry.Writeanexampleontheboard:She’s Mariam. She’s from Somalia.etc.

Critical Thinking Skill: Explaining

•Setthecontext.Say:We’re going to introduce a classmate. We’re going to say four things about our classmate. Chooseastudentandmodelfortheclass.Say:This is Maria. She is in my class. She is from El Salvador. She speaks Spanish. •Formcross-abilitypairs.Tellstudentstointroducethemselvesandfindoutfourthings.Walkaroundandhelpstudentsastheytalk.•Askstudentsinpairstointroducetheirclassmate.Youcanwritethefourpiecesofinformationontheboardsotheclasscanreadtheinformation.

Pages 8–9 Pages 7–8

Extra Practice



UNIT1 T-18

You are, we are, they areLesson 6


Books closed.

• Writeontheboard:You We They.Indicatetheclassandsay:You are students. Indicateyourselfandtheclassandsay:We are at school. Indicateagroupofstudentsinthebackoftheclassandsay:They are classmates.

• Statethelessonobjective:We are learning to talk about students in the class.


Books open.


• Havestudentslookatthepictures.Holdupyourbookandpointtoeachpicture.Ask:Is there one person? How many people are in the picture?Pointtoeachpictureandsay:There is more than one person.

• Readeachsentence.Studentsreadsilently.Sayeachsentenceandhavetheclassrepeat.Askvolunteerstoreadeachsentenceoutloud.

Expansion: Grammar Practice for Exercise A

• Demonstrateyou,we,andtheybyforminggroups.Standawayfromagroupandindicatethem.Say:They.Nowstandtogetherwiththegroup.Say:We.Formagroupofthree.Standinfrontofthemandlookatthem.Say:You.

b Listen. Listen and repeat.


• Setthecontext.Elicitinformationaboutthepicturewithoutcorrectingstudents’answers.Ask:What do you think? Are they students? Are they in class? Where are they from?




• ContinueplayingTrack29.Studentslistenandrepeat.



• ModeltheconversationinExerciseB.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.



MULTiLEvEL iNSTrUCTioN for C

Pre-level Studentsrole-playtheconversationfortheclasswithbooksopen.Above-level Studentsrole-playtheconversationfortheclasswithbooksclosed.

Lesson 6

18 UNIT 1


You are, we are, they are

You are from Bolivia.

They are new students.

We are classmates.

BCD1 T29

Listen. Listen and repeat.

A: Who are they? B: Oscar and Carlos.

They’re my classmates. A: Where are they from? B: They’re from Brazil.


2.

3.

1.

Trends_Intro_u1-ND4-8.indd 18 9/22/08 12:21:52 PM


T-19 UNIT1

Lesson 6 You are, we are, they are

Critical Thinking Skill: Explaining

•Setthecontext.Say:We’re introducing two classmates. We’re saying four things about the students. Choosetwostudentsandmodelfortheclass.Say:This is Maria and Yuri. They are in my class. They are from El Salvador and Russia. They speak Spanish and Russian. •Formcross-abilitygroups.Tellstudentstoaskeachother:What’s your name? Where are you from? What language do you speak? Walkaroundandhelpstudentsaskquestions.•Askstudentstointroducetwoclassmates.Writetheinformationontheboardsotheclasscancheck.


d Read the sentences.

• UseTransparency1.7orhavestudentslookatthechartintheirbooks.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavestudentsrepeatchorally.

• Writeontheboard:You are We are They are. Say:These are full forms. Showhowcontractionsareformedbyerasingtheainareeachtimeandwritinganapostrophe(’).Pointtoeachwordandsay:You’re. We’re. They’re. These are contractions.

• Writeontheboard:You’re We’re They’re.Indicateastudentandsay:You’re a student. Indicateyourselfandtheclassandsay:We’re in Room . Indicateagroupofstudentsinthebackoftheroomandsay:They’re from Mexico.

• PointtotheconversationonTransparency1.7orhavestudentslookatExerciseBonpage18intheirbooks.Say:Circle the contractions in the conversation.

• ReviewtheanswersbyaskingavolunteertocirclecontractionsinthedialogonTransparency1.7,orwritetheconversationontheboardandhavestudentscirclethecontractions.

Expansion: Grammar Practice for D

• Writeontheboard:You are They are We are.Havestudentswritethecontractions(You’re, They’re, We’re).Reviewthetermsfull formandcontraction.

e Write three sentences...

