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2 Unit 1 Name & Address2

Name & AddressUNIT 1

CoursebookUnit 1 Language Texts Communicative skills

Part 1SB page 6

Vocabulary and ListeningCommon English words

PronunciationWord stress

GrammarRegular plural nouns

Listening and SpeakingIntroducing yourself

Listening and SpeakingThe alphabet

SpeakingSpelling words

Functional languageMeeting people

Part 2SB page 8

Vocabulary and ListeningNumbers 1–10

GrammarWhat’s

Reading and ListeningPostcodes

Functional languageHow are you?

Writing and SpeakingFilling in a form

Global gameSB page 10

Board game: You know lots of English!

Global reviewSB page 11

Ordering words in a conversation

Number dictation

Additional resourceseWorkbook Interactive and printable grammar, vocabulary, listening and pronunciation practice

Extra reading and writing practice

Additional downloadable listening and audio material

Teacher’s Resource Disc

Communication activity worksheets to print and photocopy

Go globalIdeas for further research

Name

Look for ‘international English’ words in the street, eg hotel, bar, taxi. Find three more words and tell your teacher.

Address

Ask students to find the postcodes for these famous buildings: the White House; 10 Downing Street (British Prime Minister); the European Parliament; the International Red Cross and Red Crescent, Geneva.

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Part 1Lead-in

You may wish to do some basic introductions before starting the book. Make eye contact with the class, smile, wave and say Hello, I’m ... Greet different students, alternating Hello and Hi. Then choose a student and ask And you? Ask a few more students in this way, then gesture for the students to stand up and mingle, introducing themselves to other students. If space is limited, they can remain seated, introducing themselves to students sitting nearby.

TEACH GLOBALTHiNK LOCAL

Listening and Speaking (SB page 6)1 1.01 The first listening requires students to distinguish the use of Hello and Hi. Write page 6 on the board, then hold up your book so students can check as they open their books to the correct page. Point to the photos and read aloud the names. Write Hi / Hello on the board. Then play the example part of the listening and demonstrate underlining the answer.

Gesture and demonstration are essential in the early stages of teaching beginners, when students lack the language to understand verbal instructions.

Students continue and complete the exercise. At this stage they ignore the part about I’m from. Ask (and gesture) students to check their answers in pairs before doing whole class feedback. This is an important way to boost student confidence and avoid them feeling exposed in front of the class.

1.01

1 Hello. I’m Tom.

2 Hi. I’m Liz.

3 Hello. I’m Atul.

4 Hi. I’m Steve.

5 Hi. I’m Sasha.

6 Hello. I’m Pam.

2 1.02 Point to exercise 2, read the cities and ask students to repeat them. On the board write Hello, I’m Tom. I’m from . Then play the recording, stopping after the first sentence, elicit the answer (London) and complete the sentence. Gesture for students to continue, working in pairs, and play the rest of the recording. Then go through the answers with students.

1.02

1 Hello, I’m Tom. I’m from London.

2 Hi. I’m Liz. I’m from Sydney.

3 Hello. I’m Atul. I’m from Mumbai.

4 Hi. I’m Steve. I’m from Cape Town.

5 Hi. I’m Sasha. I’m from New York.

6 Hello. I’m Pam. I’m from Toronto.

Extra activityTo check that students know where all these places are, you could download photos of these places from the internet and ask students to identify them. You could also use the opportunity to teach I don’t know, eg:

T: Where’s this? London?

S: I don’t know.

T: Yes, it’s London. / No, it’s Toronto.


Language noteIn English, names of people, places, countries, etc have an initial capital letter, eg Tom, London, Australia.

Extra activityIf you have students who use a different script or have different conventions for capitalisation, point out the use of capital letters in names. For additional practice, you could choose some international words you think the students will know and write them on the board, mixing in some names, but writing all the words in lower case (eg pizza, san francisco, photo, steve) and ask students to capitalise where appropriate.


3 Copy the sentences on the board and complete them for yourself. Ask students to do the same, monitoring carefully as they work.

4 Gesture to students to work in pairs. Ask them to read and compare.

Listening and Speaking (SB page 6)1 1.03 Either use the recording, or say the letters yourself, giving students time to repeat.

Pronunciation extraBefore continuing, you may want to do some more alphabet practice. One idea is to say two or three letters in sequence, then pause to elicit the next letter. After demonstrating, students can do the same activity in pairs or small groups. Alternatively, prepare individual cards for each letter and hold them up at random to elicit the pronunciation.


