Oxford smart choice starter teachers book 3rd edition

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 •

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For SMArT ChoiCE!

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

Smart Choice Online Practice with On the move provides a wealth of media-rich

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

Smart Choice Online Practice

• 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

Total Seat Time 124 min 124 min 24 min

Jose

Activity Completion 19/168 19/144 5/5 Total Score 54% 54% 65%

Total Score Time 138 min 138 min 28 min

Kayla

Activity Completion 10/168 10/144 2/5 Total Score 93% 93% 36%

Total Score Time 42 min 42 min 16 min

Alexis

Activity Completion 3/168 3/144 5/5 Total Score otas 0% 0% 85%

Smart Choice Level 1

SMART CHOICE

Third EdiTion

nEW

For SMArT ChoiCE!

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

Choose the best word or phrase to complete the sentence.

5 I take every morning.

A) TV B) tablet

Midterm Test

Name: _ _

Date: _

Vocabulary

Look at the picture Choose True or False.

B False 2

The bus is late.

• 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

The Smart Choice Online Practice testing Program includes a comprehensive

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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Classroom video segments bring all Student Book Conversations to life, providing realistic models for discussing idioms, culture, pronunciation, and body language.

embedded answer keys and audio scripts

for all activities allow teachers to spend less time reviewing and correcting activities and more time promoting conversation

are embedded as links on each page Launch these

media assets to stimulate students with a broad range

of learning styles and promote heads-up participation

to write and save notes, move from single- to double-page format, and zoom in to highlight portions of each page

Smart Choice itools on USB transforms the Student Book into a media-rich classroom

presentation tool The intuitive design of iTools helps teachers navigate easily from page

to page Unit-by-unit Teacher’s Book reference notes provide recommendations for

where and how to effectively integrate iTools iTools is compatible with all interactive

whiteboard hardware and can also be used with a computer and data projector

Smart Choice itools also includes dozens of extra resourceson the iTools USB

including speaking practice worksheets, video worksheets, and PowerPoint™ grammar

presentations, giving teachers more useful tools for classroom presentation and

customizable resources for student practice

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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 iTools with customizable resources

Smart ChOiCe Starter

Smart Choice Starter is for beginner students of English

This slow-paced book takes students from a limited

knowledge of English to the use and understanding

of everyday expressions, structures, and phrases that

allow students to meet their basic needs After using

Smart Choice Starter students will be able to interact

in a simple way with others using English Starter

takes students through the A1 level of the Common

European Framework of Reference (CEFR)

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 iTools

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, extra ideas, and notes on when to use the resources available on iTools

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

itools with audio, Video, and extra resources

iTools, available on USB, contains all the Student Book audio and video, and a range of extra classroom resources These include customizable worksheets

to encourage extra speaking practice, animated PowerPointTM presentations of the grammar, and video worksheets to fully exploit the video in the classroom

Key FeatUreS OF Smart ChOiCeSuccess 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 The iTools customizable worksheets let teachers adapt material to match the interests and backgrounds of their students

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hOW Smart ChOiCe WOrKS

Each unit of Smart Choice Starter 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 through iTools 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

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

to practice the key language of the preceding three units

The Review reading page features a colorful, style article or text that students can relate to The activities build students’ reading skills while providing input for classroom discussion

magazine-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

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USEFUL CLASSROOM LANGUAGE

VOCABULARY

5 Excuse me, can you repeat that, please?

I’m sorry, I don’t understand

I’m sorry, can you speak more slowly?

How do you say

in English?

Soup S-O-U-P

How do you spell soup?

1 How do you say in English?

3 How do you say this word? 4 What does mean?

How do you say this word? Luggage.

What does luggage mean?

Excuse me, can you repeat that, please? I’m sorry, I don’t understand.

I’m sorry, can you speak more slowly?

2 How do you spell ?

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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 essential

expressions

WARM-UP

Books closed Elicit some English phrases and words

that students already know Point to things in the

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

ask What’s this/that in English? Elicit answers and write

them on the board Try to fill the board with English

that students already know

Activity 1

• Books closed Ask some students What’s your name?

Then ask How do you spell your name? Write the

questions and answers on the board Have pairs

practice asking and answering the questions

• Point to something in the classroom For example:

a book Elicit the word for book in the students’

native language Then ask How do you say [book in

the students’ language] in English? Elicit the answer

Select students two at a time Point to things in

the classroom Have students ask and answer the

question How do you say in English?

• Use similar procedures to explain some of the other

expressions:

How do you say this word?

What does mean?

Excuse me, can you repeat that, please?

I’m sorry, I don’t understand.

• Books open Focus attention on the pictures and

elicit or explain the meaning of the expressions

Model the expressions Have students repeat the

expressions after you

• Play the recording Have students practice the

expressions again

ExtEnsion

• Have students look carefully at the pictures in the

Student Book and role-play the situations For

example: have students pick up their notebooks and

pens, as in the first picture Have students practice

asking and answering the questions

• Have students walk around the room, practicing

the expressions in the Student Book Encourage

students not to look at their books If students have

trouble, write the expressions on the board

ExtRA iDEA

Make statements and then elicit questions from

students 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

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The goal of this section is to present and practice

more expressions to enable students to use English in

the classroom

WARM-UP

• Books closed Elicit the expressions that students

learned on page 2 Elicit the answers Write the

students’ responses on the board in the form of a

model conversation For example:

A Excuse me How do you say [book] in English?

