(02) speakout starter 2nd ed unit 1

UNIT 1

Hello

SPEAKING

1.1 Introduce yourself 1.2 Ask questions about people 1.3 Give personal information; check spelling 1.4 Speak about yourself and your country

LISTENING

1.1 Listen to people say hello 1.3 Listen to people give personal information 1.4 Watch a BBC programme about people around the world

READING

1.2 Read descriptions of people arriving at an airport

WRITING

1.1 Learn to use capital letters 1.4 Write a personal introduction

BBC PODCAST: Watch people taking about their names, where they are from and their jobs.

[p01.00: large photo to depict greetings/introductions]

[p01.01: photo of a woman in colourful national costume]

[p01.02: photo of a friendly-looking male traveller with airport background; the OE photo could be used here as it won’t be used in the lesson]

[p01.03: photo of some letters in interesting fonts (funky, not childish) OR close-up of nib of a pen writing on paper]

[p01.04: photo of an interesting-looking or spinning globe]

[add captions to photos P1.1–1.4]

[p01.01]

Where are you from? p8

[p01.02]

Arrivals p11

[p01.03]

How do you spell … ? p14

Speakout Starter 1st Ed Unit 1.doc 1 18/04/2023

[p01.04]

Around the World p16


1.1 WHERE ARE YOU FROM?

G: be: I/you

P: sentence stress

V: countries

VERSO

[P01.01-03: across top of VERSO, three photos of two people talking in such way that they could be meeting for the first time. Between them, one photo has man-woman, one has man-man, one has woman-woman. Ethnicity should vary; names in audio can be adjusted after photos are secured. See suggestions at end of document. Each one shows one of 3 places/situations: A: university environment; B: social/café/non-descript; C: business-y. Order TBD. Note that photos are higher/deeper than in OE, as matter underneath is reduced (one less conversation shortens table, one less photo)]

LISTENING

1A [Audio icon: 1.1] Listen and match conversations 1-3 with photos A-C.1 2 3

B Listen again and match the person with the country and city.

[table inserted as below. As e.g. line drawn from Carmen to Spain and from Spain to Madrid]

1 Carmen

AustraliaIrelandSpain

DublinCorkMadridBarcelonaSydneyMelbourne

2 Katie

3 Tom

GRAMMAR be: I/you

2A Complete the tables with ’m and are.

I ’mCarmen.from Spain

Where ___ you from?___ you from Sydney?

Yes,I

am.

No, ___not.

B [Audio icon: track 1.2] SENTENCE STRESS Listen and underline the stressed words.


Steve, 11/02/14,

Planning meeting points: Reduce amount of photos on p8. Would a single photo work? As agreed with MD, reduced by one due to impossibility of differentiating characters in a single photo. Request for fast-tracking put through to CS. Reduce lexicial load in Photo bank to 10–12 countries & nationalities. Add Columbia. Have added Columbia and Turkey in main spread (ex. 4). Photobank has been cut back to 10. Nationalities in PB relate to items in spread and in PB only. Use a map instead for vocabulary countries. Done Speaking: will this work effectively in monolingual classes? T Bk suggestion at end of unit.

Frances Eales, 11/02/14,

To eds; We are not clear what should be turquoised at this point as everything is new to starters. FYI. MD, yellow highlighted goes into the word list; turquoise highlighted is an alert to teachers that an item mght need particular checking in class – these will be picked up by the T Bk writer.

I’m Carmen.

C Listen again and repeat the sentences.LANGUAGEBANK

3A Complete the conversations with ’m or are.Conversation 1A: Hello, I 1 ’m Janet.B: Hi, I2 Oscar. Nice to meet you.A: Nice to meet you, too. Where 3 you from?B: I 4 from Colombia.A: Oh, where in Colombia?B: From Bogota.

Conversation 2A: Hello, I 1 Kasia.B: Hi, I 2 Peter.A: Nice to meet you.B: Nice to meet you, too. Where 3 you from?A: I 4 from Poland.B: 5 you from Warsaw?A: No, I’m not. I’m from Gdansk.

B [Audio icon: track 1.3] Listen and check.C Work in pairs and practise the conversations.D Work in pairs and talk about your name, country and town/city.A: Hello, I’m …B: Hi, I’m …

RECTO

[a/w 1.1: map of the world with colourful labels over it of the countries below. As a reference, see http://www.rgu.ac.uk/inyourcountry. TBD whether it is better to have the map at the top or the bottom of the page- the issue is partly to do with conflicting with the photos on the verso. Column split TBD. Vocab is longer now with items listed and not in a box, but Writing/Speaking not any shorter, so we could either split the writing after 5B (5C starts 2nd column), OR move Speaking to after Vocabulary, OR have first column 1/3 and shorten column 2 by putting some sections into 2 sub-columns (e.g. the messages in 5C

The following countries are labelled: The UK, Germany, Turkey, Russia, China, The USA, Italy, Argentina.]

VOCABULARY countries

4A Match the capital cities with the countries in the map. 1 Moscow Russia2 Beijing3 London4 Buenos Aires 5 Washington6 Berlin7 Ankara8 Rome

B [Audio icon: track 1.4] Listen and check.C Listen again and underline the stress in the countries. Then listen and repeat.['Ru' underlined as e.g.]Russia


Steve, 10/31/14,

VOCABULARY countries Stafford House UK: This section is ok. I would add a dialogue. Dialogues in ex 3, 5 and 7... already...


To eds: Current choice of countries made by: a)The need for coverage of labels visually over the map of the world; b)the previous inclusion of some countries in the listening/practice – these will now be in the PB; c) size of countries; d) usefulness for stress; e) recognisability of their capital cities f)current main markets. We have nothing in the middle east or Africa at the moment. Please see if the coverage works.

http://www.rgu.ac.uk/inyourcountry

D Work in pairs. Student A: Ask ‘Where’s …..? B: say the country.A: Where’s Berlin?B: It’s in Germany.

Speakout tipWrite new words in your notebook and underline the stress, e.g. China, the USA.

