TECH TALK elementary TB

Note Double is commonly used for repeated digits in British English and you sometimes hear treble for three digits too, but it’s less common in American English.. Note Contracted forms a

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Who is Tech Talk for?

Tech Talk is a cou rse for people w ho n eed both

g eneral English and English for tech n ica l jo b s It

is suitable for tech n icia n s, en g in eers, and

s cie n tists w orking in a w ide variety o f tech n ical

fields, for exam ple, light and heavy engineering,

co n stru ctio n , IT (inform ation technology),

m aterials en gineering, ch em ical en gineering,

and p h arm aceu ticals Typical u sers m ig ht be

engaged in production, planning, m ain ten an ce,

purchasing, testin g , laboratory work, p ro ject

work, and qu ality issu es

The course

T h e m ain em p h asis th rou ghou t Tech Talk is on

developing sp eaking and listen in g skills

A noth er im p o rtan t skill area is reading and

u n d erstan d in g tech n ica l d o cu m en tatio n and

em ails

Tech Talk E lem en tary is designed for groups o f

elem en tary level learn ers and it can be used in

two ways

• From sta rt to finish It tak es ap proxim ately

6 5 -7 0 hou rs to co m p lete th e co u rse from

beg in n in g to end It assu m es u sers have at

le a s t a false-b eg in n er level at th e start, and

th e book p rogresses fairly speedily New

language is in troduced sy stem atically and

recycled at regular in tervals, so u sing th e

book from sta rt to fin ish will provide

learn ers w ith a se n se o f p rogression and

en su re regular review

• As a dip-in reso u rce Each u n it and each

sectio n o f th e cou rse is free-stan d in g, so

sectio n s can be selected and used out o f

seq u en ce according to th e n eed s o f

p articu lar stu d en ts U sing th e book in th is

way will en able tea ch ers to ca te r to very-

p articu lar stu d en t n eed s and in terests

Tech Talk E lem en tary can also be u sed as a

revision course Learners w ho had a little

English at school, or w ho have already tak en a

b asic g eneral English course, will find the tech n ica l co n tex ts and vocabulary add a new

p ractical d im en sion to th eir English

The approach

Tech Talk Elem en tary h as b e e n designed to m eet

th e n eed s o f bo th learn ers and teach ers W h ilst

it in clu d es tech n ica l language at an elem en tary language level, it also a ssu m es th a t English teach ers m ay have little sp ecia list know ledge or

d irect exp erien ce o f scien ce and technology Several e lem en ts in p articu lar have shap ed its approach

Making m eanings clear New vocabulary is introduced in co n tex t and exten siv e u se is

m ade o f illu stratio n s to p rom ote u nderstanding

Em ploying authentic co n ten t M any real products and p ro cesses have b een included to

p rom ote tech n ica l credibility

Drawing on the stu d en ts’ creativity Th estu d en ts are encouraged to co n tribu te th eir own

id eas in m any activities, and th u s co n tribu te to

th e cou rse co n ten t

Fostering a positive learning atm osp h ere Th efocu s in th e cou rse is on activities and gam es

w h ich involve a lot o f stu d en t-to -stu d en t

in teractio n , facilitatin g thorough p ractice and developing a positive group dynam ic

4 Introduction

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1 T h e language o f in stru ctio n s receives

p articu lar em p h asis, to b e tte r prepare

learn ers for u n d erstan d in g and explaining

w ork task s, and also for reading in stru ctio n al

m aterials such as m anu als

2 Sim ilarly, th e language o f n u m bers and

m ea su rem en t receives su b stan tial atten tio n

and p ractice

3 T ech n ical co m m u n icatio n task s have driven

th e syllabus, and co n seq u en tly som e

ling u istic form s th a t m ig ht have b een left

u ntil a la te r stage in a general or b u sin ess

English cou rse have b een covered early A

good exam p le is th e dropping o f th e -s in

ad jectival exp ressio n s o f quantity, e.g fo u r

m etres, bu t a fou r-m etre ladder.

4 T h e sam e th in g applies to tech n ica l

vocabulary, and th e co u rse in clud es m any

words th a t would n o t n orm ally be included

in an elem en tary level g eneral English

course For exam p le, verbs su ch as raise,

rotate, and loosen, and ad jectiv es su ch as

rusty, chipped, and ben t have b een included

Sim ilarly you will find separable ph rasal

verbs su ch as turn it on and lift it up.

Th e n eed s o f th e tech n ica l lea rn er have

in flu en ced th e syllabus design in o th er key

w ays too

• W h ilst learn ers u sin g Tech Talk Elem en tary

will n eed English p rim arily to operate in th e

w orkplace, we ex p ect th eir n eed s to exten d

beyond ju s t th ese co n tex ts T h e syllabus also

in clu d es w h at m ig ht b e s t be term ed

‘survival’ language, su ch as b asic language

for travelling, buying food, and asking for

help

• W e ex p ect th a t m any learn ers will n eed to

co m m u n icate w ith n o n -n ativ e sp eakers as

w ell as native sp eakers o f English To prepare

stu d en ts for th is, th e recordings co n tain a

variety o f n o n -n ativ e and native sp eaker

a ccen ts

• Tech Talk Elem en tary fo cu sses on language

th a t is accep table in b o th B ritish and

A m erican English so th a t learn ers have th e

flexibility to cope w ith d ifferen t v arieties o f

English W h en new item s o f vocabulary are

introduced w h ich differ in British and

A m erican, th ey are glossed on th e page they

first appear T h ere is also a B ritish -A m erican

glossary on page 115 o f th e S tu d en t’s Book

in fo rm atio n on its stru ctu re and featu res

T each er’s Book T h is provides a range o f

su ggestion s for exploiting th e cou rse m aterials effectively It acts as a guide through th e

ex ercises and offers optional ideas for exten d in g activities It provides extra guidance for te a ch e rs w ho are new to teach in g tech n ical English, and som e id eas th a t we hope will be stim u latin g for exp erien ced tech n ica l English

te a ch e rs too

For p ractical ideas about w orking w ith Tech Talk,

th ere is an appendix at th e back o f th is book on page 87

T h ere is also an appendix o f gam es and activ ities at th e back o f th is book on page 90

th a t can be u sed to su p p lem en t th e activities in

th e teach in g n otes

W orkbook T h is co n tain s additional language

p ractice activities along w ith answ ers It is an

e x ce lle n t sou rce o f self-stu d y w ork and review

m aterials th a t learn ers can co m p lete in th eir own tim e It can provide fu rth er p ractice during

th e course, or can be u sed for review w h en th e cou rse is co m pleted It can also be u sed as a sou rce o f additional classroo m ex ercises

Recordings Recordings o f all th e listen in g

m aterials in Tech Talk E lem en tary are available

in eith er audio ca sse tte or audio CD form

The Student’s Book

T h e S tu d en t’s Book h as 21 four-page u n its and each u n it tak es ap proxim ately th ree hours o f classroo m tim e to com p lete Each u n it is subdivided in to two, three, or four free-stan d in g sectio n s according to th e language points covered

Key language poin ts are p resen ted in th e form

o f a listen in g or reading text T h e m aterial is generally exp loited in th e follow ing way

1 Listening or reading for co n ten t A task -b ased activity h elp s th e stu d en ts to pick out

sp ecific poin ts o f in fo rm atio n from th e text

2 Listening or reading for language T h e focus

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and stu d en ts pick out sp ecific w ords and

p h rases

3 Fu rth er p ractice T h is is perform ed in m any

d ifferen t ways, in clud in g drill-type activities,

in fo rm atio n gap activities, and gam es Many

o f th e p ractice activities involve pair or sm all

group in teractio n to m axim ize th e am ou n t

o f p ractice learn ers receive

Review and R em em b er

In addition to th e 21 standard u n its, th ere are

also seven Reuieu; and R em em ber sectio n s They

follow every third cou rsebook unit T h ese

sectio n s generally tak e around an h ou r to

co m p lete and th ey revisit and co n so lid ate som e

key language from earlier u nits, and in trod uce a

little m ore vocabulary, providing op portun ities

for review and exten sio n They also p rom pt a

ch an ge o f pace becau se, although th ey still

involve in teractio n , th ey also involve m ore

solitary ‘th in k in g ’ work

O ther featu res

T h ere are a n u m ber o f additional featu res at th e

back o f th e S tu d en t’s Book, and you m ay w ish to

draw your stu d e n ts’ a tten tio n to th em at th e

s ta rt o f th e course

In fo rm ation file (pages 1 0 2 -1 1 4 ) A dditional

in fo rm atio n for pairw ork activities and

su ggested answ ers to som e exercises D irections

for w h en to u se each file ap p ear at th e

appropriate p oin t in th e S tu d en t’s Book

M etric-im p erial co n v ersio n s (page 115) Quick

con version tables T h e book co n tain s a variety

o f b o th m etric and im p erial m easu rem en ts

British English / A m erican E nglish g lo ssary

(page 115) A list o f term s in Tech Talk

E lem en tary th a t differ in B ritish and A m erican

English

N um bers (page 116) In fo rm ation on how we say

and w rite d ifferen t n u m bers (cardinal n um bers,

ordinals, d ecim als, fractio n s, and prices)

