Oxford smart choice 1 teachers book 3rd edition

More ways to keep learning outside the classroom.With Smart Choice Online Practice, students can use their computer to: • Experience 30 hours of additional practice, with 12 interactive

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More ways to keep learning outside the classroom.

With Smart Choice Online Practice,

students can use their computer to:

• Experience 30 hours of additional practice,

with 12 interactive practice activities for

each Student Book unit

• Complete grammar, vocabulary,

video-based listening comprehension, and

record-and-playback speaking activities

• Go online to research Student Book topics

and share their findings with their

classmates

• Download all the Student Book and

Workbook audio and video

• Connect with their teacher and view and

print their progress reports at any time

skill-building practice for each Student Book unit An intuitive Learning Management System

(LMS) allows students, teachers, and administrators to track and report on student, class,

and institutional performance

o n l i n e

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With Smart Choice On The Move,

students can use their smartphone

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The Online Practice Learning

Management System is an easy-to-use tool for monitoring and tracking student, class, and institutional progress

• Easily create classes, hide and assign content, and track students’ progress

• See your students’ achievements

at a glance

• Use progress reports as invaluable records for student evaluation

• Track progress and see reports for both

Online Practice and On The Move

GET STArTEd

It’s easy to get started with

• Online Practice is password protected: a

Student access code card is packaged with each Student Book and a Teacher access code card comes with each Teacher’s Book

• Administrator access code cards are available upon request from Oxford University Press sales representatives

• Student access codes are valid for one year after registration; Teacher and Administrator access codes do not expire

Smart Choice Level 1

More ways to keep learning outside the classroom.

Students and teachers can register

for Smart Choice Online Practice

and On The Move in ten languages –

English, Spanish, Portuguese, Japanese, Chinese, Korean, Vietnamese, Thai, Turkish, or Arabic

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Use the following to answer questions 1-4:

Look at the picture Complete the activity label Use a word or phrase from the box.

a book homework on the phone a computer game

Use the following to answer questions 5-8:

Choose the best word or phrase to complete the sentence.

5 I take every morning.

A) TV B) tablet

inTErACTiVE TESTS

• Four interactive, auto-scored

Progress Tests for each level

• Tests cover the core vocabulary,

grammar, and functional

language taught in the

Student Book

• Teachers stay in control – easily

hide and assign the tests and

view students’ results

range of tests to meet all of your assessment needs

doWnloAdAblE TESTS

• Each level includes 12 Unit Tests,

plus a Midterm and Final Test

• Comprehensive coverage of all the

language and skills taught in the

Student Book

• Language- and skills-based tests

assess vocabulary, grammar, reading,

writing, listening, and speaking

TESTinG ProGrAM

Tests are downloadable from the Online Practice Teacher’s Resources area

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WELCOME TO SMART CHOICE

THIRD EDITION!

Smart Choice Third Edition is a four-skills course for

adult and young adult learners who are looking to

improve their ability to communicate in English The

four levels of Smart Choice take students from beginner

to intermediate level Each level contains 60–90 hours

of classroom material In addition to the Student Book,

teachers will find a wealth of supplementary presentation

and practice materials in the Teacher’s Book with

Testing Program, the Workbook with Self-Study

Listening, and the Classroom Presentation Tool

SMART CHOICE 1

Smart Choice 1 is for elementary students with

limited knowledge of English Low elementary

students can use Smart Choice 1, although they

might feel more comfortable using the slower-paced

Smart Choice Starter, a beginner level.

Student Book

Each Student Book unit contains vocabulary and

grammar input, pronunciation work, plus practice

in all four skills: speaking, listening, reading, and

writing There are also four review units that feature

an additional conversation and reading text In the

back, there’s a Grammar Reference section, Audio

Script, and Vocabulary List

Online Practice with On The Move

An access code for Online Practice and On The Move

activities is included with each Student Book

Designed to be used outside of class, these activities

provide automatic scoring and feedback Five new

On The Move activities, optimized for smartphones,

enable students to practice their grammar, vocabulary,

and listening skills anywhere, anytime Progress

reports allow students to track their own progress,

and teachers and administrators to track scores of

individuals, classes, and institutions

Class Audio

The Class Audio for each Smart Choice level can

be downloaded from Online Practice and includes

the Vocabulary, Conversation, Language Practice,

Pronunciation, Listening, and Reading from each

Student Book unit, as well as the Conversation and

Reading from the Review Units The Class Audio

is also available to teachers on the Classroom

Presentation Tool

Workbook with Self-Study Listening

The Workbook is designed for self-study, although the exercises can also be used in class as review

The Workbook contains additional practice of all the vocabulary and grammar presented in the Student Book, as well as extra reading, listening, and pronunciation practice The Workbook audio

is available on Online Practice

Teacher’s Book with Testing Program

The interleaved Teacher’s Book includes notes on how

to use each Student Book activity The Teacher’s Book also contains answers to all the Student Book and Workbook exercises, language notes, and extra ideas

The Online Practice Testing Program includes interactive, auto-scored progress tests and downloadable unit, midterm, and final tests

Classroom Presentation Tool

Classroom Presentation Tool provides teachers with audio, video, answer keys, and scripts