• Writeitem1ontheboard.Writethefirstexamplesentence:Carlo and Ana are from Brazil.UnderlineCarloandAna.Ask:You? They? We? Say:They.

• Writeontheboard:They from Brazil. Askstudents:What do we need? Writeare.Saythesentenceandhavetheclassrepeat.

• Writeontheboard:They are.Ask:What is the contraction? Write:They’re.Writethefullsentence:They’re from Brazil. Saythesentenceandhavetheclassrepeat.

• Reviewtheexercisebyhavingstudentswritethesentencesontheboard.Makenecessarycorrections.

Expansion: Grammar Practice for E

• HavestudentswritesentencessimilartoExerciseE.• Toreview,havevolunteerswritetheirsentenceson

theboard.Focusonthefullformsandcontractions.


Show what you know!


• Modeltheactivity.Indicateastudentandask:What’s your name? Where are you from? Writethestudent’snameandcountryontheboard.Askmorestudents.Writethenamesandcountriesontheboard.Whenyoufindtwostudentsfromthesamecountry,demonstratefillingintheblanksfortheexercise:

Country: Student 1: Student 2:

• Studentswalkaroundandfindtwoclassmatesfromthesamecountry,thenwritetheinformation.

CLASS. Take turns. Introduce...

• Saythesentenceinthespeechbubble.Studentsrepeat.

• Havevolunteersintroducetwoclassmates.

Interactive Practice Pages 9–10

Extra Practice


UNIT1 T-20

Life Skills • Fill out a formLesson 7


Books closed.

• Writeontheboard:

First Name Middle Name Last Name • Writeyourinformationintheblank.Pointtoeach

nameandsay:My first name is the name I received when I was born. This is my middle name. My last name is my family name.

• Statethelessonobjective:We’re learning how to fill out a form correctly.


Books open.

A Listen and read. Listen...

• ShowTransparency1.8orhavestudentslookattheirbooks.Coverthebottomformonthetransparency.Elicitinformationaboutthetopformwithoutcorrectingstudents’answers.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:Is this a school form? Do you write three names on the form? Do you write your teacher’s name on the form? Do you write your student ID number on the form?

• PlayCD1,Track30.Pointtothewordsonthetransparency.Studentslisten.PausetheCD.Askthecomprehensionquestions(above)again.


• PlayTrack30again.Studentslistenandreadsilently.

• ContinueplayingTrack30.Studentslistenandpointastheyread.


b Read the form again...

• Formcross-abilitypairs.Studentstaketurnsreadingtheformoutloud.

• Writeitem1ontheboard.ModelcirclingYes.• Toreviewtheexercise,haveonestudentreadeach

sentenceoutloud.TellstudentstoholduptheirYESorNOcardstoanswer.

C PAIRS. Compare your answers.

• Formcross-abilitypairs.Studentstaketurnsreadingeachsentenceandansweroutloud.Ifanswersaredifferent,tellstudentstoreadtheformagainandfindtheanswer.


• ShowTransparency1.8orhavestudentslookattheirbooks.

• Tellstudentsyouwillaskaquestion.Theywilllookattheformandpointtotheanswer.

• Ask: 1. What is Chi’s last name? 2. Where is Chi from? 3. What is Chi’s phone number? 4. What is Chi’s student ID number? 5. What is the name of Chi’s school?HavevolunteerscomeupandpointtotheanswersonTransparency1.8.


T-21 UNIT1

Lesson 7 Life Skills • Fill out a form


d Complete the sentences...

• Writeitem1ontheboard.Modelhowtocompletethesentence.Thenreadthesentencetotheclass.Eraseyournameandaskavolunteertofillintheblankandreadthesentence.Doitem2withtheclassalso.

• YoumaywanttowriteatelephonenumberandstudentIDnumberontheboardforstudentswhodonotwanttousetrueinformation.Walkaroundandhelpasneeded.

Expansion: reading Practice for D

• Formcross-abilitypairs.Studentstaketurnsreadingtheirsentencesoutloud.


e fill out the form...

• ShowTransparency1.8orhavestudentslookattheirbooks.Coverthetopformonthetransparency.Pointtoeachitem.Asktheclasstosaythewordsoutloud.

• PlayCD1,Track30again.Stopaftereachwordandhavestudentslistenandself-correcttheirpronunciation.ContinueplayingTrack30andhavestudentsrepeat.

