CHAPTER 1 OVERVIEW: Text Pages 1 6

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1 CHAPTER 1 OVERVIEW: Text Pages 1 6 GRAMMAR TO BE am is are I am from Mexico City. (I am) What s your name? (What is) My name is Maria. Where are you from? FUNCTIONS ASKING FOR AND REPORTING INFORMATION What s your name? My name is Maria. What s your first name? Sarah. What s your last name? Kelly. How do you spell that? K-E-L-L-Y. What s your address? My address is 235 Main Street. What s your phone number? My phone number is Where are you from? I m from Mexico City. I m American. My license number is 921DCG. My apartment number is 4-B. My social security number is My address is TeacherJoe@worldnet.com. MEETING PEOPLE Hello. Hi. My name is. I m. Nice to meet you. Nice to meet you, too. 2 CHAPTER 1

2 _SBSTG1_CH01.qxd 2/13/07 2:39 PM Page 3 NEW VOCABULARY People Cardinal Numbers Subject Pronouns actor actress American athlete Mr. Mrs. Ms. president prime minister I you Places Brooklyn Florida Mexico City New York San Francisco oh (zero) one two three four five six seven eight nine ten Articles a the country Possessive Adjectives Personal Information my your address apartment apartment number address fax number first name last name license number name number phone number social security number street telephone number Verbs are is am ( m) EXPRESSIONS Hello. Hi. Nice to meet you. Nice to meet you, too. Prepositions from of Question Words What Where CHAPTER 1 3

3 Text Page 1: Chapter Opening Page VOCABULARY PREVIEW 1. The Alphabet You may want to introduce the alphabet at this point, or you may choose to wait until the Interview activity on text page 5. If you wish to present the alphabet now, here are some suggestions: a. Use flash cards or write the letter A on the board. Have students repeat: A. b. Next to A, use the flash card B or write the letter B. Have students repeat: A, B. c. Continue with the letters C, D, and E. d. Next, point to these letters at random. Have students say the letters. e. Continue the above steps with groups of five or six letters at a time until you have completed the alphabet. f. Have the class repeat the alphabet. 2. Numbers 0 10 You may want to introduce the numbers 0 10 at this point, or you may choose to wait until the lesson on text page 2. If you wish to present the numbers now, here are some suggestions: a. Write 0 on the board. Have students repeat: Zero. b. Write 1 on the board. Have students repeat: One. c. Next to 1, write 2. Have students repeat: Zero, one, two. d. Continue with the numbers 3, 4, and 5. e. Point to these numbers at random and have the class say them. f. Continue the above steps with the numbers Vocabulary Words 3 5 You may want to introduce these words before beginning the chapter, or you may choose to wait until they first occur in a specific lesson. If you choose to introduce them at this point, here are some suggestions: a. Have students look at the illustrations on text page 1 and identify the words they already know. b. Present the vocabulary. Say each word and have the class repeat it chorally and individually. Check students understanding and pronunciation of the words. c. Practice the vocabulary as a class, in pairs, or in small groups. Have students cover the word list and look at the pictures. Practice the words in the following ways: Say a word and have students tell the number of the illustration. Give the number of an illustration and have students say the word. 4 CHAPTER 1

4 Text Page 2: What s Your Name? FOCUS To Be: Introduction CLOSE UP RULE: The verb to be in the present tense is commonly contracted with subject pronouns and the question word what. EXAMPLES: I am I m from Mexico. What is What s your name? GETTING READY 1. Teach the first question and answer in the conversation before students open their books. (What s your name? My name is.) a. Begin by saying your name: My name is. b. Then ask individual students: What s your name? Students answer: My name is. c. Next, have individual students ask each other. 2. If you haven t already introduced the numbers 0 10, refer to the teaching steps on page 4 of this Teacher s Guide. (Be sure to tell students that in telephone numbers, people usually say oh rather than zero. Have students repeat Oh. ) 3. Practice the numbers. a. Write the numbers 0 10 on the board or use flash cards. Point to numbers at random and have the class say them. b. Continue with individual students. INTRODUCING THE MODEL 2. Set the scene: A teacher and student are talking. 3. With books closed, have students listen as you present the model or play the audio one or more times. 4. Full-Class Repetition: Model each question and answer in the dialog and have students repeat. 5. Have students open their books and look at the dialog. Ask students if they have any questions. Check understanding of vocabulary. 6. Group Choral Repetition: Divide the class in half. Model the 1st question of the dialog and have Group 1 repeat; model the answer and have Group 2 repeat. Continue this way with the other questions and answers in the dialog. 7. Choral Conversation: Groups 1 and 2 practice the dialog twice, without teacher model. First, Group 1 asks the questions and Group 2 gives the answers; then reverse. 8. Call on one or two pairs of students to present the dialog. (For additional practice, do Choral Conversation in small groups or by rows.) 1. Have students look at the model illustration. CHAPTER 1 5

