1Hello

Unit goal: talk to someone for the first time A your; My

B I’m; I’m
C your; your; My
1.1
Goals: talk to someone for the first time Check that learners know new and teacher.
introduce yourself To demonstrate the meaning of Nice to meet you, say
say where you are from hello to a learner. Shake his / her hand and say:
ask people where they are from Nice to meet you. You could give an equivalent in
Core language: learners’ own language, or ask them for one.
VOCABULARY Hello, I’m …; I’m from …; my, your c Short forms. Look at the table and say both forms to
My name is …; What’s your name?
Countries: England, Russia, China; the USA
make the difference clear. Then play recording 1.3
GRAMMAR be present – questions: Are you …?; Are you (or say the sentences yourself) and get learners to
from …?; Where are you from? repeat. Focus on the stress pattern of:
– What’s your name?
I’m ... Language note
It isn’t essential to use short forms, but they are very
VOCABULARY Hello, I’m ..., My ... common in spoken English, especially I’m.
Optional lead-in with books closed
Introduce yourself to the class. Say I’m (John). a few times. SPEAKING
Point to yourself to show the meaning of I. Say to one
3 a Learners read the sentences and choose the best
learner: Hello. I’m (John). Get the learner to give his / her
name in the same way. Go round the class, getting learners order. Go through the answers together by listening to
to give their names, using I’m … . recording 1.4.
Write on the board: I’m John. = I am John.
Say both sentences to show how I’m is a short form of I am. 1 Hello, I’m Luis. 2 What’s your name? 3 I’m Ali.
Introduce yourself again. This time say My name is (John). 4 Hi, Ali. 5 Nice to meet you.
Say a few common names to show what name means.
Go round the class, getting learners to give their names, b Mingling activity. To demonstrate, choose one learner
using My name is … . and have a conversation. Then have a conversation
with a second learner, getting him / her to ask you
1 a Presentation of ‘I’m …, My name is …; Hello. Hi.’ What’s your name?.
Look at the photo and play recording 1.1. Ask learners
Learners move freely round the class, introducing
what words go in the gaps.
themselves and asking other learners’ names.
Hi. I’m Carlos Puente.
Hello. My name is Peter Newman. Alternative
If it is difficult for learners to move freely around the class,
b If they haven’t already done so, get learners to give you could ask them to stay in their seats and talk to the
their own names, using the same expressions. people around them.

LISTENING
2 a Numbers 1–3. See if learners know the numbers. If
I’m from …
not, say them and learners repeat. Play recording 1.2. VOCABULARY Countries
Pause after each conversation and ask learners to say
which photo it is. 1 Presentation. Play recording 1.5 or say the names of
the countries. Ask learners to identify them.
A2 B3 C1
A China B the USA C England D Russia
Optional extra Learners repeat the countries. Focus on the
Use the photos to teach school, café and airport. Ask Where pronunciation of /ju: es eI/, and the /@/ sounds in
is it? to elicit the words. Write them on the board. /Iŋl@nd/, /rS@/, /tSaIn@/. You could also practise
b Presentation of ‘My, your; What’s your name?’. To /lnd@n/ and /mɒsk@υ/.
teach your and the question What’s your name?, point
to yourself and say My name is (John), then point to GRAMMAR Questions
a learner and say Your name is (Ali). Then ask a few 2 a Presentation of ‘I’m from ...’. Look at the picture and
learners What’s your name?. play recording 1.6. Establish what the people say:
/ Learners read conversations A, B and C and fill 1 I’m from the USA. I’m from New York.
in the gaps. If necessary, play the recording again to 2 I’m from England. I’m from London.
check.

20 Unit 1 Hello
 Get learners to repeat the sentences. Focus on the
pronunciation of /frəm/. Classroom language:
Letter, word, sentence ...
Optional extra
Goal: to understand simple words needed to use the
Ask learners where the people in the picture are. Use this to Coursebook
teach plane (or on a plane) and passenger.
Core language:
b Presentation of ‘Are you (from) …? Where are letter, word, sentence, number, question
you from?’. Play recording 1.6 again. Learners say
questions in the correct order. Write the questions on 1 Vocabulary. Use the examples to establish the
the board. meaning of the words.