• Circulateandassessstudents’abilitytofillouttheform.MakesurestudentsusetheirinformationfromExerciseDandareprinting.

f PAIRS. Read your classmate’s form...

• Instructpairstolookateachother’sform.Ask: Does every box have information? Is the information printed and easy to read?

• AskvolunteerstocomeupandfillouttheformonTransparency1.8.

Teaching Tip

Talkaboutfillingoutforms.Say:You need to print. Printyournameontheboard.Showstudentstheprintedalphabetonpage10.Thenprintyournameontheboard.Say: Sometimes there are lines, sometimes there are boxes on forms. Writealineandboxesontheboard.Fillinyourname.Say:You need to use a pen.Holdupapen.

Interactive Practice Page 11

Extra Practice


UNIT1 T-22

Ivan’s story


Books closed.

• Elicitideaswithoutcorrectingstudents’answers.Ask:You see a classmate or friend. What do you do? Ifstudentshavetroubleanswering,askastudenttocomeupandrole-playthesituationwithyou.Writestudents’responsesontheboard.

• Statethelessonobjective:There are different ways to say hello, to greet people. We’re going to listen to Ivan talk about greetings.


A CLASS. Look at each picture...

• ShowTransparency1.9orholdupyourbook.Pointtoeachpictureandask:What do you see?

• Elicitinformationabouteachpicturewithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,makesuggestionsorrepeatwhattheysaidcorrectly.

• Writewordsorphrasesontheboardaboutthepictures.

Books open.

b Listen to the story.

• PlayCD1,Track31.PointtoeachpictureonTransparency1.9orhavestudentslookattheirbooks.Studentslisten.

• Pointtoeachpictureandcheckcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Donotsaythecorrectanswer.Ask:

1. What is his name? Is he a teacher? 2. Do the students say hello? Do they shake hands? 3. Do students say hello and hug? 4. Do students say hello and fill out a form? 5. Do students kiss and say hello? 6. Does Ivan know how to say hello to classmates?

• PlayTrack31again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclasstorepeat.

Expansion: vocabulary Practice for B

• Formcross-abilitygroups.Havestudentsshoweachothergreetingsusedintheircountry.Ifyoufeelitisappropriate,askeachgrouptodemonstratethevariousgreetingsfortheclass.

Lesson 8


T-23 UNIT1

Lesson 8 Ivan’s story


C Listen again and read.

• PlayCD1,Track32.Havestudentslistenandreadthestoryintheirbooks.

• Askstudentstocircleanywordstheydon’tunderstand.Writethewordsontheboard.Askstudentstoguessthemeaning.Givemoreinformationanddrawvisualsontheboardtohelpstudentsunderstand.


• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.


d Read the story again...

• Studentsreadthestoryagain.Ask: How do people say hello? Tellstudentstounderlinethedifferentwayspeoplesayhello.

• Askstudentsforanswers.Modelwritingtheanswerforitem1ontheboard.

• Toreviewtheexercise,askvolunteerstowritetheiranswersontheboard.Makenecessarycorrections.

e GROUPS. Ask your classmates...

• Formcross-abilitygroups.Modelthediscussionbyaskingafewstudents:How do people say hello in your country? Do people shake hands? Do people kiss? etc.

• Writeontheboardtherolesforeachgroup: Student 1: Read the questions out loud.

Student 2: Make sure each person answers. Student 3: Tell the class the group’s answers.

• Circulateandassessstudents’abilitytodiscusshowpeoplesayhellointheircountry.Encourageeachstudenttoparticipateinthediscussion.Ifstudentsneedmorepractice,playCD1,Track32againandhavestudentslistenandreadthestoryinExerciseC.

• Havegroupstaketurnspresentingtheiranswerstotheclass.

f Write about how people...

• Writethesentencesontheboard.Modelcompletingthesentenceswiththeclass.

• RemindstudentstousetheinformationtheytalkedaboutinExerciseE.Askonestudentforinformationandwriteitontheboard.

• Walkaroundtheroomandhelpasnecessary.

MULTiLEvEL iNSTrUCTioN for F

Pre-levelIfstudentscan’tdotheexercise,havethemcopyIvan’sstoryfromExerciseConapieceofpaper.Above-level Tellstudentstowritemorethanthreesentencesaboutthistopic.TheycanuseExerciseCasamodel.


g GROUPS. Take turns. Read...

