129800083 Basic Survival Teachers Guide

7/27/2019 129800083 Basic Survival Teachers Guide

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New EditionBASICInternational Communication for Professional People

Teacher's GuideANNE WATSON

PETER VINEY --MACMILLAN


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Contents

Teacher's Guide Introduction 3

Unit by Unit Teaching Notes 9Practice Book Answer Key (photocopiable) 57Mid-course and End-ot-course Test Notes 67Tests (photocopiable) 68Test Answer Keys, Test Transcriptsand Role-Play Cards 76Communication Activity Templates (photocopiable) 78


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-'"""-~-------, Teacher's Guide Introduction

Course ComponentsStudent BookThe Student Book contains: a contents chart at the beginning of the book thatprovides a summary of the communicative aims,

grammar areas, and culture covered in each unit; 48 one-page units covering seven topics: business,

socializing, travel, hotels, money, food and drink, andcommunications. The topic is represented by a coloredsymbol at the top of each unit.

Culture Files, one per unit, providing information ondifferent cultural aspects associated with the unit. Theseare for interest and do not contain specific teachingpoints.

Grammar Files explaining simply and clearly the maingrammar points that come up during the course;

Vocabulary Files including the most common wordsrelated to the topics of the units. These Files both reviewand expand vocabulary.

Transcripts of 'blind' l istening tasks, i.e. conversations notprinted in the unit itself;

Student CD. This contains the recordings of the blindlistening tasks and can be used for selected activities inthe Student Book.

Communication Activities accompanying certain units thatprovide students with further speaking practice.

Practice BookAlthough intended mainly for individual work outside theclassroom, the Practice Book can also be used successfullyin class. It reinforces the grammar points, new vocabularyand key expressions covered in each unit. Cross-referencesare given in the Teaching Notes to appropriate activit ies inthe Practice Book. The Answer Key is provided at the backof these notes and is photocopiable.Teacher's GuideThe Teacher's Guide contains: detailed teaching notes, answers and optional activit ies

for every Student Book unit; easy-access design, with each page of the Unit TeachingNotes corresponding to a unit in the Student Book; photocopiable Communication Activit ies answer

templates; photocopiable Answer Key for the Practice Book;

comprehensive mid-course and end-of-coursephotocopiable Tests.

For easy reference to the material, the contents chart foreach unit is repeated at the top of each page of the UnitTeaching Notes. There is also helpful information about threcorded material.The Teaching Notes contain many activit ies and ideas fortransfer and personalization. Since these activit ies do notappear in print on the student's page, students cannot reahead. As a result, the lesson becomes less predictable,and the course of the lesson flows from the teacher - asense of freshness and vitality can be retained in theclassroom.The Teaching Notes have two aims: to guide the teacher step by step through the various

stages of the lesson as it appears in the Student Bookyou wish, you can simply follow the detailed steps forthorough lesson.

to expand the lesson into further activities, and tointroduce conversation and discussion work that extenbeyond the confines of the Student Book lesson.Extension and optional activities are included in theTeaching Notes in easy-to-find boxes.

Recorded MaterialAll the conversations and listening activit ies in the StudenBook are available on either the Class CD or ClassCassette. Transcripts of the recorded material not includein the actual units are included at the back of the StudentBook.There are two types of CD symbols in the Student Book:single CD and double CD. All conversations or exercisesmarked with a single CD symbol are found on the Class Cand cassette. All recordings marked with a double CD ar'blind' listening tasks and are on the Class CD / Cassetteand repeated on the Student CD, which is located in theback of each Student Book.The students can use the Student CD to either listen tothese recordings again after class or to prepare thefollowing lesson in advance.CD has many advantages over cassettes beyond the extrsound quality, lack of background noise, and durability.Track numbers are conveniently located next to every CDsymbol in the Student Book and Teacher's Notes. Theseindicate exactly which track number to press once you hloaded in the Class CD. You will then go instantly to thatconversation or listening activity, without wasting time witinlay cards or rewinding.If you are equipping yourself with CD for the first time, wesuggest that you find a player that has a keypad (prefera


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Teacher's Guide Introductiona remote control keypad). With a keypad, enter the tracknumber specified and listen. Then, for repetition work, returnto the beginning of a track instantly, using the 'from ... to'(or A / B) facility. This facility is excellent. You select 'from' atthe beginning of the sentence, and 'to' at the end of thesentence. You can then have this selection repeatedinstantly as many times as you want.

About the CourseCourse ObjectiveThis is a course in international communication forprofessional people. It is not simply a 'business English'course. It will be useful for a wide range of adult students inprofessional spheres, as well as younger adults onvocational courses that involve communication in English.The aim of this course is to enable students to functioneffectively in English at a high beginner level. Too often,students have completed carefully-designed and wellstructured English courses, but stil l can't say anything whenit comes to real life. Other students are perfectly capable oftelling you how a computer works, but are at a loss when itcomes to making an appointment or taking a client out tolunch. This course focuses on real-l ife situations andpresents them in realistic contexts, ranging from orderingbreakfast to filling in a landing card. We recognize that manyprofessionals are perfectly capable of 'surviving' in their areaof expertise. Our joint experience of teaching these studentshas made us aware that the language of socializing and ofsurvival in set situations is a common need. This, we feel,far outweighs the particular and exclusive demands of jobspecific or ESP materials and leads us to favor a broaderview of English directed toward these common needs.LevelThis is a two-level series. Basic Survival is for students athigh-beginner level and Survival English is for use withstudents at low-intermediate level.PreparationThis course keeps the teacher's preparation time to aminimum. Very few activit ies will require you to researchother material or find endless numbers of objects to bringinto the classroom. A lot of practice and explanation can bedone using books, pens and the sort of objects that can befound lying around a classroom. Any role cards, task sheets,etc. that you prepare should be kept for future classes so asto avoid having to prepare or photocopy them all again.TimingIt is always difficult to 't ime' lessons. In the Teaching Notes,you will find indications as to the timing of a few individual

activities, but generally timing is not imposed on the teaso that the course is as flexible as possible.Lower-level classes may take longer to understand thecontent of a lesson, but spend little time on discussion.the other hand, a more advanced class may understanddialog in five minutes then spend longer discussing hotefacil ities described in the Culture File.We really prefer toleave timing to your discretion but, as a very general rul,each unit represents one classroom lesson (50-60 minuGrammar PracticeThe course follows an overtly situational pattern, with susyllabuses on function, grammar and vocabulary. Thegrammar component used in the book becomes morecomplex as the book progresses, but there is no overridlinear progression. A basic knowledge is assumed fromoutset, and this is gradually built upon.All the important grammar points are highlighted andpracticed in the Teaching Notes. More mechanical pracactivit ies are recommended if and when necessary, or ifrequested by the students. Grammar points that studenunderstand perfectly well should not be drilled (but don'afraid to introduce short drills when there are problems).many cases, the students will be able to deduce thegrammar point of the lesson. There are cross-referencesthroughout the Teaching Notes to the Grammar Files atback of the Student Book. Your students can either lookthese alone or you can go through them as part of thelesson. The Practice Book is mainly grammar-based andreinforce any language diff icult ies that might have comeduring the lesson.VocabularyVocabulary is a vital part of the course. Encourage studeto use the Vocabulary Files at the back of the book. Advstudents to buy a bil ingual dictionary, or a monolingualdictionary that has been specifically designed for learneEnglish, like the Macmillan English Dictionary. Remembethat there are authentic and semi-authentic texts and tain the Student Book where students are expected tocomplete a task that will not involve understanding everword. They should be encouraged to rely on their abilityunderstand gist and to 'guess their way through' moredifficult passages. It is not necessary to explain every wof such texts.Key language in the units is sometimes printed in color.Teaching Notes for each unit explain the best way to exthe key language.Teach students words like thing. It is better to say: Youpyour luggage on the black thing at the check-in desk, thto hesitate, stop the sentence halfway through, or say thword in the students' mother tongue.


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Teacher's Guide IntroductionPronunciationWork on pronunciation will involve modeling the recordingsand the teacher's own voice. In English, a great deal of themessage is expressed by intonation and stress. Theseshould be considered as important as the choice ofvocabulary items, and attention should be given to them.There are activities in the Teaching Notes that emphasizepronunciation, stress, rhythm and intonation.Pronunciation will involve repetition work. Choral repetitionminimizes student embarrassment and gives confidence.Individual repetition enables the teacher to check eachstudent's responses. The stressed words and syllables areunderlined throughout in the examples given for choralrepetition.There is no such thing as 'English without an accent' andyou should expect progress on pronunciation to developgradually. Insistence on perfect reproduction of sounds andpatterns can cause some students to be embarrassed andlose confidence. Communicating ideas and meaning shouldbe the main aim.International EnglishIn this course the language has been made asinternationally applicable as possible. The situations in thebook take place within the U.S.A. and the course adoptsAmerican spelling where appropriate. Grammar and idiomsreflect the American situation, but there are a wide variety ofaccents used on the recordings. As well as a variety ofAmerican voices, there are British and Canadian Englishspeakers and characters from Korea and Japan. We adoptthe. principle that students want to understand peoplespeaking English, whether they are native speakers or not a real-life communication situation will involve non-nativespeakers communicating with each other as well as withnative speakers. The teacher may choose to model her orhis own variety of English, but students will need to befamiliar with a range of possible accents. Even within theUnited States, there are a variety of regional accents amongnative speakers of English.The Teaching Notes point out some differences betweenAmerican and British varieties of English. The grammaticaldifferences are often over-estimated. For example, Americanspeakers will often prefer to say Do you have ... ?, whileBritish speakers will prefer Have you got ...? Both forms,however, are in frequent use by native speakers in bothplaces, and neither will cause communication problems.Culture FilesThe course covers many social situations such asintroductions and business lunches. Specific culturalcustoms are explained in the Culture Files at the back of theStudent Book, or explained, as appropriate, in the TeachingNotes. The Teaching Notes suggest when the Culture Files