PHOTO BANK

WRITING capital letters

5A Underline the capital letters in sentences 1-6.A: 1I ’m Karin.B: 2Hi, I’m Tony Ferrari.A: 3Are you from Italy?B: 4No, I’m from Australia, from Sydney.A: 5Are you a student?B: 6Yes, I am.

B Match rules 1-5 with sentences a-f above.

Rules:

Use capital letters for:1 the name of a person 1,22 a country3 a city4 I5 The first word in a sentence.

C Find and correct the mistakes with capitals in messages below.1 hi, i’m bao, and i’m a teacher in china. Hi,2 hi, i’m sylvia. i’m from russia. are you from beijing?3 no, i’m from shanghai. are you from moscow ?4 yes, i am. i’m a student.

6A Work in pairs. Write a chat message to your partner.Hi, I’m …

B Swap messages. Answer the message.A: Hi, I’m …B: Hi, I’m …

SPEAKING

7A Write a country and a city from the country.The UK – Manchester

B Work in groups and take turns. Guess the cities.A: Where are you from?B: I’m from the UK.A: Oh, are you from London?B: No, I’m not.A: Are you from ... ?


Steve, 11/02/14,

SPEAKING Queries from reporters relating to lack of cultural knowledge in some contexts are addressed in the T Bk suggestion. Stafford House, UK: I would put these dialogues in the vocabulary section and have a communicative task: Introduce yourself to the rest of the class. Learn everybody's name in the class. We decided to leave it. Students have already introduced themselves and the Ex makes perfect sense here. Most teachers/students like to finish the lesson with a speaking rather than a writing activity so we would prefer it here.

Steve, 11/02/14,

WRITING capital letters Australia: More examples of proper nouns needed though teacher can provide. There are 7 in ex. C which we think are enough. T Bk note added. Stafford House UK: The dialogue is fine. I would change it to A: I'm Karin B: I'm Ali Mansour A: Are you from ... instead of a) b) c) Actioned; however the students need a way to refer to each statement so we are not sure this is going to work. For now we have put superscript numbers – over to eds.

1.2 ARRIVALS

G be: he/she/it

P word stress

V jobs

1A Write the jobs in the box under pictures 1–8.

a teacher a doctor a taxi driver a waiter an actor a businessman/businesswoman a singer an engineer

[a/w 1.2.1: small graphics/line drawings/icons of objects associated with jobs to look much more modern than in the OE. Suggestions for representative items below may be altered if the designer/artist can think of a better way to represent the profession visually:

1: whiteboard with schoolwork (e.g. maths) on it and pen for teacher;

2: tray of food for waiter;

3: stethoscope for doctor;

4: microphone and musical notes for singer;

5: hard hat for engineer;

6: briefcase for businessman/woman;

7: taxi for taxi driver;

8: stage with curtains for actor. (Is the two masks – comedy/tragedy – an international symbol for acting/theatre?If so, this could be an option)

Illus are numbered 1–8 with write-on rules under each (can’t be letters as sts haven’t ‘done’ alphabet yet]

B [Audio icon: track 1.5] Listen and check. C WORD STRESS Listen again and underline the stressed syllable. Then listen and repeat.

2A Look at the conversation. Underline the correct alternative in the rules.A: Are you a teacher?B: No, I’m a student, an English student. Are you an actor?A: No, I’m a singer, an Italian singer.

Rules:

1 Use a/an with words starting with vowels ( a, e, i, o, u)2 Use a/an with words starting with consonants ( b, c, d ...)

B Work in pairs and take turns. Student A: say a job. Student B: say a or an.A: doctorB: a doctor

C Work with other students. Student A: mime a job. Other students: guess the job.B: Are you an engineer?


Steve, 11/02/14,

Editor comments: Planning meeting points: Update illustrations, where necessary, for Vocabulary p10. Done Suggest Welcome to JFK instead of Heathrow, feature different photos for reading text and possibly changes some of the nationalities. To eds: fast tracking requests have gone through to CS. Cut photobank to 8-12 items Cut to 10 All nouns at starter to be included with articles Done in lesson and in PB Clarify genre? Done

A: No, I’m not.C: Are you a doctor?A: Yes, I am.PHOTOBANK

READING

JFK International Airport Arrivals

[P1.2.1: Five photos, four of which integrate the texts as captions with the photos. Photos should look more authentically part of a magazine article than in OE. Think newspaper magazine supplement, and link them better/more authentically so that they work as a single article rather than four not obviously connected texts. Layout could change from the OE (as we seem to be doing quite a lot of the ‘across the top’ thing). How about if the 3 photos on the recto are stacked in the 1st recto column, and not so high (not landscape, but more square perhaps)? Then the grammar would just run down the verso right-hand column. However, if this doesn’t work because of the reading flow, the current layout may well need to be retained in order to make a clearer flow from the reading tasks to the grammar.]

Photo of each passenger should be against what look like backgrounds in an airport terminal; many public spaces could substitute: Note, in each case we can change the nationality if there is a better photo of someone who looks more appealing/interesting. Some suggestions at the end of the document.

1: Photo of authentic sign for JFK International Airport; integrated or separately from this is an authentic (US) Arrivals sign.

2 Wei Zhang is a young male computer engineer, casually dressed (20s);

3: Maria is a Latin American female (any age, from late20s to 40s)

4: Sonia is an Italian business student. (in 20s)

5: Jack is a young Australian actor (in his 20s);

Wei Zhang is a Chinese computer engineer. ‘I’m from Beijing but I’m not here on business. I’m here on holiday. It’s my first time in New York.’

Maria Santas is from Brazil (or alternative Latin American country) She’s an English teacher. She’s in New York for an International Teachers’ Conference. ‘It isn’t my first time in the US but it’s my first time in New York. I’m very happy to be here.’

Sonia Conti is a student from Italy. ‘I’m a business student at the Columbia University.’ ‘Is it a good university?’ ‘Yes, it is. It’s very good for my English too.’