Alternative 2 a question  3 a word  4 a letter  5 a number

Ask learners what the questions are. Then play recording 1.6 Focus on the pronunciation of the words, especially
again to check. the reduced vowels in /sent@nts/ and /kwestS@n/.
To show how the word order changes in questions, Optional practice
write on the board:
If necessary, write other examples on the board to make the
1 2 2 1 meanings clear. Show that:
– You are from England → Are you from England? – a sentence starts with a capital (big) letter and ends in a full
Point out that you and are change round. stop (.)
– a question starts with a capital (big) letter and ends in a
Look at the table. Read through the examples. question mark (?)
You could give other sentences and learners make Learners could find examples of sentences and questions in
questions: the Coursebook.
– I’m a teacher. → Am I a teacher?
2 Practice. Learners do the exercise.
– You are here. → Are you here? Where are you?
c Practice of questions and answers. Look at the speech 1 word  2 number  3 sentence  4 letter  5 question
6 letter  7 number
bubbles and learners say the questions and answers.
1 – Where are you from? Language note
– (I’m from) China.
You could point out that P is a capital letter (or big letter) and m
2 – Are you from the USA?
is a small letter. Write capital letter and small letter on the board.
– Yes, I’m from Miami.
3 – Are you from China?
– No, I’m from the USA.
4 – Where are you from?
– (I’m from) London.
1.2
Goals: talk to someone for the first time
Go through the answers together by listening to ask and say where places are
recording 1.7. say where you live
Core language:
Learners ask and answer the questions.
VOCABULARY flat, apartment, house, room, car
big, small, nice
SPEAKING in, near (London)
3 a Writing. Ask learners: Where are you from? Check GRAMMAR a / an: a (flat), an (apartment)
that they can say their country correctly. Write the be present: It’s …, Where is …?
Present simple – positive: I / We + verb
country name(s) on the board for learners to copy.
b Ask each question to two or three different learners
round the class. Expected answers: Where is it?
1 No. I’m from (Japan). GRAMMAR It’s …, Where is ...?
2 I’m from (Japan).
3 I’m from (Tokyo). 1 Presentation of ‘It’s .. (It is ...); I think ...’ Look on p86
of the Coursebook. Look at photo A and ask:
c Get learners to ask you the questions. Give true – Where is it? (England, or London).
answers.
Show the full and short forms of It is on the board:
Learners ask and answer the questions in pairs. – It is ... → It’s …
Instead of I’m from London, they should give their
Then add I think:
own home town.
– I think it’s ...
Alternative: Mingling activity Show the meaning of I think with gestures. Get
Learners move freely round the class, asking and answering learners to practise saying the sentence. You could
questions. help them with the stress pattern by ‘back-chaining’:
– England → It’s England. → I think it’s England.
Learners look at photos B–H and guess the
countries, making sentences with I think it’s ... .