can be introduced. However, they can be used at anysuitable point during the lesson or according to theirlocation in the Student Book. Contrasts between the UniStates and Britain, where they exist, are highlighted. Thewarm-up and discussion activit ies encourage teachers toask about customs in the students' own countries. TheCulture Files can often be skim-read and used to pre-teavocabulary or introduce students to an activity in the lessLinking the UnitsThis course can be used successfully as a modular resoubook, and students and teachers will be able to selectmaterials as appropriate to their needs. A number of unithowever, are linked. For example, Units 35 and 36 are alabout ordering food and drink, so it would be logical andbeneficial to students to teach them as a series. Units 27and 28 deal with meeting people and talking about yoursAgain, it would be better to teach these in order.Staging the LessonsThe various stages of each lesson are indicated by A, B,0, etc. headings in the Teaching Notes. A is always a waup activity. The others will vary, but follow a patternexplained below. Activities in boxes are optional butrecommended. These include: Extension and Extensionactivities, Culture Files, and Practice Book work.Warm-upThe Teaching Notes for each unit start with one or morewarm-up activities. These are important for drawing thestudents' attention to the topic they are going to be workwith. If students don't know what they're learning, or whythey will soon lose interest. Warm-up activit ies are a goodway to recycle previous knowledge and refresh memoriesearlier lessons.PresentationThe next step is to present the new language. This is mooften done through listening to recorded dialogs, the morealistic way of presenting language. There are also readpassages and other listening activities. It is at this point tthe teacher should explain new vocabulary, grammar,expressions or cultural aspects to the class.PracticeThis can include question and answer sessions, pairworkrepetition, and other activities based on the presentationmaterial.PersonalizationFinally, the students are 'on their own' and can move onrole-play and discussion work with a minimum of help frothe teacher.


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..-- . . ' Teacher's Guide Introduction -.----Teaching TechniquesWarm-upThe following are activities that can be used to introduce alesson:1 Exploit t it les. Check that everyone understands the title ofthe unit. Use it to do word associations and 'brainstorming'activities. As a result, a lot of the new vocabulary in thelesson will have been pre-taught before the rest of the unithas been looked at.2 Focus on the subject and ask general questions. Comparewith students' own countries and experience.3 Ask questions that are not always directly linked to theStudent Book. Draw on students' personal experience: Whohas stayed in a"nAmerican hotel? Who has had a badexperience at customs? However, always have generalquestions to fall back on if students don't provide theanswers you expect. Particularly with younger adults onvocational/occupational programs, do not assume thateveryone has traveled widely or stayed at internationalhotels.4 Talk about the photos and illustrations in each unit - theyare lively and inspiring. Persuade students to createimaginary short background biographies of people in thepictures. Ask searching and unusual questions to test theirassumptions; have them study a photograph, then askquestions that involve imaginative input on their part. Forexample, in Unit 1 we see people sitting in an airplane. Youcould ask: Where do you think they're going? Are they onvacation? Is the plane crowded? Look at their clothes. Is itsummer or winter? ..DialogsStudents should generally listen to dialogs without looking atthe written text. Dialogs are usually followed by some formof comprehension check, silent reading and / or reading inpairs, then choral repetition. Further ideas for exploitingdialogs can be found throughout the Teaching Notes, butdon't hesitate to change the suggested dialog exploitationfor one or more of the following activities. Most of theseactivit ies assume that the class has listened to the recordingat least once.1 Comprehension questions - the basic questions aresupplied in the Teaching Notes, but you can always findmore. Vary them according to the level of your class.Comprehension questions sometimes involve repeatingwarm-up questions for answers they didn't find earlier.

Include questions that will elicit a variety of responses:No questions, either / or questions, open questions, inquestions, questions with tags, questions betweenstudents: Ask Maria if she travels by plane. or 00 you tby plane? Ask Maria. Ask me. Ask each other.2 True / False comprehension statements - Makestatements about the dialog (some true, but most falseelicit reactions from the class.3 Read the dialog with mistakes in it. Substitute certainnames and facts in the dialog. Students interrupt you toyou your mistakes.4 Set a task before listening. Students have to listen foor more particular details. This can be done with 'tasksheets' (forms with gaps for information), either photocoin advance or written up on the board.5 Students listen for key language or grammar points ainterrupt the recording while they are listening. Alternatithey could highlight the key language or grammar pointthe printed page.6 Give answers to comprehension questions. Studentsyou the questions.7 Half the class listens with the dialog uncovered, the ohalf with it covered. The half who has read the dialog tathe role of teacher and asks the questions to the others8 Stop and start the recording, letting students take onrole in chorus, i.e. play the first speaker, stop the recordstudents take the other speaker's role.9 Stop the recording in the middle of sentences. Studefinish them.10 Give prompts from key sentences. Students reconstthe whole sentence.11 Write up jumbled vocabulary from the dialog on theboard. Students put it in order while listening.12 Write up jumbled vocabulary on the board, includingwords not in the dialog. Students put it in order eliminathe wrong words.13 Get students to learn short dialogs by heart and actthem in pairs in front of the class.14 Copy out the dialog and cut it up into as many partsthere are students. The students then mingle and put thdialog in order.15 Finally, if you have uninspired or undisciplined studentell them not to listen. Play the recording and both youthey will be amazed what they remember!


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Teacher's Guide Introduction

= Listening material found on the Class CD /Cassette. The numbers indicate the tracknumbers on either Class CD 1 or 2.

Symbols,.

Extension and Extension + = Optional extension ideas aactivities which relate to the lesson. A plus sign (+) indicactivities which are more challenging.

Discussion can be done in small groups or with the classa whole. The advantage of working in small groups is thashyer students are less inhibited and more people gettalking time. The advantage of working with the class aswhole is that the discussions are often livelier. Discussionwill inevitably be limited at lower levels, so it is better tostick to subjects that are quite closely linked to the topicthe unit.As discussion is also a fluency activity, correction shouldlimited. It is better not to interrupt students while they arspeaking, unless they are totally incomprehensible andnobody understands. Make a mental or written note ofmajor or frequent mistakes and correct after the discussiis over.

= Activities to be done in pairs.

Discussion

= Listening material found on the Class CD /Cassette and also on the Student CD found athe back of every Student Book. The numbersindicate the track on either Class CD 1 or 2. TTranscripts for these recordings are also in thback of the Student Book.

9 Preparation from the Practice BookThere are several gap-fi ll dialogs in the Practice Book.Lower levels can complete these exercises in class first ause them as a basis for role-play.10 Model dialogsIf you're not sure that your class is ready to do any of thactivities above, have a test run with a good student andyourself, using appropriate language from the model dialRole-play is a fluency exercise so the teacher shouldn'tinterrupt too often while the students are speaking. Makemental or written note of mistakes and correct themafterwards if you feel they interfered with communication,were bad habits. Get students to participate in correctionand try and find the mistakes themselves.

5 Telephone role-playIf you have a telephone in your classroom, use it. Somephones are equipped with loudspeakers so that the classcan listen to both speakers. Otherwise, students can sitback-to-back.6 Mingling activitiesThese have the advantage of getting everyone to stand upand move around. For functions such as greetings andintroductions, students should be standing up, since this ishow we greet people in real life.7 Switch pairsHave students do a pairwork activity, then have themchange partners. Students then ask about the previouspartner's answers. This doubles the practice. In structuralterms, it also means that students do two pieces of pairedactivity. In the first activity, students talk in the first andsecond persons (What do you do? I'm still in college.) In thesubsequent activity, they have to shift to talking in the thirdperson (What does she do? She's sti ll in college.)8 Surprise pairsStudents prepare their role-play with one partner and youget them to act it out with someone else at the last minute .

Here are some further tips you can use to increase yourstudents' opportunity to speak:1 Grammar pointsFor quick drilling of a grammar point in pairs, it is ofteneasiest to ask each student to work with her or hisneighbor. Once the students have understood the grammarpoint, finish the activity.2 Information gap role-playStudents prepare lists or information in advance (usuallyworking alone), then question or have a discussion with theirpartner. Discussions become more genuine since studentsdo not know what the partner is going to say.3 Role cardsThe teacher prepares the information in advance so thatneither student knows in advance what they are going tohave to say.4 Discourse chainsThe teacher writes up on the board the basic 'map' of therole-play. This is often very helpful for lower-level groups.

Pairwork and Role-playPairwork and role-play are the only practical ways of gettingstudents to practice English, but they are not always easy toorganize. Pairwork activities in the Student Book have aspecial pairwork symbol (see below). Students always workwith a partner for these activities.


