UNIT 1 Getting Acquainted B Class survey preview Suggested 10 –15 Your actual teaching time: minutes teaching time: Before Exercise A, give students a few minutes of silent • Ask How many of you are studying English for business? time to observe the questionnaire and personal How many are studying English for travel? etc. Tell students information form. to raise their hands when they hear the reason(s) they Language and culture checked. Write the names of students under each reason. FYI: Language and culture notes are provided to offer • Circle the most popular reason and discuss; for example, students enrichment or more information about language ask Where do you want to travel? or What do you study? and/or culture. Their use is optional. Elicit short answers. If students have diffi culty, ask • Forms generally ask for a person’s family name first and yes/no questions (Do you want to travel to Paris? Do you given name second because family names are used to study computers?) and have students say Yes or No. keep records. However, we always refer to the family name as the last name and the given name as the first name. • In many Asian countries, the family name comes first, but it is still referred to in English as the person’s last name. A Pair work Suggested 10 Your actual teaching time: minutes teaching time: • To model this activity, write your full name, including a title, on the board; for example, Ms. Susan Miller (Here and throughout, substitute real names and information for examples provided.) • Label and talk about each part of your name: [Susan] is my fi rst name. My parents chose that name. [Miller] is my family name. Everyone in my family and my father’s family has the name Miller. • Tell the class where you are from and what you do; for example, I am from Australia. I am a teacher. Then write on the board: Nationality: Australian Occupation: Teacher • Have students fi ll in the chart with their own information. Tell students who don’t work to write student as their occupation on the form. • Point out the Did You Know? fact next to the form. Write the number 2 billion on the board (2,000,000,000). Then ask How many students are there in this class? Add the number of students to the large number on the board. For example: 2,000,000,025. • Read each reason for studying English aloud. For the fi fth option, other reasons, brainstorm ideas from students and write them on the board. For example: People speak English everywhere. I like English music. It’s a beautiful language. I want to visit my sister in New York City. • Have students compare their answers in pairs. FYI: Some students will want to give more than one reason for studying English. Let them check two or three reasons and then circle their number 1 reason for studying English. UNIT 1, PREVIEW T2 FYI: All recorded material is indicated with the following • Write your title with your fi rst name and your title with icon 0:00 . CD track numbers for all recorded material your last name on the board. Ask Which is correct? Then appear in this icon. For example, 1:02 indicates that the cross out your title with your fi rst name. Make sure recording is located on CD 1, track 2. students understand that a title is used with a full name (fi rst and last name) or with just the family (last) name, C 1:02 Photo story but never with just the fi rst name. Suggested 10 Your actual • Ask Are you a man or a woman? Are you married or single? teaching time: minutes teaching time: Have students determine which title to use with their • To warm up, ask: family names. Female students will have a choice of titles How many people are in the photos? (Four.) (see the language and culture note below). How many are men? (Two.) Option: (+5 minutes) Explain other titles students may come How many are women? (Two.) across. (Dr. [doctor], Prof. [professor], etc.) • After students read and listen to the conversation, check Language and culture comprehension. Ask: • In some English-speaking countries, some women In the fi rst photo, what’s the man’s name? (Samuel Pike.) prefer the title Ms. because it does not draw attention to What’s his fi rst (or given) name? (Samuel.) whether they are married or single. Use Ms. when you What’s his last (or family) name? (Pike.) don’t know which title she prefers. What is Cara’s friend’s name? (Susan Grant.) • When meeting someone for the first time, you should use What’s her nickname? (Suzy.) a title and last name if the person is older or if you are in a What’s her occupation? (Photographer.) professional / formal situation. Is Suzy married or single? (Married.) What’s her husband’s fi rst name? (Ted.) Language and culture SPEAKING • A nickname is a shorter form of someone’s real name, A Complete your response . usually given by friends or family. Suggested 2–3 Your actual • From the Longman Corpus: Good to meet you and Pleased teaching time: minutes teaching time: to meet you are also common ways to greet someone, but • Before students complete the exercise, read the lines in Nice to meet you is by far the most frequent of the three in the speech balloons aloud to the class. spoken American English. • To review, have volunteer pairs read the completed exchanges aloud. D Focus on language Option: (+5 minutes) For further practice, have all the Suggested 5–10 Your actual students write their names in large print on a folded piece teaching time: minutes teaching time: of paper and place it in front of them so other students • To make sure the class understands the word informal, say can read it. On the board, refer to the phrases in the Being Ted calls Samuel Pike “Mr. Pike.” Mr. Pike says “Please call Informal with People column in the chart from Exercise D. me Sam.” He wants to be informal. Then walk around the classroom and introduce several • Have students identify the underlined expressions in the students. Use the student’s title and family name. Say Class, Photo Story by taking turns reading them aloud. this is Mr. / Ms. / Mrs. / Miss [family name]. Prompt the student to reply with one of the phrases and his or her own • After students fi nd the answers with a partner, review information (Just call me [fi rst name or nickname]). with the class. Write the answers on the board so students see a list of the key expressions in this dialogue. For example: B Role play Suggested 8–12 Your actual Introducing Greeting Being Informal teaching time: minutes teaching time: People New People with People • Have students brainstorm the names of famous people. I’d like you to It’s a pleasure Everyone calls Write their ideas on the board. meet . to meet you. me . • Have the class respond to each introduction with one This is . Great to meet Just call me . of the phrases from the Photo Story. You can refer them you. Please call me to the phrases in the Greeting New People column in the How nice to . chart from Exercise D. meet you. 1:03 Formal titles extras • Make sure students understand the di erence in Workbook pronunciation between Ms. (/m/) and Miss (/m/). T3 UNIT 1, PREVIEW LESSON 1 Option: (+5 minutes) To contrast ’s in these contractions with those used in possessives, review possessive nouns and CONVERSATION MODEL possessive adjectives. (A review of possessive nouns and adjectives can be found in the Grammar Booster on p. 123.) A 1:04 Read and listen . • Pick up a student’s book and say [Jenna]’s book. Then Suggested 2 Your actual teaching time: minutes teaching time: write on the board: [Jenna]’s book. • Walk around the room, picking up items from diff erent These conversation strategies are implicit in the model: students’ desks. Have the class use the possessive to tell • Begin responses with a question to confi rm. you whom the item belongs to. • Use Let’s to suggest a course of action. • Have students look at where you wrote [Jenna]’s book • Ask personal questions to indicate friendliness. on the board. Cross out the possessive noun and write or in its place. • To make sure students understand that and over there, his her • Repeat some of the possessive nouns used previously indicate diff erent students who are sitting far away from to identify students’ belongings. Elicit possessive you. Ask the class Who’s that? To clarify, gesture toward a adjectives in their place; for example, say [Michael]’s student and say Over there. book and elicit his book from the class. • Point out that Alex and Kathryn introduce themselves. • Pick up an item belonging to you. Say the teacher’s They say “I’m Alex” and “My name’s Kathryn Gao.” To [book]. Elicit your book from the class. Say the students’ introduce a third person, Alex says “This is Lauren.” classroom and elicit our classroom. • After students read and listen, ask them to underline • Point out that for separate possessions, add ’s to each the names. (Alex, Lauren, Kate) Then have students read name; for example, Those are John’s and Tina’s cars. again and label the people in the photo. When there is only one possession belonging to two or more people, the ’s only goes with the second or last • For comprehension, ask yes / no questions: person.