Unit 1  Hello  21 

 A England  B the USA  C Russia  D the USA I live …
E the USA  F China  G Russia  H China
READING
2 a Presentation of ‘Where’s ...? (Where is ..?) I don’t know’.
Books closed. Ask: Where’s Manchester? (It’s in 1 Presentation of ‘flat, apartment; a/an’. Look at each
England.) Write the full and short forms on the board: photo. Ask: What is it?. Use this to present flat and
Where is ...? → Where’s ...? apartment. Ask if they are big or small.
Practise asking the question, using different places: A It’s a flat (an apartment). It’s small.
– London → Where’s London? B It’s a flat (an apartment). It’s big.
C It’s a house. It’s big.
– Beijing → Where’s Beijing?, etc.
Open books. Look at the city names in the box. Give Language note
possible answers for one item, e.g.
Flat is British English; apartment is US (and also international)
– Where’s Shanghai? English. They mean the same.
– I don’t know. / It’s in China. / I think it’s in China.
Show the meaning of I don’t know with gestures. Point out that we say an apartment. This is because
apartment begins with the sound ‘a’ (a vowel). If
Shanghai: It’s in China. necessary, show that it is difficult to say a apartment,
Miami: It’s in the USA. so we add /n/.
Novosibirsk: It’s in Russia.
Beijing: It’s in China. Note
Oxford: It’s in England.
Los Angeles: It’s in the USA. Don’t give a detailed presentation of a / an at this point. It is
Moscow: It’s in Russia. presented in Unit 4.2.
Manchester: It’s in England.
b Learners read the sentences and match them with the
b Read the full and short forms in the table or play photos. Then they fill in the gaps.
recording 1.8. Show on the board how we use an
1 B – an apartment
apostrophe (’) to show that a letter is missing. Practise 2 C – a house
saying the short forms. 3 A – a flat

Language note If necessary, quickly present live and have (it should
We usually use short forms (It’s, Where’s, etc.) in be clear from the context), but wait till 2 to focus on
conversation, but not always. It is important for learners to these verbs.
understand them, but don’t insist on them using short forms
themselves at this stage. c Play recording 1.10.
After some nouns, it isn’t possible to use a short form, e.g. d Learners cover the sentences in 1b and listen again
Paris is ..., Los Angeles is ... . (either play recording 1.10, or read them aloud). Then
ask the questions round the class.
Big, small ... Photo A – It’s a flat. It’s very small. It’s in Paris.
Photo B – It’s an apartment. It’s big. It’s in Dubai.
VOCABULARY big, small Photo C – It’s a house. It’s near Naples. It’s a town in
Florida, in the USA.
1 Presentation of ‘(It’s) big, small; (It’s a) house’. Look
at the picture and ask What is it? (a house). Then ask: Sentences covered. Learners ask and answer the
Is it big or small? (big). Use gestures to show the questions.
meaning of big and small.
2 a Presentation of ‘It’s a big house.’ On the board, write: GRAMMAR I / We + verb
It’s a house. Then show how we can add big: 2 a Presentation of ‘I have, We have, I live, We live’. Give
– It’s a big house. examples about yourself to present the meaning of
Read the sentences or play recording 1.9. Ask learners live and have, e.g.
to repeat. Make sure that they say It’s a house and I live in (Rome). I have a house.
It’s a big house (not just It’s big house). Make sure I live in a house in (Rome) / I have a house in (Rome).
they say a as /@/. To show the meaning of we, say I live in (Rome), then
stand with a learner and say We live in (Rome).
Language note
Read the sentences in the table. Ask learners to
For many learners, the use of a will be the same as in their
own language.
repeat I live, we live, I have, we have, to check
If learners have no article system in their own language, tell pronunciation. Alternatively, ask learners to read the
them that a = ‘one’. sentences aloud. Check learners say /lIv/ not /li:v/ and
/hv/ not /hf/.
b Look at the pictures on page 86. Use the pictures
to present car and room (point to a picture and ask: b / Learners write live or have in the gaps.
What’s this?). 1 have  2 live  3 have  4 live  5 live  6 have
Learners take it in turns to choose a picture and say
a sentence.

22  Unit 1  Hello

LISTENING 3 a Play recording 1.14. Learners listen and underline
3 Read the sentences and look at plans A and B. Then the words they hear. Check the answers and play
play recording 1.11 and go through the answers. recording 1.14 again if necessary.