B Book.

A How do you spell “book”?

B B-O-O-K.

A Thank you.

• Have students make pairs Model the conversation

with a student Then have students practice in pairs

Activity 1

• Books open Focus attention on the first picture

Write the conversation beneath the picture on the

board Read the conversation once, acting it out

so that students understand the meaning of the

sentences and expressions Then read it again and

have students repeat it after you

• Focus attention on the sentences in the box Read

the sentences and have students repeat them after

you

• Focus attention on the example Explain that

students need to complete the activity by filling in

the blanks with the other sentences in the box

• Have students do the activity on their own As

students work, walk around the class to check

progress and offer help as necessary

• Play the recording Allow time for students to

change incorrect answers Then 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?

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Then listen and check your answers.

Can you repeat that? How do you pronounce this word?

How do you spell that? What’s this called in English?

What does delighted mean?

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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artist businesswoman server

Write down new words

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Vocabulary: actor, artist, businesswoman, chef, server, singer, student, teacher,

web designer, writer; engineer, model, programmer, tour guide

VOCaBUlary

The goal of this section is to present and practice the

target vocabulary of the unit: occupations

WARM-UP

• Make sure students understand the meaning of

introduce yourself.

• Focus attention on the warm-up instruction Model

introducing yourself to a student Have the student

introduce him- or herself to you

• Have students turn to the person next to them and

introduce themselves

• If students contributed to the Warm-Up Discussion

Board as part of the Online Practice, look at their

comments now with the class

Activity 1

• Books closed Elicit jobs the students already know

in English Write the names and the jobs of some

famous people on the board For example: Taylor

Swift = singer Then point to yourself and say I am

a …? Write teacher on the board to complete the

sentence even if students don’t answer with the

word Point to a student and say You are a ? Write

student on the board to complete the sentence.

• Books open Focus attention on the pictures and do

the example with the class

• Model the target vocabulary items—a singer, an

actor, etc.

• Have students complete the activity on their own

article an is used before nouns that begin with a

vowel sound and that a is used before nouns that

begin with a consonant sound Practice saying the

vocabulary with the correct articles

common to use gender neutral words to describe

some occupations For example: actor is increasingly

being used for both men and women; server

is used instead of waiter or waitress However,

businesswoman and businessman are still more

common than businessperson

ExtRA iDEA

Have students come to the board one at a time

Whisper a job to each student and have them act it out silently for the class The other students guess the job Alternatively, have students think of a job and act

it out

Vocabulary Tip

• Focus attention on the Vocabulary Tip box Explain to students that writing down new words in a notebook

is a good way to remember the words they’ve learned

• Show students an example of a small notebook they can use for vocabulary Then have students bring

in notebooks to class Give them time to write the new words in it, along with the definition, and notes about the pronunciation

SmARt ChoiCE oNLiNE

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

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target vocabulary and grammar of the unit in a typical

conversation

WARM-UP

Books closed Elicit students’ jobs or the jobs of famous

people students know For example: Jon is a student

Leo is a singer.

Activity 1

• Books open Focus attention on the model

conversations

• Preteach words and phrases students might not be

familiar with For example: Mrs., Vancouver, start,

seat

• Have students read each conversation silently before

doing the activity

• Play the recording Pause after each line of the

conversations and have students repeat

• Model the first conversation with a student Then

have students practice it in pairs Make sure pairs

change roles so they practice each part

• As students work, walk around the class to check

progress and offer help as necessary

• Model the second conversation with a student Then

have students practice it in pairs Walk around the

class and help as necessary

and teacher in a class are both adults, it can be

appropriate for the student to call the teacher by his

or her first name However, if the teacher introduces

herself as Mrs Jones, for example, then that is what

students should use

Hello Are you from (New York)? can be used to

ask where a person was born, or where they grew

up Great! is an informal way to express a positive

feeling about something How about you? is a

common phrase used to ask someone the same

question they have just asked you Sure thing has

many meanings Here it means OK or Yes, I’ll do it.

ExtEnsion

• Books closed Write Anthony’s lines on the board

• Point to and say Anthony’s first line Ask a student

to reply Accept any reasonable answer If students

find this difficult, say the first word or a key word

of the line

• Continue with the rest of Anthony’s lines Have

different students say Mrs Davis’s lines

• Have different pairs say the conversation for

• When students are familiar with the conversation, have them close their books Pause the video before Mrs Davis’s lines and have students say her lines

Useful Words

• Focus attention on the Useful Words box Explain that there are many different answers to the

question How are you?