• Formcross-abilitygroups.Ifstudentshavetroublesharingtheirinformation,encourageclassmatestohelpthem.

Critical Thinking Skill: Problem Solving

•Writeontheboard:In Ivan’s country, people smile when they say hello. They don’t shake hands or hug. Now Ivan is in the United States. Some of his classmates want to shake hands. Some want to hug him hello. What should Ivan do?•Formcross-abilitygroups.Havestudentstalkaboutthesituationandmakesuggestions.Walkaroundandhelpasnecessary.•Askthegroupsfortheirideas.Writethemontheboard.Talkaboutanysuggestionsthatmaynotbeappropriate.

UNIT 1 23

CCD1 T32

Listen again and read.

D Read the story again. Write fi ve ways people say hello.

1. People .

2. They .

3. They .

4. They .

5. They .

E GROUPS. Ask your classmates: How do people say hello in your country?

F Write about how people say hello.

G GROUPS. Take turns. Read your sentences.

My name is Ivan. I’m a student.

I say hello to a classmate and I smile.

In my school, some students say hello and shake hands.

Some students say hello and hug.

Some students say hello and bow.

Other students say hello and kiss.

How do you say hello?

smile

My name is .

In my country, people say hello and .

In the United States, people .

Trends_Intro_u1-ND4-8.indd 23 9/22/08 12:22:17 PM

Interactive Practice Page 12

Extra Practice


UNIT1 T-24

1 ThE SoUNDS oF M AND N

Language Note

Thesoundsmandnarenasalsounds.Themsoundcomesthroughyournose.Closeyourlips.Useyourvoice.Practicethesoundwiththewordmap.Thensoundalsocomesthroughyournose.Putyourtonguetothetopofyourmouth.Useyourvoice.Practicethesoundwiththewordname.Studentscanuseasmallhandmirrortohelpseethemovementsoftheirmouthsandtonguesastheyformthesounds.

MULTiLEvEL iNSTrUCTioN for F and G

Pre-level StudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Eachstudentwritesfivemorewordswithmandn.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.

e Listen. Write m or n...

• Explainthatstudentswillcompleteeachwordwithanmorn.

• Dothefirsttwoitemswiththeclass.Writeontheboard:1. ice2. fro .Sayeachword.Haveavolunteercomeupandwritethecorrectletter.

• PlayCD1,Track35.Youmaywanttoplaythetracktwotimes.

• Havestudentschecktheiranswerswithapartner.

f DICTATION. PAIRS. Student A...

• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask

thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.

• Encouragestudentstocheckspellingaftereachword.

g DICTATION. SAME PAIRS. Student B...

• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.

• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.

A Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Walkaroundandprovidehelpasneeded.

b Listen and repeat.

• PlayCD1,Track33.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseAastheylisten.

• Walkaroundandcheckstudents’pronunciationofm.• Playtheaudiotwoorthreetimes.

C Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Walkaroundandprovidehelpasneeded.

d Listen and repeat.

• PlayCD1,Track34.Studentslistenandrepeattoself-correct.

• AskstudentstopointtoeachwordinExerciseCastheylisten.

• Walkaroundandcheckstudents’pronunciationofn.• Playtheaudiotwoorthreetimes.

Show what you know!Review


Show what you know!Review

Teaching Tip

PreparestudentsforExercisesB,C,andD.Writeontheboard:circle ,underline,andcheck3.Sayeachwordandpointtothesymbol.Thenwritefivewordsontheboard.Askavolunteertocomeuptotheboard.Say:Circle [word]. Underline [word]. Check [word].Makecorrectionsasnecessary.

b Circle four countries...

• Walkaroundandhelpasnecessary.Makesurestudentscirclethewordsfirstandthenwrite.

• Havestudentscompareanswers.Thenhavevolunteerswritetheirwordsontheboard.

C Underline four ways to say hello...

• Walkaroundandhelpasnecessary.Makesurestudentsunderlinethewordsfirstandthenwrite.


d Check (3) four numbers...

• Walkaroundandhelpasnecessary.Makesurestudentsmakecheckmarksfirstandthenwrite.


3 SPEAkiNG

A Maria is a new student in your class...

• Havestudentsreadthesituationandanswerchoicesintheirbooks.

• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweronthe

board.

b Your teacher asks...