Irregular verbs (page 117) A referen ce list o f

irregular Sim ple Past form s M any o f th e m o st

co m m o n verbs in English are irregular

L isten in g scrip t (pages 1 1 8 -1 2 7 ) A num bered

scrip t o f all th e listen in g m aterials

Working with technical English

T ech n ical term inology

Tech Talk E lem en tary aim s to provide vocabulary

th a t w ill be u sefu l across groups o f learn ers

w orking in a variety o f d ifferent tech n ica l

co n texts

It assu m es th a t individuals will m eet specialized term s during th eir w ork th a t they will need to learn on th eir own, outside th is course Every area o f scien ce and tech nology

co n ta in s a large n um ber o f sp ecialized term s For exam p le, som eo n e w orking on aircraft skin dam age m ig h t need to know words su ch as

pitting, fayin g, pillowing, exfoliation, etc However,

th e se term s m ay be o f no in terest to a person

w orking on an aero-en gin e on th e n ex t b en ch

w ho n eed s to know an oth er com p letely differen t se t o f term s T h erefore Tech Talk Elem en tary does n ot a ttem p t to include specialized tech n ica l term s

As w ell as having differing n eed s, learn ers m ay have d ifferen t exp ectatio n s as to w h at words

th ey will learn on th eir cou rse and th is will probably n eed exp lan atio n and class d iscu ssion early on You should be ready to m ake th e ratio n ale clear T h is exp lan atio n can be done eith e r in English or th e le a rn e rs’ m o th er tongue.One approach is to co llect to g eth er som e

te ch n ica l words th a t your stu d en ts n eed for

th eir jo b s W rite th em on th e board or on slips

o f paper, th en ask th e stu d en ts to b rain storm

m ore and group th em as to w h eth er th ey are:

• sp ecialized te ch n ica l term s - words

sp ecialists need;

• g en eral tech n ica l term s - words lots o f

te ch n icia n s and en g in eers need

Point out th a t actu ally th ere is a n o th er group o f

w ords th a t th ey need for th e ir jo b th a t are n ot

p articu larly tech n ica l a t all

T h en co n stru ct a diagram w ith circles, show ing overlaps if appropriate Explain th a t you w ill be

fo cu ssin g on u sefu l g eneral words and g eneral

te ch n ica l term s - n ot th e sp ecialized term s

6 Introduction

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Specialized

technical term s

General vocabulary

working stop go / exfoliation erythropoietin

cardio-pulmonary resuscitation

amplitude

/ router

plug ladder battery

socket transmission

pillowing safety

telephone hydraulic

pitting

alarm solder pump

kilogram output pressure

electromagnetic

cylinder antenna horizontal

General technical term s

A technical approach to language

Be aw are th a t teach in g te ch n ica l English

stu d en ts can be rath er d ifferen t from teach in g

b u sin ess or g eneral English stu d en ts Obviously

every lea rn er brings th eir own individual

p erso n ality to th e learn in g p rocess, so

g en eralizatio n s are dangerous But during our

research for th is book su fficien t tea ch ers (and

stu d en ts) m en tio n ed th e p oin ts below for us to

feel th ey are w orthy o f m en tio n here

• Practical problem -solving task s are

appreciated over ta sk s th a t involve sharin g

exp erien ces or developing social

relation sh ip s

• Too m u ch sta tic deskw ork can be co u n ter

productive and it is b e s t in tersp ersed w ith

activities w h ere stu d en ts can stan d up and

m ove around th e class

• A ctivities w h ere stu d en ts can physically

m an ip u late things are o ften p articularly

m otivating Realia in th e form o f real

equ ip m en t, real tools, or p ictu res, flash card s,

and words or labels m ou n ted or printed on

cards th a t can be m oved around, etc are

extrem ely useful

• T each ers should try to en su re exp lan atio n s

and p ractice activities are very clea r and

sy stem atic T h e u se o f diagram s, tables, and

ch arts is generally m uch appreciated

• In a g eneral or b u sin ess English class we

m ight en courage stu d en ts to guess th e

m ean in g o f new words from co n text

However, be aw are th a t tech n ica l English

learn ers o ften n eed to u n d erstan d in greater

detail and w ith m ore precision

• W h ilst p recision is appreciated, am biguity is not U nless it im p inges on accuracy,

w h erever possible, yes or no answ ers should

b e favoured over maybes

On a related b u t p erso n al note, as I sw itched from b u sin ess to tech n ica l English to w rite th is book, I em barked on a steep te ch n ica l learn in g curve I’m delighted to report th a t it w as a

w onderful exp erien ce Not only did th e tech n ica l co n te n t m a tte r tu rn out to be hugely

in terestin g to w ork w ith, b u t in m y exp erien ce,

th e tech n ica l English lea rn er brings

u n su rp assed creativity and good h u m o u r to th e classroo m W e had huge fun developing and

p iloting th e se m aterials, and earn estly hope

o th er u sers exp erien ce th e sam e en jo y m en t

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1 Can you speak English?

First m eetings

Survival p h rases: Please sp ea k slow ly, It’s fo r you,

T hanks, No problem , etc

Reference and telephone n um bers

N um bers: 1 -1 0

Pronu nciation: serial, referen ce, and telep h o n e

num bers

Identifying things

W hat’s this? It’s a / an .

Vocabulary: everyday o b jects

• words and p h rases th a t stu d en ts are likely to

have heard before, e.g Can you sp ea k English?

No problem

Note

One of your key tasks at this stage is to get an

idea of your students’ levels of English, so you

can pitch your speed accordingly Whilst it’s

unusual to find complete beginners in English

these days, some do exist But many people will

have had at least a little exposure to English

before, and students can generally understand

more than they can say

1 M Before th e stu d en ts listen , focus

a tten tio n on th e photographs and ask sim ple

q u estio n s about th em , e.g Look at picture one

W hat can you see? How m any peop le are there?

W here are they? W hat are they saying? See how

m uch th ey u nd erstand A ccep t all answ ers

and d on ’t co rrect yet W rite any u sefu l

language they suggest on th e board

Tell th e stu d en ts to read th e in stru ctio n and

ch eck everyone u n d erstan d s it befo re you play th e recording T h en play each

co n v ersatio n once and co llect th eir answ ers

D on’t co n firm or co rrect yet W h en th ey ’ve listen ed to all four co n versatio n s, go back and co n firm w h ich are correct Play th e

co n v ersatio n s again if necessary

Answers

1st picture: 2 3rd picture: 12nd picture: 4 4th picture: 3

2 f ) C heck th e stu d en ts u n d erstan d w h at

th ey have to do, th en play th e recording again, p au sing w h en n ecessa ry to give th em tim e to w rite th e words C ollect and ch eck answ ers, w riting words on th e board w h en

n ecessary

If appropriate, refer back to th e language

th ey su ggested in 1 and p oin t out sim ilarities and d ifferen ces

Answers

1 please speak slowly 4 to meet you

2 for you 5 an electronic

3 It’s a manual

3 T h e stu d en ts can do th is alon e or in pairs

W h en th ey ’ve finish ed , ch eck answ ers w ith

th e w hole class T h en tell th e stu d en ts to cover up th e lettered resp o n ses and ask

th em to recall th em by looking at th e num bered p h rases T h en reverse th e procedure so th ey cover up th e num bered

ph rases and try to recall th e m from th e resp o n ses

Answers

Id, 2e, 3c, 4g, 5f, 6a, 7b

8 Unit 1

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4 Read bo th th e A and B roles o f th e

co n v ersatio n s aloud, pau sing so th e stu d en ts

can suggest w h at words m ig h t be m issing

T h en tak e role A y o u rself and ch oose a

stu d en t to tak e role B D em o n strate how th e

activity w orks in fro n t o f th e class W h en

everyone know s w h at to do, m ove into

pairw ork p ractice

Possible answers

1 A Excuse me Are you <the student’s own

name>?