• Have students practice asking and answering the

question How are you? using the words and phrases

in the box

Activity 2

• Focus attention on the instruction and the example conversation in the speech bubbles Explain that students will practice the conversations in Activity 1 again replacing the underlined words with their own information

• Model the first line of conversation 1 using the name of a student Have the student repeat the line

Then model the second line, using your own name

Continue to the end of the conversation, using both your personal information Be sure to substitute expressions from the Useful Words box

• Have students make new pairs and practice the conversations again, using information that is true for them as well as the Useful Words expressions

• Make sure students change roles so they practice each part

• As students work, walk around the class to check progress and offer help as necessary

ExtRA iDEA

• Scramble the sentences for each conversation in Activity 1 and write them on the board Have pairs work together to put the lines in the correct order

• Have pairs check their answers by reading the conversations to the class Have the class listen and say if it is correct or not

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

T–5

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O N L I N E

PRACTICE

CONVERSATION

conversations with a partner.

1 Anthony Hi I’m Anthony Nice to meet you

Mrs Davis My name’s Mrs Davis Nice to meet

you, too

Anthony Are you from New York,

Mrs Davis?

Mrs Davis Yes, I am How about you?

Anthony I’m from Vancouver

2 Mrs Davis Hello, Anthony.

Anthony Oh, hi, Mrs Davis How are you?

Mrs Davis Not bad, thanks How about you?

Anthony Good, thanks

Mrs Davis Well, class is about to start, so please

take your seat

Anthony Oh, uh sure thing!

Use information about you for the underlined words.

Hi, I’m Marco Nice to

to meet you, too.

I’m a student • Unit 1

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I’m Sara I am I’m I’m not a student I am not I’m not

You’re a student You are You’re He isn’t a teacher isn’t is not

She’s an actor She is She’s

Grammar Reference page 104

Jonathan Ive, designer

J K Rowling, writer

Scarlett Johansson, actor

Ailee, singer

Bill Gates, businessman

Gordon Ramsay, chef

Hi I’m Rosa I’m from

server I’m from Paris.

I’m a student • Unit 1

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langUage PraCtiCe

target grammar: statements with be.

• Books closed Write the following sentences from

the conversations on page 5 on the board:

I’m Anthony.

I’m from Vancouver.

• Explain how I am becomes I’m, you are becomes

you’re, he is becomes he’s, and she is becomes she’s.

• Books open Write the examples from the Language

Practice box on the board Underline the words that

are written in bold in the box

• Write several jobs on the board Elicit statements

such as I’m a student She’s a teacher.

• Direct students to page 104 of the Grammar

Reference for more information

isn’t a student and He’s not a student mean the

same thing The only difference is which words are

contracted

Launch Unit 1 PowerPoint™ slide show

from the iTools Resources tab for additional

grammar presentation and practice

Activity 1

• Ask students if they recognize any of the people

in the pictures Then focus attention on the first

picture and ask What’s his job?

• Do the example with the class Make sure students

understand they should use the information under

each picture to complete the sentences Ask why

isn’t and He’s are the correct words to complete the

sentences (isn’t = is not, He’s = He is)

• Have students fill in the blanks on their own

Apple Inc He is from the UK Scarlett Johansson is

an actor, model, and singer She is from the US Bill

Gates is the founder of Microsoft He is from the US

J.K Rowling is a writer She is most famous for the

Harry Potter books She is from the UK Ailee (real

name: Amy Lee) is a K-pop singer She is originally

from the US Gordon Ramsay is a chef, businessman,

and reality TV star He is from the UK

• Have a student call out a name and a job and then

point to another student, e.g., Beyoncé, server.

• Have that student make a true sentence, e.g.,

Beyoncé isn’t a server He or she then calls out a

name and a job and points to another student

• Continue around the class

Activity 2

• Focus attention on the example introductions in the speech bubbles Model them and have students repeat

• Give one example with true information about yourself

• Have students introduce themselves to the class

Make sure students understand that they should mention their name, where they are from, and their occupation

• If your class is large, have students do the activity

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target grammar: yes/no questions with be.

• Write the examples from the Language Practice box

on the board Underline the words that are written

in bold in the box Explain to students why these

words change

• Write several cities and jobs on the board Ask

individual students questions such as Are you from

Paris? Are you a chef? Follow up with questions in

the third person: Is he from Paris? Is he a chef?

Reference for more information and practice

Yes, he’s or Yes, she’s The correct response with Yes

in these cases is always Yes, he is and Yes, she is.

Activity 3

• Focus attention on the example Make sure students

understand why Are and am are the correct words to

complete the conversation (Are is the correct form of

be for you; am is the correct affirmative form for I.)

• Focus on item 6 Explain that students should

complete this conversation with a question and

an answer about origin or job, similar to those

in the other items, but using information about

themselves If necessary, give an example with

information about yourself For example: Are you a

student? No, I’m not I’m a teacher.

• Have students fill in the blanks on their own Then

check answers

• Have several students read their conversations in

item 6 for the class

5 Are, aren’t, They’re

6 Answers will vary.

Activity 4

• Focus attention on the text in the speech bubbles

Explain that students should complete the

conversation with their own information in pairs

• Have students make pairs and look at the

conversation Give them time to think about how to

fill in the blanks with their own information

• Model the activity with a student Then have

students practice the conversation in pairs Walk

around the class and offer help as necessary

• Have pairs say their conversation for the class

ANSWERS

Answers will vary.

ExtEnsion

• Books closed Write the following headings on the

board: Names, Places, Jobs.