Jack Brown is an actor from Sydney, Australia. ‘I’m a TV actor in Australia, but here in New York I’m a waiter in a restaurant. New York’s a good city for actors.’

3A Work in pairs. Look at the photos of people at JFK airport, New York. Who is a tourist?B Read the texts and check your answer.C Complete the table with the correct information.


name Wei Zhang

job actor/ waiterwhere from? Brazilfirst time in New York? no

GRAMMAR be: he/she/it

4A Underline the verb be in the sentences.1 Wei Zhang is a computer engineer.2 She’s an English teacher. 3 It isn’t my first time in England.4 Is it a good university? Yes, it is.

B Complete the tables.He She It Is

’sfrom Italy.

Is not___

___ he/she/it from China?a teacher?your first time here?

Yes, he/she/it is.No, ___.

Where ___ he from?

C [Audio icon: track 1.6] Listen and write sentences 1-5. Then listen and repeat.LANGUAGEBANK

5A Add ’ s (is) in ten places.Ellie Turner ’s from Liverpool in the UK. She a teacher at

UCL. It a big university in London. She in New York for a conference.

Yong-Joon from Korea. He a taxi driver in Seoul, the capital.

He in New York on holiday. He happy to be here.

Monika a businesswoman from Bogota in Colombia. She in London on business.

B Write the questions.1 Ellie / the UK?

Is Ellie from the UK?2 she / doctor?3 UCL / London?4 Yong-Joon / Japan?5 he / London / on holiday?6 Bogota / Colombia?

C Match answers a)-f) to questions 1-6 above.a) No, it isn’t. 3b) Yes, he is.c) Yes, she is.d) No, he isn’t.e) Yes, it is.f) No, she isn’t.

D Cover the answers above. Work in pairs and ask and answer questions 1-6.

SPEAKING

6 Work in pairs and take turns. Student A: turn to page 148. Student B: turn to page 152.


Steve, 11/02/14,

SPEAKING See comments in CB EC London: In this task students should have more guidance in terms of check spelling. Not actioned because the focus on spelling is in the next lesson.

1.3 HOW DO YOU SPELL ... ?

F giving personal information

P the alphabet; sentence stress

V the alphabet

[P1.3.1: Three photos of reception areas positioned over first, second and third cols, identifiable as being located at the places below. Range of ethnicities is preferred. Picture C in the OE looks too 'stock'. A suggestion at the end of the document for an alternative. The photos will need to be fast-tracked so that the audio genders can be confirmed. The photos can be in any order.

A: An office/business OR a conference

B: a gym

C: a language school]

Half-column under photo

VOCABULARY

the alphabet

The alphabet is written out as in OE, with capitals and small letters

1A [Audio icon: track 1.7] Listen and repeat the letters.

B SOUNDS: THE ALPHABET Write the missing letters in the correct place in the table. .

Sound Letter

1 name /eɪ/ A H J

2 meet /iː/ B C

3 ten/e/ F L

4 nine/ai/ I

5 no/əʊ/ O

6 you/uː/ Q U

7 car/aː/ R

C [Audio icon: track 1.8] Listen and check. Then listen and repeat.

2A Work in pairs. Student A: turn to page 148. Student B: turn to page 152.

B Work in pairs and take turns. Student A: turn to page 139 and spell four countries, nationalities or jobs. Student B: listen to Student A and write the word. Student A: check the spelling.

New column under photo



Consider replacing 1B is potentially quite confusing. Would matching the vowel phoneme to the groups be better? We have included phonemes for T/Ss who want to make use of them but think that the students need to see the sounds in familiar words to make sense of them. The phonemes can then be seen here as a tool without which the T/Ss can still do the exercise. After experimenting with a few exercise types we decided that the original rubric works best. To eds: here we have put ‘sounds’ but there won’t be room for that in the strapline. It may need to disappear from here then and just have ‘the alphabet’

Steve, 11/02/14,

Planning meeting points: Change the intonation activitity in 2C and up the pron focus Done and additional reference to the pron of the alphabet in the strapline. Reporter: My only concern with this lesson is a possible lack of material. I usually find myself moving on to the Lookback tasks if the lesson is a typical 90 minutes. We have added Exercise 2B for more content. To Eds: the photos are to be fast-tracked and the request will go to CS.

FUNCTION giving personal information

3A [Audio icon: track1.9] Listen and match conversations 1-3 with photos A-C.1 2 3

B Listen again and complete the information.

The column for the Room number should be narrower than in OE. The column will only be half width rather than two-thirds.

First name Surname Room number

1 Byrne23

4A Complete the form with the words in the box.

First name Email address Nationality Surname Phone number

Styled as a simple form but significantly smaller than in OE.

Riverside Gym

MEMBERSHIP FORM

First name: Stefanie

: Thompson

: American

: 0532 419

: [email protected]

Recto: column under photo

B Underline the correct alternative. Check your answers in audio script 1.9 on page 154.1 A: What ’s /are your first name?

B: Stefanie.2 A: How do you spell/say that?

B: S-t-e-f-a-n-i-e.3 A: What’s your phone number?

B: It’s ow/oh five three two, four one nine.4 A: What’s your email address?

B: It’s stef at/it yahoo point/dot com.

C [Audio icon: track 1.10] SENTENCE STRESS Listen and underline the stressed words. Then listen and repeat.1 What’s your phone number?2 What’s your email address?LANGUAGEBANK


5A Write a phone number and an email address.B Work in pairs and take turns. Ask questions and write the answers.A: What’s your phone number?B: It’s 382 7492.

New column from the top of the page

LEARN TO check spelling

6A [Audio icon: track 1.11] Listen to conversation and underline the stressed letters.A: And your first name?B: It’s Frances.A: F-r-a-n-c … is it i-s?B: No, e. E as in England. F-r-a-n-c-e-s.

speakoutSome names of letters are difficult, for example Y, J and G, I and E. Write words to help you remember, e.g. Y as in ‘yes’, J as in ‘Japan’. Do this for G, I and E now.

B Work in pairs and take turns. Correct the spelling.