1 Yes.  2 No (in Berlin).  3 No (it’s very small).  4 Yes. Hi

It’s Flat A (one room and a kitchen). it’s
I’m
If necessary, play recording 1.11 again. in
Paris

WRITING b A strong pair of learners have the conversation in

4 a To show what to do, write or say a few sentences front of the class. Check pronunciation.
about your own house / flat. Learners have a similar conversation, but use their
Learners write sentences about their house or flat. own name and choose a different place.
While they are writing, go round and check.
Note 1.3
If learners all live in the same town, ask them to write what Goals: talk to someone for the first time
part of town they live in. ask and say if you are married
If they live alone or have their own house / flat, they should say if you have children
write I have. If they live with their parents or family, they
should write we have. Core language:
VOCABULARY Numbers: 0–10
b Speaking. Learners tell their partner about their boy, boys; girl, girls; child, children
house or flat. Family: no (children) = ‘not any’, married
GRAMMAR be present – negative: I’m, I’m not;
Optional practice we’re, we’re not
1 Mingling activity
After writing, learners move freely round the class. They tell
two or three other learners about their house / flat. Numbers
2 Writing for homework
Learners do this as a speaking activity and write the
VOCABULARY Numbers 0–10
sentences for homework. 1 Presentation of numbers 0–10. Learners say the
3 Add a photo numbers. If necessary, say them (or play recording
Ask learners to find (or take) a photo of their house or flat 1.15) and get learners to repeat.
and add it to their sentences.
Option: Stronger classes
Learners may already know the numbers. Check this with
Sounds and spelling: The letter i books closed: write the numbers on the board, and learners
say them. Then write the words. Focus on any that learners
Goal: to recognise and pronounce the letter i with the aren’t sure of.
sounds /I/ and /aI/
Core language: Focus on the sounds /wn/ and /Tri:/.
Words from Unit 1 with the letter i Language note
To help students say /T/, get them to say /t/, and notice
1 /I/ and /aI/. Say the words or play recording 1.12.
where their tongue touches their top teeth. Then get them
Focus on the two sounds: to make less contact, so air can pass their tongue and their
– /I/ is said with lips neutral, not spread (it has a lower teeth. This should produce a /T/ sound.
quality than in many languages).
– show how /aI/ is formed from /a/ + /I/. Get learners to Look at the words in the box. Learners read them
say the sounds separately. Then run them together. aloud. Then learners write the numbers with the words
beside them, in order.
2 / Learners put the words in the correct group.
Go through the answers together by listening to To practise, say a number and learners say the next
recording 1.13. one. They could also do this in pairs.
2 Learners cover 1 and practise saying the numbers
/I/ /aI/ in A–F. Then go through the answers together.
it five Language note
in China
All these numbers would normally be said as separate digits
big I’m
in English. 0 can be said as zero or oh.

Language note
Words with the spelling pattern i...e (five, nice) usually have
the sound /aI/. Live (as a verb) is an exception because it is
pronounced /lIv/. Point this out to the class, if necessary.