• Elicit unusual and funny names, places, and jobs

Write six of these under each heading and number them 1–6 For example:

1 Goofy the moon cowboy

2 Chandler a sushi bar clown

4 Ms Pac-Man Mt Fuji TV star

5 Mr Bean the ocean spy

6 Poochie Starbucks clerk

• Books open Give one student a six-sided die and then have another pair read the conversation aloud

in front of the class When they come to each blank, the student rolls the die, and the number determines the name, place, or job the students say

For example: Hi I’m Moose or Are you from Paris?

• Copy the funny dialogue onto the board and have students revise it so it sounds more natural

• Have students practice the conversation in pairs, using their own suggestions for funny names, places, and jobs

ExtRA iDEA

Have students brainstorm questions that would logically follow the conversation in Activity 4 Write them on the board Divide the class into new pairs and have them extend the conversation

Print Unit 1, Worksheet 1 from the iTools Resources tab for additional, in-class speaking practice.

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

T–7

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O N L I N E

PRACTICE

1 A Are you from Rio?

Yes/no questions with be

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

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

Are they from Tokyo? Yes, they are./No, they aren’t.

PRONUNCIATION—Reduction of a/an

Unreduced Reduced

1 I’m a student Imuh student.

2 You’re a teacher Youruh teacher.

Unreduced Reduced

3 He’s a server Hezuh server.

4 She’s an actor Shezuhn actor.

Hi, I’m

Nice to meet you, too

Are you from ?

How about you?

Hi, I’m Nice to meet you.

I’m from

Are you a/an ?

I’m a/an ?

How about you?

I’m a student • Unit 1

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1 BEFORE YOU LISTEN Which of these jobs do you like? Check the pictures.

Tom Cruise an engineer Canada a student

1 Sara isn’t from the US She’s from Canada

2 John is

3 The man isn’t He’s Brad Pitt

4 Paula isn’t a businesswoman She’s

1

4 Listening PLUS Listen to more of Paula and Ted’s

conversation Choose ( ) True or False.

1 Paula isn’t from the US

2 Ted is from New York

1 a programmer 2 a tour guide 3 a model 4 an engineer

I’m a student • Unit 1

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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

• This activity introduces four new vocabulary items:

engineer, model, programmer, tour guide.

• Focus attention on the new vocabulary items Make

sure students understand their meaning Then

model their pronunciation and have students repeat

• Briefly explain what like means On the board draw

a simple smiley face and write like next to it Make

statements using like, such as I like Bruno Mars,

I like coffee, etc Draw an unhappy face and write

don’t like next to it Make statements using don’t like.

• Have students choose the jobs they like Make sure

they understand they can choose more than one

• Have students tell the class the jobs they chose

ANSWERS

Answers will vary.

Activity 2

• Focus attention on the four pictures with people

talking Point out the circles where students should

write the number of the conversations between the

people in the pictures

• Play the recording Have students write the numbers

of the conversations Then check answers

ANSWERS

A 4 B 3 C 2 D 1

Activity 3

• Focus attention on the word box and the incomplete

sentences Explain to students that they are going to

listen to the same recording again This time they

need to complete the statements about the people in

the conversation with words from the box

• Give students time to read the incomplete sentences

silently

• Play the recording again Have students complete

the sentences Then check answers

ANSWERS

1 Canada

2 a student 3 Tom Cruise 4 an engineer

ExtEnsion

• Write additional comprehension questions on the

board For example: Where are Mark and Sara? How

is John today? etc.

• Have students listen again and answer the questions

Activity 4

• Focus attention on the picture of Paula and Ted

Have students point to the picture of Paula and Ted

in Activity 2 Explain that they will hear more of their conversation and mark if the sentences about them are true or false

• Give students time to read the two statements silently

• Play the recording and have students choose true

or false Then check answers.

ANSWERS

1 True 2 False

ExtEnsion

• Write additional comprehension questions on the

board For example: Where is Paula from? and

Where is Ted from?

• Have students listen again and answer the questions

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

• Explain to students that they are going to play a

board game

• Focus attention on the instructions Each player

needs to choose a game piece—for example, a coin,

an eraser, or a hairpin Explain how students move

forward on the board: they should flip a coin and

move one space if they get heads and two spaces if

they get tails The first student to reach the FINISH

square wins the game

• Go over the questions Make sure students

understand South Korea, band, and the expression

Make a question.

• Have students practice making a question Elicit

some of these to confirm they understand that this

is an opportunity for them to communicate in an

open and creative way

• Focus on the example conversation in the speech

bubbles Model the first question and answer with

a student Encourage students to give as detailed an

answer as possible, for example: No, she isn’t She’s a

singer.