KEY FEATURES OF SMART CHOICE

Success in the classroom

On each page, material is carefully staged to move from controlled to less-controlled activities Attention

is paid at every step to maintain a balance of challenge

and support Smart Choice lets students have real

success communicating in English in contexts that

are educationally and personally rewarding Now I

can statements at the end of each unit signal student

achievement and reinforce success

Choice

Personalization activities on every page encourage students to bring their own ideas and opinions into class

With Online Practice, On The Move, and Workbook

with Self-Study Listening, Smart Choice extends this freedom of choice to out-of-class study as well Smart

Choice has also been designed to allow teachers

maximum flexibility in adapting the material to their own teaching styles and classroom needs

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HOW SMART CHOICE WORKS

Each unit of Smart Choice follows the same

familiar and reliable format

Vocabulary

Students first of all need words, the building blocks of

language Therefore, every Smart Choice unit begins by

introducing words or phrases that relate to the topic of

the unit First, students engage in a warm-up activity

on the topic Next, they look at a picture that features

the vocabulary in context, match the words and

images, and listen to check their answers Finally,

a short speaking or writing activity allows students

to practice using the new vocabulary items The

Vocabulary Tips present practical strategies to help

students learn new vocabulary

Conversation

The Conversation is designed to build students’

confidence in their ability to speak and understand

everyday English Each Conversation is also available

as a video clip for teachers to play on the Classroom

Presentation Tool in class or for students to watch

through the Online Practice component Using the

vocabulary students have just learned, the Conversation

introduces the grammar and function of the unit First,

students read the conversation and add the missing

words Then they listen to check their answers and

practice the conversation with a partner Finally, students

practice the conversation again, adding new words

and their own ideas The Conversation Tips at the

bottom of the page present practical strategies to help

students develop their conversation skills

Language Practice

The correct use of grammar is an essential element

of communicative competence The Language Practice

page features presentation, practice, and personalization

First, a Language Practice box presents new grammar

in context (A Grammar Reference in the back of the

book provides more comprehensive explanations and

additional exercises.) Next, carefully staged activities,

moving from controlled to less-controlled, practice

the form, meaning, and use of each structure This

page ends with Pronunciation activities that focus

on features of spoken English, including stress,

intonation, reductions, and linked sounds

Listening

The Listening page features a variety of genres, including conversations, interviews, and radio shows, and includes both native and non-native speakers A pre-listening task introduces a second set of vocabulary and helps students predict the kinds of things that they will hear

Then students listen to the recording twice The first time they listen to get the main idea; the second time they listen for specific information The Listening Plus section features a new, more challenging recording that completes the story or gives it an unexpected twist

The Smart Talk information-gap activity at the end of this page provides a fun way for students to practice the key language of the unit

Reading

The Reading page features a colorful, magazine-style article that students can relate to The activities build students’ reading skills while providing input for classroom discussion The first activity usually exploits the images and, where appropriate, the title and headings

of the text This allows students to activate their previous knowledge of the topic and prepare them for the exercises that follow A variety of tasks practice key reading skills, such as skimming, scanning, and reading for main ideas

Writing

The writing activities in Smart Choice are in the back

of the book and can be done either in class or assigned

as homework Writing tasks are carefully controlled, with model texts that offer students clear guidance and opportunities to express their opinions

Speaking

The Speaking page allows students to work in pairs and groups on games, activities, quizzes, and class surveys that combine the language they have just learned with the English they already know There are also speaking tasks throughout each unit to build students’ fluency

Review units

Review units after every three units feature a conversation that incorporates new grammar and vocabulary and an additional reading, both designed to offer slightly more challenge

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1 Listen and repeat.

USEFUL CLASSROOM LANGUAGE

What does luggage mean?

I’m sorry, can you speak more slowly?

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USEFUL CLASSROOM LANGUAGE

VOCaBUlary

The goal of this section is to encourage students to use

English in class by presenting and practicing useful

classroom language

WARM-UP

that students already know Point to things in the

classroom, such as the door, windows, books, etc

Elicit answers and write them on the board

your name? and write them on the board Fill the

board with the English that students already know

Activity 1

How do you spell your name? Write the questions

and answers on the board If necessary, review

the alphabet

asking and answering the questions

book Elicit the word for book in the students’

native language Then ask How do you say [book] in

English? Elicit the answer

the classroom Have students ask and answer the

Ho w do you say this word?

What does mean?

Excuse me, can you repeat that?

I’m sorry, I don’t understand.

I’m sorry, can you speak more slowly?

Read the expressions Have students repeat the

expressions after you

expressions again

ExtEnsion

Student Book and role play the situations

their pens and notebooks Have students pick up their notebooks and pens Have students practice asking and answering the questions Encourage them to write down the words their classmates spell

expressions in the book Encourage students not

to read from their books If students have trouble, write the expression on the board

ExtRA iDEA

Make statements and then elicit their questions For

example, say It’s a book or W-I-N-D-O-W to elicit the correct questions, such as What’s this? or How do you

spell window?