Unit 1  Hello  23 

 Alternatives 4 Speaking. Look on page 87. To show how the game
works, say a few different sentences and learners say
1 Say a number. Learners write it down (as a figure, not a
word). Then learners read the numbers back to you. You the picture, e.g.
could also do this with phone numbers. – I’m married. We have two boys. (2)
2 Say sequences and learners continue them: – I have one girl. (1)
– 1, 2, ... Learners take it in turns to say a sentence. The
– 2, 4, ... other learner guesses the picture.
– 1, 3, ...
– 10, 9, ... Alternative: Whole class activity
– 10, 8, ...
Do this with the whole class together. Learners take it in
3 To practise writing numbers, say a sentence with numbers
turns to say a sentence. The other learners guess the picture.
in them. Learners write only the number they hear (as a
word), e.g. 5 Writing. Show what to do by writing two sentences
– I have three children.
– It’s bus number seven. about yourself on the board.
– My flat is number five. Learners write true sentences. As they do this, go
round and check. A few learners could read out their
sentences.
Families
Alternatives
VOCABULARY boy, girl ... 1 Younger classes
1 a Presentation of vocabulary. Look at the picture and If none of your learners are married or have children, get
one learner to come to the front and the others tell him /
see if learners know the words (boys, a girl, etc.). her what to write:
If not, read them out or play recording 1.16 and ask – I’m not married and I have no children.
learners to repeat. You could also ask questions, e.g. 2 Mixed adult classes
– Look at C – a boy or boys? If your class has a mixture of learners (married and
Use this to present plurals. Write boy and girl on the unmarried, with and without children), you could do this as
a speaking activity in pairs, or as a mingling activity, with
board, and say the words. Then add -s and say boys learners moving freely round the class.
and girls. Get learners to repeat the singular and plural
forms (check that they pronounce the -s as /z/). Point
out that:
– to make a plural, we usually add -s. Target activity: Talk to someone
– children is irregular. for the first time
Listening. Play recording 1.16. Learners listen and say Goal: Talk to someone for the first time
the expression they hear. Core language:
1.1 VOCABULARY Hello, I’m, my …
A two boys  B a girl  C three girls  D a boy
1.3 VOCABULARY boy, girl
E seven children
1.1 Grammar Questions
b Learners take it in turns to point to a picture. The 1.2 grammar I / We + verb
other learner says what it is.
TASK LISTENING
GRAMMAR I’m not, we’re not 1 a Preparation for exercise 1b. Read the expressions and
2 Presentation of ‘ married, no (children)’. Read the ask learners to suggest what the people say.
sentences to the class or play recording 1.17. Ask the I’m / My name is Mark.
class to find the picture. I’m from the USA.
I live in / near London.
1 C  2 E  3 A  4 D  5 B I have / live in a small apartment.
I’m not married.
As you go through, present married by showing or
I’m / My name is Claudia.
gesturing to a wedding ring and show on the board
I’m from / I live in Brazil.
that no children = ‘0 children’. I have / live in a flat in São Paulo.
3 a Presentation of ‘I’m not, we’re not’. Write on the I’m married.
board: I’m married. We’re married. Then add not, to I have two sons.
show how to make the sentences negative. To focus on the word son, tell the class: I have one
Say the sentences in the box or play recording 1.18 as child – a boy. So he is my son.
a model. Ask learners to repeat. If you like, teach daughter in the same way.
Tell the class I’m married (or I’m not married). A few b Listening. Play recording 1.20. Pause from time to
learners round the class say if they are married or not time to check what the speakers actually say. Don’t
married. focus on the questions at this stage.
b / Learners add words to the gaps. Go through the
answers together by listening to recording 1.19.
1 girl  2 married; children  3 child  4 have; girls

24  Unit 1  Hello

 c Writing. Establish what the questions should be. Optional practice
Either do this together, or let learners work alone or in
Ask learners to repeat this is. Point out that both words have
pairs, then go through them together: a short /I/ sound. If learners say /Di:s i:z/, ask them to open
their mouth more loosely and lower their tongue slightly.
1 What’s your name?
If learners have problems with /D/, ask them to say /d/, then
2 Are you married?
let the air pass between the tip of their tongue and their
3 Where are you from?
mouth. This should produce a /D/ sound.
4 What about you?