Activity 2

• Have students make pairs or groups and play the

game Make sure each pair or group has a coin

before starting

• As students work, walk around the class to check

progress and offer help as necessary The goal of this

activity is primarily fluency rather than accuracy

Students should be encouraged to formulate

questions and answers in a manner that you and

other students understand However, the focus

should be on encouraging students to communicate

freely and to answer the questions in detail

ANSWERS

1 No, she isn’t She’s a singer

2 Possible answers: Yes, I am / No, I’m not I’m from

3 S-E-R-V-E-R

4 Questions and answers will vary.

5 No, they’re not They’re from the UK and Ireland.

6 Possible answers: Yes, he/she is / No, he/she isn’t

He/She’s from

8 Possible answers: Yes, I am / No, I’m not I’m a/an

9 No, he isn’t He’s an actor.

ExtEnsion

If some groups or pairs finish before the others, have them start again from the beginning, this time making all their own questions

• Have students go online to find out information about their favorite celebrity Suggest that they can search for information such as full name, job, and country of origin Encourage students to search on English language websites

• Have students write a text with the information or present it to the class

• Remind students that they can also share the 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

Trang 23

NOW I CAN

1 Play the game in pairs or groups.

2 Choose an object as a game piece

3 Use a coin to move Heads = 1 space

Tails = 2 spaces

4 Take turns asking and answering questions.

SPEAKING — Are you from South Korea?

Find information about your favorite celebrity

Tell your classmates.

READING

understand what people do

Is Taylor Swift a model?

No, she isn’t She’s

a singer.

NOW I CAN

1 Read the instructions below to play the game.

1 Play the game in pairs or groups.

2 Choose an object as a game piece.

3 Use a coin to move Heads = 1 space Tails = 2 spaces.

4 Take turns asking and answering questions.

SPEAKING — Are you from South Korea?

Find information about your favorite celebrity

Tell your classmates.

GOONLINE

SPEAKING

make an introduction

READING

understand what people do.

Is Taylor Swift a model?

No, she isn’t She’s

a singer.

9

Are you a teacher?

7

Make a question

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WARM

When is your birthday?

the words above Check that your partner wrote the words correctly.

USEFUL LANGUAGE

@ = “at”

.com = “dot com”

Daniel Williams About Me

a email address c birthday e address g favorite food i nickname

b hobby d major f phone number h favorite singer j hometown

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Vocabulary: address, birthday, email address, favorite food, favorite singer, hobby, hometown,

major, nickname, phone number; cycling, photography, swimming, tennis

VOCaBUlary

target vocabulary of the unit: personal information

WARM-UP

• Books closed Elicit or teach the months Write

them on the board

• Draw a simple picture of a birthday cake on the

board Write the following next to it: My birthday

is in Complete the sentence with your

birthday month and model the sentence for the

class

• Ask each student When is your birthday? Write their

answers on the board

Activity 1

• Books open Focus attention on the icons and the

photos Check to see which vocabulary items the

students already know

• Model the target vocabulary items—email address,

hobby, birthday, etc.

Activity 2

Play the recording Allow time for students to change

incorrect answers Then check answers

• Focus attention on the Useful Language box

Explain that when saying an email address, we say

“at” for @ and “dot com” for com

• Have students practice saying their email addresses with a partner

ExtRA iDEA

• Read telephone numbers, street addresses, and email addresses to students at natural speed and have them write down the information

• Have students read the list back to you to check their answers

• Then have students repeat the activity in pairs

SPEAKING

Personal information GRAMMARPossessives/Questions LISTENINGPersonal information REAdINGPersonal details

T–10

Trang 26

conversation

WARM-UP

Books closed Elicit a student’s personal information

Ask, for example, What’s your major? Write the

information on the board For example: Tara’s major

is history.

Activity 1

• Books open Focus attention on the conversation

• Preteach words and phrases students might not be

familiar with For example: I’m ready for…, Me, too!,

and Really?

• Have students read the conversation silently before

doing the activity

• Play the recording again Pause after each line of the

conversation and have students repeat Be sure to

correct pronunciation and intonation

• Have students make pairs and practice the

conversation Make sure pairs change roles so they

practice each part

ANSWERS

1 b 2 a 3 c

ExtEnsion

• Books closed Write Anthony’s lines on the board

• Point to and say Anthony’s first line Have a student

recreate Kelly’s line Accept any reasonable answer

If students find this difficult, say the first word or a

key word from the sentence

• Continue with the rest of Anthony’s lines and

different students saying Kelly’s lines

the class

VARiAtion

Launch the video on iTools p 11 for visual

presentation of the Student Book dialogue.

• Play the video instead of the recording when

students are checking their answers

• Play the video again before students practice

the conversation Pause after each line of the

conversation and have students repeat

• When students are familiar with the conversation, have them close their books Pause the video before Kelly’s lines and have students say her lines

Activity 2

• Focus attention on the chart Explain that the 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 sushi

Point out the other colors, their columns in the chart, and boxes in the conversation

• Elicit other words or phrases that can go in each 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

• Have students make pairs and practice the conversation Make sure pairs change roles so they practice each part

Conversation Tip

• Focus attention on the Conversation Tip box

Explain that students can use expressions of

agreement such as Me, too! to remain active

in a conversation

• Have students practice by saying a statement to a

partner The partner agrees by saying Me, too!

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

T–11

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O N L I N E

PRACTICE

CONVERSATION

Practice the conversation with a partner.

a chemistry b pizza c Vancouver

Anthony OK, Kelly I’m ready for the interview.

Kelly Great! So, Anthony, what’s your favorite food?

Anthony My favorite food is 1

Kelly Me, too! And what’s your major?

Anthony My major is 2

Kelly Really? I’m a biology major What’s your hometown?