ExtRA iDEA

Encourage students to use excuse me, please,

thank you, and you’re welcome when asking and

answering the questions

T–2

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The goal of this section is to present and practice

more useful language to enable students to use English

in the classroom

WARM-UP

learned on page 2 Then elicit typical answers to

the questions Write the students’ responses on

the board in the form of a model conversation

Then have students practice in pairs

Activity 1

Write the conversation from item 1 on the board

Read the conversation several times for the class

Point out that Uh-huh is an informal way to say yes

Have students repeat after you

phrases several times Have students repeat after you

first line of the conversation for the second picture

Elicit that this is incorrect Elicit the correct answer

around the class to check that students understand

how to complete the activity

change incorrect answers Check answers

ANSWERS

1 How do you pronounce this word?

2 What does delighted mean?

3 What’s this called in English? Can you repeat that?

4 How do you spell that?

VARiAtion

Before playing the recording to check answers, have students make pairs Ask students to read the conversations Have other students decide whether the pair has completed the conversation correctly Then play the recording and allow students to check their answers

Activity 2

them for the class

conversations Make sure students change roles so they practice both part A and part B

T–3

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1 Complete the conversations with the phrases in the box Then listen

and check your answers.

What does delighted mean?

2 PAIR WORK Practice the conversations with a partner.

1 A How do you pronounce this word?

B Which one? This one?

A Uh-huh That one.

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WARM

How do you greet someone?

1 Listen to the conversation Then practice it with a partner.

Marco Hi My name’s Marco What’s your name?

Kelly Hi, Marco My name’s Kelly

Marco So, where are you from, Kelly?

Kelly I’m from Toronto How about you?

Marco I’m from San Diego, California

2 PAIR WORK Practice the conversation again Replace the underlined words

with information about you.

PRONUNCIATION—Syllable stress

1 Listen Notice the stressed and unstressed syllables Circle the stressed syllable

in each word.

1 Mar • co 3 Me • xi • co 5 Ca • na • da

2 To • ron • to 4 Ko • re • a 6 stu • dent

2 Listen again and repeat Which words have the same syllable stress?

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Vocabulary: Hi, my name’s ; What’s your name?; My name’s ; Where

are you from?; I’m from

Conversation: Introducing yourself

Language Practice: Simple present of be: statements and questions with be; possessive adjectives

Pronunciation: Syllable stress

Listening: Greetings and introductions, saying where people are from

Smart Talk: An information gap activity about well-known people

Reading: An article about Emma Stone

Writing: An email about yourself

Speaking: A class survey about where students are from

CONVERSATION

greetings and introductions

WARM-UP

yourself Write the words you use on the board For

example: Hi, my name’s … I’m from … Then ask a

student What’s your name?

other Write the new expressions they use on the

board

and write them on the board Include: Hello, good

morning / afternoon / evening.

Activity 1

Where are they? Elicit the answer In a classroom.

the conversation Pause after each line of the

conversation and have students repeat Be sure to

correct pronunciation and intonation

conversation Make sure pairs change roles so they

practice each part

VARIATION

and have students watch silently

conversation and play the video again and have

students read along in the book

conversation and have students repeat

Activity 2

for the underlined names and places

information, filling in the blanks as you go Have

a student model the other part of the conversation with you, using his or her own personal

information Write the student’s information in the appropriate blanks

1, 3, 5, 6 (first syllable stressed)

2, 4 (second syllable stressed)

SPEAKING

Introductions GRAMMARThe verb be LISTENINGInformation questions READINGBiography

T–4

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LANGUAGE PRACTICE

The goal of this section is to present and practice the

target grammar: statements with the simple present

of be.

(I, you, he, she, etc.) by writing them on the board

Then point to yourself and to students to establish

meaning Explain the contractions (I am = I’m, etc.)

and the negatives (I’m not, He isn’t, etc.)

Practice box on the board Change these examples

to make them true for you and your students For

example: I’m a teacher and You’re a student.

board Point to yourself and say My name is

Write my next to I Provide or elicit the other

possessive adjectives

Reference for more information and practice

Activity 1

of fill-in-the-blanks activity

students need to use information from the pictures

in order to answer correctly

elicit His name is Nelson da Silva.

students complete the activity on their own

ANSWERS

1 am/’m, Her, are/’re

2 my, my, are/’re, is/’s

3 is/’s, am/’m, aren’t, are

EXTRA IDEA

sentences about celebrities they are interested in

For example: Daniel Dae Kim is an actor He’s from

the US.

as necessary

Then have three or four pairs read their sentences to the class Write the occupations students talk about

on the board and teach them to the class

Activity 2

the speech bubbles Have two students read the conversation aloud

the board:

Hi, I’m Nice to meet you.

Nice to meet you, too I’m _ I’m from _

information that is true for you

conversation with you, using their own personal information

Then have students perform their conversations for the class

EXTRA IDEA

celebrities and write them on the board

celebrity information

SMART CHOICE ONLINE

Remind students that there are extra Language Practice activities on Online Practice and On The Move.

T–5

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O N L I N E

PRACTICE

1 Complete the sentences.

1 “Hi My name is Nelson da Silva

I ’m a photographer This is

my wife name is Gloria

We from São Paulo, Brazil.”

2 A Hi, my name is Jung-hwa Ban

B And name is Jae-won Kim

A We from South Korea He

from Seoul, and I’m from Busan

3 “Hi My name ’s Greg White

I an English teacher I’m from Sydney, Australia My parents

from Australia, they’re from Ireland Their names Brendan and Maggie

2 PAIR WORK Tell your partner about yourself.

Statements with be

You’re from Mexico you are you’re your

She’s from Canada she is she’s her

They’re from the US they are they’re their

I’m not a teacher I’m a student.

He isn’t from Brazil He’s from the US is not isn’t

They aren’t teachers They’re students are not aren’t

Grammar Reference page 124

Hi, I’m Yuko Nice to meet you

Nice to meet you, too

I’m Ana I’m from Brazil

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O N L I N E

PRACTICE

CONVERSATION

1 Complete the conversation Then listen and check your answers Practice the

conversation with a partner.