Not correct Correct1 Obdul2 Cinthia3 Neal4 Geanette5 Eves6 Jeff

AbdulCynthiaNeilJeanetteYvesGeoff

A: Is it O-b-d-u-l?B: No, A. A as in Australia. A-b-d-u-l. Is it C-i-n-t-h-i-a

SPEAKING

7 Ask three students about their personal information and complete the tables below. Use Exercise 3B to help.

Attractively styled up, perhaps slightly tinted backgrounds for the tables. Definitely room for students to write in. Borders do not have to be solid if they end up looking too boxy

First nameSurnameNationalityPhone numberEmail address

First nameSurnameNationalityPhone numberEmail address

First nameSurnameNationality



Speaking: it would be useful to make any recycling of the functional language explicit in the activity by referencing 3B in the rubric. Done

Steve, 10/31/14,

SPEAKING Stafford House, London: I would reference exercise 3B here. Actioned. Other ideas from reporters about the function have been added to T Bk suggestions We have adapted the Speaking to use the space on the page better and encourage sts to write in their books rather than having to copy the table out.


To eds: We're trying here to make this clearer in terms of procedure, perhaps laying out for Student A and Student B in 2 columns... somehow... and here’s a start.

Steve, 11/02/14,

To eds: Is this rubric OK? It sounds daft to me (SO), like fatherly advice to a child setting off to school for the first time. Shouldn't it be something like 'Ask your partner the phone number and email address' ... ? Ah, that sounds odd too.

Phone numberEmail address


1.4 AROUND THE WORLD

[P1.4.1: A3 photo of stunning background photo of a beach that could be in Malaysia. This choice of photo (a) changes the look of the spread, (b) means needing one less photo in the next set (verso top)]

DVD PREVIEW

[P.1.4.2: Smaller photos, labelled with name of place but not letter – just here for reference: order can differ as long as it’s not the same order as in the DVD:

A) ‘Canada’, showing mountain, river, countryside;

B) a skyscraper in 'Santiago, Chile’ ;

C) Kuala Lumpur, Malaysia: showing an old building, e.g. the old train station;

D) ‘Finland’ a scene in the snow with a skier, similar to the DVD;

E) ‘Oman’ showing Omani village similar to DVD.]

1A Work in pairs. Find the words in the box in the photos. OR Match the words in the box to the photos.

a city a beach a mountain a river a village a buildingthe countryside the sea

A: It’s a city.B: It’s a mountain.

B Work in pairs and take turns. Say an adjective from the box below and a word from the box above.

old new big small beautifulcold hot

A: an old cityB: an old buildingA: an old …

2 Read the programme information and underline the countries.BBC Around The WorldIn this programme, people from around the world answer the questions: Who are you? Where are you from? What’s your job? We speak to Kustaa in Finland, Mizna in Oman, Pablo in Chile, Aisha in Malaysia and Eric in Canada.

DVD VIEW

3A Watch the DVD and number the places in the order you see them.a) British Columbia, Canada ___b) Santiago, Chile _1_c) Helsinki, Finland ___d) Kuala Lumpur, Malaysia ___e) Muscat, Oman ___

B Work in pairs. Which things from Exercise 1A are in the places?Chile building, mountain

C Watch the DVD again to check your answers.D Work in pairs and underline the correct alternative. Then watch the DVD again to check your answers.



To eds: we are aware that the inclusion of articles makes ‘the countryside’ and ‘the sea’ less amenable to this practice activity, but think we will have to live with it rather than sacrificing the activity. We do say ‘the beautiful countryside … surrounding the city’ but usually use ‘the countryside is beautiful’. Any suggestions?

Steve, 10/31/14,

Not so obvious how to replace all, since we need to show the items in ex 1 (nouns and adjectives). A photo of an Oman village should stay-- other places don't have 'obvious' villages. A photo of the Canadian Rockies should stay, as the clip is about that area, no other (no populated areas). But the other three are completely different.

Steve, 10/31/14,

DVD PREVIEW EOI Valencia: We should point out that adjectives are placed before nouns in English, bearing in mind that we´re teaching absolute beginners.... We don't think we do-- the example does this, and this is only relevant to certain contexts. In a 4th spread we can't see getting in this info overtly. T Bk note provided at end of document. Macquarie University, Australia: 1A needs some scaffolding for language e.g. The beach is in this picture, or there is the beach (pointing) Actioned

Steve, 10/31/14,

Editor comments: Planning meeting points: Replace opening photos. Video clip can probably be retained (NB Check with Sarah Gumbrell that Motion Gallery clips are still OK to use.). SG has confirmed it can be used. Add viewing task There are currently three viewing tasks, which is the new norm. A fourth would be overkill. Was this suggestion perhaps an error (or an extrapolation of the general action point to add an initial viewing task, which by this level we did consistently where we could)? Adjust Speakout task (here and elsewhere, consider moving towards dialogue rather than monologue) Actioned Speakout and writeback tasks are too samey. Not anymore

1 Santiago, Chile is old/ old and new.2 The mountains in Chile are hot/cold .3 Eric is a waiter/driver on a train.4 Mizna is a teacher/student at university.5 She is from a city/village.6 In Finland, the countryside is good for winter/summer sport.7 Kuala Lumpur is a(n) old/new city.8 Aisha is a(n) shop/office assistant.

speakout you and your country

4A [Audio icon: 1.12] Listen and answer the questions for Kaitlin.Name: Kaitlin1 Where are you from? Rome in Italy2 Is your city big? ___3 Is your city old? ___4 What's your job? ___5 Where’s your job? ___6 Is English important for you? ___7 What is good about (name of city or country)? _____

B Listen again and tick the key phrases you hear.keyphrasesIt’s a(n) [Irish/ Italian...] name.I’m a/an [teacher/hotel receptionist/engineer/…] at …Dublin/Rome is [a city/a town/a village] in …It’s/It isn’t very [big/beautiful/hot/…].The countryside [here/in Ireland/in…] is very beautiful.I really love it here.

