Encounters Elementary TB - Macmillan

SUSAN HOLDEN

EncountersEncountersEncountersEnglish here and nowEnglish here and now

Elementary

Teacher’s Book

The first edition of this material was produced for learners preparing to receive visitors in Brazil before the 2014 World Cup there. The service encounters used there are repeated here (audio and location photos) as a realistic context for users with similar communication needs in Russia in preparation for the 2018 World Cup and other international encounters.

Macmillan Education4 Crinan Street,London N1 9XWA division of Macmillan Publishers Limited

ISBN 978-1-786-32681-2 Text © Susan Holden 2012

Design and illustration © Macmillan do Brasil 2012

First published 2012 by Macmillan do BrasilThis edition published 2016

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Executive directing editor: Ana Claudia FerrariExecutive managing editor: Gisele AgaEditors: Ana Carolina Gasonato and Carina Guiname ShiromaProofreaders: Maria Cecilia Jorgewich Skaf and Maria Estela Alcântara

Concept design and page make-up by Estúdio SintoniaCover concept and design by Estúdio SintoniaCover illustration by James Thew (Shutterstock)

Audio recording, mixing, and mastering by John Green teflaudio, London.

AcknowledgementsWe are extremely grateful to the following people who both commented on the material at an early stage of development and then piloted it with their

students: Rogério Tílio (Rio de Janeiro - RJ), Josineide Vieira(Paulista - PE), Durval Braga Neto and Diogo Gomes (Manaus - AM), Vinícius Nobre (São Paulo - SP), Adriana Colossio, Amanda Baruchi, André Christaziano, Ariane Garcia, Enio Everton, Paula Rossin Fonseca, Thais Giometti, and all the other teachers and their students. Their feedback and comments have been invaluable in shaping this final version.

The author would like to thank Vinicius Nobre and Marcela Cintra for their input into the planning stages of this project, and for their ongoing comments and suggestions. These have helped to ensure the material really does cater for learners and teachers “here and now”.

She would also like to thank Carina Guiname Shiroma for her hard work and creativity in helping to turn the material into a reality in record time and for organizing the shooting of the location photos so that they encapsulate the “here and now” in the Student’s Book pages.

This Teacher’s Book is dedicated to the memory of Donn Byrne, whose contribution to the development of communicative methodology, and work with teachers in many countries, has been highly influential. His comments on the initial material also helped to influence this final version.

Whilst every effort has been made to locate the owners of copyright material in this book, there may have been some cases when the publishers have been unable to contact the owners. We should be grateful to hear from anyone who recognizes copyright material and who is unacknowledged. We shall be pleased to make the necessary amendments in future editions of the book.

3

Contents

Introduction Pages 6 to 9

SECTION AThe lessons in the three sections of this Elementary level focus alternately on fundamental language, functional language, and topic-based language.All these different types of language are necessary for successful communication in English.These three different types are color-coded in the Student’s Book: fundamental is purple, functional is red, and topic-based is orange.There are thus three inter-connected language syllabuses underlying the material: structural, functional, and lexical. Language items are reviewed and recycled in different contexts.

Lessons Focus Contexts and key language Page

1 Names and greetingsHotel reception / Doctor’s roomGood morning / afternoon / evening. How are you? I’m fi ne, thanks. And you?

10

2 Responding to requests

Bar / Café / TaxiCan I see the menu? I’d like some soup. What kind of soup? What’s your room number? Which airline?

18

3 People and familyCafé / Offi ce social areaHow old...? What’s her name? My dad is a builder.

26

4 NumbersOn the phone / On a tour busWhat’s the price? What’s the difference? The population was 2,469,489.

35

5 Making suggestionsHotel / Doctor’s roomWhy don’t you...? / How about...? I suggest you use sunscreen.

43

6 PlacesStreet / Offi ceTell me about your favorite place.An enormous park. What do you do there?

51

7 Countries and nationalities

Street / PharmacyWhere are you from? What nationality are you? The instructions are in Portuguese / Russian.

59

8 Explaining rules, behavior, and customs

RestaurantYou take a plate. She weighs your food.Don’t forget to get a new ticket.

66

9 Interactive reviewHotelNames. Numbers. Spelling. Times. Ordering food. Apologizing. Responding to requests.

74

Language coverageStructural: Verbs to be and to have (singular); Wh- questions; Possessives; Demonstratives. Simple Present tense (affirmative, negative, interrogative).Functional: Giving suggestions; Explaining rules.

4

SECTION B


10 Colors, sizes, and shapesBakery / Lost property offi ceWhat color is it / are they? What’s it like?It’s pink. They are large and round.

79

11 Giving instructions and directions

Hotel room / Tour busTurn it down. What do I do?Don’t be late.

87

12 ShoppingMusic store / Computer storeI want some good CDs. I can sell you a new one. How much is it?

95

13 Times and appointments

Doctor’s offi ce / Offi ce on the phoneWhat time? Which day? I have an appointment at 6pm. I want to change it.

102

14 Asking for clarifi cationTourism offi ceHow many people? What name? One day or two?

111

15 Work and free timeOffi ce social areaTell me about your job. How long is your journey?

117

16 The alphabet and spelling

Information deskHow do you spell that? What’s the fi rst / last letter?Double “s”. Small / large “D”.

123

17 Checking preferencesRestaurant / Offi ce social areaDo you prefer fi sh or meat? What’s in it?How about some music? What kind of music?

128

18 Interactive review

Hotel elevatorThe alphabet and spelling. Colors, sizes, and shapes. Numbers. Shopping. Times and appointments. Work and free time. Checking preferences. Giving instructions and directions.

135

Language coverageStructural: Imperatives; Prepositions of place; Frequency adverbs; Countables and uncountables.Functional: Talking about preferences; Giving instructions; Asking for clarification; Making requests.

5

SECTION C


19 Days and datesOffi ce / Tourism offi ce on the phoneWhat day? Is Wednesday any good? Time phrases

139

20 Handling complaints and apologizing

Hotel room / RestaurantIs there a problem? I’m sorry.Tell them to be quick. Don’t go away!

146

21 Commercial transactions

Various locationsCan I charge this to my room? Can I pay by credit card?Is service included? Keep the change.

152

22 Months, seasons, weather, events

Tourism offi ceIt’s often wet in October. Before or after Carnival?

157

23Making recommendations and comparisons

Café / BeachWhat do you like? This is my favorite place. I want a cheaper one. That’s the biggest!

162

24 Transportation and sightseeing

Tourism offi ce / StreetI want to do some sightseeing. By bus / taxi / plane.I can’t fi nd the bus station.

169

25 Key language review: People

Social areaAsking for and giving personal information. 176

26Functional Review: communicating and problem-solving

RestaurantProblems and solutions. Recommending. Asking for clarifi cation. Responding to questions.

178

27 General review Various locations 180

Language coverageStructural: Simple Past tense: to be; can for ability or permission; comparative form of adjectives. How + adjective + verb.Functional: Describing preferences. Handling complaints, Asking for information.

Cultural notes 182

Track listings 184

Section /lesson

6

Section /lesson Section /lesson INTRODUCTION

ENGLISH HERE AND NOW – ELEMENTARY

The course is concerned with encounters between local people and foreign visitors. These encounters take place here, in locations which are attracting people from other countries. They occur now.

Thus, the material is designed to equip the learners to use English effi ciently as a medium of everyday communication with a variety of foreign visitors within their own work environment.

FAQS

1. Who is the course for?• Adults working in areas where service

encounters with foreign visitors are common.• Adults attending language courses and who

have a need for English for service encounters in connection with international events.

2. Which service areas are covered?The material contains material focused on these key areas: Tourism and transport, Hospitality, Commerce, Hotels, Security (including Health).

3. What are the course components?The components are the Teacher’s Book, Student’s Book and audio material.

4. What is the typical student profi le?Adults who:• left school at an early age and have little

experience of successful formal learning;• may attend lessons sporadically;• have a need to use English in their work area

and may already have been exposed to it;• need to communicate with foreigners from a

variety of cultures and countries;• need to use spoken language much more than

written forms (especially at this level);• are sometimes reluctant or nervous learners.

5. What is the typical course profi le?• The typical course profi le is:• 35-40 hours (per level);• large classes (up to 30 students);• students from a mixture of work areas, or from

one specifi c area;• focus on teacher-led input and animation;• no need for class access to video, or internet.

6. What are the implications for the teacher?• The course presumes it will be used by

teachers who can:• understand their students’ specifi c needs;• focus on building up oral ability;• provide appropriate input language and

practice activities with minimal resources;• animate and manage large classes.

7. What methodology is used?• A communicative methodology with a focus on

listening and speaking skills.• A teacher-led approach where the teachers

acts as animator through a sequence of presentation and practice activities.

• Given the importance of spoken interactions, a concentration on intonation and stress in speaking activities.

• A focus on building up the learners’ communicative needs in everyday service encounters.

8. Why do the audio recordings include so many non-native speakers?Because the audio material refl ects real life service encounters. They show how your students, too, can interact with foreign visitors in their work environment. These visitors may be native or non-native speakers of English.

Each lesson also contains Pronunciation Practice and Language Focus models using native speakers of English (both American and British voices).

CN CULTURAL NOTES

There are links in the lesson notes to the Cultural Notes on page 182 of this Teacher’s Book. These contain short explanations of common cultural references or areas of potential confusion found in typical service encounters. They also annotate differences in American and British English usage.

LN LOCALIZATION NOTES

This symbol in the lesson notes indicates a place where the context for an input activity can be adapted or discussed in an output activity to encourage the students to personalize their role-play or writing output.

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THE COURSE STRUCTURE

This elementary level of Encounters - English here and now is divided into three sections, each containing nine lessons. The focus of these lessons is different, but the language taught and practiced is constantly recycled and extended.

The lessons focus alternately on fundamental, functional and topic-based aspects of language.

The aim is to build up learner self-confi dence and a feeling of progression and everyday usability.

THE FUNDAMENTALSBasic areas of language used frequently in everyday service encounters, including greetings, numbers and colors. These are introduced and practiced to equip the learners to use the language immediately in their own work contexts.

FUNCTIONALThe language already introduced is practiced and extended in communicative situations involving foreign visitors, including responding to requests, checking likes and dislikes and handling complaints.

TOPIC-BASEDThese lessons focus on key areas such as location, directions, shopping, work and family. The language is recycled and extended within the overall frameworks.

ACCURACY AND FLUENCY

The course objective is to encourage the learners to use the language. The emphasis is on fl uency, but there are numerous in-built opportunities to check accuracy through short oral exchanges and consolidation activities.

SKILLS AND SUB-SKILLS

In this level, the key language skills are listening and speaking, since these refl ect the everyday reality of most service encounters. In the following level, relevant reading and writing skills are also developed.

Since listening is such a key feature of this type of interaction, listening sub-skills are developed through systematic program of ‘listening for gist’, ‘listening for specifi c information’ and ‘listening and interpreting’.

The speaking activities include the understanding, repetition and production of chunks of language, leading to guided roleplay, in order to build up learner fl uency and self-confi dence.

VOCABULARY

The chunks of language refl ect the type of language used in typical service encounters within the learners’ everyday workplace reality. The range of receptive language used is wider than the productive, as this refl ects the real-life needs of the learners. This is highlighted in the lesson notes in this Teacher’s Book.

TYPES OF ENGLISH

The learners are likely to meet both native and non-native speakers of English. They will thus be exposed to, and have to cope with, a wide variety of types of English, including variations in pronunciation, grammar and lexis.

To prepare them for this, Encounters - English here and now uses a widely-accepted range of international English and also includes and highlights specifi c examples of both American and British English.

AUDIO MATERIAL

The audio contains different types of listening material and activity for each lesson.- Pronunciation practice uses native-speaker models (both North American and British) as production models for ‘Listen and repeat’ activities.

- Language focus (again with native-speakers) provides short conversational exchanges which exemplify a grammatical feature. It can be used for predicting or for listening and repeating to reinforce the language chunks.

- Language recognition activities use native and non-native speakers of English interacting with local people in a variety of service encounters. These are the focus for a series of listening fl uency activities leading to oral production and roleplay, allowing opportunities for adaptation and adding local references.

The foreign visitors represent a typical range of some of the nationalities which the students may meet in their everyday service encounters. These non-native speakers provide authentic listening experiences, but they are not used as production models for pronunciation.

8

LOCATION PHOTOGRAPHS

The use of location photos, showing local people involved in service encounters with foreign visitors, provides the framework for the listening fl uency activities. They also provide immediate contextualization for the language practice.

THE LESSON STRUCTURE & TIMING

Encounters - English here and now is a teacher-led course. A detailed framework for each lesson is provided in this Teacher’s Book. This contains a large number of suggestions for listening and speaking activities for you to do with your class before they encounter the written forms of the language in their Student’s Books.

The purpose is to encourage fl uency, build up self-confi dence, and make the lessons as dynamic as possible. They give you, the teacher, space to vary both pace and content to fi t the individual class profi le and personality,

These ‘lesson plans’ follow a common sequence of activity types. While you will probably want to vary some of the detail within each of these ‘steps’, it is advisable to follow their sequence to use the material most effectively.

Each lesson is planned to fi t into one lesson period of about 75 minutes, but can take less or more time, depending on the repeated or extra activities. The exact time necessary for each part of the lesson will depend on you and your students. However, an approximate guide for timing is indicated here.

A REVIEW/RECAP/ HOMEWORK CHECKING. (SBS CLOSED) 5’-10’A series of suggestions for linking back to the previous lesson, reusing dialogs and role-plays and checking homework. This recap element is important when many adults may miss classes.

The discussion of the students’ Action Research fi ndings is important, to emphasize the link between language in and outside the classroom, and its link to cultural behavior.

SOCIALIZING SPOT (SBS OPEN)A short conversation highlighting a communicative area and or aspect of cultural behavior.These are intended to give a more general context for practicing language, and for fun.

B PRESENTATION AND PRACTICE (SBS CLOSED) 5’-10’Suggestions for presenting the new language or topic, using the classroom reality and the board. You are able to decide the pace, the amount of explanation and controlled practice needed. There are suggestions for oral practice of chunks of language, focusing on syllable stress and intonation. These are teacher-led.

Pronunciation practice of chunks of the new language, based on native-speaker models.The focus is on syllable and word stress.

C CONSOLIDATION (SBS OPEN/ AUDIO) 5’-10’a. A visual and/or short writing activity for the students to consolidate the new language.b. One version of the items in the Consolidation box is recorded. This can be used as a ‘Listen and check’ activity, and also to fi nd the various possible variations, extending the students’ levels of fl uency as well as accuracy.

D LISTENING, IDENTIFYING, ROLEPLAY (SBS PART-OPEN/ AUDIO)A sequence of activities, moving from listening to speaking.These begin with focus on and speculation about the people in the photos and the locations.The aim is to develop listening skills through this sequence of steps. Thus, the students only encounter the printed text (RH page) when they are fully familiar with it through the listening, speaking and guided role-play activities. They can then progress to local adaptation, involving freer role-play and improvisation.In these RH page texts, B stands for Brazilian (ie local person) and F for Foreign Visitor.

D1 Listen and fi nd out (LH page of SB only + audio) 10’The students listen to local people interacting with visitors. They listen globally, and then again for specifi c information, which they can use for note-taking.D2 Listen and practice (SBs closed) 5’-10’Teacher-led oral practice of chunks of the recorded conversations.D3 Listen and repeat (SBs closed + audio) 5’-10’The students repeat the local person’s role, interacting with the visitor.D4 Listen and act (SBs closed + audio) 5’-10’The students act the local person’s role, interacting with the visitor. They can add local variations and details.

9

D5 Role-play (SBs open) 10’The students role-play both roles, using the RH-page text as a prompt if needed.They can change the names of the characters as suggested in the texts in some lessons, and add local details, to localize the encounters. Any text changes are noted in the applicable lesson note.

E CONSOLIDATION (SBS OPEN + OPTIONAL AUDIO) 5’+5’A writing activity to consolidate the language from the lesson.

You can also use the Pronunciation Practice audio again here, to consolidate speaking.The students should be encouraged to also use this at home.

F MY LANGUAGE BACK-UP (SBS OPEN)A short summary of the new language in this lesson, often with a link to the Language Reference section.

The Language Practice section contains further activities to be done as homework.

G NOW I CAN... (SBS OPEN) 5’A focus for the student of what they can now do in English.

H ACTION RESEARCH (SBS OPEN)Ideas for fi nding examples of the language from this lesson used outside the class. The aim is to make a clear connection between ‘classroom English’ and ‘real-life English’, as well as encouraging learner autonomy and increasing cultural awareness.

AT THE END OF EACH SECTION

LANGUAGE REFERENCE• A summary in tabular form of the key

grammatical areas (structural and functional) contained in the section.

• Quick check: word groups. A summary of the key lexical areas contained in the section.

There is space for the students to write their own translations if they wish.A fuller alphabetical word list is provided at the end of the Student’s Book.

LANGUAGE PRACTICEOne or two short writing activities for each lesson, designed to be done for homework as further consolidation. These can be adapted to suggest local places, people and tourist suggestions. The LN symbol indicates where the activity input text

has been localized.

AUDIO INFORMATION - SEE PAGE 184 FOR TRACKS

For each lesson (with the exception of the revision lessons 9, 18 and 25-27), the recorded material contains the following tracks:

TRACK 1: pronunciationContent B Words and phrases relating to the lesson focus.Voices Native English speakers (British and American English).Class use B Listen and repeat.Skills Listening and speaking accuracy (pronunciation, stress and intonation).

TRACK 2: language focus Content C language focus for controlled practiceVoices Native English speakers (British and American English)Class use C Language focus writing and checking,Skills Reading, writing and listening.

TRACKS 3, 4 and 5: conversations for listening and role-play Content D1 Complete conversations D3 Listen and repeat: the same conversations, with repetition gaps after the local person for controlled fl uency practice D4 Listen and act: the same conversations with gaps for the students to act as the local person interacting with the foreign visitor.Voices Local non-native English speaking service personnel + visitors (native and non-native English speakers).Class use D1 Listening for gist/ Listen and identify D3 Listen and repeat D4 Listen and act/ Listen and adaptSkills Listening fl uency as a basis for speaking fl uency, and crosscultural awareness

Lessons 9 and 18 contain only the conversation tracks; there is no listening for the review lessons 25, 26 or 27.

For space reasons, the full names of the people in the dialogs are not printed. “B” indicates the local Brazilian person and their Russian local equivalent, and “F” the foreign visitor.

10

Section A / Lesson 1STUDENT’S BOOK PAGES 8 AND 9

A – Warm-up / recap SB p. 8

A1. Practice exchanging personal information.• Greetings• Names• Other personal information

As this is the fi rst lesson with a new class, encourage the students to exchange personal information to get to know each other through real communication.

Begin by introducing yourself, and then progress from teacher-student to student-student exchanges.This will also give you an opportunity to assess individual levels and problems.

Vary the greetings as appropriate.

T: Hello, I’m (Susan).S1: Hello, I’m (Pavel).T: Hi, Pavel.

T: Hello, I’m (Susan).S2: Hello, I’m (Olga).T: Good morning, Olga.

A2. Socializing spotThese Socializing spots are designed to provide more general communicative contexts for social interaction.

This one focuses on meeting a stranger for the fi rst time.You can ask the students to decide what the people think of each other. Are they sincere?Ask the students to act out the conversation with different subtexts and relationships, e.g., The people do not like each other.One person is in a hurry.One person is deaf.

How many different interpretations can they convey?

Receptive language

Good morning / afternoon / evening.I can’t see.I have a reservation here.I have a reservation / an appointment.I want to see a doctor.It’s my fi rst name.

Language production

addressCan you fi ll in this form, please?date of birthfamily nameFill in your personal details.fi rst nameGood morning / afternoon / evening.What’s the problem?What’s your name?

NAMES AND GREETINGS

11

A3. The students introduce themselves in a chain.In a big class, they can do this within groups.Encourage them to do this quickly, for fun.

S1: Hi, I’m Pavel.S2: Hello, Pavel. I’m Olga.S3: Hi, Olga. I’m Liliya.S4: Good evening, Liliya. I’m Sergei.(...)

A4. Draw smiley and unhappy faces on the board.Point to each and say:How are you? I’m fi ne. / I’m OK. / I’m tired.

Use facial expression and gesture to reinforce the meaning.

Ask the students to repeat the greetings in chunks.Focus on word and syllable stress.

Ask the students to use these phrases in similar exchanges.Monitor their pronunciation and – especially – word and syllable stress.If appropriate, explain how English uses different stress patterns from many other languages. There will be a lot of practice with these during this course, to help both understanding and production.

T: He’llo, ‘I’m’ Susan.S: He’llo. ‘I’m ‘Pavel.T: ‘Hi! ‘How ‘are you?S: ‘I’m ‘fi ne, ‘thanks.

B – Presentation SB CLOSED

B1. Write both your names on the board and add fi rst name and family name.

Add given name and second name if appropriate.Ask the students:What’s your fi rst name?What’s your family name?

Write these prompt questions on the board.Explain the use of Mr, Mrs, Ms, and Miss.CN 1Practice exchanges, teacher-student and then student-student.

T: Pavel, what’s your family name?S1: Tcherniak. I’m Pavel Tcherniak.T: Hello, Mr Tcherniak.S1: Hello.

T: Liliya, what’s your family name?S2: Teodorova.T: Good morning, Ms Teodorova.S2: Good morning.T: How are you?S2: Oh, I’m tired!

12

B2. The students practice similar exchanges.Encourage them to invent names for themselves if they wish, and add appropriate gestures (e.g., shaking hands).CN 2

B3. Pronunciation practice.Let the students listen to the native English speakers and repeat the pronunciation models.

Audio scriptPronunciation practice. Listen and repeat.A: Good ‘morning.B: Good ‘morning.A: Good ‘after’noon.B: Good ‘after’noon.A: Good ‘evening.B: Good ‘evening.A: ‘Hello!B: ‘Hi!A: Good ‘bye!B: Good ‘night!A: ‘Bye!B: ‘See you!

C – Consolidation

C1. Ask the students to complete the exchanges. Then they listen to the Language focus to check.

NOTE: These Language focus sections present the language chunks within a communicative context.You can choose to highlight the grammatical forms or not, as appropriate at this stage.However, it is important not to affect the students’ focus on listening to, understanding, and producing chunks of language.CN 3

Answers1.A: What’s your name?B: Anna.A: And your family name?B: Wilson. I’m Anna Wilson.2.A: How are you?B: Fine, thanks. And you?3.A: How are you?B: Oh, so-so.

SB p. 8

13

D – Listen, understand, repeat, and role-play

D1. Ask the students to look at the two photos in the Student’s Book.Encourage them to speculate about the people and the locations.Ask them to guess what the people might be discussing.Make sure they understand that there is a local person (hotel receptionist / medical person) and a foreign visitor interacting in each photo.CN 4

Tell them they will hear conversations between these people.

Their task is to identify the places and people correctly.They should not worry about not understanding every word; they are listening for general understanding at this stage.You may prefer to focus on just one conversation depending on the students in your class.

CN 5AnswersPhoto 1: Tom DavidPhoto 2: Judy Baker

Audio script

One B: Good afternoon. Can I help you? F: Good afternoon. Yes, I have a reservation here. B: OK. What’s your name? F: David. B: David? Is that your fi rst name? F: No, it’s my family name. B: I see. What’s your fi rst name? F: Tom. Tom David.B: OK, Mr David. Can you fi ll in this form,

please? F: Sure. B: And sign here… and here. F: There you are. B: Thanks. Here’s your key card. It’s room 2023. F: 23? B: No, 2023. It’s on the twentieth fl oor. F: OK. B: The elevator is over there. F: Thank you.

TwoB: Good morning. F: Good morning. B: Can I help you? F: Yes, please. I want to see a doctor. B: What’s the problem? F: Look! It’s my eye. B: Your eye... oh, yes. F: It’s red. And it’s very painful... I can’t see… look! B: Yes, I see. F: It’s a mosquito bite, I think... B: OK. Now, what’s your name? F: Baker. Judy Baker. B: Right, Ms Baker. Please fi ll in your personal

details. F: But I can’t see! I can’t see… my eye… B: OK, I’ll help you. So, your fi rst name… family

name… date of birth… address… F: Wait, wait!

SB p. 8

14

D2. Choose one of the situations (or ask the students to choose one).

Play the conversation again as a reminder. Use these chunks as models for the students to repeat.Concentrate on syllable stress and intonation.

T: ‘What’s your ‘name?S: ‘David.T: ‘David? Is ‘that your ‘fi rst ‘name?S: ‘No, it’s my ‘family ‘name.T: ‘I ‘see. ‘What’s your ‘fi rst ‘name?S: ‘Tom. ‘Tom ‘David.T: ‘OK. ‘Mr ‘David.

D3. Explain they will now hear the same conversation with gaps after the local speaker.

They repeat the local person’s role and interact with the visitor.

One B: Good afternoon. Can I help you? Ss: Good afternoon. Can I help you? F: Good afternoon. Yes, I have a reservation

here. B: OK. What’s your name? Ss: OK. What’s your name? F: David. B: David? Is that your fi rst name? Ss: David? Is that your fi rst name? F: No, it’s my family name. B: I see. What’s your fi rst name? Ss: I see. What’s your fi rst name? F: Tom. Tom David.B: OK, Mr David. Can you fi ll in this form,

please? Ss: OK, Mr David. Can you fi ll in this form,

please? F: Sure. B: And sign here… and here. Ss: And sign here… and here. F: There you are. B: Thanks. Here’s your key card. It’s room 2023. Ss: Thanks. Here’s your key card. It’s room 2023. F: 23? B: No, 2023. It’s on the twentieth fl oor. Ss: No, 2023. It’s on the twentieth fl oor. F: OK. B: The elevator is over there. Ss: The elevator is over there. F: Thank you.

15

TwoB: Good morning. Ss: Good morning. F: Good morning. B: Can I help you? Ss: Can I help you? F: Yes, please. I want to see a doctor. B: What’s the problem? Ss: What’s the problem? F: Look! It’s my eye. B: Your eye... oh, yes. Ss: Your eye... oh, yes. F: It’s red. And it’s very painful... I can’t see…

look! B: Yes, I see. Ss: Yes, I see. F: It’s a mosquito bite, I think... B: OK. Now, what’s your name? Ss: OK. Now, what’s your name? F: Baker. Judy Baker. B: Right, Ms Baker. Please fi ll in your personal

details. Ss: Right, Ms Baker. Please fi ll in your personal

details. F: But I can’t see! I can’t see… my eye… B: OK, I’ll help you. So, your fi rst name… family

name… date of birth… address… Ss: OK, I’ll help you. So, your fi rst name… family


D4. Explain they will now hear the same conversation with gaps after the visitor.

They act the local person’s role and interact with the visitor.You may like to do this fi rst with chorus responses, then with individual students.

One Ss: Good afternoon. Can I help you? F: Good afternoon. Yes, I have a reservation here. Ss: OK. What’s your name? F: David. Ss: David? Is that your fi rst name? F: No, it’s my family name. Ss: I see. What’s your fi rst name? F: Tom. Tom David.Ss: OK, Mr David. Can you fi ll in this form,

please? F: Sure. Ss: And sign here… and here. F: There you are. Ss: Thanks. Here’s your key card. It’s room 2023. F: 23? Ss: No, 2023. It’s on the twentieth fl oor. F: OK. Ss: The elevator is over there. F: Thank you.

16

E – Consolidation

E1. Focus on the verb to be.Ask the students to complete the exchanges, using long or short forms where appropriate.They can do this individually or in pairs.Ask them to read out their exchanges to check.

Answers

1. B: How are you?F: I am / ’m fi ne, thanks. 2.B: What is / ’s the problem?F: It is / ’s my eye.3.B: Is that your family name?F: No, it isn’t my family name.

E2. Use the Pronunciation practice audio here again, as appropriate, for pronunciation consolidation.

SB p. 9

TwoSs: Good morning. F: Good morning. Ss: Can I help you? F: Yes, please. I want to see a doctor. Ss: What’s the problem? F: Look! It’s my eye. Ss: Your eye... oh, yes. F: It’s red. And it’s very painful... I can’t see… look! Ss: Yes, I see. F: It’s a mosquito bite, I think... Ss: OK. Now, what’s your name? F: Baker. Judy Baker. Ss: Right, Ms Baker. Please fi ll in your personal details. F: But I can’t see! I can’t see… my eye… Ss: OK, I’ll help you. So, your fi rst name… family


SB p. 9

D5. Ask the students to choose one of the situations.In pairs, they act out both the local person’s and the visitor’s roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 9 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., names or numbers, for the students to vary the conversations. They can also add their own ideas.

17

F – My language back-up

G – Now I can…

H – Action research

Ask the students to check if they recognize and can use the greetings in the box.Check if they understand the different degrees of formality and know where it is appropriate to use them (location and personal relationships).

You can suggest they do the Language practice for this lesson (page 29) for homework.

Language practice answers

1. A: Good morning / afternoon / evening. B: Good morning / afternoon / evening.A: How are you? B: I’m (student’s own answer). How are you ? A: (student’s own answer)

2. (student’s own answer)

• greet people.• ask for and give personal information in English.• respond to foreign visitors in a work situation.