Kelly Good, thanks

Marco Who’s that girl over there?

Kelly Her? That’s my friend, Emily Would you like to meet her?

Marco Yes, please!

Kelly Hi, Emily, this is my 3 , Marco Marco, this is Emily

Marco Nice to meet you, Emily

Emily Nice to meet you, too

2 PAIR WORK Practice the conversation again Use the ideas below.

3 PAIR WORK Walk around the class and introduce your partner to another classmate.

A , this is my friend,

, this is

B Nice to meet you,

C Nice to meet you, too.

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The goal of this section is to practice introducing

yourself and others

WARM-UP

another Then write the following on the board:

[Student A], this is [Student B].

[Student B], this is [Student A].

Who is introducing themselves? Encourage students

to guess

Activity 1

be familiar with For example: Who’s that girl over

there?; That’s…; and Would you like to meet her?

without doing the activity Then have students do

the activity on their own

practice each part

ANSWERS

VARIATION

students are checking their answers

EXTRA IDEA

Books closed To reinforce learning, play the recording

or the video of the conversation while students

write it down Give students time to try to complete

the conversation from memory before playing the

conversation for a second time

Activity 2

is color-coded, and that items in the green column,

for example, can be substituted into the green box

in the conversation in Activity 1 Demonstrate this

with How are things Point out the other colors and

the corresponding columns in the chart and boxes

in the conversation

putting the examples in the chart into the blanks

in the model conversation Make sure pairs change roles so they practice each part

Activity 3

conversation for the class As they speak, complete the conversation on the board with the introductions they use and their names

Activity 2 Then have students walk around the class to introduce each other to another classmate

Alternatively, have each pair join two or three other pairs and take turns introducing their partners

• CULTURE NOTE: In the US, it is natural to gesture towards a person when you are introducing him/her to someone else It is considered friendly and appropriate to smile and make eye contact with the person you are being introduced to

EXTRA IDEA

Have students practice using body language while making introductions, as demonstrated in the video and described in the Culture Note above

Remind students that there are extra Conversation practice activities on Online Practice and On The Move.

T–6

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target grammar: questions with be.

Practice box on the board

Change the examples on the board to make them

true for you and your students For example:

A Is she a teacher?

B No, she isn’t She’s a student.

that these kinds of questions require a detailed

answer, not just yes or no Ask different students

the questions Have them provide full answers For

example: What’s your name? My name is Dan Write

the answers on the board

Make sure that students understand that this

question refers to a third person

• LANGUAGE NOTE: Students may ask how they can

identify whether the pronoun you in a question is

singular or plural Explain that we can only tell from

answering the questions in random order

Activity 2

students complete the conversations on their own

Correct as necessary Repeat this procedure for the

second conversation

conversations Make sure pairs change roles so they practice each part

ANSWERS

1 How are you?, How are you?/And you?/How about

you?, Who’s that, That’s/He’s

2 What’s your name?, Where are you from?,

How about you?/Where are you from?

EXTENSION

conversation on the board

A’s lines for both conversations

Activity 3

in column A and column B are two parts of the same conversation

on their own Then have students check their answers with a partner

and practice the conversation with their own information

ANSWERS

A: Hi! Are you a student?

B: Yes, I am And you? Are you a student?

A: Yes, I am What’s your name?

B: My name’s _ What’s your name?

A: My name’s _.

B: Nice to meet you, _.

A: Nice to meet you, too.

SMART TALK

Teaching notes for the Smart Talk activity begin on page T–84

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O N L I N E

PRACTICE

1 Match the questions and answers.

1 What are your names? e a We’re from Brazil

3 Where are you from? c No, she isn’t She’s my sister.

5 Is she your girlfriend? e He’s Andrew, and I’m Nancy

2 PAIR WORK Complete the conversations Then practice them with a partner.

1 A Hi, Jane! How are you ?

B Hey, Alex! I’m fine ?

A I’m fine, too

B guy over there?

A my classmate.

3 PAIR WORK Put the lines in the correct order Then use information about you

and practice the conversation with a partner.

A

Nice to meet you, too.

My name’s

1 Hi! Are you a student?

Yes, I am What’s your name?

B

2 Yes, I am And you? Are you a student?

Nice to meet you,

My name’s What’s your name?

Questions with be

Are you a student? Yes, I am No, I’m not.

Is he a teacher? Yes, he is No, he isn’t.

Is she an artist? Yes, she is No, she isn’t.

Are you actors? Yes, we are No, we aren’t.

Are they doctors? Yes, they are No, they aren’t.

What’s your name? What is What’s

Where are you from?

How are you?

How old are you?

2 A Hi, my name’s Hiro ?

B I’m Lisa

B I’m from the US ?

A I’m from Japan.

SMART TALK

Who’s that? Student A: Turn to page 84 Student B: Turn to page 96.

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O N L I N E

PRACTICE

LISTENING

1 Listen and answer the questions.

1 Where’s Yuko from?

2 Where’s Jorge from?

3 What’s the teacher’s name?

4 Where’s the teacher from?

2 Listen and choose ( ) the expressions you hear.

1 a What’s your name? 4 a Where are we?

b What’s her name? b Where is that?

2 a What’s his name? 5 a What about you?

b What are their names? b What’s that?

