Unit 1  Hello

Opener Teacher development

1    [1] Teaching beginners
• Ask students to look at the photo. Play the recording. Beginners, by definition, know little or no English. They
Students listen and read. have also had very few if any English language lessons.
This presents challenges. It also offers you a great
opportunity to establish good practice in the classroom.
Audioscript    [1] Here are a few suggestions from experienced teachers
about how to approach teaching beginners:
Hello! I’m David.
‘Teachers at Beginner level need to think in terms of
Background information visuals and mimes. It’s a good idea to build up a set of
flashcards or pictures that you can use to teach words
Life Second Edition Beginner introduces students to real
or set up situations. Alternatively, use your interactive
people who work for National Geographic. David Doubilet
whiteboard to show visuals. You don’t need to speak to
is a well-known underwater photographer. In the photo,
explain words or to set up activities. Mime words or use a
he’s with a large fish called a potato cod on the Great
picture. Act out or model an activity so that students can
Barrier Reef off the coast of Australia.
see what you want them to do. Grade your language and
limit your talking time.’
2    [1]
Mike, Oxford
• Play the recording again. Students listen and repeat.
‘It’s important to make lessons varied at Beginner level.
3 Plan lessons that incorporate a bit of listening, a bit of
• Optional step Say: Hello, I’m … and say your name. Say reading, some basic grammar, some writing, and some
this three or four times to model the pronunciation and speaking. Activities should be short and you should try
intonation. to vary interaction, too, so mix up the pairs and organize
• Nominate individual students to introduce themselves groupwork and mingles.’
by saying Hello, I’m … . Irving, Berlin

4 ‘In monolingual classrooms, many Beginner level students

will expect a course in which the teacher translates words
• Ask students to work in pairs or small groups to
and grammar into L1. They will, of course, use L1 to speak
practise saying Hello, I’m … to each other. to each other, and will ask you questions in their L1.
• Optional step Vary the interaction here. Ask students The problem with this is that the classroom can quickly
to introduce themselves in larger groups or ask them become one in which English is rarely spoken. I have two
to walk round the class and introduce themselves to suggestions to avoid this:
everybody in a mingle. 1 Start as you mean to go on. In other words, start your
lesson in English and make it clear that you are only
Extra activity going to speak English in the class. You could leave
five minutes at the end of each class for questions,
With a new class, give each student a piece of card or which would allow students to ask in their L1 about
sturdy paper. Tell them to fold the card in half and write new words or about homework, etc.
their name on it. Ask them to place the name card on the
2 Pretend that you don’t speak the students’ language. If
desk in front of them. Write your name on the board. You
you are a native English speaker, that’s easy. But even
can then say: Hi, Ana! Hello, Rolf, etc. and invite students
if you aren’t, you can still do it. I’m Russian, but I once
to respond. This will ensure that students learn each
told a beginner class that my name was Alice and that
other’s names and that they are also aware of how the
I didn’t speak Russian. They believed me for months!
names are written.
As a result, they worked much harder to say things in
You can then use these cards in a ‘getting-to-know-you English because it was the only way to communicate
game’. Collect in the name cards then hand them out at with me. As the course progressed, they also took pride
random. A student has to say, Hi, Ana. (reading the name in explaining aspects of Russian life to me (in English)!’
on the card) and Ana must reply Hello, I’m Ana! in order
Olga, Moscow
to reclaim her name card.

21
 Unit 1  Hello

Audioscript    [3]
1a People
(see Student’s Book)

Lesson at a glance Background information

• listening: introductions
The English alphabet consists of 26 letters, which each
• vocabulary: the alphabet have an uppercase (or ‘capital’) form and a lowercase
• grammar: be: I + am, you + are form. Of these 26 letters five are vowels (a, e, i, o, u),
• speaking: introductions which are shown in yellow in Exercise 2 in the Student’s
Book, and the remaining 21 are consonants, which are
shown in black.
Listening
1    [2] 3    [4]
• Ask students to look at the two photos on the page. • Start by saying the letters in the table to the class or
Point to each photo and say the names of the people asking students to say them to their partner. Focus on
(David Doubilet and Mireya Mayor). each column and draw students’ attention to the fact
• Play the recording. Students listen and read the that the letters in each column have a similar sound
conversations. and require a similar mouth position when they are
pronounced (also see Pronunciation notes below).
Audioscript    [2] • Optional step If you have confident students or any
‘false beginners’ in the class, you could ask them to
1 d : Hello. I’m David. predict what the missing letters may be in each column.
m : Hi. I’m Mireya. • Play the recording. Ask students to listen and complete
d : Mireya Mayor? the table. Let students compare answers in pairs before
checking with the class.
m : Yes.

2 d : Hi! I’m David Doubilet. ANSWERS

m : Hello. A B F I O Q R
d : Oh! You’re Mireya! H C L Y U
m : Yes. I’m Mireya Mayor.
J D M W
3 d : Hello. I’m David Doubilet. K E N
m : I’m Mireya. G S
d : Mireya? P X
m : Yes. M–I–R–E–Y–A.
T Z
d : Hi. Nice to meet you.
V
Extra activity
Ask students to work in pairs to read out the conversations, Audioscript    [4]
taking turns to play the parts of David and Mireya.
a h j k
Background information b c d e g p t v
Mireya Mayor (born 1973) is an American scientist and f l m n s x z
explorer, and a wildlife correspondent for the National i y
Geographic Channel.
o
q u w
Vocabulary the alphabet r
2    [3]
• Optional step Depending on the nationality and Pronunciation notes
L1 of your class, you may wish to give students
Point out some of the more unusual pronunciations: H
some information about the English alphabet (‘aitch’), Y (‘why’) and W (‘double U’). Q is pronounced /kjuː/.
(see Background information on the right).
Note that Z is pronounced /zed/ in British English, but in
• Tell students that they are going to listen to the English American English it’s pronounced /zi:/.
alphabet. Play the recording. Ask students to listen and
repeat the alphabet. 4    [5]
• Tell students to look at the pictures and words.
• Play the recording. Ask students to listen and repeat.

