1a hello. goodbye. - macmillan english · 1a hello. goodbye. what the lesson is ... unless you’ve...

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1a Hello. Goodbye.What the lesson is about

Theme Introducing yourselfSpeaking Guided conversation:

introductionsListening Dialogues in which people

introduce themselves Grammar Verb to be (am and is)Pronunciation Contractions: ’m and ’sFunctional language Greetings: saying hello and

goodbyeEnglish around you Popular names in Britain

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■ Before you start What do you need to have in your head for your first lessons with a class of beginners? Here are a few suggestions:

Establish your role and the role of the students’ L1 (their first language) Unless you’ve met them previously in some other class, the students won’t know what kind of teacher you are and what it’s like to be a student in your class. An important aspect of the first lesson is that they will discover this. They will find out if you are a sympathetic, listening teacher. If you are interested in them and their problems. If you seem well-prepared and know your subject. If you are so wrapped up in your plan and activities that you don’t give students enough attention and so on! When I start teaching a new beginner class, one of the key issues is to establish that in my classes I am not going to do all the work myself; if students want to learn they will have to put the energy in themselves!

Plan for variety For your first few classes, make sure your lesson isn’t all of one type. Find a variety and balance so that learners experience a taster of a range of things they can expect on the course. As a guideline for a first lesson try to include: a simple ‘getting to know you’ game; some simple listening; an input of some basic hello/my name is phrases; a written practice task; a simple oral communication task; perhaps, a quick closing game. (This lesson, of course, closely reflects what is on offer in lesson 1 of the Student’s Book!)

Make sure they learn something tangibleStudents will want to feel that they are taking away some real, tangible learning with them. Nothing is likely to make the students feel prouder or more motivated than being able to leave the class saying something useful and memorable in their new language. Make sure that each of the first lessons isn’t just filled with pleasant games and getting to know you activities. Include some real content i.e. grammar and vocabulary – not too much – just a small number of items. Make sure they are really useful and instantly usable items rather than grammar book examples.

Make sure there’s some attention to people, their personalities and comfort.The learners need to establish themselves as individual people within the group. Make sure you don’t only do language work all lesson. Getting comfortable in the room, with each other and with you is a major part of winning the entire course. Don’t underestimate this or ignore this element. The learners may well be nervous, lacking in confidence and very unsure as to whether they really want to be in the room! Don’t ignore this and hope it goes away; keep it as an open and discussable issue through the course.

If you want a lead-in …Test before you teach: introducing yourself• Use mime to introduce hello and goodbye to students.

Walk up to two or three students with a big smile, shake their hands and say, hello or hi. Then walk away, waving your hand, and say, goodbye. Walk up to different students with a big smile, and wait for them to say hello. When they do, respond, then walk away and get them to say goodbye.

• If you have a new class, ask your students to write a name card. You could ask them each to fold over a sturdy piece of paper of about A5 size, and write their names on the front. (It is a good idea to bring in a set of pre-folded cards for this task – ask students to hand in the cards at the end of the class and keep them with the register so that they don't get lost.)

• Use the cards in ‘getting to know you’ games. For example, say My name’s … and give your name, then ask each student in the class to introduce themselves. Then collect in the name cards, and hand them out at random. Student A must say, My name’s … and read out the name on the card. The student whose real name is on that card must say, No! My name’s … . Alternatively, ask a student to look at the name cards and say, Hello Juan, Hello Noriko, etc. to students in the class. These students must respond by saying hello. Once three or four students have done this, collect in the cards, and ask students to say hello to each other, without the name cards. They must remember each other’s names.

Functional language: greetings (1)1 1.1• Play the recording. Ask students to listen and read. To

reinforce meaning, it is a good idea for you to mime shaking hands and waving when the speakers say hello and goodbye on the recording.

2 1.1• Play the recording again. Pause the track after each word

and ask students to repeat.

3• A good way of doing this is to nominate two students

and ask them to walk to the front of the class. They must shake hands and say hello, then wave, say goodbye, and walk back to their seats. Act out the scene with a reliable student first to show students what you want them to do.

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1.1

Hello.Hi.Goodbye.Bye.

Languagenotes• Some languages use the same word to say hello and

goodbye. In Italian, for example, the word ciao means both hello and goodbye, depending on the context. Be aware that students whose language uses one word may get confused about when to say hello, and when to say goodbye. Use mime repeatedly to show the difference: shake hands to show hello, wave to show goodbye.

• Hi and bye or ’bye are shortened, informal versions of hello and goodbye.

• It is important that students say these greetings with a lively and friendly intonation. N.B. The intonation pattern tends to start high, then goes up, then down, on each of these words.

Hello Goodbye

• As students listen to you or the recording, you could show this pattern with your hand. Place your flattened right palm at eye level and move it up then down to show the pattern.

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■ Extra GTKY (Getting To Know You) games for first lessons 1

You may want to supplement the GTKY activities in the Student’s Book with some extra games, though, of course, with a beginner class you have to take care not to expect them to be able to use too much English. Here is a game.

Straightforward Beginners TB

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b/w digital artworkby Kathy Baxendale

HandshakesTeach the expression Shake hands by miming it as you do it with several students. Check understanding by asking some students to Shake hands with Otto, etc.Ask all students to stand up. Give the following instruction: Shake hands with ten people. (Hold up ten fingers to show the number.) Students should move around the room and do what you asked them. They should do it quite quickly, but without running! Wait while they follow the instruction. Continue in the same way, giving each instruction, waiting for students to complete it before you give the next instruction.Instruction sequence:• Shake hands with ten people.• Shake hands with two people and say your name.• Shake hands with three people and ask What’s your

name?• Shake hands with five people and have a conversation.• Shake hands with three people and say goodbye.