5 Pronunciation Note The pronunciation focus of Chapter 1 is Linked Sounds (text page 6). You may wish to model this pronunciation at this point and encourage students to incorporate it into their language practice. ANSWER THESE QUESTIONS Students use the questions of the model to give their own names, addresses, and phone numbers, and tell where they are from. 1. Call on a few pairs of students to ask and answer the questions, using information about themselves in the answers. 2. Divide the class into pairs, and have the pairs ask and answer the questions. Then call on pairs of students to present their dialogs to the class. Note that the numbers in students addresses may be higher than the ones they have learned. For this exercise you can have students read each digit in their addresses. For example, 232 might be read as two, three, two rather than two thirty-two. (Higher numbers will be taught in Chapter 5.) WORKBOOK Pages 2 4, Exercises A D 1. Disappearing Dialog a. Write the model conversation on the board. b. Ask for two student volunteers to read the conversation. c. Erase a few of the words from the dialog. Have two different students read the conversation. d. Erase more words and call on two more students to read the conversation. e. Continue erasing words and calling on pairs of students until everyone has had a turn. 2. Name Game a. Ask each student in the room: What s your name? Have each student respond. b. Call on volunteers to name as many of the students in the class as they can. 3. Number Clapping a. Clap your hands or tap on the desk. Have students respond by saying the number of claps. b. Have a student clap out or tap out a number. Have the class say the number. 4. Telephone a. Have students sit in a circle. b. Whisper a name, address, or telephone number to the first student. For example: c. The first student whispers the message to the second student, and so forth around the room. d. When the message gets to the last student, that person says it aloud. Is it the same message you started with? e. Give each student in the class a chance to start his or her own message. Variation: This activity can also be done in small groups. 6 CHAPTER 1

6 5. Match the Sentences a. Make several sets of split sentence cards, such as the following, with different names, addresses, phone numbers, and places. For example: 6. English Name Game a. Divide the class into teams. b. Draw a male and female face on the board. For example: My name is Tom. My address is 10 Main Street. My phone number is I m from New York. b. Distribute a card to each student. c. Have students look at their cards, then walk around the room trying to find their corresponding match. d. Then have pairs of students say their completed sentences aloud to the class. c. Call out common English names, such as: Peter David Susan Sarah Mary William Joe Julie d. Have team members decide if the names are male or female. A team wins one point for each name correctly identified. The team with the most points wins the English Name Game. Expansion activity levels are indicated through a three-star system: Below-level activities, for students who need extra support and some re-teaching of skills and content to master basic objectives At-level activities, for students who are performing well in class and can benefit from reinforcement Above-level activities, for students who want and deserve opportunities for enrichment and greater challenge CHAPTER 1 7

7 Text Page 3 ROLE PLAY A Famous Person This is a role-play exercise that reviews the questions on text page 2. Students pretend to be famous celebrities who are being interviewed on television. One student is the interviewer and asks the questions. Another pretends to be the famous person. Talk shows are popular in the United States and usually feature a wellknown host talking with famous people. 1. Have students think of famous people in the categories suggested on text page 3. If they have difficulty, make some suggestions. You can use magazine and newspaper photographs as cues. The students can assume the role of the celebrity in the photograph. 2. Have pairs of students practice and then role-play their interviews in front of the class, making up addresses and phone numbers for the famous people. Meeting People: In the United States, it is common to initiate a conversation with self-introduction (Hello. My name is..., Hi. I m...). Hello and Hi are equally common ways to greet people. Hi is more informal than Hello. 1. Have students look at the illustration. 2. Set the scene: Two people are meeting each other. 3. With books closed, have students listen as you present the conversation or play the audio one or more times. 4. Full-Class Repetition: Model each line and have students repeat. 5. Have students open their books and look at the dialog. Ask students if they have any questions. Check understanding of new vocabulary: Hello; Hi; Nice to meet you; Nice to meet you, too. 6. Group Choral Repetition: Divide the class in half. Model line A and have Group 1 repeat; model line B and have Group 2 repeat. 7. Choral Conversation: Groups 1 and 2 practice the dialog twice, without teacher model. First Group 1 is Speaker A and Group 2 is Speaker B; then reverse. 8. Call on one or two pairs of students to present the dialog. 9. Have students walk around the classroom, introducing themselves to each other. 10. Call on several pairs of students to present their conversations to the class. 8 CHAPTER 1

