introduction unit

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introduction unit 1 introduction unit 1 2 introduction unit map of resources ia vocabulary student’s book, page 4; workbook, page 4 ib grammar student’s book, page 5; workbook, page 5 ic vocabulary student’s book, page 6; workbook, page 6 photocopiable: vocabulary review id grammar student’s book, page 7; workbook, page 7 photocopiable: grammar review classroom presentation tool unit i end of unit short tests: unit i ia vocabulary personal information lesson summary vocabulary: the alphabet; numbers 1–50; countries speaking: exchanging basic personal information shortcut • to do the lesson in 30 minutes, keep the lead-in brief. spend no more than 1–2 minutes on exercise 5, and 5–6 minutes on exercises 11 and 12. lead-in 2–3 minutes • say: what can we say to a new student to make them feel welcome? (e.g. hello! i’m (name). what’s your name?) what questions can we ask to find out more about them? (e.g. …

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raise a hand when they know who it is. they then do the exercise in pairs. exercise 6 w 1.04 page 4 • play the audio for students to listen and repeat. • with weaker classes, say 50 and then elicit 49. continue round the class counting back to 1. for further practice of numbers and ordinals: vocabulary builder ia page 117 3 1 second june 2 twenty-second november 3 fifth august 4 twelfth february 5 twenty-first april 6 nineteenth october 7 third january 8 twenty-third july 9 sixth december exercise 7 w 1.05 page 4 • say: you are going to listen to two dialogues in a school. the people exchange personal information. • play the audio for students to listen and do the exercise. key 1 antoine, eighteen 2 eszter, eighteen 3 martyna, seventeen 4 alejandro, sixteen transcript 1 eszter hi! i’m eszter. nice to meet you. antoine …

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t out that two countries – turkey and russia – are in both europe and asia. key 1 croatia, the czech republic, france, germany, greece, hungary, italy, poland, russia, slovakia, spain, turkey, the uk, ukraine 2 china, india, japan, russia, turkey 3 argentina, brazil, canada, mexico, the usa 4 australia, canada, the uk, the usa 5 students’ own answers. exercise 11 page 4 • demonstrate the activity, e.g. i’m simon smith. i’m from the uk. i’m 20 years old. • elicit similar new identities from a few students. exercise 12 page 4 • demonstrate the activity by asking one or two confident students: what’s your name? elicit their new identity. then ask: how do you spell that? elicit the spelling. • students do the exercise in pairs. lesson outcome • if you are using the classroom presentation tool, first do the lesson closer to review what has been covered in …

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e. with weaker classes, work as a class to find be in the dialogue. stronger classes can do it in pairs. • on the board, write gapped sentences and elicit words to fill the gaps: i a teacher (am). you students (are). students read the learn this! box and do the exercise. key here’s a photo of us. i’m on the right. are you twins? yes, we are, but we aren’t identical. is that your dog … ? yes, it is. she’s called rosie. rosie is emma’s dog, really. how old is she? she’s sixteen … . that’s very old … . no, emma’s sixteen. rosie is six. 1 ’m 2 ’s 3 aren’t 4 is 5 are 6 is 7 are exercise 3 page 5 • do the first item as a class. students then do the exercise individually. key 2 my teacher is / isn’t very tall. 3 …

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two sisters. • students do the exercise individually. key 1 ’ve got / haven’t got 2 ’ve got / haven’t got 3 ’s got / hasn’t got 4 ’ve got / haven’t got 5 have got / haven’t got exercise 7 w 1.07 page 5 • tell students they are going to listen and tick what joe and amy have got. they then read the words in the table so that they know what to listen for. • play the audio for students to do the exercise. key joe a pet, a skateboard, a smartphone, a watch amy a bike, a laptop, a watch transcript amy hi, joe. have you got a pet? joe yes, i have. i’ve got a dog. his name is ricky. a ricky? that’s a nice name. j what about you, amy? have you got a pet? a no, i haven’t. is that your skateboard? it’s …

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introduction unit 1 introduction unit 1 2 introduction unit map of resources ia vocabulary student’s book, page 4; workbook, page 4 ib grammar student’s book, page 5; workbook, page 5 ic vocabulary student’s book, page 6; workbook, page 6 photocopiable: vocabulary review id grammar student’s book, page 7; workbook, page 7 photocopiable: grammar review classroom presentation tool unit i end of unit short tests: unit i ia vocabulary personal information lesson summary vocabulary: the alphabet; numbers 1–50; countries speaking: exchanging basic personal information shortcut • to do the lesson in 30 minutes, keep the lead-in brief. spend no more than 1–2 minutes on exercise 5, and 5–6 minutes on exercises 11 and 12. lead-in 2–3 minutes • say: what can …

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