2 1.04 The conversation focuses on a name with two potential spellings and two place names which could be confused due to similarities in pronunciation. Draw two faces on the board. Under one write Pedro – Madrid; under the other write Leslie / Lesley – Torquay / Tokyo.

Pedro – Madrid Leslie / Lesley – Torquay / Tokyo

Play the conversation; students listen for the correct spelling. Let them check in pairs before doing class feedback.

Name & Address Unit 1 3


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5 1.07 Tell students they will hear four conversations where someone is spelling his or her name. Write the word Brawn on the board. Play the first dialogue as an example, ask students what is different and underline the incorrect letter o. Then play the whole recording.

1 a

2 u

3 e

4 P

5 m

1.07

1 A: Name?

B: Brown. B – R – O – W – N.

2 A: Name?

B: Ball. B – A – L – L.

3 A: Can you spell spell that?

B: C – L – A – R – K.

4 A: Can you spell your name?

B: Barker. B – A – R – K – E – R.

5 A: Can you spell that, please?

B: J – A – N – E – S. Janes.

Pronunciation (SB page 7)The activity helps students become sensitive to the number of syllables and to identify the main stress. It’s a good idea to copy the table on the board and number the three columns.

1 1.08 Do the example together. Then you can either ask students to listen and tick directly, or give them a chance to guess the answers before listening to check.

hi ✔

hello ✔

coffee ✔

phone ✔

camera ✔

café ✔

hotel ✔

bus ✔

passport ✔

2 Check answers, then listen and repeat.

1.04

A: Hi. I’m Lesley.

B: Lesley? Can you spell that?

A: L – E – S – L – E – Y

B: L – E – S – L – E – Y

A: That’s right. I’m from Torquay.

B: Can you spell that?

A: T – O – R – Q – U – A – Y

B: T – O – R – Q – U – A – Y

A: That’s right.

B: I’m Pedro.

3 Draw a speech bubble, with a question mark coming from Pedro’s mouth. Play the first part of the conversation again, stopping after Can you spell that? and elicit the question. Play again and ask students to repeat.

Now ask two students to read the dialogue on page 6. Then demonstrate the activity with students asking you. Put students into groups and ask them to do the same, writing their partners’ names and cities.

Vocabulary and Listening (SB page 7)1 1.05 Point at the pictures. Play the recording and ask students to say the words. Note: students are not expected to know this vocabulary, though the words are all international words which have close equivalents in many languages. If your students are unlikely to know the words, move straight to exercise 2. Check that students understand that café and hotel are places (not coffee and key).

2 1.06 Play the recording and ask students to read the conversation while they listen. After that, ask them to read it in pairs. Then ask them to close their books and see if they can remember the dialogue.

3 Put students into pairs and ask them to choose three of the words illustrated by the pictures to spell to each other, using the conversation in exercise 2 as a model. You could practise this with a student yourself first as an example.

Language noteWhen spelling, we tend to say double for repeated letters, eg:coffee = C – O – double F – double E

4 Demonstrate the activity with a stronger student. Say I am Student A and (Olga) is Student B. (Olga), write the words. 1 Passport etc. Remind students they can ask Can you spell that? and put this question on the board to remind / help them.

Divide students into As and Bs. On the board write A – page 96 and B – page 100. Ask students to find the page and check they all have the right one. As students work in pairs, monitor to check and help.

Unit 1 Name & Address4

UNIT 1 Name & Address

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Functional language (SB page 7)This section focuses on introducing yourself.

1 Here students listen and order two separate greeting conversations. Give students time to read the conversations before listening to number them in the correct order.

Correct order

Conversation 1: 2, 3, 1

Conversation 2: 3, 1, 2

1.09

1 Tom: Hi. I’m Tom.

Liz: Hello Tom. I’m Liz.

Tom: Nice to meet you, Liz.

2 Sasha: Hello. I’m Sasha.

Atul: Hi Sasha. I’m Atul.

Sasha: Nice to meet you, Atul.

2 Draw students’ attention to the Useful phrases on page 7. Ask students to stand up and mingle, introducing themselves and greeting other students.

Grammar (SB page 7)Here the focus is on regular plural forms.

Language noteMost nouns form the plural with -s. Nouns ending -ch, -s, -sh or -x add es.

Nouns ending in consonant + y change to -ies.

Note that the same rules apply to the formation of the 3rd person singular of regular verbs.