5A Prepare to talk about yourself. Write your answers to the questions in Exercise 4A. Use the key phrases to help.B Work in pairs and take turns. Student A: ask student B questions. Student A: answer and give extra information.

writeback a personal introduction

6A Read the personal introduction for a class blog. Tick the information in the introduction.a) name b) nationalityc) email addressd) jobe) cityf) countryg) ‘Hello’ and ‘Goodbye’.h) languages

ABOUTME.COM

Rita Peterson's blogspotHello, or ‘Hallo’ in German. I’m Rita Petersen and I’m from Germany. I’m a businesswoman with Volkswagen. I speak German and English in my job.

I’m from Berlin, the capital city of Germany. Berlin is a city with a mix of old and new buildings. The countryside in Germany is beautiful, with mountains and rivers.5 comments posted by Rita

B Write a personal introduction. Use the introduction above to help. Write 50-70 words.


Steve, 11/02/14,

WRITEBACK a personal introduction Stafford House, London: This activity would be better if the Speakout section were an interview. At the moment, it just seems too similar to the Speakout section. Agree, actioned Macquarie University, Australia: Great task (the ‘hallo’ in German is very confusing and I think unnecessary ….too similar …… for students) but the rest of the text is fine. ‘Servus’ can be used in Southern Germany. But ‘hallo’ is the typical informal greeting in Berlin. We can’t see it being VERY confusing and would rather leave it as authentic.

Steve, 10/31/14,

SPEAKOUT you and your country Stafford House, London: (long comment saying why SO tasks should be dialogues) Done Macquarie University, Australia: 5A Instructions are confusing. Are they talking about Kaitlin or they talking about themselves ( which is what I have them do. Have added ‘about yourself’ and underlined ‘your’ (answers)… That should do it.


If we are to have a response question, the most obvious seems: Which country do you like best? But…. Students only have verb ‘to be’ so at the moment… suggestions?

http://aboutme.com/

1.5 LOOKBACK

BE: I/YOU

1A Complete the conversation with the words in the box.

Are ‘m I am in you not six

A: 1_Are _ you from Beijing?B: No, I 2___ not.A: Are 3 ___ from Madrid?B: Yes, I 4___.A: Are you 5___ Mexico City now?B: No, I’m 6___A: Are you number 7___?B: Yes, 8___am.

B Work in pairs and take turns. Student A: choose a sentence from 1-6 below. Student B: ask questions and guess the sentence.1 I’m from Beijing. I’m in London now.2 I’m from Madrid. I’m in Mexico City now.3 I’m from New York. I’m in Tokyo now.4 I’m from New York. I’m in London now.5 I’m from Madrid. I’m in Tokyo now.6 I’m from Beijing. I’m in Mexico City now.B: Are you from New York?A: Yes, I am.B: Are you in Tokyo?A: No, I’m not.B: Number 4!

COUNTRIES

2A Work in pairs. Write the countries.1 Cordoba A rgentina 2 Hamburg G 3 St. Petersburg R 4 Milano I 5 Shanghai C 6 Istanbul T

B Write five countries and a city in each country.China – Beijing

C Work in pairs and take turns. Student A: say a city. Student B: say the country.A: BeijingB: China

JOBS

3A Add the vowels to the jobs.1 w__ __ t__ r2 t __ x __ dr __ v __ r3 __ ng __n __r4 d __ct __ __r5 __ ct __r6 t __ __ ch __ r7 s __ ng __ r8 b __ s __ n __ ssw __ m __ n

B Work in groups. Student A: choose your job. Other students: guess the job.A: Are you a businesswoman?B: No, I’m not.



EC London: Countries 2A – why not add nationalities here as well? because that's not the Vocab area Macquarie University, Australia: 4A: Students Lack of general knowledge means this is too hard. Now focused only on countries in the vocab set and made easier by cuing with first letter.

C: Are you a doctor?B: Yes, I am.

BE: HE/SHE/IT

4A Find and correct the wrong information in the sentences below. Use the countries in the box to help.

China France India Japan Poland Russia Spain the UK the USATurkey

1 Paris is in Italy.No, it isn’t. It’s in France.2 Vladimir Putin’s from Germany.3 The Blue Mosque’s in Argentina.4 Agnieszka Radwańska's from China.5 The Great Wall’s in Japan.6 Tokyo’s in India.7 Rafael Nadal’s from Colombia.8 The Taj Mahal’s in Mexico.9 Brad Pitt’s from Libya.10 J K Rowling’s from Russia.

B Work in pairs. Write three false sentences - one about a man, one about a woman, and one about a place.C Work with other students and take turns. Student A: say a sentence. Other students: say the correct information.A: Lionel Messi's from the UK.B: No, he isn’t. He’s from Argentina.

THE ALPHABET

5A Correct the spelling.1 fone phone 2 telivison ___3 camra ___4 univercity ___5 resterant ___6 emial ___7 futbal ___8 choklat ___9 infomashion ___10 intenet ___

B Work in pairs and take turns. Ask and answer about the spelling.A: How do you spell ‘phone’?B: p-h-o-n-e.A: Right.

GIVING PERSONAL INFORMATION

6A Look at the information and write questions for 1-5.

Dr 1 akan 2 Osman

Bilkent University, Ankara, 3Turkey. 4 Phone: 039 387 4425 5Email: [email protected]

1 What’s your first name?

B Change three things in 1-5 above.Phone: 034 387 4425

C Work in pairs and take turns. Student A: ask questions 1-5. Student B: answer the questions. Student A: find the three changes.


Steve, 10/31/14,

Box of countries added to deal with the issue of Ss not having the necessary background knowledge. Even where they don't know some of the info, they can work it out by process of elimination, via the ones they do know.

mailto:[email protected]

1 LANGUAGE BANK

GRAMMAR

1.1 be: I /youPositive+ I ’m

amKeira from Ireland.

You ’re are

Negative– I ’m not

am notFelipa. from Spain. from here.You aren’t

are not

I ’m = I am. You’re = You are. Use contractions (I’m, you’re) in speaking and informal writing.Questions? Where am I?

are you from?Am I right?Are you Ed Black?

from Sydney?