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Introducing the courseThe introduction on pages 4 and 5 of the Student Bookmakes an ideal f irst lesson. You can familiarize yourstudents with some of the places and characters they aregoing to meet throughout the course, and you and yourstudents can also get to know each other.If possible, try and keep all eyes on one book by propping itup against something and having the students centeredaround it.II Geographical questions Point to cities and ask: What is the name of this city?What is the name of this country? Where are these peoplefrom? What language do they speak? Write up on the boardnames of countries, nationalities, and the languages spoken:U.S.A. AmericanEnglishapaneseapaneserazilianortuguesepanishpanish ...

Point out that a lot of nationalities end in -an, -ian, or ish, but there are exceptions. See Vocabulary File 3. Ask: Which countries speak English? Get your class to repeat in chorus, or individually, thenames of cities and countries on the map, paying attentionto stress (indicating by underlining) on diff icult words suchas Anchorage, Vancouver, Mexico QJy, etc.

II Questions about main characters Point to the characters and ask: Where is this personfrom? What's his / her name? What nationality is he / sWhat's the name of his / her company? What's his / hejob? Don't try to elicit full sentences from your studentsthis point. One-word answers are fine. Ask the students to repeat the names of the charactetheir titles, and the names of their companies. Ask students to draw another box in their book, andunder it write their name, job title, and company. You cask them to stick a portrait photo in the empty box! Ask students to introduce themselves briefly to the rthe class. (If your class is too big, split into groups.)II Personal questions(Tryto remember or note some of the students' personexperiences - you'll be able to use them for future less Students will possibly only be able to answer Yes oror give one-word answers, but if you use the map in thebook and the prompts on the board, they will probablyable to guess your questions. Ask: Do you know the U.S.A.? What countries do yoknow? Who knows South America? Who works with othcountries? Which countries? ...


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to be; location; I On an airplanedemonstratives: this, that

CommunicationBoarding an airplane;Understanding numbers

Grammar areas

1 On boardCulture File Recordings on

Class CO 1, Tracks 2-6Class Cassette 1, Side AStudent CD (optional), Tracks 2-3

Dictate letters to your class. Students often confuse thedifferent English vowels, so do extra work on them, e.g. A,0, E, I, Y, J, A, G, E, U, H ... Ask individual students to readthem back. Finally, dictate numbers and letters together to preparethem for the seat numbers in the recording, e.g. 13A, 33C,148, 400, 15F ... Students read them back to you.

Warm-up Ask students to turn to page 7 in their books and to lookat the photo. Elicit or teach words like: airplane,passengers, seat number, window seat, etc. Write them upon the board. Check numbers. Dictate numbers to your class, e.g. 11,12, 17, 19,20,31,42,53,64, 70,85,90,96, 107, 118,129 ... Get individual students to read them back. Next, teach letters. Group letters according to sound.Write these letters up on the board like this:

Culture File 1 On an airplaneGive your class two minutes to read the Culture File silentto help prepare for the next activities. Make sure everyoneunderstands the word row, and the different types of seaand sections of the plane.

Practice Book00 Exercises 1 to 4 in class or give as homework.

Play the conversations once more, for choral or individualrepetition to practice intonation and stress: Here's yourboarding oass. ma'am. Good afternoon. ma'am. Excuse me

II Question 4 I Make conversatio~s First, students read the words in the Language Bank alook at the diagram of the airplane layout in their books. Ask students to choose a seat number each beforemaking conversations based on Conversations Band C wa neighbor. You may like to ask one or two pairs to act out theirconversations in front of the class at the end of the activi

II Question 3 I Listening 1:~6,."Play the recording. Students write down the numbers thehear. They then compare in pairs. Correct together or letyour class read the conversations in the Transcript silentlythen in pairs, and find the answers. Alternatively, studentscan check their answers alone at home, using the StudenCO (Track 3) and the Transcript.Answers: a 39-56; b 20-38; c 6-19; d 1-5.

m Question 2 I Listening 1.05 ,."Play the recording. Students listen and complete theboarding information. They then compare answers with apartner, while you write up on the board the headings forthe information required. Ask one student to fill in theinformation on the board. Correct together or students cacheck their answers at home using the Student CO (Tracand the Transcript.Answers: Flight Number - AA 251; Gate Number - 9;Seat Number - 15E; Boarding Time - 2:30.

o RQUW

A H J K F L M N S X Z (U.K.)BCD E G P TV Z (U.S.) I Y

:. Question 1 I Listening c;5) 1.02-1.0441 Ask students to read the introductions to ConversationsA to C and to look at Alicia's blank CrossGlobe boardingpass. Make sure they understand the vocabulary and whatthey have to do. Students cover the text in their books, listen to theconversations, and fill in Alicia's boarding pass. You mayhave to play the recordings more than once. Ask studentsto compare their answers in pairs, then correct together.Answers: Flight - CG186; Gate number - 11;Boarding time - 2:30; Seat number - 29K. Ask other comprehension questions, e.g. Where's seat29K? Why is the man sorry? ... Point out the difference between this and that. Practicequickly, using objects in the classroom, saying: This is abag, this is a blackboard, this is a pen, etc. for objects nearyou. Say: That's the door, that's a window, etc. for objectsfurther away. This will be dealt with more fully in Unit 5. SeeGrammar File 2. Explain preposit ions using more objects ordrawings on the board. Check that everyone knows is and are and the pronounsthey go with: he, she, it is; you, we, they are. Go throughGrammar File 3 if further practice is necessary.


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2 In-flight mealsCommunication Grammar areasulture FileRecordings onlease, thanks etc.n-flight mealslass CD 1, Tracks 7-8Class Cassette 1, Side A

lI_warrn-up'" Ask students to turn to page 8 in their books and makesure they understand the title of the unit. Ask them to read the CrossGlobe menu and look at thepictures at the bottom of the page. Find out which items offood and drink they already know or can guess. Explain anyothers. Ask students what other food words they know. Elicitdifferent meats, vegetables, desserts, hot drinks, colddrinks, etc. Ask them which ones they like. Pretend not to understand certain words your studentssay, in order to introduce: Sorry, I don't understand as anexpression. They will hear this in Conversation A. (Thepresent simple tense will be dealt with later.)

lI~uest~~~ 2_1 L~s~~i~g 1.07,. '" Students read the introduction to Conversation A and theinstructions to Question 1. They then cover the text in theirbook. Play the recording. Students write down Hiroshi's choiceof meal. Ask them to check with a partner, then correcttogether.Answer: Chicken and stil l water (or Evian). Play the recording again, for choral or individual repetitionto practice stress and intonation. Pay attention to the stresson difficult words: Fish. chicken or vegetarian? Anything todrink?B~ist~_ing__J . _ ~ . __ .::~~ ~ ~ Students read the introduction to Conversation B, thencover the text and listen while you play the recording. Ask students to correct you. Say: Alicia wants tea. Then:She wants decaffeinated coffee. With sugar, but no cream.The man wants coffee. Ask your class to read Conversations A and B silently. Point out that adjectives go before nouns in English, anddon't agree with number or gender.

Ask your class to look at all the examples of PleaseThank you and tell you in which situations these wordsused. Note that Please is used when requesting, andyou when accepting (or refusing).Practice BookDo Exercise 2 to prepare for Question 2, or give ashomework.

II: Question 2J Pairwork ~ Students read the instructions, then look at the mepictures in their books again. They work in pairs, taking turns to order a meal anddrink. You could do a test run with a more confident sfirst.Practice BookExercise 3 provides practice of putting adjectives befonouns. Do in class or give as homework.

Culture File 2 In-flight mealsStudents read the Culture File silently. Check that eveunderstands long-haul and short-haul. Ask students toout all the words associated with food from the seconpart of the File.Practice BookDo Exercise 1 in class or give as homework.Extension +Write a menuIn pairs or small groups. Using the additional foodvocabulary learned during the warm-up, ask your claswrite new menus for CrossGlobe Airways. They shouldforget to include a vegetarian dish. Circulate the menuaround the class and get everyone to choose a meal.


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3 Landing cardCommunication Grammar areasulture Fileecordings ono be; present simple;sking questionslass CD 1, Tracks 9-120 you have ...? Class Cassette 1, Side A

Student CD (optional), Track 4

Ask students to turn to page 9 in their books and look atthe U.S. Arrival Record with them. Focus on the detailspassengers have to fill in. Do not explain every word. Pointout that they will need to be able to complete the formwithout understanding everything in the instructions. Askwhat abbreviations mean, e.g. Mo, Yr (Month, Year). Teach the verb to be. Practice this, saying sentences like:Am I American? Yes, I am. I'm American. Are you Italian? IsYoko French? No, she isn't. She's Japanese ... Go throughGrammar File 3 with your class. Get your students to askeach other questions using the verb to be. Teach: Do you have ... ? Yes,I do. / No, I don't. Useobjects in the class or take in a collection of items anddistribute to students. Then ask individual students, forexample: Do you have a pen, Maria? (Yes, I do. / No, Idon't.) Ask students to do this in pairs.

mi' L~sten,in_9 I ~ 1.09-1.11~ Students read the introduction to Conversation A, thencover the text in their books. Tell your class that you aregoing to ask them to repeat the flight attendant's questionsafter they've listened. Play the recording once or twice. Getindividual students to volunteer to repeat the flightattendant's questions. Now ask students to look at the photos of Josie andEdgar in their books. Play Conversations Band C. Askstudents to tell you everything they understood about Josieand Edgar. Elicit: Josie's British. She's on business. Sheworks in Vancouver. Edgar's American ... Play the conversations once again for choral repetition topractice intonation and stress. If you prefer, you can askstudents to repeat part of the conversations only, or havehalf the class repeat Josie's part, and the other half repeatEdgar's. Ask your class to read the three conversations silently.They can then read them in pairs.Practice BookExercises 2 and 3 provide further practice of to be andto have. Do in class or give as homework.