B Yes, I am.

A Hello, I’m <your real name>.

B Hi, nice to meet you.

A Nice to meet you, too.

2 A Welcome to <the name of the place or

town you are in>.

B Thanks

A Can you speak <French / Italian / German,

etc.>?

B No, I’m sorry Can you speak English?

A Just a little, so please speak slowly.

B OK, no problem.

3 A What’s this?

B It’s a manual It’s for you.

A Thanks / Thank you very much.

B You’re welcome.

A Is it in <French / Italian / German, etc.>?

B No, it’s in English

Extra activity

This'circle'game reviews the survival phrases from the

First meetings section You can play it at the end of the

section, the end of the unit, or the start of the next

lesson

Tell the students to stand up and form a circle with you

Point to a student on the opposite side of the circle to

you and beckon them forward Indicate that they should

swap places with you As you change positions give them

a wave, say Hello,and encourage them to reply Indicate

that everyone else should do the same, i.e swap places

with someone else on the other side of the circle, and say

Hello.

When everyone is back in position, repeat the process

several times, but vary the encounters each time you

pass, using the ideas below

2 Gently bump into the person you are changing

positions with Say I'm sorry, and elicit OK, no problem.

3 Offer your hand to shake and say Welcome to Munich

(or wherever it is that you are) Elicit a response like

Thank you It's nice to be here.

4 Ask Excuse me.Areyou Franz? Elicit Yes, I am./No, I'm nof.lntroduce yourself [Hi, I'm ) and shake hands

5 Ask Excuse me Can you speak English?and elicit a response

6 Pick up a textbook and give it to the student saying

This is for you Elicit What is it? or Thank you very much, and say You're welcome.

Reference and telephone numbers

M ost stu d en ts will know th e n u m bers 1-10 Th e goal h ere is to give th em extra co n fid en ce and speed in h an d lin g th em

1 Elicit 1 -1 0 from th e class, co u n tin g on your fingers C ount round th e class up to ten and

th en back down Find out if th e stu d en ts can

co n tin u e up to tw en ty or h ig h er too

If appropriate, p oint out to th e stu d en ts th a t

th ere is a referen ce page on n u m bers at th e back o f th e S tu d en t’s Book on page 116

2 f a C heck th e stu d en ts u n d erstan d th e

in stru ctio n s and play all five co n versatio n s

o n ce w ithou t stopping T h en play th em again, pau sing w h ere n ecessa ry for th e stu d en ts to w rite C heck answ ers a fter each con versation, w riting th e co rrect n u m bers on

1 Say Hello, nice to meet you Elicit Nice to meet you, too,

and shake hands

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At the appropriate p oin ts, pau se th e

recording and draw a tten tio n to:

• - dash

• / slash

• 33 (pronounced as double three)

• 0 (pronounced as zero, th en la te r oh)

In som e languages, telep h o n e n u m bers are

pronou nced in groups o f two digits rath er

th a n th rees or fours, as th ey are in English If

necessary, w rite a long telep h o n e n u m ber on

th e board and in d icate w here w e ’d pau se in

English, e.g 610 555 9630

Note

Double is commonly used for repeated digits in

British English (and you sometimes hear treble

for three digits too), but it’s less common in

American English Therefore it’s probably more

important for your students to be able to

understand the word double than to use it in

their own speech

3 S tartin g w ith stron g er stu d en ts first, call on

d ifferen t stu d en ts to say p articu lar referen ce

n u m bers aloud T h en put th e stu d en ts into

pairs and tell th em to te s t each other, i.e one

stu d en t poin ts at a n u m ber and th e o th er

says it aloud

4 Ask a stu d en t to tell you th eir telep h o n e

n u m b er and w rite it on th e board Ask w h ich

p art is th e area code, and ask for th e country

code, and ex ten sio n num ber, if th ey have

one M ark th e n a m es o f th e p arts, as in th e

S tu d en t’s Book

Let th e stu d en ts rem ain seated to co m p lete

th e first line o f th e table w ith th e ir own

co n ta ct n um bers T h en tell th e m to w alk

around th e room to co llect in fo rm atio n from

an o th er th ree stu d en ts

Extra activity

Dictate your telephone number to the students.Tell

them to call you tonight, this weekend, or whenever, to

say'hello'(in English, of course)

Identifying things

T h is sectio n :

• in tro d u ces n am es for som e co m m o n o b jects

• preview s n u m bers 1 1 -2 0 and som e alp h abet

le tte rs (vowels and co n so n an ts)

T h e alp h ab et and n u m bers 1-1 0 0 will receive

m ore in ten siv e p ractice in th e n ex t unit

1 Begin w ith a closed -book p resen tatio n Point

to or pick up d ifferen t singular o b jects in th e

room and ask W hat’s this? Elicit th e n a m es o f

som e d ifferen t item s, including th e n am es o f som e o f th e item s th ey w ill see la te r in th e

picture, e.g a pen, a pencil, a bag, a key, a

m obile phone. If th e stu d en ts c a n ’t n am e

item s, w rite What's this? on th e board and

en courage th em to ask you

Note

Contracted forms are very common in spoken English, so get the students using contractions like what’s from the start To demonstrate its parts, hold your left fist in front of you and say what, hold your right fist out and say is, and then clasp them together and say u;hat's

Tell th e stu d en ts to do th e m atch in g task alone

or in pairs Before co llectin g answ ers, ch eck your stu d en ts can say th e n u m bers 1-20 Let

th em look at th e n u m bers sp elt as words if

n ecessa ry to aid th eir m em o ries

2 f a W h en th e stu d en ts have com p leted th e listen in g task, encourage th em to w ork out

th e rule by looking at th e ir answ ers

organizer 15 a mobile phone

5 a newspaper 16 an identity card

1 With vowel sounds, use an.

2 With other sounds, use a.

10 Unit 1

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3 D em o n strate th is activity w ith a student

T h en m ove on to pair practice

4 and 5 As in th e S tu d en t’s Book T h ese

activities can also be p erform ed w hile

w alking around th e room

M ake sure th e stu d en ts have pen and

paper ready to jo t down answ ers, before you

6 It’s an electric drill / a drill

7 It’s an aeroplane / a plane

8 It’s an insect / a bee

D irect atten tio n to th e language n ote at th e

bo tto m o f th e page Point out:

1 We use co n tractio n s w h en we speak, e.g

it + is - it’s.

2 We u se not to m ake negatives, e.g isn’t.

3 T h e word order ch an g es in qu estio n s, e.g

It is a siren?

4 W e d on ’t co n tract yes answ ers, e.g

Yes, it is / Yes, it’s X

5 We co n tract no answ ers, e.g No, it isn’t /

No, it’s not. /

International words

So m any English words have b eco m e alm o st

in tern a tio n a l th a t stu d en ts m ay know m ore words th a n th ey are aw are of T h is sectio n is designed to rem in d th em o f ‘good frien d s’ - words th a t m ay be sim ilar in th eir m o th er tongu e and so requ ire less m em o ry effort to learn

1 T h e stu d en ts can w ork alone or in pairs

RObot robot Oo 'robot enginEER engineer ooO engin'eer

2 B rain sto rm a few words w ith th e w hole class, so th e stu d en ts get th e idea, th en put

th e stu d en ts in to sm all groups to th in k o f

Play the Labelling game on page 91 of this book to

review the names of objects in the room

Trang 11

2 How do you spell that?

C hecking and co rrectin g p h rases: That's right;

OK, got it; OK, so that's

Vocabulary: clam p, clip, hook, etc.

Spelling

Learning th e p ro n u n ciation o f th e English

alp h abet is a ch allenge, and it w ill receive a lot

o f fu rth er p ractice and review in th is course In

th is sectio n th e stu d en ts will co n stru ct a

p erso n al referen ce ch a rt th a t th ey can refer

back to if they forget how to pron ou nce

p articu lar letters

1 f ) A fter th ey ’ve listen ed , get th e stu d en ts

to d ictate th e alp h ab et back to you, and

w rite th e letters up on th e board in

alp h abetical order In sist on gettin g th e

co rrect p ro n u n ciation befo re you w rite each

letter

2 Point to letters on th e board w ith sim ilar

sou nds and call on a stu d en t to say th em

aloud T h en sw itch to a new stu d en t and a

new sound, e.g

A fter a w hile, th e stu d en ts will realize

th e re ’s a p attern here At th a t p oin t tell th em

to look at 2 in th e ir books Encourage the

stu d en ts to say th e groups o f letters aloud to

th em selv es before askin g W hat sound is the

s a m e ? W rite th e words me, say,, yes, and you

on th e board and u nd erline th e

corresponding sounds If you th in k p h o n etic

sym bols would help, also w rite /mi:/, /sei/,

2 /ei/ say 4 /u:/ you

3 Say th e alp h abet or play th e recording again

and ask W hat letters sound different in English?