If necessary, play recording 1.20 again to check. 3 Practice of ‘What’s this?’. Point to things in the
Alternatively, play it and let learners follow the script picture and ask What’s this? Learners should answer
on p120. It’s a (door).
Learners cover the words and ask and answer
TASK questions.
2 a Role play. To show what to do, take the role of either Learners could point to the same things in the room.
Mark or Claudia. Choose a strong learner and have a Optional extension
conversation (the learner should be him/herself). Then
Use This is ... to teach other things in the classroom, e.g.
choose another learner. This time, the learner should be
a book, a bag, a pen, paper, a dictionary, a bottle.
either Mark or Claudia and you are yourself. Alternatively, bring common objects into the classroom in
Learners have conversations in pairs. One learner a bag (e.g. a bottle, a newspaper, a book, a DVD). Hold the
takes the role of either Mark or Claudia (depending on objects up one at a time and ask What’s this?.
whether they are male or female) and the other learner
is him / herself.
b Learners change roles and have a second conversation. 1.4 Explore speaking
Learners could change partners to do this. Goal: say hello and goodbye
Core language:
Optional extra
Hi, Hello
Divide the class into A and B learners. Tell the class that they How are you?, Are you OK?
are at an airport. I’m fine, Fine, thanks
A learners stay in their seats. B learners stand up and move Goodbye, Bye, See you, Nice to meet you
around. Then, B learners find an A learner to sit next to. They
have a conversation. Next, B learners move to a different seat 1 a ‘Hello’ words and responses. Play recording 1.23 and
and have a conversation with a different A learner.
Continue until most of the class have had a chance to ask learners to repeat. Focus on the stress pattern of
introduce themselves to each other. the question:
Hi, how are you?
You could use photocopiable activity 1A on the
Practise the conversation with a few learners round
Teacher’s DVD-ROM at this point.
the class.
b Read through the words in the box and learners repeat
them. Point out that:
Keyword this – Hello and Hi mean the same. Hi is more casual (so
Goal: identify things in a picture or a room friends would say this).
Core language: – thanks means the same as thank you. It is slightly
This is ... more casual.
What’s this? It’s ...
mother, father, bed, desk, door, window, picture, room, chair Play recording 1.24. Learners listen and underline the
expressions they hear.
1 Presentation of ‘This is ...’. Look at the pictures and Hi!
check that learners understand mother and father. Hello
Play recording 1.21 and ask what Sophie says. Write How are you?
Are you OK?
This is ... on the board. To make it clear how we use
I’m fine.
This is ..., give examples using gestures, e.g. I’m OK.
– point to a learner and say This is (Maria).
– show your Coursebook and say This is my book. 2 Speaking. Have conversations with a few learners, using
2 a Vocabulary. Go through the words in the box and the expressions in 1b. Sometimes start the conversation
point to the things in the picture or in the classroom. yourself, and sometimes get a learner to start.
Say This is a door, etc. If necessary, play recording Learners move freely round the class, ‘meeting’ other
1.22. Ask learners to repeat the words and focus on learners and using the expressions in 1b.
the pronunciation of /dO:/, /tSε@/ and /pIktS@/.
b Practice of ‘This is’. Learners practise saying sentences
with This is. Prompt them by saying a door, a window,
etc.

Unit 1  Hello  25 

 Alternative Look again
If it is difficult for learners to move around the class, they
could stay in their seats and have two or three conversations VOCABULARY
with learners sitting near them. 1 a Similar words. Learners find pairs of words and
write them down.
3 a ‘Goodbye’ words. Read the expressions and learners
match them with the photos. big – small; hello – goodbye; flat – apartment;
b Play recording 1.25 to check. Point out that: door – window; five – three; the USA – China;
boy – girl; yes – no; café – restaurant
– Goodbye, Bye and See you mean the same. Bye and
See you are more casual. b Learners write sentences. Possible answers:
– we can say Nice to meet you when we say hello or
1 We’re from the USA.
when we say goodbye.
2 I’m a student (teacher / boy / girl).
Language note 3 We live in a (small / big) flat / apartment.

When we say goodbye, we can also say It was nice to meet 2 Plural forms. Learners write the plural forms.
you. You could teach this as a set expression.
2 rooms  3 windows  4 we  5 boys  6 children
4 Practice of ‘goodbye’ words. Say goodbye to a few
learners, using different expressions each time. 3 Numbers 0 – 10. Learners write the numbers as words.
Go through the answers by writing them on the board.
Learners practise saying goodbye two or three
times, using different expressions each time. 2 two  3 four  4 one

Conversation practice
You could do the conversation practice exercises on p116 at SPELLING
this point. 4 Learners correct the words.