Check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.

Notice whether any of the students feel unsure about any of the items. Explain it is perfectly normal for different people to have different problems. Help them as appropriate.

Make a note of things that might need review or further practice in the next lesson.

Ask the students to make a note of greetings in English which they hear on movies, the TV, public places, or in their work context before the next lesson.

Ask them to notice who the speakers are, the location, and whether the greetings are formal or informal.

SB p. 9

SB p. 9

SB p. 9

18

Section A / Lesson 2

Receptive language

I want a fruit juice.I want to go to Arrivals.I’d like a juice.No ice, thanks.We’d like to order.What do you have?

Language production

What kind of juice?What would you like?Where are you going?Which airline?You want Arrivals, not Departures.

STUDENT’S BOOK PAGES 10 AND 11

RESPONDING TO REQUESTS


NOTE: Choose the best time to check homework. Deal with any problems.

Check the results of the Action research on greetings. What did they fi nd? Who were the people? What were the situations?

A1. Practice some of the language from the previous lesson.

• Greeting your classmates• Asking for and giving personal information

NOTE: These items link back to the Now I can statements from the preceding lesson.They just provide a focus for review and further practice of known language.

A2. Socializing spot Remember that these Socializing spots are designed to provide more general communicative contexts for social interaction.

This one focuses on asking for a recommendation for a movie and stating personal preferences.Ask the students to act out the conversation with different examples and relationships.Encourage them to decide who they are and how they feel.They can also change the details of movie and animation.How many different interpretations can they convey?

19

A3. You can ask the students to practice any of the mini-conversations from the preceding lessons again, especially any that mirrors their work context.

A4. You can ask the students to practice the previous role-play conversations if they have enjoyed them. Encourage them to vary details, e.g., people, location, communicative situation, feelings, and personal relationships.


Note that chunks of the language in the Focus box are highlighted to draw the student’s attention to them. If appropriate for your class, you can suggest they memorize these chunks. This will give them a bank of useful language to use in different ways.

B1. Make a series of real-life requests to the students, e.g.,I’d like to check your homework.I want to use your dictionary, please.Can I borrow your book for a moment?

Encourage them to respond in English, e.g.,Of course.Here you are.Sorry, I don’t have one.Yes, there is. / No, there isn’t.

B2. Encourage them to practice making and responding to requests in pairs.These can be serious or funny.

CN 6

S1: I want some water, please.S2: Of course. Still or sparkling?

S3: Can I see the price list?S4: Of course. Here it is.

S5: I’d like a hot coffee now, please.S6: Sorry, this is an English class!

20

B3. Explain that visitors often make requests, and it is important to be able to respond appropriately. Write these requests on the board:I’d like a juice, please.Can you help me? I have a problem with my laptop.I want to go to the airport.

Ask them to suggest similar requests and add these to the list.Now ask for typical responses to these requests, e.g.,What kind of juice?What’s the problem? Show me.Which airline?

Ask them to suggest responses for the extra requests.Ask them to practice making and responding to requests in pairs.Encourage them to include some “challenging” requests, e.g., I’d like a special Chinese tea: with jasmine!

Discuss the factors that affect this kind of interaction, e.g., personal relationship, location, mood, etc.


Audio script

Pronunciation practice. Listen and repeat.A: ‘help youB: ‘Can I ‘help you?A: ‘likeB: ‘What would you ‘like?A: ‘juiceB: What ‘kind of ‘juice?A: ‘room serviceB: ‘This is ‘room service.A: ‘orderB: to ‘orderA: ‘what would you ‘likeB: ‘What would you ‘like to ‘order?

21

C – Consolidation SB p. 10

Ask the students to match the responses to the requests. Then they listen to the Language focus to

check.

Remember that these Language focus sections present the language chunks within a communicative context.You can choose to highlight the grammatical forms or not, as appropriate at this stage.However, it is important not to affect the students’ focus on listening to, understanding, and producing chunks of language.

Answers

1.A: We’d like to order, please.B: What would you like?2.A: Can I see the menu?B: Here you are.A: Thanks.3.A: I’d like to check out now, please.B: Of course. What’s your room number?4.A: I want a taxi, please.B: Where do you want to go?5.A: We want to go to the airport.B: Which airline?

D – Listen, understand, repeat, and role-play SB p. 10

D1. Ask the students to look at the two photos in the Student’s Book.Encourage them to speculate about the people and the locations.Then ask them to look at the two object photos.Tell them these are clues to the requests the visitors are making.

Check if they can identify the two items in the bottom photo: coco and cocoa.CN 7

Remind them that there is a local person (café attendant / taxi driver) and foreign visitors interacting in each photo. The bottom photos give clues about the content of the conversations.

Tell them they will hear conversations between these people.As in Lesson 1, their task is to identify the places and people correctly.They should not worry about not understanding every word; they are listening for general understanding at this stage.You may prefer to focus on just one conversation depending on the students in your class.

Audio script

One B: Good evening. F1: Hi. We’d like to order, please.B: Yes. What would you like? F2: I’d like a juice… a fresh fruit juice. It’s so

good here! B: What kind of juice? F2: Oh… what do you have? B: Orange… lemon… pineapple… hmm…

coco… F2: Cocoa? No, I want a fruit juice. B: Yes, coco… it’s juice. Coco water… F2: Water…? B: It’s big… a big fruit. F1: Ah… coconut. It’s delicious. F2: OK, a coco for me. F1: And for me. B: Two coco waters. With ice? F1: No, no ice. Thanks. B: Thanks.

LN ‘coco’ is Portuguese for coconut. It sounds like ‘cocoa’, the chocolate drink.

22

Answers

Photo 1: A bar or caféLanguage confusion: coco and cocoa

Photo 2: In a taxiGoing to the airport Communication confusion: Arrivals or Departures

TwoB: This is the airport. Which airline? F: I’m sorry... what do you mean, which airline? B: Yes, where are you going? F: Going? No... I want to go to Arrivals. B: Arrivals? F: Yes, I’m meeting a friend. B: So you want Arrivals, not Departures. F: Yes, that’s right. B: Domestic or international? F: Oh… domestic. From Porto Alegre.


Play the conversation again as a reminder.Use these chunks as models for the students to repeat.Concentrate on syllable stress and intonation.

T: We’d ‘like to ‘order, ’please.S: We’d ‘like to ‘order, ’please.

T: ‘What would you ‘like?S: ‘What would you ‘like?

T: I’d ‘like a ‘juice.S: I’d ‘like a ‘juice.

T: What ‘kind of ‘juice?S: What ‘kind of ‘juice?

T: ‘What do you ‘have?S: ‘What do you ‘have?

T: ‘Orange, ‘lemon, ‘pineapple... or ‘coco.S: ‘Orange, ‘lemon, ‘pineapple... or ‘coco.


They repeat the local person’s role and interact with the visitors.

One B: Good evening. Ss: Good evening.F1: Hi. We’d like to order, please.B: Yes. What would you like? Ss: Yes. What would you like? F2: I’d like a juice… a fresh fruit juice. It’s so

good here! B: What kind of juice? Ss: What kind of juice? F2: Oh… what do you have? B: Orange… lemon… pineapple… hmm…

coco… Ss: Orange… lemon… pineapple… hmm…

coco… F2: Cocoa? No, I want a fruit juice. B: Yes, coco… it’s juice. Coco water… Ss: Yes, coco… it’s juice. Coco water… F2: Water…? B: It’s big… a big fruit. Ss: It’s big… a big fruit.

23

F1: Ah… coconut. It’s delicious. F2: OK, a coco for me. F1: And for me.B: Two coco waters. With ice? Ss: Two coco waters. With ice? F1: No, no ice. Thanks. B: Thanks.Ss: Thanks.

TwoB: This is the airport. Which airline? Ss: This is the airport. Which airline? F: I’m sorry... what do you mean, which airline? B: Yes, where are you going? Ss: Yes, where are you going? F: Going? No... I want to go to Arrivals. B: Arrivals? Ss: Arrivals? F: Yes, I’m meeting a friend. B: So you want Arrivals, not Departures. Ss: So you want Arrivals, not Departures. F: Yes, that’s right. B: Domestic or international? Ss: Domestic or international? F: Oh… domestic. From Porto Alegre.

D4. Explain they will now hear the same conversation with gaps after the visitors.

They act the local person’s role and interact with the visitors.You may like to do this fi rst with chorus responses, then with individual students.

One Ss: Good evening.F1: Hi. We’d like to order, please.Ss: Yes. What would you like? F2: I’d like a juice… a fresh fruit juice. It’s so

good here! Ss: What kind of juice? F2: Oh… what do you have? Ss: Orange… lemon… pineapple… hmm…

coco… F2: Cocoa? No, I want a fruit juice. Ss: Yes, coco… it’s juice. Coco water… F2: Water…? Ss: It’s big… a big fruit. F1: Ah… coconut. It’s delicious. F2: OK, a coco for me. F1: And for me. Ss: Two coco waters. With ice? F1: No, no ice. Thanks. Ss: Thanks.

24

TwoSs: This is the airport. Which airline? F: I’m sorry... what do you mean, which airline? Ss: Yes, where are you going? F: Going? No... I want to go to Arrivals. Ss: Arrivals? F: Yes, I’m meeting a friend. Ss: So you want Arrivals, not Departures. F: Yes, that’s right. Ss: Domestic or international? F: Oh… domestic. From Porto Alegre.

SB p. 11

D5. Ask the students to choose one of the situations.In pairs, they act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 11 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., number of people, type of room, for the students to vary the conversations. They can also add their own ideas.

E – Consolidation SB p. 11

E1. Ask the students to choose appropriate responses to complete the exchanges.They can do this individually or in pairs.Ask them to read out their exchanges to check.

Answers

1. You: What would you like?2. You: What kind of juice?3. You: This is room service.4. You: We have chicken soup tonight.5. You: Domestic or international?


25

SB p. 11

SB p. 11


G – Now I can...

Ask the students to check if they understand the ways of making and responding to requests shown in the box.Encourage them to use the items and also to add their own examples.



F: Excuse me! B: Yes. Can I help you?F: I want to make a reservation. B: OK. What date?F: Tomorrow. B: How many nights?F: Three nights. B: How many people?F: Two people. B: OK. A double room for tomorrow.F: I want a quiet room, please. B: Of course, sir.F: Thanks.

• understand visitors’ requests.• respond appropriately to requests.• ask for more information about requests.

Check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.

Notice whether any of the students feel unsure about any of the items. Explain it is perfectly normal for different people to have different problems. Help them as appropriate.

Make a note of things that might need review or further practice in the next lesson.

SB p. 11H – Action research

Ask the students to go to a video search website and type in “restaurant scenes” before the next lesson.Ask them if they can hear any of the expressions from this lesson, or similar ones.Ask them to notice who the speakers are, the location, and any other details.

26


Receptive language

He had a heart attack.I had a mail from my sister.My dad’s not very well.She’s a good kid.

Language production

Families are important.How old is your daughter?She’s really pretty, isn’t she?That’s a pretty name.What’s her name?Why don’t you call your sister?

PEOPLE AND FAMILY


NOTE: Choose the best time to check homework. Deal with any problems.Check the results of the Action research from Lesson 2 on restaurant interactions. What did they notice? Any surprises?

A1. Practice some of the language from the previous lesson.

• Making a request• Asking for more information about the request• Responding to a request

Remember that these items link back to the Now I can statements from the preceding lesson.They provide a focus for review and further practice of known language.

A2. Socializing spotRemember that these Socializing spots are designed to provide more general communicative contexts for social interaction.

This one focuses on meeting a stranger in a social environment and indicating that you have a partner.You can ask the students to decide whether the people are surprised.Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?


27

A4. You can ask the students to practice any of the previous role-play conversations which they have enjoyed. Encourage them to vary details, e.g., people, location, communicative situation, feelings, and personal relationships.


Draw the students’ attention to the formal and informal variations.Encourage them to suggest relationships where the informal form might be used, e.g., in family and with children. Point out that friend and partner can be male or female.CN 8

B1. Draw a simple family tree frame on the board, showing three generations.You can use the one in the Student’s Book page 13 as a model, or something much more complex and extended. Be guided by the students in your class.

Mark one position as ME.Elicit the names of the main family members in English.Write these onto the frame.

Ask the students which words are for female and which are for male family members.Indicate these on the board.Add personal names for each family member (ask the students for suggestions). Encourage them to mix nationalities and make multiethnic families.

They use these to exchange information about the family, e.g, What’s your father’s name?Who’s your aunt?Do you have any brothers or sisters?

B2. Add these words to the family tree:husband, wife, partner, single parent, cousin.If necessary, explain the meaning ofmarried, separated, divorced.CN 9

Use the family tree to describe your own family, e.g., I have two sisters and one brother.I don’t have any kids.My parents are divorced.My partner has two kids.

28

B3. Ask the students to draw similar family trees with three generations for their own families (or for an imaginary one). They add names. Include spaces for cousins.

They use this to ask for and give personal information about their families in pairs or small groups.Encourage them to ask questions, e.g., What’s...?How many...?

S1: Are you married?S2: No, but I have a partner. How about you?S1: I’m divorced.S2: Any kids?S1: Yes, I have two sons.S2: How old are they?S1: One’s seven and the other is fi ve.S1: And their names?

S1: Tell me about your family.S2: Oh, it’s very small.S1: Small?S2: Yes. Just me and my wife.S1: No children?S2: No, no kids.

B4. Ask the students to tell the rest of the class about each other’s families.The class can also ask for extra information.

B5. You can do a Find someone who activity.Ask the students to suggest questions to ask a stranger about their family.Write these on the board.Aim for about 6 questions, e.g.,How many kids do you have?Are you married?Do you have any brothers or sisters?

They then use these questions and their own ideas to fi nd the person who is most similar to themselves.


Audio script

Pronunciation practice. Listen and repeat.A: ‘familyB: your ‘familyA: ‘Tell me a’bout your ‘family.

A: ‘kidsB: ‘three ‘kidsA: I ‘have ‘three ‘kids.A: ‘daughterB: ’This is my ‘daughter.A: my ‘sonsB: ‘These are my ‘sons.

29

A: my ‘fatherB: ‘dad

A: my ‘motherB: ‘mum / ’mom

A: my ‘sisterB: my ‘brother

A: ‘single ‘parentA: ‘I’m a ‘single ‘parent.


Ask the students to guess the possible family members to complete these exchanges.Note that there are several possibilities in each case, but they should use clues such as his / she to narrow the options.

Then they listen to the Language focus to check.

CN 10

Answers

1. A: Who’s this? B: Oh, that’s my father. A: What’s his job? B: He’s an engineer. 2. A: Who’s that? B: That’s my mother. She’s a doctor. A: Where does she work? B: In a hospital.


D1. Ask the students to look at the two photos in the Student’s Book.Encourage them to speculate about the people and the locations.Explain that both of the photos show social encounters between a local person and a foreign colleague.Ask them to decide if the people look happy or serious.

Tell them they will hear conversations between these people. As in the previous lessons, their task is to identify the specifi c features of the conversations. In this lesson, it is the foreign person’s family. Which family member(s) do they mention? What other details do they hear?

Audio script

One B: Hello. Can I join you?F: Yes, of course. B: I don’t want to interrupt. F: No, it’s fi ne. I was texting my daughter. It’s

her birthday tomorrow. B: Your daughter? How old is she? F: Ten… no, eleven tomorrow!B: What’s her name? F: Clara. B: That’s a pretty name! F: Thanks. Here’s a photo of her. B: Oh, she’s really pretty, isn’t she? What a nice

smile! F: Yes, she’s a good kid. And she wants to come

here. B: Here? To Brazil? F: Sure. Perhaps next year, in her summer

vacation.

LN The recorded conversation refers to Brazil. In the D4 and D5 output activities, the students can substitute ‘to Russia?’ as in the printed D5 text.

30

They should not worry about not understanding every word; they are listening for general understanding at this stage.You may prefer to focus on just one conversation depending on the students in your class.

Answers

Photo 1: • daughter• Clara• 11 tomorrow

Photo 2: • dad• ill in hospital

TwoB: Hi, Jo… F: Oh… hello… B: Hey, what’s the matter? Is there a problem? F: No… well… yes. It’s my dad. B: Your dad? F: Yes, he’s not very well. In fact, he’s in

hospital. B: In hospital? Oh no! F: I had a mail from my sister. He had a heart

attack last night.B: Oh, I’m so sorry. Is there anything I can do? F: Not really – but thanks. It’s a good hospital.

But it’s a long way from here. B: I understand. Look, why don’t you call your

sister? F: Well… it’s so expensive. B: No… “skype” her. It’s not expensive. F: I don’t have Skype…B: But you can use my computer. Come on!

Families are important. F: Oh, thanks. Thanks very much, that’s great!



OneT: I was ‘texting my ‘daughter.Ss: I was ‘texting my ‘daughter.

T: Your ‘daughter? ‘How ‘old is she?Ss: Your ‘daughter? ‘How ‘old is she?

T: ‘Ten.Ss: ‘Ten.

T: ‘What’s her ‘name?Ss: ‘What’s her ‘name?

T: ‘Clara.Ss: ‘Clara.

T: ‘That’s a ‘pretty ‘name.Ss: ‘That’s a ‘pretty ‘name.

T: ‘Thanks.Ss: ‘Thanks.

31

TwoT: ‘What’s the ‘matter?Ss: ‘What’s the ‘matter?

T: ‘It’s my ‘dad.Ss: ‘It’s my ‘dad.

T: Your ‘dad?Ss: Your ‘dad?

T: ‘Yes, he’s ‘not ‘very ‘well.Ss: ‘Yes, he’s ‘not ‘very ‘well.

T: ‘He’s in ‘hospital.Ss: ‘He’s in ‘hospital.

T: ‘Oh, ‘I’m ‘so ‘sorry.Ss: ‘Oh, ‘I’m ‘so ‘sorry.



One B: Hello. Can I join you?Ss: Hello. Can I join you?F: Yes, of course. B: I don’t want to interrupt. Ss: I don’t want to interrupt. F: No, it’s fi ne. I was texting my daughter. It’s

her birthday tomorrow. B: Your daughter? How old is she? Ss: Your daughter? How old is she? F: Ten… no, eleven tomorrow!B: What’s her name? Ss: What’s her name? F: Clara. B: That’s a pretty name! Ss: That’s a pretty name! F: Thanks. Here’s a photo of her.B: Oh, she’s really pretty, isn’t she? What a nice

smile! Ss: Oh, she’s really pretty, isn’t she? What a nice


here. B: Here? To Brazil? Ss: Here? To Brazil? F: Sure. Perhaps next year, in her summer

vacation.

32

TwoB: Hi, Jo… Ss: Hi, Jo… F: Oh… hello… B: Hey, what’s the matter? Is there a problem? Ss: Hey, what’s the matter? Is there a problem?F: No… well… yes. It’s my dad. B: Your dad? Ss: Your dad? F: Yes, he’s not very well. In fact, he’s in

hospital. B: In hospital? Oh no!Ss: In hospital? Oh no! F: I had a mail from my sister. He had a heart

attack last night.B: Oh, I’m so sorry. Is there anything I can do? Ss: Oh, I’m so sorry. Is there anything I can do? F: Not really – but thanks. It’s a good hospital.

But it’s a long way from here. B: I understand. Look, why don’t you call your

sister? Ss: I understand. Look, why don’t you call your

sister? F: Well… it’s so expensive. B: No… “skype” her. It’s not expensive. Ss: No… “skype” her. It’s not expensive. F: I don’t have Skype…B: But you can use my computer. Come on!

Families are important. Ss: But you can use my computer. Come on!




One Ss: Hello. Can I join you?F: Yes, of course. Ss: I don’t want to interrupt. F: No, it’s fi ne. I was texting my daughter. It’s

her birthday tomorrow. Ss: Your daughter? How old is she? F: Ten… no, eleven tomorrow!Ss: What’s her name? F: Clara. Ss: That’s a pretty name! F: Thanks. Here’s a photo of her.Ss: Oh, she’s really pretty, isn’t she? What a nice


here. Ss: Here? To Brazil? F: Sure. Perhaps next year, in her summer

vacation.

LN The recorded conversation refers to Brazil. In the D4 and D5 output activities, the students can substitute ‘to Russia?’ as in the printed D5 text.

33

TwoSs: Hi, Jo… F: Oh… hello… Ss: Hey, what’s the matter? Is there a problem? F: No… well… yes. It’s my dad. Ss: Your dad? F: Yes, he’s not very well. In fact, he’s in

hospital. Ss: In hospital? Oh no! F: I had a mail from my sister. He had a heart

attack last night.Ss: Oh, I’m so sorry. Is there anything I can do? F: Not really – but thanks. It’s a good hospital.

But it’s a long way from here. Ss: I understand. Look, why don’t you call your

sister? F: Well… it’s so expensive. Ss: No… “skype” her. It’s not expensive. F: I don’t have Skype…Ss: But you can use my computer. Come on!


SB p. 13


OPTION: You can prepare strips with different details, e.g., relationships, family structures, for the students to vary the conversations. They can also add their own ideas.

E – Consolidation

E1. Ask the students to write sentences about three family members.They should include age, job / profession, and one other fact.They can do this individually or in pairs.Ask them to read out their sentences.

Answers

(student’s own answers)

SB p. 13

34


G – Now I can...

Ask the students to fi ll in the family tree for their own families (relationships based on themselves and names). They may need to draw a different version in their notebooks to refl ect their reality.




• ask and give information about family members.• ask for more information about family

members.• respond to a visitor’s information about his or

her family.As before, check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.Again, notice whether any of the students feel unsure about any of the items. Explain it is perfectly normal for different people to have different problems. Help them as appropriate.Make a note of things that might need review or further practice in the next lesson.

SB p. 13

SB p. 13

H – Action research SB p. 13

Ask the students to make a note of their personal family relationships and practice describing them before the next lesson. Ask them to bring photos of their family members to the next lesson.


35

Receptive language

And the cost?How much do they cost?Not bad!What’s the difference?What’s the price of a single room?When do we get to the hotel?

Language production

A normal room is 220.A single superior room is 850.In approximately 40 minutes.It became our federal capital in 1960.It began in 1956.The 2011 census.The population was 2.469.489.The stadium holds 71.000 people.The superior room has a view of the beach and a terrace.We have a special package for three nights.


NUMBERS



Check the results of the Action research from Lesson 3 on family relationships. Ask the students to ask for and give information, using the photos.

Link this activity back to the Now I can statements at the end of Lesson 3.

A1. Check that the students know the following:• Numbers 1 – 100• Larger numbers• Ordinals

A2. Socializing spotThis Socializing spot focuses on using numbers when fi xing appointments and phone calls.You can ask the students to decide whether the two people like each other and really want to talk later.Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?


LN Since 1960, Brazil has a federal capital (Brasilia). The statistics in this lesson relate to that city.The students could suggest local equivalents.

36



The question phrases in the Focus box are often used when discussing numbers.If appropriate for your class, you can suggest they memorize these chunks. This will give them a bank of useful language to use in different ways.

B1. Write these numbers on the board:220, 350, 850.Ask the students to repeat them after you.

Point to the numbers again. Ask if any of the students know different ways of saying them in English, e.g.,220 – two twenty / two hundred twenty.Explain they may hear all these versions; the fi rst is more usual in British English, while the others are common in American English.

CN 11

T: ‘Two ‘hundred and ‘twenty.Ss: Two ‘hundred and ‘twenty.

T: ‘Three ‘hundred and ‘fi fty.Ss: ‘Three ‘hundred and ‘fi fty.

T: ‘Eight ‘hundred and ‘fi fty.Ss: ‘Eight ‘hundred and’ fi fty.

B2. Ask the students to suggest a number over 100. Write it on the board.Ask another student to repeat it and add an object.A third student adds another detail.See how long a chain they can make involving numbers.

S1: 342S2: 342 peopleS3: 342 people on a planeS4: 342 people on a plane from Miami S5: 342 people on a plan from Miami to Moscow

at 15:45S6: 342 people on a plane from Miami to

Moscow at 15:45 on ThursdayS7: (...)

B3. Repeat the activity in small groups.They then perform their sentences to the rest of the class.

See which group can make the longest sentence.

37

B4. Write these years on the board:2013, 2014, 2020.

Ask the students to suggest how they are said in English.Explain there are different ways of saying the years in English.Ask for suggestions, e.g., 2013 – twenty thirteen / two thousand and thirteen / two thousand thirteen2014 – twenty fourteen / two thousand and fourteen / two thousand fourteen2020 – twenty twenty / two thousand and twenty / two thousand twentyCN 12

Ask the students to say any important events happening in these years.These can be personal (I’m getting married.) or public (The World Cup / Olympics).

Ask for more suggestions of important years and events, past and future.


Audio script

Pronunciation practice. Listen and repeat.A: ‘twenty / thirty /forty / fi fty / sixty / seventy /

eighty / ninety / one ‘hundredB: ‘twenty ‘three / thirty ‘three / forty’ three /

fi fty’ three / sixty’ three / seventy’ three / eighty’ three / ninety’ three

A: a ‘hundredB: ‘one ‘hundred

A: ‘one ‘hundred and ‘fi veB: a ‘hundred ‘fi ve

A: ‘one ‘hundred and ‘twenty ’fi veB: a ‘hundred ‘twenty ‘fi ve

A: ‘one ‘thousandB: ‘ten ‘thousandA: a ‘hundred ‘thousandB: a ‘millionA: a ‘billionB: a ‘billion and ‘one

38


Ask the students to complete the exchanges. Then they listen to the Language focus to check.

NOTE: Any suitable numbers are acceptable – they may be thinking of a capital city in a different country.

Answers

1.A: What’s the population of the capital? B: About three million, I think. 2. A: How old is it? B: About sixty years, I think.


D1. Ask the students to look at the photos and guess what the people might be discussing.Tell them that each conversation involves numbers.Remind them that both of the photos show conversations between a local person and visitors.

Ask them to write the numbers they hear under the appropriate photo.

Answers

Photo 1: Prices of the rooms

• single room – 220 (normal), 350 (superior)• special package – 850 single superior room

Photo 2: Factual information

• 1956 began• 1960 federal capital• 2011 population 2.469.489• National Stadium 71.000 people

CN 13

Audio script

One B: Hotel Miramar. Can I help you? F: Hello. Yes, I want some information. B: Yes? F: What’s the price of a single room? B: A single room. Normal or superior? F: I’m not sure. B: Well, a normal room is 220. F: And the superior room? B: 350. F: What’s the difference?B: The superior room has a view of the beach.F: Is that all? B: And a terrace. F: Hmm… 220 and 350. Let me think… B: Is it for the weekend? F: Yes, Friday to Monday? B: Well, we have a special weekend package for

three nights. F: And the cost?B: A single superior room is 850. F: 850. Hmm… not bad. OK, I’ll call you back.

TwoB: Welcome to our capital. It’s a planned city. It

began in 1956 and became our federal capital in 1960. From the air, it has the shape of a butterfl y or a plane. In the 2011 census, the population of the city was 2.469.489…

F: OK, OK… tell us about the football!B: Well, the National Stadium now holds around

71.000 people. F: OK… and what about tickets? How much do

they cost? B: I can give you that information at the hotel, sir. F: And when do we get to the hotel? B: In approximately 40 minutes.

LN Since 1960, Brazil has a federal capital (Brasilia). The statistics in this lesson relate to that city.The students could suggest local equivalents.

39



NOTE: Only do the fi nal two examples with a confi dent class – or for fun.

T: A ‘normal ‘room is ‘two-‘twenty.Ss: A ‘normal ‘room is ‘two-‘twenty.

T: A ‘special ‘weekend ‘package for ‘three ‘nights.

Ss: A ‘special ‘weekend ‘package for ‘three ‘nights.

T: It be’came our ‘federal ‘capital in ‘nineteen ‘sixty.

Ss: It be’came our ‘federal ‘capital in ‘nineteen ‘sixty.

T: ‘Seventy-‘one ‘thousand ‘people.Ss: ‘Seventy-‘one ‘thousand ‘people.

T: The ‘National ‘Stadium ‘holds a’round ‘seventy-‘one ‘thousand ‘people.

Ss: The ‘National ‘Stadium ‘holds a’round ‘seventy-‘one ‘thousand ‘people.

T: ‘Two ‘million, ‘four ‘hundred and ‘sixty ‘nine ‘thousand, ‘four ‘hundred and ‘eighty ‘nine.

Ss: ‘Two ‘million, ‘four ‘hundred and ‘sixty ‘nine ‘thousand, ‘four ‘hundred and ‘eighty ‘nine.



One B: Hotel Miramar. Can I help you? Ss: Hotel Miramar. Can I help you? F: Hello. Yes, I want some information. B: Yes? Ss: Yes? F: What’s the price of a single room? B: A single room. Normal or superior? Ss: A single room. Normal or superior? F: I’m not sure. B: Well, a normal room is 220. Ss: Well, a normal room is 220. F: And the superior room? B: 350. Ss: 350. F: What’s the difference?B: The superior room has a view of the beach.Ss: The superior room has a view of the beach.F: Is that all? B: And a terrace. Ss: And a terrace. F: Hmm… 220 and 350. Let me think… B: Is it for the weekend? Ss: Is it for the weekend? F: Yes, Friday to Monday?