A nsw ers will vary according to th e stu d e n ts’

L I (first language), bu t very often it w ill be

le tte rs su ch as A, E, G, H, I, J, Q, R, U, W, X, Y, and Z

W ork w ith th e stu d en ts to th in k o f ways to rem em b er difficult letters and w rite n otes,

p ictures, diagram s - an yth in g th a t m ig ht help trigger th eir m em o ry - on th e board For exam ple:

JFK ± < i > yoU YMCA FBI

T h e m ore th e se ideas co m e from th e stu d en ts, th e m ore likely th ey are to rem em b er th em Encourage th em to copy th e

id eas in to th e ch art in th eir books

4 As w ell as seein g w h at English words your stu d en ts know, th e goal h ere is to equip

th em w ith a list o f words th ey can u se w h en

th ey n eed to spell things

Note

The NATO alphabet was created in the 1950s to ensure intelligibility amongst NATO allies It’s widely used in other contexts too today, such as international air traffic control and also

business, so your students are likely to have encountered it before Obviously saying something like A for Alpha’ instead of just A’ reduces the likelihood of misunderstanding But your students don’t have to learn the specific terms of the NATO alphabet to achieve this For example, A for apple’ can have a similar effect

5 D em o n strate th is activity w ith a stud en t,

th en m ove on to pair p ractice

12 Unit 2

Trang 12

6 and 7 \u i Before doing th e listen in g task,

call on d ifferen t stu d en ts to read th e

com p an y n a m es aloud, and ch eck th eir

Tell th e stu d en ts to look at th e photo

Ask qu estio n s about it, e.g W hat can you s e e ?

How m any peop le are th ere? Where are they?

W hat are they saying? A ccep t all answ ers and

don’t co rrect yet W rite any u sefu l language

th ey su g gest on th e board

C heck th e stu d en ts u n d erstan d th e

in stru ctio n and play th e recording through

once T h en play it again, if n ecessa ry pausing

in appropriate p laces for th e stu d en ts to

co m p lete th e form C ollect answ ers and

w rite th em on th e board

Answers

First name: Maria

Last name: Badajoz

Company: JYR Technologies

9 P ) Play th e recording again, pau sing

w h ere appropriate for th e stu d en ts to w rite

th e words

Answers

1 Good morning.

2 What’s your name, please?

3 How do you spell that?

4 And your last name?

5 And what company are you with?

6 Thank you Please have a seat.

10 D em o n strate th is activity y o u rself before

m oving to pairwork Play th e role o f th e

recep tio n ist and ch o ose a stu d en t to tak e th e

part o f th e visitor Th e qu estio n s com p leted

in 8 act as a guide for th e con versation Let

th e stu d en ts see you w riting th e v isito r’s

n am e in to th e chart

1 1 Let th e stu d en ts read th e in stru ctio n s and

th en divide th em in to team s Tell each team

to th in k o f about five words they w an t th e

o th er tea m to spell They m u st be words they can spell correctly th em selv es If a team spells a word wrongly, throw it back to th e

o th er team In sist on th e co rrect

p ro n u n ciation for each le tte r and award poin ts for each word spelt correctly

Extra activities

For more spelling games, see Chinese whispers on page

91 and Hangman on page 92

One to a hundred

Som e stu d en ts m ay know th e n u m bers one to a

h undred already O thers m ay not T h e task h ere

is to get everyone up to speed

In th e first p art o f th is sectio n , n u m bers are pron ou nced in iso latio n Later, th ey are

co m bin ed w ith nouns

Note

Distinguishing between numbers like fourteen and forty is actually very difficult When we say the numbers in isolation, the stress patterns are reversed so it’s easier to hear the difference

Fourteen oO Forty OoBut when we say the numbers with a noun, the stress patterns are more similar

Fourteen people oo Oo Forty people Oo Oo

1 As in th e S tu d en t’s Book Rem ind th e stu d en ts th e re ’s a referen ce page for

n u m bers on page 116

2 and 3 Play th e recording and ch eck th e stu d e n ts’ answ ers to 2 T h en tell th em to listen to th e recording again and rep eat th e

n u m bers aloud, before m oving on to 3 Encourage th em to exaggerate th e stress

d ifferen ces betw een n u m bers like fou rteen and forty It will help to prepare th em for th e

m ore subtle d istin ctio n s th ey ’ll h e a r later

Answers

1 96 3 80 5 72 7 40

2 27 4 18 6 14

Trang 13

4 Stu d en ts B and C should bo th be able to

sh o u t BINGO after th e n u m b er 48 Stu d en t A

should be able to sh o u t BINGO after th e

• co n so lid ates earlier w ork on referen ce

n u m bers and spelling

• in trod u ces som e u sefu l p h rases for ch eckin g

in form ation

Before listen in g, ask th e stu d en ts som e

qu estio n s about th e order slip and

illu stration

1 Ask w h at R ef / Part no m ean s Elicit or

explain th a t R ef and no are abbreviations

for R eference and num ber.

2 Ask W hat item s are on the order? C heck they

u n d erstan d th e m ean in g o f th e term s

hooks, bolts, clam ps, ropes, clips, and washers

R efer to th e illu stratio n and le t th em u se a

d ictionary for clarificatio n if necessary

Play th e recording o n ce so th ey can listen for

th e gist o f th e con versation , and th en again,

pau sing to allow th em to m ake alteratio n s to

th e order form T h ey m ay n eed to h e a r th e

recording several tim es befo re th ey can be sure th ey have picked up all th e m istak es

2 k15) W h en th e stu d en ts have m atch ed th e

p h rases, encourage th em to ch eck th eir answ ers w ith a p artn er before playing th e recording again (Suggest th a t th e stu d en ts

ch eck th eir answ ers in pairs as a m a tte r o f routine It in crea ses in teractio n and often

an sw ers qu estio n s and solves problem s faster.)

Answers

lc, 2d, 3e, 4a, 5f, 6b

3 If you ’d like to perform th is activity as a telep h o n e role play (as in th e 2.5 recording), tell th e stu d en ts to sit b ack to back so they

ca n n o t see each other

Trang 14

3 What do you want?

Buying food

Vocabulary: fast food restau ran t m en u item s

Plural -s

Do you w a n t ?, How m uch is it?

Saying and u n d erstan d in g prices

In th is sectio n your stu d en ts will:

• se le ct item s from a fa st food m enu

• p lace an order

• p ractise saying and u n d erstan d in g prices

1 Ask d ifferen t stu d en ts Are you hungry? If

so m eo n e says yes, say Me too, and find out

w h at they w an t to eat Tell th em you w an t

som e French fries, th ree burgers (you’re very

hungry), two doughnuts, and a m ilkshake

D irect atten tio n to th e pictu re and tell th em

to find th e item s on th e m enu

2 D em o n strate th e activity w ith a stu d en t

before m oving on to pair practice

3 f) Allow th e stu d en ts tim e to read th e

qu estio n s before playing th e recording

Answers

1 No 3 No 5 No 7 No

2 Yes 4 Yes 6 Yes

4 Focus atten tio n on th e order slip and

m ake sure th e stu d en ts know th ey need to

fill it in, before playing th e second

con versation C heck th eir answ ers

Answers

2 cheeseburgers 1 large diet Coke

1 chicken sandwich 1 medium shake

2 large French fries 1 small coffeeHow much is it? $18.67

W rite $18.67 on th e board and ask th e stu d en ts how we say it Explain th at:

1 we w rite th e cu rren cy sym bols before th e

n um bers, b u t we say th e cu rrency after th e

If appropriate, w rite som e m ore p rices on

th e board for fu rth er p ractice and call on th e stu d en ts to say th e m aloud, e.g €14.25 /

$ 3 0 5 0 /£ 9 9 9 9

5 See if th e stu d en ts can do th is exercise

w ith o u t playing th e recording again

Answers to 5 and 6

2 Yes, two cheeseburgers andone chicken sandwich, please S/G

4 Yes, a medium shake S/C

9 Thanks Have a nice day S /C

3 And something to drink? S /C

8 Great Here you are S/C

6 M W h en they have num bered th e

s e n te n ce s, encourage pairs to read th e

co n v ersatio n s through to see if th ey are

co rrect, befo re playing th e recording again to

co n firm th eir answ ers

7 T h e p ictures will serve as m em o ry prom pts

Trang 15

Saying what you want Specifying

T h is sectio n p ractises: T h is sectio n in trod u ces a p o ten tially con fu sin g

