N
O
S
S
E
L
UNIT
1
1
communicationgoals
1
2
3
4
Getreacquainted
Get
reacquaintedwith
reacquainted
withsomeone.
with
someone.
Greetavisitor
Greet
avisitortoyou
avisitor
toyourcountry.
toyou
rcountry.
Discussgestures
Discuss
gesturesand
gestures
andcustoms.
and
customs.
Describean
Describe
an
aninteresting
interestingexperience.
interesting
experience.
GettingAcquainted
preview
Greetings
Peoplegreeteachotherdifferentlyaroundtheworld.
Some people bow.
Some people kiss once.
Somekisstwice.
Exchanging Business Cards
Peoplehavedifferentcustomsforexchanging
businesscardsaroundtheworld.
Someshakehands.
Andsomehug.
Getting Acquainted
What
aboutsmall
talk—the
topics
peopletalk
aboutwhen
theydon’t
knoweach
otherwell?
Somecustomsarevery
formal.Peoplealways
usetwohandsandlook
atthecardcarefully.
A
Othercustomsare
informal.Peopleaccepta
cardwithonehandand
quicklyputitin apocket.
Inyouropinion,istherea rightway
andawrongwaytogreetpeople?Explain.
PAIR
PAIRWORK
WORK
Insomeplaces,it’snotpolitetoaskpeople
abouthowmuchmoneytheymakeorhow
oldtheyare.Butinotherplaces,peoplethink
thosetopicsareappropriate.
B DIS
DISCUS
CUSSION
SION
Inyourcountry,arethereanytopics
peopleshouldavoidduringsmalltalk?Whatabout
thetopicsbelow?
• the
theweather
weather
• someone’s
someone’sjob
job
• someone’s
someone’sreligion
religion
2
UNIT1
• someone’s
someone’sfamily
family
• someone’s
someone’shome
home
• (other)
(other)
UNIT
1
GettingAcquainted
preview
Discussion
n
B Discussio
BeforeExerciseA,givestudentsafewminutestosilently
readandexaminethephotosandinformationabout
customs.
•Askavolunteertoreadtheheading CustomsAround
theWorld.
•Callonstudentstoreadthesectionheadingsandthe
photo descriptions.
•Tofocuson Greetings,
Greetings,askstudentsforadditionalways
askstudentsforadditionalways
togreetpeopleandwritethemontheboard.(Possible
responses:Patontheback,nod,smile.)
•Focuson GettingAcquainted.
GettingAcquainted.Explainthat
Explainthat smalltalk
smalltalkis
is
Suggested
teachingtime:
7–12
minutes
Youractual
teachingtime:
•Modelthea
Modeltheactivitybydiscussingthequestionswitha
ctivitybydiscussingthequestionswitha
moreconfidentstudent.Reviewthequestionandtopics
intheboxwiththeclass.Encouragestudentstofillinthe
blankwithanotherconversationtopic.
•Dividetheclassintogroupsofthreeandhavestudents
readanddiscussthequestions.Movearoundtheroom
andhelpstudentsasneeded.
•Reviewanswerswiththeclass.Ask Whichtopicswouldyou
feeluncomfortabletalkingabout?Mostcomfortable?What
othertopicsdidyouthinkof?
conversationaboutminortopics.Askstudentstoname
additionaltopicsthatcanbeusedforsmalltalk.(Possible
responses:theweather,hobbies,work.)
Languageandculture*
•Customsvaryfromculturetoculture.InJapan,
businesscardsarealwayspresent
businesscards
arealwayspresentedtoanotherpe
edtoanotherperson
rson
withtwohandstosho
withtwohandstoshowrespect.InEnglis
wrespect.InEnglish-speakin
h-speaking
g
countries
countries,huggingorkissingisreser
,huggingorkissingisreservedforfriends
vedforfriendsor
or
closeassociates.Insomecultures
closeassociates.Insome
cultures,askingaboutape
,askingaboutaperson’s
rson’s
ageorsalaryisacceptable
ageorsalaryisacceptable;inEnglish-spea
;inEnglish-speakingcountries
kingcountries,,
askingaboutageorsalarycanberude.
*Languageandculturenotesareprovidedtooffer
studentsenrichmentormoreinformationabout
languageand/orculture.Theiruseisoptional.
A Pair
Pairwork
work
Suggested
teachingtime:
3
minutes
Youractual
teachingtime:
•Forawarm-up,ask Howdoyouusuallygreetpeople?
Whatbehaviorswouldbeunusual
orstrangeinyour country?Why?
•Ontheboard,write
•Havepairsdiscussthequestions;thencallonstudentsto
sharetheiropinionswiththeclass.
UNIT1,PREVIEW
T2
C
D Focusonlanguage
1:02 Photostory
Suggested
teachingtime:
10–15
minutes
Suggested
teachingtime:
Youractual
teachingtime:
•Topreparestudentsfortheactivity,havethemlookatthe
photos.Ask:
Doyouthinkthetwomenknoweachotherwell? (No.)
Howdotheygreeteachotherinthesecondphoto? (By
shakinghands.)
Howdotheyexchangebusinesscards? (Takausestwo
handstoholdthecard.)
•Havestudentsreadandlistentotheconversationonceor
twice.
•Listen
Listenagainandreview
againandreviewanswerswith
answerswiththeclass.
theclass.
Languageandculture
• ITrefersto
refersto informationtechnology.
• Whathaveyoubeenupto?
Whathaveyoubeenupto?means
means Whathaveyoubeen
andiscommonlyusedinspokenEnglish.The
doing?andiscommonlyusedinspokenEnglish.The
expressioncanbeusedindifferent
expressio
ncanbeusedindifferenttenses;forexamp
tenses;forexample,
le,
Whatareyouuptothesedays?Whatwereyouupto?
Option: (+5minutes) Toextendtheactivit y,havepairsroleplaythePhotoStory.Tellthemtoreplacethenamesinthe
bookwiththeirownnames.
Option: (+10minutes) Tochallengestudents,havethem
createandrole-playtheirownconversationsusingthe
underlinedexpressionsfromtheexercise.Tellthemto
imaginetheymetsometimeinthepastandthatnowthey
meetagain.Forexample,
Youlo
look
okfam
famil
iliar.
iar.I
I’m
’m .
A: You
B: Oh,
Oh,ye
yes,
s,I
It
thi
hink
nkw
we
eme
met
tat
at
la
last
stw
wee
eek.
k.I’
I’m
m .
..
..
...
Volunteerscanpresenttheirroleplaytotheclass.
ENGLISH FOR
TODAY’SWORLD
Theboxatthetopofthispage,titled
“EnglishforToday’sWorld,”indicatesthat
oneorbothofthespeakersinthePhotoStoryisnota
“nativespeaker”ofEnglish.Remindstudentsthatintoday’s
world,theymustlearntounderstandbothavarietyof
standardandregionalspokennativeaccentsaswellas
non-nativeaccentsbecausemostEnglishspeakersinthe
worldarenotnativespeakersofthelanguage.Language
backgroundsareshownintheboxsoyoucanpointthem
outtostudents.
FYI: ThesubtitleoftheTopNotchseriesisEnglishfor
Today’sWorld.ThisisinrecognitionofthefactthatEnglish
isalanguageforcommunicationbetweenpeoplefroma
varietyoflanguagebackgrounds.
T3
UNIT1,PREVIEW
Youractual
teachingtime:
•Topreparestudents,pointouttheunderlinedexpressions
inthePhotoStory.Askvolunteerstoreadthemaloud.
•Modeltheactivitybydoingthefirstitem.
•Afterstudentsdothematching,havethemcompare
answersinpairs.
•Movearoundtheroomandhelpstudentsasneeded.
E Thinkandexplain
Suggested
teachingtime:
•Tocheckcomprehension,ask:
WhatcountriesareLeonandTakafrom? (Mexico,Japan.)
Wheredidtheymeetlastweek? (AtanITbusiness
conference.)
Whereistheconferencegoingtobenextyear? (Acapulco.)
5
minutes
5
minutes
Youractual
teachingtime:
•Tellstudentstomakenotesastheythinkaboutand
answerthequestions.Encouragethemtousethe
underlinedexpressionsfromthePhotoStoryintheir
answers.
•Pointoutthatthequotetotherightshowsasample
answerforitem1.
•Reviewanswerswiththeclass.
AnswerstoExerciseE
2.
Hethinksherecognizeshim.
No.Hehasn’tbeendoingmuch.
3.
4.
Sothattheycankeepintouch.
ToshowTakaaroundinAcapulco.
1.
SPEAKING
Pairwork
Suggested
teachingtime:
10–15
minutes
Youractual
teachingtime:
•Askstudentstoreadthesampleadviceinthequotes
aloud.Explainvocabularyasneeded.Ask Whoagreeswith
eachstatement?
•Havestudentsworkinpairs.Aspairswritetheiradvice,
movearoundtheroomtoprovidehelpwithvocabulary
andexpressions.Tellstudentstousethesamelanguage
togivetheiradvice;forexample, Pleasedon’t...;
Never...
•Invitestudentstosharetheiradvicewiththeclassand
explainwhyitisimportant.
•Asktheclass Didyoufindanyone’sanswerssurprising?
Whose?
extras
Workbook
C
1:02 PHOTOSTORY
ENGLISH FORTODAY’SWORLD
UnderstandEnglishspeakersfrom
differentlanguagebackgrounds.
Leon=Spanishspeaker
Taka=Japanesespeaker
Readandlisten
Readand
listentotwopeopleme
totwopeoplemeetingin
etinginahotel
ahotelll obby.
Leon:Youlookfamiliar.Haven’twe
Leon:That’sright.I’msorry.I’ve
Leon:Hey,weshouldkeepintouch.
metsomewherebefore?
Taka:Idon’tthinkso.I’mnotfrom
aroundhere.
Leon:Iknow!Aren’tyoufromJapan?
I’msurewemetattheITconference
lastweek.
Taka:Ofcourse!You’refromMexico,
right?
forgottenyourname.
Taka:KamuraTakashi.Butyoucan
callmeTaka.
Leon:Hi,Taka.LeonPrieto.Please
callmeLeon.So,whathaveyou
beenuptosincetheconference?
Taka:Notmuch.Actually,I’monmy
waytotheairportnow.I’mflying
backhome.
Here’smycard.Theconferenceis
inAcapulconextyearandIcould
showyouaround.
Taka:Thatwouldbegreat.Ihear
Acapulco’sbeautiful.
Leon:Itwasnicetoseeyouagain,
Taka.
Taka:You,too.
D
FOCUSONLANGUAGE
FindtheunderlinedexpressioninthePhotoStorythatmatches
eachexplanation.
E
1
Yousaythiswhenyouwanttooffertointroducesomeonetoanewplace.
2
Yousaythistosuggestthatsomeonecallore-mailyouinthefuture.
3
Yousaythiswhenyou’renotsureifyouknowsomeone,butyouthinkyoumight.
4
Yousaythiswhenyouwanttoaskaboutsomeone’srecentactivities. Whathaveyoubeenupto?
THINKANDEXPLAIN
Icouldshowyouaround.
Weshouldkeepintouch.
Youlookfamili
Youlo
okfamiliar.
ar.
Answerthequestions,accordingtothePhotoStory.Explainyouranswers. SeepageT3
1
“
2
WhydoesLeonbeginspeakingwithTaka?
HasTakabeenbusysincetheconference?
3
WhydoesLeongiveTakahisbusinesscard?
4
WhatdoesLeonoffertodo
Whatdoes
Leonoffertodoatthenextc
atthenextconfer
onference?
ence?
SPEAKING
BecausehethinksheknowsTaka.
Hesays,‘Youlookfamiliar.’
”
Youradvice
Withapartner,discussandwrite
adviceforvisitorsabouthowtobehaveinyour
country.Thenshareyouradvicewiththeclass.
PAIRWORK
1
2
3
“
Questionslike Howoldareyou?
Howoldareyou?and
and
aren’t
Howmuchmoneydoyoumake?aren’t
Howmuchmoneydoyoumake?
polite.Youshouldn’taskthem.
”
“
Don’texchangebusinesscardswith
onehand!Alwaysusetwohands.