40

B: Well, we have a special weekend package for three nights.

Ss: Well, we have a special weekend package for three nights.

F: And the cost?B: A single superior room is 850. Ss: A single superior room is 850. F: 850. Hmm… not bad. OK, I’ll call you back.

TwoB: Welcome to our capital. It’s a planned city.

It began in 1956 and became our federal capital in 1960. From the air, it has the shape of a butterfl y or a plane. In the 2011 census, the population of the city was 2.469.489…

Ss: Welcome to our capital. It’s a planned city. It began in 1956 and became our federal capital in 1960. From the air, it has the shape of a butterfl y or a plane. In the 2011 census, the population of the city was 2.469.489…

F: OK, OK… tell us about the football!B: Well, the National Stadium now holds around

71.000 people. Ss: Well, the National Stadium now holds around


they cost? B: I can give you that information at the hotel, sir. Ss: I can give you that information at the hotel, sir. F: And when do we get to the hotel? B: In approximately 40 minutes.Ss: In approximately 40 minutes.



One Ss: Hotel Miramar. Can I help you? F: Hello. Yes, I want some information. Ss: Yes? F: What’s the price of a single room? Ss: A single room. Normal or superior? F: I’m not sure. Ss: Well, a normal room is 220. F: And the superior room? Ss: 350. F: What’s the difference?Ss: The superior room has a view of the beach.F: Is that all? Ss: And a terrace. F: Hmm… 220 and 350. Let me think… Ss: Is it for the weekend? F: Yes, Friday to Monday? Ss: Well, we have a special weekend package for

three nights.

41

F: And the cost?Ss: A single superior room is 850. F: 850. Hmm… not bad. OK, I’ll call you back.

TwoSs: Welcome to our capital. It’s a planned city.

It began in 1956 and became our federal capital in 1960. From the air, it has the shape of a butterfl y or a plane. In the 2011 census, the population of the city was 2.469.489…

F: OK, OK… tell us about the football!Ss: Well, the National Stadium now holds around


they cost? Ss: I can give you that information at the hotel,

sir. F: And when do we get to the hotel? Ss: In approximately 40 minutes.

SB p. 15


OPTION: You can prepare strips with different details, e.g., types of room, city statistics for the students to vary the conversations. They can also add their own ideas.

SB p. 15E – Consolidation

E1. Ask the students to complete the exchanges with the phrases supplied and to add their own appropriate numbers.They can do this individually or in pairs.Ask them to read out their exchanges to check.

NOTE: Some students may want to use once or twice for the last exchange, instead of a number and times.

Answers

A: How old is this building? B: About (student’s own answer) years old.A: How far is the airport? B: About (student’s own answer) kilometers.A: How many people live in this city? B: Approximately (student’s own answer).A: How much does a coffee cost here? B: Between (student’s own answer).A: How big is this room? B: About (student’s own answer), I think.A: How often do you speak English? B: (student’s own answer) times a week.

42

SB p. 15

SB p. 15


G – Now I can…


Ask the students to check if they understand the ordinal numbers.Check if they can write the abbreviations and understand the relationship with the full forms, e.g., fi rst: 1st, second: 2nd, third: 3rd, fourth: 4th, tenth: 10th, hundredth: 100th.





• use numbers to discuss distances, prices, and population in English.

• exchange information involving English numbers.

As before, check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.Again, notice whether any of the students feel unsure about any of the items. Explain it is perfectly normal for different people to have different problems. Help them as appropriate.Make a note of things that might need review or further practice in the next lesson.

Ask the students to make a note of numbers in English which they can fi nd in movie titles, street signs, or other places before the next lesson.Ask them to notice what the purpose of the numbers is and why they are in English.

Section /lesson

43

Section /lesson Section /lesson Section A / Lesson 5STUDENT’S BOOK PAGES 16 AND 17

Receptive language

I don’t want a group tour.I feel really bad.I’d prefer a private tour.I’m not sure.Sounds good!We can visit the city center.We want to do some sightseeing.What can you suggest?

Language production

Don’t sit in the sun.Drink a lot of water.Here’s a list of prices.I suggest you use sunscreen.Sit down here.The guides are excellent.There’s a night tour, too.Why don’t you take a city tour?

MAKING SUGGESTIONS


Check the results of the Action research from Lesson 4 on numbers. Any surprises? What kind of places did they fi nd?

A1. Ask the students if they can give examples of these:

• Positive suggestions• Negative suggestions• Reacting to suggestions

They will practice working with this function during this lesson, but some of them may have already had some experience of it in a beginner level course.

A2. Socializing spotThis Socializing spot focuses on giving personal invitations. Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?


44


NOTE: For this lesson, the practice of the phone conversation in Lesson 4 is especially useful.In that, the local person is making various suggestions involving numbers (prices) to a foreign visitor.


The phrases in the Focus box are common ways of making suggestions.If appropriate for your class, you can suggest they memorize these chunks. This will give them a bank of useful language to use in different ways.

B1. Remind the students that visitors often want to hear suggestions about places to visit.However, people react to suggestions in different ways, depending on personal preferences.

Write Sightseeing on the board.Add these words: Group tours, Private tours, Museums, Beaches, Shopping malls.

Add these phrases: What about...?How about…?Why don’t you...?

Ask the students to make suggestions combining the phrases and the ideas.

Now ask them to think of a possible positive and a negative reaction to each one, e.g., A group tourPositive: It’s cheap.Negative: You can’t choose where to go.

T: Why don’t you take a group tour?S1: No, I prefer a private tour.T: OK.

T: Can you suggest a good museum?S2: What type of museum?T: I like modern art.S2: How about...?

B2. The students practice similar exchanges.Encourage them to invent names for themselves if they wish, and add appropriate gestures (shaking hands).

45

B3. Pronunciation practice consolidation.Let the students listen to the native English speakers and repeat the pronunciation models.

CN 14

Audio script

Pronunciation practice. Listen and repeat.A: ‘help youB: ‘Can I ‘help you?

A: a ‘tourB: a ‘city ‘tourA: ‘take a ‘city ‘tourB: ‘Why ‘don’t you ‘take a ‘city ‘tour?

A: ‘sunscreenB: ‘use ‘sunscreenA: I su’ggest you ‘use ‘sunscreen.

A: the ‘sunB: ‘sit in the ‘sunA: ‘Don’t ‘sit in the ‘sun.


C1. Ask the students to complete the exchanges.Then they listen to the Language focus to check. Point out that What about? is an acceptable alternative to How about?.

Answers

1. A: I’d like a tour of the sights. B: Where do you want to go? A: I’m not sure. What do you suggest? B: Well, how about the historic part? 2. A: We’d like to rent a car. B: For how many days? A: Just one day. With a driver. B: OK. How about this package?


D1. Ask the students to look at the photos and guess what the people might be discussing.Tell them that each conversation involves asking for and making suggestions.Remind them that both photos show conversations between a local person and a foreign visitor or visitors.

Ask them to listen and complete the requests and suggestions under each photo. You may want to focus on just one conversation / photo, and play the conversation several times.

Audio script

One B: Can I help you?F1: Yes, we want to do some sightseeing. B: In the city? F1: I’m not sure. What can you suggest? B: Well, why don’t you take a city tour? F2: A city tour? B: Yes. Morning or afternoon? F1: Well, I’m not sure… F2: With a tour guide? B: Yes, the guides are excellent. They speak

English, of course. F2: No, I don’t want a group tour.

46

Answers

Photo 1: • We want to do some sightseeing.• It includes dinner and a show.• The guides are excellent.

Photo 2: • Use sunscreen.• Don’t sit in the sun.• Drink a lot of water.

B: Or there’s a night tour, too. It’s very popular. It includes dinner… and a show.

F2: No, I’d prefer a private tour… by car. F1: Yes. Why don’t we take a full-day tour? With

a driver. B: That’s a good idea. You can go where you

want. F2: Yes, we can visit the city center... F1: …and then go to a beach… F2: Sounds good. B: Here is a list of prices. F1: Thanks.

TwoB: So, what’s the problem? F: My head. I have a headache.B: I see. F: And I’m hot. B: OK, sit down here. I’ll check your

temperature. ...

F: What is it? B: Hmm, it’s quite high… F: I feel really bad. B: Where are you from? F: I’m sorry? B: Where are you from? You’re not Brazilian. F: No, I’m German. I’m from Germany. B: Is this your fi rst visit here? F: Yes, I arrived yesterday. B: What’s the weather like in Germany now? F: The weather?B: Yes… the weather. The temperature. Is it hot

there? F: Hot? No, it’s winter at home. It’s very cold. B: Well, that’s the problem. It’s summer here.

And very hot. I suggest you use sunscreen. And don’t sit in the sun. Drink a lot of water…

F: Oh… yes, I see… yes.



T: ‘Why don’t you ‘take a ‘city ‘tour?Ss: ‘Why don’t you ‘take a ‘city ‘tour?

T: You can ‘go where you ‘want.Ss: You can ‘go where you ‘want.

T: I su’ggest you ‘use ‘sunscreen.Ss: I su’ggest you ‘use ‘sunscreen.

T: ‘Don’t ‘sit in the ‘sun.Ss: ‘Don’t ‘sit in the ‘sun.

LN The recorded conversation is with a doctor in Brazil.The students can change the reference to ‘Russian’ for their output and role-play activities.The weather references relate to differences between the southern and northern hemispheres. See CN 39.

47



One B: Can I help you?Ss: Can I help you?F1: Yes, we want to do some sightseeing.B: In the city?Ss: In the city?F1: I’m not sure. What can you suggest?B: Well, why don’t you take a city tour?Ss: Well, why don’t you take a city tour?F2: A city tour?B: Yes. Morning or afternoon?Ss: Yes. Morning or afternoon?F1: Well, I’m not sure.F2: With a tour guide?B: Yes, the guides are excellent. They speak

English, of course.Ss: Yes, the guides are excellent. They speak

English, of course.F2: No, I don’t want a group tour. B: Or there’s a night tour, too. It’s very popular.

It includes dinner… and a show.Ss: Or there’s a night tour, too. It’s very popular.

It includes dinner… and a show.F2: No, I’d prefer a private tour… by car.F1: Yes… why don’t we take a full-day tour?

With a driver.B: That’s a good idea. You can go where you

want.Ss: That’s a good idea. You can go where you

want.F2: Yes, we can visit the city center...F1: …and then go to a beach…F2: Sounds good.B: Here is a list of prices.Ss: Here is a list of prices.F1: Thanks.

TwoB: So, what’s the problem?Ss: So, what’s the problem?F: My head. I have a headache.B: I see.Ss: I see.F: And I’m hot.B: OK, sit down here. I’ll check your

temperature.Ss: OK, sit down here. I’ll check your

temperature.F: What is it?B: Hmm, it’s quite high.Ss: Hmm, it’s quite high.

48

F: I feel really bad.B: Where are you from?Ss: Where are you from?F: I’m sorry?B: Where are you from? You’re not Brazilian.Ss: Where are you from? You’re not Brazilian.F: No, I’m German. I’m from Germany.B: Is this your fi rst visit here?Ss: Is this your fi rst visit here?F: Yes, I arrived yesterday.B: What’s the weather like in Germany now?Ss: What’s the weather like in Germany now?F: The weather?B: Yes… the weather. The temperature. Is it hot

there?Ss: Yes… the weather. The temperature. Is it hot

there?F: Hot? No, it’s winter at home. It’s very cold.B: Well, that’s the problem. It’s summer here.


Ss: Well, that’s the problem. It’s summer here. And very hot. I suggest you use sunscreen. And don’t sit in the sun. Drink a lot of water…

F: Oh… yes, I see… yes.D4. Explain they will now hear the same conversation with gaps after the visitors.


One Ss: Can I help you?F1: Yes, we want to do some sightseeing.Ss: In the city?F1: I’m not sure. What can you suggest?Ss: Well, why don’t you take a city tour?F2: A city tour?Ss: Yes. Morning or afternoon?F1: Well, I’m not sure.F2: With a tour guide?Ss: Yes, the guides are excellent. They speak

English, of course.F2: No, I don’t want a group tour. Ss: Or there’s a night tour, too. It’s very popular.

It includes dinner… and a show.F2: No, I’d prefer a private tour… by car.F1: Yes… why don’t we take a full day tour? With

a driver.Ss: That’s a good idea. You can go where you want.F2: Yes, we can visit the city center...F1: …and then go to a beach…F2: Sounds good.Ss: Here is a list of prices.F1: Thanks.

49

TwoSs: So, what’s the problem?F: My head. I have a headache.Ss: I see.F: And I’m hot.Ss: OK, sit down here. I’ll check your

temperature.F: What is it?Ss: Hmm, it’s quite high.F: I feel really bad.Ss: Where are you from?F: I’m sorry?Ss: Where are you from? You’re not Brazilian.F: No, I’m German. I’m from Germany.Ss: Is this your fi rst visit here?F: Yes, I arrived yesterday.Ss: What’s the weather like in Germany now?F: The weather?Ss: Yes… the weather. The temperature. Is it hot

there?F: Hot? No, it’s winter at home. It’s very cold.Ss: Well, that’s the problem. It’s summer here.


F: Oh… yes, I see… yes.

SB p. 17

D5. Ask the students to choose one of the situations.In pairs, they act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 17 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., sightseeing, nationality, or problem for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to match the suggestions to the problems.They can do this individually or in pairs.Ask them to read out their choices to check.

Answers

(3) I’m bored! (2) I’m hot! (1) I’m hungry! (4) I’m tired!

LN The recorded conversation is with a doctor in Brazil.The students can change the reference to ‘Russian’ for their output and role-play activities.The weather references relate to differences between the southern and northern hemispheres. See CN 39.

50



G – Now I can...

SB p. 17

SB p. 17

SB p. 17

Ask the students to look at these ways of making suggestions in English.Encourage them to suggest variations, using the same pattern.

You can suggest they do the Language practice for this lesson (pages 30 and 31) for homework.



Ask the students to think of a useful suggestion in English to help a visitor in the city or neighborhood and to bring it to the next lesson.

• understand problems and requests in English.• make appropriate suggestions.

As before, check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.

Again, notice whether any of the students feel unsure about any of the items. Explain it is perfectly normal for different people to have different problems. Help them as appropriate.Make a note of things that might need review or further practice in the next lesson.


51




Check the results of the Action research from Lesson 5 on useful suggestions for visitors. What are their ideas?


• Names of buildings• Parts of the city• Adjectives to describe places

Ask them to identify their favorite local places and to suggest appropriate adjectives to describe them, e.g., It’s noisy! It’s a huge park. It’s very modern.Remind them of the word order in English (article + adjective + noun), and the use of an before a vowel.Encourage differences of opinion about the places.

S1: The Modern Art Museum’s very interesting.S2: No, it isn’t! It’s boring!

A2. Socializing spotThis Socializing spot focuses on introducing a visitor to a favorite place: a café with delicious ice creams. Ask the students to act out the conversation, sounding very enthusiastic.How many different interpretations can they convey?They might like to make up a variation to introduce a visitor to their own favorite place.


Receptive language

And out of the city?Historic places fi rst.Let’s go to the beaches!Tell me about your favorite place.The park?What do you do there?We want to do some sightseeing.

Language production

Beaches?Historic places? I often meet my friends in the park.It’s a big park.Museums?There’s a great park near my city.What do you like?Where do you want to go?

PLACES


52


NOTE: For this lesson, practice of the conversations in a taxi in Lesson 2 and on a tour bus in Lesson 4 is especially useful.

B – Presentation SB p. 11

The items in the Focus box include common question phrases for asking about places and for describing different types. You may like to draw attention to the word order (adjective + noun) in some of these examples.

B1. Write these adjectives from the Focus box on the board.favorite noisy quiet popular

Ask the students to suggest a local place to match each adjective. Now write these items on the board:tourist places weekend places workplaces

Point out that these are plural (they end in -s).Again, ask for local suggestions and appropriate adjectives to match them.

B2. Write this frame in the board.A: Can you recommend a good (café)?B: Sure. What kind of (café)?A: What’s your favorite?B: (name).A: What’s it like?B: It’s (+ adjective).

Practice it with one student, as a model.

Ask the students to make up short exchanges about places in pairs or small groups.These can be real or imaginary.

53

C – Consolidation

C1. Ask the students to complete the exchanges.Then they listen to the Language focus to check.

NOTE: Other places may fi t into the frames. How many different variations can they make?

Answers

1. A: What’s your favorite weekend place? B: I like to go to the beach. 2. A: What’s the top club here? B: What type of club? 3. A: What’s that place? B: It’s a new hospital.


Audio script

Pronunciation practice. Listen and repeat.A: a ‘parkB: a ‘popular ‘park

A: an ‘airportB: an ‘inter’national ‘airport

A: a ‘shopping ‘mallB: a ‘new ‘shopping ‘mall

A: a ‘marketB: a ‘typical ‘market

A: a mu’seumB: an ‘interesting mu’seum

A: a ‘restaurantB: a ‘famous ‘restaurant

A: a ‘clubB: an ex’clusive ‘club

SB p. 18

54


D1. Ask the students to look at the photos and guess what the people might be discussing.Tell them that each conversation involves talking about places.Remind them that both photos show conversations between a local person and a foreign visitor or visitors.

Ask them to listen and write the places mentioned under each photo.You may want to focus on just one conversation / photo and play the conversation several times.

Answers

Photo 1: • historic places• beaches• museums

Photo 2: • park• restaurant• club• beach

Audio script

One F1: Hi! Are you free? B: Good afternoon. Yes, I’m free. F1: Good. We want to do some sightseeing.B: Where do you want to go? F2: What do you suggest? B: Well, what do you like? Historic places?

Beaches? Museums? F2: Oh, let’s go to the beaches! F1: Perhaps some history too… historic places

fi rst, then the beaches.B: OK. Now, two hours or all morning? F2: Oh, all morning. Give us a good tour. F1: What’s the price? How much for a morning

tour?

TwoF: Tell me about your favorite place. B: Here? In the city? F: Yes. Where do you like to go on the

weekend? B: Oh, I often meet my friends in the park. F: The park? B: Yes, there’s a great park near my house. F: What do you do there? B: Oh, we go jogging… or cycling. F: Cycling?B: Yes, it’s a big park! Enormous! F: And then? B: Oh, we often go to a restaurant. Or fi nd a

concert… or a movie. And to a club in the evening… there are lots of places to go in the city.

F: And out of the city?B: To the beach! Why don’t you come with us

next weekend? F: That’s a great idea!

SB p. 18

55



T: your ‘favorite ‘placeSs: your ‘favorite ‘place

T: ‘Tell meSs: ‘Tell me

T: ‘Tell me a’boutSs: ‘Tell me a’bout

T: ‘Tell me a’bout your ‘favorite ‘place.Ss: ‘Tell me a’bout your ‘favorite ‘place.

T: ‘near my ‘houseSs: ‘near my ‘house

T: ‘There’s a ‘great ‘parkSs: ‘There’s a ‘great ‘park

T: ‘There’s a ‘great ‘park ‘near my ‘house.Ss: ‘There’s a ‘great ‘park ‘near my ‘house.



One F1: Hi! Are you free? B: Good afternoon. Yes, I’m free. Ss: Good afternoon. Yes, I’m free. F1: Good. We want to do some sightseeing.B: Where do you want to go? Ss: Where do you want to go?F2: What do you suggest? B: Well, what do you like? Historic places?

Beaches? Museums? Ss: Well, what do you like? Historic places?


fi rst, then the beaches.B: OK. Now, two hours or all morning? Ss: OK. Now, two hours or all morning? F2: Oh, all morning. Give us a good tour. F1: What’s the price? How much for a morning

tour?

56

TwoF: Tell me about your favorite place. B: Here? In the city? Ss: Here? In the city? F: Yes. Where do you like to go on the

weekend? B: Oh, I often meet my friends in the park. Ss: Oh, I often meet my friends in the park. F: The park? B: Yes, there’s a great park near my house. Ss: Yes, there’s a great park near my house. F: What do you do there? B: Oh, we go jogging… or cycling. Ss: Oh, we go jogging… or cycling. F: Cycling?B: Yes, it’s a big park! Enormous!Ss: Yes, it’s a big park! Enormous! F: And then? B: Oh, we often go to a restaurant. Or fi nd a


Ss: Oh, we often go to a restaurant. Or fi nd a concert… or a movie. And to a club in the evening… there are lots of places to go in the city.

F: And out of the city?B: To the beach! Why don’t you come with us

next weekend? Ss: To the beach! Why don’t you come with us




One F1: Hi! Are you free? Ss: Good afternoon. Yes, I’m free. F1: Good. We want to do some sightseeing. Ss: Where do you want to go?F2: What do you suggest? Ss: Well, what do you like? Historic places?


fi rst, then the beaches.Ss: OK. Now, two hours or all morning? F2: Oh, all morning. Give us a good tour. F1: What’s the price? How much for a morning

tour?

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E – Consolidation

E1. Ask the students to use their own ideas to make suggestions of places for these people to visit. They can do this individually or in pairs.Ask them to read out their suggestions.

Answers


E2. Use the Pronunciation practice audio here again, as appropriate, for pronunciation consolidation..

SB p. 19

TwoF: Tell me about your favorite place. Ss: Here? In the city? F: Yes. Where do you like to go on the

weekend? Ss: Oh, I often meet my friends in the park. F: The park? Ss: Yes, there’s a great park near my house. F: What do you do there? Ss: Oh, we go jogging… or cycling. F: Cycling?Ss: Yes, it’s a big park! Enormous! F: And then? Ss: Oh, we often go to a restaurant. Or fi nd a


F: And out of the city?Ss: To the beach! Why don’t you come with us


SB p. 19 D5. Ask the students to choose one of the situations.In pairs, they act out both the local person’s and the visitor’s roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 19 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., places, activities, for the students to vary the conversations. They can also add their own ideas.

58


G – Now I can…


Ask the students to notice the color-coded adjective + noun word order in English.Remind them of the use of a / an / some in each example.Encourage them to suggest some other examples.




• exchange information about places in English.• ask for and give more detailed information about

places.• talk about my favorite places.



Ask the students to identify places in their city or neighborhood which are popular with foreign visitors. Encourage them to speculate why they go there. Business? Pleasure? Sport? Other reasons? Check whether there is any useful information for the visitors in English or other languages. Ask them to bring the results to the next lesson.

SB p. 19

SB p. 19

SB p. 19

Section /lesson

59

Section /lesson Section /lesson Section A / Lesson 7STUDENT’S BOOK PAGES 20 AND 21

Receptive language

I’m Scottish.My passport?

Language production

From London?Scottish?The instructions are in Portuguese /Russian and English.This is an Italian prescription?You’re from Britain.You’re Italian?

COUNTRIES AND NATIONALITIES



Check the results of the Action research from Lesson 6 on popular places for foreign visitors. Any surprises?Discuss their probable reasons for going there. Find out how much useful information is available there in foreign languages. What kind of information do visitors really need?

A1. Ask the students if they can give examples of these:• Countries• Nationalities• Languages

You can practice these as a form of word tennis:• student A says a country;• student B says a nationality;• student C adds the language(s).

Encourage them to do this very quickly, like a real tennis match.If anyone hesitates or makes a mistake, they must drop out.

Make sure they can use the English-language versions of the countries and cities.

VARIATION: Add continents and / or capital cities to extend the match.A2. Socializing spotThis Socializing spot focuses on talking to a stranger and fi nding out where they are from.Ask the students to decide whether the stranger welcomes the contact or not.

60

Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?



NOTE: For this lesson, practice of the conversations in the doctor’s consulting room in Lessons 1 and 5 is especially useful.


The nationalities in the Focus box contain examples of the three common suffi xes used for these: -ish, -ese, and -an / -ian.

B1. Write the English names of six contrasting countries on the board, e.g.,Argentina India ItalyMexico Spain Japan

Ask for suggestions of typical food that visitors might want to try in each one, e.g.,Argentina: steak, wineIndia: curryItaly: pastaMexico: tacosSpain: paellaJapan: sushiEncourage the students to use their general knowledge.CN 15

B2. Write this frame on the board:

A: What’s your favorite foreign food?B: (nationality)A: What kind of food?B: (examples)A: And what’s your favorite Russian food?B: (personal choice). And you?A: (personal choice)

Practice the exchange with the students. Then, ask them to practice in pairs.

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Audio script

Pronunciation practice. Listen and repeat.A: Bra’zilB: Bra’zilian

A: ‘I’m from Bra’zil.B: ‘I’m Bra’zilian.

A: ‘Portu’gueseB: ‘I speak ‘Portu’guese.

A: A’mericanB: ‘Are you A’merican?

A: ‘Where are you ‘from?B: ‘Do you ‘speak ‘Portu’guese?


C1. Ask the students to complete the exchanges. Encourage them to use the food examples to help them choose appropriate nationalities.


NOTE: Other places may fi t into the frames. How many different nationalities can they make?

Answers

1. A: Do you like Lebanese food? B: Lebanese? I’m not sure. A: You know… kebabs, falafel, couscous… B: Oh yes, I love it! 2. A: Do you like Japanese food? B: Yes, I do. A: OK, I can recommend a special place. B: But I don’t like raw fi sh!


D1. Ask the students to look at the photos and guess what the people might be discussing.Tell them that each conversation involves talking about countries and nationalities. Remind them that both of the photos show conversations between a local person and a foreign visitor.

CN 16

Ask them to listen for information and write the nationalities, city, or languages mentioned under each photo. You may want to focus on just one conversation / photo and play the conversation several times.

Audio script

One B: Just a minute. Your passport, please. F: My passport? B: Yes, can I see your passport? F: OK, here it is. B: Ah… you’re from Britain. F: Yes, that’s right.B: From London? F: London? No, I’m Scottish.B: Scottish? F: Yes. Glasgow… Rangers… Celtic… B: Ah… Glasgow. Very good! Here’s your

passport. F: Thanks!

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Answers

Photo 1: City: GlasgowNationality: Scottish

Photo 2: Nationality: ItalianLanguages: Portuguese, English

TwoF: Can you help me? B: Yes? What’s the problem? F: I left my medication at home. B: What kind of medication? F: Well, I have these really bad headaches…

migraines… B: And you take regular medication? F: Yes. Here’s the prescription. B: Hmm, I see. You’re Italian? F: Yes, that’s right. B: And this is an Italian prescription? F: Yes, yes, it is.B: When are you going back to Italy? F: On the weekend. B: OK, I can give you these tablets. The

instructions are in Portuguese and English… not Italian.

F: That’s OK. Thanks. D2. Choose one of the situations (or ask the students to choose one).


T: I’talianSs: I’talian

T: ‘You’re I’talian?Ss: ‘You’re I’talian?

T: ‘RussianSs: ‘Russian

T: ‘EnglishSs: ‘English

T: ‘Russian and ‘EnglishSs: ‘Russian and ‘English

T: the in’structionsSs: the in’structions

T: The in’structions are in ‘Russian and ‘English.Ss: The in’structions are in ‘Russian and ‘English.



One B: Just a minute. Your passport, please. Ss: Just a minute. Your passport, please. F: My passport? B: Yes, can I see your passport? Ss: Yes, can I see your passport? F: OK, here it is. B: Ah… you’re from Britain. Ss: Ah… you’re from Britain.

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F: Yes, that’s right.B: From London? Ss: From London?F: London? No, I’m Scottish.B: Scottish? Ss: Scottish? F: Yes. Glasgow… Rangers… Celtic… B: Ah… Glasgow. Very good! Here’s your

passport. Ss: Ah… Glasgow. Very good! Here’s your

passport. F: Thanks!

TwoF: Can you help me? B: Yes? What’s the problem? Ss: Yes? What’s the problem? F: I left my medication at home. B: What kind of medication? Ss: What kind of medication? F: Well, I have these really bad headaches…

migraines… B: And you take regular medication?Ss: And you take regular medication? F: Yes. Here’s the prescription. B: Hmm, I see. You’re Italian? Ss: Hmm, I see. You’re Italian? F: Yes, that’s right. B: And this is an Italian prescription? Ss: And this is an Italian prescription? F: Yes, yes, it is.B: When are you going back to Italy? Ss: When are you going back to Italy? F: On the weekend. B: OK, I can give you these tablets. The

instructions are in Portuguese and English… not Italian.

Ss: OK, I can give you these tablets. The instructions are in Portuguese and English… not Italian.

F: That’s OK. Thanks.


They act the local person’s role and interact with the visitor. You may like to do this fi rst with chorus responses, then with individual students.

One Ss: Just a minute. Your passport, please. F: My passport? Ss: Yes, can I see your passport? F: OK, here it is. Ss: Ah… you’re from Britain. F: Yes, that’s right.Ss: From London? F: London? No, I’m Scottish.

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Ss: Scottish? F: Yes. Glasgow… Rangers… Celtic… Ss: Ah… Glasgow. Very good! Here’s your passport. F: Thanks!