22 Unit 1   Hello

 Unit 1  Hello

• Optional step Point to the objects in your classroom Background information

(e.g. point to the board, or hold up a book and point
to it). Ask students to listen and repeat after your model These are all common spellings of names in the English-
or after the recording. Then point and ask students speaking world. Bryan can also be spelled Brian.
to remember and say the words. You could then ask
students to work in pairs to do the same activity. 7 ★ CPT extra!  Vocabulary activity [after Ex.7]
• Organize the class into pairs. Students take turns to
Audioscript    [5] spell their names and write their partner’s names.
• Optional step Ask students to walk round the class in
a board d desk a mingle to say and spell their names with a number
b book e door of class members.
c chair f window
Extra activity
Pronunciation notes Dictate the names of some of the students in your class.
Students write them down then point to the person whose
Note that English is a language in which sounds and
name it is.
spellings often don’t match. Here, the ‘o’ and ‘a’ and ‘r’ in
board combine to make one long vowel sound /ɔ:/, the ‘a’ Alternatively, dictate the names of some famous people.
and ‘i’ and ‘r’ in chair combine to make the diphthong Ask students to compare their answers to make sure they
/eə/. The ‘oo’ in book is pronounced /ʌ/ but the ‘oo’ in have written the names correctly.
door is pronounced /ɔ:/. The ‘r’ in all these words is silent,
and the ‘w’ at the end of window is also silent.
Grammar be: I + am, you + are
Make sure students are attempting the correct
pronunciation as heard on the recording, rather than
8
trying to sound out individual letters. • Read the grammar box to the class. Ask students to write
I or you in the gaps in Exercise 8. Let students compare
5 answers in pairs before checking with the class.
• Optional step Model the activity by spelling out one
or two words for the class to identify. ANSWERS
• Ask students to work in pairs to take turns to spell I; You; I
and guess the words. Monitor closely and prompt and
correct if students say letters or words incorrectly. Refer students to page 158 for further information and
practice.
6    [6] ★ CPT extra!  Vocabulary activity [after Ex.6]
• Optional step Pre-teach double – write MM and SS on ANSWERS TO GRAMMAR SUMMARY EXERCISES
the board and say: double M, double S. 1
• Tell students they are going to listen to four short 1  I’m; I’m  2 I’m; You’re
conversations. Play the recording. Ask students to listen 2
and write the names. Let students compare answers
1 I’m  2 You’re  3 I’m  4 I’m
before checking with the class.

ANSWERS Grammar and pronunciation notes

1 Paula  2 Bryan  3 Simon  4 Anna In spoken English, I am and you are are almost always
contracted (or shortened) to I’m and you’re. For this
reason, it’s important to teach the contracted form with
Audioscript    [6] the apostrophe, which represents the omitted ‘a’. We only
tend to give am and are their full value when we are
1 p : I’m Paula. emphasizing or contradicting: No! I am Katya!
q : Can you spell Paula? Note the pronunciation: I’m /aɪm/ and you’re /jɔː/.
p : Yes. P–A–U–L–A.

2 b : I’m Bryan. Speaking my life

q : Can you spell Bryan? 9    [7] ★ CPT extra!  Grammar activity [after Ex.9]
b : Yes. B–R–Y–A–N. • Tell students they are going to listen to two people
introducing themselves. Play the recording. Students
3 s : I’m Simon. listen and read.
q : Can you spell Simon? • Ask students to stand up and walk round the class in
s : Yes. S–I–M–O–N. a mingle to practise similar conversations using their
own names.
4 a : I’m Anna. • Optional step Join in with the mingle. It’s a good
q : Can you spell Anna? opportunity to model Nice to meet you and to prompt
a : Yes. A–double N–A. students to improve and refine their conversations.

1a  People 23
 Unit 1  Hello

Audioscript    [7]
1b People and places
c: Hi, I’m Carlos.
s: Hello. I’m Sonia. Nice to meet you, Carlos.
Lesson at a glance
c: Nice to meet you, Sonia.
• reading: people
• vocabulary: countries and nationalities
Extra activity
• pronunciation: word stress
Ask students to write a short dialogue in which they meet • grammar: be: he/she/it + is
a famous person. For example: • vocabulary: numbers 1–10
A:  Hi. I’m Ana. • speaking: a quiz
B:  Hello, Anna. I’m Barack Obama. Nice to meet you.
Reading
Teacher development 1    [8]
Using a variety of interaction styles • Ask students to look at the photos. Tell them they
It’s important to vary interaction styles in the Beginner
are going to listen to the two short texts about Katya
classroom. This encourages students to work with a and Lukas.
variety of speaking partners and also gives them increased • Play the recording. Students read and listen.
opportunities for the sort of simple, repetitive practice
Beginners need. Saying Hello, how are you? ten times to
one partner is dull, but saying it to everyone in turn in Audioscript    [8]
the class is fun, real, builds relationships, and makes for
a good classroom atmosphere. 1 This is Katya. She’s from Moscow. It’s in Russia.
Katya is Russian.
At this low level it’s important to organize the class into pairs
for initial accuracy practice in order to make sure students 2 This is Lukas. He’s from Cape Town. It’s in South
are producing the language correctly and confidently. Africa. Lukas is South African.
Following this, vary the interaction by asking students to
work in small groups, or getting everybody to stand up, Teacher development
walk round, and practise their new language in a mingle.
Reading and listening
Most reading texts in Life Second Edition Beginner are
recorded. This gives you the opportunity to allow students
to listen and read at the same time. This can be important
at Beginner level. It ensures that all students are reading
at the same speed and allows them to hear how words are
pronounced as well as see how they are written.

2
• Ask students to read in their own time and copy
the required information into the table. Let students
compare answers in pairs.
• In feedback, write the table on the board and ask
students to come to the board to write in the answers.