”
UNIT1
3
goal
1
N
O
S
S
E
L
Getreacquaintedwithsomeone
GRAMMAR Thepresentperfect
Forregularverbs,thepastparticipleform
isthesameasthesimplepastform.
Usethepresentperfecttotalkaboutanindefinitetimeinthepast.
Formthepresentperfectwithhaveorhasandapastparticiple.
Affirmativeandnegativestatements
’ve
We
met them.
haven’t
’s
hasn’t
She
open
study
called him.
Yes/
Yes/ noquest
noquestions
ions
A: Ha
A: Hasshe calledhim?
Have
veyou met them?
B: Yes,
Yes,we
we have./No,we haven’t. B:
B: Yes
es,
,sh
she
e has./No,she hasn’t.
Remember:Usethesimplepasttensetotalkabouta
definiteorspecifictime.
pres
presen
ent
tpe
perf
rfec
ect:
t:in
inde
defin
finit
ite
eti
time
me
simp
simple
lep
pas
ast
tte
tens
nse:
e:d
def
efin
init
ite
eti
time
me
I’ve met
met Billtwice.
We metin1999andagainin2004.
Contractions
’ve
’vemet=havemet
met=havemet
haven’tmet=havenotmet
haven’t
met=havenotmet
A
’s
’smet=hasmet
met=hasmet
hasn’tmet=hasnotmet
hasn’tmet=hasnotmet
GRAMMARBOOSTER p.126
• Thepresent
Thepresentperfect:inform
perfect:informat
ation
ion
questions
the
the2:
2:00
00ex
expr
pres
ess
str
tra
ain
inma
man
nyti
ytime
mess.
took
ok
take
ken
n
b to
c ta
take
a
2
Iha
Ihad
dbr
brea
eakf
kfas
ast
tat
at9
9:0
:00,
0,b
but
utI
Iha
have
ven’
n’t
t
a have
b had
c ha
havi
ving
ng
3
Alisonhas
a went
4
My
yy
young
ounger
erbro
roth
ther
erhas
as
ho
home
mefr
from
omwork
rk..
came
me
comess
a come
b ca
c come
5
lunc
lunch.
h.
tothemall.
b go
gone
ne
c go
Theypos
Theyp
osted
teds
some
omeme
messa
ssages
gesye
yeste
sterda
rday
y,but
,butth
they
eyha
haven
ven’t
’t
written
b writ
write
e
c wr
wrot
ote
e
anyth
anything
inga
abou
bout
tthe
their
irtri
trip.
p.
a
B
PAIRWORK Completethe
Completetheconversa
conversationswith
tionswiththeprese
thepresentperfectorthe
ntperfectorthe
simplepasttense.Thenpracticetheconversationswithapartner.
1
HasJakemet
A:
Jake/meet
B: Yes,
2
A:
hehas
ournewteacher?
met
.He
Havetheybeen
they/be
herintheofficethismorning.
meet
tothisclass before?
B: N o
o,, theyhaven’t .They’renewatthisschool.
3
A:
Haveyoueaten
you/eat
inthenewschoolrestaurant?
B: N
No
o, Ihaven’t .Isitgood?
4
Haveyourclassmatesspoken
A:
yourclassmates/speak
B: Yes, theyhave
5
A:
.They
HasBethseen
Beth/see
withtheschool director?
spoke
speak
hasseen
see
UNIT1
with her yesterday.
thenewlanguagelab?
B: No, shehasn’t .Butshe
4
 st
op
open
ened
ed
stud
udied
ied
➔
Irregularverbs
base
basefo
form
rm simp
simple
lep
pas
ast
t pa
past
stp
par
arti
tici
cipl
ple
e
been
be
was/were
come
come
came
done
do
did
eaten
eat
ate
fallen
fall
fell
gone
go
went
had
have
had
made
make
made
met
meet
met
seen
see
saw
spoken
speak
spoke
taken
take
took
written
write
wrote
Formoreirregularverbforms,
Formorei
rregularverbforms,seepage
seepage123.
123.
Choosethecorrectformtocompleteeachsentence.
1 We’v
e’ve
➔
thelibrary.
N
O
S
S
E
L
1
A
Suggested
teachingtime:
GRAMMAR
Suggested
teachingtime:
Choosethecorrectform...
10–15
minutes
Youractual
teachingtime:
•Tointroducethestructure,writeontheboard
metbefore.2Shemethimyesterday.
5–10
minutes
Youractual
teachingtime:
•Remindstudentsthatwiththepresentperfect,thepast
participleformfollows have
haveor
or has.
has.
1They’ve
•Ask:
Whichsentencementionsspecifictimeinthepast?
(Number2,yesterday
(Number2,
yesterday.)
.)
Whatistheverbinsentence2? (Met.)
Whattenseistheverb? (Simplepasttense.)
Write simplepasttense abovethesentence.
•Readtheunderlinedverbinthefirstsentence.Thenwrite
presentperfectaboveit.Explainthatthissentenceusesthe
presentperfectbecauseitdoesnotmentionaspecifictime
inthepast.Wedon’tknowexactlywhenshemethim.
•Tohelpstudentsidentifythedifferencebetweenspecific
•Reviewanswersasaclass.
B Pairwork
Suggested
teachingtime:
5–10
minutes
Youractual
teachingtime:
•Topreparestudentsfortheactivity,tellthemtocirclethe
definitepasttimereferencestohelpthemidentifythe
sentencesthatusethesimplepasttense(1B thismorning;
4B
4Byesterday
yesterday))..
•Pointoutthelistofsimplepastformsandpastparticiples
forirregularverbsintheGrammarbox.Remindstudents
nottoincludethe
notto
includethepast
pastparticiplein
participleintheshortanswers.
theshortanswers.
andnon-specifictimes,explainthataspecifictimetells
themwhensomethinghappened.Practicethisconcept
bypresentingpairsofsentencesandaskingifthetimeis
specific.Forexample, I’vereadthatbook.Isthisspecific?
(Non-specific—atsometimeinthepast.) Ireadthatbook
lastweek.(Specific—
lastweek.
(Specific—lastweek.
lastweek.))
•Afterpairshavecomparedanswers,havevolunteersread
Goovertheinformationaboutstatementsand
yes/no
questionsintheGrammarbox.Askvolunteerstoreadthe
examplesentences.Ask Whichverbisregular?(Called.)
(Called.)
Whatisthebaseformofthisverb?(Call.)
Whatisthebaseformofthisverb?
(Call.) Whichverbis
irregular?(Met.)
Whatisthebaseformofthisverb?(Meet.)
(Met.) Whatisthebaseformofthisverb?
(Meet.)
formsofthesewordsare
formsofth
esewordsarealwaysusedinAm
alwaysusedinAmericanEnglish
ericanEnglish..
•Thepastparticipleofgetisgot
isgotinBritishEnglish;in
inBritishEnglish;in
AmericanEnglish,thepastparticipleofgetisgotten
isgotten..
•
•AskastudenttoreadtheRemembernoteintheGrammar
box.Pointoutthespecifictimereferencesinthesimple
pasttense(1999,2004).Makesurestudentsunderstand
themeaningof indefinite
indefinite(non-specific)and
(non-specific)and definite
(speci fic).Explai
fic).Explai nthattheexam pleinthepresentper fect
doesnothaveadefinitetimereference.Wedon’tknow
whenthispersonhasmetBill.
•AskastudenttoreadtheRemembernoteintheGrammar
box.Pointoutthespecifictimereferencesinthesimple
pasttense(1999,2004).Makesurestudentsunderstand
themeaningof indefinite
indefinite(non-specific)and
(non-specific)and definite
(speci fic).Explai
fic).Explai nthattheexam pleinthepresentper fect
doesnothaveadefinitetimereference.Wedon’tknow
theconversationsaloudtotheclass.
Languageandculture
•InBritishEnglish,thepastformsofsomewordscanbe
regularorirregular.Forex
regularorirr
egular.Forexample,you
ample,youcansay
cansay burnedor
or
burnt,
burn
t, learnedor learnt,spelledor
spelt.Theregularpast
or spelt.
Theregularpast
Option: (+10minutes) Tochallengeyourstudents,have
themworkinpairstopreparetwoshortconversations.
Tellstudentstousethepresentperfectinthequestion
andthesimplepasttenseorthepresentperfectinthe
response.Movearoundtheroomtoprovidehelpand
answerquestions.Afterfinishing,havepairsrole-playtheir
conversationsfortheclass.Asktheclasstolistenforthe
verbformandanydefinitetimereferencesintheresponse.
Afterallthepairshavefinished,reviewtheverbswiththe
class.
whenthispersonhasmetBill.
•Reviewtheformationofthesimplepast;remindstudents
thatregularverbsformthesimplepasttensebyadding
- edtothebaseform.Thepastparticipleformisthesame.
tothebaseform.Thepastparticipleformisthesame.
Explainthatirregularverbsdonotformthesimplepast
tensebyadding-ed
tensebyaddinged.Thepastparticipleformmaybethe
.Thepastparticipleformmaybethe
sameasthesimplepastformordifferent.
•Directstudents’attention
Directstudents’attentiontothe
totheinformationin
informationinthe
the
Contractionsbox.Pointoutthecontractionsinallthe
examplesentencesandaskstudentstogivethefullform
foreach(have–havenot;has–hasnot
foreach(
have–havenot;has–hasnot).Besuretoexplain
).Besuretoexplain
thatshortanswersinthepresentperfectonlycontract
thenegativeform.
Option:
GRAMMARBOOSTER
(Teachingnotesp.T126)
InductiveGrammarCharts
UNIT1,LESSON1
T4
C Grammarpractice
Suggested
teachingtime:
5
minutes
nowyoucan Getreacquaintedwithsomeone
Youractual
teachingtime:
•Tohelpstudentsidentifywhichsentencesrequirethe
simplepasttense,tellthemtocirclethedefinitepasttime
references.(1.Thismorning;3.In2013;7.LastSeptember)
Conversationactivator
Suggested
teachingtime:
13–18
minutes
Youractual
teachingtime:
ConversationActivatorVideo
•Havestudentscompareanswersinpairs.
•Reviewanswerswiththeclass.RefertotheGrammarbox
onpage4ifneeded.
• Note:
Note:Youcanprintthescriptoryoucanshowarunning
Youcanprintthescriptoryoucanshowarunning
transcriptonvideoplayerontheActiveTeach.Thescript
alsoappearsonpage181ofthisTeacher’sEdition.
ExtraGrammarExercises
•Toreviewgettingreacquaintedwithsomeone,refer
studentstotheConversationModel.
CONVERSATIONMODEL
A
1:03
•AskavolunteertoreadtheIdeaslist.Ask Whichofthese
Readandlisten...
Suggested
teachingtime:
2
minutes
Youractual
teachingtime:
Theseconversationstrategies
Theseco
nversationstrategiesareimplicit
areimplicitinthemodel:
inthemodel:
•Use“Idon’tthinkso”tosoftenanegativeanswer.
•Say“Iknow!”toexclaimthatyou’vediscoveredan
answer.
•Topreparestudentsfortheactivity,ask What’shappening
inthepicture?(Amanisintroducingtwowomen.)
inthepicture?
(Amanisintroducingtwowomen.) Isthisa
businessorasocialsituation?(Social.)
businessorasocialsituation?
(Social.)
•Afterstudentsreadandlistentotheconversation,make
suretheyunderstandtheconversationstrategiesby
askingcomprehensionquestions;forexample, Does
AudreyrecognizeHanahrightaway?(No.)
AudreyrecognizeHanahrightaway?
(No.) DoesHanah
recognizeAudrey?(Yes.)
(Yes.)
B
1:04
Rhythmandintonation
Suggested
teachingtime:
3
minutes
Youractual
teachingtime:
•Havestudentsrepeateachlinechorally.Makesurethey:
userisingintonationfor... haveyoumetHanah?
usefallingintonationfor... I’dlikeyoutomeetAudrey
and Howhaveyoubeen?
PRONUNCIATION
A
1:05
Listentohowthesound...
Suggested
teachingtime:
3
minutes
Youractual
teachingtime:
PronunciationCoachVideo
•Afterstudentshavelistenedtoandreadthesentences,tell
themtolistenagain,payingattentiontothedisappearing
/t/soundofthenegativecontraction.