• som e b asic verbs th a t you will n eed to give p oin t o f English gram m ar; n am ely how th e -s inclassroo m in stru ctio n s p h rases like 60 watts disappears in ad jectival

• I w ant a(n) v s I w an t to p h rases su ch as a sixty-w att bulb Elem en tary

• Do you w a n t ? level stu d en ts will find th is ea sier to learn by

‘doing’ ra th er th a n by exp lan atio n , so avoid

1 \i3) Read through th e item s in th e list and giving g ram m atical d escription s T h e activities

m ake sure th e stu d en ts know w h at th e four in th is sectio n are quite sim p le and m ech an ical

th ings are before playing th e recording and w ill provide lots o f exam p les and practice

Answers

3 a newspaper 4 a break

1 voicemail messages 2 a map

2 & Th e stu d en ts can w ork alon e or in

pairs D on’t play th e recording again u ntil

they have com p leted th e se n te n ce s

W h en th ey have ch eck ed th eir answ ers

ag ain st th e recording, exp lain any verbs th a t

are still u n clear w ith m im e or physical

d em o n stratio n Point out th a t som e verbs are

two words, e.g listen to, look at.

W rite th ese two s e n te n ce s on th e board:

I w an t a m ap I w ant to look at a m ap Ask

When is it w a n t and w hen is it w a n t toP Elicit

th a t w ith n ou ns we use w ant, and w ith

verbs, w e u se u/ant to

3 D em o n strate th e activity w ith a stu d en t first,

th en m ove on to p air practice If n ecessary,

w rite th is p attern on th e board for th e

Volts, amps, and watts are international terms and your students should be familiar with them Should questions arise, a simple way to

understand the difference is to use an analogy with a water pipe The voltage would be the pressure of the water in the pipe - so the number of volts indicates the force or push of the water Amps would be similar to the flow rate, so they are represented by the volume or amount of water in the pipe at any given point Watts represent the power of the water, so the amount of work that could be done if the water were aimed at, say, a water wheel

1 Draw atten tio n to w h at h ap p en s to th e -s in

th e two se n te n ce s about th e bulb Ask

qu estio n s: Is there an s in this sentence? And

w h at abou t this sentence? Do n o t a ttem p t to

o ffer an exp lan atio n Move on to th e cable

p icture and tell th e stu d en ts to co m p lete th e sen ten ces

Answers

The cable is six metres.

It’s a six-metre cable.

Note

If the students ask about the spelling of metre, explain that it is spelt metre in British English and meter in American English The same applies

to centimetre / centimeter, kilometre / kilometer, etc

(There is a glossary of British and American English terms on page 115 of the Student’s Book.)

16 Unit 3

Trang 16

2 Call on d ifferen t stu d en ts to m ake two

se n te n ce s about each picture T h en pair th e

stu d en ts up and tell th em to p ractise saying

th e s e n te n ce s th em selv es

3 D em o n strate how th is w orks w ith a student

Tell th em to read role A, and tak e role B

yourself Stu d en t B n eed s to say why th e

item offered is n o t quite right each tim e

W h en everyone u n d erstan d s w h at to do,

m ove on to pair p ractice

4 As in th e S tu d en t’s Book

industry Generally speaking, movements to go metric have been unsuccessful Tonne can be particularly confusing as there are different imperial tons as well as a metric tonne, and whilst the metric and imperial spellings are different, the pronunciation is the same If the students are interested in equivalences between imperial and metric measurements, there are conversion charts on page 115 of the Student’s Book Both types of measurements appear throughout the Student’s Book and there will be more work on conversions later (in Unit 20 in particular)

Answers

1 Do you have a ten-year passport?

2 This bulb’s 80 watts

3 Is this a twenty-gigabyte hard drive?

4 Do we have a six-foot ladder?

5 The guarantee is for six months

6 It’s a four-hundred page manual

7 Do you have twenty dollars?

8 I need a twenty-dollar bill

5 T h is can be a w h o le-class activity or th e

stu d en ts can w ork on th is in sm all groups

first and th en you can co llect answ ers from

The students should be familiar with many of

these abbreviations from their own LI, but they

may be surprised by the English pronunciation

Check the stress in words like kilometre If it is

different to their LI, write it on the board and

mark the stressed syllable, e.g kiLOMetre - oOoo

They may be unfamiliar with imperial

measurements such as pounds and ounces

Imperial measurements are still in common use

throughout much of the US, despite the uptake

of metric in some fields, such as the automotive

6 D em o n strate a few exam p les w ith a stu d en t first before m oving to pair p ractice

7 T h is gam e works in th e sam e way as th e classic ‘b a ttle sh ip s’ gam e T h e stu d en ts take

tu rns n am in g squ ares and try to knock out

th eir p a rtn er’s p ieces before th ey lo se theirs

As w ell as p ractisin g ‘sp ecifying ’ language from earlier in th is sectio n , it review s th e

pro n u n ciation o f som e n u m bers (e.g fo u rteen

fo r ty) and som e difficult letters o f th e alphabet

If your stu d en ts are fam iliar w ith th e gam e

‘b a ttle s h ip s ’, exp lain th a t th is gam e is th e sam e Pair th e stu d en ts up W ith As looking

at th e in fo rm atio n at th e fron t o f th e book and Bs at th e back, read through th e

in stru ctio n s w ith th e w hole class T h en call

on a pair to read th e exam p le con versation aloud C heck everyone u n d erstan d s it and

know s how to n am e squ ares, e.g H8, H I8.

T h en tell all th e pairs to begin th e gam e Tell

th em to read th e exam p le co n v ersatio n and con tinu e T h is is generally enough for th e stu d en ts to u n d erstan d w h a t’s required, bu t

if not, you can d em o n strate how th e gam e

w orks y o u rself w ith a student

Trang 17

Review and Remember 1

The verb be

1 —3 As in th e S tu d en t’s Book

Answers

1 3 He’s not / He isn’t

4 She’s not / She isn’t

5 It’s not / It isn’t

6 We’re not / We aren’t

7 They’re not / They aren’t

2 2 Is he French?

3 Is it an electronic pass?

4 Are they correct?

5 Are we ready?

6 Are the numbers wrong?

7 Is the manual in English?

3 3 Yes, it is 6 No, it isn’t

4 No, we aren’t 7 No, I’m not

5 Yes, they are

1 to see 6 a little English

2 W hat’s your name 7 no problem

3 do you spell 8 here you are

4 what company 9 Thanks

Parts and equipment

1 and 2 As in th e S tu d en t’s Book

Answers

washer R44 tape measure 144

socket J4

18 Review and Rem em ber 1

Trang 18

Checking equipm ent

We haue ., We don’t haue ., We need ., Do w e

have .?

Following instruction s

Drawing line diagram s

Vocabulary: cable, lead, socket, etc

vertical, horizontal, diagonal

Email addresses

T h e goal in th is sectio n is to in trod uce com m on

term in ology for saying em ail ad d resses so th e

stu d en ts can say th eir own address and w rite

down ad d resses th a t are d ictated to th em

Ask th e stu d en ts if th ey u se em ail, and

if so, w h at th eir em ail address is Elicit or

provide w h en n ecessa ry exp ressio n s like:

@ at - hyphen all one word

dot _ underscore

Play th e recording and ch eck answ ers

Answer

No 3 is the correct address

Read th e language n ote on Em ail addresses

1 Ask How is this different to your language?

Note

Depending on your students’ mother tongue, you

may find the @ symbol is described as a

swinging monkey, pig’s tail, elephant’s trunk,

little snail, etc

2 W rite com co net, and org on th e board

co rrect p ro n u n ciation s are one word, e.g dot com, dot co

3 W rite ,/r jp hr de (and any o th er cou ntry

su ffixes appropriate for your stu d en ts) on

th e board and ask how to pronou nce

th em Elicit th e co rrect p ro n u n ciation o f

th e individual letters, e.g dot F-R, dot J-P.

2 Call on individual stu d en ts to read th e addresses aloud W h ere necessary, show th em how to say words as w hole words and th en

spell th em out, e.g parks, th at’s P-A-R-K-S.