ANSWERS
Photo 1 Photo 2
Name Katya Lukas
Country Russia South Africa
Nationality Russian South African

Background information
Moscow is the capital of Russia.
Cape Town is South Africa’s legislative capital.

24 Unit 1   Hello

 Unit 1  Hello

Vocabulary countries and nationalities Pronunciation word stress

3    [9] ★ CPT extra!  Vocabulary activity [after Ex.3] 4    [10]
• Ask students to write the words in the word box into • Tell students that they are going to listen to two words
the table. Then play the recording. Students listen and note where the word stress, or strong beat, falls.
and check. Play the recording. Students listen and repeat. Make
• Optional step Add the country and nationality of the sure they attempt to stress the words in the correct place.
students in your class to the table. • Optional step If your students need clarification, clap
out the syllables of each word, for example in the case
ANSWERS of Mexico, clap loudly once and then quietly twice to
represent the one strong and two weak syllables.
2 Egyptian  4 Mexico  7 Spanish  9  the United States

Audioscript    [10] (stress marked)

Audioscript    [9]
Brazil Mexico
 1 Brazil Brazilian
 2 Egypt Egyptian Extra activity
 3 Italy Italian If you have students from a variety of countries in your
class, write up the English name for each student’s country,
 4 Mexico Mexican
mark the stress, and ask students to listen and repeat.
 5 Russia Russian Alternatively, read out these countries and ask students to
 6 South Africa South African mark the stress: China, Germany, Japan, the United States.
 7 Spain Spanish
 8 the United Kingdom British Pronunciation notes
 9 The United States American The strong stress on countries is often on the first
10 Vietnam Vietnamese syllable, but not always. The stress on nationalities is
dictated by the suffix used. Nationalities ending -(i)an
or -ish are usually stressed on the syllable before the
Extra activity suffix: Argentinian, British, Italian, Spanish. Nationalities
Bring into class a large world map or, if you have the ending -ese have a strong stress on the suffix: Portuguese,
technology in your classroom, project a world map on the Japanese, Chinese, Vietnamese.
interactive whiteboard (IWB). Use the map to check that
students know where the countries are, and to point and
elicit the country names and nationalities.
Grammar be: he/she/it + is
5 ★ CPT extra!  Grammar activity [after Ex.5]
• Read the grammar box at the bottom of Student’s
Grammar notes
Book page 12 to the class. Ask students to look at the
Cities, countries and nationalities are proper nouns so they photos and write the missing words in the sentences
always have a capital letter in English. on page 13. Let students compare answers in pairs.
In English, most countries take no article. However, some • Check answers with the class and point out that full
countries use the because they are described as a set of forms have been used (see Grammar and pronunciation
states, islands, kingdoms, etc. For example: the United
notes on the next page).
States (the US), the United Kingdom (the UK), the United
Arab Emirates (the UAE).
There are three main endings for nationalities: -(i)an, -ish
ANSWERS
and -ese. Ask students to find examples of these endings 1  It is; She is  2  It is; He is  3  It is; He is  4  It is; She is
in the table. Some nationalities are irregular: France/
French, Switzerland/Swiss, Norway/Norwegian. Refer students to page 158 for further information and
practice.
Background information
ANSWERS TO GRAMMAR SUMMARY EXERCISES
The United States of America is generally called ‘the US’
or ‘the United States’, or just ‘the States’ by Americans 3
themselves. They tend not to call it ‘the USA’ or ‘America’ 1  She  2 It  3 He  4 It  5 He  6 She
(two terms which are commonly used in Great Britain). 4
The United Kingdom (the UK) comprises Great Britain 1 He’s from London.
and Northern Ireland. Great Britain (or Britain) is made
2 He’s Canadian.
up of three countries: England, Scotland and Wales
(nationalities: English, Scottish and Welsh). 3 She’s Russian.
4 It’s in the United States.
5 She’s from Toronto.
6 It’s in Egypt.

1b  People and places 25

 Unit 1  Hello

5 Teacher development
1 am  2 is  3 is  4 is  5 are  6 am
Drilling from verbal prompts
6
If students find it difficult to get their tongues round the
1 It’s from the United Kingdom.
three short sentences needed to do Exercise 7, drill them.
2 Elisabeth’s from Mexico. In other words, give them some controlled repetition work
3 You’re from Vietnam. using prompts. For example, say:
4 The teacher’s Spanish. This is Kira. (students repeat)
5 He’s Brazilian. Haruko. (students say: This is Haruko.)
6 I’m in New York.
Ana. (students say: This is Ana.)
And so on …
Grammar and pronunciation notes Then say:
In spoken English he is, she is and it is are almost always She’s from France. (students repeat)
contracted (or shortened) to he’s, she’s, it’s. We only Japan. (students say: She’s from Japan.)
tend to use the full form is when we are emphasizing or
Brazil. (students say: She’s from Brazil.)
contradicting. For this reason, it’s important to teach the
contracted forms with the apostrophe. And so on until you feel students have assimilated the
form and pronunciation.
Unlike nouns in many languages, most English nouns have
no gender. As a result the pronouns he and she are only
used to refer to people (however note the exception that Vocabulary numbers 1–10
she is often used to refer to boats and ships).
8    [11] ★ CPT extra!  Vocabulary activity [after Ex.8]
The pronoun it is used to refer to singular places, things,
ideas, animals, etc.
• Ask students to write the numbers in digits. Play the
recording. Students listen and repeat the numbers
Note the pronunciation: he’s /hɪ:z/, she’s /ʃi:z/ and it’s /ɪts/.
(see Vocabulary and pronunciation notes below).
6
• Students complete the table with information about Audioscript    [11]
themselves. Point out that under ‘Place’ they should
write the name of their city or region. zero six
• Optional step Model this activity by writing the table one seven
on the board and completing the information about two eight
yourself in the ‘You’ column first. three nine
• Ask students to show and tell their partner, making four ten
sentences in the first person with I. Model this activity five
by giving information about yourself. For example, say:
I’m Dan. I’m from London. I’m from the UK. I’m British.
Vocabulary and pronunciation notes
7 Point out the unusual spelling and pronunciation of one
• Students tell the class about their partner, making /wʌn/, two /tuː/ and eight /eɪt/.
sentences in the third person with he or she. Again,
model the activity first with information about one of 9    [12]
the students in your class. For example, say: This is Ana. • Ask students to look back at the list of countries in
She’s from Spain. She’s Spanish. The phrase This is … is a Exercise 3 on Student’s Book page 12. Ask: What’s six?
new to students, so make sure that the meaning is clear What’s seven? Students say the countries (South Africa,
by using a hand gesture to introduce the person. Spain).
• Play the recording. Pause the recording after each
Extra activity number and ask students to say the related country.
Bring into class some magazine pictures or posters of Encourage students to use the correct word stress and
well-known people from different countries. Put them pronunciation by modelling again any countries that
on the board and ask students to ‘introduce’ the people they struggle with.
to students in their group. You could also use the pictures
in a variety of other ways, e.g.:
ANSWERS
1 Put four numbered pictures on the board. Then introduce
seven: Spain six: South Africa
one person. Students must guess which person you are
introducing. Ask them to repeat the activity in pairs. five: Russia eight: the United Kingdom
four: Mexico ten: Vietnam
2 Introduce a person in one of the pictures but provide
one incorrect piece of information. Students must nine: the United States three: Italy
correct the sentence. one: Brazil two: Egypt
3 Do a dictation. Introduce a person. Students must listen
and write down what you say.