3 a Where are you from? 6 a Can you say that again?

b Where’s he from? b Can you repeat that?

3 PAIR WORK Introduce yourself to a partner Use the expressions from Activity 2.

READING

Who is Emma Stone?

Emma Stone was born in Scottsdale, Arizona on November 6, 1988 Her real name is Emily Jean Stone Her grandfather was Swedish Her family members are from England, Scotland, Ireland, and Germany

Her family name is Stone She’s an actor

She’s in movies and TV shows Her first big

movie role was in the movie Superbad She’s also in the The Amazing Spiderman movies

Emma Stone’s favorite band is the Beatles

2 Read the text about Emma Stone Correct the sentences.

1 She was born in Germany

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The goal of this section is to practice listening

selectively for key information

Activity 1

students will listen to a conversation in a classroom

Tell students to write answers on the lines Point out

that when people say where they are from, they can

say the city or the country or both

they hear both

particular attention on the contractions What’s and

Where’s

use to introduce themselves, and write them on the

board For example: What’s your name? Where are

you from? Where is that? What about you? Can you

say that again? Can you repeat that?

introducing themselves

ExtRA iDEA

Have students work in pairs to create short

conversations using as many of the questions in

Activity 2 as they can Ask pairs to perform the

conversations for the class

reaDing

The goal of this section is to practice reading selectively for key information

Activity 1—Before you read

photo? (Emma Stone)

what students know about the actor In addition to

the Spiderman movies and Superbad, her movies include: Aloha, Birdman, The Help.

Emma Stone on the board

Activity 2

students will correct the sentences after they read the text

their own Check answers

ANSWERS

1 She was born in Scottsdale, Arizona, USA.

2 She was born on November 6, 1988.

3 Her grandfather was Swedish.

4 Her favorite band is the Beatles.

ExtEnsion

Ask other comprehension questions:

What is Emma Stone’s real name?

How old is she?

Where are her family members from?

Writing

Teaching notes for the Writing section are on page T–108

SmART ChoiCE oNLiNE

Remind students that there are extra Listening practice activities on Online Practice and On The Move.

T–8

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The goal of this section is to practice the language in the

unit in an enjoyable, meaningful, and personalized way

Activity 1

countries Ask Where is Canada? Have students

point to Canada (labeled) on the map

the map and label it

have students point to them on their maps

the names of other countries and write them on the

board Have students make pairs and take turns asking

and answering questions about the countries

Activity 2

bubbles Say each line and have students repeat

the board Show how the question and responses

can be adapted, so students can use their own

information as they speak For example: Hello,

my name’s Where are you from, ?

I’m from

say speaker 1’s lines, substituting his/her own

information Demonstrate how to write the name

of the student’s country on the map

turns asking and answering the question Remind

students to write the country’s name on the map

chance to write as many names as possible on

Activity 3

bubble Have a student read it aloud

each other to the class, using the example sentence

as a model

VARIATION

As a follow-up to the Variation activity in Activity 2, have each student introduce his/her classmate to the class using the new country

about one of the countries on the map Suggest that they can search for information on an official website for the country or check an online encyclopedia

present it to the class

information they find on the Discussion Board on Online Practice You might also want to ask them

to use the Discussion Board for the next unit’s Warm-Up activity

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1 Find these countries and label their names on the map.

SPEAKING — Where are you from?

2 CLASS ACTIVITY Go around the classroom and ask your classmates where

they are from Find their country on the map and write it on the map

3 CLASS ACTIVITY Introduce a classmate and show the classmate’s country on the map

I’m from Mexico.

Hello, my name’s Elena.

This is my friend Jason

He’s from Indonesia

Where are you from, Elena?

Find out more about one of the countries on the map

Share your information with the class.

GO

ONLINE

SPEAKING

make an introduction

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1 Look at the people What are their jobs? Write the correct letter

Then listen and check your answers.

1 Sandy 2 Emi

2 PAIR WORK Where do the people work?

3 Laura 4 Jose 5 Robert 6 Becky

7 Brian 8 Linda 9 Lisa 10 Lenny

Where does a doctor work?

A doctor works in a hospital

3 PAIR WORK Talk about people you know and what they do.

She works in a hospital in Osaka

My friend Akiko is a doctor

Where does she work?

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Personal information GRAMMARWh- questions LISTENINGPersonal information REAdINGJobs

Vocabulary: actor, architect, chef, doctor, musician, pilot, police officer, singer, teacher, writer;

assistant, movie director, nurse, TV host

Conversation: Talking about personal information

Language Practice: Wh- questions

Pronunciation: Reduction of do you

Listening: People talking about jobs and where they live

Smart Talk: An information gap activity about jobs

Reading: An article about a student with three jobs

Writing: A paragraph with personal information

Speaking: A group discussion about different kinds of jobs

VOCaBUlary

target vocabulary: jobs

WARM-UP

board Then elicit jobs that students already know

in English and write them on the board When

these jobs start with S, M, A, R, or T (for example:

teacher), write the word after the appropriate letter

on the board

think of jobs that start with these letters Complete

the activity yourself if students are unable to do so

Board as part of the Online Practice, look at their

comments now with the class

to see which jobs the students already know

doctor, etc Then model the names.