ListeningIn this listening, students listen to four short dialogues in which different people greet each other. To add humour, the situations involve unusual characters. (N.B. Orion, the spaceman’s name, is not a usual name in English.)

1 1.2• Tell students to look at picture A. Point to one of the

people in the picture, and ask, What is he/she saying? If students don’t understand, use a mime (e.g. moving fingers and thumb in a ‘speaking’ gesture) to show them what you want. Try to elicit hello, goodbye and my name’s … Move on to the other pictures and elicit what the people are saying.

• Play the recording. Students listen and point to the correct pictures. After listening, give feedback by holding up the book and pointing to each dialogue and its matching photo in turn.

1 D 2 C 3 A 4 B

2 1.2• Play the recording again. Students listen and read.

1.2

1A: Hello.B: Hi.A: What’s your name?B: My name’s Jack.2A: Goodbye.B: Goodbye. 3A: Hi.B: Hello. A: I’m … Orion. What’s your name?B: My name’s Emily.4A: What’s your name?B: Willy. A: Goodbye Willy.

Alternativeprocedurewithstrongerclasses• With stronger classes, do the listening task before students

read. Ask them to look at the pictures and guess what people are saying. Then ask them to cover the written dialogues, and listen to match the dialogues to the pictures. Finally, let them read the dialogues to check.

Extratask• Pairwork. Ask students to read and act out the dialogues

in pairs. You could model a dialogue briefly to show students what you want.

• Ask students to cover the dialogues, look at a picture, and act out the dialogue in pairs without reading. Alternatively, you could ask pairs to come to the front and act out the dialogues in the pictures with actions.

1a Hello. Goodbye.

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■ The role of L1 It’s an English class, so it probably makes sense if the main (or only) language used is English. For some students this will be quite shocking and maybe frightening. Here is an interesting personal experience from Noemi, an experienced teacher of beginner classes:

I teach students within my own country so that means I speak the same language as my students. But when I start a new beginners’ class I make a point of only using English. Whatever they say to me, I use English in response. In the first few lessons this tends to provoke some strong reactions. Some students simply won’t accept that I understand their language but am refusing to use it. I’ve found that I really have to have the courage to get through this initial outrage – sometimes against great opposition. They don’t necessarily like it but they do get used to it.

And after a few lessons, when we have established that this is the normal way of working, it’s great, because we have a class that is constantly using and focussed on English. From that point onwards, I can relax a little and start to use the students’ L1 whenever it seems useful to do so. But they have already bought into the idea that the class is English and will mainly work in English and that’s such an important step.

A few times I haven’t done this, and I’ve always had far more problems. For example, there was one class where I gave in when students complained that they couldn’t cope with me only using English. So I used their L1 quite a lot in the first few lessons. Somehow, they never completely got used to working in English and that group always seemed to me to be lacking in confidence and they were terribly reliant on me giving explanations in L1 and translations of anything they didn’t understand.

I particularly like a phrase this teacher used: get through this initial outrage. This obviously takes some courage on the teacher’s part! But from this experience at least, it sounds like it may be worth trying.

A few suggestions about using L1• It’s normal and natural that your students will use

L1. Don’t get angry or critical. Just keep replying in English and gently encourage them to have a go themselves.

• Once you’ve successfully established English as the classroom working language, don’t feel that ‘never use L1 with students’ is a rule written in stone. There are many situations when using L1 is the best thing to do. For example, for quick clarification of complex grammar points; quick help to panicking students; quick restating of misunderstood instructions; quick corrections, etc.

• Just watch out that your own use of L1 doesn’t creep up and take over. It’s still important to mainly use English.

Functional language: asking and saying names1 1.3• Ask students to look at the picture. Point to Emma, and try

to elicit what she is saying. Then point to Ben, and elicit what he is saying.

• Play the recording. Ask students to listen and repeat.

1.3

A: What’s your name?B: My name’s Ben. What’s your name?A: I’m Emma.

Extra task• Create a gist task before playing the recording. Write six

names on the board: John, Ben, Dan, Emily, Emma, Ellie. Ask students to listen to the recording for the first time without looking at the dialogue and tell you which two names they hear.

Language notes• See the Language notes in the Grammar section for

analysis of form.• N.B. The intonation pattern goes up on the question,

What’s your name? It goes down on the responses. • The name Emma is pronounced with a schwa on the last

syllable: /em´/.

2• Model the dialogue with some students. Ask, What’s your

name? Elicit a response, and get students to ask you the same question. Then get students to ask and answer in open pairs across the class. Make sure they are contracting ’m and ’s and approximating a correct intonation.

• Pairwork. Students practise the dialogue.

Extra task• Give each student a piece of paper with the name of

a famous person on it. Tell students to stand up, walk around, and ask, What’s your name? They must ask all the students in the class. Students then sit down in pairs and write down who each student in the class is. For example, Stig is Brad Pitt. The winners are the pair who remembered most famous people.

Grammar: to be (1)●� Language reference, Student’s Book page 22 ●� Using grammar boxes, page xiv

1• Ask students to look at the pictures. Point to people, and

try to elicit what they may be saying. • Students complete the sentences with ’m or ’s. Do the first

as an example. Students can compare their answers with a partner before you play the recording to check.

Hello. Goodbye. 1a


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2 1.4• Play the recording. Ask students to listen and check.• In class feedback, ask students to give you the short form

(e.g. What’s) and the long form (What is) to make sure they understand.