T h en tell th e stu d en ts to p ractise reading th e

5 F underscrore orth, that’s O-R-T-H, at T

hyphen lightwork, that’s all one word, dot org, dot D-E

Extra activities

1 Dictate your email address to the students.Tell them

to write you an email tonight, this weekend, or whenever, to say'hello'(in English, of course)

2 For another email game, see the variations to Chinese whispers on page 91

Trang 19

Telephone messages

Th is section:

• review s th e p ro n u n ciation o f th e alp h abet

and telep h o n e n u m bers

• gives fu rth er p ractice in ch eck in g and

co rrectin g in form ation

Begin w ith a closed -book p resen tation

Tell th e stu d en ts th a t you have se n te n ce s

from a con versation Ask What's this

conversation about? T h en w rite th ese

Elicit th e idea th a t it ’s a co n v ersatio n w here

so m eo n e is tak in g a m essage (You can give

m ore s e n te n ce s if necessary, e.g Yes, ready

Yes, th a t’s right My num ber is Can you ta ke a

m essage?) T h en tell th e stu d en ts to open

th eir books and follow th e in stru ctio n s

Answers

Please call: Don Sinclair

Telephone no: 4989 287 9826

2 and T h e stu d en ts should com p lete

2 before ch eck in g th eir answ ers in 3

2 I’m afraid is sim ilar to (=) I’m sorry.

3 Can you is sim ilar to (==) P lease do it.

4 Ju st a second is sim ilar to (=) Wait

5 On th e telep h o n e we generally say This

is (Not I am or My n am e is .).

Read th e language n ote on C orrecting

Play th e appropriate p art o f th e recording

again if n eed ed and ask W hat inform ation is

different? Drill th e stress on two, m arking th e

b e a t w ith your fist to em p h asize th e difference

T h ere are several factors involved in sign allin g stress: volum e, syllable length, pitch, and pausing Stu d en ts m ay try to

in d icate stress by volum e alone Show a rise

in p itch is im p o rtan t too by draw ing steps on

th e board like th is

tw o nine, eight six

Exaggerate a rise in p itch in your voice, and encourage th e stu d en ts to copy you

4 T h e stress m oves around in th e se n u m ber clu sters according to w h ich n u m ber is

d ifferent, so th e stu d en ts n eed to be able to

m ove th e stress C hoose a stu d en t to take

role A and tak e role B yourself D em o n strate

how th e activity w orks, and th e n call on

o th er pairs o f stu d en ts to do it before

m oving on to pair practice

5 W h en th e stu d en ts have com p leted th e

ch art, p o in t out th a t th ey can u se it for referen ce w h en ever th ey m ake or p ractise telep h o n e calls

6 Thanks very much

6 Ask th e stu d en ts to read th e in stru ctio n s,

th en tak e th e role o f B y o u rself and call on

th e class as a w hole to tak e A ’s part Go through th e co n v ersatio n once, elicitin g

su g gestion s for th e m issin g in fo rm atio n in

th e dialogue T h en pair th e stu d en ts up and

m ove onto pair p ractice

Answer

Message for: Teresa Harris Please contact: Chris Rogers Contact information: Office: +44 (0) 191 672458

Mobile: +44 (0) 411 69257 Email: c_rogers@foxchem.co.uk

20 Unit 4

Trang 20

Checking equipment

In th is sectio n th e stu d en ts w ill com pare

eq u ip m en t for in stallin g a co m p u ter netw ork

ag ain st a p arts list to see w h a t’s th ere and

w h a t’s m issing It is n o t n ecessa ry for th e

stu d en ts to know how th e eq u ip m en t fu n ctio n s

to perform th e task, so don’t raise th e qu estion

o f w h at a CAT5 cable or router is If they ask,

o ffer sim p le exp lan atio n s:

A CAT5 cable - a cable fo r netw orking com puters

A router - a device fo r joining n etw orks together

Note

In case the students are very interested and

further discussion arises, here is some

background information: A CAT5 cable is an

abbreviation for ‘Category 5’ cable It’s an

ethernet cable consisting of four twisted pairs of

copper wires CAT5s are commonly used for

networking - connecting computers and other

devices like printers together so they can

communicate If your students are using

computers connected to a LAN (a local area

network), it’s most likely that the cable running

out of the back of their PC hooking them up is a

CAT5 Devices in a LAN are typically close

together or in the same building Some students

may be using computers in a WAN (a wide area

network) WANs connect devices that are more

distant geographically, perhaps several

kilometres apart or even in different towns A

router is a device that joins different networks

together and directs packets of data to their next

destination

1 A sk your stu d en ts about th e co m p u ters they

u se at work Are they connected to a n etw ork?

D irect a tten tio n to th e em ail and ask w h at

it ’s about (Installing th e netw ork)

Before th e stu d en ts do th e exercise, ch eck

th ey u n d erstan d th e m ean in g o f x as w ritten

in th e p h rase 2 x 6 f t CAT5 cables T h is is an

English w riting con ven tion for in d icatin g

q u an tities It is n ot in tern atio n al, so som e

stu d en ts m ay be u n fam iliar w ith it T h e x is

n o t n orm ally spoken, so we m ig ht w rite 6 x 3

f t cables bu t say Six three fo o t cables.

W h ile th e stu d en ts are doing th e exercise,

w rite Do w e have .? Yes, w e do / No, w e don ’t

on th e board

W h en th ey have finish ed , ch eck answ ers by

on th e p arts list Elicit answ ers from th e stu d en ts

6 x wall sockets Yes

1 x eight-port router Yes

1 x 12 ft lead Yes

1 x six-gang extension lead Yes

2 x installation disks No, we don’t We

have only 1.

2 You can eith er d em o n strate how th is w orks

w ith a stu d en t, or call on two stu d en ts to

d em o n strate and th en m ove on to pair

1 network 2 have 3 don’t 4 three 5 six

6 disk 7 need 8 call

5 T h is is a sp o t-th e-d iffere n ce activity w here pairs o f stu d en ts have to id en tify d ifferen ces betw een two p ictu res by d escribing th em to each other Follow th e instructions in th e book and m ake sure th e stu d en ts realize th ey should n o t look at th eir p artn er’s picture

W h en th ey have finish ed , co llect answ ers from th e class On th e left h and side o f th e

board, w rite A n eeds On th e right hand side w rite B h as Ask a stu d en t w ho w as A

in th e role play W hat do you n eed ? and elicit

one o f th e item s in th eir picture W rite its

n am e u nd er A n eeds on th e left T h en ask

a stu d en t w ho w as B W h at do you h a v e ? and

w rite its n am e on th e right C ontinue round

th e class, building up th e lists so the

d ifferen ces em erge W h en you have finished, allow pairs to look a t each o th e r’s pictures and m ake sure th ey have n o t m issed anything

Trang 21

This activity provides further practice of the verbs have

and needand also gets the students thinking about what

they need to do to learn English

1 Write this question on the board: What do you need to

learn English?and get the students to brainstorm

ideas Write all suggestions up on the board and add

some of these if they don't think of them:

a good English dictionary, a good memory, a computer,

Internet access, an English friend, a lot of energy, a lot of

free time, a good English teacher

2 Tell pairs to ask each other questions about the

different things with Do you have ?, e.g.

A Do you have a good English dictionary?

B No, I don't Do you?

3 Ask which things are really necessary A good memory

is nice, but do you really need it?

Collect ideas from the students and encourage them to

ask your opinion too

Following instructions

T h is sectio n provides in ten siv e review and

p ractice o f n u m bers 1-100 Initially th e stu d en ts

follow in stru ctio n s to draw som eth in g , and th en

m ove on to giving in stru ctio n s th em selv es

1 Begin w ith a closed -book p resen tatio n Draw

a h orizon tal line on th e board and ask th e

stu d en ts W h a t’s this? Elicit a line and ask Is it

vertical? Elicit or provide horizontal and th en

draw o th er lin es to elicit vertical and diagonal,

th en proceed w ith th e activity in th e book

Answers

a vertical b horizontal c diagonal

2 M ake sure th e stu d en ts u nd erstand th a t

th ey should draw lin es on th e grid Be ready

to p au se th e recording frequently, so you can

ch eck th e stu d en ts have all drawn each line before you con tinu e W ith w eak er classes, you m ay w ish to read th e listen in g scrip t on page 121 o f th e S tu d en t’s Book y o u rself

in stead T h a t way you can rep eat and answ er

q u estio n s easily At th e end th e stu d en ts should fin ish up w ith th e picture below Ask

W hat is it? and elicit th a t it ’s a bottle.

be tem p ted to try to look a t w h at th eir

p artn er is drawing You m ay w ish to allow

w eak er stu d en ts to do th is, bu t in sist on no looking w ith th e stron g er stu d en ts

See pages 104 and 114 o f th e S tu d en t’s Book for th e two p ictures th e stu d en ts should

d ictate and draw W h en th ey have finished, ask W hat is it? for each one Elicit th a t one is

a w atch and th e o th er is a co cktail glass Ask

W hat’s the connection? and elicit or provide

a box of matches

a back door key

a can of Coke and two doughnuts

a calculator

22 Unit 4

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5 Where is it?