•Havestudentslistenathirdtimeandrepeatinthepauses.
B Nowpracticesaying...
Suggested
teachingtime:
2
minutes
Youractual
teachingtime:
•Formorepractice,havepairssaythe
Formorepractice,havepairssaythesentencestoeachother
sentencestoeachother.
Listenforcorrectsoundreduction.
Listenforcorrect
soundreduction.Providehelp
Providehelpasneeded.
asneeded.
PronunciationActivities
T5
UNIT1,LESSON1
placesdoyougotooften?Why?Atwhichplacesdoyou
usuallymeetnewpeople?
•Havestudentsfillintheirownideaandshareanswers
withtheclass.
don’tstop! Extendtheconversation.Encouragestudents
tocontinuetheconversationbyusingtopicsinthebox.
•Formoresupport,playtheConversationActivatorVideo
beforestudentsdothisactivitythemselves.InScene1,
theactorsusedifferentwordsinthegapsfromtheones
intheConversationModel.InScene2,theactorsextend
theconversation.Aftereachscene,askstudentshowthe
modelhasbeenchangedbytheactors.
•Besuretoreinforcetheuseofconversationstrategies.On
theboard,write Bodylanguage.Demonstratetheuseof
appropriategesturesandfacialexpressions;forexample,
lookingpuzzledwhenresponding“Idon’tthinkso...”
tothequestion Havewemetbefore?
•Modeltheactivitybyrole-playingwithamoreconfident
student.TaketheroleofStudentAandusestudent
names;forexample, Peter,haveyoumetMary?Then
Then
extendtheconversationbyusingasituationfromthe
IdeasandDon’tstop!boxes.
•Dividetheclassintogroupsofthree.Tellstudentstofill
intheblanksandcontinuetheconversation.Encourage
studentstorefertotheIdeaslistforplaceswherethey
mighthavemet.
• Movearoundthe
Movearoundtheroomandhel
roomandhelp
pstudentsasneeded.Remind
studentsasneeded.Remind
themthat smalltalk
smalltalkisconversationaboutminortopics.
isconversationaboutminortopics.
•Makesurestudentschangerolesandstartanew
conversationatleastonce.
Option: (+10minutes) Toexpandtheactivity,askgroupsto
performtheirintroductions.Haveothergroupswritedownthe
bodylanguagetheyobserve.Todemonstrate,write Student
AstoodveryclosetoSStudentB.StudentBmovedh
Astoodverycloseto
tudentB.StudentBmovedhis
is
handsaroundalot.StudentA
lot.StudentAsmiledandlookedfriendly
smiledandlookedfriendly..
Aftereachintroduction,ask Wasthepersonintroducedusinga
firstorlastname?Howdidthepeoplegreetoneanother?
ConversationActivatorV
ConversationAc
tivatorVideoScr
ideoScript;Conversation
ipt;Conversation
ActivatorPairWorkCards
extras
WorkbookorMyEnglishLab
SpeakingActivities:Unit1,Activity1
C
GRAMMARPRACTICE
Completethemessagewith
Completethe
messagewiththeprese
thepresentperfector
ntperfectorthesimple
thesimplepasttense.
pasttense.
NewTab
About
Friends
Photos
Newmessage
Videos
October6
6:00PM
Hello,Mr.Kemper:
Rememberme?I’mKuai,your
Rememberme?
I’mKuai,yourformerstudent!Istillthinkab
formerstudent!IstillthinkaboutyourwonderfulEnglishclasses
outyourwonderfulEnglishclassesin
in
Sh
Shan
angh
ghai
ai.
.Th
This
ism
mor
orni
ning
ng,
,II (1
(1d
dec
ecid
ide)
e)
decided
tos
tosen
end
dyo
you
ua
ame
mess
ssag
age
eto
tos
say
ayh
hel
ello
lo.
.We(2
We(2no
not
tse
see)
e)
eachotherinalongtim
alongtime—notsinceyouwentbackhome
e—notsinceyouwentbackhometoNewYork
toNewYork.IhopeI
.IhopeIcanvisityou
canvisityou
havenotseen eachotherin
th
ther
ere
eso
some
med
day
ay!
!So
Sol
let
etm
me
ete
tell
lly
you
ouw
wha
hat
tI’
I’ve
veb
bee
een
nup
upt
to.
o.I
In
n20
2013
13,
,II (3c
(3com
ome)
e)
came
toC
toCan
anad
ada
afo
forr
my
mys
stu
tudi
dies
es,
,an
and
dI’
I’m
mli
livi
ving
ngi
inV
nVan
anco
cou
uver
verri
righ
ght
tno
now.
w.I (4f
(4fal
all)
l) havefallen in
inl
lov
ove
ewi
with
tht
thi
his
sci
city
ty—i
—it’
t’s
sre
real
ally
ly
beautiful!I ( 5
5visit) havevisited alotofplacesintheU.S.I (6
( 6be) havebeen toSeattle,Portland,
Sa
San
nFr
Fran
anci
cisc
sco,
o,an
and
dLo
Los
sAn
Ange
gele
les.
s.La
Last
stSe
Sept
ptem
embe
ber,
r,I (7g
(7go)
o)
KuaiYu
Status: single
Hometown: Shanghai
Currentcity:Vancouver
Currentcity:
Vancouver
went
back
backh
hom
ome
eto
toS
Sha
hang
ngha
hai
ito
to
vi
visi
sit
tmy
myp
par
aren
ents
ts.
.Do
Doy
you
out
thi
hink
nkm
my
yEn
Engl
glis
ish
his
isb
bet
ette
ter
rno
now?
w?I
It
thi
hink
nkI(8
I(8l
lea
earn
rn)) havelearned how
howto
tou
use
set
the
he
presentperfect, nally!Let’skee
nally!Let’skeepintouch.
pintouch.Ifyoucome
Ifyoucomett oVancouv
oVancouver,I’dlove
er,I’dlovetoshowyou
toshowyouaround.
around.
Yourstudent,Kuai
DIGITAL
MORE
EXERCISES
CONVERSATIONMODEL
A
B
DIGITAL
VIDEO
COACH
1:03
Readandlisten
Readand
listentopeoplegetting
topeoplegettingreacquainted.
reacquainted.
A:
Audrey,haveyoumetHanah?
B:
No,Ihaven’t.
A:
Hanah,I’dlikeyoutomeetAudrey.
C:
Hi,Audrey.Youlookfamiliar.Havewemetbefore?
B:
Idon’tthinkso.
C:
Iknow!Lastmonth.YouwereatmysisterNicole’sparty.
B:
Oh,that’sright!Howhaveyoubeen?
1:04 RHYTHMANDINTONATION Listenagainandrepeat.
ThenpracticetheConversationModelwithapartner.
PRONUNCIATION Soundreductioninthepresentperfect
A
B
1:05 Listentohowthesound/t/ofthenegativecontraction
“disappears”innaturalspeech.
“disappears”innatur
alspeech. Thenlistenag
Thenlistenagainandrepeat.
ainandrepeat.
1
Ihaven’t
/beentothatclass.
3 They
They have
haven’t
n’t
/takenthetest.
2
Hehasn’t
/methisnewteacher.
4Shehasn’t
/heardthenews.
Nowpracticesayingthesentencesonyourown.
nowyoucan
DIGITAL
VIDEO
Getreacquaintedwithsomeone
Withtwootherstudents,practice
students,practicemakingintr
makingintroductionsand
oductionsand
CONVERSATIONACTIVATOR Withtwoother
gettingreacquainted.Useyourownnamesandthepresentperfect.Thenchangeroles.
A:
B:
A:
C:
, haveyou met
?
No,Ihaven’t.
, I’dlike y
yo
outo meet
.
.Youlookfamiliar.Havewemetbefore?
B:
.
don'tstop!
• Sayhowyouhavebeen.
• Saymoreaboutthetimeyoumet.
Saymoreaboutthetimeyoumet.
• Introduceotherclassmates.
Introduceotherclassmates.
Ideas
You me
m et
t…
…
• at
ta
ap
pa
arttyy
• at
ta
a me
meeting
• at
ta
a fr
riend’s ho
house
• in an
anotherc
rclass
• (yyo
 uro
rown iid
dea)
UNIT1
5
N
O
S
S
E
L
2
goal
Greetavisitortoyourcountry
TheForbidden
Palace
CONVERSATIONMODEL
A
1:06 Readandlistentosomeonegreetingavisitor.
A: WelcometoBeijing.Haveyoueverbeenherebefore?
B
DIGITAL
FLASH
CARDS
B:
No,it’smyfirsttime.ButyesterdayIwenttothe
ForbiddenPalace.Itwasfantastic!
A:
That’sgreat.HaveyoutriedBeijingduckyet?
B:
Beijingduck?No,Ihaven’t.What’sthat?
A:
It’safamousChinesedish.Ithinkyou’lllikeit.
Listenagainandrepeat.
Thenpracticethe
Thenpra
cticetheConversation
ConversationModelwith
Modelwithapartner.
apartner.
1:07 RHYTHMANDINTONATION
Beijingduck
VOCABULARY Touristactivitiesaroundtheworld
A
B
1:08 Readandlisten.Thenlistenagainandrepeat.
climbMt.Fuji
gosightseeinginNewYork
gotothetopoftheEiffelTower
theEiffelTower
try Koreanfood
theTowerofLondon
takeatouroftheTowerofLondon
theGreatWall
takepicturesoftheGreatWall
PAIRWORK UsetheVocabularytosaywhatyou
haveandhaven’tdone.
“
I’veclimbedtwo
famousmountains.
GRAMMAR Thepresentperfect:already,yet,ever,before,andnever
Useeverorbeforeinyes/noquestionsabout lifeexperiences .
Haveyou ever eate
eaten
nIn
Indi
dian
anf
foo
ood?
d?
Has
Hashe
heb
bee
een
nto
toP
Par
aris
is before?
” “
Ihaven’ttried
Indianfood.
”
Becareful!
I havenever(OR haven’tever)beenthere.
NOTIhaven’tneverbeenthere.
recentexperiences
experiences.
Useyetoralreadyinyes/noquestionsabout recent
HaveyoutouredQuito yet?
Hasshe alreadybeentothetopoftheEiffelTower?
Inaffirmativeandnegativestatements
We’ve already se
seen
ent
the
heGr
Grea
eat
tWa
Wall
ll.
.
Theyhave never visitedMexico.
He’sbeentoNewYork before .
GRAMMARBOOSTER
We
Weha
have
ven’
n’tt
ttri
ried
edB
Bei
eiji
jing
ngd
duc
uck
k yet.
Theyhaven’t evervisitedMexico.
Hehasn’tbeentoBoston before .
Alwaysplacebeforeandyetattheendofstatementsandquestions.
6
p.126
• Yetandalr
Yetandalread
eady:expansion
y:expansion,common
,commonerrors
errors
• Ever,never,
Ever,never,andbefore:use
andbefore:use andplacement
N
O
S
S
E
L
2
B Pairwork
Suggested
teachingtime:
CONVERSATIONMODEL
A
1:06
Readandlisten...
Suggested
teachingtime:
2
minutes
5
minutes
Youractual
teachingtime:
Whattouristactivitieshaveyou
done?and Whichhaven’tyoudone?Readeach
•Writeontheboard
Youractual
teachingtime:
Theseconversationstrategiesareimplicit
Theseconversationstrategies
areimplicitinthe
inthemodel:
model:
•Use“
Use“Welcom
Welcometo
eto ”togreet
”togreetsomeon
someoneto
etoanew
anewplace.
place.
•Say“That’sgreat”
Say“That’sgreat”toacknowledge
toacknowledgessomeone’spositive
omeone’spositive
experience.
•Havestudentslookatthepicturesontheright.Ask What
cityisthis?(Beijing.)
(Beijing.) Whatarethetwopeopledoing?
(Shakinghandsandintroducingthemselves.)
•Afterstudentslistenandread,askcomprehension
questions: HasthemanbeentoBeijingbefore?
HasthemanbeentoBeijingbefore?(No.)
(No.) Where
didhegoyesterday?(TotheForbiddenPalace.)
(TotheForbiddenPalace.)