TwoF: Can you help me? Ss: Yes? What’s the problem? F: I left my medication at home. Ss: What kind of medication? F: Well, I have these really bad headaches…

migraines… Ss: And you take regular medication? F: Yes. Here’s the prescription. Ss: Hmm, I see. You’re Italian? F: Yes, that’s right. Ss: And this is an Italian prescription? F: Yes, yes, it is.Ss: When are you going back to Italy? F: On the weekend. Ss: OK, I can give you these tablets. The instructions

are in Portuguese/Russian and English… not Italian.

F: That’s OK. Thanks.

SB p. 21


OPTION: You can prepare strips with different details, e.g., nationalities, for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to use their general knowledge to complete the sentences.They can do this individually or in pairs.Ask them to read out their sentences to check.CN 17

Answers

1. In Canada, the two offi cial languages are English and French.

2. In some parts of the US, a lot of people speak Spanish as their fi rst language.

3. In India, English is an offi cial language.4. Portuguese is spoken in Macau (China).5. In different parts of Switzerland, people speak

French, Italian, or German.

65


F – My language back-up SB p. 21

Ask the students to check if they understand the relationship between the names of countries and nationalities in English. Point out the highlighted suffi xes: -an, -ian, -ese. Encourage them to suggest other examples they may know.



a. Chinese f. Russianb. French g. Spanishc. Japanese h. Swissd. Lebanese i. (student’s own answers)e. Mexican j. (student’s own answers)


G – Now I can...

SB p. 21

SB p. 21

Ask the students to look at the labels in their clothes and personal belongings at home, before the next lesson. Ask them to make a note of the English names for the countries where they were made or bought.

• understand the names of countries and nationalities.

• exchange information involving countries and nationalities.

• discuss countries, nationalities, and languages in English.



66


Receptive language

And then?Can we go back for more?What a great method!What do we do?

Language production

Don’t forget to get a new ticket.She writes down the weight.Take your plate to the cash desk.Then choose some salad.There’s pasta, too.You can add some vegetables.You pay at the end of the meal.You take a plate.


EXPLAINING RULES, BEHAVIOR, AND CUSTOMS



Check the results of the Action research from Lesson 7 on the labels on possessions and clothes. Which country appears most often? Any surprises? Ask the students to notice differences in the names of the countries in English and their own language.


• Food and drink items• Meals and personal routines• Instructions

Encourage them to reuse some of the food items from Lesson 7.Check if they know these English names for meals: breakfast, lunch, dinner.

Ask if they know any variations or extra meals, e.g., snack, supper, tea.

Ask them to say what time they normally eat these meals, both during the week and on weekends.CN 18

67

A2. Socializing spotThis Socializing spot focuses on daily routines (weekday lunch habits).Ask the students to decide if the questioner is surprised at the other person’s answer (a sandwich). Is this a complete lunch?Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?



NOTE: For this lesson, practice of the bar / café conversation in Lesson 2 is especially useful.


The Focus box includes phrases for stating rules as well as examples of verb + frequency adverb for describing behavior and customs. You may like to draw the student’s attention to the position of the adverb between the subject and the verb.

B1. Write these adverbs on the board.always often never sometimes usually Check the meanings.

Ask the students to reorder them in terms of frequency. always usually often sometimes never

68

B2. Tell the students about some of your meal routines, e.g.,I usually have breakfast at 7. I always have coffee and cereal. And fruit.I eat lunch at 1 or 2 on weekdays. I usually…

Ask them to make notes, e.g., Breakfast.Time: 7.She / He eats: cereal, fruit.She / He drinks: coffee.

Remind them of the -s ending after She / He.CN 19

B3. Ask the students to make a note of their own meal routines.Then they use these to exchange information, using this frame.

A: What time do you have (meal)?B: (time). What about you?A: (time). And what do you usually eat? B: (food / drink). And you?A: (food / drink).

Encourage them to add frequency adverbs where appropriate.

Ask them to tell the class about their partner’s habits.Encourage that person to correct any incorrect facts, and the class to ask questions.


Audio script

Pronunciation practice. Listen and repeat.A: some ‘saladB: ‘Choose some ‘salad.

A: ‘vegetablesB: ‘Add some ‘vegetables.

A: ‘pastaB: There’s ‘pasta, ‘too.

A: ‘fi shB: ‘meat or ‘fi shA: some ‘meat or ‘fi sh

69


C1. Ask the students to complete the exchanges.


Answers

1. A: Can I have the bill, please? B: Yes. I’ll bring it now. 2. A: What’s the wi-fi code? B: Your room number and your fi rst name.


D1. Ask the students to look at the sequence of photos. Tell them these show a four-part conversation in one location (a kilo restaurant).Remind them that the photos show a conversation between a local person and some foreign visitors. The local person is giving instructions and explaining the procedures to the visitors.

Ask them to listen and write the letters of the instructions mentioned in the circles on each photo. Note that there are six instructions and four photos.You may want to focus on just one part of the conversation / photo at a time and then play the whole sequence several times.

CN 20

Answers

Photo 1: EPhoto 2: B, APhoto 3: F, DPhoto 4: C

Audio script

B: OK, this is my favorite lunch place. F1: It looks good.B: Yes, It’s near the offi ce. And it’s good value.

… F1: What do we do? B: Well, you take a plate. F2: Yes? B: And then choose some salad. F2: OK. B: And you can add some vegetables. F2: I see. B: There’s pasta, too. F1: Wow! B: And some meat or fi sh. F1: It’s incredible. B: And bread. Oil… sauce…

… F2: And then? B: This is the important part! F2: What? B: Take your plate to the cash desk… F2: So I pay fi rst? B: No, she weighs your food. F1: On the plate? B: Yes, of course! She writes down the weight… F1: Oh, I see… B: And you pay at the end of the meal.

… F2: Can we go back for more?B: Yes, of course. But don’t forget to get a new

ticket. F1: Fantastic… what a great method! F2: Yes, I’m really hungry now! B: OK, let’s go!

LN Kilo restaurants are popular in Brazil.You select your food from a large buffet.You pay by weight.The students can suggest local equivalents.

70



T: a ‘plateSs: a ‘plate

T: ‘Take a ‘plate.Ss: ‘Take a ‘plate.

T: some ‘saladSs: some ‘salad

T: ‘Choose some ‘salad.Ss: ‘Choose some ‘salad.

T: some ‘vegetablesSs: some ‘vegetables

T: ‘Add some ‘vegetables.Ss: ‘Add some ‘vegetables.

T: the ‘end of the ‘mealSs: the ‘end of the ‘meal

T: You ‘paySs: You ‘pay

T: You ‘pay at the ‘end of the ‘meal.Ss: You ‘pay at the ‘end of the ‘meal.



B: OK, this is my favorite lunch place. Ss: OK, this is my favorite lunch place. F1: It looks good.B: Yes, It’s near the offi ce. And it’s good value. Ss: Yes, It’s near the offi ce. And it’s good value.

… F1: What do we do? B: Well, you take a plate. Ss: Well, you take a plate. F2: Yes? B: And then choose some salad. Ss: And then choose some salad. F2: OK. B: And you can add some vegetables. Ss: And you can add some vegetables. F2: I see. B: There’s pasta, too. Ss: There’s pasta, too. F1: Wow! B: And some meat or fi sh. Ss: And some meat or fi sh. F1: It’s incredible. B: And bread. Oil… sauce… Ss: And bread. Oil… sauce…

…

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F2: And then? B: This is the important part! Ss: This is the important part! F2: What? B: Take your plate to the cash desk… Ss: Take your plate to the cash desk… F2: So I pay fi rst? B: No, she weighs your food. Ss: No, she weighs your food. F1: On the plate? B: Yes, of course! She writes down the weight… Ss: Yes, of course! She writes down the weight… F1: Oh, I see… B: And you pay at the end of the meal. Ss: And you pay at the end of the meal.

… F2: Can we go back for more?B: Yes, of course. But don’t forget to get a new

ticket. Ss: Yes, of course. But don’t forget to get a new

ticket. F1: Fantastic… what a great method! F2: Yes, I’m really hungry now! B: OK, let’s go!Ss: OK, let’s go!



Ss: OK, this is my favorite lunch place. F1: It looks good.Ss: Yes, It’s near the offi ce. And it’s good value.

… F1: What do we do? Ss: Well, you take a plate. F2: Yes? Ss: And then choose some salad. F2: OK. Ss: And you can add some vegetables. F2: I see. Ss: There’s pasta, too. F1: Wow! Ss: And some meat or fi sh. F1: It’s incredible. Ss: And bread. Oil… sauce…

… F2: And then? Ss: This is the important part! F2: What? Ss: Take your plate to the cash desk… F2: So I pay fi rst? Ss: No, she weighs your food. F1: On the plate? Ss: Yes, of course! She writes down the weight…

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F1: Oh, I see… Ss: And you pay at the end of the meal.

… F2: Can we go back for more?Ss: Yes, of course. But don’t forget to get a new

ticket. F1: Fantastic… what a great method! F2: Yes, I’m really hungry now! Ss: OK, let’s go!

SB p. 23

D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 23 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., food items for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to complete the rules and pieces of advice for visitors with their own ideas and to add one more example.They can do this individually or in pairs.Ask them to read out their words to check.

Answers



73

SB p. 23

SB p. 23


G – Now I can…

Ask the students to check if they understand how to use these verbs to talk about rules and customs. Point out the highlighted suffi xes: -an, -ian, -ese. Encourage them to suggest other examples they may know.



1. (student’s own answers)2. a. On the roof.b. No, you can’t.c. Yes, it is. / No, it isn’t.d. Yes, it is. / No, it isn’t. e. Yes, they are.

• explain rules and customs to foreign visitors.• help them to understand different ways of

behavior.• understand cultural similarities and differences.




Ask the students to fi nd some notices about behavior or rules in English before the next lesson. They should note the type of place, e.g., museum, public building, transport system. Encourage them to copy these notices or to take a photo.

74


Receptive language

Can I charge my colleagues’ breakfast to my room?Can I have a late checkout?Can I have a taxi to go to the airport?I’d like room service, please.What soup do you have?

Language production

I have a reservation here.I’d like a / some...I’m sorry!My name’s (McDonald).What’s your name?What’s your room number?Yes, of course.You’ll have to pay...

INTERACTIVE REVIEW

Warm-up / recap SB p. 24

NOTE 1: This lesson has a slightly different structure from the preceding ones, as it is an Interactive Review, reusing the language practiced and presented in Lessons 1 – 8. There are no A – H letters for the different parts, and no Pronunciation Practice.

NOTE 2: Choose the best time to check homework. Deal with any problems.

Check the results of the Action research from Lesson 8 on notices about rules and behavior in English. Encourage the students to show any photos to the class. What types of places are most frequent? Are the rules useful? Any surprises?

Ask the students if they can give examples of these:• Asking for and giving personal information• Making and responding to requests

Encourage them to make up mini-conversations with a partner.Then they perform these to the rest of the class, e.g., A: What’s your family name?B: (personal information)A: And where do you live?B: (personal information)

C: I’d like a coffee, please.D: What kind? Espresso?C: No, cappuccino.D: Sure. With sugar?C: No, thanks. No sugar.

Socializing spotThis Socializing spot focuses on asking for a personal opinion.You can ask the students to decide whether the man really has any problems with his hotel.If so, what type of problem it could be. Ask the students to act out the conversation with different subtexts and relationships.How many different interpretations can they convey?

75

You can ask the students to practice any of the mini-conversations from the preceding lessons again, especially any that mirrors their work context.

You can ask the students to practice any of the previous role-play conversations which they have enjoyed. Encourage them to vary details: e.g. people, location, communicative situation, feelings, and personal relationships.

NOTE: For this lesson, practice of the hotel conversations in Lessons 1 and 4, and the café conversation in Lesson 2 is especially useful.

Focus SB p. 24

The items in the Focus box refl ect the topics of the preceding eight lessons, with examples of key language from each one. They are included in order to encourage the students to reuse and recycle known language.

Consolidation

1. Ask the students to choose one of these hotel situations:• checking into a hotel;• calling room service.

Write examples of simple conversations for each of these on the board.

CONVERSATION 1

Checking in – receptionistR: Good evening.V: (...)R: What’s your name?V: (...)R: How do you spell it?V: (...)R: Ah yes, for three nights.V: (...)

Checking in – visitorR: (...)V: I have a reservation here.R: (...) ?V: XXXXR: (...) ?V: XXXXR: (...)V: That’s right. Three nights.

CONVERSATION 2

Room service – receptionist / waiterR: Good evening. Can I help you?V: (...)R: This is room service.V: (...)R: What would you like to order?V: (...)R: We have chicken soup tonight.V: (...)

Room service – visitorR: (...)V: Yes, I’d like room service, please.R: (...)V: I’d like to order, please.R: (...) ?V: Some soup. What soup do you have?R: (...) ?V: OK. Chicken soup.

The students should copy their own card into their notebooks and use it to role-play with a partner. Encourage them to decide their personality and feelings before they begin.

76

SB p. 24

SB p. 24

2. Now ask the students to look at the role-play cue cards. These have cues, not direct language.

Show how, in the fi rst 2 pairs, these cues relate to the direct language versions they have just been using.Ask them to make up similar conversations, using these cue cards as the starting point.They can build in their own variations or extensions.Remind them to think about their personality and feelings.

Speculation and discussion

Ask the students to look at the three photos and speculate about the people, the situation, and their feelings. Ask them to decide whether the photos relate to the conversations they have been practicing.

Answers

Photo 1: Checking inPhoto 2: Room servicePhoto 3: Asking for a late checkout and a taxi

Role-play

Choose one of the conversations. These are longer and more complex versions of the same situations.There is a communication problem in two of them.In the third conversation, the visitor has three requests.Ask the students to identify these.

Answers

Hotel reception: making requests (photo 1)The visitor wants:

• a late checkout;• to charge her colleagues’ breakfast to her room;

a taxi to go to the airport tomorrow. Room service (photo 2)The waiter thinks there is only one person in the room.Hotel reception: checking in (photo 3)

• The receptionist cannot fi nd the visitor’s name;• This is because of the spelling;• Point out the clue the visitor gives: like

McDonald’s.CN 21

Audio script

OneB: Good evening.F: Hi. Yes, I have a reservation here. For three

nights. B: What’s your name? F: McDonald. B: MacDonald… Just a minute… F: Is there a problem?B: I can’t fi nd your name. F: McDonald. B: Can you spell it, please. F: M C capital D O N A L D. B: Capital D? F: Yes, like McDonald’s!B: M C capital D O N A L D. Ah, here it is! Three

nights. F: That’s right.B: Please sign here, Ms McDonald. F: Thanks!

SB p. 25

77

CN 22 TwoB: Good evening. Can I help you? F: Good evening. Yes, I’d like room service,

please. B: This is room service, sir. F: Oh. Good. Well, I’d like to order, please.

Room 1415. B: Room 1415. What would you like to order, sir? F: Some soup. I’d like some soup. What soup do

you have? B: We have chicken soup tonight. It’s very good. F: OK, chicken soup. B: One chicken soup. F: No, two chicken soups. B: Two? F: There are two people here! B: I’m sorry, sir. Two chicken soups. F: And a steak. Well done. B: Two steaks. F: No, one steak. And one hamburger.

That’s all. B: OK, sir. It will be about twenty minutes. F: Thanks.

CN 23ThreeF: Hello. I’m in room 1451. B: Ms Carter, yes. How can I help you? F: Well, I have a few questions. B: OK. What are they? F: First, can I have a late checkout tomorrow? B: What time? Two o’clock? F: No… is 6 o’clock possible? I have a night

fl ight, you see. B: Well, you’ll have to pay a half rate. That’s the

rule after 2pm. F: OK. B: Anything else? F: Yes, I have a breakfast meeting tomorrow.

Can I charge my colleagues’ breakfast to my room?

B: Yes, of course. No problem. Just sign the bill with your name and room number.

F: Good. One last thing… B: Yes? F: Can I have a taxi to go to the airport

tomorrow? At 6pm? B: Certainly. I’ll order it now.

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My language back-up

There is no language back-up section in this lesson, as it is a general review of the language in the preceding eight lessons.

You can suggest they do the Language practice for this lesson (page 33) for homework.Make sure they understand that they are being asked to write personal examples based on the communicative functions in the lessons. They may need some help with this.



Now I can…

Action research

• discuss communication situations in English. • respond imaginatively to everyday communication situations in English.



Ask the students to fi nd real information about communication problems and situations in hotels. Encourage them to talk to people who work there and also visitors (not only foreigners). Ask them to bring details of these communication situations to the next lesson.They should fi nd out who the people were, the location, the problem, and if it was resolved. If so, how and why?

SB p. 25

SB p. 25

79

Section B / Lesson 10

COLORS, SIZES, AND SHAPES

Receptive languageAre they large or small?Are you sure?Can you describe it / them?Like these?Please fi ll in this form.What color are they?What’s it like?

Language productionDark red.Large and round.Normal size.That’s my cell phone.They’re red.



Check the results of the Action research from Lesson 9 on communication problems in hotels.What were the causes – language or cultural differences? Or personal relations?How many different examples did the students fi nd?

A1. Ask the students if they can give examples of these:• Colors• Shapes and sizes• Adjectives

You can do this by building mind maps on the board, and encouraging the students to make their own in their notebooks. Encourage them to add details of shades of colors and gradations of size, e.g.,

dark red

blue red pink pale pink

green black

dark grey / gray

light grey / gray

white

tiny

very small small

? miniature

big ?

very big

enormous gigantic


COLORS

SIZE

80

? ?

? ?

? ?

A2. Socializing spotThis Socializing spot focuses on using colors to identify a person’s favorite team.Ask them to act out the conversation with different examples and relationships.How many different interpretations can they convey?


A4. You can ask the students to practice any of the previous role-play conversations which they have enjoyed. Encourage them to vary details, e.g. people, location, communicative situation, feelings, and personal relationships.

B – Presentation

B1. The Focus box includes examples of colors, sizes, and shapes, presented graphically.Encourage the students to use similar devices in their notebooks to remember vocabulary.Remind them that all these are adjectives, so they go before the noun in English.

Check if the students can use adjectives to match some of the objects in the room.Practice these in a chain.

Check which are the most and least common colors in the room today.

T: It’s red.S1: That red book.T: Yes.

S1: Dark blue.S2: My shoes.S1: OK.

S2: Pale pink.S3: Your scarf.(…)

SB CLOSED

SHAPE

81

B2. Play a variation of the color chain as Word Tennis.One student chooses a color, size, or shape.The others give examples, linked to an object, as quickly as possible, as in a tennis match.They can change either the adjective or the object.Anyone who hesitates or makes a mistake drops out.

S1: A small bag.S2: A big bag.S3: A big book.S4: A fat book.(…)

B3. Remind the students of the importance of word stress in English.Show how this can alter or reinforce meaning.Write these examples on the board. Add the stress marks.

A ‘blue book?No, a ‘red one.A ‘small coffee?No, a ‘large one, please.

Ask them to practice similar exchanges.

B4. Play Twenty Questions (you can reduce the number).Ask the students to choose an object in the room.The others ask questions about its color, size, and shape to guess it.The fi rst student can only answer yes or no.They can play this as a whole class, or in small groups.

VARIATION: Ask them to imagine they are in a Lost and Found Offi ce.They think of a lost object and respond to the attendant’s questions in the same way.

S1: OK. S2: Is it big?S1: No.S3: Is it small?S1: Yes, it is.S4: Is it very small?S1: Yes.S5: Is it green? S1: Yes, it is. S6: Is it your ring?S1: Yes, it is!


Audio script

Pronunciation practice. Listen and repeat.A: ‘glassesB: ‘red ‘glassesB: I’ve ‘lost my ‘red ‘glasses.

A: a ‘cell phoneB: a ‘pink ‘cell phoneA: I’ve ‘lost my ‘cell phone.

82




NOTE: There are several alternatives for each exchange. They can suggest different colors, sizes or shapes.How many variations can they suggest?They can then practice their own exchanges in pairs.

Answers

1. A: What color is it? B: It’s red.

2. A: What size are they? B: They’re medium.

3. A: Are they large or small? B: Quite small.


D1. Ask the students to look at the photos.Remind them that each one shows a conversation between a Brazilian and a foreign visitor. In each case, the visitor has lost something.

Ask them to listen and make a note of the details of the lost object under the appropriate photo.

Answers

Photo 1: glassescolor: dark redsize: largeshape: round

Photo 2: cell phonecolor: pink (in a case)size: normal shape (not mentioned)

Audio script

OneF: Excuse me. B: Yes? Can I help you? F: I was here this morning. For a coffee. B: Oh yes, I remember. Is there a problem? F: I’ve lost my glasses... B: Your glasses. What color are they? F: Red. Dark red. B: Are they large or small? F: Large… large and round. B: Like these? F: Oh, yes! Those are my glasses. Thanks very

much.

TwoF: Hello. B: Good morning. Can I help you? F: Yes. It’s my cell phone. B: Your cell phone? F: Yes, I can’t fi nd it. It’s not in my bag… and I

was here yesterday. B: What’s it like? Type? Size? Color? F: Hmm… it’s an iPhone.B: OK. F: Normal size… oh, and pink. B: Pink? F: Yes, it has a pink case. Bright pink. B: Well, there are two pink cell phones here. Look. F: That’s it. That’s my cell phone. B: Are you sure? F: Oh yes. Absolutely sure. B: Well, please fi ll in this form. And sign it.

83

D2. Use these chunks as models for the students to repeat.Concentrate on syllable stress and intonation.

T: ‘What ‘color?Ss: ‘What ‘color?

T: ‘What ‘color are they?Ss: ‘What ‘color are they?

T: ‘What ‘size?Ss: ‘What ‘size?

T: ‘What ‘size is it?Ss: ‘What ‘size is it?

T: ‘hereSs: ‘here

T: ‘pink ‘cell phones ‘hereSs: ‘pink ‘cell phones ‘here

T: ‘two ‘pink ‘cell phones ‘hereSs: ‘two ‘pink ‘cell phones ‘’here

T: ‘There are ‘two ‘pink ‘cell phones ‘here.Ss: ‘There are ‘two ‘pink ‘cell phones ‘here.

T: ‘No, not ‘pink. ‘Red. ‘Dark ‘red.Ss: ‘No, not ‘pink. ‘Red. ‘Dark ‘red.



OneF: Excuse me. B: Yes? Can I help you? Ss: Yes? Can I help you? F: I was here this morning. For a coffee. B: Oh yes, I remember. Is there a problem?Ss: Oh yes, I remember. Is there a problem? F: I’ve lost my glasses... B: Your glasses. What color are they? Ss: Your glasses. What color are they? F: Red. Dark red. B: Are they large or small? Ss: Are they large or small? F: Large… large and round. B: Like these? Ss: Like these? F: Oh, yes! Those are my glasses. Thanks very

much.

84

TwoF: Hello. B: Good morning. Can I help you? Ss: Good morning. Can I help you? F: Yes. It’s my cell phone. B: Your cell phone? Ss: Your cell phone? F: Yes, I can’t fi nd it. It’s not in my bag… and I

was here yesterday. B: What’s it like? Type? Size? Color? Ss: What’s it like? Type? Size? Color? F: Hmm… it’s an iPhone.B: OK. Ss: OK. F: Normal size… oh, and pink. B: Pink? Ss: Pink? F: Yes, it has a pink case. Bright pink. B: Well, there are two pink cell phones here.

Look. Ss: Well, there are two pink cell phones here.

Look. F: That’s it. That’s my cell phone. B: Are you sure? Ss: Are you sure? F: Oh yes. Absolutely sure. B: Well, please fi ll in this form. And sign it.Ss: Well, please fi ll in this form. And sign it.



OneF: Excuse me. Ss: Yes? Can I help you? F: I was here this morning. For a coffee. Ss: Oh yes, I remember. Is there a problem? F: I’ve lost my glasses... Ss: Your glasses. What color are they? F: Red. Dark red. Ss: Are they large or small? F: Large… large and round. Ss: Like these? F: Oh, yes! Those are my glasses. Thanks very

much.

85

TwoF: Hello. Ss: Good morning. Can I help you? F: Yes. It’s my cell phone. Ss: Your cell phone? F: Yes, I can’t fi nd it. It’s not in my bag… and I

was here yesterday. Ss: What’s it like? Type? Size? Color? F: Hmm… it’s an iPhone.Ss: OK. F: Normal size… oh, and pink. Ss: Pink? F: Yes, it has a pink case. Bright pink. Ss: Well, there are two pink cell phones here.

Look. F: That’s it. That’s my cell phone. Ss: Are you sure? F: Oh yes. Absolutely sure. Ss: Well, please fi ll in this form. And sign it.

SB p. 35 D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 35 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., objects, colors, or sizes, for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to describe three lost personal possessions in terms of color, size, and shape.They can do this individually or in pairs.Ask them to read out their descriptions to check.

Answers



86



G – Now I can…

Ask the students to check if they understand the use of adjectives to describe objects.




Ask the students to decide which colors are most used in daily communication. What are the contexts? When is it important to understand the English words for colors, shapes, and sizes?Ask them to bring their ideas to the next lesson.

• describe the color, shape, and size of objects.• understand and respond to questions about

color, shape, and size. • exchange information about color, shape, and size.



SB p. 35

SB p. 35

SB p. 35

87

Section B / Lesson 11STUDENT’S BOOK PAGES 36 AND 37

GIVING INSTRUCTIONS AND DIRECTIONS

Receptive languageCan we leave things on the bus?Can we take photos?It’s cold in here.Nothing happens.The air conditioning is too high.What’s the time now?

Language productionDon’t be late!Don’t leave any money or passports.Enjoy the visit.Press the button.Show them at the entrance.This is the museum.You can turn it down.



Check the results of the Action research from Lesson 10 on colors. Which ones are most common? What kind of objects do they describe? In what kind of contexts is it important to use or understand the English names?


• Common verbs (used for giving instructions or directions)

• Imperative (positive and negative)

Check whether they know how to give positive and negative instructions or directions, e.g., Turn left. / Don’t turn left.Open the door. / Don’t open the door.Park there. / Don’t park there.

A2. Socializing spotThis Socializing spot focuses on making arrangements to meet and go to a party.Ask them to act out the conversation with different details and relationships.How many different interpretations can they convey?


88


NOTE: For this lesson, practice of the conversation explaining procedures in Lesson 8 is especially useful.


The Focus box includes examples of both positive and negative instructions.

B1. Write these prepositions on the board:down, up, on, off.

Check the meaning.Now add the verb turn to each: turn down, turn up, turn on, turn off.

Again, check the meaning and then ask for examples of instructions using these verbs, e.g., turn down / up (the volume), turn on / off (your laptop).

Explain these are ways of giving positive instructions.Ask the students if they know how to give negative ones or warnings.

Add these:Don’t turn up the volume.Don’t turn on the lights.Ask for other examples.The students can build these into short exchanges.

NOTE: In English, we can say turn on the TV or turn the TV on.

S1: Don’t turn up the volume.S2: Why not?S1: I have a headache!S2: OK.

B2. Remind the students that people often add please in English to make the instruction sound more polite, e.g., Please sign here.Please don’t be late.Take that elevator, please.CN 24

Ask them to think of situations where a local person might give instructions or directions to a foreign visitor, e.g., at an information desk, in a restaurant, or in the street.

89

SB p. 36

Ask them to choose a situation and to make up short exchanges. (information desk)

S1 (visitor): Where are the restrooms? S2 (local person): Go up to the second fl oor.S1: The second fl oor?S2: Yes. Take the elevator.S1: Thanks.

(restaurant)S3 (visitor): We want a table for two.S4 (local person): Follow me, please.S3: Thanks.S4: Then help yourselves from the buffet.S3: OK.

(street)S5 (visitor): Excuse me, can you help us?S6 (local person): Sure.S5: Where’s the bus station?S6: Go down that street.S5: OK.S6: Then turn left.S5: Thanks!

B3. Pronunciation practice. Let the students listen to the native English speakers and repeat the pronunciation models.

Audio script

Pronunciation practice. Listen and repeat.A: the ‘buttonB: ‘Press the ‘button.

A: ‘inB: the ‘card ‘inA: ‘Put the ‘card ‘in.

A: ‘outB: ‘Take it ‘out.

C – Consolidation



Answers

1. A: Put the card in here.B: Here?A: Yes. And then press the button.B: That’s easy!

2.A: Come back at 11:30.B: What’s the time now?A: 10:30. Don’t be late!

90


D1. Ask the students to look at the photos.Remind them that these show conversations between a local person and foreign visitors. The local person is giving instructions in each one. In the fi rst one, the visitor is calling the reception desk from his hotel room.In the second, a tour guide is giving instructions to a group.

Ask them to listen and make a note of the instructions.

Answers

Photo 1: Press the button (with the blue arrow).Photo 2: Be back on the bus by 11:30.Show the tickets at the entrance.Don’t be late.Don’t leave any money or passports.

Audio script

One F: Hello. This is room 1415.B: Good evening. Mr Johnson?F: Yes, that’s right.B: How can I help you, Mr Johnson?F: It’s cold in here. The air conditioning is too

high.B: Well, you can turn it down.F: How? What do I do?B: Press the button.F: Press the button?B: Yes. On the control. With the blue arrow. F: Blue?B: Yes, press the button with the blue arrow.