IIw,Questio~n1 I Listeni~9 1.12_Students look at the U.S. Arrival Record in their booksagain. Play the recording. Students fi ll in the cardsaccording to the instructions on the recording. Correcttogether.Practice BookDo Exercise 1 to prepare for Question 2, or give ashomework.

II Question 2 I Communication ~Activity In pairs. Students turn to Activities A and N at the bacof their books and choose one each. Make sure everyoneunderstands how the exercise works. Students take turns to ask questions and complete thelanding cards. If in doubt, do a test run with a moreconfident student first to show the others what to do.II'Questi~n 3 I Matchin,9 exerciseAsk students to read Question 3 silently. They then choosthe correct replies to the questions and check with aneighbor. Correct together. Students then practiceConversation C.Answers: A & B - Yes,I am; A - No, I'm not. I'm here onbusiness; A & B - No, I live in San Diego; C - all otherreplies.Culture File 3 Asking questions Ask your class to read the Culture File silently. They cathus check that they have understood the various questioin Conversation C and Question 3. Ask students to tell you which of the questions areacceptable in their culture. Are there any other questionsthey would ask when meeting someone?

ExtensionStudent CD (Track 4)Ask students to listen to Track 4 on their Student CDs athome, without looking at the U.S. Arrival Record in theirbooks. They list (from 1 to 13) the information requestedon the recording. They correct themselves using theTranscript at the back of their books.


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4 Welcome to the U.S.A.Communication Grammar areasulture Fileecordings onmperatives; was (born);riginslass CD 1, Tracks 13-15resent continuous Class Cassette 1 , Side AStudent CD (optional), Track 5

III Wa~~:up Practice the imperative using these verbs: step, pick up,show, stand, go, walk. Ask students to: step this way, pickup that book, show me your pen, stand here, please ... Write these verbs up on the board. Ask students topractice the imperative in pairs, giving each other orders. Introduce: I was born. Say where you were born. Askstudents where they were born. If students ask, tell themthat we use the past of to be in this expression. (Manystudents tend to say I am born ...) Finally,ask students to turn to page 10 in their books andto look at the photo, tell you where it is, then explain thetitle of the unit. Add the verb welcome to the verbs alreadyon the board.

Dr ~i~te~i~g I w 1~1~~~1~ .~ Play the recording of Conversation A while students readthe text in their books. Ask your class to identify theimperatives in Conversation A. Then, play the recording of Conversation B. Ask studentsto find the two sentences with the present continuous.(Where are you traveling from? I'm traveling fromVancouver.) Check that everyone is familiar with thisstructure. See Grammar File 10. Students then practice reading Conversation A in groupsof three. They can change the information concerningcountries.Practice BookDo Exercise 3 in class to practice the present continuous,or give as homework.

Ell~u~~ti;n1 ~1_L!~t;~~g_-=._ 1~.;5-_. Students read Question 1. Make sure they understandwhat to do. Play the recording once or twice. Students order theinstructions from 1 to 7. Correct together.Answers: 4; 6; 5; 2; 7; 1; 3.

Alternatively, you can ask students to do this questhome using the Student CD (Track 5). They can use tTranscript to correct themselves.Practice BookExercise 1 practices imperatives. Do in class or give ahomework.

Culture File 4 OriginsStudents can read the Culture File silently to preparevocabulary for Question 2. You may want to ask aboustudents' countries and towns: Are they multi-ethnicsocieties? What nationalities are there?

IIi' ~uestio~2 LMake_sentences Students look at the family tree and read QuestionVocabulary File 3 at the back of the book. They can make sentences orally in pairs, and thenthem down if they like. Ask individual students to repoback to the rest of the class about the different peoplethe family tree.Practice BookDo Exercises 2 and 4 in class or give as homework.ExtensionFamily treeDraw a blank family tree on the board. Ask students tocopy it in their notebooks. With a partner, they ask ananswer questions to fill in their own family trees, e.g.What's your mother's name? Where was she born? Ycould then ask for a volunteer to come up and complethe blank family tree on the board, while telling the resthe class about their family.


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5 Baggage in hallCommunication Grammar areasulture Fileecordings onmperatives; warnings;tates and provinceslass CD 1, Tracks 16-1 7 Class Cassette 1, Side Ahich one? Student CD (optional), Track 6

(The highlighting in the conversation is used in Question 1.) Students read the introduction to the conversation, thencover the text. Tell your class you're going to ask them thefollowing questions after they've listened: What color isAlicia's bag? What color are her suitcases? In the end, doesJack have Alicia's suitcases? Play the recording once or twice. Ask the questionsagain. Elicit: (Alicia's bag is) red. (Her suitcases are) blueand aluminum. No, he doesn't. Play the recording again and ask students to say STOPfevery time they hear this, that, those or these. Play again for choral repetition to practice the stress ondemonstratives: That's my bag over there and I can't reachit.

Students read the conversation silently. Students may ask you about Which ones? The aluminumone ... The pronoun one or ones is used after adjectives,demonstratives and which? without their nouns. Pract ice:the blue pen, the blue one; the black jackets, the black

Warm-up_.... Introduce the demonstratives this, that, these, thoseusing objects in the classroom. Pick up plenty of books, forexample, and place both individual books and piles ofbooks near you and far from you. Let your students watchyou do this, as they will immediately understand theimportance of near and far. If your objects are different colors, add the color in yoursentences. Say: This is a blue book. Then point and say:That is an orange book. These are red books. Those aregreen books, etc. Ask individual students to practice this activity. Get themto stand near the objects which are far from you and makesure they use this and these. You repeat that and those forthe same objects. Next, ask students to turn to page 11 in their books andto look at the map. Ask where it is, and the names of theAmerican states and Canadian province. Ask what color theflags are, and let students use Vocabulary File 6 to give youthe answers. Finally, ask what is happening in the photo in their booksand introduce the word baggage.

. Listening 1.16 4f

ones. Which notebook? Which one? This student, this onetc. See Grammar File 2. They may also ask about can.Explain that can is used to express ability and giveexamples: I can drive, Can you swim? ... See Grammar F19.Practice BookExercises 1, 2 and 4 practice the grammar pointsintroduced in B. Do in class or give as homework.II.uestion 1 I_Pairwork =c;s:Students work in pairs. They read Question 1 and the worin the Language Bank before starting. They substitute thehighlighted words in the conversation with the ones in theLanguage Bank. They can repeat the exercise a few timesand as they get more confident, they should rely less ontheir books.

-=" Question 2 I Listening 1.17 ~",..iI '".. "" "..- - -, Students read the instructions to Question 2. They lookat the map of the West Coast in their book while you playthe recording. Students answer the questions. You could then ask your class to close their books andtry to remember details of the different flags. Ask: Whatcolor is the Alaska flag? How many stars are there?, etc.

Culture File 5 States and provinces Students read the Culture File silently. In pairs, theycompare the information in the Culture File about theU.S.A. and Canada with their own country. If you have a mixed-nationality class, ask students fromdifferent countries to discuss together. Ask variousstudents to report back to the rest of the class about theicountry.

Practice Book00 Exercise 3 in class or give as homework.ExtensionStudent CD (Track 6)Ask students to listen to their Student CDs (Track 6) athome, and list in order, all the colors they hear. They canuse the Transcript to correct themselves.


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6 A ride downtownCommunication Grammar areasulture Fileecordings onow much? (price);ransportation fromlass CD 1, Tracks 18-20ow many? (quantity);irportslass Cassette 1, Side A

Warm-up Pre-teach How much? Ask and answer questions aboutthe price of objects in the classroom. Lift up a pen and ask:How much is it? Answer: It's 50 cents (or use localcurrency). Get students to ask each other similar questions. Then teach How many? Again, ask and answer the firstfew questions yourself using objects in the classroom: Howmany windows are there? There are three windows. Getstudents to practice this in pairs. Ask students to turn to page 12 in their books and tolook at the photo. Elicit , or teach vocabulary for differenttransportation used to get to and from an airport. Tell your class to read the information in the box abouttransportation to downtown Vancouver. They can look upunfamiliar vocabulary in dictionaries. Make sure theyunderstand the tit le of this information box.IIi ~is!ening_ 1_ ~ 1~~-1.20_1i Write the following numbers and prices up on the board:$1,250, 14, $28, $12.15, $38, $12.55,40,4, $12.50 Ask your class to read the introduction to ConversationA. Then they cover the text. Ask them to listen carefullywhile you play the recording, and tell you which of thenumbers and prices on the board are mentioned. ($12.50,4, $28) Play Conversation B. Ask your class to tell you what'polite' expressions and questions they heard inConversation B. Elicit: Can I help you? Thank you. Play Conversation C. Ask your class what theyunderstood by split the fare and share the ride. Play Conversation C once more for choral or individualrepetition. Ask your class to read all three conversations silent ly,then read Conversation C in pairs to prepare for theCommunication Activity in Question 1.B~uestion 1 I Communication ActivityIn pairs. Students turn to Activit ies Band 0 at the back oftheir books and choose one each. They take turnsexplaining' what their words (highlighted in either blue orpink) mean.