•PointoutthatBeijingduckisafamousChinesedish.
questionaloud.Modeltheactivitybyprovidingoneor
twoofyourownanswers.Havestudentsworkinpairsto
answerthequestionsusingthevocabularyandtheirown
information.Remindthemtousethepresentperfect.
•Aspairsarediscussingtheiranswers,movearoundthe
roomandhelpstudentsasneeded.
•Toreviewanswers,haveindividualsreporttotheclassa
touristactivitythattheir
touristactivity
thattheirpar
par tnerhas
tnerhasdone;
done;forexample,
forexample,
KenhasgonetothetopoftheEiffelTower.
Option: (+5minutes) Havestudentsusetheboldwordsin
theVocabularytotalkaboutothertouristactivitiesthey
havedone;forexample, IhavegonesightseeinginMadrid.I
havetakenpicturesoftheBrooklynBridge.
•Pointoutthattheexpression beentoaplace onlyoccurs
inthepresentperfect.Itisaverycommonwayofsaying
havevisitedaplace .
B
1:07
Rhythmandintonation
Suggested
teachingtime:
3
minutes
Youractual
teachingtime:
•Havestudentsrepeateachlinechorally.Makesurethey:
userisingintonationfor Haveyoueverbeenherebefore?
and HaveyoutriedBeijingduckyet?
usefallingintonationfor What’sthat?
1:08
Readandlisten...
Suggested
teachingtime:
Suggested
teachingtime:
7
minutes
Youractual
teachingtime:
•Writeontheboardtheexamplesunderthefirstrule.
Explainthat
beforemeansbeforenowandreferstoan
before
meansbeforenowandreferstoan
indefinitetimeinthepast.Pointoutthat
everisplaced
isplaced
beforeisplacedattheend
beforethepast
before
thepastpart
part iciple,
iciple,and
and before
isplacedattheend
ofthesentence.Pointoutthat everand
and before
beforecanbe
canbe
usedinthesamesentence: HaveyoueverbeentoLondon
before?ThenhavestudentsreadtheBecareful!note.
ThenhavestudentsreadtheBecareful!note.
and already,
already,writethesecondline
writethesecondline
•Tointroducetheuseofyetand
VOCABULARY
A
GRAMMAR
2
minutes
Youractual
teachingtime:
VocabularyFlashCardPlayer
ofexamplesfromtheGrammarboxontheboard.Underline
yetandcircle
andcircle alreadyinthequestions.Askastudentto
inthequestions.Askastudentto
readaloudtheruleandexampleswhileyoupointoutthe
placementofyetattheendofthesentenceand
attheendofthesentenceand already
beforethepastparticiple.Stressthateachquestionisabout
activitiesapersonhasorhasn’tdoneashorttimeago.
•Askvolunteersforadditionalquestionswith yet.Have
.Have
•Invitevolunteerstogivethelocationoftheplaces
pictured,ortellstudentswheretheyare.( Mt.Fuji
Mt.Fuji—Japan;
—Japan;
StatueofLiberty—NewYork; EiffelTower—Paris;
StatueofLiberty—NewYork;
—Paris; Towerof
London—England;
London
—England; theGreatWall
theGreatWall—China)
—China)
•Ask Whatarethetouristspointingtointhesecondpicture?
(TheStatueofLiberty.)
Languageandculture
• FromtheLongmanCorpus: Acommonmistakeby
Englishlearnersofalllan
Englishlear
nersofalllanguagebackgro
guagebackgroundsistosay
undsistosay do
insteadofgosightseeing .However, dosome
sightseeinginsteadof
sightseeing
sightseeingisacommonexp
sightseeing
isacommonexpressioninsp
ressioninspokenEnglis
okenEnglish.
h.
LearningStrategies
studentsans werintheaffirrmativeornega
mativeornega tiveusingyet
tiveusingyetor
or
already;forexample,
;forexample, Haveyouseenthismovieyet?(Yes,I
(Yes,I
havealreadyseenit.No,Ihaven’tseenityet.).
•Explainthatyet,already,
yet,already,and
and everareoptional.They
areoptional.They
emphasizethelackofaspecifictimereference.
•Havestudentsunder linetheaffirrmativest
mativest atements.
(We’vealreadyseentheGreatWall;He’sbeentoNew
Yorkbefore.)Pointoutthat Theyhaveneverand
and They
haven’teverhavethesamemeaning.Directstudents’
havethesamemeaning.Directstudents’
attentiontotheBecareful!box.Remindthemthat never
alwaysfollowsanaffirrmativeverb.
mativeverb.
Languageandculture
•InBritishEnglish,thepresentperf
•InBritishEnglish,thepre
sentperfectisusedwitha
ectisusedwitha
pastactionthathasaresul
pastactiont
hathasaresultinthepres
tinthepresent;forex
ent;forexample,
ample,
InAmericanEnglish,thepresent
Davidhaslosthiskeys.InAmericanEnglish,thepresent
Davidhaslosthiskeys.
perfectandthesimplep
perfectan
dthesimplepastarebothu
astarebothused,butthesim
sed,butthesimple
ple
pastismorecommon;for
pastismore
common;forexample,
example, Davidlosthiskeys.
Option:
GRAMMARBOOSTER
(Teachingnotesp.T126)
InductiveGrammarCharts
UNIT1,LESSON2
T6
•Havestudentsworkinpairstoaskeachothertheir
A Grammarpractice
Suggested
teachingtime:
3
minutes
Youractual
teachingtime:
questi ons.Remindstude ntstousethepresentper fectin
theiranswer.
•Modeltheact ivitybydoingthefirstitem witht heclass
andwritingitontheboard.Thenaskseveralstudentsthe
question.Remindthemtousethepresentperfectintheir
answer.
ExtraGrammarExercises
LearningStrategies
•Asstudentswritethestatementsandquestions,move
aroundtheroom.
nowyoucan Greetavisitortoyourcountry
•Review
Reviewthestatements
thestatementsandquestions
andquestionswiththeclass.
withtheclass.
B
1:09
Listentoactivategrammar
Suggested
teachingtime:
8–10
minutes
Youractual
teachingtime:
•Topreparestudentsfortheactivity,tellthemtolook
atthepicturesandreadthecaptions.Ifstudentsdon’t
know,explainthat cevicheisrawfishmarinatedinlemon
juice,oil,andspices.
CONVERSATION1[M= Indian]
M: WelcometoIndia!Isthisyourfirsttimehere?
F: Yes,
Yes,itis.
itis.
M: Really!HaveyoubeentoAgrayet?
F: Oh,that’swheretheTajMahalis,right?No,Ihaven’t.
Youshoulddefin
Youshou
lddefinitel
itelyytakeatour.I
takeatour.It’
t’samazing.
samazing.
Actually,
Actu
ally,I’mgoingthe
I’mgoingthere
reonFriday
onFriday.Iw
.Iwill!
ill!
CONVERSATION2[F=Japanese]
M: Thisis
Thisismys
mysecond
econdtimeinJap
timeinJapan.
an.
F: Well,welcometoKyoto.Whereelsehaveyoubeen?
M: Sofar,I’vebeentoTokyoandOsaka.TomorrowI’mgoing
sightseeinghere.
F: Kyotoisfantastic.You’regoingtoenjoyit!
CONVERSATION3[M= Peruvian]
F: Thisis
Thisismyfirstt
myfirsttimein
imeinP
Peru.I’
eru.I’veheard
veheardthefoo
thefoodisgrea
disgreathere.
there.
M: Yes,ittis.We
is.We’rerea
’rereallypro
llyproudofou
udofourf
rfood.
ood.Haveyou
Haveyoutried
tried
ceviche?
F: No,Ihaven’t.Isitgood?
M: Exc
Excell
elle
ent.
nt.
CONVERSATION4[F= Spanish]
F: WelcometoMexicoCity!Isityourfirsttime?
M: Ye
Yes.
s.
F: Whendidyouarrive?
M: Lastweek.I’vedonesomuch,butformethebestwas
F:
M:
climbingthePyramidoftheSun.
Whendidyoudothat?
Yesterday.It
Yesterday.
Itwasin
wasincredi
credib
ble.
le.
CONVERSATION5[M= Brazilian]
M: WelcometoRiodeJaneiro!Haveyoubeenherebefore?
F: Well,I’vebeentoSãoPaulobefore,butthisismyfirsttime
toRio.
M: Really!HaveyouseenSugarloafyet?
F: No,Ihaven’t.ButIplanto.
M: Oh,youshould.It’samazing.Takelotsofpictures!
C Writefivequestions...
Suggested
teachingtime:
5–8
minutes
T7
UNIT1,LESSON2
5–10
minutes
Youractual
teachingtime:
•Ask
Askstudentsfor
studentsforexamplesof
examplesoftouristactivitiesandpopular
touristactivitiesandpopular
dishesanddrinksintheircountry.Makealistonthe
boardofthemostpopularitems.
B Conversationactivator
5–10
minutes
Youractual
teachingtime:
ConversationActivatorVideo
• Note:Youcanprintthescriptoryoucanviewarunning
transcriptonthevideoplayerontheActiveTeach.The
scriptalsoappearsonpage181ofthisTeacher’sEdition.
don’tstop! Extendtheconversation.Encouragestudents
tocontinuetheconversationbyaskingeachotherfor
informationaboutotherplacesandtouristactivitieslisted
ontheirnotepads.
•Formoresupport,playtheConversationActivatorVideo
beforestudentsdothisactivitythemselves.InScene1,
theactorsusedifferentwordsinthegapsfromtheones
intheConversationModel.InScene2,theactorsextend
theconversation.Aftereachscene,askstudentshowthe
modelhasbeenchangedbytheactors.
•Besuretoreinforcetheuseoftheconversationstrategies;
forexample,tosoundexcitedwhensaying“That’sgreat!”
•Modelchangingandextendingtheconversationby
role-playingwithamoreconfidentstudent.Playthe
roleofStudentA.
•Tomaximizetheirspeakingpractice,makesurethat
studen tschangerolesandstar tanewconversation at
leastonce.
ConversationActivatorV
ConversationAc
tivatorVideoScr
ideoScript;Conversation
ipt;Conversation
ActivatorPairWorkCards
C Changepartners
Suggested
teachingtime:
5–10
minutes
Youractual
teachingtime:
•Havestudentsformnewpairsbycountingoff1,2,3,4.
Youractual
teachingtime:
and beforeonthe
yet,already,ever,and
board.Askstudentswherethesewordsappearina
presentperfectstatementorquestion.Provideorhave
studentsprovideexamples,suchasbeforethepast
participleorattheendofaquestion.
•Toreview,write
Suggested
teachingtime:
Suggested
teachingtime:
AUDIOSCRIPT
M:
F:
A Not
Notepa
epaddi
dding
ng
Tellstudents1and3toformpairsandstudents2and4
toformpairs.
extras
WorkbookorMyEnglishLab
SpeakingActivities:Unit1,Activity2
A
GRAMMARPRACTICE
Usethewordstowrite
Usetheword
stowritestatementsor
statementsorquestionsin
questionsinthepresent
thepresentper
per fect.
1 (you/gosightseeing/inLondon/before)
3 (they/ever/be/toBuenosAires)
2 (she/already/try/Guatemalanfood)
4 (we/nottakeato
(we/nottakeatourof/Pr
urof/Prague/yet)
ague/yet)
Ha
Have
veyo
youg
ugon
ones
esig
ight
htse
seei
eing
ngin
inLo
London
ndonb
befo
efore
re?
?
She h
ha s a lr
lrea dy
dy ttrie
ied
d  Gu
Guatema la
la n foo
f ood.
B
We h
h av
aven’t t ak
aken  a tour o
ofP
fPra gu
gue y
yet.
Listenandcompletethequestions,using
theVocabulary.Then
theVocabu
lary.Thenlistenagain
listenagainandcomplete
andcompletetheshortanswers.
theshortanswers.
1:09 LISTENTOACTIVATEGRAMMAR
Questions
1 H a s  s h e
taken a to ur
of the TajMahal yet?
gonesightseeing
2 Hashe
4 Hashealready
 c lilimbed
5 Hassheever
 been
6 Hasshe
takenatour
Th
he Taj M
Maahal • India
ShortAnswers
No
,she hasn’t
.
inKyotoyet?