OK?F: No. Nothing happens.B: OK, Mr Johnson. I’ll send someone to help

you.F: Oh, thanks. It’s really cold…

Two B: OK. This is the museum. Now, please be

back on the bus by 11:30.F1: What’s the time now?B: 10:30. So you have one hour.F1: OK, thanks.F2: Can we leave things on the bus?B: Yes, that’s fi ne. But don’t leave any money

or passports. No valuables.F3: Can we take photos in the museum?B: Yes, that’s fi ne. But no fl ash.F3: Oh, good.B: Now, here are your entry tickets. Show them

at the entrance.F4: Are you coming with us?B: No, but my colleague is there. She’s an

expert!F4: OK.B: Enjoy the visit… and don’t be late!


T: the ‘buttonSs: the ‘button

T: ‘Press the ‘button.Ss: ‘Press the ‘button.

91

T: the ‘blue ‘arrowSs: the ‘blue ‘arrow

T: ‘Press the ‘button with the ‘blue ‘arrow.Ss: ‘Press the ‘button with the ‘blue ‘arrow.

T: ‘passportsSs: ‘passports

T: ‘money or ‘passportsSs: ‘money or ‘passports

T: ‘leave any ‘money or ‘passportsSs: ‘leave any ‘money or ‘passports

T: ‘Don’t ‘leave any ‘money or ‘passports.Ss: ‘Don’t ‘leave any ‘money or ‘passports.



One F: Hello. This is room 1415.B: Good evening. Mr Johnson?Ss: Good evening. Mr Johnson?F: Yes, that’s right.B: How can I help you, Mr Johnson?Ss: How can I help you, Mr Johnson?F: It’s cold in here. The air conditioning is too

high.B: Well, you can turn it down.Ss: Well, you can turn it down.F: How? What do I do?B: Press the button.Ss: Press the button.F: Press the button?B: Yes. On the control. With the blue arrow. Ss: Yes. On the control. With the blue arrow. F: Blue?B: Yes, press the button with the blue arrow.

OK?Ss: Yes, press the button with the blue arrow.

OK?F: No. Nothing happens.B: OK, Mr Johnson. I’ll send someone to help

you.Ss: OK, Mr Johnson. I’ll send someone to help


92

Two B: OK. This is the museum. Now, please be

back on the bus by 11:30. Ss: OK. This is the museum. Now, please be

back on the bus by 11:30.F1: What’s the time now?B: 10:30. So you have one hour.Ss: 10:30. So you have one hour. F1: OK, thanks.F2: Can we leave things on the bus?B: Yes, that’s fi ne. But don’t leave any money

or passports. No valuables.Ss: Yes, that’s fi ne. But don’t leave any money

or passports. No valuables.F3: Can we take photos in the museum?B: Yes, that’s fi ne. But no fl ash.Ss: Yes, that’s fi ne. But no fl ash.F3: Oh, good.B: Now, here are your entry tickets. Show them

at the entrance.Ss: Now, here are your entry tickets. Show them

at the entrance.F4: Are you coming with us?B: No, but my colleague is there. She’s an

expert!Ss: No, but my colleague is there. She’s an

expert!F4: OK.B: Enjoy the visit… and don’t be late!Ss: Enjoy the visit… and don’t be late!



OneF: Hello. This is room 1415.Ss: Good evening. Mr Johnson?F: Yes, that’s right.Ss: How can I help you, Mr Johnson?F: It’s cold in here. The air conditioning is too

high.Ss: Well, you can turn it down.F: How? What do I do?Ss: Press the button.F: Press the button?Ss: Yes. On the control. With the blue arrow. F: Blue?Ss: Yes, press the button with the blue arrow.

OK?F: No. Nothing happens.Ss: OK, Mr Johnson. I’ll send someone to help


93

Two Ss: OK. This is the museum. Now, please be

back on the bus by 11:30.F1: What’s the time now? Ss: 10:30. So you have one hour.F1: OK, thanks.F2: Can we leave things on the bus?Ss: Yes, that’s fi ne. But don’t leave any money

or passports. No valuables. F3: Can we take photos in the museum?Ss: Yes, that’s fi ne. But no fl ash.F3: Oh, good.Ss: Now, here are your entry tickets. Show them

at the entrance.F4: Are you coming with us?Ss: No, but my colleague is there. She’s an

expert!F4: OK.Ss: Enjoy the visit… and don’t be late!

SB p. 37


OPTION: You can prepare strips with different details, e.g., instructions, for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to make instructions using the verbs and objects suggested.They can do this individually or in pairs.Ask them to read out their words to check.

Answers



94

G – Now I can…


SB

SB

p. 37

p. 37

• give instructions in English.• understand and respond to questions about

instructions.• clarify instructions.



Ask the students to fi nd places with instructions for visitors in English.They should note the type of places and the type of instructions.


Ask the students to check if they understand how to give instructions.




95


SHOPPING

Receptive languageHow much (does it cost)?I left the cable at home.I want some good CDs.I’ll listen and then decide.Let me think about it.Something local.

Language productionHow about this?I can charge it for you.It’s cheaper in the US.It’s quite expensive.It’s typical.



Check the results of the Action research from Lesson 11 on instructions in English for visitors.Where were they? What type of instructions were they? Would they be useful to visitors? Why (not)?


• Shopping places• Describing objects• Verbs for buying, selling, paying

Ask them to imagine they are a visitor who wants to buy something.They practice asking where they can fi nd the object, and giving advice.

Depending on the class, you can write frames on the board or encourage them to make up their own examples.

S1: I want to buy some local souvenirs.S2: There’s a good store in the market.S1: Where is it?S2: Go down that street. It’s on your left.S1: Thanks.

S3: Excuse me.S4: Yes?S3: I want to buy some shampoo.S4: Oh, there’s a drugstore over there. They sell

shampoo.S3: Thanks.

A2. Socializing spotThis Socializing spot focuses on shopping at the end of a vacation.


96

Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?



NOTE: For this lesson, practice of describing objects in Lesson 10 is especially useful.

B – Presentation

The Focus box includes the names of different types of places to buy things.It also includes basic verbs and adjectives to describe prices.

B1. Write these objects on the board:music CD, computer cable, shampoo, fruit, suncream. Ask the students to add four more items that visitors might want to buy.CN 25Then ask them if they can suggest where they might fi nd them.Do not accept shopping mall or supermarket for everything!

B2. Write this frame on the board:A: I’d like a / some… B: (Ask for more information.)A: (Give the information.)B: Here you are.A: (Ask about the price.)B: (Give the price.)A: (Comment.)B: (React.)

Ask for suggestions to replace the cues and add these to the frame, e.g., A: I’d like a map, please.B: What type of map?A: Of the state.B: Here you are.A: How much is it?B: 19.99.A: Wow, that’s expensive!B: It’s very good...

SB CLOSED

97

B3. Ask the students to use the frame to make up similar conversations in pairs or small groups.Encourage them to add their own variations.They can perform them to the class.Ask for comments and suggestions.


Audio script

Pronunciation practice. Listen and repeat.A: a ‘storeB: a com’puter ‘storeA: There’s a ‘good com’puter ‘store ‘there.

A: ‘music C’DsB: some ‘good ‘music C’DsA: I ‘want some ‘good ‘music C’Ds.



Then they listen to the Language focus to check. They can provide different alternatives for the objects and prices.

Answers

1.A: I want some good music CDs.B: What kind of music?A: I don’t know. Something different.B: Well, how about this?2.A: It’s quite expensive.B: How much?A: 290.B: 290. Oh, that’s a lot!


D1. Ask the students to look at the photos.Remind them that these show a conversation between a local person and a foreign visitor.

Ask them to listen and fi nd out what the visitors want to buy. They should decide whether the visitors want to buy the object now, decide later, or reject the suggestion.

Answers

Photo 1: Local music CDs. Decide later.Photo 2: Cable for a laptop. Decide later.

Audio script

One F: I want some good CDs. Of local music.B: What kind of music?F: That’s the problem! I don’t know. But

something local… and a bit different.B: Well, how about this? Do you like frevo?F: What’s that?B: Well, it’s typical of this state.F: Is it like samba?B: No, not really!F: Or… or bossa nova?B: No, it’s different. F: OK. I’d like to listen to it.B: Sure. This group is very popular… and this is

their new CD.F: OK. I’ll listen and then decide.

LN The visitor is in a Brazilian music store.The students can suggest local equivalents.

98

Two F: Hi. I have a problem.B: What kind of problem?F: It’s my laptop. This one.B: Yes?F: I left the cable at home.B: To charge it?F: Yes, that’s right.B: Well, I can charge it here for you.F: The problem is I have a lot of work to do…

and I’m traveling.B: Oh, I see.F: Any solution?B: Well, I can sell you a new cable.F: Oh, great.B: But it’s quite expensive.F: Oh… how much?B: 290.F: 290? Oh… that’s a lot.B: It’s cheaper in the US.F: But I’m here… OK, let me think about it.B: OK.F: What time do you close?B: At 10pm.F: OK… see you later.


T: their ‘new C’DSs: their ‘new C’D

T: ‘this is their ‘new C’DSs: ‘this is their ‘new C’D

T: ‘very ‘popularSs: ‘very ‘popular

T: ‘this ‘group is ‘very ‘popularSs: ‘this ‘group is ‘very ‘popular

T: ‘This ‘group is ‘very ‘popular... and ‘this is their ‘new C’D.

Ss: ‘This ‘group is ‘very ‘popular... and ‘this is their ‘new C’D.

T: a ‘new ‘cableSs: a ‘new ‘cable

T: I can ‘sell you a ‘new ‘cable.Ss: I can ‘sell you a ‘new ‘cable.

T: ex’pensiveSs: ex’pensive

T: It’s ‘quite ex’pensive.Ss: It’s ‘quite ex’pensive.

99



One F: I want some good CDs. Of local music.B: What kind of music?Ss: What kind of music?F: That’s the problem! I don’t know. But

something local… and a bit different.B: Well, how about this? Do you like frevo?Ss: Well, how about this? Do you like frevo?F: What’s that?B: Well, it’s typical of this state.Ss: Well, it’s typical of this state.F: Is it like samba?B: No, not really!Ss: No, not really!F: Or… or bossa nova?B: No, it’s different.Ss: No, it’s different. F: OK. I’d like to listen to it.B: Sure. This group is very popular… and this is

their new CD.Ss: Sure. This group is very popular… and this is


TwoF: Hi. I have a problem. B: What kind of problem?Ss: What kind of problem?F: It’s my laptop. This one.B: Yes?Ss: Yes?F: I left the cable at home.B: To charge it?Ss: To charge it?F: Yes, that’s right.B: Well, I can charge it here for you.Ss: Well, I can charge it here for you.F: The problem is I have a lot of work to do…

and I’m traveling.B: Oh, I see.Ss: Oh, I see.F: Any solution?B: Well, I can sell you a new cable.Ss: Well, I can sell you a new cable.F: Oh, great.B: But it’s quite expensive.Ss: But it’s quite expensive.F: Oh… how much?B: 290.Ss: 290.F: 290? Oh… that’s a lot.B: It’s cheaper in the US.Ss: It’s cheaper in the US.F: But I’m here… OK, let me think about it.B: OK.Ss: OK.

100

F: What time do you close?B: At 10pm.Ss: At 10pm.F: OK… see you later.



OneF: I want some good CDs. Of local music.Ss: What kind of music?F: That’s the problem! I don’t know. But

something local… and a bit different.Ss: Well, how about this? Do you like frevo?F: What’s that?Ss: Well, it’s typical of this state.F: Is it like samba?Ss: No, not really!F: Or… or bossa nova?Ss: No, it’s different. F: OK. I’d like to listen to it.Ss: Sure. This group is very popular… and this is


Two F: Hi. I have a problem.Ss: What kind of problem?F: It’s my laptop. This one.Ss: Yes?F: I left the cable at home.Ss: To charge it?F: Yes, that’s right.Ss: Well, I can charge it here for you.F: The problem is I have a lot of work to do…

and I’m traveling.Ss: Oh, I see.F: Any solution?Ss: Well, I can sell you a new cable.F: Oh, great.Ss: But it’s quite expensive.F: Oh… how much?Ss: 290.F: 290? Oh… that’s a lot.Ss: It’s cheaper in the US.F: But I’m here… OK, let me think about it.Ss: OK.F: What time do you close?Ss: At 10pm.F: OK… see you later.

SB p. 39 D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 39 to help them remember the conversation.

101


SB p. 39

SB p. 39

SB p. 39

E1. Ask the students to give information, using real examples.They can do this individually or in pairs.Ask them to read out their words to check.

Answers





G – Now I can…

Ask the students to check if they understand the language connected with shopping.

You can suggest they do the Language practice for this lesson (pages 55) for homework.



Ask the students to identify the most popular local stores for foreign visitors.Encourage them to check out any communication problems in these places.

• exchange information about shopping.• respond to visitors’ requests about shopping.• give local shopping advice.



OPTION: You can prepare strips with different details, e.g., types of CD (or music) or computer parts, for the students to vary the conversations. They can also add their own ideas.

102


Receptive language

At eight?Can I make an appointment?Can we meet in my hotel?I have an appointment with Ms Locatelli tomorrow.I want to change it to Friday.I want to see a doctor, please.

Language production

A breakfast meeting.Can you come this evening?How about early tomorrow?I can give you an appointment at six.Let me check.See you at six o’clock.What’s the problem?


TIMES AND APPOINTMENTS



Check the results of the Action research from Lesson 12 on stores that are popular with foreign visitors.What type of places are they? What information is available there?Are there any common communication problems? Any surprises?


• Numbers• Times and times of the day• Days of the week

Check out the days of the week, months, and time phrases such last / next week.

A2. Socializing spotThis Socializing spot focuses on discussing free time arrangements.Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?


103



The Focus box includes forms relating to times, and common time phrases.

B1. Put a frame for a week’s schedule on the board, divided into morning, afternoon and evening.

DAYS DATES MORNING AFTERNOON EVENING

Ask the students to tell you the days (begin with Monday) and next week’s dates.Add these to the frame.

DAYS DATES MORNING AFTERNOON EVENING

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Check their pronunciation of the days and times of day.Ask them to fi ll in the schedule for themselves for next week.They should put at least one item (and time) in each day.

‘Monday‘Tuesday‘Wednesday‘Thursday‘Friday‘Saturday‘Sunday

‘morning‘after’noon‘evening

104


A: I want to make an appointment for next week.B: What day?A: On (day).B: What time?A: At (time).B: (React.) A: (Respond.)

Ask the students to work in pairs or small groups to fi x appointments with each other, using their schedules.Supply any extra language they need, e.g.,Are you free on / at ...?I’m sorry, I’m busy then.That’s no good / fi ne / OK.


Audio script

Pronunciation practice. Listen and repeat.A: ‘morningB: ‘after’noonA: ‘eveningB: ‘night

A: to’dayB: to’morrowA: ‘yesterday

A: to’morrow ‘morningB: to’morrow ‘after’noon




NOTE: Variations of times and days are possible.Check how many variations they produce.

Answers

1. A: What time is your appointment?B: At 6pm.2.A: Is she free on Friday?B: No, I’m afraid not.A: Oh dear, it’s important.3.A: How about early tomorrow?B: What time?A: What about a breakfast meeting?B: OK. At 8 o’clock.

105


D1. Ask the students to look at the photos.Both of them show phone conversations between a local person and a foreign visitor. In each of them, these people are discussing making appointments.

Ask them to listen and make a note of the problems, the visitors’ names, and the times agreed for the appointments. They can add any other useful information, e.g., the visitor’s room number, or the name of the other person.There is a lot of factual information, so play each conversation several times.

Answers

Photo 1: Problem: An upset stomachName of visitor: PilkingtonAppointment: This evening at 6pm

Photo 2: Problem: The visitor is not here tomorrowName of visitor: Charles GibsonAppointment: Tomorrow at 8am

Audio script

One F: Hello.B: Hello.F: I want to see the doctor, please. Can I make

an appointment?B: What’s the problem?F: I have an upset stomach. And pains. The hotel

gave me your number.B: Can you come this evening?F: Yes. Any time.B: I can give you an appointment at six, 6pm

today.F: That’s fi ne.B: What’s your name?F: Pilkington.B: OK. How do you spell that?F: P I L K I N G T O N.B: Thanks. And the hotel?F: Oh… the Splendid.B: And your room number?F: Er… 214. Yes, two hundred and fourteen.B: OK. We’ll see you at six o’clock.

Two B: International Exchange. Maria Fonseca

speaking.F: Good morning. My name’s Gibson. Charles

Gibson.B: Yes, Mr Gibson. How can I help you?F: I have an appointment with your Ms Locatelli

tomorrow. In the Sales Department.B: Oh yes, with Ana Lucia, at 2pm. Is there a

problem?F: Yes, I’m afraid I have to travel out of the city

tomorrow.B: Oh dear.F: So I want to change it to Friday. At the same

time.B: I’m sorry. She’s not here on Friday.F: Oh dear… it’s really important.B: How about early tomorrow? A breakfast

meeting, perhaps.F: Ah, yes… can we meet in my hotel? At eight?B: Let me check with her. Please hold.

106


T: this ‘eveningSs: this ‘evening

T: ‘Can you ‘come this ‘evening?Ss: ‘Can you ‘come this ‘evening?

T: at ‘six ‘p’mSs: at ‘six ‘p’m

T: an a’ppointment at ‘six ‘p’mSs: an a’ppointment at ‘six ‘p’m

T: I can ‘give youSs: I can ‘give you

T: I can ‘give you an a’ppointment at ‘six ‘p’m.Ss: I can ‘give you an a’ppointment at ‘six ‘p’m.

T: ‘early to’morrowSs: ‘early to’morrow

T: ‘How about ‘early to’morrow?Ss: ‘How about ‘early to’morrow?



One F: Hello.B: Hello.Ss: Hello.F: I want to see the doctor, please. Can I make

an appointment?B: What’s the problem?Ss: What’s the problem?F: I have an upset stomach. And pains. The

hotel gave me your number.B: Can you come this evening?Ss: Can you come this evening?F: Yes. Any time.B: I can give you an appointment at six, 6pm

today.Ss: I can give you an appointment at six, 6pm

today.F: That’s fi ne.B: What’s your name?Ss: What’s your name?F: Pilkington.B: OK. How do you spell that?Ss: OK. How do you spell that?F: P I L K I N G T O N.B: Thanks. And the hotel?Ss: Thanks. And the hotel?

107

F: Oh… the Splendid.B: And your room number?Ss: And your room number?F: Er… 214. Yes, two hundred and fourteen.B: OK. We’ll see you at six o’clock.Ss: OK. We’ll see you at six o’clock.

Two B: International Exchange. Maria Fonseca

speaking.Ss: International Exchange. Maria Fonseca


Gibson.B: Yes, Mr Gibson. How can I help you?Ss: Yes, Mr Gibson. How can I help you?F: I have an appointment with your Ms Locatelli

tomorrow. In the Sales Department.B: Oh yes. With Ana Lucia, at 2pm. Is there a

problem?Ss: Oh yes. With Ana Lucia, at 2pm. Is there a


tomorrow.B: Oh dear.Ss: Oh dear.F: So I want to change it to Friday. At the same

time.B: I’m sorry. She’s not here on Friday.Ss: I’m sorry. She’s not here on Friday.F: Oh dear… it’s really important.B: How about early tomorrow? A breakfast

meeting, perhaps.Ss: How about early tomorrow? A breakfast

meeting, perhaps.F: Ah, yes… can we meet in my hotel? At eight?B: Let me check with her. Please hold.Ss: Let me check with her. Please hold.

108



One F: Hello.Ss: Hello.F: I want to see the doctor, please. Can I make

an appointment?Ss: What’s the problem?F: I have an upset stomach. And pains. The

hotel gave me your number.Ss: Can you come this evening?F: Yes. Any time.Ss: I can give you an appointment at six, 6pm

today.F: That’s fi ne.Ss: What’s your name?F: Pilkington.Ss: OK. How do you spell that?F: P I L K I N G T O N.Ss: Thanks. And the hotel?F: Oh… the Splendid.Ss: And your room number?F: Er… 214. Yes, two hundred and fourteen.Ss: OK. We’ll see you at six o’clock.

Two Ss: International Exchange. Maria Fonseca


Gibson.Ss: Yes, Mr Gibson. How can I help you?F: I have an appointment with your Ms Locatelli

tomorrow. In the Sales Department.Ss: Oh yes. With Ana Lucia, at 2pm. Is there a


tomorrow.Ss: Oh dear.F: So I want to change it to Friday. At the same

time.Ss: I’m sorry. She’s not here on Friday.F: Oh dear… it’s really important.Ss: How about early tomorrow? A breakfast

meeting, perhaps.F: Ah, yes… can we meet in my hotel? At eight?Ss: Let me check with her. Please hold.

109

SB p. 41

D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement and facial expression if possible.They can use the texts on page 41 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., health or personal information, for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to complete the exchanges.They can do this individually or in pairs.Ask them to read out their exchanges to check.

Answers



110



SB p. 41

SB p. 41

G – Now I can…

Ask the students to check if they understand ways of talking about time.



1. a. A quarter to one / Twelve forty-fi veb. Half past three / Three thirty c. Seven o’clock / Seven pmd. Seven o’clock / Seven ame. Twelve o’clock / Midday / Midnightf. Twenty-fi ve past one / One twenty-fi veg. Six fi fteen / A quarter past sixh. Three thirty / Half past three

2.(student’s own answers)

SB p. 41

• discuss times and days.• react to and make suggestions about time.



Ask the students to think about any information about time that is important for foreign visitors. Where would they look for and fi nd this information? Ask them to check whether it is available in English in these places.

111


Receptive language

From the hotel to the conference center in the morning.I want to book a minibus.No, for a conference.On the fi rst of next month.Over the weekend.What’s the problem?

Language production

And then back to the hotel in the evening?For a tour?How many people?Just one day?When is it?

ASKING FOR CLARIFICATION

A – Warm-up / recap


Check the results of the Action research from Lesson 13 on the information about times in English.What kind of information did they fi nd? In what sort of places?Was the information clear? Were there any potential cultural problems?Could they think of ways to improve it?

A1. Ask the students if they can give examples of these:• Days and times• Wh- questions• Numbers (including ordinals)

Check if the students remember how to state times and dates.If there is time, you can ask them to make a new weekly schedule, as in Lesson 13, and use this to exchange information and make appointments.

A2. Socializing spotThis Socializing spot focuses on identifying someone’s partner.Ask the students to decide whether the questioner really does make a mistake.Ask them to act out the conversation with different details and relationships.How many different interpretations can they convey?


SB p. 42


112


NOTE: For this lesson, practice of the conversation about sightseeing in Lessons 5 and the second one fi xing an appointment in Lesson 13 is especially useful.


The Focus box includes a number of useful phrases for asking for clarifi cation.

B1. Ask the students what they would say in English to a visitor in these situations:The phone line is very bad. The visitor speaks very quickly.You do not understand the visitor’s name.You want to check the number of people.You want to know the exact time of day.

Encourage them to suggest various possibilities.

S1: Please speak up.S2: Can you speak more clearly?S3: Can you repeat that, please?S4: I’m sorry, I don’t understand.

B2. Ask the students to draw a simple picture or diagram in their notebooks.It must be something they can describe in English.Tell them not to show it to anyone.

They work in pairs or small groups.One student gives instructions to the others to draw his or her picture.The others ask for clarifi cation.

At the end, they compare their pictures.

S1: Draw a circle.S2: Big or small?S1: Big. Now draw a line in the middle of the

circle.S3: Horizontal or vertical?S1: Horizontal. And draw a fl ower on the line.S3: What kind of fl ower?S1: A rose.(…)

B3. Ask them to tell you all the requests for clarifi cation which they made during the activity.Write these on the board for reference.Decide which ones are most common and / or useful.


Audio script

Pronunciation practice. Listen and repeat.

A: re’peat ‘thatB: ‘Could you re’peat ‘that?

A: ‘don’t under’standB: I’m ‘sorry, I ‘don’t under’stand.

113

A: ‘more ‘slowlyB: ‘Could you ‘speak ‘more ‘slowly?

A: the a’ddressB: ‘What’s the a’ddress?


C1. Ask the students to complete the exchanges.Then they listen to the Language focus to check. Note that there are variable possibilities for the times, times of day, and locations.

CN 26


D1. Ask the students to look at the photo.Remind them that it shows a conversation between a local person and a foreign visitor.

Ask them to listen and make a note of the visitor’s requests under the photo.Then ask them to identify the problem.They may need to listen several times.

Answers

Requests: a minibusDate: the fi rst of next monthLength: 2 daysDetails: from hotel to conference center and backNumber of people: 18

Problem: the minibuses are for maximum 16 people

Audio script

B: Welcome Tours. Can I help you?F: Yes, I want to book a minibus.B: A minibus? For a tour?F: No, for a conference.B: I see. When is it? And how many people?F: On the fi rst of next month.B: The fi rst. And just one day?F: No, two days. Over the weekend.B: I see. Saturday and Sunday. The fi rst and the

second.F: Yes, that’s right. We want a minibus from the

hotel to the conference center in the morning.B: And then back to the hotel in the evening?F: Yes, that’s correct.B: Now, how many people?F: Eighteen.B: Eighteen?F: Yes. What’s the problem?B: Well, our minibuses are for 16 people, maximum.

114

D2. Play the conversation again as a reminder.Use these chunks as models for the students to repeat.Concentrate on syllable stress and intonation.

T: ‘peopleSs: ‘people

T: ‘How many ‘people?Ss: ‘How many ‘people?

T: ‘When is it?Ss: ‘When is it?

T: ‘In the ‘eveningSs: ‘In the ‘evening

T: ‘Back to the ho’telSs: ‘Back to the ho’tel

T: ‘Back to the ho’tel in the ‘evening?Ss: ‘Back to the ho’tel in the ‘evening?



B: Welcome Tours. Can I help you?Ss: Welcome Tours. Can I help you?F: Yes, I want to book a minibus.B: A minibus? For a tour?Ss: A minibus? For a tour?F: No, for a conference.B: I see. When is it? And how many people?Ss: I see. When is it? And how many people?F: On the fi rst of next month.B: The fi rst. And just one day?Ss: The fi rst. And just one day?F: No, two days. Over the weekend.B: I see. Saturday and Sunday. The fi rst and the

second.Ss: I see. Saturday and Sunday. The fi rst and the

second.F: Yes, that’s right. We want a minibus from

the hotel to the conference center in the morning.

B: And then back to the hotel in the evening?Ss: And then back to the hotel in the evening?F: Yes, that’s correct.B: Now, how many people?Ss: Now, how many people?F: Eighteen.B: Eighteen?Ss: Eighteen?F: Yes. What’s the problem?B: Well, our minibuses are for 16 people,

maximum.Ss: Well, our minibuses are for 16 people,

maximum.

115


They act the local person’s role and interact with the visitor. You may like to do this fi rst with chorus responses, then with individual students.

Ss: Welcome Tours. Can I help you?F: Yes, I want to book a minibus.Ss: A minibus? For a tour?F: No, for a conference.Ss: I see. When is it? And how many people?F: On the fi rst of next month.Ss: The fi rst. And just one day?F: No, two days. Over the weekend.Ss: I see. Saturday and Sunday. The fi rst and the

second.F: Yes, that’s right. We want a minibus from

the hotel to the conference center in the morning.

Ss: And then back to the hotel in the evening?F: Yes, that’s correct.Ss: Now, how many people?F: Eighteen.Ss: Eighteen?F: Yes. What’s the problem?Ss: Well, our minibuses are for 16 people,

maximum.

SB p. 43


OPTION: You can prepare strips with different details, e.g., numbers, days, and length of the reservation, for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to match the problems and the requests for clarifi cation.They can do this individually or in pairs.Ask them to read out their solutions to check.

Answers

(2) Can you speak more slowly?(5) Morning or evening?(3) Can you spell that?(4) How many people?(1) I’m sorry, I can’t hear you.


116



G – Now I can...

SB p. 43

SB p. 43

SB p. 43

Ask the students to check if they understand the ways of asking for clarifi cation.




Ask the students to identify any situations where a visitor might have a problem in communicating. They should decide whether these problems are because of language or cultural misunderstandings. Encourage them to also use a video search engine to fi nd examples.

• respond to a visitor’s request.• ask for clarifi cation politely.



117


WORK AND FREE TIME

Receptive languageBy train, by bus, and by underground.I don’t live there.I have a long journey every day.I prefer the country.I’m a commuter.My offi ce is in London.One and a half hours in the morning.The same in the evening.The weekends are good.

Language productionBy bus? Or car?How long is your journey?Tell me about your job.Three hours a day?



Check the results of the Action research from Lesson 14 on common communication problems for visitors.Were these because of language or cultural behavior? How many different examples did the students fi nd?


• Jobs and occupations• Daily routines• Likes and dislikes

Write these questions on the board:What’s your job?What do you do?Use these for practice with the whole class, or in pairs / small groups.

Add this question:What’s your favorite free time activity?Again, use this to exchange personal information.