Practice BookDo Exercise 3 in class or give as homework.

Culture File 6 Transportation from airportsStudents read the Culture File silently. Ask how manydifferent forms of transportation are mentioned, how treserve a limo, how to ask for the price, and what pieof advice are given at the end of the text.II Question 2 I MatchStudents work alone matching the words and percentthen compare answers with a neighbor. Correct togethAnswers: a tenth - 10%; a quarter - 25%; a third - 33a half - 50%; three-quarters - 75%.II Question 3 I ~airwor~, ~Students find the answers to these quest ions both inconversations and in the 'Transportation to downtownVancouver' box. You could let your students work in pfind the answers. Correct together.Answers: a $12.50, $25 to $30 (more in heavy traffic)$2 to $4; b $75; c No, they leave every 30 minutes; dit's a 24-hour service; e Four; f One. She's alone;g Downtown; h Around $14; i Yes, they are.Practice BookDo Exercises 1 and 2 in class or give as homework.ExtensionVocabulary reviewUsing the language from the Communication Activity,some vocabulary revision.Ask your students to look through their books and listwords they have learned since the beginning of the coe.g. boarding pass, grandfather, vegetarian ... Studentwork in pairs. Student 1 asks, for example: What does'boarding pass' mean? Student 2 answers or can givetranslation if the word is very difficult to explain.


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7 Hotel check-inCommunication Grammar areasulture Fileecordings on0 you / Does it have ...?otel reservationslass CD 1, Tracks 21-23Class Cassette 1 , Side Atudent CD (optional), Track 7

II Question 1~I ~rite downStudents work alone and write down the information. Theythen work with a neighbor and read Conversation A,substituting the details in the book with their owninformation. They do the activity twice, changing roles thesecond time.

Warm-up Ask students to turn to page 13 in their books and toook at the photo. Ask: Where is Alicia? Who is this? (Point~othe Reception Clerk.) Use the map at the beginning of thebook to establish who Pearl Li is. Talk about her and aboutAlicia. Ask: What's her name? What nationality is she?What's her job? to review personal details about people. Ask your class to look at the date on the desk calendar inthe photo. Say: It's May 23rd. Teach how to say the date.See Vocabulary File 2. Teach the verb to have. By doing this, you will alsointroduce the present simple. Go through Grammar File 4with your class. Explain that there are two forms of have,but concentrate on the form with do and does at present.Practice have using objects in the classroom, e.g. Anna, doyou have a notebook? (Yes, I do.) Ask: Kuniko, does Annahave a notebook? (Yes, she does.) etc.

Practice BookDo Exercises 1 to 4 in class or give as homework.

Culture File 7 Hotel reservationsStudents read the Culture File silently. Ask your class tofind all the words in the File that they heard and read inConversations A and B.

ExtensionStudent CD (Track 7)Ask students to listen to Track 7 again at home on theirStudent CDs and count the number of times they hear thewords has or have. They can use the Transcript to correctthemselves. (The answer is 13.)

II,Question.~ I Listen again 1.23 Students read the instruction to Question 3. Make sureeveryone understands the word quiet. Play the recordingagain. Students find five reasons why the room is not quieCorrect together.Answers: ice machine; vending machine; elevator;video games arcade; discotheque; kitchen.

iii: Question 2 J L!s!:~ir:~ 1~.2~Students read Question 2. Play the recording once or twicStudents check the facil ities Edgar's room has. Correcttogether.Answers: The room has: shower; Internet connection;in-room movies. The room doesn't have: king-size bed;bath; cable TV; minibar; room safe.

II~estioM~~ I Communic~tio~.~


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8 An appointmentCommunication Grammar areasulture Fileecordings onresent continuous;ppointmentslass CO 1, Tracks 24-25resent continuous future Class Cassette 1, Side A

Ell Warm~up Ask your class: What appointments do you have? Takeout your appointment book or calendar and pretend to havelots of appointments. Say: At 5:00 p.m. I have anappointment with my boss. Tomorrow I have anappointment at the dentist's, etc. Ask individual students: Do you have an appointmenttomorrow? Keep asking until someone answers: Yes, I do.Ask the same student: What time is your appointment? Askanother student: Does she have an appointment? What timeis her appointment? Go through Grammar File 10 with your class to explainthe use of the present continuous. Then practice it with yourstudents. Mime different actions: write on the board, openyour book, close your book, pick up a pen Ask: What amI doing? Elicit: You're writing on the board Students canpractice this in pairs to practice the first and second person,then talk about other pairs to practice the third person. Finally,ask students to turn to page 14 in their books andto look at the business card. Ask: Who is the visitor to thecompany? What is his job title? What is the name of hisproduct? Where is his office?

11-Qu~stion 1 I Listening 1.24-1.25.Ij Students read all the questions in Question 1 first. Makesure everyone understands the vocabulary. Next, they read the introduction to Conversation A, thencover the text. Play Conversations A and B once or twice.Students answer the questions alone while listening, thencheck with a neighbor. Correct together.Answers: a No; b No; c No; d No; eYes; f No;g Ms. Alvarez has it / It's on her laptop; h No; i No;j At the Pioneer Hotel; k No; I Yes. Play the conversations again for choral or individualrepetition to practice stress and intonation: Can I make anapaointment for tomorrow, alease? ... Students read the conversations silently.

II Tell the time Practice saying the time, using Vocabulary File 7. Ipossible, use an old alarm clock or toy clock for morepractice. Educational suppliers may sell packs of cardclocks. Teach some time phrases, using a calendar: later,afternoon, tonight, tomorrow morning, the day aftertomorrow ...

Practice BookDo Exercises 3 and 4 in class or give as homework.

iii Question 2 I Pairwork ~In pairs. Students use Ms. Alvarez's appointment diartheir books to ask and answer about her day. Explainher notes are abbreviated, and that they should try tolonger sentences, e.g. What is she doing at 10 o'clockShe's going to the Managers' meeting.

I i Practice Book: 00 Exercises 1 and 2 in class or give as homework. Culture File 8

AppointmentsStudents read the Culture File silently. Ask about the time-eeping habits in their country. Have a show of handshe punctual people in your class, then the latecomers!sk the latecomers why they can't seem to makeppointments (or lessons) on time!Extension Making an appointmentsk everyone in the class to take out their appointmentooks. Find a time when you are all free to have a meetogether (apart from your next English lesson!) This is bestdone standing up and mingling. Students will have to say to each other: Are you free tomorrow afternoon? No, Iot. Are you free the next day? Yes.At what time? ... Tigger your class, the more difficult it will be to find a dnd time for the meeting!


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9 Breakfast buffetCommunication Grammar areasulture Fileecordings onhere is ... / There are ... ;otel breakfastslass CD 1, Tracks 26-30ountable vs. uncountable Class Cassette 1 , Side AStudent CD (optional), Tracks 8-9

Ask students to turn to page 15 in their books and toread the introduction to Conversation A, then cover the text.Make sure everyone knows who Edgar is (use theintroductory map at the beginning of the book). Ask: Whereis Edgar? What is he doing? Play all three conversations once or twice. Ask: DoesEdgar smoke? Is he alone? Does he want tea, or coffee?How much is the buffet? Is he an easy customer? Whatdoes he want? Why aren't there any Rice Krispies? Play one or more of the conversations again for choralrepetit ion, paying attention to the stress and intonation ofsome and any. Are there f1&. Rice Krisaies? Aren't there f1&.in the bowl? 00 there aren't ... Play Conversation C again and ask students to tell youhow many times they heard the word any (4). Ask why anywas used, and not some in those sentences.

Brainstorm with your students all the things you can eatand drink for breakfast - particularly in English-speakingcountries! Teach or elicit as many words as you can from:ne unit: eggs, cereal, milk, tea, coffee, potatoes, tomatoes,~oast,pancakes, maple syrup, rolls ... Write these newwords up on the board. Teach the notion of countable nouns, i.e. things you canseparate or count one by one, and uncountable nouns, i.e.things that are in a mass, which can't be separated orcounted one by one. Use the words you wrote up on theboard earlier. If you mime trying to separate maple syrup,they'll soon get the idea! Point out that the words time andmoney are uncountable. Next, ask one student to come up to the board, andreorganize all the words into two lists: countable anduncountable nouns. Correct together. Teach: Is there any ...? using the list of uncountables.Then: Are there any ...? using the list of countables. Teach,then elicit, the short answers: Yes, there is / are. Next teach: There is some ... / There are some ... goingthrough the lists. For the negative, ask questions like: Is there any cola?(No, there isn't.) Are there any peas? (No, there aren't.) Go through Grammar File 9, sections 1 and 2, with yourclass for further practice of quantity..