26 Unit 1   Hello

 Unit 1  Hello

Audioscript    [12]
Speaking my life
seven six 11
five eight • Organize the class into pairs to read and do the quiz.
four ten Tell them to take turns to read out a sentence and to
say ‘True’ or ‘False’. If they say ‘False’, then they must
nine three correct the sentence.
one two • Play the recording. Students listen and check their
10    [13] answers.
• Play the recording. Pause the recording after each
country and ask students to say the related number. ANSWERS
Listen carefully to ensure that students are pronouncing 1 False. It’s American.
the numbers correctly. 2 False. It’s Italian.
3 True.
ANSWERS 4 False. It’s Spanish.
Spain: seven Brazil: one
the United States: nine Italy: three
Audioscript    [14]
Vietnam: ten Russia: five
Mexico: four South Africa: six 1 Baseball is American.
Egypt: two the United Kingdom: eight 2 Pasta is from Italy.
3 Jaguar is British.
Audioscript    [13] 4 Flamenco is from Spain.

Spain Brazil 12
the United States Italy • Ask students to work in pairs to write four quiz questions.
Monitor closely to help with language and ideas.
Vietnam Russia
• When students are ready, ask different pairs to read out
Mexico South Africa
their sentences. The rest of the class must say ‘True’ or
Egypt the United Kingdom ‘False’ and must correct the false sentences.

Extra activity 1 EXAMPLE ANSWERS

Here are two number activities to practise numbers 1–10. Toshiba is Vietnamese. (False. It’s Japanese.)
1 Write the following sums on the board and ask students Curry is from Spain. (False. It’s from India.)
to write the answers in words. Then ask them to write
Rugby is American. (False. It’s British.)
three more similar sums for their partner.
Rio de Janeiro is in Argentina. (False. It’s in Brazil.)
one + nine = ______
three + four = ______
eight – two = ______ Extra activity
2 Write the missing number in each list. Then ask them to Ask students to find a picture of a well-known person,
write three more similar patterns for their partner. product, food or sport. Tell them to write a description:
two four ______ eight ten name, country, nationality. This could be done for
homework. In the next lesson, ask students to show
one three five ______ nine the class their picture and read out their description.
two + four three + three five + one six + ______

Extra activity 2
Play buzz. Students count round the class but they cannot
say three or five or multiples of three or five. Instead, they
must say ‘buzz’. So, the first student says ‘one’, the second
student says ‘two’, but the third student must say ‘buzz’.
The fourth student says ‘four’, but the fifth and sixth
students must both say ‘buzz’. The seventh student says
‘seven’. Then ‘eight’. Then the ninth and tenth students
must both say ‘buzz’. The eleventh student says ‘one’ and
the count starts again. If a student makes a mistake, he or
she is ‘out’. Continue the game until there is a winner or
the students get so good that they stop making mistakes.

1b  People and places 27

 Unit 1  Hello

Audioscript    [15]
1c Phone calls from New York
i = interviewer
i: Anne-Marie, what’s your phone number?
Lesson at a glance
a: It’s 718 760 7101.
• reading: phone calls from New York
• listening: phone numbers i: 7–1–8, 7–6–0, 7–1–0–1. OK?
• grammar: my, your a: Yes.
• vocabulary: greetings i: Thanks.
• speaking: greeting people
Pronunciation notes
Reading Note that when telephone numbers are given in spoken
1    [20] English, in British English, ‘0’ is pronounced ‘oh’. In
• Optional step Ask students to look at the map on American English, it’s pronounced ‘zero’ (as in the example
in the audio recording).
Student’s Book page 15. Ask them to say the names of
the ten countries (new to students: Canada, Dominican Two identical numbers together are preceded with the
Republic, India, Jamaica, Germany). word double, e.g. 66 = double six. Three numbers are
preceded with the word triple, e.g. 333 = triple three.
• Point out that the text is about the top ten places that
Note that English-speakers tend to read out telephone
people make phone calls to from New York. Note that
numbers in groups of three or four digits, separated by a
the purple arrow represents Germany and the blue brief pause.
arrow represents the United Kingdom.
• Ask students to read the article and underline the four 4    [16]
countries the people talk about. Let students compare • Optional step Pre-teach or check the meaning of work
answers in pairs. and home. Encourage students to guess the meaning
• Optional step The reading text is recorded. You could from the context, by thinking about what different types
play the recording and ask students to read and listen. of phone number many people have. The icons under
Exercise 6 may also help clarify the terms.
ANSWERS • Tell students they are going to listen to a similar
India, Canada, Mexico, Brazil conversation with Nelson. Play the recording. Students
listen and write Nelson’s numbers. Play the recording
2 more than once if necessary.
• Ask students to read the article again and complete • Let students compare their answers with a partner
the sentences with names. Let students compare their before checking with the class.
answers in pairs before checking with the class.
ANSWERS
ANSWERS 1  work: 212 736 3100
1 Nelson  2 Ramon  3 Anne-Marie  4 Nina 2  home: 212 340 2583