Finally, use this question to review times and personal daily routines.What’s a typical day for you?


SB p. 44

118

A2. Socializing spotThis Socializing spot focuses on asking about someone’s job.Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?



NOTE: For this lesson, practice of the second conversation about places in Lesson 6 is especially useful.


The Focus box includes useful questions about somebody’s job, and a range of typical ways of describing it.

B1. Check what jobs are represented in the class.If necessary, teach unemployed, home offi ce and looking for work.

List these on the board.Elicit the various workplaces, e.g., bank, bar, garage, home, hospital, hotel, offi ce, store.

Elicit adjectives to describe jobs, e.g., boring, exciting, interesting, tiring, full-time, part-time.

B2. Ask the students to exchange information about their jobs.

CN 27

S1: What’s your job?S2: I’m a nurse.S1: Where do you work?S2: In a hospital.S1: Do you like it?S2: Yes, but it’s tiring. How about you?S1: Oh, I’m a student.

119

B3. Ask the students to exchange information about their daily routines on workdays.Write these prompts on the board to help them.What time do you...

• leave home?• arrive at work?• have a lunch break?• go home?• arrive home?

CN 28


Audio script

Pronunciation practice. Listen and repeat.A: a ‘storeB: a com’puter ‘storeA: There’s a ‘good com’puter ‘store ‘there.

A: ‘music C’DsB: some ‘good ‘music C’DsA: I ‘want some ‘good ‘music C’Ds.



Then they listen to the Language focus to check. Notice there are many possible variations. How many did they produce?

CN 29

A: your jobB: What’s your job?A: free timeB: What do you doA: What do you do in your freetime?


D1. Ask the students to look at the photo.Remind them that this shows a conversation between a local person and a foreign visitor. The local person is asking about the visitor’s job and daily journey to and from work.

Ask them to listen and make a note about this journey.

CN 30

Audio script

B: Let’s have a coffee break. F: That’s a good idea! B: Tell me about your job. F: At home? B: Yes. Do you live near the offi ce? F: No! I’m a commuter. B: A commuter? F: Yes. My offi ce is in London. But I don’t live there. B: No?

120

Answers

Offi ce: in LondonHome: in the countryJourney: by train + bus + undergroundTime: one and a half hours x 2 = 3 hours a day

F: No, it’s expensive. And I prefer the country. B: That’s nice. F: Yes, but I have a long journey every day.B: By bus? Or car? F: No, by train. And then by bus… or the

underground. B: How long is your journey? F: One and a half hours in the morning. And the

same in the evening. B: Three hours a day? F: Yes, it’s awful. But the weekends are good.

Now, what about you?


T: your ‘jobSs: your ‘job

T: a’bout your ‘jobSs: a’bout your ‘job

T: ‘Tell me a’bout your ‘job.Ss: ‘Tell me a’bout your ‘job.

T: ‘every ‘daySs: ‘every ‘day

T: a ‘long ‘journey ‘every ‘daySs: a ‘long’ journey ‘every ‘day

T: I ‘have a ‘long ‘journey ‘every ‘day.Ss: I ‘have a ‘long ‘journey ‘every ‘day.



B: Let’s have a coffee break. Ss: Let’s have a coffee break. F: That’s a good idea! B: Tell me about your job. Ss: Tell me about your job. F: At home? B: Yes. Do you live near the offi ce? Ss: Yes. Do you live near the offi ce? F: No! I’m a commuter. B: A commuter? Ss: A commuter? F: Yes. My offi ce is in London. But I don’t live

there. B: No?Ss: No?F: No, it’s expensive. And I prefer the country. B: That’s nice. Ss: That’s nice. F: Yes, but I have a long journey every day.B: By bus? Or car?

121

Ss: By bus? Or car?F: No, by train. And then by bus… or the

underground. B: How long is your journey? Ss: How long is your journey? F: One and a half hours in the morning. And

the same in the evening. B: Three hours a day? Ss: Three hours a day? F: Yes, it’s awful. But the weekends are good.




Ss: Let’s have a coffee break. F: That’s a good idea! Ss: Tell me about your job. F: At home? Ss: Yes. Do you live near the offi ce? F: No! I’m a commuter. Ss: A commuter? F: Yes. My offi ce is in London. But I don’t live

there. Ss: No?F: No, it’s expensive. And I prefer the country. Ss: That’s nice. F: Yes, but I have a long journey every day. Ss: By bus? Or car?F: No, by train. And then by bus… or the

underground. Ss: How long is your journey? F: One and a half hours in the morning. And

the same in the evening. Ss: Three hours a day? F: Yes, it’s awful. But the weekends are good.


D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement and facial expression if possible.They can use the text on page 45 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., transportations and time, for the students to vary the conversations. They can also add their own ideas.

122


E1. Ask the students to use their own personal information to inform a visitor.They can do this individually or in pairs.Ask them to read out their information to check.

Answers




Ask the students to check if they understand how to describe daily routines (Simple Present tense).




G – Now I can... SB p. 45

• exchange information about jobs and free time.• describe daily routines.• express personal opinions about work and free

time.As before, check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.


H – Action research SB p. 45

Ask the students to fi nd out about typical commuter journeys in other countries.They can do this by using a video search engine. Ask them to note the similarities and differences with their own daily journey to and from work.

123


Receptive language

I can’t fi nd the address.It’s my friend’s house.

Language production

Do you have the phone number?How do you spell that?Is there a problem?What’s your friend’s name?

THE ALPHABET AND SPELLING




Check the results of the Action research from Lesson 15 on commuter journeys. Which places are similar and which ones are different?How many different types of journey did they fi nd (length, time, and transportation)?

A1. Ask the students if they can give examples of these:• The alphabet (vowels and consonants)• Spelling names and addresses

Ask them to spell their names and addresses in English.To make it more interesting, suggest they make up imaginary details.

S1: What’s your name?S2: Mickey Mouse.S1: How do you spell that?S2: M I C ...

A2. Socializing spotThis Socializing spot focuses on clues to people’s nationality. Here, the use of American English spelling is the clue.Ask the students to act out the conversation with different examples and relationships.How many different interpretations can they convey?A3. You can ask the students to practice any of the mini-conversations from the preceding lessons again, especially any that mirrors their work context.


NOTE: For this lesson, practice of the fi rst conversation in Lesson 9 is especially useful.

p. 46SB

124


The Focus box includes the English vowels and consonants, and useful words to describe examples of printed letters and punctuation.

B1. Write these items on the board:A a ltd. p lesson , .

Name each of them, and ask the students to repeat them after you.A capital A a small altd. abbreviation (limited)lesson double s, comma. full stop (British English) /

period (American English)Add these items:? question mark: colon

B2. Use one of the texts from the Student’s Book as a dictation activity, reading out the items above and also using bold and italic, e.g., the Socializing spot from page 46.

Ask the students to check their versions with the printed one.


Audio script

Pronunciation practice. Listen and repeat.A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Z (zed / zee)A E I O UB C D G P T V Z (zee)F L M N S X Z (zed)H J K Q WR

C – Consolidation



NOTE: There are many possible variations.

Answers

1. A: How do you spell that?B: How do you spell your name?2.A: Can you spell the address?B: Please write the address here.

SB p. 46

125


D1. Ask the students to look at the photo.Remind them that this shows a conversation between a local person and a foreign visitor.The local person is at an information desk in a public place, and the visitor has a problem.

Ask them to listen and fi nd out the visitor’s problem.Encourage them to listen again and check the solution.

Answers

The visitor can’t fi nd her friend’s address.The local person offers to phone her friend to fi nd his address.

CN 31

Audio script

F: Excuse me. Do you speak English? B: Yes, a little. F: Good. Can you help me? B: Yes? Is there a problem? F: I want a taxi. B: Well, the taxis are over there. F: Yes… but I can’t fi nd the address.B: Is it a hotel? F: No, it’s my friend’s house. B: Do you have the phone number? F: Yes… here it is.B: Thanks. And what’s your friend’s name? F: Anderson. Pete Anderson.B: How do you spell that? F: P E T E. Then, Anderson. A N D E R S O N.B: Pete Anderson. OK. Now, let’s fi nd out the

address.


T: ‘spell ‘that?Ss: ‘spell ‘that?

T: ‘How do you ‘spell ‘that?Ss: ‘How do you ‘spell ‘that?



F: Excuse me. Do you speak English? B: Yes, a little. Ss Yes, a little. F: Good. Can you help me? B: Yes? Is there a problem? Ss: Yes? Is there a problem? F: I want a taxi. B: Well, the taxis are over there. Ss: Well, the taxis are over there. F: Yes… but I can’t fi nd the address.B: Is it a hotel? Ss: Is it a hotel?F: No, it’s my friend’s house. B: Do you have the phone number? Ss: Do you have the phone number? F: Yes… here it is.B: Thanks. And what’s your friend’s name? Ss: Thanks. And what’s your friend’s name? F: Anderson. Pete Anderson.B: How do you spell that? Ss: How do you spell that? F: P E T E. Then, Anderson. A N D E R S O N.B: Pete Anderson. OK. Now, let’s fi nd out the

address.Ss: Pete Anderson. OK. Now, let’s fi nd out the

address.

126



F: Excuse me. Do you speak English? Ss: Yes, a little. F: Good. Can you help me? Ss: Yes? Is there a problem? F: I want a taxi. Ss: Well, the taxis are over there. F: Yes… but I can’t fi nd the address.Ss: Is it a hotel?F: No, it’s my friend’s house. Ss: Do you have the phone number? F: Yes… here it is.Ss: Thanks. And what’s your friend’s name? F: Anderson. Pete Anderson.Ss: How do you spell that? F: P E T E. Then, Anderson. A N D E R S O N. Ss: Pete Anderson. OK. Now, let’s fi nd out the

address.

SB p. 47

D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement and facial expression if possible.They can use the text on page 47 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., problems or personal information, for the students to vary the conversations. They can also add their own ideas.


E1. Ask the students to answer the questions about themselves with personal information.They can do this individually or in pairs.Ask them to read out their words to check.

Answers



127

SB p. 47

SB p. 47

SB p. 47



G – Now I can…

Ask the students to check if they understand ways to ask about spelling.




Ask the students to fi nd some company logos, and to copy the letters and symbols.See if they can work out what the letters represent. In the next lesson, they can use their results to make a class logo dictionary with colleagues.

• ask how to spell names and addresses in English.• understand words spelled in English.



Answers to Exercise 1.a. between midnight and midday b. a commercial company c. the Dutch airline d. limited e. Mizf. New Yorkg. between midday and midnighth. United Kingdomj. world wide webi. United States of America

128


Receptive language

How about some music?I can’t eat shellfi sh.I’d love to hear some Brazilian music.Is there shellfi sh in it?It sounds delicious.Perhaps a new group.What’s that?

Language production

Do you prefer fi sh or meat?How about a moqueca?It’s a fi sh stew.It’s typical of the north-east.It’s usually white fi sh.Leave it to me!There are a lot of different styles.What kind of music do you like?


CHECKING PREFERENCES



Check the results of the Action research on company logos. How many of these represent names in English? Which ones are the best-known? Do the designs refl ect the type of company? Which logos are the favorites?

A1. Ask the students if they can give examples of these:• Food and drink• Personal likes and dislikes

You can use mind maps to practice and extend food vocabulary.Build these up on the board with the students’ help.

soup steak chicken beef

lamb pork

sausages

You can also ask the students to state their personal food likes and dislikes.They can then build their own mind maps and use these to exchange information.

If there is time, you can fi nd out which are the most common food likes and dislikes in the class.Anything unusual?

I LIKE...

I DON’T LIKE / I HATE...

MEAT

129

A2. Socializing spot This Socializing spot focuses on making choices about where to go.Ask the students to act out the conversation.How many different interpretations can they convey?



NOTE: For this lesson, practice of the conversation about fruit juice in Lesson 2 and the one in the kilo restaurant in Lesson 8 is especially useful.


The Focus box includes statements and questions about preferences.

B1. Write the name of a region or specifi c city on the board.Ask the students to imagine a foreign visitor plans to visit there.What are the local food specialties in that place?

Write these on the board.Find the English equivalents in a dictionary (or on the web) if you can.

NOTE: You can prepare your own selection of places and specialties in advance.This gives you a chance to check out the ingredients before the lesson.However, it is more involving if the students suggest these themselves.

CN 32

130


A: What’s this?B: It’s (moqueca).A: What’s in it?B: (Fish, tomatoes, onions...)A: OK, I’ll try it! / No thanks, not for me!

Give the students the opportunity to practice asking the questions and responding.

The students use this to practice in pairs or small groups.Encourage them to sound suspicious or enthusiastic.

T: ‘What’s ‘this?Ss: ‘What’s ‘this?

T: ‘What’s ‘in it?Ss: ‘What’s ‘in it?

T: ‘OK, I’ll ‘try it!Ss: ‘OK, I’ll ‘try it!

T: ‘No ‘thanks, ‘not for ‘me!Ss: ‘No ‘thanks, ‘not for ‘me!

B3. Pronunciation practice Let the students listen to the native English speakers and repeat the pronunciation models.

CN 33

Audio script

Pronunciation practice. Listen and repeat.A: ‘fi sh or ‘meatB: pre’fer ‘fi sh or ‘meatA: ‘Do you pre’fer ‘fi sh or ‘meat?

A: ‘music or ‘moviesB: pre’fer ‘music or ‘moviesA: ‘Do you pre’fer ‘music or ‘movies?

A: ‘shellfi shB: I ‘can’t ‘eat ‘shellfi sh.

A: ‘meatB: I ‘don’t ‘eat ‘meat.


NOTE: In this activity, the students only have to add the possible items in the exchange.

When they listen, pause the audio after each question and ask them to repeat the whole question. This gives practice in asking Wh- questions + Present Simple tense.Ask the students to complete the exchange. Then they listen to Language focus to check their ideas against the recorded version.

Answers A: What do you like?B: What do you prefer?A: What do you suggest?B: What do you want to do?

A: Do you prefer fi sh or meat?B: It depends.

131


D1. Ask the students to look at the photos.Remind them that the photos show a conversation between a local person and some foreign visitors. In the fi rst one, the local person is asking the visitors what they would like to order and explaining local specialties. In the second, they are discussing types of music.Ask them to listen and make a note of the questions and preferences (photo 1) and suggestions and choices (photo 2).

Listen to these conversations. Focus on the visitors’ choices.

Answers

Photo 1Questions:How about a moqueca?What’s that?Is there shellfi sh in it?What else?Preferences:Fish

Photo 2Suggestions:Brazilian musicChoices:Live music – a new group

CN 34

Audio script

One B: Right, the main course. Do you prefer fi sh or

meat?F1: Oh fi sh, I think.F2: I don’t know. Something typical.B: How about a moqueca?F1: Moqueca? What’s that?B: It’s a fi sh stew… F1: Like bouillabaisse?B: Well, kind of. It’s typical of the north-east.F2: Is there shellfi sh in it?B: Shellfi sh?F2: Yes, prawns. I can’t eat shellfi sh.B: I can ask. It’s usually white fi sh.Fi: What else?B: Oh, tomatoes, and onions. And garlic... and

sometimes coconut milk.F2: It sounds delicious… if it is white fi sh!

Audio script

Two B: Well, it’s your last night.F: Yes… a really good trip.B: What do you want to do tonight?V: How about some music?B: What kind of music do you like?F: I’d love to hear some Brazilian music.B: Well, there are a lot of different styles… give

me some clues!F: Hmm… that’s diffi cult. OK. Live music. Not

too noisy. Perhaps a new group.B: OK, leave it to me!


T: ‘meat or ‘fi sh?Ss: ‘meat or ‘fi sh?

T: ‘Do you pre’fer ‘meat or ‘fi sh?Ss: ‘Do you pre’fer ‘meat or ‘fi sh?

T: the ‘north-‘eastSs: the ‘north-‘east

T: It’s ‘typical of the ‘north-‘east.Ss: It’s ‘typical of the ‘north-‘east.

T: ‘likeSs: ‘like

T: ‘do you ‘like?Ss: ‘do you ‘like?

LN The visitors are in a Brazilian restaurant.‘Moqueca’ is a typical fi sh stew.The students could suggest local equivalents.

132

T: ‘What ‘kind of ‘music?Ss: ‘What ‘kind of ‘music?

T: ‘What ‘kind of ‘music ‘do you ‘like?S: ‘What ‘kind of ‘music ‘do you ‘like?

D3. Explain they will now hear the same conversation with gaps after the local speaker.They repeat the local person’s role and interact with the visitors.

OneB: Right, the main course. Do you prefer fi sh or

meat?Ss: Right, the main course. Do you prefer fi sh or

meat?F1: Oh fi sh, I think.F2: I don’t know. Something typical.B: How about a moqueca?Ss: How about a moqueca?F1: Moqueca? What’s that?B: It’s a fi sh stew.Ss: It’s a fi sh stew. F1: Like bouillabaisse?B: Well, kind of. It’s typical of the north-east.Ss: Well, kind of. It’s typical of the north-east.F2: Is there shellfi sh in it?B: Shellfi sh?Ss: Shellfi sh?F2: Yes, prawns. I can’t eat shellfi sh.B: I can ask. It’s usually white fi sh.Ss: I can ask. It’s usually white fi sh.F1: What else?B: Oh, tomatoes, and onions. And garlic... and

sometimes coconut milk.Ss: Oh, tomatoes, and onions. And garlic... and


TwoB: Well, it’s your last night.Ss: Well, it’s your last night.F: Yes… a really good trip.B: What do you want to do tonight?Ss: What do you want to do tonight?V: How about some music?B: What kind of music do you like?Ss: What kind of music do you like?F: I’d love to hear some Brazilian music.B: Well, there are a lot of different styles… give

me some clues!Ss: Well, there are a lot of different styles… give


too noisy. Perhaps a new group.B: OK. Leave it to me!Ss: OK. Leave it to me!

133

D4. Explain they will now hear the same conversation with gaps after the visitor.They act the local person’s role and interact with the visitors.You may like to do this fi rst with chorus responses, then with individual students.

OneSs: Right, the main course. Do you prefer fi sh or

meat?F1: Oh, fi sh, I think.F2: I don’t know. Something typical.Ss: How about a moqueca?F1: Moqueca? What’s that?Ss: It’s a fi sh stew… F1: Like bouillabaisse?Ss: Well, kind of. It’s typical of the north-east.F2: Is there shellfi sh in it?Ss: Shellfi sh?F2: Yes, prawns. I can’t eat shellfi sh.Ss: I can ask. It’s usually white fi sh.Fi: What else…?Ss: Oh, tomatoes, and onions. And garlic… and


Two Ss: Well, it’s your last night.F: Yes… a really good trip.Ss: What do you want to do tonight?V: How about some music?Ss: What kind of music do you like?F: I’d love to hear some Brazilian music.Ss: Well, there are a lot of different styles… give


too noisy. Perhaps a new group.Ss: OK, Leave it to me!

SB p. 49

D5. Ask the students to act out the conversations.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 49 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., food items or music, for the students to vary the conversations. They can also add their own ideas.

134


E1. Ask the students to complete the conversation in a restaurant with a visitor.They can do this individually or in pairs.Ask them to read out their conversations to check.


Answers(students’ own answers)



SB p. 49

SB p. 49

G – Now I can…

Ask the students to check if they understand the ways to ask about and express personal preferences.

You can suggest they do the Language practice for this lesson (pages 57 and 58) as homework.

Language practice answers(students’ own answers)

SB p. 49

• ask about likes and dislikes.• describe personal likes and dislikes.• discuss personal preferences.



Ask the students to fi nd some menus from cafés and restaurants where foreign visitors often go. They should note the typical dishes on them and the way these are described in English.Ask them to decide if the descriptions are accurate.

135


Receptive language

Can you help me?I forgot.Thanks for your help.That’s easy/great!

Language production

Press the button.Put your card in.Take your card out.What’s the problem?What’s your room number?


INTERACTIVE REVIEW

Warm-up / recap SB p. 50

NOTE: This lesson has a slightly different structure from the preceding ones, as it is an interactive review, reusing the language practiced and presented in Lessons 10 – 17. There are no A – H letters for the different parts, and no Pronunciation Practice.

Check the results of the Action research from Lesson 17 on menus. Do they think the descriptions on them help visitors to understand local food? Any surprises? Any suggestions?

Ask the students if they can give examples of these:• Making requests• Giving instructions

To make it more interesting, you can suggest a location or context for these interactions, or ask the students to do this themselves.

(making requests)A: You are a visitor. You want to fi nd a bank with a cash machine. Ask for directions.B: You are late for an appointment – but want to be polite.

(giving instructions)A: Give instructions to a visitor to choose some good fruit.B: Check if you understand. If necessary, ask for more information.

Socializing spotThis Socializing spot focuses on a practical problem: a power cut.Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?

You can ask the students to practice any of the previous role-play conversations which they have enjoyed. Encourage them to vary details, e.g., people, location, communicative situation, feelings, and personal relationships.

NOTE: For this lesson, practice of the hotel conversations in Lesson 11 giving instructions about the air-conditioning is especially useful.

136

Focus SB p. 50

The items in the Focus box reproduce the titles of the preceding eight lessons. They are included in order to encourage the students to reuse and recycle known language.

You may want to use these to decide which areas need more practice:• The alphabet and spelling• Asking for clarifi cation• Shopping• Checking preferences• Colors, sizes, and shapes• Times and appointments• Work and free time• Giving instructions and directions

Consolidation SB p. 50

1. Ask the students to respond to the four problems or requests.They complete the exchanges.Encourage them to do this with a partner, and to read them aloud to test how they sound.

2. Ask the students to look carefully at the two photos of the man on the phone.How does he look in each one?Ask them to write speech bubbles to match his facial expression.Check their different interpretations.

Speculation and discussion SB p. 50

Ask the students to look at the photo and decide who the people are and where they are.What’s the problem?

Ask them to guess, and then to listen to the conversation to check.

AnswersThe visitor is in a hotel elevator.He doesn’t understand how to make it work.The local person tells him to insert his room card.The elevator moves!

137

Role-play SB p. 51

1. Ask the students to listen to the conversation and to check the details against their speculation.

Audio script

F: Excuse me, can you help me? B: Yes… what’s the problem? F: It’s the elevator. B: Well, put your card in. F: My card? B: Yes, your room card. Put it in here. F: Oh, yes… I forgot.B: Then press the button. What’s your room number? F: 705. B: OK, the seventh fl oor. There we go… F: That’s easy! B: Yes! Now take your card out. F: That’s great. Thanks for your help. B: Not at all. Here we are. F: Thanks.

2. Ask the students to change characters.They can also choose to be different characters.

Consolidation SB p. 51

AAsk the students to look carefully at the photos and to write an exchange for each one.They can reproduce the language from the lessons where they originally appeared, or invent something new.

Encourage them to act out these exchanges in pairs.

Answers(students’ own answers)

My language back-up

138

Now I can…

Action research

SB p. 51

SB p. 51

There is no Language back-up section in this lesson, as it is a general review of the language in the preceding eight lessons.

You can suggest they do the Language practice for this lesson (page 58) for homework.Make sure they understand that they are being asked to write personal examples based on the communicative functions in the lessons. They may need some help with this.

Language practice answers(student’s own answers)

• give and respond to requests for help.• give clear instructions in English.• respond creatively to different communicative situations.

As before, check if the students can relate the items in the box to the language they have used in the previous lessons. Ask them to give examples of each item.


Ask the students to identify any common practical problems for visitors. They should bring these to the next lesson.CN 35

139

Section C / Lesson 19STUDENT’S BOOK PAGES 60 AND 61

DAYS AND DATES

Receptive language

How about 7am?I can do Tuesday.I’m not here on Wednesday.Morning or afternoon?We arrive in São Paulo on Saturday morning, very early.We want to fl y to Rio on Saturday.What day?

Language production

How about Tuesday?Is Wednesday any good?On Sunday night.See you then.What time?



Check the results of the Action research on practical problems for visitors.What type of problems did they identify?Are these largely because of language, or cultural differences, or both?How can we help to reduce these problems?

A1. Ask the students if they can make up short exchanges using these items.

• Days• Ordinals

They should extend these with another question.• Asking for clarifi cation

S1: What’s your favorite day?S2: Saturday.S1: Why?S2: It’s the weekend!

S3: When’s your birthday?S4: In October.S3: What date?S4: The twentieth.

A2. Socializing spotThis Socializing spot focuses on birthdays (and special dates).

NOTE: Check if the students understand leap year and recognize its implications for a birthday.Use the opportunity to practice large numbers (365 days / 366 days).Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?CN 36

140


The Focus box includes useful time phrases linked to days, weeks and months.

B1. Write these phrases on the board:the day before yesterdaythe day after tomorrow

Ask the students to practice relating days to the time phrases.Encourage them to respond as quickly as possible.The aim is to build up fl uency with the days.

S1: It’s Wednesday. Yesterday.S2: Tuesday.S2: It’s Saturday. The day after tomorrow.S3: Monday.S3: It’s Sunday. The day before yesterday.S4: Friday.

B2. Now add these phrases:the week / month / year after nextthe week / month / year before lastThey do the same thing with the months.

Finally, they can do the same with years: next / last year, the year after next, the year before last. CN 37

S1: It’s October. The month after next.S2: December.

S3: It’s 2010. Last year.S4: 2009.S4: 2025. The year after next.S5: 2027.

B3. If appropriate for your class, play Ordinal Ping Pong.Student 1 says a number and Student 2 says the ordinal as quickly as possible.You can limit the range, e.g., up to 100, or encourage them to use larger numbers as well.If so, practice the ordinal forms with the whole class before you begin.

S1: 75S2: seventy-fi fthS2: 13S3: thirteenth


CN 38

Audio script

Pronunciation practice. Listen and repeat.‘Monday‘Tuesday‘Wednesday‘Thursday‘Friday‘Saturday‘Sunday

A: ‘At the week’end (Brit)B: ‘On the ‘weekend (Am Eng)

141

C – Consolidation


SB p. 60

SB p. 40



NOTE: In 1, they can use any time.In 2, they can insert any time phrase, day or time.

Answers

1.A: When are you free?B: Tomorrow at ten.2.A: Are you free earlier?B: How about a breakfast meeting on Monday?A: What time?B: How about 8 o’clock?A: Where?B: In my hotel.

D1. Ask the students to look at the photos.Each pair shows a phone conversation between a local person and a foreign visitor.

Ask them to listen and focus on the days and times that are mentioned.Ask them to complete the details under each photo.

Answers

Photo 1: Day: TuesdayTime: 7amPlace: the visitors’ hotel

Photo 2: Saturday: arrive in São PauloSunday night: Rio to SalvadorMonday: Salvador to RecifeTuesday: Recife to Fortaleza

Audio script

One B: Hello, I want to fi x a meeting for next week.F: Next week? What day? B: Is Wednesday any good? F: Wednesday… no, I’m sorry. I’m not here on

Wednesday. B: Well, how about Thursday? F: Thursday… no, that’s no good. But I can do

Tuesday. B: Tuesday… OK. What time? F: Morning or afternoon? B: Morning… early morning. F: How about 7am? B: Seven? F: Yes, a breakfast meeting, in my hotel. B: OK. See you then.

LN The second conversation is about a tour in Brazil.The students could suggest local equivalents.

142

Two B: Hello. Star Tourism.F: Hello. Is that Star Tourism? B: Yes, Star Tourism. Gina speaking. F: Oh. Yes… good. We want to book some

fl ights. B: Where do you want to go? F: Well, it’s a bit complicated. We want to fl y to

Rio on Saturday. B: Rio on Saturday. Where are you now? F: In London. B: London. So you want a fl ight from London to

Rio de Janeiro? F: No, no. From São Paulo to Rio. We arrive in

São Paulo on Saturday morning. Very early. B: OK, I understand. You want to book some

domestic fl ights. F: Yes, that’s right. Then on Sunday night, we

want to fl y from Rio to Salvador. B: Salvador. On Sunday night. F: Yes, then Recife on Monday night and

Fortaleza on Tuesday. B: Can I suggest something? F: What? B: Why not send me an email with your places

and dates? Then I can work something out. F: Oh, yes… what a good idea. What’s your

email address?


T: on ‘WednesdaySs: on ‘WednesdayT: I’m ‘not ‘hereSs: I’m ‘not ‘hereT: I’m ‘not ‘here on ‘Wednesday.Ss: I’m ‘not ‘here on ‘Wednesday.T: ‘next ‘weekSs: ‘next ‘weekT: a ‘meeting for ‘next ‘weekSs: a ‘meeting for ‘next ‘weekT: I ‘want to ‘fi x Ss: I ‘want to ‘fi xT: I ‘want to ‘fi x a ‘meeting for ‘next ‘week.Ss: I ‘want to ‘fi x a ‘meeting for ‘next ‘week.