Describing controls

T here’s / There are .

at the top / bottom , on the left / right, in the centre

Vocabulary: m ach in e co n trols and operating

verbs

Describing facilities

Ordinal n um bers: 1st, 2nd, 3rd, etc.

Is there a(n) .? / Are there any .?

Vocabulary: building facilities

Describing tests

There isn’t / There aren ’t

Plural form s

Describing controls

T h is sectio n in trod uces:

• th e exp ressio n s There is / There are .

• n a m es for con trols

• exp ressio n s for d escribing p osition

• b asic verbs for operatin g controls

1 Tell th e stu d en ts to w rite th e n u m bers n ex t

to th e appropriate con trols They should be

able to w ork out th e n a m es o f co n trols they

d on ’t know by reading th e te x t and counting

Answers

1 levers 7 air vent 9 switches

4 clock 6 gauges 2 LCD displays

5 sockets 8 knobs 3 key pad

2 W rite th e words on th e board and m ake

sure everyone can p ron ou nce th em all

correctly Add p ro n u n ciation n o tes w here

appropriate

/'sDkits/ /'sw itjiz/ /n o b z/ /'geic^ iz/ /'li:v3z/

Highlight:

1 T h e k on kn obs is silen t Cross it out, or

b rack et it Ask Do you know other w ords with

a silent fe? (knou;, knife, knock)

2 T h e vowel sound in gau ges (m any stu d en ts

find th is hard) W rite say and u nd erline

th e ay Say gauges.

3 T h e p ro n u n ciation o f levers is d ifferen t in

British and A m erican English

B ritish English /li:vaz/

A m erican English /levaz/

3 W rite There is and There are o n th e

board Tell th e stu d en ts to look at th e tex t in

1 again and find exam p les A sk When is it

there is and w hen is it there are .? Elicit answ ers and tell th e stu d en ts to co m p lete

th e rule

Answers

For one thing, use there is.

For two or more things, use there are.

Answers

at the top / bottom

on the right / left

2 Ask w hy it ’s Where’s in th e first qu estion

and W here are in th e second (For o n e thing

- w here is, for two or m ore th in g s - w here are.)

3 Point out th a t th e order o f th e se prep osition al p h rases d o esn ’t m a tter, so

w e can say It’s in the centre, on the left, or It’s

on the left, in the centre.

T h en m ove on to pair practice Som e

stu d en ts m ay offer th e exp ression on the left / right hand side. If th ey suggest it, say i t ’s OK

too, bu t on the left / right is easier.

Trang 23

6 As in th e S tu d en t’s Book T h e stu d en ts can 10 Elicit th e opposite in stru ctio n s from th e

w ork alone and th e n com p are th e ir answ ers class (The stu d en ts will already have seen

w ith a p artn er befo re you co llect answ ers th ese opposites in 8.)

from th e class

Answers Answers 1 Open the air vent.

There’s an alarm bell in the centre at the bottom 2 Turn on the fan.

top, and there are four fuses at the bottom on 3 Push the lever.

the right left There are two switches at the top 4 Lock the cover.

on the left There’s a gauge at the bottom on 5 Unplug the control station.

the right and a lever at the bottom top The 6 Hirn the knobs anti-clockwise.

switches are eff on and the lever is down up 7 Replace the fuse.

7 As in th e S tu d en t’s Book T h e stu d en ts can 11

w ork alone and th en com pare th eir answ ers

w ith a p artn er befo re you ch eck answ ers

8 More th a n one an sw er is p ossible for m any

o f th ese qu estio n s, and n o t all th e answ ers

w ill be im m ed iately clear, so m ake th is a

w hole class activity Ask th e q u estio n s one

by one, e.g W hat do w e open and close? T h en

say yes or no to th e answ ers th e stu d en ts

4 microphone, lead - or plug that’s on the lead,

the control station itself

5 knobs

6 fan, the control station itself

7 fuses

M im e som e o f th e actio n s in 9 and 10 For

exam ple, Pull the leuer Elicit th e appropriate

in stru ctio n from th e class

A fter pairs o f stu d en ts have w orked on th is for a w hile, tell th em to swap roles, so B gets

a ch an ce to give th e in stru ctio n s

M ake sure th a t th e stu d en ts u n d erstan d th e

in stru ctio n s and th a t th ey know th ey should

n o t look at th eir p a rtn er’s picture Tell th em

to read th e exam p le co n v ersatio n and con tinu e

W h en th e stu d en ts have finish ed , co llect answ ers and ask th em to look at each o th e r’s

p ictu res and com pare

Answers

The six differences are:

1 At the top on the left, the lever is on / off

2 At the top on the right, the switches are on / off

3 In the middle, there are five / six knobs

4 At the bottom on the left, there’s a key pad / there are gauges

5 At the bottom in the middle, the air vent is open / closed

6 At the bottom on the right, there are gauges / there’s a key pad

9 Read th e in stru ctio n s aloud a couple o f

tim es, pau sing if n ecessa ry to allow th e

stu d en ts to p o in t to th e co rrect p art o f th e

picture

24 U n it5

Trang 24

Describing facilities 3 Ask th e qu estio n s and elicit th e answ ers.

T h is sectio n p ractises:

• th e negative and q u estio n form s o f There

is / There are .

• n a m es for facilities stu d en ts m ig ht need to

know, e.g toilets, telephon es.

1 Begin w ith a closed book p resen tatio n Give a

stu d en t a pen and tell th em to go to th e

board and draw th e building you ’re in now

Say Tell m e abou t this building and ask th e

stu d en ts qu estio n s beg in n in g Is there a .?

and Are there any .? (Mime as appropriate to

en su re th e stu d en ts u n d erstan d th e

qu estions.)

For exam p le:

Is there a restau ran t? (Mime eating)

Are there any stairs? (Mime clim bin g upstairs)

and any o th er facilities in 1 th a t you th in k

you w ill be able to effectiv ely m im e

Elicit th e answ ers: Yes, there is / are No, there

isn’t / aren ’t T h en open books and tell th e

stu d en ts to do exercise 1

Answers

11, 2g, 3b, 4n, 5k, 6m, 7j, 8a, 9c, lOe, llh , 12i, 13f,

14d

Check th e stu d en ts u n d erstan d th e

in stru ctio n Play th e recording See if th e

stu d en ts can n am e th e five things If not,

play it again p au sing in appropriate p laces to

elicit th e co rrect answ ers

Answers

1 the hotel restaurant

2 room service

3 restaurants near the hotel

4 a minibar in his room

5 an elevator

Answers

1 Yes, but it’s closed

2 No, there’s no room service

3 No

4 No

5 Yes, but it’s not working

4 ft)Play th e recording again, p au sing for

th e stu d en ts to co m p lete th e qu estio n s Elicit

th e answ ers from th e class Rem ind th e

stu d en ts th a t I’m afraid is sim ilar to I’m sorry.

3 Are there any restaurants near the hotel? No,

sorry There aren’t

4 Is there a minibar in my room? No, I’m afraid

For one thing ask Is there a(n) .?

For two or more things ask Are there any .?

6 S elect a stu d en t and d em o n strate th e activity, th en m ove on to pair p ractice

7 T h is exercise p ractises ordinal n um bers T h e key learn in g goals are:

• M any ordinal n u m bers end w ith -th So

fo u r b eco m es fou rth, six b eco m es sixth, and

so on

• C ertain irregular form s are very com m on :

one - fir st

tw o - second three - third

• We also say tw enty-first, tw enty-second, thirty-third, etc

• T h e n u m bers eleven, tw elve, and thirteen do

n o t op erate like o th er ones, tw os, and threes T h e ordinals are eleventh, tw elfth, and thirteenth.

Trang 25

• Th e la st two letters o f th e ordinal n um ber

get tagged onto th e n u m eral in th e ordinal

in w riting, e.g fir s t - 1st, fo u r th - 4th

W rite 1 fir st 1st on th e board.