No
,he
hasn’t
.
c ev i c h e? 
No
,she hasn’t
.
thePyramidoftheSun?
Yes
toRiodeJaneirobefore?
No
, she hasn’t
.
ofSugarloafyet?
No
, she hasn’t
.
 tried
3 H a s  s h e e v e r 
C
Ha
Have
veth
they
eyev
ever
erbe
beent
entoB
oBue
ueno
nosA
sAir
ires
es?
?
Japan
to,Ja
yo
yoto
le •K
temple
Ate
Ce
evv
 i
ic
ch
he
 • Pe
e
er
r u
u
Writefivequestionsabou
Writefive
questionsabouttouristactivitiesinyo
ttouristactivitiesinyour
ur
cityorcountry.Useyet,already,ever,andbefore.
,he
has
iy
t
ico Cit
•Mexico
un •Mex
Sun
theS
ofthe
idof
yramid
yram
TheP
The
heP
heP
.
Sugarrllooaa
 ff• Riioode
eJa
Jan
ne
e iirroo
, Brraa
 z
z iill
Haveyouevertriedourseafooddishes?
1
2
3
4
DIGITAL
MORE
EXERCISES
5
nowyoucan
Greetavisitortoyourcountry
A NOTEPADDI
NOTEPADDING
NG
Onthenotepad,writeat
Onthenot
epad,writeatleastfiveactivities
leastfiveactivities
foratouristinyourcityorcountry.
DIGITAL
VIDEO
B
Withapartner,changethe
ConversationModeltogreetavisitorto
ConversationMod
eltogreetavisitortoyourcountry.
yourcountry.
Usethepresentperfect.Suggesttouristactivitiesinyour
city.Useyournotepad.Thenchangeroles.
CONVERSATIONACTIVATOR
Activity
tr
tryB
yBei
eijijing
ngdu
duck
ck
Activity
Description
It’
It’sa
safa
fam
mous
ousCh
Chin
ines
ese
eddish
ish..
Description
A: W
Wel
elco
come
met
to
o
.Ha
.Have
vey
you
oue
eve
ver
rb
been
eenhe
here
reb
bef
efo
ore?
re?
B: No
No,
,it
it’’s
smy
myfi
firs
rst
tti
time
me.
.Bu
But
tye
yest
ster
erda
day
yI
I
.
A:
. Have you
yet?
B:
... don'tstop!
• Askaboutoth
Askaboutotherplaces
erplaces
andtouristactivities.
C
Practicetheconversation
Practicethe
conversationagain,as
again,asking
king
aboutothertourist
aboutoth
ertouristactivitiesonyournot
activitiesonyournotepad.
epad.
CHANGEPARTNERS
7
UNIT1,LESSONX UNIT1
7
N
O
S
S
E
L
N
O
S
S
E
L
3
1goal
Discussgesturesandcustoms
3
2
4
BEFOREYOUREAD
5
DIGITAL
FLASH
CARDS
1:10 VOCABULARY• Thehand
Readandlisten.
Thenlistenagainandrepeat.
1 thumb
5 pi
pink
nkie
ie
2
indexfinger
6
palm
palm
3
middlefinger
7
fi
fist
st
4
ringfinger
READING
1
7
6
1:11
WetalkedtoJuneGallowayaboutherbook,
GetoffontheRightFoot:Don’tLettheWrongGestureRuinYourDay.
Englishistheworld’sinternationallanguage.
Butinyourbook,you’vefocusedonnon-verbal
communication.Whyisthatsoimportant?
Well,gesturesandotherbodylanguagecanhavedifferent
meaningsindifferentplaces.Somethingthatyouthinkis
friendlyorpolitecouldcomeacrossasveryrudeinanother
culture.I’vedescribedmanyofthesecustomsandcultural
differencessomyreadersdon’tgetoffonthewrongfootwhen
theymeetpeoplefromplaceswheretheculturediffersfrom
theirown.
Cangreetingsomeoneinthewrongwayreallylead
tomisunderstanding?
Insomecases,yes.TermhandshakeaNorthAmerican
expectsmayseemquiteaggressiveinotherplaces.Andalight
handshake—whichisnormalinsomecountries—mayseem
unfriendlytoaNorthAmerican.
Inwhatwayscanhandgesturesleadto
Inwhatwayscanhandgestures
leadto
misunderstanding?
“one,”mostEuropeansuseathumb.NorthAmeri
“one,”mostEuropeansuse
athumb.NorthAmericansextend
cansextend
alltenngersfor“ten.”However,
alltenngers
for“ten.”However,Chineseindicate
Chineseindicatethenumbers
thenumbers
onetotenallononehand.Forexample,anextendedthumb
andpinkiemeans“six,”andastmeans“ten.”Imaginehow
confusingthiscanbewhenyou’retryingtocommunicate
quantitiesandpriceswithyourhands!
Whatothergesturescancauseconfusion?
akethegesturefor“comehere,”forexample.InNorth
America,peoplegesturewiththepalmup.Well,insouthern
Europe,thatgesturemeans“good-bye”!AndinmanyAsian
countries,thepalm-upgestureisconsideredrude.Instead,
peopletheregesturewiththepalmdown.
I’veheardthat,inJapan,pointingwiththeindex
fingerisnotpolite.Isthatright?
Yes.Japaneseprefertopointwiththepalmopenandfacingup.
Surelytheremustbesomegesturesused
Well,asanexample,weassumeallpeopleindicatethenumbers
onetotenwiththeirngersthesameway.Butinfact,they
don’t.WhileNorth
don’t
.WhileNorthAmericansusuallyuseanindexngerfor
Americansusuallyuseanindexngerfor
everywhere,right?Whataboutthethumbs-upsign
for“great”?
Sorry.Tat’ssextremelyrudeinAustraliaand
extremelyrudeinAustraliaandtheMiddleEast.Tis
theMiddleEast.Tis
iswhyit’ssoimportanttobeawareoftheseculturaldifferences.
Whatgesturedoyouuse...
. .. .. ffor tthe n
number s
six?
8
UNIT1
. .. .. ffor “
“Come h
here”: p
palm u
up
ordown?
...forpointing?Doyouuseyour
indexfingeroranopenpalm?
N
O
S
S
E
L
3
•Beforestudentsread,writeontheboard
BEFOREYOUREAD
1:10  Vocabulary
Suggested
teachingtime:
5
minutes
bodylanguage
andaskstudentswhattheythinkitmeans.(Gesturesand
othernon-verbalcommunication.)
•Havestudentsreadthearticle.Thenhavestudentsread
Youractual
teachingtime:
VocabularyFlashCardPlayer
thearticleagainandunderlinethedifferentgestures
mentioned(indi
menti
oned(indicatingnumbers,
catingnumbers, “Comehe
“Comehere”hand
re”hand
gesture,pointing,“great”handgesture).
•Ask Howaregesturesdifferentfromspeech?Doyouthink
•Havestudentslistenandrepeatthehandvocabulary.To
makesuretheyunderstandthevocabulary,holdupyour
hand.Pointtoyourthumbandsay, Whatisthis?(Thumb.)
(Thumb.)
Continuewiththeotherpart softhehand.
•Tellstudentsthattherearetwoothernamesfortheindex
finger:forefingerandpointer.
gesturescanbemorepowerfulthanwords?Giveexamples.
(Possibleresponses:Gesturesexpressmeaningwithout
words.Somegesturescanbeunderstoodbetween
peoplewhospeakdifferentlanguages.Somegestures
canmakepeoplefeelfriendlier,angrier,ormore
interested.)Havestudentsformsmallgroupstoshare
theiropinions.
1:11  RE
READ
ADIN
ING
G
Suggested
teachingtime:
12–17
minutes
Youractual
teachingtime:
•Tointroducethetopic,callonstudentstolookatthe
photosinthearticle .As k Whichofthesegesturesdo
peopleuseinthis(your)country?Areanyofthesegesture s
peopleuseinthis(your)country?Areanyofthesegesture
consideredrude?Whatothergesturesdopeopleuseinthese
situations?
•Askstudentsto
Askstudentstoimitatethe
imitatethegesturesthey
gesturestheyarecomfortable
arecomfortable
withandtodemonstrateadditionalgesturespeople
useintheircountryandsaywhattheymean.(Possible
responses:shruggingshoulders:Idon’tknow;raising
eyebrows:Idon’tbelieveyou;waving:helloorgood-bye)
Languageandculture
•InmanyEuropeancountries,Comewithme isgestured
palmup,butinmanyculturesthisisconsideredrudeand
itisdonepalmdown.InsomeAsiancultures,anopen
palmispreferredforindicatingathirdperso
palmispreferr
edforindicatingathirdperson.InChinese
n.InChinese
culture,therearegesturesforthenumbers6through10
usingonehand.
UNIT1,LESSON3
T8
A Identifysupportingdetails
Suggested
teachingtime:
3–5
minutes
Youractual
teachingtime:
•Reviewtheanswerswiththeclass.Haveastudentreada
statement,sayifitistrue,andexplainwhybygivingan
examplefromthetext.
•Write
Option: (+10minutes) Toextendtheactivit y,doashortrole
play.Callonastudenttoreadthetiponthebottomleft.
Asktwovolunteerstorole-playgettingaserver’sattention
bymakingeyecontactandusinghandgestures.
B Not
Notepa
epaddi
dding
ng
Suggested
getoffonthewrongfootontheboard.Ask
ontheboard.Ask Can
anyoneexplainwhatthismeans?Tellstudentstoscanthe
anyoneexplainwhatthismeans?Tellstudentstoscanthe
articleforthisexpressionandunderlineit(lastsentence
ofthefirstresponseintheinterview).Havepairsfocuson
thecontexttofigureoutthemeaningoftheexpression.
Thenhavestudentsshareideaswiththeclass.Explainthat
togetoffonthewrongfootmeanstomakeabadstart.
meanstomakeabadstart.
•Modeltheuseofthisexpressionbysaying Wegotoffon
thewrongfootwhenIarrivedlateforthejobinterview.
Thentellstudentstothinkofdifferentsituationsinwhich
thisexpressioncanbeused.
Option: (+10minutes) Tochallengestudents,askpairsto
createthreeadditionaltrue/falsestatementsusingthe
informationinthetext.Tellstudentsnottoincludethe
answers.Combinepairsintogroupsoffourandhavethem
exchangestatements.Havestudentssupporttheiranswers
bygivinganexamplefromthetext.
B Relatetopersonalexperience
Suggested
teachingtime:
5–8
minutes
Youractual
teachingtime:
•Dividetheclassintogroupsofthreetodiscussthequestions.
•Ifappropriateforyourstudents,havestudentsdescribeor
demonstratetotheclassthegesturesthatsurprisedthem
andsharetheirexperiences.
Option: (+10minutes) Tochallengestudents,askpairsto
createalistofdo’sanddon’tsforgesturesintheirculture.
Tellthemtouseideasfromthearticleandclassdiscussion.
Havestudentssharetheirlistswiththeclass.
ExtraReadingComprehensionExercises
teachingtime:
5–10
minutes
Youractual
teachingtime:
•Topreparestudents,readthelistofTopicsandexplain
anynewvocabularyasneeded.Encouragestudentsto
writetheirowntopicintheblank.
•Modeltheactivitybywritingontheboard:
Topic:Showingrespecttoolderpeople.
Customs:[Writecustoms.]Thensayabitmore
aboutthem.
•Aspairsdotheactivity,walkaroundtheroom,
encouragingthemtoanalyzethetopicfurtherby
answeringthequestions.Helpstudentsasneeded.
Option: (+5minutes) Toextendtheactivit y,tellgroupsto
writerulesforanothertopic.
Languageandculture
•InEnglish-speakingcountries,whenchildren
•InEnglish-speakingcountrie
s,whenchildrengreet
greet
adultstheydon’tknow,theylookthemintheeyeand
say hello
hello.Theymayalso
.Theymayalsoshakehands
shakehands.Dependin
.Dependingonthe
gonthe
formalityoftherelationship
formalityofthe
relationship,childrencalladults
,childrencalladultsbytheir
bytheir
titleandlastname(Mr.Ander
titleandlastnam
e(Mr.Anderson)orju
son)orjustbytheirfirs
stbytheirfirstt
name(John).