143



One B: Hello, I want to fi x a meeting for next week.Ss: Hello, I want to fi x a meeting for next week.F: Next week? What day? B: Is Wednesday any good? Ss: Is Wednesday any good? F: Wednesday… no, I’m sorry. I’m not here on

Wednesday. B: Well, how about Thursday? Ss: Well, how about Thursday? F: Thursday… no, that’s no good. But I can do

Tuesday. B: Tuesday… OK. What time? Ss: Tuesday… OK. What time? F: Morning or afternoon? B: Morning… early morning. Ss: Morning… early morning. F: How about 7am? B: Seven? Ss: Seven? F: Yes, a breakfast meeting, in my hotel. B: OK. See you then. Ss: OK. See you then.

Two B: Hello. Star Tourism.Ss: Hello. Star Tourism.F: Hello. Is that Star Tourism? B: Yes, Star Tourism. Gina speaking. Ss: Yes, Star Tourism. Gina speaking. F: Oh. Yes… good. We want to book some fl ights. B: Where do you want to go? Ss: Where do you want to go? F: Well, it’s a bit complicated. We want to fl y to

Rio on Saturday. B: Rio on Saturday. Where are you now? Ss: Rio on Saturday. Where are you now? F: In London. B: London. So you want a fl ight from London to

Rio de Janeiro? Ss: London. So you want a fl ight from London to


São Paulo on Saturday morning. Very early. B: OK, I understand. You want to book some

domestic fl ights. Ss: OK, I understand. You want to book some


want to fl y from Rio to Salvador. B: Salvador. On Sunday night. Ss: Salvador. On Sunday night. F: Yes, then Recife on Monday night and

Fortaleza on Tuesday.

144

B: Can I suggest something? Ss: Can I suggest something? F: What? B: Why not send me an email with your places

and dates? Then I can work something out. Ss: Why not send me an email with your places


email address?D4. Explain they will now hear the same conversation with gaps after the visitor.


OneSs: Hello, I want to fi x a meeting for next week.F: Next week? What day? Ss: Is Wednesday any good? F: Wednesday… no, I’m sorry. I’m not here on

Wednesday. Ss: Well, how about Thursday? F: Thursday… no, that’s no good. But I can do

Tuesday. Ss: Tuesday… OK. What time? F: Morning or afternoon? Ss: Morning… early morning. F: How about 7am? Ss: Seven? F: Yes, a breakfast meeting, in my hotel. Ss: OK. See you then.

Two Ss: Hello. Star Tourism.F: Hello. Is that Star Tourism? Ss: Yes, Star Tourism. Gina speaking. F: Oh. Yes… good. We want to book some fl ights. Ss: Where do you want to go? F: Well, it’s a bit complicated. We want to fl y to

Rio on Saturday. Ss: Rio on Saturday. Where are you now? F: In London. Ss: London. So you want a fl ight from London to


São Paulo on Saturday morning. Very early. Ss: OK, I understand. You want to book some


want to fl y from Rio to Salvador. Ss: Salvador. On Sunday night. F: Yes, then Recife on Monday night and

Fortaleza on Tuesday. Ss: Can I suggest something? F: What? Ss: Why not send me an email with your places


email address?

145

SB p. 61

D5. Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement and facial expression if possible.They can use the texts on page 61 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., day, times, and places, for the students to vary the conversations. They can also add their own ideas.

E – Consolidation


G – Now I can…


SB p. 61

SB p. 61

SB p. 61

SB p. 61

E1. Ask the students to use real information to answer the questions, and to add two more questions for their partner to answer.They can do this individually or in pairs.Ask them to read out their answers to check.

Answers



Ask the students to check if they understand ways of discussing days and dates.




• exchange information about days and dates.• ask for and give precise details.• make further suggestions about dates.


Ask the students to check when foreign visitors use days and dates. Where do they use them? Why? What misunderstandings are possible?

146

Section C / Lesson 20

HANDLING COMPLAINTS AND APOLOGIZING

Receptive languageCan I see the wine list?I don’t want a bottle.Let’s go somewhere else.Tell them to be quick.They haven’t done my room.This is an awful place.This is ridiculous.We want to order some drinks.What are you going to do?

Language productionCan I help you?I do apologize.I’ll send someone immediately.I’m sorry.Is there a problem?We’re very busy tonight.What do you want?What would you like?



Check the results of the Action research from Lesson 19 on the way foreign visitors need to talk about days and dates. What misunderstandings are possible? Which English numbers are the most useful and important to learn?


• Apologizing.• Stating problems (Lessons 12 and 13).• Describing things (Lesson 10).

Play 20 Questions to practice describing things.Remember the students can only ask Yes / No questions to identify the object.

A2. This Socializing spot focuses on personal problems.Ask the students to decide what kind of problem the person has.Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?


147


The Focus box includes typical examples of complaints and apologies.Ask the students to suggest typical situations for these and appropriate responses.

B1. Choose a location where foreign visitors might go, e.g., restaurant, hotel, public place.

Ask the students to think of a possible problem for each one.Encourage them to make up appropriate exchanges, using the examples from the Focus box to help them.

RestaurantS1: Is there a problem?S2: Yes, there’s a fl y on my salad!

HotelS3: I have a complaint!S4: What’s the matter?S3: My room is dirty!

Public placeS5: Is there a problem?S6: Yes! I can’t fi nd my hotel!

B2. Encourage them to extend these exchanges.

B3. Pronunciation practice. Let the students listen to the native English speakers and repeat the pronunciation models.

Audio script

Pronunciation practice. Listen and repeat.A: ’Is there a ‘problem?B: ‘Can I ‘help you?

A: I’m ‘so ‘sorry.B: I a’pologize.

A: ‘What can we ‘do?B: It’s ‘not ‘her ‘fault.

A: ‘Can I ‘change it?B: ‘Let me ‘get a ‘new one.

C – Consolidation


Then they listen to the Language focus to check.Ask them to suggest the possible locations for each exchange and who the people are.

NOTE: They can use either I’m sorry or I apologize.

Answers

1.A: This is ridiculous.B: I’m sorry. It’s Sunday.2.A: We want to order.B: I apologize. We’re very busy tonight.3.A: Look, I want a taxi. Now!B: I’m sorry. The lines are busy.4.A: I’m in a hurry.B: I’m sorry. The traffi c is always bad at this time.

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148


D1. Ask the students to look at the photos.The one on the left shows a phone conversation.Remind them that both photos show a conversation between a hotel guest and a local receptionist.The second one shows two foreign visitors talking to a waiter in a restaurant.

Ask the students to listen and focus on the problems.Then they write the information under each photo.

Answers

Photo 1It’s 7pm. Her room is in a mess. She wants to work.

Photo 2They want to order. They want glasses of wine. The restaurant only has bottles.

Audio script

OneF: Hello.B: Hello?F: Is that reception?B: Yes. Can I help you?V: I’m in room 703.B: Yes. Is there a problem?F: Yes, there is… what’s the time?B: The time? It’s 7 o’clock.F: Exactly. Morning or evening?B: Er… evening. But I don’t understand…F: It’s 7 o’clock in the evening. And they haven’t

done my room.B: Oh, I see. I do apologize.F: Well, what are you going to do?B: I’ll send someone immediately.F: Tell them to be quick. I have some work to do.

TwoF1: Excuse me.B: Yes?F1: We want to order.B: Yes. What do you want?F1: Well, we want to see the menu.B: Oh… I’m sorry.F1: No, don’t go away. We want to order some

drinks. Now!B: Yes, of course. What would you like?F1: Two glasses of red wine… Can I see the wine

list?B: I’m afraid we don’t have glasses. A bottle…F1: No, I don’t want a bottle. Look, this is

ridiculous.B: I’m sorry. We’re very busy tonight.F2: Come on. Let’s go somewhere else. This is an

awful place!


T: a ‘problemSs: a ‘problem

T: ‘Is there a ‘problem?Ss: ‘Is there a ‘problem?

T: ‘busy to’nightSs: ‘busy to’night

T: We’re ‘very ‘busy to’night.Ss: We’re ‘very ‘busy to’night.

149

T: I’m ‘sorry.Ss: I’m ‘sorry.

T: I a’pologize.Ss: I a’pologize.

D3. Explain they will now hear the same conversation with gaps after the local speaker.They repeat the local person’s role and interact with the visitor.

OneF: Hello.B: Hello?Ss: Hello?F: Is that reception?B: Yes. Can I help you?Ss: Yes. Can I help you?V: I’m in room 703.B: Yes. Is there a problem?Ss: Yes. Is there a problem?F: Yes, there is… what’s the time?B: The time? It’s 7 o’clock.Ss: The time? It’s 7 o’clock.F: Exactly. Morning or evening?B: Er… evening. But I don’t understand…Ss: Er… evening. But I don’t understand…F: It’s 7 o’clock in the evening. And they haven’t

done my room.B: Oh, I see. I do apologize.Ss: Oh, I see. I do apologize.F: Well, what are you going to do?B: I’ll send someone immediately.Ss: I’ll send someone immediately.F: Tell them to be quick. I have some work to do.

TwoF1: Excuse me.B: Yes?Ss: Yes?F1: We want to order.B: Yes. What do you want?Ss: Yes. What do you want?F1: Well, we want to see the menu.B: Oh... I’m sorry.Ss: Oh… I’m sorry.F1: No, don’t go away. We want to order some

drinks. Now!B: Yes, of course. What would you like?Ss: Yes, of course. What would you like?F1: Two glasses of red wine. Can I see the wine list?B: I’m afraid we don’t have glasses. A bottle...Ss: I’m afraid we don’t have glasses. A bottle…F1: No, I don’t want a bottle. Look, this is

ridiculous.B: I’m sorry. We’re very busy tonight.Ss: I’m sorry. We’re very busy tonight.F2: Come on. Let’s go somewhere else. This is an

awful place!

150

D4. Explain they will now hear the same conversation with gaps after the visitor.They act the local person’s role and interact with the visitor.You may like to do this fi rst with chorus responses, then with individual students.

OneF: Hello.Ss: Hello?F: Is that reception?Ss: Yes. Can I help you?V: I’m in room 703.Ss: Yes. Is there a problem?F: Yes, there is… what’s the time?Ss: The time? It’s 7 o’clock.F: Exactly. Morning or evening?Ss: Er… evening. But I don’t understand…F: It’s 7 o’clock in the evening. And they haven’t

done my room.Ss: Oh, I see. I do apologize.F: Well, what are you going to do?Ss: I’ll send someone immediately.F: Tell them to be quick. I have some work to do.

TwoF1: Excuse me.Ss: Yes?F1: We want to order.Ss: Yes. What do you want?F1: Well, we want to see the menu.Ss: Oh… I’m sorry.F1: No, don’t go away. We want to order some

drinks. Now!Ss: Yes, of course. What would you like?F1: Two glasses of red wine. Can I see the wine

list?Ss: I’m afraid we don’t have glasses. A bottle…F1: No, I don’t want a bottle. Look, this is

ridiculous.Ss: I’m sorry. We’re very busy tonight.F2: Come on. Let’s go somewhere else. This is an

awful place!

SB p. 63


OPTION: You can prepare strips with different details for the students to vary the conversations. They can also add their own ideas.

151

E – Consolidation

E1. Ask the students to complete the problems and complaints with the adjectives provided. There are several possibilities for each one.They add two more examples of their own.They can do this individually or in pairs.Ask them to read out their examples to check. They can then suggest appropriate responses for each one.

Answers

1. cold / dirty / noisy / uncomfortable2. cold3. expensive / uncomfortable4. expensive / noisy / uncomfortable5. dirty6. boring / expensive


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G – Now I can…


Ask the students to check if they understand the ways to handle complaints and to apologize.


Answers:


• understand and respond to common complaints.• apologize appropriately.


Ask the students to fi nd out what foreign visitors often complain about. What kind of problems do they have?

152

Section C / Lesson 21

Receptive language

Can I charge this to my room?Can I pay by credit card?Give me a receipt.I don’t have any change.Is service included?Keep the change.Where can I fi nd a bank machine?

Language production

No problem!Service isn’t included.Sign the bill, please.There’s a bank machine on the ground fl oor.


COMMERCIAL TRANSACTIONS


SB CLOSED


Check the results of the Action research on visitors’ problems and complaints. Are these mostly serious things or minor ones? Are they sometimes the result of misunderstandings?


• Making complaints.• Describing objects (Lesson 10).

A2. Socializing spotThis Socializing spot focuses on commenting on someone’s personal possessions or making contact with a stranger.Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?

B – Presentation

The Focus box includes typical questions for shopping and comparative forms of adjectives relating to cost.

B1. Write the names of some objects and prices on the board.Use these to teach cheap and expensive.Establish the idea of comparison of prices: This is cheaper.This is more expensive.

Explain that short adjectives add -er and long ones use the word more.

153

SB p. 64

Ask for suggestions of short and long adjectives and write these on the board:

SHORT LONGcheap expensivebig interestingsmall exciting(...) (...)B2. Transform these into their comparative version.Point out that:

• words ending with a consonant double the consonant and add -er:

bigger fatter

• words ending with -e just add -r:

nicer paler

Ask the students to make up exchanges.

S1: How much is this T-shirt?S2: 25.99.S1: 25.99? Is there a cheaper one?S2: Well, this one is 15.99.S1: Hmm.. but that one is nicer!


CN 26

Audio script

Pronunciation practice. Listen and repeat.A: a ‘storeB: a ‘music ‘storeA: There’s a ‘good ‘music ‘store ‘here.

A: a ‘food’ storeB: the ‘ground ‘fl oorA: There’s a ‘food ‘store on the ‘ground ‘fl oor.

A: ‘rest’roomsB: ‘Where are the ‘rest’rooms?

A: ‘coffee shopB: the ‘best ‘coffee shop?A: ‘Where’s the ‘best ‘coffee shop?

C – Consolidation

C1. Ask the students to complete the exchanges. Then they listen to Language focus to check.

NOTE: There are various possibilities for numbers 2 and 4.

Answers

1.A: How much does it cost?B: It’s too expensive.2.A: Do you have something cheaper?B: No, I’m sorry.3.A: Can I change some money?B: Yes, of course. What currency?4.A: I want a bigger one.B: How about this one?

154


D1. Ask the students to look at the questions and responses set around the silhouettes.Explain that these are parts of some exchanges between local people and foreign visitors.Ask them to see if they can match them.Then they listen and check.

Listen to these short exchanges. Match the local person and the visitors.

Answers

Where can I fi nd a bank machine?(3)Can I pay by credit card?(6)Is service included?(1)I’m sorry, I don’t have any change.(4)Keep the change, but give me a receipt, please.(5)Can I charge this to my room?(2)

Audio script

F: Where can I fi nd a bank machine?B: There’s a bank machine on the ground fl oor.

F: Can I charge this to my room?B: Yes, just sign the bill.

F: Is service included?B: No, it isn’t included.

F: I’m sorry, I don’t have any change.B: No problem!

F: Keep the change, but give me a receipt, please.

B: Thank you. Here it is.

F: Can I pay by credit card?B: Yes, you can.


T: the ‘ground ‘fl oorSs: the ‘ground ‘fl oor

T: ‘There’s a ‘bank ma’chineSs: ‘There’s a ‘bank mac’hine

T: ‘There’s a ‘bank ma’chine on the ‘ground ‘fl oor.

Ss: ‘There’s a ‘bank ma’chine on the ‘ground ‘fl oor.

T: the ‘billSs: the ‘bill

T: ‘Sign the ‘bill.Ss: ‘Sign the ‘bill.

D3. Explain they will now hear the same exchanges with gaps after the local speaker.They repeat the local person’s role and interact with the visitor.

F: Where can I fi nd a bank machine?B: There’s a bank machine on the ground fl oor.Ss: There’s a bank machine on the ground fl oor.

F: Can I charge this to my room?B: Yes, just sign the bill.Ss: Yes, just sign the bill.

155

F: Is service included?B: No, it isn’t included.Ss: No, it isn’t included.

F: I’m sorry, I don’t have any change.B: No problem! Ss: No problem!


B: Thank you. Here it is.Ss: Thank you. Here it is.

F: Can I pay by credit card?B: Yes, you can.Ss: Yes, you can.

D4. Explain they will now hear the same exchanges with gaps after the visitor.They act the local person’s role and interact with the visitor.You may like to do this fi rst with chorus responses, then with individual students.

F: Where can I fi nd a bank machine?Ss: There’s a bank machine on the ground fl oor.

F: Can I charge this to my room?Ss: Yes, just sign the bill.

F: Is service included?Ss: No, it isn’t included.

F: I’m sorry, I don’t have any change.Ss: No problem!


Ss: Thank you. Here it is.

F: Can I pay by credit card?Ss: Yes, you can.

D5. Ask the students to act out the exchanges.They act out both the local person’s and the visitors’ roles.Encourage gestures, movement, and facial expression if possible.They can use the texts on page 65 to help them remember the conversation.


156


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E1. Ask the students to respond to the visitors’ requests, using the suggested words and their own local information. They add one exchange of their own.

They can do this individually or in pairs.Ask them to read out their exchanges to check.

Answers

1. pharmacy2. tourism offi ce3. computer store4. newsstand5. bank6. (own choice)



G – Now I can…


Ask the students to check if they understand how to use the phra ses for commercial transactions.

You can suggest they do the Language Practice for this lesson (page 81) for homework.

Answers


• respond to questions about shopping.• suggest stores for specifi c items.• exchange information about prices.


Ask the students to visit some of the stores in a shopping mall. They should check whether there is any information in English or other foreign languages.

157


Receptive language

For another sales conference.Perhaps it’s not such a bad idea.We want to come back here next year.We want to take a vacation.

Language production

Before or after Carnival?Give me a few more details.There’s a problem with fl ights.Which month?

MONTHS, SEASONS, WEATHER, EVENTS


SB CLOSED


Check the results of the Action research from Lesson 21 on information in foreign languages in shopping malls. What did they discover? In which languages? Which types of stores had most information? What type of information was it? How useful would it be to foreign visitors?

A1. Ask the students if they can give examples of these:• Months and seasons• Describing the weather

A2. Socializing spotThis Socializing spot focuses on unfamiliar temperatures and weather.Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?

B – Presentation

The Focus box includes time phrases for months and seasons, and ways of talking about temperatures and the weather.


Seasons Months Weather Temperature Holidays Events

NOTE: You can do this section by section, building up to the full version.

Review the names of the months and seasons.Write these in the appropriate columns.CN 39

158

B2. Review the words for different types of weather and temperature in the Focus box.Ask the students to suggest appropriate entries for each month for your city or region.

B3. Ask the students to copy the table and add local or personal items under holidays and events.They use these to practice asking about good and bad times to visit.Encourage them to add personal comments.

S1: What’s it like in July?S2: Oh, it’s quite hot and sunny. S1: Are there any events?S2: Well, there’s the international event. S1: No, that’s not for me!

S3: I want to come back in November.S4: That’s winter, you know!S3: I know. What’s the temperature?S4: About 8 in the day.S3: That’s not cold!


CN 40

Audio script

Pronunciation practice. Listen and repeat.‘January ‘February‘March‘April ‘May‘JuneJu’ly‘AugustSep’temberOc’toberNo’vemberDe’cember

‘spring‘summer‘autumn ‘fall‘winter

in the ‘spring‘last ‘summer‘during the ‘autumn‘last ‘fall‘next ‘winter




Answers

1.A: It’s very wet!B: Well, it’s the rainy season.

LN Remind the students about seasonal and time differences between different hemispheres and time zones.The students could suggest local equivalents.

159

SB p. 66

You can write the missing words on the board to help them, or let them add their own, and then check the possible variations.

2.A: Those fl owers are fantastic.B: Well, it’s spring here now.3.A: What’s the temperature today?B: About 39 degrees.A: Wow!4.A: What’s the weather like in your country now?B: Well, it’s winter there.


D1. Ask the students to look at the photo.It shows a conversation between a local person and some foreign visitors in a tourism offi ce.

Ask them to listen and fi nd out what the visitors want.However, there is a problem. They write the month and the problem under the photo.

Answers

Month: February or MarchProblem: Flights and prices (because of Carnival)

CN 41

Audio script

F1: Good morning. B: Good morning. F1: We’d like some advice, please. B: Yes? How can I help you? F2: We want to come back here next year. B: For a vacation? F1: Well, no. For another sales conference. F2: But we want to take a vacation, too. Just a

few days. B: I see. Which month? F1: Well, February or March. B: Before or after Carnival? F2: Is that important? B: Yes, very important! There’s always a

problem with fl ights. And prices, of course. F1: Oh, I see. F2: Perhaps it’s not such a good idea. B: Well, give me a few more details…


T: ‘Which ‘monthSs: ‘Which ‘month

T: ‘CarnivalSs: ‘Carnival

T: Be’fore or ‘after ‘Carnival?Ss: Be’fore or ‘after ‘Carnival?

T: ‘prices and ‘fl ightsSs: ‘prices and ‘fl ights

T: a ‘problem with ‘prices and ‘fl ightsSs: a ‘problem with ‘prices and ‘fl ights

T: There’s ‘always a ‘problem with ‘prices and ‘fl ights.

Ss: There’s ‘always a ‘problem with ‘prices and ’fl ights.

LN Carnival is an important holiday in Brazil, and affects travel.The students could suggest local equivalents.

160



F1: Good morning. B: Good morning. Ss: Good morning. F1: We’d like some advice, please. B: Yes? How can I help you? Ss: Yes? How can I help you? F2: We want to come back here next year. B: For a vacation? Ss: For a vacation?F1: Well, no. For another sales conference. F2: But we want to take a vacation, too. Just a

few days. B: I see. Which month? Ss: I see. Which month? F1: Well, February or March. B: Before or after Carnival? Ss: Before or after Carnival? F2: Is that important? B: Yes, very important! There’s always a

problem with fl ights. And prices, of course. Ss: Yes, very important! There’s always a

problem with fl ights. And prices, of course. F1: Oh, I see. F2: Perhaps it’s not such a good idea. B: Well, give me a few more details…Ss: Well, give me a few more details…



F1: Good morning. Ss: Good morning. F1: We’d like some advice, please. Ss: Yes? How can I help you? F2: We want to come back here next year. Ss: For a vacation?F1: Well, no. For another sales conference. F2: But we want to take a vacation, too. Just a

few days. Ss: I see. Which month? F1: Well, February or March. Ss: Before or after Carnival? F2: Is that important? Ss: Yes, very important! There’s always a

problem with fl ights. And prices, of course. F1: Oh, I see. F2: Perhaps it’s not such a good idea. Ss: Well, give me a few more details…

SB p. 67

D5.Ask the students to act out the conversation.They act out both the local person’s and the visitors’ roles.

161

Encourage gestures, movement, and facial expression if possible.They can use the texts on page 67 to help them remember the conversation.

OPTION: You can prepare strips with different details, e.g., months or events, for the students to vary the conversations. They can also add their own ideas.


SB p. 67

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E1. Ask the students to complete the responses to the visitors’ requests with local information. They add one exchange of their own.They can do this individually or in pairs.Ask them to read out their responses to check.

Answers




G – Now I can…


Ask the students to check if they understand how to talk about the seasons and the weather.




• exchange information about months and seasons.

• comment on the weather and the climate.• make suggestions about suitable times and

places to visit.As before, check if the students can relate the items in the box to the language they have used in the lesson. Ask them to give examples of each item.

Ask the students to fi nd some ads or tourist brochures for foreign visitors.What information do they contain about the best months or seasons for a visit?Is the information correct? Ask them to bring copies to the next lesson.

162


MAKING RECOMMENDATIONS AND COMPARISONS

Receptive language

Do you often come here?It depends.It’s really diffi cult.Over there?What about you?You’re right.

Language production

It’s noisy.Let’s have an ice cream.That’s better.That’s the perfect place.This is my favorite beach.What fl avor do you like?


SB CLOSED


Check the results of the Action research on ads and brochures for foreign visitors. What information about the climate and weather do they contain? Do they suggest the best seasons to visit? Is the information correct? What specifi c information would be useful for visitors to your city or region?


• Adjective + noun• Describing things• Personal likes and dislikes

A2. Socializing spotThis Socializing spot focuses on making decisions about where to go and what to do.Ask them to act out the conversation with different feelings and relationships.How many different interpretations can they convey?

B – Presentation

The Focus box includes comparative and superlative forms of common adjectives.

B1. Practice comparing objects, using the comparative forms of adjectives (see Lesson 21).

163

SHORT LONG+ er + more

cheap cheaperexpensive more expensivebig biggerinteresting more interestingsmall smallerexciting more excitingnice nicer

(...) (...)

Ask for more suggestions.Then add the superlative versions.

SHORT LONG+ more + the most

cheap cheaper cheapest expensive more expensive

the most expensive

big bigger biggest interesting more interesting

the most interesting

small smaller smallest exciting more exciting the most exciting

nice nicer nicest (...) (...)

B2. Practice exchanges using superlatives. Which is the biggest...?Which is the most interesting / diffi cult...?Where is the most exciting...?

I want something sweeter, please.Do you have a cheaper room?


Pronunciation practice. Listen and repeat.A: an ’ice creamB: ‘Let’s ‘have an ‘ice cream.

A: ‘beachB: ‘favorite ‘beachA: ‘This is my ‘favorite ’beach.

A: ‘like ’best?B: ‘What do you ‘like ‘best?

A: ‘favorite ‘place?B: ‘What’s your ‘favorite ‘place?

164


SB p. 68


Language focus 1. A: What do you recommend?B: They’re all good!2.A: Which is your favorite?B: This one!3.A: This café looks nice.B: But that one looks nicer!4.A: The ice creams here are bigger.B: But they’re more expensive!5.A: How about an ice cream?B: No, I’d prefer a coffee!


D1. Ask the students to look at the photos.Remind them that these show a conversation between a local person and some foreign visitors. The fi rst one is in a café selling ice creams. The second is on a beach. Ask them to listen and fi nd out the different recommendations and possibilities.D1. Listen to these conversations. Focus on the

different possibilities.

Answers

Photo 1 Visitors: mango and lemon; chocolate and creamBrazilian: a hot coffee

Photo 2Visitor’s choices: fi rst place – “over there”; under an umbrellaBrazilian’s comments: fi rst place – in the sun; second place – noisy; third place – perfect!

Audio script

OneB: OK, let’s have an ice cream.F1: Great idea! I’m hot.F2: And I’m thirsty!B: OK. What fl avor do you like?F2: It depends.B: Look, here’s the list.F1: Wow... so many… it’s really diffi cult.B: What do you like? Fruit? Chocolate? Coffee?

Nuts...F2: What are the fruit ones?B: Lemon, strawberry, mango, passion fruit…F2: Mango for me... and lemon…F1: Chocolate for me... and cream! B: OK.F2: What about you?B: Oh, no ice cream for me. I want a hot coffee!F1: Hot?!F2: You’re crazy!B: No… I’m tired.

165

Two F: This looks a great place!B: Yes, this is my favorite beach.F: Do you often come here?B: When we have visitors!F: Well, lucky me!B: Where do you want to sit?F: Over there?B: Hmm… It’s in the sun.F: Oh, yes. What about over there? Under that

umbrella.B: Yes, that’s better. It’s noisy, though…F: Noisy?B: Yes, look at that big group…F: Oh, you’re right.B: I know. Look over there… that’s the perfect

place for us!

D2. Play the conversation again as a reminder.

Use these chunks as models for the students to repeat.Concentrate on syllable stress and intonation.

T: an ‘ice ’creamSs: an ‘ice ’cream

T: ‘have an ‘ice ’creamSs: ‘have an ‘ice ’cream

T: ‘Let’s ‘have an ‘ice ’cream.Ss: ‘Let’s ‘have an ‘ice ’cream.

T: ‘beachSs: ‘beach

T: my ‘favorite ‘beachSs: my ‘favorite ‘beach

T: ‘This is my ‘favorite ‘beach.Ss: ‘This is my ‘favorite ‘beach.

166

D3. Explain they will now hear the same conversations with gaps after the local speaker.They repeat the local person’s role and interact with the visitors.

OneB: OK, let’s have an ice cream.Ss: OK, let’s have an ice cream.F1: Great idea! I’m hot.F2: And I’m thirsty!B: OK. What fl avor do you like?Ss: OK. What fl avor do you like?F2: It depends.B: Look, here’s the list.Ss: Look, here’s the list.F1: Wow... so many… it’s really diffi cult.B: What do you like? Fruit? Chocolate? Coffee?

Nuts...Ss: What do you like? Fruit? Chocolate? Coffee?

Nuts...F2: What are the fruit ones?B: Lemon, strawberry, mango, passion fruit…Ss: Lemon, strawberry, mango, passion fruit…F2: Mango for me… and lemon…F1: Chocolate for me... and cream! B: OK.Ss: OK. F2: What about you?B: Oh, no ice-cream for me. I want a hot coffee!Ss: Oh, no ice-cream for me. I want a hot coffee!F1: Hot?!F2: You’re crazy!B: No… I’m tired.Ss: No… I’m tired.

TwoF: This looks a great place!B: Yes, this is my favorite beach.Ss: Yes, this is my favorite beach.F: Do you often come here?B: When we have visitors!Ss: When we have visitors!F: Well, lucky me!B: Where do you want to sit?Ss: Where do you want to sit?F: Over there?B: Hmm... it’s in the sun.Ss: Hmm... it’s in the sun.F: Oh, yes. What about over there? Under that

umbrella.B: Yes, that’s better. It’s noisy, though…Ss: Yes, that’s better. It’s noisy, though…F: Noisy?B: Yes, look at that big group…Ss: Yes, look at that big group…F: Oh, you’re right. B: I know. Look over there... that’s the perfect

place for us!Ss: I know. Look over there... that’s the perfect

place for us!