• LANGUAGE NOTE: Job titles in English are

becoming less and less gender specific Although

waiter and waitress are still used, server is more

frequently used for both men and women Actor is

now used for men and women

each word and have students repeat

and have students repeat Write on the board: Where

does a(n) work? A(n) works in a(n) .

can be adapted For example:

T: Where does a chef work?

S: A chef works in a restaurant

questions about the jobs in Activity 1

Activity 3

bubbles and have students repeat Write the sentences

on the board and show how they can be adapted For

example: My friend _ is a(n) _ Where does

work? He/She works in a(n) in .

does your friend work? Change the model on the

board with the student’s answers

have pairs present their conversations to the class

ExtRA iDEA

Have students tell the class about their partners’

information For example: Kenji’s friend Mark is an

architect He works in an office in Milan.

Remind students that there are extra Vocabulary practice activities on Online Practice and On The Move.

T–10

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the target vocabulary and grammar of the unit in a

typical conversation

WARM-UP

often meet and speak to strangers Write these on the

board For example: waiting in line, on a train, etc.

meet them for the first time For example: What’s

your name? and Where do you live?

Where do you think these people are? Encourage

students to be creative with their answers

Activity 1

familiar with For example: Really? and Small world!

without doing the activity

in the picture Point out that Brian lives in the

same town as Stacy’s sister, Suzy To do this, ask

Where does Brian live? and Where does Suzy

live? Explain how this coincidence relates to the

expression Small world!

Make sure pairs change roles so they practice

each part

• KEY VOCABULARY: Small world! is an idiom which

is used to express surprise when you find something

in common with someone else, usually when you

are talking to somebody and find out that you both

know the same person

ANSWERS

VARIATION

the conversation Pause after each line of the conversation and have students repeat

have them close their books Pause the video before Stacy’s lines and have students say her lines

lines and the other half say Brian’s lines, and then switch roles

Activity 2

is color-coded and that items in the green column, for example, can be substituted into the green box

in the conversation Demonstrate this with Mexico

City Point out the other colors, their columns in the

chart, and boxes in the conversation

column Explain to students that they can practice with their own ideas and write them in the blanks

on the bottom row of the chart

conversation Make sure pairs change roles so they practice each part

Conversation Tip

does she do?) can keep a conversation going Elicit

other typical follow-up questions and write them on

the board For example: How about you? and What

do you think? Give examples if students are unable

to do so

T–11

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O N L I N E

PRACTICE

CONVERSATION

1 Complete the conversation Then listen and check your answers

Practice the conversation with a partner.

Brian So, where do you live?

Stacy Well, I’m from New York, but I live in 1

Brian Interesting And what do you do?

Brian I’m a doctor I work in a hospital in Seattle.

Stacy Really? My sister lives in Seattle.

Brian What does she do?

Brian What’s her name?

Stacy Suzy Davis.

Brian Suzy? I know her!

Stacy Really? Small world!

2 PAIR WORK Practice the conversation again

Use the ideas below Add your own ideas.

EXTEND THE CONVERSATION

Ask follow-up questions to extend the conversation

My sister lives

in Seattle

What does she do?

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O N L I N E

PRACTICE

1 Match the questions and answers.

1 What do you do? b a She’s an architect.

2 Where do you live? b I’m an office worker.

3 What does your sister do? c In São Paulo.

4 Where do your friends go to school? d They go to the University of Texas.

2 Complete the conversations.

B I in Los Angeles

B I an actor

3 PAIR WORK Complete the chart Ask and answer the questions

with information about you.

You Your partner

PRONUNCIATION—Reduction of do you

1 Listen Notice the reduced sound of do you

1 What do you do? Whadaya do?

2 What do you study? Whadaya study?

3 Where do you live? Wherdaya live?

4 Where do you go? Wherdaya go?

2 Listen again and repeat Be sure to say the reduced sound.

Wh- questions

What do you do? I’m an architect.

Where do you live? I live in Rio.

What does she do? She’s a college student.

Where does she go to school? She goes to NYU.

What do they do? They’re pilots.

Who do they work for? They work for Korean Air.

Where do they work? They work in an airport.

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the target grammar: simple present wh- questions.

the conversation on page 11 on the board:

What do you do?

I’m an English teacher.

Wh at does she do?

She’s a singer.

Does is used with he, she, and it.

Practice box on the board Underline the words that

are written in bold in the Language Practice box

Explain to students why these words change

couples on the board Elicit statements, such as

He’s an actor and They are actors.

Activity 1

answers Make sure students understand how to do

this kind of matching activity

Group A read the first question aloud Group B

reads the correct answer aloud

the questions and answers

answers on the board in the You column Ask

another student the questions Write his/her

answers under Your partner.

students complete the You column on their own.

questions in the chart

conversation to the class

saying the examples in Activity 1

For question 4, students can ask Where do you go on

the weekend?

T–12

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The goal of this section is to practice listening for the

main idea, to practice listening for specific information,

and to discuss the listening passages

Activity 1—Before you listen

assistant, movie director, nurse, TV host

model the pronunciation of the new items

to write the letters

ANSWERS

Activity 2

to write the names of the people Explain there are

four pictures but only three conversations—one

the chart Elicit which types of words go in

which column

words from the box in the correct column

ANSWERS

1 Jane, assistant, Boston, Los Angeles

2 Sergio, nurse, Rio de Janeiro, San Francisco

3 Jason, TV host, Taiwan, New York City

ExtRA iDEA

like the ones on the recording

for help

Activity 4

one of the conversations in Activity 2

know what information they are listening for in the recording

In the first conversation, does Jane remember Bob?