Read the rules with students, then ask them to complete the exercise individually. Give time for students to check their answers in pairs before doing class feedback.

1 coffees

2 phones

3 taxis

4 cameras

G Grammar focus

Show students the icon. Write page 106 on the board and ask them to find it. Show students the language summary on nouns.

You can use exercise 1 on page 107 for:a) extra practice nowb) homeworkc) review a couple of lessons from now.

The answers are on page 116 of the Teacher’s Book.



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Language noteWe pronounce ‘0’ as zero. In the US people use this for phone numbers, but most British people say oh, eg ‘405601’ as four oh five six oh one.

We write ‘2441’ and can say digits individually or use the word double, eg two double four one.

4 Demonstrate the activity. Write five random numbers in your notebook and then dictate to the students who write the number in words. After checking, show the class the numbers in your notebook. Ask them to work in pairs and do the same. Monitor to check, help and correct spelling.

5 1.13 The extracts focus on five real-world situations when we use numbers. The first listening simply requires students to listen and identify the situation by matching the conversations they hear with pictures a–e. Reassure students that they are not expected to understand everything in the dialogue.

1 b

2 d

3 a

4 c

5 e

1.13

1 Manchester United 3, Liverpool 2

2 Yeah! Six! One, two, three, four, five, six.

3 A: Good morning.

B: 2 –1 – 3 please.

A: 213. Here you are.

4 8 – 3 – 4 – 1 – 9. That’s it … Oh no!

5 4 – 5 – 2 – 6 – 9 – 8 – 8

6 Students now listen again for the numbers in each extract.

1 Manchester United 3, Liverpool 2 (picture b)

2 Game: 6! 1, 2, 3, 4, 5, 6! (picture d)

3 Room 213 (picture a)

4 Safe combination: 83419 (picture c)

5 Phone number: 452 6988 (picture e)

Part 2Functional language (SB page 8)This section focuses on asking How are you?

1 1.10 Focus students on the illustrations. Then listen and read. Point at the first picture and ask Conversation 1 or Conversation 2? Then do the same with the second picture.

1 a

2 b

2 Listen to the recording again, pausing after each line for students to repeat. Ask students to read the conversations in pairs.

3 Read through the Useful phrases with students. Students then stand up and mingle or speak to students sitting near them and ask How are you?

Vocabulary and Listening (SB page 8)1 1.11 Students listen and repeat the numbers.

Alternative procedureIf you prefer, you can present the numbers with books closed. Options include counting round the class, using Cuisenaire rods or counters, or using flashcards of individual numbers to elicit the word. It’s important initially to work with numbers in sequence, before asking students to say numbers at random.


2 Ask students to match the numbers with the words. For feedback, write a number (or show the flashcard) and ask students to spell the word. This reviews alphabet and spelling while checking.

3 1.12 Students listen to four incorrect sequences and have to write the missing number. Listen and follow the example with the class. Remind them to write the missing number in full (to practise spelling). Then ask students to listen and work individually, pausing the recording to give them time to write. Let students check in pairs before class feedback.

a 1, 2, 3, 5 four

b 4, 5, 6, 8 seven

c 2, 3, 4, 6 five

d 6, 7, 9, 10 eight

e 9, 8, 7, 5 six

f 5, 3, 2, 1 four



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Extra activityIf your students come from different countries, ask them if they have postcodes and whether postcodes in their countries use letters and numbers or only numbers.


4 Drill the question What’s your postcode?, then put students into pairs to ask each other and write down their partner’s postcode. If all your students are likely to share the same postcode, omit this activity.

5 If postcodes are used in your country, write a local postcode on the board. In front of it write a question mark. Elicit and drill the question What’s the postcode? Divide students into pairs and tell them to decide who is A and who is B. Write Student A – page 96 and Student B – page 100 on the board. Monitor as students work.

Grammar (SB page 9)Read the grammar note with students or write the two questions on the board, omitting the question word and eliciting What.

1 The exercise brings together various personal information questions. Read the four options with students, then read the first question and elicit the answer. Students continue working individually.

2 1.15 Students listen and check.

1 name

2 phone number

3 address

4 postcode

G Grammar focus

Show students the icon. Write page 106 on the board and ask them to find it. Show students the language summary on What’s.

You can use exercise 2 on page 107 for:a) extra practice nowb) homeworkc) review a couple of lessons from now.

The answers are on page 116 of the Teacher’s Book.