1 ’s 2 ’m 3 ’m 4 ’s 5 ’s

1.4

1 A: Hello. What’s your name?B: I’m Thomas.A: Hello, Thomas.

2 A: I’m Mr Smith. What’s your name?B: My name’s Jessica.A: Goodbye, Jessica.B: Bye.

Languagenotes• The verb to be is unique in English because it conjugates

so much, and has such irregular forms. That’s why, at this level, it tends to be taught first, in isolation. N.B. In 1A, only the first and third-person singular forms (am and is) are introduced. Plural forms with are are introduced in 1B.

• Here to be is a linking verb followed by an adjective or noun complement. It can, of course, also be used as an auxiliary verb in progressive and passive forms.

• To be changes its form depending on person, tense and aspect. Actually, this feels quite normal to most language learners, whose L1 probably has verbs that conjugate much more than English, but it does mean that students have a lot to learn and memorize.

• In spoken English, and informal written English, am and is are generally contracted in the affirmative. In questions, is also contracts. N.B. Using the full form when speaking adds emphasis, I am Peter! Consequently, unless the speaker wants to emphasize, a full form is often an inappropriate use. With this in mind, the contracted form is taught here, with the full form only appearing in the grammar box as reference.

• See the Language notes in 1B for a fuller investigation of all forms, and an analysis of possessive adjectives.

Pronunciation: contractions (1)1 1.5• Give students a moment to look at the phrases. Then play

the recording. Ask students to listen and repeat.

Languagenote• I’m is pronounced as one syllable: /aIm/. N.B. When ’s

follows a voiced sound (where the voice box vibrates) it is pronounced /z/, e.g. names: /neImz/, but when it follows an unvoiced sound it is pronounced /s/, e.g. what’s: /wÅts/.

1.5

I am I’m My name is My name’sWhat is What’s

2• Pairwork. Students practise the two dialogues in

Grammar 1. Monitor closely and correct any errors involving contractions. If students are not contracting properly, press your thumb and forefinger together to prompt them to self-correct.

Extradrilltask• Before doing exercise 2, you could do a short drill to

make sure students are pronouncing ’m and ’s correctly. Nominate a student with an open-hand gesture, and say, name? with a rising intonation. Prompt the student to say, What’s your name? Nominate another student and say, Jack or Emily. Prompt the student to say, I’m Emily. Now nominate another student, and so on until most of your students have had a chance to say the phrases in open class. Correct any errors thoroughly.

Speaking1• Model this activity carefully before getting students to

mingle. Point to the flow diagram in the book, and get students to follow it while you act it out, playing roles A and B, and adding missing information as necessary. Be careful to signal a wide and friendly intonation pattern. Then ask students to close their books.

• If your classroom layout allows, get students to stand up and go to a space where they can easily move around and mingle. Tell students to meet each other. Get the activity going by joining in yourself. By wholeheartedly getting into the mingle, and clearly modelling the exchange once or twice, you are likely to make the activity more successful. Once students have got started, take more of a backseat role, and monitor for errors.

Alternativeprocedure• If your classroom layout prohibits mingles, there are

plenty of alternative ways of doing this activity. If students are in rows, for example, get two students in the front row to turn round to face two in the second row, and so on, thus creating groups of four to do the activity.

• Alternatively, do the activity open class. Nominate a student to stand up. When they do, they must greet another student at random across the class, who must stand up and continue the conversation.

English around you: names1 1.6• Lead in by asking students what English names they

know. Build up a list of names on the board.• Ask students to look at the names. Then play the

recording. You could ask students to practise saying some of the more difficult names.

1a Hello. Goodbye.


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1.6

Jack EmilyJoshua EllieThomas JessicaJames SophieDaniel Chloë

2• Discuss the questions as a class.

Extension task• You could extend this activity by asking the following

questions.What is your favourite English name?Which names are most common in your country?How do you say your name in English?What makes names popular?

• If your students come from the same country, ask them to make a list of the top five boys’ names and girls’ names in their country.

Cultural notes• Traditional names are currently very popular in Britain.

For example, Emily and Sophie were very popular girls’ names in the nineteenth century, and names like James and Thomas have always been popular. Traditionally, Jack is an informal version of John, but nowadays boys are often just called Jack.

• Boys names are often shortened, so Josh, Tom, Jim and Dan or Danny are typical short forms of the names listed.

Web research tasks●� Methodology guidelines: Web research tasks, page xiii

Popular names• Students research English names. They must find the most

popular names in England, Scotland, Ireland, the USA, Canada and Australia.

Web search key words• names/popular/name of country

If you want something extra …●� Photocopiable activity, page 163 ●� Teaching notes, page 147

Hello. Goodbye. 1a


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1b Where are you from?What the lesson is about

Theme Introducing people and saying where you’re from

Speaking Guided conversation: introducing and saying where you’re from

Listening Listening for the names of countries Vocabulary Cities and countriesGrammar Verb to be (is and are); possessive

adjectives (my, his, her)Functional language Greetings; asking and saying

where you’re from

If you want a lead-in …Introducing the theme: saying where people are from• Pairwork. Write the names of eight famous people from

different countries on the board. Or put eight magazine pictures of well-known people on the board. Ask, Where are they from? Give students three minutes in pairs to think of answers. Which pair knows where most people are from?

Test before you teach: countries• Write words that suggest certain countries on the board.

For example, Eiffel Tower (France), pizza (Italy), BMW (Germany). Ask students to say which country.