Warm-up

Listening 1.26-1.28 ""

Students read the conversations silently. Explain themeaning of Right this way, Help yourself, and Coming rightII Question 1 I Listening 1.29 44' Students read Question 1 before you play the recordingMake sure everyone understands the vocabulary. Play the recording once or twice. Students check theitems of hot food on Edgar's plate. They compare with aneighbor. Correct together.Answers: hash browns; scrambled eggs; fried eggs; hamsausages; French toast.Ii Question 2 I Listening 1.30 _ Students read Question 2. Make sure everyoneunderstands the vocabulary. Play the recording once or twice. Students check theitems of cold food Edgar has. They compare with aneighbor. Correct together.Answers: maple syrup; English muffin; salt; pepper; milk; jaPractice BookDo Exercises 2 and 3 to prepare for Question 3, or give ahomework.II Question 3 I Pairwork-- -- c;5)Students work in pairs and take turns to ask and answerquestions about Edgar's breakfast plate. _Practice BookDo Exercise 1 in class or give as homework.Culture File 9 Hotel breakfasts Students read the Culture File silently. Ask who prefersor would prefer the buffet, and who likes room service. Ask your students to make a list of what they have forbreakfast and compare it with their neighbor.ExtensionStudent CD (Tracks 8 and 9)Ask students to listen to Tracks 8 and 9 on their StudentCDs at home, and find the two items that Edgar mentionedbut didn't have for breakfast (bacon and breakfast rolls).


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10 Hotel receptionCommunication Grammar areasulture Fileecordings onan ... requests;anguage in Canadalass CD 1, Tracks 31-34or you / him / heritleslass Cassette 1, Side A

II Warm-up Ask students to turn to page 16 in their books and talkabout the stamps and money in the photo. Teach thewords: currency, coin, quarter, a $1 coin etc. Ask: Howmuch are the stamps? How much is it to send a postcardto Canada from your country? See Vocabulary File 5 formore information about money. Ask your class to look at the postcard. Ask them: Whereis Alicia? What's she doing? Ask: In your opinion, who isMarie? What nationality is she? Also ask: What do you do athotel reception? Elicit: leave messages, ask for information,ask for maps, send faxes ... Review object pronouns. Go through these in GrammarFile 5 with your class. Practice these, using pictures or objects, e.g. pick up akey. Give it to someone and say: Give the key to me. Give itto me. Give it to her / him, etc.II Listening I 1.31-1.34 '" Students read the introduction to Conversation A, thencover the text for all four conversations. Conversation A: Ask your students to listen for placenames. Play the recording. Individual students volunteeranswers. Conversation B: Play the recording once or twice. Ask:What does the woman want to do? Does she know hisroom number? Is that a problem for Pearl? Conversation C: Play the recording once or twice. Askyour class to correct you. Say: There are no messages forAlain. His room number is 1123. He wants to send a letter.There are three pages. The letter is to Toronto. He is payingimmediately Conversat ion D: Play the recording. Ask: What's theproblem with the room key? Ask someone to show you, ormime, what swipe means. Students read all four conversations silently. Students have already seen Can I ... ? for permission.Point out that Can you ... ? is used for requests. Practicethis quickly: Paulo, can you give me your book, please?Sasha, can you close that window, please? ...Practice BookDo Exercise 1 in class or give as homework.

iii Question 1 I Make conversationsStudents read Quest ion 1 and Conversation A. UsingConversat ion A as a model, they make conversationsneighbor, using the given place names. Do a test runmore confident student first, if necessary.

m Question 2 I WritingAlone, students write and address a postcard to a friThey can use the postcard in their books as a modelindividual students to volunteer to read out their postThis can be given as homework.II Question 3 I Make conversationsStudents read Quest ion 3 and Conversation B. UsingConversat ion B as a model, they make conversat ionstheir neighbor and substitute the information with theinformation given. You could also get them to inventinformation for these two quest ions, or to use their onames.II Question 4 I Make conversationsStudents read Question 4 and Conversation C. UsingConversation C as a model, they make conversat ionstheir neighbor. Again, if you like, you could ask thempersonalize the details in Question 4.iii Question 5 I Make a conversationStudents read Question 5 and Conversation O. UsingConversation 0 as a model, they make a conversationtheir neighbor.Culture File 10 Language in Canada, Titles Students read the Culture File silently. Ask if anyonbeen to Canada and if so, what provinces they visited Explain to your class that the titles Mr., Mrs., Ms. aMiss are usually only used with the family name, contto other languages where the title can be used aloneaddress people.Practice BookDo Exercises 2 to 4 in class or give as homework.


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11 City guide

Describing places; I adjectives;ocation; facts and figures be / have compared

Communication Grammar areas Culture FileHome towns

Recordings onClass CD 1 , Track 35Class Cassette 1, Side A

Warm-up Find out what students already know about Vancouver:Where is it? Is it on the west coast or the east coast ofCanada? Which province is it in? Ask students to turn to page 17 in their books and to lookat the photo. With your class, describe the photo. Write upnew words on the board. Students should start theirsentences with: I can see ... There is / are ... Possiblevocabulary: mountains / snow / water / ships / skyscrapers /buildings ...iii Question 1-1~Listening 1.35 "" Students read Question 1 and the text about Vancouver,underlining words they can't pronounce. Play the recording once for students to listen to thewords they underlined. Ask individual students to come up to the board andwrite up some of the words they underlined. Stop when youhave about 12 words. Play the recording again, then point to the words on theboard one by one, say them yourself, and ask your class torepeat them in chorus. Next, ask your class to read the Vancouver text again,this time using dictionaries to look up new vocabulary. Ask your class what they learned about Vancouver, andwhat surprised them. Check that students understand the basic rules for thecomparative and superlative form of adjectives. They shouldknow that -er and -est are added at the end of shortadjectives, and that more and most + the adjective are usedfor long adjectives. See Grammar File 17.II


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12 Concierge deskCommunication Grammar areasulture FileRecordings onreposit ions of place;pellinglass CD 1, Tracks 36-39nstructions Class Cassette 1, Side AStudent CD (optional), Tracks 10-12

lEI Warm-up Check that everyone knows what the concierge desk is ina hotel. Ask: What's the difference between the hotelreception and the concierge desk? Elicit or explain: Atreception, you leave messages, check in or out, send faxes,pick up your room key, and arrange for future visits ... At theconcierge desk, you request information aboutentertainment, order theater tickets, book restaurants,request transportation, request directions ... Next, introduce some phrases for asking the way andgiving directions. Draw a very simple street plan on theboard. Include street names, places, and a starting point. Make sure everyone understands left and right. Ask astudent to come up to the board. Give directions. Thestudent begins at the starting point each time, and showsthe way on the map. For example: Takea left. Go past twoblocks. Take the left fork. Turn right. Turn left after thesecond block. Turn left. Takea right ... If they get it wrong,another student comes up to the board and takes over. Asstudents get better, let them give the directions to eachother, still referring to the street plan on the board. Finally,ask individual students to explain to you how toget from the building where you are to various placesnearby, e.g. the post office, a bank, the supermarket ...II Listening I 1.36 " Ask students to turn to page 18 in their books and to find'you are here', Canada Place, and the Canadian PacificRailway Station on the map. They read the introduction tothe conversation, then cover the text. Tell your students tofollow the directions given to Alicia. Play the recording once or twice. Check that everyonemanaged to follow the directions. Ask one or two studentsto repeat the directions, using the map. Ask how Alicia asks the way. Elicit: Which way is it?Teach other questions for asking the way: How do I get to...? Can you tell me the way to ... ? Where is ... ? Can youdirect me to ... ? Play the recording once more for choral or individualrepetition to practice intonation and stress: Good morning.I'm gQjng to the cruise shio terminal. Do I need a taxi?... Students read the conversation silently. Check that everyone understands the use of theimperative to give instructions. See Grammar File 6 ifnecessary.

II Question 1 I Listening 1.37-1.39 ." Students look at the map in their books first. Makethe class understands that they start each time at theare here' point. Play each conversation once or twice.mark the routes and destinations heard on the recorditheir maps. Ask individual students to volunteer to give the direfrom the first two conversations.iii' Question 2 I Pairwork c;Students read Question 2. They work with a partner ausing the maps in their books, take turns to give eachdirections to the places. At the end of the activity, askindividual students to give directions to each place.II Question 3 I Directions Students work alone and read all the directions in tboxes. Using the map in their books, they follow the directfrom the hotel and match the destinations to the direcin the boxes.Answers: Canada Place; Queen Elizabeth Theatre;

Waterfront Centre; Pacific Centre.II, Question 4 I Pairw~rk c;Working with a partner, students use the map in theirand take turns to role-playa guest and a concierge declerk. The guest asks for directions from the hotel, usiquestions learned during Stage B. This exercise can brepeated using different locations.

Culture File 12 SpellingStudents read the Culture File silently. You may also liwork on some differences between British and Americvocabulary, e.g. lift, elevator; pavement, sidewalk; autufall ...



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13 Wrong numberCommunication Grammar areasulture Fileecordings onresent simple:hone padslass CD 1, Tracks 40-41ant I wants; Class Cassette 1, Side Bay I (help you)?

Ask students to turn to page 19 in their books and tolook at the photo. Make sure everyone recognizes andremembers Edgar. Ask: Who is this? Where is he? What'she doing? Students cover Conversation A. Play the recording onceor twice. Ask your class if they understand Edgar's mistake:Why does he reach the Beauty Salon? Elicit: Because itsnumber is 32. The number he wants starts with 3-2. Hewants an outside line. Students cover Conversation B. Play the recording.Ask: What is Edgar's problem this time? Elicit: He hasdialed the wrong number. Play both conversations again and ask students to tellyou all the telephone expressions they heard.