C Dis
Discus
cussio
sion
n
Suggested
teachingtime:
5–10
minutes
Youractual
teachingtime:
Text-mining: Reviewtheinstructionswiththeclass,then
havestudentsskimthearticleandunderlineappropriate
language.Forexample,geto
language.Forexample,
getoffont
ffonthewro
hewrongfo
ngfoot;
ot; leadto
amisunderstanding;take[thegesturefor“comehere”],for
example;[Japanese]prefer;etc.Writestudents’findings
etc.Writestudents’findings
ontheboardforthemtorefertoduringthediscussion.
•Inpairs,studentsdiscussthecustoms.Thencallonpairs
nowyoucan Discussgesturesandcustoms
A Pairwork
Suggested
teachingtime:
5
minutes
Youractual
teachingtime:
•Ask Whenyoutravel,shouldyoufollowthecustomsofthe
placeyouarevisiting?Whyorwhynot?
•Beforestudentsreadthetips,tellthemtoreadthe
countrynamesinparenthesesatthebottomofthetip.
Ask Hasanyonevisitedthesecountries?
•Afterpairshavereadanddiscussedthetips,asaclasstalk
aboutwhichtipsalsoapplyinthestudents’culture.
Languageandculture
•InNorthAmerica,acommonexcuseforlaten
•InNorthAmerica,acommonexcu
seforlatenessis
essis I’m
or I’mworkinglate.
Amoregeneralexcuseis
stuckintrafficor
I’mworkinglate.Amoregeneralexcuseis
I’mrunninglate(I’mbehin
I’mrunninglate
(I’mbehindschedule
dschedule),anditisan
),anditisanacceptable
acceptable
waytoinformsomeonethatyouwon’tbeontime.
•Clausesthatstartwith Ifpresentaparticularconditionor
presentaparticularconditionor
situationinthefuture.Youshould
situationinthefuture.
Youshouldisusedtoofferadvice.
isusedtoofferadvice.
T9
UNIT1,LESSON3
tosharetheirlistofcustomswiththeclass.
Option: (+10minutes) Foradditionalpractice,brainstorm
orsuggestadditionaltopics;forexample,howtoactin
aworkplace,howtobehaveinaclassroom.Havesmall
groupswriterulesforthem.
Option: (+3minutes) Toextendtheactivity,ask Whatare
theconsequencesofnotfollowingcustomsinyourculture?
(Possibleresponses:Peopledon’trespectyou,theydon’t
wanttotalktoyouorinviteyoutotheirhomes.)
extras
WorkbookorMyEnglishLab
SpeakingActivities:Unit1,Activity3
A IDENTIFYSUPPORTINGDETAILS Checkthe
Checkthestatementsth
statementsthataretru
ataretrue,according
e,accordingtothe
totheart
article.Write
icle.Write✗nextto
thestatementsthata
thestatemen
tsthatarenottrue
renottrue.Explainyouranswers.
.Explainyouranswers.
B
✓
1
InmostofEurope,athumbandanindexfingermean“two.”
✗
2
InNorthAmerica,athumbandapinkiemean“two.”
✓
3
Japanesepointatpictures
Japanesepointatpictur
eswithanopenpalm
withanopenpalmfacingup.
facingup.
✗
4
Tobefriendly,NorthAmericansgreetotherswitha
lighthandshake.
✗
5
Everyoneusesthethumbs-upsignfor“that’sgood.”
“
True.GallowaysaysmostEuropeans
beginwiththethumb.Sotheindex
fingeristhenextfingerafterthat.
”
RELATETOPERSONALEXPERIENCE Discussthequestions.
Haveyoueverbeensurprisedbysomeone’sgesturesorbodylanguageonTV,inthemovies,or
inreallife?Whatdidyousee?Whatdoyouthinktheactionmeant?Whywereyousurprised?
DIGITAL
MORE
EXERCISES
nowyoucan
A
Discussgesturesandcustoms
PAIRWORK Readthetraveltipsaboutgesturesandcustomsaroundtheworld.Compareyourown
gesturesandcustomswiththosedescribed.Doanyofthemseemstrangeorrude?
TravelTips
Ifsomeonegivesyouagift,
thankthepersonandopenit
rightaway.
(Ecuador)
Ifyouwanttogetaserver’s
attention,it’smorepoliteto
attention,
it’smorepoliteto
useeyecontactratherthan
handgestures.
(Kenya)
Whenavisitorisleaving
yourhome, youshouldwalk
withthatpersonoutthe
door.
(Korea)
Ifyouaregoingtobemorethan
15minuteslateforaparty,lunch,
ordinner,youshouldcallto
ordinner,
youshouldcallto
explain.
(UnitedStates)
Whengreetingpeople,
olderpeopleshouldalways
begreetedfirst.
(Mongolia)
Beforeyouentersomeone’shome,
youshouldtakeoffyourshoes.
(Ukraine)
Togesturethat
somethingis
good,holdyour
good,
holdyour
handup,palm
facingout,and
slowlybringall
yourfingerstothe
thumb.
(Turkey)
B NOTEPA
NOTEPADDIN
DDING
G Withapartner,chooseatopicanddiscussyourcountry’scustoms.Thenwritenotesabout
yourcountryonthenotepad.
Topic: showingrespectforolderpeople.
Customs: It’snotpolitetodisagreewithanolderperson.
Topic:
Customs:
Aretherulesthesameforbothmenan
Aretherules
thesameforbothmenandwomen?Ho
dwomen?Howaboutfo
waboutforr
youngpeopleorolderpeople?Explain.
Topics
• showing respect
tt
to o
old
lde
erp
rpeople
• do’s an
and do
d on’ts forg
rgestures
• topics forp
rpolite sm
small talk
• invitations
• visiting so
s omeone’s ho
home
• giviing
ng g
giiftts
• off
fe ring o
or
rr
refusin
ing
g food
• touching o
or
rn
not
tt
touchin
ing
g
• (yyo
 uro
rown topic)
Text-mining(optional)
C DISCU
DISCUSSION
SSION Tellyourclassmatesaboutthecustomsyou
describedonyournotepad.Doeseveryoneagree?
Findandunderlinethreewordsorphrasesin
theReadingthatwerenewtoyou.Usethem
inyourDiscussion.
Forexample:“bodylanguage.”
UNIT1,LESSONX
UNIT19
9
N
O
S
S
E
L
N
O
S
S
E
L
4
1goal
Describeaninterestingexperience
BEFOREYOULISTEN
DIGITAL
FLASH
CARDS
A
1:12 VOCABULARY•
Participialadjectives Readandlist
Readandlisten.Thenl
en.Thenlistenagainand
istenagainandrepeat.
repeat.
Thesafariwas fascinating.
(Theywere fascinated.)
Theskitripwas thrilling.
(Theywere thrilled.)
Thesky-divewas frightening. Thefoodwas disgusting.
(Theywere frightened.)
(Theywere disgusted.)
B
Writelistsofthingsyou
Writelists
ofthingsyouthinkarefascinating,
thinkarefascinating,thrilling,frighte
thrilling,frightening,o
ning,ordisgusting.
rdisgusting.
C
PAIRWORK
“
Compareyourlists.
I’venevereatensnails.Ithink
they’redisgusting!
“
”
Really?I’vetriedthem,andIwasn’t
disgustedatall.They’regood!
”
LISTENINGCOMPREHENSIO
LISTENING
COMPREHENSION
N
A
Listentothethreeinterviews.Thenlisten
againandwritethenumber
againandwrite
thenumberofthespeak
ofthespeakerdescribed
erdescribedbyeachs
byeachstatement.
tatement.
1:13 LISTENTOCLASSIFY
3
a
travelstohavethrilling
travelsto
havethrillingexperiences
experiences
1
b
describesdifferencesinbodylanguage
2
1
c
d
wasdisgustedbysomething
isfascinatedbyothercultures
2
e
triestobepolite
3
f
doesthingsthatotherpeople
thinkarefrightening
2
AndrewBarlow
1
NancySullivan
3
MiekoNakamura
10
UNIT1
N
O
S
S
E
L
4
•Tellstudentstoreadthestatements.Letthemlistenagain
andmatchthestatementstothespeakers.
BEFOREYOULISTEN
A
1:12 
•Reviewanswerswiththeclass.Allowstudentstolisten
again,ifnecessary.
Voc
Vocabu
abular
lary
y
Suggested
teachingtime:
3
minutes
Youractual
teachingtime:
Languageandculture
VocabularyFlashCardPlayer
•Explainthatmanypastparticiplesendingin- edand
and
presentparticiplesendingin- ingareusedasadjectives.
ingareusedasadjectives.
•Pointoutthattheparticipialadjectivesendingin- ing
describesomething(thesafari,theskitrip,thesky-dive,
thefood).(Fascinating
thefood).(
Fascinating meansextremelyinteresting.
Thrillingmeanscausingapersontosuddenlyhavea
Thrilling
meanscausingapersontosuddenlyhavea
strongfeelingofexcitement.Ifsomethingis frightening,
itmakesapersonafraidorscared. Disgusting
Disgustingmeansvery
meansvery
unpleasant,causingapersontofeelsick.)
•Theparticipialadjectivesendingin-e
ed
ddescribehowthe
describehowthe
peoplefeel(ineachexample They).Havestudentsread
).Havestudentsread
andlisten.
LearningStrategies
B Writelists...
Suggested
teachingtime:
5
minutes
Youractual
teachingtime:
•Ontheboard,drawthechartbeloworprintoutthegraphic
organizerandhavestudentsfillitinwiththeactivitiesfrom
ExerciseA.
Fascinating
Thrilling
Frightening
Disgusting
•Tellstudentstocreatetheirownchartsandprovide
examplesforeachparticipialadjective.
GraphicOrganizers
C Pairwork
Suggested
teachingtime:
5–7
minutes
Youractual
teachingtime:
•Pointoutthepictureofasnail.Modelthelanguageby
askingtwostudentstoreadthesamplesinquotes.In
pairs,havestudentscomparetheirlistsfromExerciseB
andrespondbygivingtheiropinions.Movearoundthe
roomandlistenforcorrectuseofparticipialadjectives.
LearningStrategies
LISTENINGCOMPREHENSION
A
1:13
Listentoclassify
Suggested
teachingtime:
5
minutes
Youractual
teachingtime:
•Notethattheseexpressionsareu
•Notethattheseexpre
ssionsareusedinspoke
sedinspokenEnglish
nEnglish
andininformalsituations:
isanexclamationusedtoexp
usedtoexpresssurp
resssurprise.Itis
rise.Itis
Oh,boy!isanexclamation
Oh,boy!
similarto Wow!
Thanks,butnothanksisanabbreviated,informalwayof
Thanks,butnothanks
isanabbreviated,informalwayof
saying Thankyouforofferingme[something],butIdon’t
wantit,thankyou.
Forreal?isalessformalwayofsaying
isalessformalwayofsaying Really?
AUDIOSCRIPT
INTERVIEW1[F= U.S.regional]
M: This
ThisisNick
isNickKraka
Krakauer,an
uer,andyo
dyou’reli
u’relis
steni
tenin
ngto
gto World
Reflections.We’retalkingtodaywithNancySullivanfrom
MinneapolisintheUnitedStates.Hi,Nancy.
F: Hi,Nick.
M: So,Nancy,Iunderstandyou’rearealtraveler—thatyou’ve
visitedovertwenty-fivecountriesaroundtheworld.
F: That
That’s
’sright
right..
M: T
Tellusso
ellussomeof
meofthepla
theplacesyou
cesyou’vebee
’vebeent
nto.
o.
F: Well,I’vebeentocountriesallover...NorthandSouth
America,Europe,Asia...
M: Whathavebeenthemostfascinatingplacesforyoutovisit?
F: Hmmm...Well,Ilikevisitingcountrieswherethecultureis
reallydifferentfrommyown.That’swhatIfindmostinteresting.
Differentbodylanguage,differentfoods...youknow.
M: You
Youtold
toldmeearl
meearliieryou’vebee
eryou’vebeentoInd
ntoIndia.Wh
ia.Whatwas
atwasthatli
thatlike?
ke?
F: Oh,Indiaisfantastic.