T h en w rite 2 (under 1), and encourage th e

stu d en ts to tell you w h at to w rite n ex t in

order to co n tin u e th e p attern Highlight th e

irregu larities, as described

Encourage th e stu d en ts to copy th e n u m bers

down

Go round th e class askin g d ifferen t stu d en ts

about th e h o tel facilities, follow ing th e

p attern in th e exam p le T h en m ove on to

p air practice

Describing tests

T h is sectio n :

• gives fu rth er p ractice o f There is /

There are form s

• in trod u ces som e co m m o n irregular plural

form s

1 Go through th e p ictu res in turn asking What

can you see? and th e q u estio n s in th e book.

2 and 3 As in th e S tu d en t’s Book T h en tell th e

stu d en ts Look at the plural w ords A sk How do

you know ? Elicit th a t plural form s end w ith

an s and th a t som e plurals (e.g person

-p eo-p le) are irregular Also d irect atten tio n to

dum m y w h ich b eco m es du m m ies in th e

plural T h en read th e n ote on Plurals w ith

th e class

Answers

Q How many people are there in the car?

A None, but there are1 three dummies There’s2

a dummy of a man at the front and a woman

and child at the back, but there aren’t3 any

real people

Q It’s ju st a test?

A Yes, it’s a 56 km/h crash test

Q Where are the car doors?

A There aren’t4 any We want to see the

dummies move

Q What about seat belts?

A There’s5 a seat belt at the front, and there’s6

an air bag too But there isn’t7 a seat belt at

the back

Q Is this a dummy too? There are8 circles on its

clothes

A Yes, it’s another test There are9 sensors in its

body too They help us measure its movement

Q Is there a fire here?

A No, there isn’t10 It’s an air bag.

5 Encourage th e stu d en ts to ch eck th e words

in a good d ictionary if you have one to hand Draw a tten tio n to how th e d ictionary

in d icates an irregular plural form

Trang 26

6 Tell me about it

Describing features

It h as It doesn ’t hav e ., Does it hav e .?

Vocabulary: car p arts and featu res o f cars

a(n) / several / a lot o f

M aterials

Vocabulary: plastic, steel, w ood, etc.

What's this m ade of? It’s m ad e o f

Shapes

Vocabulary: circle-circular, sp h ere-sp h erical, etc.

Describing features

This section practises positive, negative, question,

and sh o rt an sw er form s o f th e verb have.

Note

have got and have

Students may ask about the British English form

have got. If necessary, write this table on the

board, so they can compare the two forms:

+ It has got fins

It’s got fins

It has fins

- It has not got fins

It hasn’t got fins

It does not have fins

It doesn’t have fins

? Has it got fins? Does it have fins?

//X Yes, it has

No, it hasn’t

Yes, it does

No, it doesn’t

Ideally students should be able to understand

these have got forms as they are still commonly

used in British English However, the have form

practised in this section is also used in the US,

and has wider currency worldwide in terms of

speaking purposes - that’s why we’ve focussed

on it here

1 As in th e S tu d en t’s Book W arm th e class up

by finding out about everyone’s cars

Ask th e stu d en ts Does it hav e a m an ual or automatic gearbox? W e c a n ’t tell from th e

picture as we c a n ’t see a gear lever, bu t they

m ig ht like to m ake a guess In fa ct it h as

a u to m atic tran sm ission

3 Let th e stu d en ts guess w h at featu res th e car

h as Read th e list and accep t all answ ers as plau sible at th is stage

Note

This 1950s Cadillac comes from a classic age in American automotive engineering Fins apart, from a modern perspective, it has a surprising number of modern features, and your students may be surprised to learn it has electric windows, central locking, cruise control, etc

4 T h e stu d en ts should read and ch eck th eir answ ers to 3 Encourage th e m to com pare

th eir answ ers in pairs before co llectin g answ ers from th e class Som e o f th e featu res

on th e list are very m od ern in ven tio n s th a t

are n o t m en tion ed in th e text, e.g a GPS system

Some students might mistakenly say an eighty-

litres fuel tank If necessary, remind them that we say 80 litres but an eighty-litre fuel tank (see Unit 3,

Specifying) If appropriate, show them some more examples, e.g

The car has four doors It’s a four-door car.

The engine has six cylinders It’s a six-cylinder engine.

Trang 27

5 If you have a car, tell th e stu d en ts to ask you

q u estio n s about th e featu res in 3, e.g Does it

haue an autom atic gearbox?

If you d on ’t have a car, tak e th e role o f A in

th e co n versatio n and ch o ose a stu d en t to

tak e th e role o f B D em o n strate how it w orks

before m oving on to p air practice

Focus atten tio n on th e language n ote and

p oin t out:

1 Th e verb h av e h as two P resen t Sim ple

form s: h av e and has.

2 W ith it we say has

3 We u se does and doesn ’t in negatives,

qu estio n s and sh o rt answ ers

6 Do this w ith th e w hole class, w riting any good

language th e studen ts suggest on th e board

Vehicle a has a lot of seats

Vehicle b has no pedals

Vehicle c has unusual wheels

Vehicle d has an unusual body

Vehicle e has no wheels

Vehicle f has several seats

Vehicle g has a lot of steering wheels

Vehicle h has just one wheel

7 Before th e stu d en ts begin th is task, tell th e

stu d en ts to find a v eh icle w ith:

1 one sea t 3 a lot o f seats

2 several seats

W rite one, several, and a lot o f on th e board and

ask What's the difference? Elicit answ ers and

th en read th e language note on Q uantities

T h e stu d en ts can w ork in pairs, or do th e

exercise alone and th en com pare th eir

an sw ers in pairs or groups o f th ree before

you co llect answ ers from th e class

le, 2h, 3d, 4g, 5e, 6b and e, 7a and f, 8a and d, 9c

and h, lOd and f

8 T h is is a sim p le gu essing gam e D em onstrate

how it w orks by ch oosin g a v eh icle y o u rself

first Say I am thinking o f a vehicle Which one?

A sk m e questions and fin d out. R em em b er to

only an sw er yes, no, or I’m not sure W h en th e

stu d en ts know w h at to do, divide th em into

sm all groups to co n tin u e playing

Materials

T h is sectio n in trod u ces th e n a m es o f six teen

co m m on m aterials It also briefly preview s this and these for n ea r o b jects T h is w ill receive

in ten siv e p ractice in U nit 10, so focu s on th e

n a m es o f m aterials here

Note

While you are doing this section, the students may ask you for the names of other materials Supply them as necessary and make use of a dictionary if required

Tip: Chemical symbols for elements are international, so they are useful for explaining the names of metals, etc Here’s a list of some commonly known chemical symbols:

Aluminium* Al Mercury Hg Gold AuCalcium Ca Nickel Ni Tin SnCarbon C Platinum Pt Iron FeChlorine Cl Silver Ag Zinc ZnChromium Cr Sodium Na Lead PbCopper Cu Sulphur* S

Aluminium is known as aluminum in American

English

Sulphur is spelt sulfur in American English.

1 Begin w ith a closed book p resen tatio n Point

to or pick up d ifferen t o b jects and ask What's

this m ad e of? and W hat are these m ad e of?

Elicit / provide th e n a m es o f som e m aterials,

in clud in g th e n am es o f som e o f th e

m aterials they will see la ter in th e p ictures,

e.g steel, glass, w ood, leather, plastic.

W rite W h at’s this m ad e of? and W hat are these

m ade of? on th e board, th en tell th e stu d en ts

to stan d up and w alk around th e room w ith you, askin g th e q u estio n s as you p oin t at

d ifferen t things T h en th e stu d en ts w ork in pairs or groups o f th ree and te s t each o th er

on th e n am es o f m aterials

2 T h ese p ictu res will probably include

m aterials you have introduced in 1 and also som e new ones Allow th e stu d en ts to w ork

on th em in pairs before co llectin g answ ers from th e class As th e stu d en ts call out th e

n a m es o f m aterials, w rite th em in a list on

th e board so they can see th e spelling

28 Unit 6

Trang 28

4 Do th is w ith th e w hole class, referring to th e

list you w rote on th e board in 2 W ith

stron g er cla sses, invite th e stu d en ts to

suggest m ore m aterials th a t fit in to th ese

Tiêu đề	Tech Talk Elementary
Trường học	Standard format not all caps
Chuyên ngành	English for Technical Jobs
Thể loại	Course Material

Định dạng
Số trang	92
Dung lượng	2,97 MB