Vocabulary notes
Audioscript    [16]
student = someone who goes to a school, college or university
family = a group of people who live together and are i = interviewer
related, e.g. parents and children i: Nelson, what’s your phone number?
doctor = someone whose job is to treat people who are ill n: My work number is 212 736 3100.
teacher = someone whose job is to teach i: 2–1–2, 7–3–6, 3–double 1–0?
n: No, it’s 3–1–double 0.
Listening i: OK. Thanks. What’s your home number?
3    [15] n: My home number is 212 340 2583.
• Optional step Lead in by asking students to read out the
i: 2–1–2, 3–4–0, 2–5–8–3. Thanks.
two phone numbers. Ask which digits are different.
• Tell students they are going to listen to a conversation
with Anne-Marie. Play the recording. Students listen
Grammar my, your
and tick the phone number that they hear. 5
• Optional step Draw students’ attention to the way • Read the grammar box to the class. You could use a
that telephone numbers are read out in English hand gesture towards a student to signify your, and
(see Pronunciation notes on the right). a hand gesture towards your own chest to signify my
(also see Grammar notes on the next page).
ANSWER
b

28 Unit 1   Hello

 Unit 1  Hello

• Ask students to write my or your in the correct places in Audioscript    [17]

the conversation. Elicit the first answer to get students
started. Let students compare their answers with a Hi.
partner before checking with the class. Hello.
Good morning.
ANSWERS
Good afternoon.
1 My  2 your  3 My  4 your
Good evening.
Refer students to page 158 for further information and Goodnight.
practice. Goodbye.
Bye.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
See you later.
7
1 My  2 Your  3 My  4 your  5 My  6 your Vocabulary and pronunciation notes
In British English, Good morning is a common expression.
People tend to use it when seeing family, friends or
Grammar notes
colleagues in the morning for the first time. Informally,
My and your are possessive adjectives. They go before a it’s often shortened to simply Morning. Good afternoon
noun and describe it. and Good evening are reserved for more formal
English nouns have no gender, so we use my or your with situations. With family and friends, people tend to use Hi
all nouns (e.g. my wife, my husband, my children). However, or Hello instead.
in many other languages different forms would be used See you later (or the shortened version See you) is a
(e.g. in French three forms are used: ma, mon, mes). common alternative to Goodbye.
Note the stress: Good morning, Good afternoon, Good
6 ★ CPT extra!  Grammar activity [after Ex.6] evening, Goodnight, Goodbye.
• Elicit the questions onto the board: What’s your phone
number? What’s your work/home/mobile number? Drill the
questions with the class. Background information
• Optional step Model the activity. Ask: What’s your In Australia, speakers tend to say Goodday (abbreviated to
mobile number? What’s your home number? Nominate G’day) as an alternative to Hi. In different parts of the US,
you may hear people use Hey or Howdy rather than Hi.
individual students and get them to answer. Ask
students to ask and answer questions across the class. People usually say Hi or Hello when they answer the phone.

• Organize the class into pairs to ask and answer

8    [18]
questions. Tell students that they can give their real
numbers or invent numbers as they prefer. Monitor • Tell students that they are going to listen to two
and prompt students as they speak. Correct poor conversations, but that the lines of conversation are
pronunciation as well as errors of form. mixed up on the page.

• Optional step Ask students to repeat the activity with • Play the recording. Students listen and write 1 or 2 to
a new partner. This time, ask them to repeat the phone indicate whether each line is from the first or second
number back to their partner incorrectly, so that he/she conversation. Let students compare answers in pairs
has to correct them. before checking with the class.

ANSWERS
Vocabulary greetings
Bye, Anne-Marie. 2
7    [17] ★ CPT extra!  Vocabulary activity [after Ex.7]
Fine, thanks. And you? 1
• Ask students to look at the table and complete it with Good morning, Ramon.
the missing expressions. In feedback, check the meaning   How are you? 1
of the expressions by referring students to the artwork. I’m OK. 1
You could further check Good morning, Good afternoon, Goodnight, Ramon. 2
etc. by writing different times on the board and eliciting
from students which expression they would use.
• Play the recording. Students listen and repeat. Model Audioscript    [18]
and drill the expressions to practise pronunciation.
1 a : Good morning, Ramon. How are you?
r : Fine, thanks. And you?
ANSWERS
a : I’m OK.
1 Hello  2 Bye
2 r : Bye, Anne-Marie.
a : Goodnight, Ramon.

