Professional Documents
Culture Documents
UNIT
Coursebook
Unit 1 Language Texts Communicative skills
Part 1 Vocabulary and Listening Listening and Speaking Speaking
SB page 6 Common English words Introducing yourself Spelling words
Pronunciation Listening and Speaking Functional language
Word stress The alphabet Meeting people
Grammar
Regular plural nouns
Part 2 Vocabulary and Listening Reading and Listening Functional language
SB page 8 Numbers 1–10 Postcodes How are you?
Grammar Writing and Speaking
What’s Filling in a form
Global game Board game: You know lots of English!
SB page 10
Global review Ordering words in a conversation
SB page 11 Number dictation
Additional resources
eWorkbook Interactive and printable grammar, vocabulary, listening and pronunciation practice
Extra reading and writing practice
Additional downloadable listening and audio material
Teacher’s Resource Communication activity worksheets to print and photocopy
Disc
Go global Name
Ideas for further Look for ‘international English’ words in the street, eg hotel, bar, taxi. Find three more words and tell
research your teacher.
Address
Ask students to find the postcodes for these famous buildings: the White House; 10 Downing Street
(British Prime Minister); the European Parliament; the International Red Cross and Red Crescent,
Geneva.
Students continue and complete the exercise. At this stage 3 Copy the sentences on the board and complete them
they ignore the part about I’m from. Ask (and gesture) for yourself. Ask students to do the same, monitoring
students to check their answers in pairs before doing carefully as they work.
whole class feedback. This is an important way to boost 4 Gesture to students to work in pairs. Ask them to read
student confidence and avoid them feeling exposed in and compare.
front of the class.
1.01
Listening and Speaking (SB page 6)
1 Hello. I’m Tom. 1 1.03 Either use the recording, or say the letters
2 Hi. I’m Liz. yourself, giving students time to repeat.
3 Hello. I’m Atul. TEACH global
4 Hi. I’m Steve. Think local Pronunciation extra
5 Hi. I’m Sasha. Before continuing, you may want to do some more alphabet
6 Hello. I’m Pam. practice. One idea is to say two or three letters in sequence,
then pause to elicit the next letter. After demonstrating,
2 1.02 Point to exercise 2, read the cities and ask students can do the same activity in pairs or small groups.
Alternatively, prepare individual cards for each letter and hold
students to repeat them. On the board write Hello, I’m
them up at random to elicit the pronunciation.
Tom. I’m from . Then play the recording, stopping
after the first sentence, elicit the answer (London) and
complete the sentence. Gesture for students to continue, 2 1.04 The conversation focuses on a name with
working in pairs, and play the rest of the recording. Then two potential spellings and two place names which could
go through the answers with students. be confused due to similarities in pronunciation. Draw
two faces on the board. Under one write Pedro – Madrid;
1.02 under the other write Leslie / Lesley – Torquay / Tokyo.
1 Hello, I’m Tom. I’m from London.
2 Hi. I’m Liz. I’m from Sydney.
Pedro – Madrid Leslie / Lesley – Torquay / Tokyo
3 Hello. I’m Atul. I’m from Mumbai.
Play the conversation; students listen for the correct
4 Hi. I’m Steve. I’m from Cape Town.
spelling. Let them check in pairs before doing class
5 Hi. I’m Sasha. I’m from New York.
feedback.
6 Hello. I’m Pam. I’m from Toronto.
1.04
5 1.07 Tell students they will hear four conversations
where someone is spelling his or her name. Write the
A: Hi. I’m Lesley.
word Brawn on the board. Play the first dialogue as an
B: Lesley? Can you spell that?
example, ask students what is different and underline the
A: L – E – S – L – E – Y
incorrect letter o. Then play the whole recording.
B: L – E – S – L – E – Y
A: That’s right. I’m from Torquay. 1 a
B: Can you spell that? 2 u
A: T – O – R – Q – U – A – Y 3 e
B: T – O – R – Q – U – A – Y 4 P
A: That’s right. 5 m
B: I’m Pedro.
1.07
3 Draw a speech bubble, with a question mark 1 A: Name?
coming from Pedro’s mouth. Play the first part of the B: Brown. B – R – O – W – N.
conversation again, stopping after Can you spell that? and
2 A: Name?
elicit the question. Play again and ask students to repeat.
B: Ball. B – A – L – L.
Now ask two students to read the dialogue on page 6. 3 A: Can you spell spell that?
Then demonstrate the activity with students asking you. B: C – L – A – R – K.
Put students into groups and ask them to do the same, 4 A: Can you spell your name?
writing their partners’ names and cities. B: Barker. B – A – R – K – E – R.
5 A: Can you spell that, please?
Vocabulary and Listening (SB page 7) B: J – A – N – E – S. Janes.
5 115123 3 address
4 postcode
Monitor while students work. Put the students into groups of between three and five,
ideally sitting in a circle. Each group needs one copy of
the book, open at page 10. You also need one dice per
group.
taxi ✔
phone ✔
café ✔
bank ✔
camera ✔