• Alternatively, put students in pairs, then go round the class and write the name of a country on a piece of paper for each pair. Each pair must now think of four English or international words to describe the country. When ready, ask pairs to come to the board and write their words on the board. The rest of the class must guess which country.

Functional language: greetings (2)1 1.7• Ask students to look at the picture. Try to elicit what the

people are saying. • Play the recording (for a second time if you did the extra

task below). Ask students to listen and read.

1.7

A: Hello, Lucy.B: Hi, Dan. This is Philip.A: Nice to meet you, Philip.C: Nice to meet you, too.

Extra task• Create a gist task. Write the following sentences on the

board:Philip introduces Dan to Lucy.Dan introduces Philip to Lucy.Lucy introduces Philip to Dan.

• Ask students to listen to the recording for the first time without looking at the dialogue and tell you which sentence is correct.

Alternative procedure• Once students have looked at the picture and guessed

what the people are saying, put them in groups of three to act out the scene in the picture. They should do this before looking at or listening to the dialogue. They could do this in two ways. They could either improvise the dialogue, using whatever English they have, and not worrying about mistakes, or they could act out the scene silently, shaking hands, smiling, etc. The idea here is for the students to have predicted the dialogue and its meaning before listening to it. It also previews the roleplay practice in exercise 2.

2• Divide students into groups of three, and label them A,

B and C. Students practise the dialogue in 1. Tell them to keep changing roles. Monitor closely, and correct errors.

• Once students have got the idea, ask them to close their books and improvise the dialogue without reading.

Extension task• Ask students to improvise the dialogue but insert their real

names in place of Dan, Lucy and Philip.• Do the task as a mingle. Put students in A and B pairs.

Each pair must walk round the class and meet other pairs. A must introduce B to everybody they meet.

Cultural & language note• In Britain, when meeting someone for the first time,

it is polite to shake hands and say Nice to meet you. Alternative phrases include How do you do? (which is more formal) and Pleased to meet you.

Vocabulary: cities and countries 1 • Ask students to look at the pictures of the cities. Ask,

What can you see? What do you know about these cities?• Pairwork. Students match the countries to the photos of

the cities.

2 1.8• Play the recording. Ask students to listen and check. Then

play the recording a second time so that students can listen and repeat the words.

1 C 2 E 3 F 4 G 5 H 6 D 7 A 8 B

1.8

1 Brazil. C Rio de Janeiro. 2 Italy. E Rome.3 England. F London. 4 Russia. G Moscow.5 France. H Paris.6 the USA. D New York.7 China. A Beijing.8 Germany. B Frankfurt.


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Language notes• English uses capital letters with countries and

nationalities.• Note the strong stress, and the weak-stressed schwa

(/´/) sounds in the names of the countries:• /´/ /´/ /´/ /´/ Bra

zil Italy England Russia

/´/ /´/France China Germany

• The USA is pronounced /ju… es "eI/ with equal stress on each letter. Its full name is the United States of America. Americans often abbreviate the name of their country to the US or the States.

Cultural notes• Paris, London, Rome, Moscow and Beijing are the largest

cities and capitals of their respective countries. Rio de Janeiro and New York are the largest and most famous cities in their countries, but they are not capitals. Brasilia is the capital of Brazil and Washington DC is the capital of the USA. Frankfurt-am-Main is a large city, famous for banking, in Hesse, Germany.

• The photographs show: A: A portrait of Mao Tse Tung on the wall of the Forbidden City in Tiananmen Square in Beijing; B: A building in the main square in Frankfurt; the statue of Christ on Corcovado Mountain in Rio de Janeiro; Fifth Avenue in downtown Manhattan in New York; the Coliseum in Rome; the Houses of Parliament in London; St Basil’s cathedral in Moscow; the Eiffel Tower in Paris (which was designed by Gustave Eiffel).

• N.B. London is the capital city of the United Kingdom. • Students are sometimes confused between Britain and

England, particularly if their L1 does not differentiate. Britain or Great Britain describes the island, which comprises the three countries of England, Scotland and Wales. So, if you come from London, you are English and British, but if you come from Edinburgh, you are Scottish and British, but definitely not English! The full, official name of the country is the United Kingdom of Great Britain and Northern Ireland. Hence, UK.

ListeningStudents listen to six short extracts in which people say where they and other people are from.

1 1.9• Ask students to read the sentences. Play the recording.

Ask students to write the first letter of the place they hear to avoid them missing the next line by taking too long to write.

2 1.9• Play the recording again. Ask students to repeat the

statements and conversations.

1 England 3 Italy 5 Germany2 Paris, France 4 the USA 6 Russia

1.9

1 My name is Polly. I’m from England.2 This is Pierre. He’s from Paris, France.3 Her name’s Sofia. She’s from Italy.4 His name’s Michael. He’s from the USA.5 Where are you from?

We’re from Germany.6 This is Nikita and Igor. They’re from Russia.

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■ Key classroom management techniques 1

Gathering attention If you find that you are giving instructions or saying language examples while students are still talking, finishing work or otherwise distracted in some way you will soon realize that you need to gather attention before you speak, so that you have the whole class focussed and ready for what you are about to say. You can do this by following this strategy:1 Say the word listen firmly

and clearly (but without shouting) and cup your hand to your ear in a listening gesture.

2 Keep your hand at your ear while you wait a few seconds for complete silence. Make eye contact with as many people in the room as possible.

3 Wait patiently. Don’t tell off. Don’t shout. Don’t look impatient or angry.

4 If the room doesn’t quieten down, repeat listen again clearly and calmly.

5 When the whole room is silent say your word, sentence or instruction. Don’t speak until the room is really quiet and focussed and you have eye contact with as many students as possible.