Arrows as in OE:

I’m in classroom 3. Am I in classroom 3?You’re Jim .Are you Jim?Use be + subject (I /you) for questions.Short answersYes, I am.

you are.No, I ’m not.

you aren’t.

Use short answers to yes/no questions: Are you David Snow? Yes, I am David Snow.Don’t use contractions in positive short answers: Yes, I am. NOT Yes, I’m.Use be with names: I’m Olga.Use be to say or ask where a person is from: Are you from Russia?Use be with ages: I’m nine.

PRACTICE

1.1

A Complete the conversation with words in the box.

’m Am ’re I you I’m ’m Are not I’m aren’t you’re

A: Hi, I1 ’m Wayne.B: Hi, 2 ___ ’m Fernando.A: 3___ you from Colombia?B: 4___ I from Colombia?A: Yes.B: No, I’m 5___A: You 6___ from Colombia. Really?B: That’s right. 7___ from Spain.A: You 8___ from Spain! Where in Spain ?B: I 9___ from Barcelona.A: Oh,10 ___ from Barcelona, Spain. Nice.


B: Thanks.A: Are 11___ OK?B: No,12___ not!

[a/w01.LB1: small humorous illus: man 1 in walking gear hanging on to a spindly tree with chasm below (having fallen off a cliff); man 2 peering over edge of cliff and having starting a conversation with man 1; man 1 looks angry; fine to reuse the one from the OE]

B Put the words in the correct order. Start with the underlined word.A: 1 I / George / ’m /Hi Hi, I’m George.B: 2 are / from / Where / you?A: 3 ’m / Italy / from / I.B: 4 from / Are / Rome / you?A: 5 I’m / No, / not. 6 Venice / from /I’m.

7 you / from / Rome / Are ?B: 8 from / I’m / Italy / No, / not.

9 Bogota, / I’m / Colombia / from / in.

1.2 be: he/she/itPositive and negative+ He She ’s is a doctor. from Germany.

It in South Africa.- He/She/It isn’t is not right.

He’s, she’s, it’s = he is, she is, it is.He isn ’t, she isn ’t, it isn ’t = he is not, she is not, it is not.Use contractions (he’s, she’s, etc.) in speaking.

Questions? Where is he/she/it from?

Is in Australia?

Use be + subject (he/she/it) for questions.She’s a student. Is she a student?Short answersYes, he/she/it is.No, isn’t.

Use short answers to yes/no questions: Is she from Spain? Yes, she is.Don’t use contractions in positive short answers: Yes, it is. NOT Yes, it’s.Use be + a /an to talk about jobs: I’m a nurse. He’s an actor.

PRACTICE

1.2

A Complete the answers.1 Where’s / Saint Petersburg?

It / Russia. _It’s in Russia_.2 Where’s Tripoli?,

It / Libya.________3 Where’s Shakira from?

She / Colombia.________.4 Is Angela Merkel from Germany?

Yes, / she. ________.5 Is Toyota from China?

No, / it. It / Japan. ________.6 Where’s Hagia Sophia?


It / Turkey.________7 Is Emma Watson from the USA?

No, / she. She / the UK. ________.8 Is Buenos Aires in Brazil?

No, / it. It / Argentina. ________

B Complete the questions.1 _Where’s _ Frank?

He’s in New York.2 ___ Maria ___?

She’s from Spain.3 ___Melbourne ___ the USA?

No, it isn’t. It’s in Australia.4 ___Liverpool?

It’s in the UK.5 ___waiter?

No, he’s a customer.6 ___teacher?

No, she’s a student.7 __from Germany?

Yes, it is.8 ___Magda?

She’s in Warsaw.

1.3 giving personal informationWhat’s What is your first name?

family name?nationality?job?phone number?email address?

I’m Argentinian.an engineer.

It’s [email protected]

For email addresses, say: marie dot nine seven three at hotmail dot com.

For telephone numbers, for 0, say oh in British English In American English, say oh or zero.

PRACTICE

1.3

A Find and correct the mistakes in the conversation. There are six mistakes.A: What ’s your first name?B: Ana.A: what’s your family name?B: I’m Fernandez.A: what’s you nationality?B: I’m Italian.A: And your number phone?B: It’s 0372 952 594.A: What’s email address?B: It’s [email protected]: How you spell ‘anastella’? With one ‘n’?B: Yes, one ‘n’ and two ‘l’s.




PHOTOBANK

1.1 COUNTRIES AND NATIONALITIES

1A Match the countries with the maps.1 Spain2 Colombia3 Mexico4 Poland5 Australia6 Japan7 India8 Libya

[a/wLI.PB01-a/wLI.PB12: 'funky' maps of the following countries with at least one adjacent country labeled in light/small capitals to help Ss identify; maps are numbered 1–8: 1: Spain 2 Colombia 3 Mexico 4 Poland 5 Australia 6 Japan 7 India 8 Libya OR South Africa

1B Cover the countries above and complete the table with the correct countries

Nationality Country- an /- ian1 American2 Argentinian3 Colombian4 German5 Italian6 Libyan7 Mexican8 Russian- ese9 Chinese10 Japanese-ish11 British12 Polish13 Spanish14 Turkish

1.2 JOBS

1A Match the jobs with photos A–J.1 a cleaner2 a cook/chef3 a hotel manager4 a nurse5 an office worker A6 a police officer7 a receptionist8 retired9 a shop assistant10 a tourist information assistant

[p01.PB01-P01.PB14: 14 photos of jobs, labelled A–N:

A: office worker;


B: nurse;

C: receptionist

D: hotel manager;

E: retired (older man in 70s relaxing)

F: cleaner;

G: tourist information assistant;

H: police officer;

I: cook / chef;

J: shop assistant ]

B Put the jobs in the correct group.a sportsman an actor a businesswoman a waitressan actress a waiter a sportswoman a businessman

[a/w01.PB13: international symbol for male]

[a/w01.PB14: international symbol for female]

[a/w01.PB13] [a/w01.PB14]

a sportsman


COMMUNICATION BANK

1.2

6A Student A: write three yes/no questions about photos A–C. Ask about jobs and places.Photo A: Is she a singer? Is she from the USA?Photo C: Is it in Russia?