You could use photocopiable activity 1B on the 2 have  3 teacher  4 goodbye  5 Russia  6 house
Teacher’s DVD-ROM at this point. 7 apartment

GRAMMAR
Across cultures: Students ‘be’ present: am, is are. Read through the table.
Goals: to give practice in reading short texts
Alternatives with books closed
to sensitise learners to ways of life in different
countries and cultures 1 Write the full forms (I am, you are, etc.) on the board.
Core language: Learners tell you the short forms (or learners come and
write them on the board). Then write on the board:
student, study Where ...? Learners say the questions for all forms: Where
Countries: Vietnam, Germany, Ghana am I? Where are you?, etc.
2 Write on the board:
1 Reading. Use the photos to show the meaning of – your name?
student and study. Point out that study is a verb, like – Where from?
live and have, so we say I study ... . – married?
Learners tell you what to write in the gaps.
Learners read the quotes, either alone or in pairs. The
first time, they should try to guess the meaning of new Other verbs. Read through the table.
words.
5 Learners correct the mistakes.
Learners read again using dictionaries to check any
new words (or go through the quotes together and 1 We are from the USA. (We’re from the USA.)
2 Are you from England?
present the new words).
3 I have two children.
2 Speaking. Ask learners what is normal in their country. 4 We have a small house.
In a single nationality class, ask: Do you agree?.
6 Learners add a missing word to each sentence.
Note
1 My name is Ahmed. (My name’s Ahmed.)
It may be that in some countries girls live at home but boys 2 I have a flat in Beijing.
live with other students. Help learners to say this by asking: 3 Manchester is in England. (Manchester’s in England.)
What about boys? What about girls? 4 We live in a big house.
Don’t expect learners to say a lot at this level – they may just
answer Yes, No or repeat one of the three sentences in 2.
Self-assessment
You could ask learners to write a sentence about
To help focus learners on the self-assessment, you could
students in their own country. To help, you could
read it through, giving a few more examples of the language
write on the board: In my country ... .
they have learned in each section (or asking learners to tell
you). Then they circle a number on each line.

26  Unit 1  Hello

Unit 1  Extra activities on the Teacher’s toolkit
Printable worksheets, activity instructions and answer keys are on your Teacher’s DVD-ROM.

1A  Who am I? 1B Conversation dominoes

Activity type: Speaking – Information gap – Groups of six Activity type: Reading – Dominoes – Pairs
Aim: Aim: To review conversation language
To practise talking about yourself and asking questions Language: Talk to someone for the first time – Coursebook
Language: Talk to someone for the first time – p11; say hello and goodbye – Coursebook p12
Coursebook p11 Preparation: Make one copy of the worksheet for each
Preparation: Make one copy of the two worksheets for pair of learners. Cut it along the dotted lines into a set of 16
every six learners. Cut each worksheet along the dotted line dominoes. Shuffle each set.
to make sets of six cards. Time: 15–20 minutes
Time: 20 minutes

Unit 1  Self-study Pack

In the Workbook On the DVD-ROM
Unit 1 of the English Unlimited Starter Workbook offers Unit 1 of the English Unlimited Starter Self-study Pack
additional ways to practise the vocabulary and grammar DVD-ROM contains interactive games and activities for
taught in the Coursebook. There are also activities which your learners to practise and improve their vocabulary,
build reading and writing skills and a whole page of tasks grammar and pronunciation, and also their speaking
to use with the DVD-ROM video, giving your learners the and listening. It also contains video material (with the
opportunity to hear and react to spoken English. possibility for learners to record themselves) to use with
• Vocabulary: Hello, I’m, My …; Flats and houses; the Workbook.
Numbers 0–10; boy, girl … • Vocabulary and Grammar: Extra practice of
•  Grammar: Questions; Questions and answers Coursebook language and Keyword
•  Time out: Crossword •  Classroom language: Letter, word, sentence …
•  Explore writing: Capital letters •  Sounds and spelling: The letter i
•  DVD-ROM Extra: Nice to meet you. •  Explore speaking: Say hello and goodbye
•  Video: Nice to meet you.

Unit 1  Hello  27