Grammar: to be (2) (my, his, her)●� Language reference, Student’s Book page 22 ●� Using grammar boxes, page xiv

1• Students underline the correct forms. Do the first as an

example. Let students check their answers in pairs.

1 am 2 is 3 are 4 is 5 is 6 are

2 • Ask students to look at the pictures. Ask questions, What

is her name? Where is she from?• Students write sentences about the pictures.

Suggested answers:His name’s Valentino Rossi.He’s from Italy.Her name’s Maria Sharapova.She’s from Russia.His name’s Ronaldinho. He’s from Brazil.

Alternative procedure• Pairwork. With stronger classes, you could get students to

do this as a question and answer speaking exercise. Write, What is his/her name? and Where is he/she from? on the board. Ask students to take it in turns to ask and answer questions about the pictures.

Where are you from? 1b


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Cultural notes• Audrey Tautou is a French actress who became famous

when she played the lead role in the hit movie Amelie.• Valentino Rossi is an Italian Grand Prix motorbike rider.

He has been world champion five times.• Maria Sharapova is a Russian-born top women’s tennis

player. She won Wimbledon in 2004.• Ronaldinho is a Brazilian footballer, who has played for

Paris Saint-Germain in France and Barcelona in Spain. He has twice been voted world player of the year, and won the World Cup with Brazil in 2002.

Language notes• You may wish to note the following other forms of to be.

Note, however, that I’m appears in the Grammar box in 1A and It’s appears in 1C’s Grammar box.

I am … I’m …It is … It’s …You are … You’re …

• It may surprise students that English only has one you, whereas many languages have a singular and a plural you, (and a polite one, too, sometimes). So, Where are you from? may sound odd when referring to one person (isn’t are plural?).

• Nouns in most languages have gender, so using they to replace all plural nouns may seem strange. Similarly, it with things will be a new idea, which is why this is looked at in 1C.

• Some languages regularly miss out pronouns when the meaning is clear, so expect errors like, Is from England.

• Be aware that in many languages possessive adjectives vary in form depending on the gender of a noun, or whether it is singular or plural. So, whereas English has only my, French has ma (feminine), mon (masculine), and mes (plural). Some students may say, for example, His name is Audrey, (even though they know that Audrey is a woman), because name is a masculine noun in their language and they want to make the possessive adjective agree with it.

Extension task• Ask students to write sentences about other famous

people that they know. • Groupwork. You could turn this into a game. In two

groups, students write down the names of ten famous people. Each team then takes turns to say a famous person, (e.g. His name is David Beckham). The other team must say where the famous person is from, (e.g. He’s from England). Teams get a point for correct answers.

Functional language: asking and saying where you’re from1 1.10• Ask students to look at the photo. Ask, What are they

saying?• Play the recording. Ask students to listen and read.

1.10

A: Where are you from?B: I’m from Milan.

Extra task• If you want to set a gist task for first listening, write the

names of three cities on the board: Madrid Milan Monaco

• Ask students to listen for the first time with books closed and say where the speaker is from. (Milan)

Language note • Note the stress and intonation patterns on the question

and answer.

/´/ /´/ /´/ Where are you from? I’m from Milan.

2• You could do this in groups (with a big class) or as a

mingle (with a smaller class). Ask students to ask and answer the question. Monitor closely and correct errors of form and pronunciation.

Extension task• If you have a multicultural class, get students to write

down the cities they hear on a piece of paper. After the activity, you could find out interesting facts about the class, such as who comes from the furthest, biggest or smallest place.

• You could also extend the task by telling students to imagine they are a famous person. When doing the mingle, they have to ask, What’s your name? and Where are you from?

Speaking1 • Model the activity briefly by reading out the first line or

two of dialogue 1, adding your own personal information. • Put students in threes and give them half a minute to think

about what they could say to complete the information.

2 & 3• Groupwork. Ask students to practise the conversations

in threes. Once they are comfortable with what they are saying, ask students to close their books and improvise the conversations.

Extension task• Ask one or two groups to come to the front of the class

and act out their conversations.

Web research task●� Methodology guidelines: Web research tasks, page xiii

Famous people from around the world• Ask students to think of a country that they don’t know

very well. Tell them to do research on the web and find five famous people from that country. The students must then write sentences about the people, using, His/her name is … , He/She is from …

Web search key words• famous people/film stars/pop stars/politicians/

celebrities/name of country


1b Where are you from?


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1c What’s your number?What the lesson is about

Theme Greetings and NumbersSpeaking Roleplay: asking and giving phone

numbersListening Dialogues in which people give

out telephone numbersVocabulary Numbers 1 to 10Grammar ItPronunciation Intonation in Wh- questionsFunctional language Greetings; Asking for and saying

phone numbers

If you want a lead-in …Test before you teach: numbers●� Methodology guideline: Test before you teach, page xiii

• There are lots of numbers games you could play to test the students’ passive knowledge of numbers. They work best if you think your class probably half-know the numbers or if they speak a European language in which numbers are at least slightly similar to English. Here are three games.

• Write the following numbers across the board: 6, 5, 7, 9, 3, 7, 4, 1, 8, 5, 2, 6. Read out the list slowly but make a mistake. For example, six, five, seven, two. Students must shout STOP (or tell them to put their hand up) when there is a mistake. The class gets a point when they hear a mistake. You (the teacher) get one when they’re wrong.

• Write the following words on the board: days, fingers, seasons, eyes, sun, Beatles, Basketball team. Let students use their dictionaries to check the meaning. Say numbers. Students must say what you are describing. For example, you say, seven. Students say, days.