• Havestudentsreadthesituationandanswerchoicesintheirbooks.

• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweronthe

board.

Expansion: Speaking Practice for B

• Writeontheboard: A: Where are you from? B:

• Asktheclassforpossibleanswers.Studentscanusetrueormade-upinformation.Writesuggestionsontheboardandmakenecessarycorrections.

• Formpairs.Studentsmakenewconversationswiththeanswersontheboard.

CD-roM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit1,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

T-25 UNIT1

2 voCABULAry

A Listen. Listen and repeat.

• PlayCD1,Track36.Havestudentslistenandread.• ContinueplayingTrack36.Havestudentslisten

andrepeatchorally.• Checkcomprehension.Sayeachwordintheword

box.Askvolunteerstopointtotheobjectintheclassroom,pointtoamap,writethenumbers,ordotheaction.

• YoucanalsoshowTransparencies1.1,1.8,and1.9.Saythewordsfromthislistandhavestudentscomeupandpointtothem.

Pages 10–11 Page 13

Extra Practice



1 iNTroDUCE yoUrSELF

A Listen. Two people...

• Setthecontext.Say:Two students are talking to each other. They will introduce themselves.

• PlayCD1,Track37.Havestudentslisten.

b CLASS. Walk around the room...

• Ifstudentsneedmoresupport,havethemturntopages9and14orshowTransparencies1.2and1.5toreadtheintroductionsagain.

• Asstudentswalkaround,providehelpasneeded.

A Listen. A student...

• Setthecontext.Say:A student is saying her name and phone number.

• PlayCD1,Track38.Havestudentslisten.• PlayTrack38again.Askstudentstolistenagain

andwritetheinformationtheyhearonaseparatepieceofpaper.

• Thenwritethecorrectinformationontheboardandhavestudentschecktheirwriting.PlayTrack38againsostudentscanconfirmtheinformation.

Teaching Tip

Ifstudentsneedmoresupport,provideareview.Indicatevariousstudentsandask:What is your first name? What is your last name? Reviewpartsofatelephonenumber.Writeontheboard:508-555-7891.Ask:What is the area code? What is the phone number?

2 SAy AND WriTE NAMES AND TELEPhoNE NUMBErS

b PAIRS. Use true or made-up...

• Saythewordsontheformandhavestudentspointandrepeat.Thenaskstudentstosaythequestionstheyneedtodotheactivity.(What is your first name? What is your last name? What is your area code? What is your phone number?)

• Formcross-abilitypairs.Studentstaketurnsaskingtheirclassmateforinformation.Makesurestudentsstartwritinginthefirstbox.

• Walkaroundtheroomandprovidehelpasnecessary.

C SAME PAIRS. Read your classmate’s...

• Say:Read your classmate’s form. Is it complete? Encouragestudentstohelpeachothermakeanynecessarycorrections.

• Tofinishtheactivity,askvolunteerstocomeupandfillintheirinformationinthetopformonTransparency1.10.

Show what you know!expand

UNIT1 T-26


Show what you know!expand

T-27 UNIT1

3 FiLL oUT A ForM

fill out the form...

• ShowTransparency1.10orholdupyourbook.Reviewthewordsontheform.Sayeachwordandhavetheclassrepeat.

• Thenpointtoeachitemagainandaskthecorrespondingquestion.Forexample,pointtothelineforfirstname.Askvariousstudents:What’s your first name? Modelthequestionforeachitem.

• Walkaroundandhelpasneeded.

Community Building

ForactivitiessuchasExercises3and4,formcross-abilitypairsandhavestudentscheckeachother’swriting.Say:Read your classmate’s form. Is it complete?

4 WriTE ABoUT yoUrSELF

Write about yourself...

• Reviewvocabularyneededforthisactivity.Ask:What is your name? What is your telephone number? Where are you from? What is your student ID number?

• Writemodelsentencesontheboard.Useyourinformation.Encouragestudentstolookatthemodelontheboardastheywrite.

• Walkaroundtheroomandhelpasneeded.• Toreview,studentscanalsowritetheiranswersin

completesentencesontheboard.

5 CoNNECT

for your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.


Documents

1 Nice to meet you. - English For Results › wp-content › uploads › ... · 2017-05-16 · 1 Nice to meet you. Lesson 1 Getting Started 5 minutes Books closed. • Elicit names