Play both conversations again for choral repetition topractice intonation of telephone phrases. Students read the conversation silently, then in pairs toprepare for Question 1.

Practice BookDo Exercise 2 in class or give as homework.

Culture File 13 Phone pads Students read the Culture.File silently. Write the twosymbols * and # up on the board. Ask your class to tellyou the different ways of referring to these symbols. Ask students to work with a neighbor and write a verysimple personalized message for a voice mail system.Practice BookDo Exercises 1, 3 and 4 in class or give as homework.

11_ Que~tion 2 !Internal numbers Students read Question 2 and choose the correctnumber for different hotel services. They can check theiranswers with a neighbor. Correct together.Answers: a 31; b 24; c 36; d 21; e 37; f 32; g 33; h 22; Go through the present simple with your class usingGrammar File 12. Point out that the verb want is usuallynever used in the present continuous. See Grammar File

II:.Question 3 I Pairwork c;QStudents read Conversation B again silently, then in pairsThey replace the names and numbers in the conversationwith those listed, and take turns to be Edgar.

iii Question 1 I Pairwork c;Q Students read the instructions to Question 1 and thetable of internal numbers. In pairs, they make the same phone call as ConversatiA, replacing Beauty Salon with one of the other services.The outside line number they choose must start with onethe Hotel Services numbers.

1.40-1.41 Ijistening.

Warm-up Introduce some telephone expressions. Explain to yourclass that when you answer the phone, you either say:- your name: John Baker, followed by speaking, e.g. JohnBaker speaking- or your number (if you're at work, not at home), e.g.Extension 458 or 478-968- or the name of your company, e.g. Macmillan Education- or the name of your department, e.g. Sales or PaulineFord's office- then you often say immediately after, e.g. May 1/ Can Ihelp you? When you're making the call, it is usual to introduceyourself, give the name of your company, and then ask forthe person you want to speak to if that person has notanswered the phone: Hello. This is Sonia Clarke of RTO. I'dlike to speak to Ms. Davis, please. / May 1/ Can I speak toMs. Davis, please? Point out that you should alwaysintroduce yourself using your full name, e.g. Sonia Clarke,and not say: This is Ms. Clarke. Teach expressions: Can you repeat that? Can you speakmore slowly? Can you spell that? You have the wrongnumber. Teach also: Hold on, please. I 'll connect you. Write these expressions up on the board, and let yourclass make a note of them.


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14 A taxi rideCommunication Grammar areasulture FileRecordings onhat do you do?;ips, taxislass CD 1, Tracks 42-44 Class Cassette 1, Side B

mE ':'ar~~~~ Introduce: What do you do? to ask about jobs. Write yourjob title up on the board. Say: I'm a teacher. Ask individualstudents: What do you do? Make sure they reply using I'mand a / an before their job, e.g. I'm a secretary I'm a salesrepresentative. They use the before their job if they are theonly person to have the t it le in the company: I'm the ChiefAccountant. See Grammar Files 1 and 2. Younger orunemployed students can reply: I'm a student / I'm lookingfor a job. Write students' job titles up on the board. Get your class to ask and answer the question: What doyou do? to f ive or six students sit ting around them. Ask students to turn to page 20 in their books. Next, talkabout the title of the unit and the photo to elicit or teach thewords: taxi, ride, hotel, doorman ... Ask students to look back at the introductory map at thebeginning of the book to remind themselves who JosieCampbell is and what she does. Practice the third person:What does she do? She's a ... Do the same with a fewother characters on the introductory map.

m~_Listeni~g__ I _ 1.~~-~~4_~ Conversation A: Students read the introduction to theconversation, then cover the text. Play the recording. Ask:What is Josie doing? Where is she going? Explain the verbscheck in and check out. Conversation B: Text st ill covered. Play the recordingtwice. Make these statements and ask your class to saytrue or false after them: She wants to go to Pier D. (F)Sheisn't going on a cruise. (T) She's going on an excursion. (F)She works on a ship. (T) She's a sailor. (F) She's theExcursions Manager. (T) Conversation C: Teach the word tip. Ask students tolisten very carefully and make a note of the sums of moneythey hear. Play the recording once or twice. Ask them, inpairs, to work out the tip Josie leaves the cab driver.(Answer: $1.50.) Play all or some of the conversations again, for choral orindividual repetition to practice stress and intonation: Areyou checking out ma'am? Where are you heading? I workon a ship. I 'm the Excursions Manager ... Students read all three conversations silently. Use Grammar File 10 to review the present cont inuous.Check that everyone understands the difference betweenthe two present tenses. Ask individual students:

What do you do? What are you doing? What does Mado? What is Maria doing? ... You may like to explain: Have a good trip and alsoHave a good day! Have a good vacation! ... Point outthe -or and -er endings of sailor, manager, and other jtitles. These endings are spelled differently but pronouthe same and not stressed: sailor, manager, teacher .

BE 6u~stion 1_ "r p~rwor_k_ ~ Give your students t ime to prepare these conversatStudents substitute information in Conversation B withinformation given. They can underline the words in theconversation that they have to replace. Students practice these conversat ions more than oWalk around the class listening in. As they become mconfident, ask students to close their books, and getto do the conversations with no help.IIiQu


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15 IntroductionsCommunication Grammar areasulture Fileecordings onntroduction formulas;ntroductionslass CD 1, Tracks 45-47reetings and responses Class Cassette 1, Side B

Warm-up Practice more directions. Revise directions learned duringUnit 12. Teach indoor directions: It's on your right, on yourleft, straight along the hallway, at the end of the hallway,turn left, turn right, it's after the Reception Desk ... Practicethese by asking individual students to tell you how to get todifferent parts of the building you're in. Teach language for introducing yourself and meetingpeople. First, make sure everyone knows when to say:Hello, Hi, Good morning, Good afternoon, Good evening,Good night and Goodbye. Explain that when you meet someone, you can say: Howdo you do? I'm Ken Parker. If it is a work situation, you addyour title: I'm the Marketing Manager. Explain that the usual replies are: How do you do? / Fine,thanks. And you? / Pleased to meet you. The secondperson gives their name and job title, too. Explain to yourclass that this is all quite flexible: you can say How do youdo before or after you give your name; you can reply eitherHow do you do? or Fine, thanks to the greeting How do youdo? This is explained again in the Culture File. Point out, however, that How do you do? is only used thefirst time you meet someone. After that, you ask: How areyou? The answer is then Fine, thanks or Very well, thanks. Ask your class to turn to page 21 and to look at thephoto in their books. Talk about Josie and Cecilia. Theyshould note that people usually only shake hands the firsttime they meet. You could point out that greetings inEnglish-speaking countries are generally less physical thanin many other countries.II Listening I 1.45-1.47 41 Conversation A: Students read the introduction to theconversation, then cover the text, but look at the diagram ofthe building layout. Ask your class to listen to the recording,and using the plan, follow the sailor's directions. Conversation B: Ask students to listen for the greetingsand responses in the conversation. Play the recording once.Students tell you the ones they heard. Conversation C: Play the recording twice. Ask: Who dothey know in common? Ask your class to tell you furthergreetings they heard. Play all or some of the conversations once more, forchoral repetition to practice the stress and intonation of

greetings: How do you do. Pleased to meet you. Please cme Cegjlia. Thank you. Students read all three conversations silently. Answer agrammar or vocabulary questions.Practice BookDo Exercise 2 in class to prepare for Question 1, or give ahomework.

iii Question 1 I Pairwork ~Students read Question 1, then in pairs take turns to askand give directions to different places on the building layodiagram.Culture File 15 IntroductionsStudents read the Culture File to help prepare for thefollowing activities.

iii Question 2 I Matching exercise Students work alone matching greetings and responsethen check their answers with a partner. Correct together.Answers: The correct order of the response column is: 1Hello. 2 Fine thanks. And you? 3 OK ... Tom. 4/'m glad tbe here. 5 That's right. 6 Thank you. Students then practice saying the greetings andresponses with their partner.II Question 3 I Pairwork ~ Students work alone to order the sentences correctly,then check their answers with a partner. Correct together.Answers: 2; 6; 7; 4; 3; 5; 8; 1. Students practice the conversation. Then they swap thdetails in the conversation with the information provided. If you wish, you may also ask your students to swap thdetails in the conversation with information about peoplethey really know in common, i.e. other students,co-workers etc.



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16 ItinerariesCommunication Grammar areasulture FileRecordings onoing to future;ateslass CD 1, Tracks 48-50resent simple (timetable) Class Cassette 1 , Side Btudent CD (optional), Track 13

II Warm-up Review days of the week, months and dates usingVocabulary File 2. You could also use Culture File 16 tointroduce different ways of saying and writing dates. Get individual students to tell you the date of theirbirthday. Ask students to turn to page 22 in their books andto look at the cruise itinerary. Ask them to say the dates infull, e.g. May (the) twenty-eighth ... Explain to your class that the present simple is used totalk about schedules and timetables, e.g. The plane leavesat 5:00 p.m. Although this is in the future for the personwho is taking the plane, the plane itself leaves at 5:00 p.m.every day. See Grammar Files 10 and 12 to review thepresent continuous and the present simple.II Question 1 I List:ning c;:s:? 1.48 .. Ij Students read the introduction to the conversation, andQuestion 1. They cover the text in their books. Play therecording. Students make a note of the answers to Question1 and check with a neighbor. Correct together.Answers: a Wednesday, May 30th; b No; c 8:00 a.m.;d 5:00 p.m. Play the recording once more, and ask students to raisetheir left hands when they hear the present continuous, andtheir right hands when they hear the present simple. Play the recording for choral repetition to practice stressand intonation of the two tenses: Where are we gQing onWednesday? What time do we arrive ... ? Let your class read the conversation silently. They shouldnote the prepositions of time and place used.