[p01.CB1-p01.CB6: Six photos in two rows (labelled A, B, C and D, E, F).

A: Young black woman, looks pretty and active;

B: older man, dark (could be Argentinian), looks intelligent;

C: Attractive small city in the US (e.g. San Francisco):, not too easily recognisable though OK to have a bit of the bridge in the foreground!;

D: a young man, Asian, trendy and quite rich-looking;

E: a middle-aged Arabic woman, looks like a politician or businesswoman;

F: Attractive small city in Italy (e.g. Florence), not too easily recognisable.

Photos A–C have blank caption spaces for sts to write in.

Pictures D–F have the following captions: D) Kenji is from Japan. He’s an actor. E) Fatima is an engineer from Libya. F) It’s the city of Florence, in Italy. ]

B Ask Student B your questions about photos A–C.C Listen to Student B and answer questions about photos D–F.

1.2

6A Student B: write three yes/no questions about photos D–F. Ask about jobs and places.Photo D: Is he a doctor? Is he from China? Photo F: Is it in Mexico?

[Same photos Six photos as p01.CB1-p01.CB6: layout as per brief. Pictures D–F have blank captions for sts to write in.

Pictures A–C have the following captions:

A: Yolanda is from England. She’s a sports teacher.

B: Marcos is a taxi driver from Argentina.

C: It’s the city of San Francisco, in the USA.]

B Listen to Student A and answer questions about photos A–C.C Ask Student A your questions about photos D–F.

1.3

1D Student A: read the letters below to Student B.



See comments in lesson. Atlim University, Turkey 2: As for the speaking part 7A-7B,as we have students with different backgrounds, we usually have to change the content of the exercise while practising the names of the countries and cities because they generally do not have enough knowledge about them. Have gone for increased recognisability IH Budapest: The speaking task could be good but needs better instructions. Actioned.

[style following text in different impactful typefaces – see 1e p148 for ref]

BBCUSAVIPFAQOK

E Listen to Student B and write the letters.

1.3

1D Student B: listen to Student A and write the letters.E Read the letters below to Student A.

[style following text in different impactful typefaces – see 1e p152 for ref]

DVDEUWWWIBMUK


AUDIO SCRIPTSUNIT 1 Recording 1[each recording has background noise, to be briefed once settings are settled. Because

of gender change from OE, conversations 2 and 3 have to be re-recorded. Suggest re-recording all 3 for continuity

Conversations may have very slight background noise depending on where the photosare set. We can flesh out the context more once we know the contexts. Actors to sound natural, as in a radio play for adults, i.e. not ELTy]

Conversation 1A: Hello, I’m Simon.B: Hi, I’m Carmen.A: Nice to meet you.B: Nice to meet you, too.A: Where are you from?B: I’m from Spain.A: Oh, where in Spain?B: From Madrid.

Conversation 2A: Hi, I’m Marianne.B: Hi, I’m Katie.A: Nice to meet you.B: Nice to meet you, too.A: Are you from Ireland?B: Yes, I am.A: Oh, where in Ireland?B: From Dublin.

Conversation 3A: Hi, I’m James.B: Hello, I’m Tom.A: Nice to meet you.B: Nice to meet you, too.A: Where are you from?B: I’m from AustraliaA: Oh. Are you from Sydney?B: No, I’m not. I’m from Melbourne.

UNIT 1 Recording 2 [For pron purposes: these could be lifted from the recording 1.1 or rerecorded]Carmen: I’m Carmen. I’m from Spain.Simon: Where are you from?James: Are you from Sydney?Katie: Yes, I am.Tom: No, I’m not.

UNIT 1 Recording 3

B/Oscar has a slight Spanish accent. Conversation 1A: Hello, I’m Janet.B: Hi, I’m Oscar. Nice to meet you.


A: Nice to meet you, too. Where are you from?B: I’m from Colombia.A: Oh, where in Colombia?B: From Bogota.

Conversation 2[suggest re-recording so that pacing/style matches above conversation]A: Hello, I’m Kasia.B: Hi, I’m Peter.A: Nice to meet you.B: Nice to meet you, too. Where are you from?A: I’m from Poland.B: Are you from Warsaw?A: No, I’m not. I’m from Gdansk.

Unit 1. Recording 4 [for pron purposes; not the final version,which will depend on the order on the page]1 Russia2 China3 the UK4 Argentina5 the USA6 Germany7 Turkey8 Italy

UNIT 1 Recording 51 a teacher2 a waiter3 a doctor4 a singer5 an engineer6 a businessman, a businesswoman7 a taxi driver8 an actor

UNIT 1 Recording 61 He’s an actor.2 She’s a student.3 Is he from India?4 Is it your first time here?5 Yes, it is.

UNIT 1 Recording 7A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

UNIT 1 Recording 81 A, H, J, K2 B, C, D, E, G, P, T, V3 F, L, M, N, S, X4 I, Y5 O6 Q, U, W7 R

UNIT 1 Recording 9

All three conversations to be recorded.


The recording should sound natural as if on a radio play for adults. A is a reasonably friendly professional receptionist. B is coming for business/a conference. Audio/Context to be adjusted in the light of photos selected.

Conversation 1A: Good morning. Can I help you?B: Yes. My name’s Byrne. Frances Byrne. A: How do you spell that?B: B-y-r-n-e. A: B-y-r-n-e. B: Yes.A: And your first name?B: It’s Frances.A: F-r-a-n-c … is it i-s?B: No, e. E as in England. F-r-a-n-c-e-s.A: Thanks. OK, here’s your visitor’s card/name badge. You’re /The conference is

in room 379.B: Thank you.A: You’re welcome.