Does Jane’s job sound interesting? Why or why not?

In the second conversation, why does he say, “Hey! Wait

a second!”?

What does Bob want from Jane?

ExtRA iDEA

intonation to express emotions

board For example: boredom, surprise, excitement, and interest.

Have students repeat each line of the conversation, modeling the emotion of the speaker

for help

Smart talK

Teaching notes for the Smart Talk activity begin on page T–86

Remind students that there are extra Listening practice activities on Online Practice and On The Move.

T–13

Trang 31

Write the correct letter.

a movie director b TV host c nurse d assistant

2 Listen and write the correct names of the people in the conversations under the photos

There is one extra photo.

3 Listen again Use the words in the box to complete the chart.

Name is a/an is from lives in

4 Listening PLUS Listen to more of Jane’s conversation and answer the questions.

1 Who does Jane work for?

2 Does she work for a man or a woman?

3 What does Bob do?

4 What does Bob want to do?

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O N L I N E

PRACTICE

READING

1 Where are the people working?

2 What jobs are they doing?

I’m a Student, and I Have Three Jobs.

Marie Rodriguez is a student at the University of

lives with her parents in Highland Park, Cook County

for an apartment in Chicago is expensive,” she says “I

part-time jobs

“I bring food and drinks to customers Then in the

library On the weekend, I work at the movie theater I love it! I see movies for free!”

When does she study? “I study every day,” she says “On some weekends, I study all night.”

When does she sleep? “I don’t sleep a lot, but it’s

2 Read the article Choose ( ) True or False.

1 Marie lives with her parents in Chicago

2 She works in a restaurant in the evenings

3 She doesn’t study on the weekends

4 She likes working in the movie theater

5 Sometimes she doesn’t sleep on the weekend

3 GROUP WORK Discuss these questions.

1 Do you work and study at the same time?

2 Do you work to pay your tuition fees?

3 Do you have a part-time job? Describe it.

4 Do you or your friends have more than one job?

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The goal of this section is to practice reading

comprehension

Activity 1—Before you read

do you see? Elicit one or two answers.

Ask a few students to share their ideas with the class

ANSWERS

1 library, movie theater, and a restaurant

2 librarian, usher, server

Activity 2

article Ask What does the person do? (She’s a

student.) How many jobs does she have? (three)

recording Tell students not to be concerned if they

do not understand every word

and explain that these are challenge vocabulary

terms

the board

this point, ask students to use the context of the

sentence to guess the definition of each one and

then check their guesses in a dictionary Elicit and

write the correct definitions on the board

challenge term and share them with the class

ExtRA iDEA

reading to their partner

expressions such as How do you spell…? and Can

you say that again?

ExtRA iDEA

Have students write other true or false statements about the reading They can read these statements to a partner or to the class and elicit answers

Trang 34

The goal of this section is to practice the language in the

unit in an enjoyable, meaningful, and personalized way

Activity 1

at the first picture and read the caption Write police

officer on the board Ask Is this a police officer? Elicit

no, and then the correct name of the job (writer)

Model crossing out police officer and writing writer

instead on the board

Have students make pairs or small groups and correct

the names of the jobs Then have students share their

answers with the class

in the chart they would put this job Write it in

the chart

POSSIBLE ANSWERS

Difficult jobs: police officer, doctor, window washer

Interesting jobs: writer, architect, pilot, zookeeper

Dangerous jobs: police officer, pilot, zookeeper, window

washer

Boring jobs: server, pilot, window washer

Activity 4

job? Write the example sentences in speech bubbles

on the board Show how the sentences can be

adapted Say I think a writer is an interesting job

In the sentences on the board, substitute window

washer with writer and dangerous with interesting.

charts and their opinions of the jobs

sure students use the articles a and an, as they practice.

with the class

• LANGUAGE NOTE: When making generalizations,

you can use plural nouns For example: I think

architects have an interesting job.

EXTRA IDEA

the board and underline the words as shown:

I’m a server at a restaurant in Chicago.

I bring food and drink to customers.

I work at the movie theater.

I love it because I see movies for free.

underlined words on the board so that they apply to this job For example, for a zookeeper:

I’m a zookeeper at the National Zoo in Washington, DC.

I bring food to the animals.

I work in the monkey house.

I love it because the animals are funny.

job and write a description of it using sentences like the ones on the board

can read their sentences without saying the name of the job while other groups try to guess the job

an interesting job Suggest that they can search for

the name of the job and training, skills, and/or job

information If necessary, explain that they can often

find this information on websites for job postings, career office websites, and government websites

present it to the class

information they find on the Discussion Board on Online Practice You might also want to ask them

to use the Discussion Board for the next unit’s Warm-Up activity

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NOW I CAN

1 CLASS ACTIVITY Look at the pictures and correct the names of the jobs

2 PAIR WORK Make a list of ten jobs

3 What do you think of the jobs? Complete the chart.

Difficult jobs Interesting jobs Dangerous jobs Boring jobs

4 GROUP WORK Compare your answers

SPEAKING — The world of work

I think window washer

is a dangerous job

Find information about an interesting job

Make notes and share with the class

LISTENING

understand short conversations about people

Trang 36

WARM

VOCABULARY

1 Look at the picture What are the foods? Write the correct letter

Then listen and check your answers.