1c  Phone calls from New York 29

 Unit 1  Hello

9    [19]
• Play the recording. Students listen and repeat each 1d What’s this in English?
conversation. Draw students’ attention to the pausing
between different phrases.
Lesson at a glance
• vocabulary: in the classroom
Audioscript    [19] (with pauses noted) • real life: classroom language
• pronunciation: questions
1 a : Good morning, Ramon. / How are you?
r: Fine, thanks. / And you?
Vocabulary in the classroom
a: I’m OK.
1    [21]
2 r : Bye, Anne-Marie. • Optional step Ask students to tell their partner the
a: Goodnight, Ramon. names of any of the objects in the pictures that they
already know.
Speaking my life • Draw students’ attention to the photos. Play the
recording. Students listen and write the word for each
10 photo. Let students compare answers in pairs before
• Optional step Model the activity first by initiating checking with the class.
conversations with students round the class.
• Ask students to practise the conversations from ANSWERS
Exercise 8 in pairs, substituting their own names.
1 bag  2 classroom  3 computer  4 notebook
• Then ask students to stand up, walk round and initiate 5 pen  6 pencil  7 phone  8 table
conversations with different students in the class in a
mingle.
Audioscript    [21]
Extra activity
t = teacher; s = student
Write different times of day on the board (e.g. 8 am,
11 am, 2 pm, 5 pm, 8 pm, midnight). Ask students to stand
1 t : What’s this in English?
up and walk round the class silently. Tell them that when s: It’s a bag.
you say a time they must stop and talk to the nearest t: Can you spell it?
student, imagining that it’s that time. Read out a time at
random, e.g. 2 pm! Students meet and greet the person s: Yes. B–A–G – bag.
nearest to them. When they finish their conversation, they t: Thanks.
walk round silently again until you read out another time.
2 t : What’s this in English?
s: It’s a classroom.
t: Can you spell classroom?
s: Yes. C–L–A–double S–R–double O–M – classroom.
t: Thanks.
3 t : What’s this in English?
s: It’s a computer.
t: Can you spell it?
s: Yes. C–O–M–P–U–T–E–R – computer.
t: Thanks.
4 t : What’s this in English?
s: It’s a notebook.
t: Can you spell notebook?
s: Yes. N–O–T–E–B–double O–K – notebook.
t: Thanks.
5 t : What’s this in English?
s: It’s a pen.
t: Can you spell it?
s: Yes. P–E–N – pen.
t: Thanks.

30 Unit 1   Hello

 Unit 1  Hello

6 t : What’s this in English? Real life classroom language

s: It’s a pencil. 4    [23]
t: Can you spell it? • Tell students they are going to listen to eight short
s: Yes. P–E–N–C–I–L – pencil. recordings of conversations in a classroom. Ask
students to read the expressions in the box carefully –
t: Thanks.
some of them are used in the recordings.
7 t : What’s this in English? • Optional step Use mime or examples to check
s: It’s a phone. meaning (e.g. mime opening a book or sitting down).
t: Can you spell phone? Repeat = say again.
s: Yes. P–H–O–N–E – phone. • Play the recording. Students listen and note the
expressions they hear.
t: Thanks.
8 t : What’s this in English? Audioscript    [23]
s: It’s a table.
t: Can you spell it? 1 t : Good afternoon, everyone. Sit down, please.
s: Yes. T–A–B–L–E – table. 2 t : OK. Open your books. Look at page six.
t: Thanks. 3 s 1: Hello. Sorry I’m late.
2    [22] t : That’s OK. Sit down, please.
• Play the recording. Students listen and repeat the words 4 s 2: Can you repeat that, please?
(see Pronunciation notes below). t : Yes. Look at page six.
5 t : Work in pairs.
Audioscript    [22]
s 3: I don’t understand.
1 bag 5 pen t : Work in pairs – two students.
2 classroom 6 pencil 6 t : This is a computer.
3 computer 7 phone s 4: Can you spell it, please?
4 notebook 8 table
7 s 2: What’s this in English?
Pronunciation notes t : It’s a phone.
Note the strong stress in the words of more than one s 2: Thanks.
syllable: classroom, computer, notebook, pencil. 8 t : Do Exercise seven at home. See you next time.
Note the weak stress sound /ə/ in the unstressed syllables
s 1 + 3:  Bye.
of these words: computer /kəmˈpjuːtə/, pencil /ˈpensəl/,
table /ˈteɪbəl/. 5    [23] ★ CPT extra!  Vocabulary activity [after Ex.5]
3 • Play the recording again. Students write T (teacher) or S
(students) next to the expressions in the box according
• Elicit the questions onto the board: What’s this in English?
to who says the expression in the recording. Let students
Can you spell it? Drill the questions with the class.
compare answers in pairs before checking with the class.
• Optional step Revise the pronunciation of letters by (See also Grammar notes on the next page.)
eliciting the complete alphabet onto the board and then
pointing to different letters to elicit the pronunciation ANSWERS
of each letter. Alternatively, display the completed table
from Exercise 3 in lesson 1a for students to use as a Good afternoon, everyone. T
memory aid. Sit down, please. T
Open your books. T
• Organize the class into pairs. Students take turns
to point and ask about objects in the photos. As Look at page six. T
students speak, monitor closely and model the correct Sorry I’m late. S
pronunciation if you hear errors. Can you repeat that, please? S
I don’t understand. S
Extra activity Can you spell it, please? S
Ask students to repeat the activity with objects they What’s this in English? S
have in their bags. Students take them out and ask and Do Exercise seven at home. T
answer questions. You will need to introduce more words See you next time. T
(e.g. wallet, eraser, headphones).

1d  What’s this in English? 31

 Unit 1  Hello

Grammar notes
1e My ID
Note that we use the imperative form of the verb (Sit, Do,
Look) when giving classroom instructions. In English, the
imperative looks the same as the infinitive without to. Lesson at a glance
We use Can you …? to make requests – to ask the teacher • writing: an identity card
to do something. • writing skill: capital letters (1)

Pronunciation questions Writing an identity card

6a    [24] 1
• Tell students that they are going to listen to the • Optional step If students carry ID cards in your
questions from the classroom language box. Play the institution, invite them to get them out. Alternatively,
recording. Students listen and repeat the questions (see show your own ID card. Ask: What information is on
Pronunciation notes below). the card?
• Optional step Play and pause after each question and • Ask students to look at the ID (= identity) card and find
get the class to repeat chorally. Then prompt some the information. Let students compare their answers in
students to repeat individually. pairs before checking with the class.