Kelly That’s my favorite place!

Anthony So… what’s your phone number?

Use the ideas below Add your own ideas.

sushi history TokyoMexican food math Acapulco

PLAY AN ACTIVE ROLE

Use agreement statements to keep active in a conversation

My favorite food is pizza

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o n l i n e

PRACTICE

2.05a Driver's Lic.eps

05-12-1997

2026

2.04a Envelope.eps

USA

POSTAGE

M N O P Q R S T U V W X Y

Marks, Joe JoeMar@MV.eduPark, Alice Park20@MV.eduSmith, Tim happy@MV.edu

Wu, Terry twu@MV.edu

His/Her major is chemistry com “dot com”

Our phone number is 555–7612 edu “dot e-d-u”

Their address is 710 Dock Street. – “dash”

phone number Take turns telling your information and completing this name card for your partner.

1 Her name is Alice Park

3 birthday May 12th

2 address 83 Baxter Street

4 email address AWest@go.com

Amy <AWest@go.com>

English class

New Message

ToSubjectFrom Paul PKim@LA.net

i’m elvis neymar

My address is 350 5th avenue, new York, nY 10118.

Name Address Phone

12/07/2016

Eric Fox

83 Baxter StreetNew York, NY 10013

Grainer College

22 Charles Street Boston, MA 02114 What’s your phone number? • Unit 2

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target grammar: possessives

• Books closed Point to yourself and say, for example,

My favorite food is pizza Ask a female student,

What’s your favorite food? Elicit an answer, for

example, ice cream Speak directly to the student

and say Your favorite food is ice cream.

• Then write the student’s response on the board

For example: Tina’s favorite food is ice cream Her

favorite food is ice cream Repeat this procedure with

a male student to teach his.

• To teach our, write on the board: My favorite food is

pizza Mike’s favorite food is pizza Our favorite food

is pizza To teach their, write on the board: Tina’s

favorite food is ice cream Dave’s favorite food is ice

cream Their favorite food is ice cream.

• Books open Focus attention on the examples in

the Language Practice box Elicit statements using

possessives and personal information, such as My

name is Sun-hee Your name is Maria Her name is

Kelly His name is Yuri

Reference for more information

use common abbreviations such as Rd (road), Ave

(avenue), and St (street).

Launch Unit 2 PowerPoint™ slide show

from the iTools Resources tab for additional

grammar presentation and practice

Activity 1

• Focus attention on the activity and the example in

item 1 Make sure students understand that her and

is are the correct words to complete the sentence

because of the information on the ID card: Alice

is a woman (possessive her) and name is a singular

noun (verb is).

change incorrect answers Then check answers by

having different students read out the complete

sentences

usually comes before the day in official documents

For example, in the driver’s license, May 12th, 1997

the other people in the directory For example: Tim’s

email address is happy@MV.edu.

• Have students continue the activity in pairs, using the information from the directory, the envelope, the driver’s license, and the email

Activity 2

• Provide an example of a creative and/or amusing name, address, email address, and phone number

Say My name is My address is

My email address is _ My phone number is

_ Draw a rectangle on the board and write the name, the addresses, and the phone number inside it, so that it resembles a name card

• Focus attention on the activity in the book Allow time for students to think about their own creative name cards

• Have students make pairs Then students take turns telling each other their imaginary personal information and completing the name card with their partner’s information

• Ask students to share their partners’ imaginary identities with the class Then have a show of hands

to decide which one is the most interesting

ExtRA iDEA

Hold up pictures of individual men and women as well as groups of people of different ages from books

or magazines Say one piece of information, for

example: biology Have students use the picture and the

information to make a sentence using possessives, for

example: Their major is biology.

ExtRA iDEA

Say a sentence, for example: Bill’s phone number is

555-9876 Ask a student to say the sentence again with

the correct possessive adjective: His phone number is

555-9876.

ExtRA iDEA

Have students use the sentences in Activity 1 to write their own information: name, address, birthday, and email address Then have them share their information with the class

T–12

Trang 30

target grammar: wh- questions with be.

• Books closed Review the possessive adjectives his,

her, my, and your Elicit statements such as My name

is Her name is

• Books open Write the examples from the Language

Practice box on the board Underline the words that

are written in bold in the box Elicit or explain the

meaning of the question words For example: What

starts a question about specific information or a

thing, Where starts a question about a place, When

starts a question about time or a date, Who starts a

question about a person

• Ask individual students questions such as What’s

your name? Who’s your favorite singer? When’s your

birthday? Follow up by asking other students

third-person questions about what they just heard

For example: What’s her name? Who’s his favorite

singer? When’s Marco’s birthday?