.' Question 2 I Practicing days & monthsStudents make sentences with days and months. They canwork with a partner and take turns to say the sentences, orwrite them.II Question 3 I Listening 1.49 ~ Students read Question 3. Play the recording once ortwice while students listen and write down the answers tothe questions. Ask your class which version of the date was correct forJosie's birthday and why. Correct the other questionstogether.

Answers: a June 1st (The date was British style, i.e.month, year.); b January 7th; c June 1st in the morninon Friday. Ask your class to listen to Track 13 on their Studenat home for revision.II Question 4 I Saying dates Students work with a partner and practice sayingdates as they would in their own country and in AmeEnglish. You should also ask them to write them. Walk around the class and listen in to check thateveryone is saying the dates correctly in American stthe first number is the month. Next, students take turns to tell their partner the dtheir friends' and families' birthdays.

Culture File 16 DatesIf not already done during Warm-up, ask students tothe Culture File and check that they understand all thinformation about different ways of saying and writingdate.

II Question 5 I Listening 1.50 Students read and listen to the conversation whileplay the recording. Tell your class to look at the cruise itinerary in theirto make more conversations, e.g. Where are we goinTuesday the twenty-ninth? We're going to Catalina Isetc. This activity is good preparation for Question 6.II Question 6 I Communication Activ In pairs. Students turn to Activities D and Q at theof their books and choose one each. Students take turns to role-playa tourist and a travagent, using the information provided.Practice BookDo Exercises 1 to 4 in class or give as homework.ExtensionIf you have access to timetables, for example in travebrochures, you could bring them into class and repeaCommunication Activity using authentic materials.


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17 VisitorsCommunication Grammar areasulture Fileecordings onould like; going to (do)elcominglass CD 1, Tracks 51-52 Class Cassette 1, Side B

Warm-up

Finally,ask students to turn to page 23 in their books, tolook at the photo, and to find the characters Simon andAlicia on the introductory map at the beginning of the book.Students should talk about them and say which one is thevisitor.

Practice BookDo Exercises 1 and 3 to prepare for Question 2 or give ashomework.

You may like to ask your students to do two further rolplays using their own names and jobs.

Students work in pairs and role-play Conversation B widifferent words, taking turns to be the visitor. Walk around the class while students are doing the roleplays. As students become more confident, they should rless on the book. Also they can add other questions andanswers about what they are going to do. They can offersomething to eat as well.

II Question 2 I Pairwork y:? Before starting the activity, go through the vocabulary othe different refreshment-related items in the pictures in thStudent Book.II Question 3 I Match Go though the vocabulary listed in Question 3 with youclass. (Youcan use the second part of Culture File 17 forfurther explanations ifyou wish.) Students match thecontainers and contents. (Some items can go in more thaone container.)Sample answers: A packet of tea or a packet of coffee;pot of coffee or a pot of herb tea; a cup of hot chocolatea cup of tea; a jug of milk or a jug of cream ...

m Question 1 I Pairwork Students read the Language Bank. Students take turns to role-play Conversation A,substituting some of the the highlighted information with tfacts in the Language Bank.

1.51 'IIistening(The highlighting in this conversation is for Question 1.) Ask your class to read the introduction to ConversationA, then cover the text. Write the following phrases up on the board:CanI help you? My name'sAlicia Romero.Pleases it down. Nice to meet you. Ask your students to listen to the recording for phrasesmeaning the same as the ones on the board. Play the recording. Ask individual students to give you theanswers.

Quickly review language for introducing yourself andsaying what you do (Unit 15). Introduce language for receiving visitors. First, askstudents what they do when they receive visitors. Elicit: Askthem to sit down. Offer them a drink. Taketheir coats. Showthem the way ... Teach the expressions: Takea seat. Please sit down.Would you like coffee? Would you like something to drink?Can I get you something to drink? See Grammar File 19 forWould you like ...? and Can I ...? Next, introduce going to ... This is used for the futurewhen you plan to do something, or you intend to do it. Pointout to your students that it is very similar to the presentcontinuous future. Go through Grammar File 15 with yourclass.

Play the recording once or twice. Ask: What would Alicialike to drink? Where is Simon going? What is Alicia going tolook at? Play the recording, or part of it, again for choral orindividual repetition to practice stress and intonation ofoffering: Can I gill you something to drink? Would you likecoffee, ~ or a cold drink? ... Let your class read both conversations silently.

Listening 1.52 'II Culture File 17 Welcoming Students read the first part of the Culture File silently.Ask your class how a visitor is welcomed in companies intheir country. I You could ask two students to volunteer to role-playwelcoming a visitor again, including the sentences in italicin the first part of the Culture File.Practice BookDo Exercises 2 and 4 in class or give as homework.


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18 ConnectionsCommunicationTelephoning;recorded information

Grammar areasfrequency adverbs;present simple

Culture FilePhone phrases

Recordings onClass CD 1, Tracks 53-56Class Cassette 1 , Side BStudent CD (optional), Tracks

Note: This lesson may take longer than other lessonsbecause it contains a lot of material.

11 Warm-up Ask students to turn to page 24 in their books and tolook at the first question of the questionnaire. Make sureeveryone understands what the items listed in the questionare. Use dictionaries if necessary. Students don't answer thequestion yet. Next, introduce frequency adverbs: often, occasionally,sometimes, never, usually, always ... Point out that theseusually go before the verb, e.g. I always wake up early, butgo after the verb to be, e.g. I am usually busy. Explain thatthey are most often used with the present simple. SeeGrammar File 8.m Question 1 -I Pairwork c;5:? Students read through the questionnaire. Make sureeveryone understands the vocabulary. Ask who knows whatthe abbreviation WAP means (Wireless Application Protocol).A WAP cellphone enables its user to access the Internet. Students work in pairs, completing the questionnaire withtheir partner's answers. Ask your class to compile the results of the questionnaire.If your class is very big, this would be better done in groupsof about six. One student, or one from each group, canreport back to the rest of the class or group.B~uestion 2 I Listening 1.53 ~Ask your class to read Question 2. Make sure everyoneunderstands the term call-waiting system. Play the recordingonce or twice. Students complete the transcript. They cancompare their answers with a partner. Correct together.Answers: calling; us; hold; free.

iii Qu:stion 3 I Listening 1.54 _ Again, ask your class to read the question, and checkthat everyone understands the vocabulary. Play the recording once or twice. Students select thecorrect words. Correct together.Answers: a waiting; b may; c bear with me; d connecting you. Ask students to read the Transcript of this conversationwith a neighbor. They then role-play this conversation withtheir partner, changing the names of the company, callerand person asked for.

II Question 4 I Listening 1.55 4 Students read the question and the message text. Play the recording once or twice. Give students timunderline the mistakes in the message, then ask themgive you the correct version.Answers: Underline: work; give; phone; beep; soon;contacting me. Replace with: my desk; leave; (removphone) tone; back; calling.II Question 5 I Write a message Students read the Transcript of Edgar's call at thethe book (recording 1.55). Using the information in the message, they write ashorter message for Edgar to leave on the machine.Suggested answer: Hello, Ms. Lowe. This is Edgarfrom AmCan Travel. Please call me at the Quantity Innumber is 866-1414, and I'm in Room 213. That's 81414, Room 213. Thanks.II Question 6 I Listening 1.56 ~ Ask your class to read the question. Check that eknows what a touch-tone phone is. Play the recording once or twice. Students complemissing information. They check their answers with aneighbor. Correct together.Answers: a 5; b 3; c 7; d O.III Question 7 I Pairwork cStudents write a personalized answering machine mand read it to their neighbor.

Culture File 18 Phone phrasesStudents read the Culture File silently to review thetelephone phrases used to ask people to hold or conthem.


ExtensionStudent CD (Tracks 14-17)At home, students listen to all four tracks on their StCDs and read the Transcripts, They make a note ofdifferent useful telephone phrases and keep them forreference.


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19 Fast foodCommunication Grammar areasulture Fileecordings on'd like ...; and / oraxeslass CD 1, Tracks 57-58 Class Cassette 1, Side B

Student CD (optional), Track 18

Practice BookExercise 2 practices anything and everything. Do in classor give as homework.

Culture File 19 TaxesStudents read the Culture File silently. Ask how much taxadded to items in their country. Ask if tax is added to allitems including food.

Practice BookDo Exercise 1 to prepare for Question 3, or give ashomework.

ExtensionStudent CD (Track 18)Students listen to Track 18 at home and list all thenumbers they hear. They can use the Transcript to checktheir answers.

Answers to this activity can be found on page 78.


II Question 4 I Communication Activity In pairs. Students turn to Activities E and R at the backtheir books and choose one each. They ask questions tofind the missing prices. Check that everyone understandsthat they must ask: How much is / are the

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129800083 Basic Survival Teachers Guide