• Write three phone numbers on the board: 798534 758934 759543

Read out a number. Students must say which one.

Functional language: greetings (3)1 & 2 1.11• Ask students to look at the photo. Ask, Are they friends?

What are they saying? • Play the recording twice. Ask students to listen and read

the first time, then listen again and repeat each line. If you can, pause the recording after each line to allow students time to repeat.

1.11

A: Hello. How are you?B: I’m fine, thanks. And you?A: Fine, thanks.

Extra task• If you want a first listening task, write the dialogue on the

board in mixed-up order. For example:I’m fine thanks. And you?Hello. How are you?Fine, thanks.

• Ask students to put the lines in order, then play the recording so that students can check their answers.

Language notes• How are you? and I’m fine, thanks are the most

commonly used ways of greeting. I’m very well, thank you and Great, thanks are other common responses. More informal ways of expressing How are you? include How are things? How’s life? and What’s up?

• Note the rising intonation on Hello and And you? in the dialogue. Intonation falls on How are you? and Fine, thanks. The words you and fine are stressed repeatedly in the dialogue.

3• Groupwork. Put students in groups of four or five to

practise the dialogue. Let them read from the book once or twice then improvise with books closed. Model the activity first. If you have a small class, get students to stand up and do this as a mingle.

Extension task• A fun way to do this as a mingle is to divide the class into

As and Bs. As must walk around and say the first line of the dialogue to people they meet. If they meet a B, B must say the second line, and A must finish the dialogue by saying line 3. If an A meets an A, or a B meets a B, they can only say their opening line, so they have to give up and move on to find someone else.

Vocabulary: numbers 1 to 101 1.12• Play the recording. Students listen and read. You could

play the recording again so that students can listen and repeat.

1.12

onetwothreefourfivesixseveneightnineten

2 1.13• Play the recording. Students listen to six sets of beeps.

After each set of beeps they must shout out the correct number. So, they first hear two beeps, which means that they must shout out, two.

1.13

beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beepbeep beep beep


�0

Extra task• Alternatively, you could ask students to silently write the

number of beeps (using letters), then check their answers with a partner.

Extension task• If you haven’t done so already, play one of the games from

the Lead-in to this unit for further practice.• If you want to give written practice, write a few random

numbers on the board (4, 6, 9, 3, etc.), then ask students to close their books and write the numbers in full using letters.

Language notes• Some numbers have unusual spellings, which don’t

equate to the pronunciation. So one is (oddly) /wøn/, and two and eight have silent letters. Make sure students are repeating the words after an oral prompt and not approximating pronunciation from the spelling.

• Numbers also have difficult consonant sounds. You may wish to point out and correct the pronunciation of /T/ in three by showing students that they must stick their tongues slightly past their top front teeth when attempting it. /f/ and /v/ (in five and seven) can only be pronounced by slightly biting the bottom front lip as they are produced. /v/ is the voiced version of /f/.

ListeningIn this listening, students listen to short dialogues in which a speaker gives a telephone number. Students must guess the situation from the number and the visual.

1 1.14• Ask students to look at the pictures. Ask, What are the

names? What are the numbers?• Play the recording. Students listen and match. Let students

check their answers in pairs, then discuss as a class.

1 A 2 C 3 B 4 D

1.14

1 M = man W = woman M: Oh, just a second … err … sorry … a missed callW: You have … ONE … call from 623 485 531.

2 W1 = woman 1 W2 = woman 2 W1: So, is there a message, any messages, for me?W2: Yes, James called. W1: Ahh. Did he leave a number?W2: Yes. 945 0782. It’s on the table.

3 M = man M: Yes, err can you call Mrs Kirsch and tell her she has a

place in the 7pm … err … yes, 7pm English class? Her name is Kirsch and her number is 321 4510. Again, that’s 321 4510.

4 W = woman W: YES! Call our free number now for more information!

The number is 1 888 962 962. That’s 1 888 962 962. Call now.

2• Play the recording again. Ask students to repeat the

numbers.

Extra task with stronger students• If your class are good at numbers, you could play the

recording a second time with books closed, and ask students to write the names and numbers as they listen.

Functional language: asking for and saying phone numbers 1 1.15• Ask students to look at the picture. Ask, What are they

saying?• Play the recording. Ask students to listen and read.

Extra task• If you want a gist task, write 928 2915 on the board. Ask

students to listen to the recording for the first time, with books closed, and say whether they hear the number on the board or not.

1.15

A: What’s your phone number?B: It’s 928 2914.A: My phone number is 926 0438.

2 1.16• Students listen and repeat the numbers.

1.16

1 687 054 2652 44 0378 543 01573 350 2871

3• Ask students to write their phone numbers down. (Tell

them to invent a number if they don’t want to reveal it!) Pairwork. Students practise saying their phone number.

Extra task• Ask students to write down three believable phone

numbers from their country. Then put students in pairs. Ask students to dictate their numbers to their partner. Their partner must write them down accurately.

Language notes • Note the intonation when saying phone numbers. It

follows the rules of intonation in lists, so in the number 928 2914, intonation rises on 9 and 2 then falls on 8, and it rises on 2, 9 and 1 then falls on 4.

• In British English we tend to say numbers in groups, so 798567 is pronounced in two sets of three: 798, then 567, with a slight pause between them.

• 0 is pronounced oh /´U/ in British English, but zero in American English. When letters are doubled, they are pronounced thus: 966 i.e. nine double six. When there are three numbers the same, they are pronounced thus: 9666 i.e. nine six double six.

