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1 Name & Address

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.

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UNIT
1 Name & Address

Part 1 TEACH global


Think local Extra activity
TEACH global To check that students know where all these places are, you
Think local Lead-in could download photos of these places from the internet
You may wish to do some basic introductions before starting and ask students to identify them. You could also use the
the book. Make eye contact with the class, smile, wave and opportunity to teach I don’t know, eg:
say Hello, I’m ... Greet different students, alternating Hello and T: Where’s this? London?
Hi. Then choose a student and ask And you? Ask a few more
S: I don’t know.
students in this way, then gesture for the students to stand up
and mingle, introducing themselves to other students. If space T: Yes, it’s London. / No, it’s Toronto.
is limited, they can remain seated, introducing themselves to
students sitting nearby.
Language note
In English, names of people, places, countries, etc have an
Listening and Speaking (SB page 6) initial capital letter, eg Tom, London, Australia.

1 1.01 The first listening requires students to


TEACH global
distinguish the use of Hello and Hi. Write page 6 on the Think local Extra activity
board, then hold up your book so students can check as
If you have students who use a different script or have
they open their books to the correct page. Point to the different conventions for capitalisation, point out the use of
photos and read aloud the names. Write Hi / Hello on the capital letters in names. For additional practice, you could
board. Then play the example part of the listening and choose some international words you think the students
demonstrate underlining the answer. will know and write them on the board, mixing in some
names, but writing all the words in lower case (eg pizza, san
Gesture and demonstration are essential in the early francisco, photo, steve) and ask students to capitalise where
stages of teaching beginners, when students lack the appropriate.
language to understand verbal instructions.

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.

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1 Name & Address
UNIT

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.

1 1.05 Point at the pictures. Play the recording and


ask students to say the words. Note: students are not Pronunciation (SB page 7)
expected to know this vocabulary, though the words are
all international words which have close equivalents in The activity helps students become sensitive to the
many languages. If your students are unlikely to know the number of syllables and to identify the main stress. It’s a
words, move straight to exercise 2. Check that students good idea to copy the table on the board and number the
understand that café and hotel are places (not coffee and three columns.
key).
1 1.08 Do the example together. Then you can either
2 1.06 Play the recording and ask students to read the ask students to listen and tick directly, or give them a
conversation while they listen. After that, ask them to read chance to guess the answers before listening to check.
it in pairs. Then ask them to close their books and see if
they can remember the dialogue.
hi ✔
3 Put students into pairs and ask them to choose three of hello ✔
the words illustrated by the pictures to spell to each other,
coffee ✔
using the conversation in exercise 2 as a model. You could
practise this with a student yourself first as an example. phone ✔
camera ✔
Language note café ✔
When spelling, we tend to say double for repeated letters, eg: hotel ✔
coffee = C – O – double F – double E bus ✔
passport ✔
4 Demonstrate the activity with a stronger student. Say
I am Student A and (Olga) is Student B. (Olga), write the 2 Check answers, then listen and repeat.
words. 1 Passport etc. Remind students they can ask Can you
spell that? and put this question on the board to remind /
help them.

Divide students into As and Bs. On the board write A –


page 96 and B – page 100. Ask students to find the page
and check they all have the right one. As students work in
pairs, monitor to check and help.

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UNIT
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Grammar (SB page 7) Functional language (SB page 7)


Here the focus is on regular plural forms. This section focuses on introducing yourself.

1 Here students listen and order two separate


Language note
greeting conversations. Give students time to read the
Most nouns form the plural with -s. Nouns ending -ch, -s, -sh conversations before listening to number them in the
or -x add es. correct order.
Nouns ending in consonant + y change to -ies.
Note that the same rules apply to the formation of the 3rd Correct order
person singular of regular verbs. Conversation 1: 2, 3, 1
Conversation 2: 3, 1, 2
Read the rules with students, then ask them to complete
the exercise individually. Give time for students to check 1.09
their answers in pairs before doing class feedback. 1 Tom: Hi. I’m Tom.

1 coffees Liz: Hello Tom. I’m Liz.

2 phones Tom: Nice to meet you, Liz.

3 taxis 2 Sasha: Hello. I’m Sasha.

4 cameras Atul: Hi Sasha. I’m Atul.


Sasha: Nice to meet you, Atul.