A: is a friendly receptionist at a language school, used to dealing with foreign students and able to simplify their language appropriately to sound natural without sounding patronising; they are dealing with adults. Gender will depend on the photo selected.B: needs to be an authentic speaker of another language – in the dialogue as written we have someone from a Spanish speaking country but we could adjust the nationality/name as needed to accommodate the actor, who could be male or female. This will also depend on the photo selected.

Conversation 2A: Can I help you?B: Yes, I’m a student, a new student.A: Welcome to the school. What’s your family name?B: Almeida.A: How do you spell Almeida?B: A-l-m-e-i-d-a.A: And what’s your first name?B: Anabella.A: OK, Anabella. Here’s your student card.B: Thank you. Oh, my first name’s wrong.A: Oh, sorry. How do you spell it?B: It’s Anabella, A-n-a-b-e-l-l-a.A: A-n-a-b-e-l-l-a.B: That’s right.A: OK, Anabella. You’re in room 124.B: 124?A: Yes.

A: is a youngish receptionist at a gym (male/female will depend on the selected photo). Friendly. Registering/checking a young woman (again, depends on the selected photo). Faint gym-type music in the background. Young woman is from the US. Conversation 3A: OK, what’s your surname?B: Thompson, T-H-O-M-P-S-O-NA: Ah-huh. And what’s your first name?B: Stefanie.A: How do you spell that?B: S-t-e-f-a-n-i-e.A: Ah yes, for the fitness class in room ten.B: That’s right.A: What’s your phone number?


B: Er … it’s oh five three two, four one nine.A: And what’s your email address?B: It’s stef at yahoo dot com.A: OK, thank you.

UNIT 1 Recording 10Re recorded for pron purposes. These should sound natural. Students have to identify the stressed words

1 What’s your phone number?2 What’s your email address?

UNIT 1 Recording 11[extracted from recording 9 conversation 1]A: And your first name?B: It’s Frances.A: F-r-a-n-c … is it i-s?B: No, e. E as in England. F-r-a-n-c-e-s.

UNIT 1 DVD script - here for reference although it will only be in the T Book1Hello, or ‘hola’ from Chile. My name’s Pablo and I’m from Santiago. Santiago is a mix of old

buildings and new buildings. My job ... I’m a bus driver in Santiago. In my job I speak Spanish and English. The mountains in Chile are very beautiful. It’s very cold, but I love it.

2Hello, my name’s Eric and I’m from British Columbia in Canada. I’m a waiter in a restaurant ... a

restaurant on a train. It’s a good job. . People are very nice, very friendly. I speak English and French in my job. Canada is beautiful ... the rivers, the mountains. Really beautiful. I love it here.

3 ‘Alsalam alaykum’ ... that’s hello in my country, Oman. My name is Mizna, and I’m a student at

university in Muscat. I speak English and Arabic at university. Muscat is a beautiful city, with many big buildings, for example the Grand Mosque. But I’m not from Muscat, I’m from a small village in the countryside. It’s very hot in my village. But I love it.

4Hello, or ‘moi’ from Finland. My name’s Kustaa and I’m from Helsinki, the capital city of Finland.,

I’m a businessman in Helsinki. I speak English and Finnish in my work. And yes, it’s very very cold here! The countryside around Helsinki is beautiful, and it’s very good for sports—winter sports. I really love it here.

5Hello, or ‘halo’ in Malay. I’m Aisha and I’m from Kuala Lumpur. KL is a big city with a lot of new

buildings. I’m a shop assistant in a tourist shop. I speak English and Malay in my job. The countryside in Malaysia is beautiful... the beaches... and the sea. And the rivers. It’s very hot here. I love it.

UNIT 1 Recording 12[Man: Slight Irish accent; Woman: Slight Italian accent, slight sound effects of café/people. The conversation should sound natural but not too fast and using pausings between phrases rather than slowing them up to help students follow]A: (fade in) So, your name’s Catherine?B: No, it’s Catarina. A: Catarina?B: Yes, it’s an Italian name. I’m from Italy.


A: (showing interest) Yeah? Where in Italy? B: I’m from Rome.A: Oh, Rome! The capital of Italy, a beautiful city! Very big.B: That's true, it is a very big city, and very old. I love it.A: And what’s your job?B: In Dublin?A: Yes, here in Dublin.B: I’m a hotel receptionist here in the centre of the city.A: Oh really? So English is important for you.B: Yes, of course. In my job I speak English, and I also speak German and Italian of course.

Italian people visit Dublin a lot. A: And do you like Ireland?B: Oh, yes. The countryside here is very beautiful, with mountains, rivers and the sea. And the villages are old and beautiful. I really love it here. And you… are you Irish?A: Yes, but not from Dublin [fade] I’m from a small town in County Wexford..


Key (To be written later)

Teacher’s Book suggestions:

1.13D The teacher may decide to customise the lesson, e.g. Which province in China do you come from?

5A T could generate more items relevant to the teaching context.

Speaking - If students might have limited or not enough shared background (geographical) knowledge for this task, you might precede it by eliciting from the whole group a list of 8-10 countries that they know, and two cities in each country (on the WB).

1.2

Vocabulary: the photobank photos provide extra vocabulary on jobs. Depending on the level of the class, the teacher might want to use these before the practice activity or leave them for self-study/homework/another lesson.

1.3Functional phrases:

Additional idea: Get students to add the questions to their phrasebook. Check their writing and spelling.

Additional idea: You could ask students to translate the questions in to their own language and then translate them back.

1.4

1B In relevant teaching contexts, point out that adjectives are placed before nouns in English.


Photo suggestions

1.1 photo suggestions


1.2

2 Wei Zhang is a young male computer engineer, possibly casually dressed (20s) (OK, neither of these show him casually dressed, but we think they'll do. We like the first as it places this well in NYC).


3: Maria is a Latin American female (any age, from late20s to 40s)

4: Sonia is an Italian business student. (in 20s)


5: Jack is a young Australian actor (in his 20s);

Possible photo for business reception.


(02) speakout starter 2nd ed unit 1

Documents

b audio icon

paper p01

p8 p01

greetingsintroductions

lesson p01

p14 p01

oe photo

countries verso p01