1c What’s your number?


11

Culturalnotes• In Britain, home phone numbers are made up of the

city or area code followed by the personal number. So, an Oxford number might be 01865 794723. An inner-London number might be 0207 794723.

• In the USA, numbers are made up of a three-digit city or area code, followed by the personal number in two blocks. So, a Houston number might be 281 618 5889.

Grammar: it●� Language reference, Student’s Book page 22 ●� Using grammar boxes, page xiv

1 • Students replace the words in italics with he, she or it.

Do the first as an example. You could get students to decide whether the words in italics are people or things before deciding on the pronoun, thus reinforcing their understanding of the rule.

2 1.17• Play the recording so that students can check their

answers.

1 He 2 It 3 It

1.17

1 Where is Mark from? He is from England.

2 Mary is from Glasgow. It is in Scotland.

3 What’s her phone number? It is 753 891.

Extratask• Pairwork. Ask students to write four sentences using

nouns for people or things. For example, Pierre is from France. His name is Joe. Tell pairs to exchange their sentences with another pair who must then rewrite the sentences, using he, she or it. For example, He is from France. It is Joe.

Languagenotes• Using it for things may be a new idea for students. In

many languages, there is a masculine subject pronoun and a feminine subject pronoun, and in some a neuter pronoun. They are used to replace nouns depending on the gender of the noun, not on whether it is a person or a thing.

• In some languages, pronouns are often not used when the meaning is clear, so be aware that students may try to say, Is 753 891.

Pronunciation: intonation (1)1 & 2 1.18• Play the recording. Ask students to listen to the intonation

pattern. Then play it again and ask students to repeat.

1.18

How are you?What’s your name?Where are you from?What’s your phone number?

Extradrilltask• Try to pause after each question, and model the pattern

with your hand. (Raise your hand to eye level, and move it up then down in a left to right direction from the students’ point of view.) If you are confident of your own intonation pattern, say each sentence three or four times then ask students to repeat chorally and individually.

Extratask• Ask students, Can you hear the intonation? Many students

can’t. It’s important to reassure them that they shouldn’t worry if that is the case, but make sure you listen, correct and praise these students at the repetition stage.

• In a monolingual class, especially if you speak the learners’ L1, you may wish to discuss not just whether they can hear the pattern but how much it differs from the question pattern in L1.

■■

■ Key classroom management techniques 2

Traffic cop With limited language available for instruction giving at beginner level, establishing a core set of teaching gestures is really useful. And of all gestures, the most useful ones are the traffic policeman ones – those when you marshal and direct the flow of traffic e.g. indicating who is to speak, who they should talk to, who has said enough, etc.There are two things to remember about gestures: first, there are no set gestures; every teacher will have their own versions. Please experiment and find ones that work for you.Secondly, your students will not magically or automatically understand the meaning of your waggling hands! The first few times you use each gesture you’ll need to train students in learning what it means. This is achieved easily enough by simply saying the meaning (e.g. stand up) at the same time as you make the gesture.

10 essential basic gesturesWhat gestures do you use for these meanings?• Stand up.• Sit down.• I want this individual student to speak.•I want the whole class to speak together.• Work in pairs.• Good answer!• I think you’ve made a mistake.• Can anyone correct the mistake?• Speak to her/him. • Stop speaking/stop doing the task.

What’s your number? 1c


��

Language notes• In general, the intonation pattern here starts high, rises,

then falls on the last syllable. • N.B. Intonation follows tendencies rather than rules.

Many native speakers will sometimes ask these questions with a rising intonation at the end to signal friendliness or interest. Surprise or shock can be signalled by having a sharply rising intonation. Australian speakers tend typically to use a slightly rising intonation on Wh- questions.

• N.B. The words are and you in these questions are weakly stressed with a schwa /´/ sound. Make sure students approximate this.

Speaking1 1.19• Start by asking the questions in the dialogue round the

class. Make sure students are clear what work, home and mobile mean. You could use mime to do this: walk around holding an imaginary phone to signify mobile; draw a little house on the board to signify home, then pretend to ring from there.

• Play the recording. Students listen and read.

1.19

W = woman M = MichaelW: What’s your work number?M: It’s 350 2851.W: OK. What’s your home number?M: It’s 928 2914.W: What’s your mobile number?M: Sorry, I don’t have one.

2 & 3• Model the task clearly by writing, or pretending to write,

numbers in the you column. If you don’t want students to write in their books, get them to copy the chart.

• Groupwork. Put students in groups of three to ask and answer the questions. Again, model the task first, this time by asking and answering two or three of the questions with a reliable student.

Extension task• Write on the board (in a table), What’s his/her work/

home/mobile number? Then nominate a student to point at another student, and make a question from the board. The two students who interviewed the student being pointed at must provide the answer. Nominate students round the class.

Cultural note• Mobile phone is British English. Other countries, the

United States for example, say cell phone.

Web research tasks●� Methodology guidelines: Web research tasks, page xiii

Famous telephone numbers• Ask students to research and find five famous telephone

numbers. For example, they could find the number of the White House, or 10 Downing Street, or the office of their own Prime Minister or President.

Web search key words• famous place/telephone number


1c What’s your number?


13

1d ReviewWhat the lesson is about

Theme ReviewSpeaking Writing and practising a

dialogue involving greeting or introducing people

Reading & Vocabulary Three short texts describing teachers

Grammar Revising forms of to beFunctional language Revising greetings

If you want a lead-in …Introducing the theme: review• Write the following words on the board:

How meet fine from mobilename Where

• Pairwork. Ask students to write seven sentences. Each sentence must contain one of the words on the board.