8 Text Pages 4 5 FOCUS READING What s Your Name? To Be: Introduction NEW VOCABULARY Language Note addresses are said in a specific way. The first portion of the address is said as one word, even when it includes two or three words. Sometimes people will clarify this when giving the address. The is pronounced at, and the period (.) is pronounced dot. Thus, the address TeacherJoe@worldnet.com is pronounced TeacherJoe (one word) at worldnet-dot-com. READING CHECK-UP American apartment number Brooklyn address fax number Florida license number Mr. Ms. Mrs. nationality New York San Francisco social security number telephone number This exercise is based on the reading on text page 4. MATCH 1. d 4. b 2. e 5. f 3. a 6. c READING THE STORY Optional: Preview the story by having students talk about the story title and/or illustrations. You may choose to introduce new vocabulary beforehand, or have students encounter the new vocabulary within the context of the reading. 1. Have students read silently, or follow along silently as the story is read aloud by you, by one or more students, or on the audio program. 2. Ask students if they have any questions. Check understanding of vocabulary. Culture Note Social security number: Anyone who earns money in the United States must report his or her earnings to the federal government. Individuals are given social security numbers. Social security taxes are used to support a national program of life insurance and old-age pensions. READING EXTENSION What s the Answer? Ask students the following questions and have them scan the reading on text page 4 for the information. Your name is Mrs. Grant. What s your telephone number? Your name is Peter Black. What s your address? Your name is David Carter. Where are you from? Your name is William Chen. What s your social security number? Your name is Ms. Martinez. What s your fax number? Your name is Susan Miller. What s your apartment number? Your name is Mr. Santini. What s your address? CHAPTER 1 9

9 Listen and choose the correct answer. 1. A. What s your name? B. Mary Black. 2. A. What s your address? B. Two sixty-five Main Street. 3. A. What s your apartment number? B. Five C. 4. A. What s your telephone number? B. Two five nine four oh eight seven. 5. A. What s your social security number? B. Oh three two eight nine six one seven nine. 6. A. What s your address? B. maryb-at-worldnet-dot-com. Answers LISTENING 1. a 4. b 2. b 5. b 3. a 6. a 5. Have students open their books and look at the dialog. Ask students if they have any questions. Check understanding of new vocabulary: last name, first name, How do you spell that? 6. Group Choral Repetition: Divide the class in half. Model line A and have Group 1 repeat; model line B and have Group 2 repeat. 7. Choral Conversation: Groups 1 and 2 practice the dialog twice, without teacher model. First Group 1 is Speaker A and Group 2 is Speaker B; then reverse. 8. Call on one or two pairs of students to present the dialog. 9. Have students walk around the classroom and interview five other students, asking and answering the questions in the model conversation as they complete the chart. 10. Follow up by asking students to read aloud the names of the students they interviewed. WORKBOOK Pages 4 5 Exercises E H INTERVIEW Spelling Names GETTING READY If you haven t already introduced the alphabet, refer to the teaching steps on page 4 of this Teacher s Guide. INTRODUCE THE CONVERSATION 1. Have students look at the illustration. 2. Set the scene: A person is interviewing someone. 3. With books closed, have students listen as you present the conversation or play the audio one or more times. 4. Full-Class Repetition: Model each line and have students repeat. Stand in Order! 1. Have students write their last names in large print on a piece of paper. 2. Have students stand up, hold their name in front of them so everyone can see, and arrange themselves in alphabetical order. 3. When everyone is in order, have students spell out their last names and then say their names. For example: Student 1: A-L-V-A-R-E-Z Alvarez Student 2: C-H-A-N-G Chang Student 3: L-E-E Lee Student 4: S-I-M-O-N Simon 10 CHAPTER 1