Writing and Speaking (SB page 9)Pairwork. Students consolidate the questions and ways to check and clarify through personalisation. Draw students’ attention to the Useful phrases on page 9. Write name, address, postcode and phone number on the board; elicit and drill the question forms (What’s your name? etc) . Then write spell and repeat and elicit and drill the questions (Can you spell that? etc).

Reading and Listening (SB page 9)The text is about postcodes in different countries.

Background notePostcodes (also called ‘postal codes’ and ‘zip codes’) were first introduced in the Ukraine in 1932 and in Germany in 1941. In a 2005 study, 117 countries had a postal code system. Most countries only use numbers which indicate an area or region, but some use alphanumeric codes (mixing letters and numbers) to identify a more precise location. In the UK the postcode identifies a group of two or three houses in some areas.

1 Show students the illustration of different envelopes. Copy the first onto the board, elicit the name and address and then elicit and circle the postcode. Ask students to continue doing the same. Check their answers.

1 520651

2 B3 1XQ

3 L5R 3F8

4 GA 30302

5 119123

2 1.14 Students listen and correct the postcodes on the envelopes.

1 520751

2 C3 1XQ

3 LSR 3F6

4 GA 31302

5 115123

3 Read the text once to students, while they follow it. Then ask students to read again silently to answer the questions. Give them time to check in pairs before class feedback.

1 F (zip code is the US term.)

2 T

3 F (An Australian postcode is a number.)

4 F (A Manchester postcode starts with M, the first letter of ‘Manchester’.)

This important Language note focuses on the use of the indefinite article. After reading the note, give extra practice by writing some words from the unit on the board and asking them to sort into two columns a and an.

Language noteNote that the key issue is whether the first sound (not letter) is a vowel. For example, we say an umbrella because it starts with the vowel sound /ʌ/, but we say a university because the first sound is /j/.



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Put the students in pairs to ask and answer questions, check spelling and note answers.

Option A: If appropriate, students can use their own personal details.

Option B: Otherwise, refer students to the invented information at the back of the book. Write Student A – page 96; Student B – page 100 on the board.

Monitor while students work.

Global gameGlobal game (SB page 10)The game is designed to boost students’ confidence by making them aware of the amount of English they know already, both from the unit and through international English.

Put the students into groups of between three and five, ideally sitting in a circle. Each group needs one copy of the book, open at page 10. You also need one dice per group.

Demonstrate the game: throw the dice, tell students the number you threw and elicit the question (for example Number 4 – Say a country). Elicit some possible answers from students, eg France, Italy ...

Give students counters, or tell them to each take a different coin and place it on ‘Start’. On the board write the phrases You start and It’s your turn. If you speak the students’ language, translate the phrases. If not, point out the phrases at appropriate moments.

Students play the game. Monitor to help and correct.

Mixed abilityIf some groups finish before others, ask them to list all the words they can think of for the different categories in the game.




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Global reviewThese activities can be used at home but are designed to be used in class with students working together in pairs. Aim: to review the language of the unit.

Tips:

• Encourage students to work together.

• Allow them to look back through the unit or consult their notes.

• In feedback, elicit more examples or the reason why an answer is correct.

Vocabulary (SB page 11)

1 Across

2 six

3 seven

7 two

8 three

9 one

Down

1 nine

4 eight

5 four

6 five

8 ten

2

C A M E R A W L

O H O T E L P B

F G U T A X I O

F O U R C Y F O

E P H O N E v K

E K C A F E A S

P A S S P O R T

Pronunciation (SB page 11)

taxi ✔

phone ✔

café ✔

bank ✔

camera ✔

Grammar (SB page 11)

11 c

2 a

3 d

4 e

5 b

2 Students’ own answers.

Listen again (SB page 11)The first Listen again exercise in this unit comes from the Functional language section on page 7. Here, students listen again to order the conversation.

1, 2 1.16

Tom: Hi. I’m Tom.

Liz: Hello Tom. I’m Liz.

Tom: Nice to meet you, Liz.

Exercise 3 in this Listen again reviews Vocabulary on page 8.

3 1.17

a 1, 2, 3, 5

b 4, 5, 6, 8

c 2, 3, 4, 6

d 6, 7, 9, 10

e 9, 8, 7, 5

f 5, 3, 2, 1


UNIT 1 Name & Address

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name & address - global from macmillan education | learn ... · pdf file2 unit 1 name...

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