• Possible answers: How are you? Nice to meet you. I’m fine, thanks. I’m from Italy. What’s your mobile number? My name is John. Where are you from?

Functional language1• Ask students to look at the pictures. Ask, What are they

saying? You could get them to cover the word prompts first, and see if they can guess.

• Ask students to complete the words then check with a partner.

2 1.20• Play the recording. Students listen and check, then repeat.

1 Hi 3 meet, meet, too2 Goodbye 4 are you, fine, Fine

1.20

1 M=man M: Hi!

2 W=womanW: Goodbye.

3 M1=man 1 M2=man 2M1: Nice to meet you.M2: Nice to meet you, too.

4 M1=man 1 M2=man 2M1: Hi! How are you?M2: I’m fine. And you?M1: Fine, thanks.

Reading & vocabularyStudents read three short texts which introduce teachers, giving their names, where they’re from, and what their phone numbers are.

1• Ask students to look at the photos. Then ask them to read

the texts. You could read out the texts yourself, asking students to listen and read.

• Ask students to complete the chart with information from the texts. Monitor and help. Let students check their answers in pairs.

Name Will Goodfellow

Sofia Galia Olga Grau

From Sydney, Australia

Palermo, Italy Germany

Work number 0465 0468 0470

Extension task• In feedback, ask students to introduce the people in the

chart, using This is … and He’s from …, etc., without rereading the texts.

2 & 3• Ask students to copy the chart into their exercise books

with spaces for Name, From and Work number. Tell students to ask you questions. A good way of doing this is to sit comfortably at the front of the class, and wait for questions. If a student looks ready to ask, nominate him or her. Don’t answer incorrect questions. Let different students ask the same question a number of times.

• Once students have completed their charts, give them a few moments to think about how to present it, then ask three or four students to stand up and introduce you to the class.

Extension task• Ask students to come to the front of the class. The rest of

the class must ask questions, then introduce the student to the class.

• You could do this as a roleplay. Ask students to pretend they are a famous person instead of themselves.

Extra writing task• For homework, ask students to find a photo of a famous

person. They must write a text introducing the person. In the next lesson, ask students to show the class their photos and read out their descriptions.

Grammar●� Language reference, Student’s Book page 22 ●� Using grammar boxes, page xiv

1• Ask students to look at the pictures. Ask, What can you

see? Who are they? Try to get students to give you full sentences using to be.

• Students complete the sentences. Do the first as an example.

1 is 2 am 3 are 4 is 5 is 6 are 7 are


��

Cultural notes• James Bond (007) is a fictional spy character, appearing

in the novels of Ian Fleming and many well-known films. Although quintessentially English, he has been played in movies by a Scot, an Irishman, a Welshman and an Australian, as well as two Englishmen.

• Andre Agassi, who was born in Las Vegas, and Steffi Graf, who was born in Mannheim, are married. They have both won many tennis tournaments, including all four Grand Slam tournaments.

• U2, arguably the biggest stadium rock band in the world, are from Ireland. They have had many hits.

2 & 3 • Model the activity by telling the students about you. Then

give students two minutes to write sentences and prepare to speak about themselves.

• Pairwork. Students read out the sentences to each other.

■■

■ Extra GTKY (Getting To Know You) games for first lessons 2

The imaginary partyClear a space in the room and tell students it’s a ‘party’. Ask them to come over and stand outside the ‘party room’. Mime to indicate that one or two students should come into the party room. When they do, act as if they have just come through the front door. Roleplay a host, welcoming them, asking their names, etc. Encourage others to ‘arrive’. Continue being the host, inviting students to talk to each other, going round offering imaginary drinks, chatting, etc.Your students will probably be a bit puzzled and quiet at the beginning (feeling a bit silly holding their imaginary drink!) but this activity often takes off very well and can be very enjoyable as students get into it. N.B. It definitely works better with students arriving at the party in ones and twos, rather than having everyone in the room from the start.

Speaking1 & 2 • Pairwork. Students choose a picture and write a dialogue.

Monitor, prompt and correct as they write.• Ask a few pairs to come to the front of the class and act

out their dialogues.

Suggested answers:A: Hello, Chris!B: Hi, Will!A: How are you?B: Fine, thanks. How are you?A: Fine, thanks.

A: Sophie, this is Daniel.B: Hello, Daniel. Nice to meet you.C: Hello, Sophie. Nice to meet you, too.

Alternative procedure for stronger students• Pairwork. Ask students to look at Picture A then improvise

a dialogue without writing. Monitor and correct. After a few minutes, ask students to change partners and improvise a dialogue from picture B. You can then change partners again, and get students to improvise a dialogue from picture A again. Continue until students get more and more accurate (or fed up).

Self assessment• Ask students to tick what they can do.

Review game• Play noughts and crosses. Draw the following two tables

on the board:

is are am

How Where What

This Name They

• Divide the class into two groups. Group X must choose a word, then make a sentence. If it is correct, they win the square that the word was in. So, if they choose is, in the top left square, write X in the top left square of the blank square. If their sentence is wrong, they lose the square. Write O in the blank square. It is then team O’s turn to choose a square and make a sentence. The winner is the first team to win three squares in a line, horizontally, vertically or diagonally.

• You could play the game again with different words. Or put two words in each square, and tell students they must make sentences using both words. For example, what/name, where/from, how/you, nice/meet.


1d Review


1a hello. goodbye. - macmillan english · 1a hello. goodbye. what the lesson is ... unless you’ve...

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