G Grammar focus 2 Draw students’ attention to the Useful phrases on page


7. Ask students to stand up and mingle, introducing
Show students the icon. Write page 106 on the board and themselves and greeting other students.
ask them to find it. Show students the language summary
on nouns.

You can use exercise 1 on page 107 for:


a) extra practice now
b) homework
c) review a couple of lessons from now.

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

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1 Name & Address
UNIT

Part 2 Language note


We pronounce ‘0’ as zero. In the US people use this for phone
Functional language (SB page 8) numbers, but most British people say oh, eg ‘405601’ as four
This section focuses on asking How are you? oh five six oh one.
We write ‘2441’ and can say digits individually or use the word
1 1.10 Focus students on the illustrations. Then listen double, eg two double four one.
and read. Point at the first picture and ask Conversation
1 or Conversation 2? Then do the same with the second 4 Demonstrate the activity. Write five random numbers
picture. in your notebook and then dictate to the students who
write the number in words. After checking, show the
1 a
class the numbers in your notebook. Ask them to work in
2 b
pairs and do the same. Monitor to check, help and correct
spelling.
2 Listen to the recording again, pausing after each
line for students to repeat. Ask students to read the 5 1.13 The extracts focus on five real-world situations
conversations in pairs. when we use numbers. The first listening simply requires
students to listen and identify the situation by matching
3 Read through the Useful phrases with students. Students the conversations they hear with pictures a–e. Reassure
then stand up and mingle or speak to students sitting near students that they are not expected to understand
them and ask How are you? everything in the dialogue.

Vocabulary and Listening (SB page 8) 1 b


2 d
1 1.11 Students listen and repeat the numbers.
3 a
TEACH global 4 c
Think local Alternative procedure 5 e
If you prefer, you can present the numbers with books closed.
Options include counting round the class, using Cuisenaire
rods or counters, or using flashcards of individual numbers to 1.13
elicit the word. It’s important initially to work with numbers in 1 Manchester United 3, Liverpool 2
sequence, before asking students to say numbers at random. 2 Yeah! Six! One, two, three, four, five, six.
3 A: Good morning.
2 Ask students to match the numbers with the words. B: 2 –1 – 3 please.
For feedback, write a number (or show the flashcard) and A: 213. Here you are.
ask students to spell the word. This reviews alphabet and 4 8 – 3 – 4 – 1 – 9. That’s it … Oh no!
spelling while checking. 5 4 – 5 – 2 – 6 – 9 – 8 – 8

3 1.12 Students listen to four incorrect sequences and


have to write the missing number. Listen and follow the 6 Students now listen again for the numbers in each
example with the class. Remind them to write the missing extract.
number in full (to practise spelling). Then ask students to 1 Manchester United 3, Liverpool 2 (picture b)
listen and work individually, pausing the recording to give
2 Game: 6! 1, 2, 3, 4, 5, 6! (picture d)
them time to write. Let students check in pairs before
3 Room 213 (picture a)
class feedback.
4 Safe combination: 83419 (picture c)
a 1, 2, 3, 5 four 5 Phone number: 452 6988 (picture e)
b 4, 5, 6, 8 seven
c 2, 3, 4, 6 five
d 6, 7, 9, 10 eight
e 9, 8, 7, 5 six
f 5, 3, 2, 1 four

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UNIT
1 Name & Address

Reading and Listening (SB page 9) TEACH global


Think local Extra activity
The text is about postcodes in different countries. If your students come from different countries, ask them if
they have postcodes and whether postcodes in their countries
Background note use letters and numbers or only numbers.

Postcodes (also called ‘postal codes’ and ‘zip codes’) were


first introduced in the Ukraine in 1932 and in Germany in 4 Drill the question What’s your postcode?, then put
1941. In a 2005 study, 117 countries had a postal code students into pairs to ask each other and write down their
system. Most countries only use numbers which indicate an partner’s postcode. If all your students are likely to share
area or region, but some use alphanumeric codes (mixing the same postcode, omit this activity.
letters and numbers) to identify a more precise location. In the
UK the postcode identifies a group of two or three houses in 5 If postcodes are used in your country, write a local
some areas. postcode on the board. In front of it write a question
mark. Elicit and drill the question What’s the postcode?
1 Show students the illustration of different envelopes. Divide students into pairs and tell them to decide who is
Copy the first onto the board, elicit the name and address A and who is B. Write Student A – page 96 and Student B –
and then elicit and circle the postcode. Ask students to page 100 on the board. Monitor as students work.
continue doing the same. Check their answers.
Grammar (SB page 9)
1 520651
2 B3 1XQ Read the grammar note with students or write the two
3 L5R 3F8 questions on the board, omitting the question word and
4 GA 30302 eliciting What.
5 119123 1 The exercise brings together various personal
information questions. Read the four options with
2 1.14 Students listen and correct the postcodes on students, then read the first question and elicit the answer.
the envelopes. Students continue working individually.
1 520751 2 1.15 Students listen and check.
2 C3 1XQ
3 LSR 3F6 1 name