5 4 3

Meat Seafood Vegetables Others

3 CLASS ACTIVITY Find a classmate who likes each

food in the chart

A Do you like chicken? A What’s your name?

n

O N L I N E

PRACTICE

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target vocabulary: food

WARM-UP

know in English Write some of these on the board

Have students write down three of their favorite

foods Then elicit some answers

Board as part of the Online Practice, look at their

comments now with the class

Activity 1

to see which foods the students already know

chicken, etc.

Have students discuss the food choices of the people

in the picture Teach the words healthy, unhealthy, raw,

boiled, and fried Model sentences, such as The man

likes fried chicken and Fried chicken is an unhealthy

food Have students discuss in groups.

Activity 2

words meat, seafood, and vegetables.

PoSSiBLE ANSWERS meat: beef, chicken Seafood: salmon, shrimp, tuna Vegetables: lettuce, onions, carrots, beans,

tomato, potato

others: cheese, noodles, rice, bread, soup

Activity 3

answer questions to find out who likes each food in the chart

Vocabulary Tip

vocabulary words on index cards The new word should also be used in a sentence on the other side

of the card, as in the example

Remind students that there are extra Vocabulary practice activities on Online Practice and On The Move.

Vocabulary: beans, beef, bread, carrots, cheese, chicken, lettuce, noodles, onions, potato, rice,

salmon, shrimp, soup, tomato, tuna; cheeseburger, French fries, hamburger, lasagna, meatballs,

mushrooms, ramen, spaghetti, sushi

Conversation: Talking about likes and dislikes

Language Practice: Simple present

Pronunciation: Question intonation

Listening: Ordering in restaurants

Smart Talk: An information gap activity about food

Reading: An article about street foods in Seoul and brunch in San Francisco

Writing: A letter about your favorite restaurant

Speaking: A class discussion about food from different countries

SPEAKING

Likes and dislikes GRAMMARSimple present LISTENINGOrdering in restaurants REAdINGEating out

T–16

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the target vocabulary and grammar of the unit in a

typical conversation

WARM-UP

students know Write these on the board For

example: Japanese, Italian, Chinese, etc Then

elicit the foods associated with these restaurants

and write them on the board For example: sushi,

spaghetti, fried rice, etc.

example: Let’s have sushi and Do you want to have

some sushi?

Where do you think these people are? (In a park.)

Activity 1

familiar with For example: dumplings, Great idea!,

and I’m starving!

without doing the activity

practice each part

• KEY VOCABULARY: I’m starving! is a common idiom

that means I’m very hungry.

ANSWERS

VARIATION

have them close their books Pause the video before

Anthony’s lines and have students say his lines

EXPANSION

Leave space for Ana’s lines after each line

difficult, write a clue on each blank line

they were able to recreate the conversation

Activity 2

chart is color-coded and that items in the green column, for example, can be substituted into the green box in the conversation Demonstrate this

with hamburgers Point out the other colors, their

columns in the chart, and boxes in the conversation

column Explain to students that they can practice with their own ideas and write them in the blanks

on the bottom row of the chart

conversation Make sure pairs change roles so they practice each part

EXTRA IDEA

Books closed To reinforce learning, play the recording

or video of the model conversation while students write it down Give students time to try to complete the conversation from memory before playing the conversation for a second time

Activity 3

the conversation with a student

it can be adapted Ask a student what his or her favorite kind of food is and the name of a restaurant

in town that the student knows Change the example on the board to the student’s answers

class

T–17

Trang 39

1 Complete the conversation Then listen and check your answers

Practice the conversation with a partner.

Anthony Are you hungry?

Ana Hungry? I’m starving!

Ana No, not really Do you like 2 food?

Anthony Yes, I do I love it!

Anthony Great idea!

Ana OK! Let’s go!

2 PAIR WORK Practice the conversation again Use the ideas below

Add your own ideas.

3 PAIR WORK Make a plan to go to a restaurant Use real places in your town.

A Let’s have Italian food Do you want to go to Luigi’s Pizza?

B I don’t like pizza.

A How about Tomo Sushi?

O N L I N E

PRACTICE

USEFUL WORDS

ItalianMexicanJapaneseChineseKoreanPeruvian

Trang 40

Dora Chuck

1 Use the chart Complete the sentences.

Loves Likes Doesn’t like Hates

beef pizza hamburgers

beans onions sushi

noodles soup

vegetables rice

vegetables rice soup

chicken beans sushi

beef noodles onions

pizza hamburgers

1 Chuck loves hamburgers, but Dora them

2 Dora onions, but Chuck them

3 Chuck and Dora noodles, but they sushi

2 PAIR WORK Write three more questions about Chuck and Dora

Then ask and answer the questions.

PRONUNCIATION—Question intonation

1 Listen Notice the rising intonation at the end of yes/no questions

Then notice the falling intonation at the end of wh- questions.

1 Do you like pizza? 3 What kind of food do you like?

2 Do you like Chinese food? 4 What kind of ice cream do you like?

2 Listen again and repeat Be sure to use rising and falling intonation correctly.

O N L I N E

PRACTICE

The simple present

Do you like fish? Yes, I do No, I don’t

Does Chuck like noodles? Yes, he does No, he doesn’t

Do they like pizza? Yes, they do No, they don’t.

I like shrimp, but I don’t like salmon

Dora likes chicken, but she doesn’t like beef

Dora and Chuck like beans, but they don’t like noodles.

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