Audioscript    [24] ANSWERS

1  TD Films  2  Carolyn Anderson
s = student
s 2: Can you repeat that, please?
Writing skill capital letters (1)
s 4: Can you spell it, please?
2a
s 2: What’s this in English?
• Ask students to underline the capital letters on the card.
Pronunciation notes Let students compare their answers in pairs before
checking with the class.
Note that when Can you …? is said at conversational
speed the word Can is reduced to /kən/. The strong stress
in the questions is on the key words: repeat and spell.
ANSWERS
Washington Date
To make these questions polite, the voice should go up
when saying please in a request. TD Films Name
VISITOR Carolyn Anderson
6b
• Tell students to look at Audioscript 23 on Student’s 2b
Book page 182. Ask students to work in pairs to practise • Optional step Explain the categories and the use of
mini-conversations 4, 6 and 7. the initial capital letter (see Vocabulary note below).
• Ask students to write the words in the table. Let
7
them compare answers in pairs before checking with
• Ask students to work in pairs to write the missing the class.
words. In feedback, elicit answers.
• Tell students to practise the conversations in pairs. ANSWERS
Monitor closely and correct errors of form and
pronunciation. a city London
Rio de Janeiro
ANSWERS a country the United Kingdom
1  Sorry; please  2  repeat; page  3 understand Brazil
a language English
Portuguese
a name Alex Treadway
Nelson Pires
a nationality British
Brazilian

Vocabulary note
In English a capital letter is always used at the beginning
of cities, countries, languages, people’s names and
nationalities.

32 Unit 1   Hello

 Unit 1  Hello

2c ★ CPT extra!  Writing skill activity [after Ex.2]

• Ask students to rewrite the sentences with the correct 1f My top ten photos
capital letters. Let them compare answers in pairs
before checking with the class. Before you watch
1
ANSWERS
• Pre-teach top ten. Point out that my top ten photos and
1 Santiago is in Chile. my favourite ten photos mean the same.
2 Maya Davis is a teacher.
• Ask students to work in pairs to look at the photo and
3 I’m Chinese. complete the information about Tom using the words
4 He’s from Tokyo. in the box.
5 She’s from Canada.
6 I speak French. ANSWERS
1 name’s  2 I’m  3 is  4 my
Extra activity
2    [25]
Tell students to work individually to write five similar
sentences, all in lower case, to give to their partner. • Ask students to look at the word box on Student’s Book
Encourage them to use a range of countries, languages page 18 (see Teacher development below).
and nationalities from those they have studied. When they • Give students time to process the information and ask
have completed their sentences ask them to exchange any questions they may have. Check that students are
sentences with a partner and then circle the letters which clear on the meaning of each of the words.
should be capital.
• Play the recording. Students listen and repeat each
3 word. Note that the pronunciation exercises are part
• Ask students to write the information in the correct of the Student’s Book audio recordings and are not
place on the ID cards, using capital letters where recorded on the DVD.
necessary. You could elicit the first one onto the board
as an example. Let students compare their answers in Audioscript    [25] (with stress marked)
pairs before checking with the class.
climber ocean
ANSWERS fantastic river
1 Dublin; Sean Booth fisherwoman water buffalo
2 American; Cathy Johnson happy whale
3 Paris Bangkok Sydney; Jan Sastre lion

4 Teacher development
• Students write their own ID card. You could write the
Pre-teaching key vocabulary
following prompts on the board:
Name and surname: One of the strengths of Life Second Edition is that
Company name: students are given the opportunity to watch short extracts
from engaging, authentic National Geographic videos.
Country:
This means that they hear speech delivered at a natural
Language:
speed and are inevitably exposed to new vocabulary. Both
Nationality: of these elements can be rewarding but challenging, and
students therefore need support. As a result, every video
5 lesson in Life Beginner features a pre-teaching word box.
• Students exchange their finished ID cards with a partner.
This word box is an invaluable way of preparing students
Encourage students to check their partner’s work to watch the videos for the following reasons:
sensitively and make suggestions for improvement,
1 It enables students to immediately engage with the
rather than ‘corrections’.
video without being distracted by unfamiliar words.
2 It’s a useful way of giving some context and helping
Extra activity
students to know what content to expect in the video.
Use the ID cards for a mingle activity. Ask students to stand 3 It’s important that students recognize how new
up. Tell them to imagine that they are at conference. words are pronounced so that they can identify and
Students walk round the class with their ID cards and meet understand them in context.
other students or ‘conference delegates’. They ask and
4 S tudents are motivated to understand and learn the
answer personal questions their ID cards as a reference.
words as they know they will be of immediate use
and relevance.

1f  My top ten photos 33

 Unit 1  Hello

While you watch 5   [1]