M: Andwh
Andwhatwas
atwassodiff
sodifferent
erentaboutit
aboutit?
?
F: Wellforonething,whenpeoplesay“yes,”theyshaketheir
headsfromsidetosideinsteadofupanddown,likeIdo.
INTERVIEW2[M2= Australian English]
M1: NickKrakauerhere, hosting WorldReflections .Today’s
guestisAndrewBarlowfromPerth,Australia.G’day,mate!
M2: G’daytoyou.
M1: So,Andrew,Iunderstandyou’vebeenateacheroverseas,
isthatcorrect?
M2: Ihavebeen,yes.
M1: AndIund
AndIundersta
erstandyou
ndyouhaveanin
haveaninteres
teresting
tingstoryabo
storyabout
ut
somethingyouateonceinoneofthosecountries.
M2: That
That’s
’sright
right..
M1: T
Tellusabo
ellusaboutit.
utit.
M2: Well,thishappenedwhenIgotmyfirstteachingjobina
verysmallvillage.Thepeopleinthevillagewantedtothank
meforcoming,sotheypreparedamealwithalotofreally
deliciousdishes.
M1: That
Thatmust
musthavebeen
havebeennic
nice.
e.
M2: Itwas.ButtherewasonethingthatIthoughtwaskindof,
well,disgusting.Theyhadthesetinylittlefishthatwerestill
alive...theyweremovingontheplate.
M1: Whoa!
Whoa!
M2: Yeah
Yeah.Y
.You’re
ou’resuppo
supposedto
sedtoputon
putoneinyo
einyourmou
urmouthand
thand
swallowitwhole.
M1: Oh,boy!
M2: Look,IwastheirguestandIdidn’twanttobeimpolite,soI
triedone.ButIcouldfeelitmovingasitwentdownintomy
stomach.Itriedafew,tobenice.ButIjustdidn’tknowhow
tosay“thanks,butnothanks”withoutbeingrude.
AUDIOSCRIPT continuesonpageT11.
•Topreparestudents,callonavolunteertoreadthe
numbersandnamesunderthepictures.Reviewthe
exampletomakesurestudentsunderstandthetask.Then
playtheinterviewsandhavestudentslisten.
UNIT1,LESSON4
T10
B
1:14
don’tstop! Extendtheconversation.Encouragestudents
tocontinuetheconversationbyusingtheideasinthe
box.
Listenfordetails
Suggested
teachingtime:
7–10
minutes
Youractual
teachingtime:
•Havestudentsskimthequestions.Ask Canyouanswer
anyofthesequestionswithouthearingtheaudioagain?
Studentsdotheexerciseandtrytoanswer.Letthem
listenagainandtakenotes.Ifnecessary,allowstudentsto
listenoncemorebeforecheckinganswers.
•Havestudentsworkinpairstocompareanswers.If
studentsarestillmissinginformation,playtheinterviews
again.
Option: (+5–10minutes) Forachallenge,role-playthe
interviewsinpairs.Assignroles(interviewerandNancy,
Andrew,orMieko).Encouragestudentstotrytoremember
asmanydetailsfromtheinterviewsandusethemintheir
roleplays.Movearoundtheroomandhelpstudentsas
needed.Invitestudentstopresenttheirroleplaystothe
class.
LearningStrategies
A Not
Notepa
epaddi
dding
ng
5–10
minutes
Youractual
teachingtime:
•Modeltheactivitybyrelatingsomeofyourown
experiences.Writethechartbelowontheboard,fillingin
yourowninformation.Notethattheanswersinthischart
aremerelypossibleresponses.
Strangeor
disgusting
Fascinating
Place
Activity
Mexico
Visited
pyramids,
wentsailing,
tookcooking
classes
Mongolia
Tried
camel
meat
Thrillingor
frightening
Ta
Tanzania
Took
pictures
oflions
•Readthequestionsandreviewvocabularyasneeded.
ThenaskstudentstoskimthelanguageintheRecycle
box.Encouragestudentstorefertoitastheyanswerthe
questions.
•Movearoundtheroomandhelpstudentsasneeded.
GraphicOrganizers
B Pairwork
Suggested
teachingtime:
10–15
minutes
Youractual
teachingtime:
•Modeltheactivitywithamoreconfidentstudentby
talkingaboutsomethingyouwroteontheboardand
usinglanguagefromtheRecyclebox.
•Besuretoincludeconversationstrategiesfromprevious
lessons,suchas“That’sgreat!”
T11
UNIT1,LESSON4
presentperfectandsimplepast.
Option: (+5minutes) Foradditionalpractice,havestudents
followupbyaskingclassmateswhentheyhadeach
experience.Ask Whendidyou
Whendidyoutakeatourof
takeatouroftheGreatWallof
theGreatWallof
China?Remindstudentstousethesimplepasttensewhen
Remindstudentstousethesimplepasttensewhen
referringtoadefinitetimeinthepast.
C Groupwork
Suggested
teachingtime:
5
minutes
Youractual
teachingtime:
•Topreviewthepicture,askavolunteertoreadthe
caption.Ask Hasanyoneevergonehangglidingor
doneanythingdangerous?Howdidyoufeel?Wereyou
frightened?Ask Wastheexperiencethrilling?Wereyou
thrilled?
•Tomodeltheactivity,callonavolunteertoreadthe
nowyoucan Describeaninterestingexperience
Suggested
teachingtime:
•Movearoundtheroomandlistenforthecorrectuseof
sampleinquotes.Thenhavestudentssharetheir
partner’sexperiencewiththeclass.Encouragethemto
usetheparticipialadjectivesfromtheVocabularyon
page10.
Option: (+5minutes) Tochallengestudents,havethem
describeanexperiencewithoutusingparticipialadjectives.
Havetheclassguessiftheyaredescribingsomething
disgusting,thrilling,frightening, or fascinating.
extras
WorkbookorMyEnglishLab
SpeakingActivities:Unit1,Activity4;“FindSomeone
Who...”Activity
AUDIOSCRIPT Continued,forpageT10(Listening
Comprehension)
INTERVIEW3[F=Japanese]
M: We’rebackon WorldReflections .MynextguestisMieko
NakamurafromSendai,Japan.Welcome,Mieko.
F: Hi,Nick.
M: Mieko,I’vebeentoldthatyou’vetraveledalotandyou’ve
donesomeunusualthings.
F: Ihave.
M: Thatyo
Thatyouespeci
uespecia
allyli
llylik
ketodo,we
etodo,well,thi
ll,thin
ngsthatwould
gsthatwouldbeki
bekind
nd
offrighteningformostpeople.
F: Iguessthat’strue.Butnotscarytome.Justveryexciting.
M: Sotellusaboutwhatyou’vedone.
F: Well,foronething,I’vegoneswimmingwithsharks.Twice!
M: What?!
What?!
F: Swimmingwithsharks.
M: Forreal?Andyoudidn’tfindthatscary?
F: Well,Ididn’tdoitalone.Iwaswithagroup.Butswimming
soclosetothesharkswasreallythrilling.
M: Andw
Andwhatel
hatelse?
se?
F: LastyearIclimbedMountEverest.
M: Theworld
Theworld’’shighest
shighestmo
mounta
untain?
in?
F: Ye
Yes.
s.
M: I’llbetitwasreallycold.
F: Itwas.ButIwasreallythrilledtobestandingonthetopof
theworld.
B
1:14 LISTENFORDETAILS
Listenagainandanswerthequestionsincompletesentences.
1 Nanc
NancySu
ySulliva
llivan
n
a Howmanycountrieshasshevisited? Shevisitedover25countries.
b Whatdidsh
Whatdidshenoticeabo
enoticeaboutgesturesinIn
utgesturesinIndia?
dia? Whentheysayyes,theyshaketheirheadsfromsidetoside.
2 And
AndrewB
rewBarlow
arlow
c Whatdidthepeopleinthevillagedotothankhim? Theypreparedamealwithalotofdeliciousdishes.
Hedidn’twanttoseemrude.
d Whydidheeatsomethinghedidn’twantto?
3 Mie
MiekoNaka
koNakamura
mura
e Whathasshedonetwice? Shehasgoneswimmingwithsharks.
f Howdidshegetto“thetopoftheworld”? SheclimbedMountEverest.
nowyoucan
Describeaninterestingexperience
A NOTE
NOTEPA
PADD
DDIN
ING
G
Answerthequestions.Explainwhathappened.Writeasmanydetailsasyoucan.
Haveyoueverbeensomeplacethatwasreallyfascinating?
Haveyouevereatensomething
Haveyouever
eatensomethingthatwasreally
thatwasreallystrangeordisgusting?
strangeordisgusting?
Haveyoueverdonesomething
Haveyouever
donesomethingthatwas
thatwasreallythrillingor
reallythrillingorfrightening?
frightening?
B
Askyourpartneraboutthe
experiencesonhis
experiences
onhisorhernotepad.
orhernotepad.
PAIRWORK
RECYCLETHISLANGUAGE.
• Askmorequestions.
Askmorequestions.
climb[amountain]
gosightseeingin[Italy]
gotothetopof[theEiffe
gotothetop
of[theEiffelTower]
lTower]
try[snails]
• Askaboutotherexperie
Askaboutotherexperiences:
nces:
“Haveyouever...”
takeatourof[NewYork]
takepicturesof[theTajMahal]
don'tstop!
C
Chooseoneoftheexperiencesyour
partnertoldyouabout.Tellyourclassmatesabout
yourpartner’sexperience.
GROUPWORK
“
Mypartnerwenthangglidinglastyear.
Shewasfrightened,butitwasreallythrilling.
”
hanggliding
UNIT1,LESSONX
UNIT111
11
1
N
O
S
S
E
L
review
A
1:15 ListentotheconversationwithatouristinVancouverandcheckYesorNo.Thenlistenagainand
writetheanswerstothequestions,usingyetoralready. SeepageT12foranswers.
Has she
. . .  
B
Yes
No
Yes.She’salreadybeentotheaquarium.
1
beentotheVancouverAquarium?

2
visitedGastown?
✓
3
beentothetopofGrouseMountain?
✓
4
seentheCapilanoSuspe
seenthe
CapilanoSuspensionBridge?
nsionBridge?
✓
5
trieddimsum?
✓
6
gonetothetopoftheHarbourCentreTower?
✓
Usethephotostowrit
Usethepho
tostowritequestionsusingt
equestionsusingthepresentpe
hepresentperfectwitheve
rfectwitheverorbefore.
rorbefore.
Don’tusethesameverbmorethanonce.
4
2
enice,
V
Ve
y
taly
Ita
Oriental Pearl Towe
r,
Shanghai, China
3
1
MountFuji,
Japan
zilian
Brazi
barbecue
Answerswillvary,butmayincludethefollowing:
C
HaveyouevergonetothetopoftheOriental
1 HaveyouevereatenBrazilianbarbecue?
3 PearlTowerinShanghai,China?
2 HaveyouclimbedMountFujibefore?
4 HaveyoubeentoVenice,Italy,before?
Writesentencesabout
Writesen
tencesaboutthetopics.
thetopics.Usethe
Usethe
1
I’vebeentothetopoftheTaipei101Building.
presentperfect.
1 tallbuildingsyou’vebeentothetopof
3
foodsyou’vetried
2
4
mountainsorhighplacesyou’veclimbed
citiesorcountriesyou’ve
citiesorcountries
you’vevisited
visited
WRITING
Writeaboutoneoftheinterestinge
Writeaboutoneo
ftheinterestingexperiencesyouta
xperiencesyoutalkedabo
lkedaboutinLesson4.
utinLesson4.
Describewhathappened,whereyouwere,whoyouwerewith,andhowyoufelt.
I’vehadafewfrighteningexperiencesinmylife.
Lastyear,Iwasonvacationin...
For additional language practice...
UNIT1
POP
•Lyricsp.153
“GreetingsandSmallTalk”
WRITINGBOOSTER p.143
• Avoidingrun-onsentences
• Guidancefortthiswritingexercise
hiswritingexercise
12
TOPNOTCH
DIGITAL
DIGITAL
SONG
KARAOKE
review
A
1:15
C Writesentencesaboutthetopics...
Listentotheconversation...