167

D4. Explain they will now hear the same conversations with gaps after the visitors.They act the local person’s role and interact with the visitors.You may like to do this fi rst with chorus responses, then with individual students.

OneSs: OK, let’s have an ice cream.F1: Great idea! I’m hot.F2: And I’m thirsty!Ss: OK. What fl avor do you like?F2: It depends.Ss: Look, here’s the list.F1: Wow... so many… it’s really diffi cult.Ss: What do you like? Fruit? Chocolate? Coffee?

Nuts...F2: What are the fruit ones?Ss: Lemon, strawberry, mango, passion fruit…F2: Mango for me... and lemon…F1: Chocolate for me... and cream! Ss: OK. F2: What about you?Ss: Oh, no ice-cream for me. I want a hot coffee!F1: Hot?!F2: You’re crazy!Ss: No… I’m tired.

Two F: This looks a great place!Ss: Yes, this is my favorite beach.F: Do you often come here?Ss: When we have visitors!F: Well, lucky me!Ss: Where do you want to sit?F: Over there?Ss: Hmm... it’s in the sun.F: Oh, yes. What about over there? Under that

umbrella.Ss: Yes, that’s better. It’s noisy, though…F: Noisy?Ss: Yes, look at that big group.F: Oh, you’re right. Ss: I know. Look over there... that’s the perfect

place for us!

SB p. 69


OPTION 1: You can prepare strips with different details, e.g., types of ice cream or objections to places, for the students to vary the conversations. They can also add their own ideas.

OPTION 2: In the second conversation, you can suggest the local person adds some details about the “perfect place”. What’s it like? What are the students’ ideas for a “perfect beach”?

168

E – Consolidation


G – Now I can…


E1. Ask the students to complete the recommendations and comparisons with the adjectives provided. Note that several of the adjectives can be used in more than one context.Remind them that this is singular and those is plural.They can do this individually or in pairs.Ask them to read out their sentences to check.

Answers

1. more expensive / more interesting / nicer / quieter2. more expensive / more interesting / nicer / quieter + those ones3. (own choice) + more interesting / nicer / quieter4. (own choice) + cold / expensive5. (own choice) + more interesting / nicer / quieter / sweeter

E2. You can use the Pronunciation practice audio here for pronunciation consolidation.

Ask the students to check if they understand how to make comparisons with adjectives.


Answers

(students’ own answers)

• understand a visitor’s preferences.• make appropriate recommendations.• make and understand comparisons.



SB p. 69

SB p. 69

SB p. 69

SB p. 69

Ask the students to choose some local places to recommend to visitors.They should think of both the positive and negative features of these places and decide how they could explain these to visitors.

169


Receptive language

I can’t fi nd the bus station.I have one free afternoon.I want to come back next year.I want to do some sightseeing.I’d like some advice.I’m here on a business trip.What do you recommend?

Language production

Is it your fi rst visit?Take a look at this brochure.The bus station is down there.There are some taxis over there.

TRANSPORTATION AND SIGHTSEEING


B – Presentation

SB p. 70


Check the results of the Action research on local places to recommend to visitors. What were the positive and negative points for each one? How would they explain these to visitors? Compare their different ideas and suggestions.


• Stating likes and dislikes (Lessons 8, 17, and 23).• Asking about preferences (Lesson 17).• Talking about places (Lesson 6).

A2. Socializing spotThis Socializing spot focuses on reacting to a suggestion (walking 5 kilometers).Ask the students to act out the conversation with different feelings and relationships.How many different interpretations can they convey?

SB CLOSED

The Focus box includes phrases for asking about transportation and gives vocabulary for the different types of transportation.

B1. Ask the students what forms of transportation they use in a typical day.Write these on the board.

Then ask the students about any different ones they use on the weekend or on vacation.Check these against the items in the Focus box.

170

Ask them to suggest adjectives to go with each form of transportation, e.g.car: quick, comfortable, expensivebike: cheap, green(…)

Ask them to decide which adjectives imply a positive judgment and which ones imply a negative one.

B2. Ask the students to work in pairs or small groups and comment on the different forms of transportation.

S1: I usually go by bus.S2: What’s it like?S1: Oh, it’s often crowded, noisy... but it’s cheap!

What about you?S2: I walk!


Audio script

Pronunciation practice. Listen and repeat.A: ‘sightseeingB: some ‘sightseeingA: ‘do some ‘sightseeingB: I ‘want to ‘do some ‘sightseeing.

A: ‘brochureB: ‘this ‘brochureA: ‘look at ‘this ‘brochureB: ‘Take a ‘look at ‘this ‘brochure.

A: ‘over ‘thereB: ‘taxis ‘over ‘thereA: ‘There are some ‘taxis ‘over ‘there.



Note that there are other possibilities for some of the items. Check the variations.

Language focus 1.A: How can I get to the airport?B: Take a taxi!2.Where’s the metro station?3.A: I want a single ticket, please.B: For today?4.A: How much is a fl ight to Recife?B: When do you want to go?5. A: How long is the fl ight to Fortaleza?B: Just over three hours.

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D1. Ask the students to look at the two photos.Remind them that the photos show a conversation between a local person and a foreign visitor.

Ask them to listen and fi nd out the visitors’ requests.They should write these under each photo.

Answers

Photo 1:He wants to do some sightseeing.He wants to come back next year with his girlfriend, for a vacation.

Photo 2:She wants to go to the bus station (and her bag is heavy).She doesn’t have much money for a taxi.

Audio script

OneF: Hi!B: Good morning.F: I’d like some advice.B: Yes?F: I’m here on a business trip.B: Yes?F: And I have one free afternoon.B: One?F: Yes, just one! And I want to do some

sightseeing.B: Is it your fi rst visit?F: Yes, it is. I really like it.B: And you have one afternoon free?F: Yes, from 2 o’clock. What do you

recommend?B: It depends what you like.F: Yes, of course…B: Well, take a look at this brochure. Then we

can choose something for you.F: Oh, thanks. One other thing.B: Yes?F: I want to come back here next year. For my

vacation. With my girlfriend. What can you recommend for that?

B: Well, let’s see.

Audio script

Two F: Excuse me?B: Yes?F: Can you help me?B: What’s the problem?F: I can’t fi nd the bus station.B: The bus station? It’s down there.F: Where?B: Down that street. F: Is it far?B: About two kilometers.F: Oh, no… my bag is really heavy.B: Well, there are some taxis over there.F: Hmm, yes… but I don’t have much money.B: Two kilometers… in this hot weather…F: Oh… yes, you’re right! Taxi!

D2. Play the conversations again as a reminder.Use these chunks as models for the students to repeat.Concentrate on syllable stress and intonation.

T: ‘after’noonSs: ‘after’noon

T: ‘one ‘after’noon ‘freeSs: ‘one ‘after’noon ‘free

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T: I ‘have ‘one ‘after’noon ‘free.Ss: I ‘have ‘one ‘after’noon ‘free.

T: the ‘bus stationSs: the ‘bus station

T: I ‘can’t ‘fi ndSs: I ‘can’t ‘fi nd

T: I ‘can’t ‘fi nd the ‘bus station.Ss: I ‘can’t ‘fi nd the ‘bus station.

T: ‘over ‘thereSs: ‘over ‘there

T: some ‘taxis ‘over ‘thereSs: some ‘taxis ‘over ‘there

T: ‘There are some ‘taxis ‘over ‘there.Ss: ‘There are some ‘taxis ‘over ‘there.

D3. Explain they will now hear the same conversations with gaps after the local speaker.They repeat the local person’s role and interact with the visitor.

OneF: Hi!B: Good morning.Ss: Good morning.F: I’d like some advice.B: Yes?Ss: Yes?F: I’m here on a business trip.B: Yes?Ss: Yes?F: And I have one free afternoon.B: One?Ss: One?F: Yes, just one! And I want to do some sightseeing.B: Is it your fi rst visit?Ss: Is it your fi rst visit?F: Yes, it is. I really like it.B: And you have one afternoon free?Ss: And you have one afternoon free?F: Yes, from 2 o’clock. What do you recommend?B: It depends what you like.Ss: It depends what you like.F: Yes, of course…B: Well, take a look at this brochure. Then we

can choose something for you.Ss: Well, take a look at this brochure. Then we

can choose something for you.F: Oh, thanks. One other thing.B: Yes?Ss: Yes?F: I want to come back here next year. For my


B: Well, let’s see.Ss: Well, let’s see.

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Two F: Excuse me?B: Yes?Ss: Yes?F: Can you help me?B: What’s the problem?Ss: What’s the problem?F: I can’t fi nd the bus station.B: The bus station? It’s down there.Ss: The bus station? It’s down there.F: Where?B: Down that street. Ss: Down that street. F: Is it far?B: About two kilometers.Ss: About two kilometers.F: Oh, no… my bag is really heavy.B: Well, there are some taxis over there.Ss: Well, there are some taxis over there.F: Hmm, yes… but I don’t have much money…B: Two kilometers… in this hot weather…Ss: Two kilometers… in this hot weather…F: Oh... yes, you’re right! Taxi!

D4. Explain they will now hear the same conversations with gaps after the visitor.They act the local person’s role and interact with the visitor.You may like to do this fi rst with chorus responses, then with individual students.

OneF: Hi!Ss: Good morning.F: I’d like some advice.Ss: Yes?F: I’m here on a business trip.Ss: Yes?F: And I have one free afternoon.Ss: One?F: Yes, just one! And I want to do some

sightseeing.Ss: Is it your fi rst visit?F: Yes, it is. I really like it.Ss: And you have one afternoon free?F: Yes, from 2 o’clock. What do you

recommend?Ss It depends what you like.F: Yes, of course…Ss: Well, take a look at this brochure. Then we

can choose something for you.F: Oh, thanks. One other thing.Ss: Yes?F: I want to come back here next year. For my


Ss: Well, let’s see.

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Two F: Excuse me?Ss: Yes?F: Can you help me?Ss: What’s the problem?F: I can’t fi nd the bus station.Ss: The bus station? It’s down there.F: Where?Ss: Down that street. F: Is it far?Ss: About two kilometers.F: Oh, no… my bag is really heavy.Ss: Well, there are some taxis over there.F: Mm, yes… but I don’t have much money.Ss: Two kilometers… in this hot weather…F: Oh… yes, you’re right! Taxi!

SB p. 71




E1. Ask the students to comment on the different types of transportation, using the adjectives provided. Note that there are several possibilities for each one.They can do this individually or in pairs.They can give other examples of their own.Ask them to read out their sentences to check and compare their ideas.Encourage them to link positive and negative points with “but”.

Answers

1. cheap / crowded2. comfortable / expensive3. cheap / crowded / green4. cheap / green


175

SB p. 71

SB p. 71

SB p. 71


G – Now I can…


Ask the students to check if they understand different phrases for talking about transportation.


Answers

(students’ own answers)

• discuss different types of transportation.• understand people’s transportation preferences.• make relevant transportation suggestions.

As before, check if the students can relate the items in the box to the language they have used in the lesson.Ask them to give examples of each item.


Ask the students to check where a visitor can fi nd out about transportation. Is the information printed or online? How easy is it to fi nd and to understand?

176


KEY LANGUAGE REVIEW: PEOPLE

This is the fi rst of three general review lessons at the end of this Elementary level.This lesson focuses on the topic area people, to give a context for reviewing some of the fundamental areas of language.

Note that there is no Pronunciation or Language focus audio for these three lessons.You can, of course, reuse any tracks that are relevant from the previous lessons.


SB p. 72

SB p. 72


Check the results of the Action research from Lesson 24 on information in foreign languages about local transportation. What kind of information do visitors need? Is it better online, or in print form?

Ask the students if they can give examples of:• Personal information (Lesson 1)• Families (Lesson 3)• Personal likes and dislikes (Lessons 2 and 17)• Talking about work (Lesson 15)• Talking about free time (Lessons 15 and 17)

B – Focus

C – Consolidation

The Focus box includes typical questions and responses for asking for and giving information about people. Use these to encourage the students to practice similar exchanges, using their own personal information (or for an invented persona).

Ask them to interview each other, as if they were strangers.

Play Find someone who.Write these these fi ve items on the board: birthday month, job, favorite food, favorite movie, favorite free-time activity. Ask them to write their personal answers to these items in their notebooks.They the students move around the classroom, asking questions, e.g., What’s your favorite movie?The aim is to fi nd someone who is as similar to themselves as possible. VARIATION: Ask the students to suggest their own categories for the questions.These could focus on local information.

Ask the students to complete the exchanges for themselves. They can read them out with a partner.

Answers


177

SB p. 73

SB p. 73

D – Role-play

E – Consolidation

Copy one pair of the cue cards on the board.If you can, put these side by side. It is important they “read” as separate cards.

PERSON AA: Ask about the person’s name.B:A: Ask where the person is from.B:A: Ask about the person’s job.B:A: Ask one other question.B:

PERSON BA: B: Give your name.A: B: Say where you are from and your nationality.A:B: Give information about your job.A: B: Reply.

Link the utterances on the cards with arrows, so the students can understand the interactive communication between these.

Ask the students to suggest actual language for each of the cues.Write these next to them as examples, e.g.

PERSON AA: Ask about the person’s name. What’s your name?B:A: Ask where the person is from. Where are you from?B:A: Ask about the person’s job. What’s your job?B:A: Ask one other question. Is this your fi rst visit here?B:

PERSON BA: B: Give your name. Pierre. Pierre Fillon.A: B: Say where you are from and your nationality. I’m from France. I’m French.A:B: Give information about your job. I’m a teacher.A: B: Reply. Yes, it is.

Ask the students to look at the photo and speculate about the two people and the location.They can do this individually, in pairs, or in small groups.

They then use their ideas to write the answers and the questions.

Answers


They can do the Language practice activities (page 83) for homework.



178


KEY LANGUAGE REVIEW: COMMUNICATING AND PROBLEM-SOLVING

This is the second of three general review lessons at the end of this Elementary level.This lesson focuses on the functional area communicating and problem-solving, to give a context for reviewing some of the useful functional areas of language.

Note that there is no Pronunciation or Language focus audio for these three lessons.You can, of course, reuse any tracks that are relevant from the previous lessons.


B – Focus

C – Consolidation

D – Role-play

SB p. 74

SB p. 74

SB p. 74

SB p. 75

Ask the students if they can give examples of:• Responding to complaints (Lesson 20)• Making recommendations (Lesson 23) • Giving instructions (Lessons 8 and 9)• Asking for clarifi cation (Lesson 14)• Checking preferences (Lessons 8 and 17)

The Focus box includes some typical questions about problems, and some responses.Use these to encourage the students to practice similar exchanges, using their imaginations.

Ask the students to complete the exchanges, writing in suitable responses.They can do this individually or in pairs.Ask them to read out their exchanges with a partner.

Answers


Explain that you are going to put cue cards for a conversation between three peopleon the board.

As in Lesson 25, copy the cue cards from the SB.Make it clear there are three people, A, B, and C.

179


PERSON AA: Ask what the people want

to order.B:A: Respond to the question.C:A: Respond to C.C:A: Make a suggestion.B:A: End the conversation.B: C:

PERSON BA:B: Ask a question.A:C:A:C:A:B: Respond to A’s suggestion.A:B: End the conversation.C:

PERSON CA:B:A:C: Make a request.A:C: Respond to A.A:B:A:B:C: End the conversation.

Tell the students that the conversation takes place in a restaurant.A is the waiter, and B and C are visitors.

As in Lesson 25, use arrows to show the communicative interaction between the three people.Ask for suggestions for the language used, and write these beside the cues.

Ask the students to make up their own exchanges, in groups of three, using the cue cards.Encourage them to decide who they are and how they are feeling before they begin.Give them time to practice as often as they need.

They can perform their versions to the class.

Ask the students to look at the photo and speculate about the people and the location.They can do this individually, in pairs, or in small groups.As in the role-play activity, it shows two visitors interacting with a waiter in a restaurant.

Answers


They can do the Language practice activities (page 83) for homework.



180


GENERAL REVIEW

This is the third of three general review lesson at the end of this Elementary level.This lessons focuses on a range of communicative language from the preceding lessons.It does this within the context of a board game.

If necessary, review any language that the students are still having problems with.

Action research

The communication game: play the part!

You may like to do a general Action research review.What interesting or unexpected things have they discovered?How do language and cultural behavior go together?

SB pp. 76 and 77

Explain that this is a board game to play in pairs, within groups of six to eight. On each square, there is a photo showing a local person in a communicative situation with one or more foreign visitors.

Each group needs a dice and a counter for each pair of players. One person in each group is the Organizer.

The Organizer throws the dice and says the number, also choosing a letter from A to F, e.g., B1. The Organizer also chooses one pair to be Pair A. Pair A moves their counter to this numbered square.

Note: If the dice fall on number 4, consider the square number 1; for 5, consider 2; for 6, 3.

They must make up a suitable exchange to match the photo, e.g.A: What size is this sweater?B: It’s medium, I think.

The group vote on whether Pair A:• understood the situation (1 point);• produced a suitable exchange (1 point).

The group can award a bonus point for exceptional invention by the pair.

The Organizer then chooses a new pair.The game continues either:

• within an agreed amount of time;• until every person has had a turn to be part of a pair;• until a player or pair have reached an agreed number of points.

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Language practice

Now I can…

SB p. 84

SB p. 77

The students can do the Language practice activity in class, as this is the fi nal lesson.They are asked about their experience learning English at the end of this course.This involves reading an email and writing a short answer to it.

Although there have been no specifi c reading and writing activities during this Elementary level, the practice in the Consolidation and Language practice sections should have prepared the students to do this.

However, you may want them to practice thinking about and answering the questions in the email orally, before they begin.

Remind them that people learn a foreign language in different ways. It is also normal for different people to have different problems. The important thing is to identify them and practice!

• communicate in English with foreign visitors.• identify my personal problems when communicating in English.• identify the communicative areas of English I need to practice more.

These statements summarize the things the students should now be able to do, at the end of this Elementary level.Ask them to decide if this is true for themselves.

NOTE: Where there are three people in a photo, the pair can ask a volunteer to join them, or they can decide that only two people speak.

VARIATION: You can ask the pairs to make up longer conversations, awarding extra points for each correct exchange.

182

Cultural notes

Language and culture are inseparable. This is especially noticeable in face-to-face encounters between people from different cultural backgrounds. Communication takes place through personal behavior, facial expression and gesture, as well as through words.As Encounters – English here and now may contain some potentially unfamiliar cultural references, or examples of language usage, these are glossed here.

SECTION A

SBCN 1 Lesson 1: B1 – names and titles: Mr, Mrs, Ms, Miss Increasingly, women use the neutral title “Ms”, rather than “Miss” (unmarried) or “Mrs”. (married). “Ms” is usually pronounced /m´z/.

SBCN 2 Lesson 1: B2 – greetings: shaking hands Different cultures greet people in different ways. Shaking hands is common in many parts of the world.

SBCN 3 Lesson 1: C1 – names: using family names and fi rst names Many foreign visitors will expect to be addressed by their family name and title, rather than their fi rst name. In many English-speaking cultures, fi rst names are used mostly between friends or in informal situations.

SBCN 4 Lesson 1: D1 – names: identifying family names and fi rst names In many English-speaking countries, fi rst and family names can look and sound similar. They can also be identical, e.g., Cameron, David and Michael can be both fi rst (male) and family names.

SBCN 5 Lesson 1: D1 – names of stores / shops: pharmacy / chemist’s In American English, “store” is the general word, while “shop” is more usual in British English.Speakers of American English use “pharmacy”, while many British English speakers use “chemist”. French, Italian and Spanish speakers also usually use “pharmacy” as it is a cognate. Both are used in international communication.

SBCN 6 Lesson 2: B2 – water: still or sparkling English speakers may refer to “water with / without gas” or “still” or “sparkling” water.

SBCN 7 Lesson 2: D1 – juices: unfamiliar types Many visitors will be unfamiliar with the types or names of fruit in Brazil, as many of these may be unavailable in their own country.

SBCN 8+9 Lesson 3: B1 / B2 – family members: names Mom / mum / mummyAmericans use “mommy” and British use “mummy” as an affectionate form of “mother”. The American English abbreviation is “mom”, while the British English one is “mum”.Kids“Kids” used to be used primarily in American English as a short form of “children”, but it is now used widely in British English as well.PartnerIt is increasingly common for unmarried couples to use this term for both mixed-sex and same-sex relationships.

SBCN 10 Lesson 3: C – jobs: gender differences In some cultures, there are expectations about traditional “male” or “female” roles and jobs.

SBCN 11 Lesson 4: B1 – numbers: large numbers and years

SBCN 12 Lesson 4: B4 – numbers: years There are many ways of saying large numbers in English. Thus 2003 can be “twenty-oh-three” or “two thousand and three”. Similarly, 2023 can be “twenty twenty-three” or “two-oh-two-three”. When these numbers represent the year, some English speakers will refer to 2013 as “twenty-thirteen”, while others will use two thousand and thirteen.Speakers of American English are more likely to say the number 103 as “one hundred three”, while British English speakers will more typically say “one hundred and three”.

SBCN 13 Lesson 4: D1 – tour guides: statistics and big numbersIt is worth pointing out the use of a comma, rather than a full stop, in the written form of large numbers in English. Thus, “ten thousand” is written 10,000. The full stop indicates a decimal point.

SBCN 14 Lesson 5: B3 – sunscreen or sunblock American English: “sunblock”. British English: “suncream” or “sunscreen”. Both are used in international communication.

SBCN 15 Lesson 7: B1 – country associations: national foods Many countries are associated with specifi c types of food. It is worth reminding the students that some of these associations may be stereotypes.

SBCN 16 Lesson 7: D1 – city names: soccer association For many people, a city might be more recognizable if associated with its soccer team. Thus Glasgow Celtic and Glasgow Rangers, or Manchester United or Liverpool may be a useful way of recognizing the spelling and pronunciation of their cities.

SBCN 17 Lesson 7: E – Countries and languages: Switzerland, India, Macau In parts of Switzerland, there are other, more local languages, such as Ladin or Romansch. Mountainous countries often retain local languages, which are spoken within the family.

India has a very large range of languages, spoken in the different states, e.g., Tamil in the south, Punjabi in Delhi, or Urdu in the north. Both Hindi and English are used as offi cial languages throughout the country.Macau is a former Portuguese colony, just as Hong Kong was a British one. Both are now special administrative parts of China.

SBCN 18 Lesson 8: A1 – meal names and timesLesson 8: B2 – breakfast

SBCN 19 Meals are given different names, or have different connotations, by different people.Breakfast: foreign visitors may be surprised at the amount and range of fruit in breakfasts in Brazil, and the inclusion of cake.Lunch: this is only used for the meal taken between 12 and 2pm. However, some people refer to this midday meal as “dinner”.Tea: this may refer to a cup of tea in the afternoon, or a more substantial meal with sandwiches and cakes.

183

Supper: this name is often used within families for an informal evening meal.Dinner: this is used for a more formal evening meal, especially one involving guests or eating out in a restaurant.Mealtimes vary a great deal from country to country and family to family. Many North American, German and Dutch people eat their evening meal early, from 6pm, while people from Southern Europe will expect to eat much later, around 10pm.

SBCN 20 Lesson 8: D1 – kilo restaurants: explanations The concept of the kilo restaurant, with its extensive buffet and pricing by weight, is unfamiliar to most foreign visitors.

SBCN 21 Lesson 9: McDonald: spelling and using clues Many names of Scottish origin begin with “Mc” or “Mac”. This prefi x signifi es “son of”. So McDonald is “son of Donald”. The fi rst letter after this prefi x is normally (but not always) a capital.

SBCN 22 Lesson 9: steak: descriptions Different nationalities, as well as different individuals, often have strict tastes in the way meat should be cooked.

SBCN 23 Lesson 9: checkout times: expectations Since many international fl ights are overnight, it is quite common for foreign visitors to request a late checkout from the hotel.

SECTION B

SBCN 24 Lesson 11: B2 – lift / elevator Speakers of American English use “elevator”, while British English speakers use “lift”. Both are used in international communication.

SBCN 25 Lesson 12: B1 – sunblock / suncreamSee SBCN 14.

SBCN 26 Lesson 14: C – restroom / toilet Speakers of American English use “restroom”. British English speakers use “toilet” or (more colloquially) “lavatory”.

SBCN 27 Lesson 15: B2 – jobs: gender differencesSee SBCN 10.It is increasingly common not to differentiate between male or female job names. So gender-specifi c words like “actress” or “waitress” have generally been replaced by “actor” and “waiter” for both sexes.

SBCN 28 Lesson 15: B3 – daily routines: lunch breaks Different cultures have different attitudes towards the midday break.In some Southern European countries, such as Spain or Italy, this may be two or three hours, and the midday meal is an important part of the day.In others, especially in big cities, weekday lunchtimes may be strictly one hour (or less).Offi ce workers may bring a sandwich to the offi ce, to be eaten at their desks.

SBCN 29 Lesson 15: C1 – free time: weekend activities Typical free time activities vary greatly. In some cultures, free time is spent largely with the family. In others, with friends.

SBCN 30 Lesson 15: D1 – daily journey times: commuting In many countries, people may live a long way from their jobs. This may be for fi nancial reasons (city center prices are often very expensive) or because they prefer to bring up children away from an urban environment.

SBCN 31 Lesson 16: D1 – names: abbreviations Pete is a common abbreviation for Peter. Abbreviated names often cause problems, so it may be worth identifying some of the most common ones, e.g., Catherine – Kate / Cathy; Elizabeth – Betty / Eliza / Liz / Lizzie; William – Bill / Will; Robert – Bob; Stephen – Steve.

SBCN 32 Lesson 17: B1 – local food specialities: ingredients

SBCN 33 Lesson 17: B3 – shellfi sh: allergies Visitors will often be curious about typical local foods, and may also want to know the ingredients. This may be from general interest, but it may also be because they are allergic to certain ingredients – or simply do not like them.

SBCN 34 Lesson 17: D1 – music types: local music Many visitors are aware that Brazil is a very rich country for music, but may not be aware of anything other than “samba” or “bossa nova”.

SBCN 35 Lesson 18: – Problems for visitors: identifi cation A good way of helping the students to imagine and identify with typical problems for foreign visitors is to ask them to imagine they are visiting a strange city or culture themselves.

SECTION C

SBCN 36 Lesson 19: A2 – birthdays: cultural differences In many cultures, birthdays do not have especial importance (except for children), or may be celebrated largely within the family.

SBCN 37 Lesson 19: yearsSee SBCN 11 and 12.

SBCN 38 Lesson 19: B3 – on / at the weekend American English speakers typically say “on the weekend”, while British English speakers use “at the weekend”, although younger people may use the American English form.Both are used in international communication.

SBCN 39 Lesson 22: B1 – weather and seasonal differences: expectations These affect foreign visitors who want to communicate with their own countries. At some times of the year, these can be great.

SBCN 40 Lesson 22: B4 – fall / autumn American English speakers use “fall”, while most British English use “autumn”.

SBCN 41 Lesson 22: D1 – seasonal prices: variations Many foreign visitors will be unaware of the effect on travel, accommodation and prices of the holiday seasons.

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Track listings

SECTION A CD1

1 Title + credits 15 Lesson 3 – D3 29 Lesson 6 – D1

2 Lesson 1 – Pronunciation practice 16 Lesson 3 – D4 30 Lesson 6 – D3

3 Lesson 1 – Language focus 17 Lesson 4 – Pronunciation practice 31 Lesson 6 – D4

4 Lesson 1 – D1 18 Lesson 4 – Language focus 32 Lesson 7 – Pronunciation practice

5 Lesson 1 – D3 19 Lesson 4 – D1 33 Lesson 7 – Language focus

6 Lesson 1 – D4 20 Lesson 4 – D3 34 Lesson 7 – D1








14 Lesson 3 – D1 28 Lesson 6 – Language focus 42 Lesson 9

SECTION B CD2













13 Lesson 12 – D1 27 Lesson 15 – Language focus 41 Lesson 18

14 Lesson 12 – D3 28 Lesson 15 – D1

SECTION C CD3

1 Lesson 19 – Pronunciation practice 11 Lesson 21 – Pronunciation practice 21 Lesson 23 – D1

2 Lesson 19 – Language focus 12 Lesson 21 – Language focus 22 Lesson 23 – D3


4 Lesson 19 – D3 14 Lesson 22 – Pronunciation practice 24 Lesson 24 – Pronunciation practice

5 Lesson 19 – D4 15 Lesson 22 – Language focus 25 Lesson 24 – Language focus


7 Lesson 20 – Language focus 17 Lesson 22 – D3 27 Lesson 24 – D3


9 Lesson 20 – D3 19 Lesson 23 – Pronunciation practice

10 Lesson 20 – D4 20 Lesson 23 – Language focus

Encounters Elementary TB - Macmillan

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Transcript of Encounters Elementary TB - Macmillan