4 GA 31302 2 phone number

5 115123 3 address
4 postcode

3 Read the text once to students, while they follow it.


Then ask students to read again silently to answer the G Grammar focus
questions. Give them time to check in pairs before class
feedback. Show students the icon. Write page 106 on the board and
ask them to find it. Show students the language summary
1 F (zip code is the US term.)
on What’s.
2 T
3 F (An Australian postcode is a number.) You can use exercise 2 on page 107 for:
4 F (A Manchester postcode starts with M, the first letter of a) extra practice now
‘Manchester’.)
b) homework
This important Language note focuses on the use of c) review a couple of lessons from now.
the indefinite article. After reading the note, give extra The answers are on page 116 of the Teacher’s Book.
practice by writing some words from the unit on the
board and asking them to sort into two columns a and an.
Writing and Speaking (SB page 9)
Language note Pairwork. Students consolidate the questions and ways to
check and clarify through personalisation. Draw students’
Note that the key issue is whether the first sound (not letter)
is a vowel. For example, we say an umbrella because it starts attention to the Useful phrases on page 9. Write name,
with the vowel sound /ʌ/, but we say a university because the address, postcode and phone number on the board; elicit and
first sound is /j/. drill the question forms (What’s your name? etc) . Then
write spell and repeat and elicit and drill the questions (Can
you spell that? etc).

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1 Name & Address
UNIT

Put the students in pairs to ask and answer questions,


check spelling and note answers. Global game
Option A: If appropriate, students can use their own Global game (SB page 10)
personal details.
The game is designed to boost students’ confidence by
Option B: Otherwise, refer students to the invented making them aware of the amount of English they know
information at the back of the book. Write Student A – already, both from the unit and through international
page 96; Student B – page 100 on the board. English.

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.

Demonstrate the game: throw the dice, tell students the


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

Give students counters, or tell them to each take a


different coin and place it on ‘Start’. On the board write
the phrases You start and It’s your turn. If you speak the
students’ language, translate the phrases. If not, point out
the phrases at appropriate moments.

Students play the game. Monitor to help and correct.


TEACH global
Think local Mixed ability
If some groups finish before others, ask them to list all the
words they can think of for the different categories in the
game.

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UNIT
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Global review Grammar (SB page 11)


These activities can be used at home but are designed to 1
be used in class with students working together in pairs. 1  c   
Aim: to review the language of the unit. 2  a   
3  d   
Tips:
4  e   
• Encourage students to work together. 5  b
• Allow them to look back through the unit or consult 2 Students’ own answers.
their notes.
• In feedback, elicit more examples or the reason why an
answer is correct. Listen again (SB page 11)
The first Listen again exercise in this unit comes from
Vocabulary (SB page 11) the Functional language section on page 7. Here, students
listen again to order the conversation.
1
Across 1, 2 1.16
2 six Tom: Hi. I’m Tom.
3 seven Liz: Hello Tom. I’m Liz.
7 two Tom: Nice to meet you, Liz.
8 three
9 one Exercise 3 in this Listen again reviews Vocabulary on page
Down 8.
1 nine
4 eight 3 1.17
5 four a 1, 2, 3, 5
6 five b 4, 5, 6, 8
8 ten c 2, 3, 4, 6
2 d 6, 7, 9, 10
e 9, 8, 7, 5
c A m e r a w l
f 5, 3, 2, 1
o h o t e l p b
f g u t a x i o
f o u r c y f o
e p h o n e v k
e k c a f e a s
p a s s p o r t

Pronunciation (SB page 11)

taxi ✔
phone ✔
café ✔
bank ✔
camera ✔

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