10 Text Page 6 PRONUNCIATION CHAPTER SUMMARY Linked Sounds: Final consonants are often linked to beginning vowel sounds in the word that follows Focus on Listening Practice the sentences in the left column. Say each sentence or play the audio one or more times. Have students listen carefully and repeat. Focus on Pronunciation Practice the sentences in the right column. Have students say each sentence and then listen carefully as you say it or play the audio. If you wish, have students continue practicing the sentences to improve their pronunciation. Have students write their journal entries at home or in class. They can share their written work with other students if appropriate. As a class, in pairs, or in small groups, have students discuss what they have written. Have students keep a journal of their written work. If time permits, you may want to write a response in each student s journal, sharing your own opinions and experiences as well as reacting to what the student has written. If you are keeping portfolios of students work, these compositions serve as excellent examples of students progress in learning English. GRAMMAR 1. Divide the class into pairs or small groups. 2. Have students take turns reading the sentences in the grammar boxes. KEY VOCABULARY Have students ask you any questions about the meaning or pronunciation of the vocabulary. If students ask for the pronunciation, repeat after the student until the student is satisfied with his or her pronunciation. 1. Vocabulary Review Check students retention of the vocabulary depicted on the opening page of Chapter 1 by doing the following activity: a. Have students open their books to page 1. b. Write letters of the alphabet on the board in random order and have students say the name of the letter. c. Write the numbers from 0 10 on the board in random order and have students tell you the number. d. Tell students to cover words 3 5 at the bottom of the page. Either call out a number and have students tell you the word, or say a word and have students tell you the number. Variation: You can also do this activity as a game with competing teams. (continued) CHAPTER 1 11

11 2. Student-Led Dictation a. Tell each student to choose a word or phrase from the Key Vocabulary list on text page 6 and look at it very carefully. b. Have students take turns dictating their words to the class. Everybody writes down that student s word. c. When the dictation is completed, call on different students to write each word on the board to check the spelling. Scrambled Sentences 1. Divide the class into two teams. 2. One sentence at a time, write individual sentences and questions out of order on the board. For example: first My is Maria name apartment is My 4C number from you are Where is address Street My Main 7 3. The first person to raise his or her hand, come to the board, and write the sentence in the correct order earns a point for that team. 4. The team with the most points wins the scrambled sentence game. Variation: Write the words to several sentences on separate cards. Divide the class into small groups, and have students work together to put the sentences into the correct order. 12 CHAPTER 1

12 WORKBOOK ANSWER KEY AND LISTENING SCRIPTS WORKBOOK PAGE 2 A. WHAT ARE THEY SAYING? 1. What s, name 2. address, My, is 3. your, phone number 4. your, name 5. What s, address 6. phone, My, number 7. Where are, I m from WORKBOOK PAGE 3 B. NAME/ADDRESS/PHONE NUMBER (Answers will vary.) C. LISTENING Listen and circle the number you hear. 1. My address is five Main Street. 2. My address is seven Main Street. 3. My address is two Main Street. 4. My address is six Main Street. 5. My address is one Main Street. 6. My address is three Main Street. 7. My address is four Main Street. 8. My address is eight Main Street. 9. My address is ten Main Street. 10. My address is nine Main Street. Answers WORKBOOK PAGE 4 D. NUMBERS 4 six 7 two 1 seven 8 three 10 one 2 eight 9 ten 6 four 5 nine 3 five E. LISTENING Listen and write the missing numbers. 1. A. What s your phone number? B. My phone number is A. What s your telephone number? B. My telephone number is A. What s your apartment number? B. My apartment number is 6-B. 4. A. What s your address? B. My address is 10 Main Street. 5. A. What s your fax number? B. My fax number is A. What s your license number? B. My license number is Answers , , 4, 8 WORKBOOK PAGE 5 F. LISTENING Listen and write the missing letters. 1. A. What s your last name? B. Carter. A. How do you spell that? B. C-A-R-T-E-R. 2. A. What s your last name? B. Johnson. A. How do you spell that? B. J-O-H-N-S-O-N. 3. A. What s your first name? B. Gerald. A. How do you spell that? B. G-E-R-A-L-D. 4. A. What s your last name? B. Anderson. A. How do you spell that? B. A-N-D-E-R-S-O-N. 5. A. What s your first name? B. Phillip. A. How do you spell that? B. P-H-I-L-L-I-P. 6. A. What s your last name? B. Martinez. A. How do you spell that? B. M-A-R-T-I-N-E-Z. CHAPTER 1 13

13 Answers 1. R, E 4. R, O 2. H, S, N 5. P, L 3. G, A, D 6. M, T, Z G. WHAT ARE THEY SAYING? 1. name 7. is 2. Hi 8. Hello 3. meet 9. I m 4. Nice 10. to 5. you 11. you 6. My 14 CHAPTER 1

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