Reference for more information and practice

Activity 3

• Focus attention on the example Make sure students

understand that d is the correct answer because it

answers the question about someone’s name

• Check answers by having pairs of students read out

the matching questions and answers

ANSWERS

1 d

2 b 3 e 4 c 5 f 6 a

Activity 4

• Focus attention on the instructions and the

examples Make sure students understand they

should complete the answers with their own

information

• Have students look at the conversations Give them

time to think about how to fill in the blanks with

their own information

• Have students make pairs and take turns taking

each part of the conversation

• Have students say the conversation for the class

ANSWERS

1 What’s your, (answers will vary)

2 Where’s, (answers will vary)

3 When’s your, (answers will vary)

4 Who’s your, (answers will vary)

ExtRA iDEA

Have students play a guessing game Divide the class into pairs One student thinks of a famous person but doesn’t say a name The other student tries to guess the

famous person’s identity by asking wh- questions about,

for example, the person’s major, hometown, hobby, favorite food, nickname, etc

• Play the recording again and pause after each phone number for students to repeat

• Then have students practice saying the phone numbers to the class

Activity 2

• Play the recording and have students pay attention

to how the email addresses are said

• Play the recording again and pause after each email address for students to repeat

• Then have students practice saying the email addresses to the class

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

T–13

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O N L I N E

PRACTICE

PRONUNCIATION—Saying phone numbers

and email addresses

Then listen again and repeat.

1 (987) 525-6712

2 (265) 725-6388

3 (03) 3459-0390

4 (0141) 36-2395

Then listen again and repeat.

1 dan.rogers@internet.co.uk

2 ariel_wu@torontodesign.co.ca

1 What’s his name? d a They’re from Mexico.

2 What’s her address? b It’s 412 Park Avenue.

3 What’s Anna’s email address? c It’s Elvis Presley.

4 Who’s your favorite singer? d His name’s Paul.

5 When’s his birthday? e It’s anna7@webmail.net.

6 Where are they from? f It’s December 17th.

Wh– questions with be

What’s their email address? It’s smile21@inter.net

Who’s your favorite singer? It’s Madonna

the conversation Use information about you.

1 A What’s your favorite food?

B My favorite food is pizza .

2 A our teacher from?

Trang 32

8:50 AM Incoming call

J

K M N O P

Jordan, Dave Josephs, Ann

R

T

U V W X Y

1 BEFORE YOU LISTEN Which of these things do you do? Check the pictures.

1 Swimming is Fiona’s favorite hobby

2 Michael’s nickname is Mike

3 Kyoko’s telephone number is 524-9056

4 Today is Dana’s birthday

4 Listening PLUS Listen to more of Fiona’s conversation

Complete the chart.

Fiona’s personal information

1 Home phone number

1 swimming 2 photography 3 cycling 4 tennis

What’s your phone number? • Unit 2

Trang 33

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

• This activity introduces four new vocabulary items:

cycling, photography, swimming, tennis.

• Focus attention on the pictures and the new items

Model the pronunciation of the words and have

students repeat

• Read the question and have students choose all the

activities they do

• Ask some students to share their answers with

the class

ANSWERS

Answers will vary.

Activity 2

• Focus attention on the four pictures Explain that

students will listen and complete the red fields with

the correct information Focus attention on the

information that students need to complete

• Play the recording and have students do the activity

Then check answers

ANSWERS

1 9203 2 mike@school.edu 3 23 4 10-7

Activity 3

• Explain to students that they will listen again and

mark the correct true or false box.

• Read the sentences aloud and make sure students

understand their meaning

• Play the recording and have students do the activity

Then check answers

ANSWERS

1 True

2 True 3 True 4 True

Activity 4

• Explain that students will hear more of Fiona’s

conversation and complete the chart with her

personal information

• Give students time to read the personal information

they need to listen for

• Play the recording and have students complete the

chart with Fiona’s personal information

ANSWERS

1 577-394-2769

2 30 West Street 3 September 8 4 109-142-8375

ExtRA iDEA

• Have students make pairs

• Write these questions on the board:

What’s your home phone number?

What’s your address?

Wh at’s your driver’s license number?

• Have students ask and answer the questions in pairs

• Have students report back to the class about their partner

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

T–14

Trang 34

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

unit in an enjoyable, meaningful, and personalized way

Activity 1

• Focus attention on the chart Check that students

understand they will fill out the chart with

information about themselves

ANSWERS

Answers will vary.

Activity 2

• Have students make groups Explain that they will

ask each other for their personal information

• Model the example conversation with a student

• Focus attention on the class directory Make sure

students understand that they should write the

names of the other students in their group in the

chart

• Have students interview the other students in their

group, asking for their personal information to

complete the chart

ANSWERS

Answers will vary.

Activity 3

• Focus attention on the example in the speech

bubble Explain that students will use the

information in their charts to tell the rest of the

class about their group members

• Have students take turns making sentences about

their classmates Make sure they use third-person

sentences

ExtEnsion

• Put students in pairs and have them exchange the

information in their charts Make sure they use

third-person sentences For example: Kensuke’s

nickname is Ken His favorite singer is Elvis Have

students write down what they hear on a separate

piece of paper

• Have students find the people their partner told

them about and confirm the information they

heard For example: Kensuke, is your nickname Ken?

Is your favorite singer Elvis?

• Have a few individual students say one sentence

about themselves and then one sentence about

another student in the class For example: My

nickname is Slim Her hobby is photography.

ExtRA iDEA

• Have students brainstorm other categories to

add to the directory For example: phone number,

1 and I have the same hobby.

2 and I have the same birthday.

3 and I have the same favorite singer.

4 and I have the same favorite food.