Suggested
teachingtime:
5–7
minutes
Youractual
teachingtime:
•Afterstudentshavelistenedtotheconversation,askthem
toreadthequestionsaloud,startingeachonewith Has
she
she...Modeltheactivitybydoingthefirstitem:
...Modeltheactivitybydoingthefirstitem: Hasshe
beentotheVancouverAquariumyet?
•Letstudentslistenagainandchecktheboxes.Have
studentswritethefullanswerswith yetor
or alreadyonthe
onthe
right.Remindstudentsthat yet appearsattheendofa
statementorquestion. Alreadyappearsbetween
appearsbetween have
andthepastparticiple.
•Askstudentstocompareanswersinpairsandthenlisten
againtoconfirmanswers.
AUDIOSCRIPT
[M= CanadianEnglish;F = Spanish]
M: WelcometoVancouver!Whendidyougethere?
F: Justyesterday,thanks.
M: Oh,that’sgreat.Haveyoudoneanysightseeingyet?
F: Yes,
Yes,I
Ihave.I
have.I’vealr
’vealreadybe
eadybeentoth
entotheV
eVancou
ancouverAqu
verAquarium
arium..
M: IlovetheAquarium.
F: AndI
AndItook
tookatour
atourofGast
ofGastown.
own.
M: Cool!HaveyoubeentothetopofGrouseMountainyet?
F: Notyet.Isitnice?
M: Oh,yeah!Theskyrideupisgreat.Youshouldn’tmissit.And
youshoulddefinitelyvisittheCapilanoSuspensionBridge.It’s
agreatplacetotakepictures.
F: Oh,thatsoundsgreat.Youknow,everyonetellsmeIshould
trydimsumwhileI’mhere.
M: Definitely.It’sreallydelicious.Andtheybringthefoodrightto
yourtableandyouchoosewhatyouwant.
F: Soundslikefun.Oh,didImentionthatIwenttothetopof
theHarbourCentreTowerthismorning?
M: No.Actually,I’veneverdonethatmyself.
F: You
Youshoul
should
d.It’sabe
.It’sabeauti
autiffulvi
ulview.Vancou
ew.Vancouver’
ver’sagreatcit
sagreatcity.
y.
M: Well,Ihopeyouenjoyyourstay.
F: Than
Thanks
ks..
2. Yes.She’salreadyvisited
es.She’salreadyvisitedGastown.
Gastown.
3. No.Shehasn’tbeentothetop
No.Shehasn’tbeentothetopofGrouseMountainyet.
ofGrouseMountainyet.
4. No.Shehasn’tseentheCapilanoSuspensionBridgeyet.
5. No.Shehasn’ttrieddimsumyet.
No.Shehasn’ttrieddimsumyet.
6. Yes.She’salreadygoneto
es.She’salreadygonetothetopofthe
thetopoftheHarbour
Harbour
CentreTower.
B Usethephotostowrite...
5
minutes
5
minutes
Youractual
teachingtime:
•Askastudenttoreadthetopics.Thenhaveavolunteer
readthesampleanswer.Askstudentstosharebuildings
theyhavebeentothetopof.Listenforthecorrectuseof
thepresentperfect.
•Havestudentscompletetherestoftheexercise
individuallyandthencompareanswersinpairsorsmall
groups.
•Reviewanswerswiththeclass.Writestudentanswerson
theboard.Asktheclasswhoelsehasdonethedifferent
things.
Option: (+5minutes) Foradditional
Foradditionalpractice,askst
practice,askstudents
udents
towritedownwhentheydidthedifferentthings.Review
usingthepresentperfectandsimplepasttocontrast
definiteandindefinitetimes.
WRITING
Suggested
teachingtime:
10–15
minutes
Youractual
teachingtime:
•Topreparestudents,askthemtolookatthenotesthey
madeonpage11.Tellstudentstochooseoneexperience
towriteabout.Encouragethemtomakesomeadditional
notesaboutthetopic.
•Tellstudentstowriteaparagraphabouttheirexperience.
Remindthemtousethepresentperfecttorefertoan
indefinitetimeinthepastandthesimplepasttenseto
refertoadefinitetimeinthepast.
•Have
Havestudentsread
studentsreadtheirparagraphs
theirparagraphstotheclass.After
totheclass.After
eachstudenthasread,invitestudentstocommentusing
I’vedone...,too.OR
I’vedone...,too.
OR I’venever...
Option:
WRITINGBOOSTER
(Teachingnotesp.T143)
WritingProcessWorksheets
AnswerstoExerciseA
Suggested
teachingtime:
Suggested
teachingtime:
Youractual
teachingtime:
•Previewtheactivitybycallingonstudentstoreadthe
captionsonthephotos.
Option: TopNotchProject
Project
Idea: Havestudentsprepareatouristinformation
pamphletwithsightseeingrecommendationsand
culturetips.
•Havestudentsbrainstormtipsfortourists.Dividethe
classintotwogroups,onetothinkofwaystobehave
andonetothinkofwaysnottobehave.Havegroups
writeonetotwosentencesforeachtip.
•Collecttheparagraphsonplacestosee,thingstodo,
andthetips.Putthemtogetherandmakeenough
copiesforeachmemberoftheclass.
•Reviewtheuseof everand
and before
beforebyasking
byasking Wheredo
weplace everinasentence?
inasentence?(Beforethepastparticiple.)
(Beforethepastparticiple.)
Wheredoweplace before
beforeinasentence?
inasentence?(Attheend.).
(Attheend.).
TopNotchPopSongVideoandKaraokeVideo
TopNotchPopSongVideoandKaraokeVideo
•Havestudentswritequestionsaboutthephotosusing
thepastperfect.Remindthemtouseaverbonlyonce.
(Possibleverbs:try,taste,have,be,climb,ride,take,see.)
•Movearoundtheroomandhelpstudentsasneeded.
•Havestudentscomparequestionsinpairsandthenask
eachotherthequestions.Reviewanswerswiththeclass.
UNIT1,REVIEW
T12
Pairwork3
DigitalGames
Suggested
teachingtime:
ORALREVIEW
Youractual
teachingtime:
•Havestudentsworkinpairsandimaginetheyaretouring
Beforethefirstactivity,givestudentsafewminutesofsilent
timetolookatthephotosandtravelbrochure.
Europe.Tellthemtoaskeachotherquestionsusing
thepresentperfectandtheinformationinthetravel
brochure.Askastudenttoreadthesamplequestion.
•Movearoundtheroomandlistenforthecorrectuseof
Pairwork1
Suggested
teachingtime:
7–10
minutes
6– 8
minutes
Youractual
teachingtime:
•Tointroducetheactivity,tellstudentstolookatthetravel
brochure.Askvolunteerstoreadaloudthenamesofa
country’scity,touristattractions,andfoods,andthento
identifythecountry.Ask Hasanyoneeverbeentoanyof
thesecities?OR
OR Doyouknowanyonewhohaseverbeento
anyofthem?
•Withastudent,modelaconversationbetweenthepeople
inthepicture.Startbyreadingtheexamplesentence
(WelcometoParis
WelcometoParis...).
...).
•Havepairschooseacityandrole-playaconversation
there.ReferstudentstotheConversationModelon
page6toreviewexpressionsandlanguagetheyshould
recycle.Remindstudentstousethesimplepasttense
whenreferringtoadefinitetimeinthepastandthe
presentperfectforindefinitetimereferences.
thepresentprefect.Helpstudentsasneeded.
Option: (+10–15minutes) Forachallenge,havestudentswrite
postcardsthatdescribewhattheyhavedone,eaten,and
seen,butthepostcardscannotrevealthelocation.Then
havestudentsreadtheirpostcardsaloudwhiletheclass
guessesthelocations.
Option: OralProgressAssessment
•Usetheimagesonpage13foranoraltest.Encourage
studentstousethelanguagepracticedinthisunit.
•Inviteastudenttorole-playaconversationwithyou.
•Pointtothetwopeople.Say Weseeeachothernear
theEiffelTower,weintroduceourselves,andthenget
reacquainted.
•Thensay Greetmeinoneofthecitiesinthetravel
brochureandaskmeaboutthingsI’veseenandtried.
•Evaluatethestudentonintelligibility,fluency,correct
useofgrammar,andappropriateuseofvocabulary.
Possibleresponses...
A:WelcometoMoscow.Haveyoubeenherebefore? B: No,I
haven’t. A: HaveyoubeentotheBolshoiTheateryet? B:Yes,itwas
veryinteresting! A: Haveyoueatenborschtyet? B: Yes,Ihave.
OralProgressAssessmentCharts
Languageandculture
• Tapas
TapasareSpanishappetizers,
areSpanishappetizers,gelato
gelatoisItalianicecream,
isItalianicecream,,
and borschtisaRussianstewmadefrombeets.
isaRussianstewmadefrombeets.
Option: (+10minutes) Topracticefluency,conductaclass
polltofindouthowmanystudentshavebeentoEuropeor
someotherregionclosertotheircountry.Invitestudentsto
sharewheretheyhavebeenandwhatthey’veseen,eaten,
andexperienced.
Pairwork2
Suggested
teachingtime:
7–10
minutes
Youractual
teachingtime:
•Workinginpairs,havestudentscreateaconversation
forthethreepeopleinphoto2.Tellstudentstoimagine
they’vemetbeforeandaregettingreacquaintedduring
atourofEurope.ReferstudentstotheConversation
Modelonpage5.Tellstudentstobecreativeusingthe
informationinthetravelbrochure.
•Invitestudentstorole-playtheirconversations.Listenfor
thecorrectuseofthesimplepastandpresentperfect.
Possibleresponses...
A:[Rita],haveyoumet[Adrian]? B: No,Ihaven’t. A: [Adrian],I’d
likeyoutomeet[Rita.] C: Hi,[Rita].Youlookfamiliar.Havewemet
before? B: Idon’tthinkso. C: Iknow!Lastweek.Youwereonthe
touroftheColosseuminRome. B: Oh,that’sright!Itwasbeautiful,
wasn’tit?
T13
UNIT1,REVIEW
extras
OntheInternet:
•OnlineTeacherResources:pearsonelt.com/topnotch3e/
AdditionalprintableresourcesontheActiveT
Additionalprintable
resourcesontheActiveTeach:
each:
•Assessment
•JustforFun
• TopNotchPopSongActivities
• TopNotchTVVideoPrograman
VideoProgramandActivit
dActivityWorksheets
yWorksheets
•Supplemen
SupplementaryPronuncia
taryPronunciation
tionLessons
Lessons
•ConversationActivatorVideoScripts
•AudioscriptsandAnswerKeys
•UnitStudyGuides
1
DIGITAL
GAMES
ORALREVIEW
PAIRWORK
1
Createaconversationforthemana
Createaconversationf
orthemanandwoman
ndwomaninphoto
inphoto .
Imaginethemaniswelcomingthewomantohiscity.
Chooseoneofthecitiesinthe
Chooseoneof
thecitiesinthe travelbrochure.
travelbrochure.
WelcometoParis.Haveyoubeenherebefore?
2
Createaconversationforthethreepeopleinphoto2.
ImaginetheygetreacquaintedduringatourofEurope.
A: Haveyoum
Haveyoumet__?
et__?
B: Actually,youlookfamiliar.Havewemetbef
Actually,youlookfamiliar.Havewe metbefore?
ore?
C: Yes,Ithinkwehave
es,Ithinkwehave.W
.Wewereatth
ewereatthe…
e…
3
2
Lookatthebrochureandimaginethatyouareonone
ofthesetours.Askandanswerquestions,usingthe
presentper
prese
ntper ect.
Haveyou iedtapasyet?
Tour
Europe
S PA I N
FRANCE
I T A LY
Tapas
CarnabyStreet
TheMillenniumWheel
Moscow,Russia
Paris,France
The Eiffel T
Tower
RUSSIA
London,theU.K.
Madrid,Spain
ThePradoMuseum
THEU.K.
Borscht
Tour boat on the Seine River
Rome,Italy
BalletattheBolshoiTheater
nowican
TheColosseum
Gelato
Getreacquaintedwithsomeone.
Greetavisitortomycountry.
Discussgesturesandcustoms.
Describeaninterestingexperience.
UNIT1,LESSONX
UNIT1
NIT113 13