3   [1] • Play the video again. Ask students to watch and
• Tell students that they are going to watch a video in underline the correct country. Let students compare
which there is a slide show of images and Tom describes their answers in pairs before checking with the class.
his ten favourite National Geographic photos (favourite =
the person or thing that you like the best out of a group ANSWERS
of people or things). Ask students to watch and tick Photo 1 Nepal
the correct column in the table to show what is in each Photo 2 Nepal
photo that Tom describes. Photo 3 Mongolia
• Play the whole video. Students watch and complete Photo 4 the United States
the table. Don’t check answers – note that students are Photo 5 Bangladesh
asked to compared their completed tables in Exercise 4. Photo 6 New Zealand
Photo 7 the United States
Videoscript   1 Photo 8 Mozambique
Photo 9 Namibia
0.00–0.18  Hi. My name’s Tom. I’m a photographer. This is my
Photo 10 South Africa
top ten – my favourite National Geographic photos of people and
places.
0.19–0.33  Number one is a photo by Alex Treadway. The 6   [1]
woman is from Nepal in the Himalayas. She’s Nepalese. • Ask students to read the sentences. Tell them to try to
0.34–0.52  Photo number two is in Nepal too. The man is from remember the video and write (T) true or (F) false next
the Himalayas too. This photo is by Cory Richards. to each sentence.
0.53–1.12  This is photo number three. It’s by James Stanfield. • Play the video again. Students to watch again and
It’s in Mongolia. It’s evening. The woman is happy. check their answers. Let them compare answers in pairs
1.13–1.34  Number four is a photo by Michael Melford. This before checking with the class.
is Ina Bouker. Ina is American. She’s from Alaska in the United
States. She’s a fisherwoman. ANSWERS
1.35–2.02  Now number five. This photo is by Jim Blair. 1 T  2 T  3 T  4 T  5 T  6 T  7 F  8 T  9 T  10 F
He’s an American photographer. This photo is in Dhaka in
(Note that these are not the actual words he says.)
Bangladesh. It’s a photo of water buffalo in a river … and a man.
2.03–2.26  Photo number six is fantastic. It’s by Brian Skerry.
The photo is in the ocean of New Zealand. It’s a photo of a man 7   [1] ★ CPT extra!  Video activity [after Ex.7]
and a whale. • Play the video again. Ask students to watch and decide
2.27–2.50  Photo seven is by Jimmy Chin. This is Kate which is their favourite photo. At the end, ask students
Rutherford. She’s from the United States. She’s a climber. to tell the class what their favourite photo is.
2.51–3.16  And now three photos from Africa. Photo number
eight is by James Stanfield. He’s also the photographer of photo ANSWER
number three. This is a photo of a woman from Mozambique. Students’ own ideas
3.17–3.41  This photo is of people from Namibia in Africa. It’s
by Chris Johns. He’s a National Geographic photographer. This is
photo number nine. After you watch
3.42–4.12  And this is photo number ten. It’s my favourite. 8
It’s by Chris Johns too. It’s a lion. It’s in South Africa. It’s the • Ask students to read the descriptions carefully and
evening. The lion is beautiful. This photo is fantastic.
write in missing words. Let students compare their
4 answers in pairs before checking with the class.
• Ask students to compare their answers to Exercise 3 in
pairs before checking with the class. Encourage them to ANSWERS
do this in full sentences. 1 from  2 She’s  3 is  4 is  5 She  6 from  7 It’s
8 He’s
ANSWERS
1: a woman
9 ★ CPT extra!  Research activity [after Ex.9]
2: a man
• Ask students to write about their favourite photo from
the video. Tell them to use the paragraphs in Exercise 8
3: a woman
as a model. If students have access to the internet, you
4: a woman
could ask them to search for a favourite image.
5: a man; an animal / animals
6: a man; an animal / animals Extra activity
7: a woman
Ask students to write a description of their favourite
8: a woman
photo in their photo collections at home. In the next
9: people lesson, ask students to bring in their photos and read out
10: an animal / animals their descriptions.

34 Unit 1   Hello

 Unit 1  Hello

Unit 1  Review and memory 5

booster ★ CPT extra!  Language games • Ask students to work individually to complete the
countries and write the corresponding nationality for
each country.
Memory Booster activities • Optional step Ask the class if they can remember any
Exercises 3, 6 and 7 are Memory Booster activities. For other countries and nationalities.
more information about these activities and how they
benefit students, see page 10. ANSWERS
1 Vietnam (Vietnamese)
I can … check boxes 2 Egypt (Egyptian)
As an alternative to asking students to simply tick the I can 3 South Africa (South African)
… boxes, you could ask them to give themselves a score 4 Russia (Russian)
from 1 to 4 (1 = not very confident; 4 = very confident) for 5 Brazil (Brazilian)
each language area. If students score 1 or 2 for a language 6 Spain (Spanish)
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.
6 ❯❯ MB
• Ask students to work in pairs to dictate numbers
Grammar between 1 and 10 to each other. Tell students that
1 they must write the numbers in words, not digits,
• Ask students to work individually to complete the for example, one student says: 1, and their partner
sentences with the words in the box. Let them compare writes ‘one’.
answers in pairs before checking with the class. • Optional step Tell students to write an invented
telephone number with ten digits. Ask them to dictate
ANSWERS the number to their partner, who writes the digits.
They then check what they have written with the
1 I’m  2 He’s  3 It’s  4 You’re  5 She’s  6 It’s
original number.
2
• Ask students to work individually to complete the EXAMPLE ANSWERS
sentences with my or your. Let them compare answers Student A says: 8 and Student B writes: eight.
in pairs before checking with the class. Student A says: 5 and Student B writes: five.
Student A says: 1 and Student B writes: one.
ANSWERS Student A says: 9 and Student B writes: nine.
1 your  2 your  3 My  4 your  5 your  6 my Student A says: 3 and Student B writes: three.
Student A says: 973 428 2990 and B writes those digits.
3 ❯❯ MB
7 ❯❯ MB
• Ask students to make true sentences from the prompts.
• Tell students to work individually to write five words.
Invite individual students to read out their sentences to
Encourage them to write a range of new words that
the class.
they have learned from Unit 1.
ANSWERS • Now ask students to work in pairs to take turns to
spell the words to each other. Their partner writes the
Students’ own answers words and then checks what they have written with
the original.
Vocabulary
4 EXAMPLE ANSWERS
• Ask students to write the names of the objects. Student writes: Indian and says: I–N–D–I–A–N.
• Optional step Tell students to work in pairs to take Student writes: visitor and says: V–I–S–I–T–O–R.
turns to spell out the words. Student writes: Australia and says: A–U–S–T–R–A–L–I–A.
Student writes: window and says: W–I–N–D–O–W.
ANSWERS Student writes: repeat and says: R–E–P–E–A–T.
1 computer  2 table  3 pencil  4 bag  5  (mobile) phone
6 notebook

  Unit 1  Review and memory booster 35

 Unit 1  Hello

Real life
8
• Ask students to work individually to match the
sentences and questions 1–5 with the replies a–e to
make exchanges.

ANSWERS
1 e  2 d  3 b  4 a  5 c

9
• Ask students to work in pairs to practise the
mini-conversations in Exercise 8.
• Optional step You could ask Student A to read the
phrases 1–5 from the open book while Student B closes
their book and tries to reply appropriately. Students
then exchange roles and repeat the activity.

36 Unit 1   Hello