• Have the students move around the classroom and find people with the same hobby, birthday, favorite singer, or favorite food Have them write the people’s names in the blanks

ExtRA iDEA

Put students in pairs to play a guessing game One student describes a person in the class without saying

a name For example: Her nickname is Princess Her

favorite food is spaghetti The other student tries to

guess who is being described

• Have students go online to find out information about their favorite singer Suggest that they can search for their nicknames, hobbies, and favorite foods, for example

• Have students write a text with the information or present it to the class

• Remind students that they can also share the 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

Trang 35

NOW I CAN

SPEAKING — Class directory

Find three personal details about your favorite singer Tell your classmates.

GO

ONLINE

Is your name Charles?

What’s your nickname?

Yes, it is.

It’s Chuck.

classmates? Share your information with the class.

LISTENING

understand short conversations about people

READING

understand personal details in forms

Makiko’s favorite band

Trang 36

Then close your book How many words can you remember?

Wallet, cell phone, glasses…

glasses glasses glasses

Practice spelling new words

to learn them.

VOCABULARYTIP

a a driver’s license c glasses e money g a wallet i a school ID card

b keys d a cell phone f an ATM card h headphones j textbooks

Trang 37

Vocabulary: an ATM card, a cell phone, a driver’s license, glasses, headphones, keys,

money, a school ID card, textbooks, a wallet; black, blue, gray, green, red, white

SPEAKING

Things you have GRAMMARThis/that, these/those LISTENINGThings people have REAdINGPersonal possessions

VOCaBUlary

target vocabulary of the unit: personal items

WARM-UP

• Books closed Focus attention on the warm-up

question Take some things out of your bag As you

do, say the words and write them on the board

• Have students take out other items from their bags

As each student holds up the item, elicit the word in

English Write the words on the board

Activity 1

• Books open Focus attention on the picture Check to

see which vocabulary items the students already know

• Model the target vocabulary items: a driver’s license,

keys, glasses, etc.

• Do the example with the class Then have students

complete the activity on their own

Activity 2

Play the recording Allow time for students to change

incorrect answers Then check answers

Play a drawing game Have students work in groups

Students take turns drawing a vocabulary word, and the

other students in the group guess what it is

ExtEnsion

Ask the class if they know the words for any other elements in the picture in Activity 1 Students should

know businessman, businessperson, businesswoman,

server, student, which were taught in Unit 1.

ExtRA iDEA

• Play a memory game Bring in vocabulary items

or borrow them from students for the activity Put several items on the tray, and be sure to vary their number (for example, 5 keys, 2 pairs of glasses, a cell phone, 3 ID cards, and a set of headphones)

Then cover the tray with a towel

• Give students one minute to study the tray, and then cover it again Have them write down all the items they can remember

Vocabulary Tip

• Focus attention on the Vocabulary Tip box Explain that when students practice spelling a word, it helps them learn the word

• Have students practice spelling words by writing them repeatedly in their notebooks

T–16

Trang 38

conversation

WARM-UP

Books closed Borrow several personal items from

students Then write sentences about each object and

who it belongs to on the board, for example: This is

Joshua’s cell phone This is Maria’s book

Activity 1

• Books open Focus attention on the model

conversation

• Preteach words and phrases students might not

be familiar with For example: Here you are and

Anything else?

• Have students read the conversation silently before

doing the activity

• Play the recording again Pause after each line of the

conversation and have students repeat Be sure to

correct pronunciation and intonation

• Have students make pairs and practice the

conversation Make sure pairs change roles so they

practice each part

ANSWERS

1 a 2 c 3 b

ExtEnsion

• Books closed Write the officer’s lines on the board

• Point to and say the officer’s first line Have a

student recreate Kelly’s line Accept any reasonable

answer If students find this difficult, say the first

word or a key word from the sentence

• Continue with the rest of the officer’s lines and

different students saying Kelly’s lines

• When students are familiar with the conversation, have them close their books Pause the video before Kelly’s lines and have students say her lines

Activity 2

• Focus attention on the chart Explain that the 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 driver’s

license Point out the other colors, their columns in

the chart, and boxes in the conversation

• Elicit other words or phrases that can go in each 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

• Have students make pairs and practice the conversation Make sure pairs change roles so they practice each part

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

T–17

Trang 39

O N L I N E

PRACTICE

CONVERSATION

conversation with a partner.

a ID card b wallet c photos

Man Can I help you?

Kelly Yes, please Is that my 1 ?

Man Just a moment What’s your name?

Kelly Kelly Kelly Yamada.

Man Yes, this is your card Here you are.

Kelly Thank you Oh, I think those are my 2

Man These? Oh, yes, they are Anything else?

Kelly Yes that’s my 3 .

Man Here you are And is that your bag?

Kelly No, this is my bag Thanks!

Add your own ideas.

Trang 40

O N L I N E

PRACTICE

LANGUAGE PRACTICE

This and that

This is my camera That’s her camera.

Is this your wallet? Yes, it is./No, it isn’t.

Is that your car? Yes, it is./No, it isn’t.

questions with your partner.

1 A Is this your camera?

B Yes, it is Thank you!

3 A Is this your car?

B No, it isn’t my car

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