ACTIVE GRAMMAR Simple Present: Affirmatives

ACTIVE GRAMMAR:
Simple Present: Affirmatives
I am a student. She is a student. They are students.
I live in New York. She lives in New York. They live in New York.
A I work part time. She works part time. They work part time.
• Read the ­sentences in the grammar I have a computer. She has a computer. They have computers.

charts. Ask students to explain the

differences between the three charts. A Complete the sentences.
(Each chart uses a different subject
1. Eva and Mariola (be) are sisters.
pronoun.)
2. They (study) study English at Summit Adult School.
• Ask: What is different about the verbs works
3. Eva (work) full time.
in the first sentence of each chart? (The
4. Mariola (have) has two small children.
verb be has three different forms—am,
5. They (go) go to school two nights a week.
is, are.) How are the verbs lives and works
6. Eva (drive) drives to school.
in the second chart different from the
7. She (pick up) picks up Mariola on the way to school.
other verbs in the other charts? (They

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both end in s.) 8. On the way to school, they (talk) talk about their families.
• Have students read and complete the

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sentences in Exercise A individually. B In your notebook, write ten sentences about Pierre. Answers will vary.

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• Ask students to compare answers Name: Pierre Dorval
in pairs. Then, call on individual Age: 32

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students to read their answers.
Correct any mistakes. Country: Haiti
Years in US: Four

B c School: Bay Adult School; Intermediate

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• Have students read the notes. Ask a level; Mondays and Wednesdays,
9:00 a.m to 12:00 p.m.
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few questions about Pierre. How old is

he? (32) Where is he from? (Haiti) What Marital Status: Married, one son
are his interests? (soccer and guitar)
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Occupation: Waiter; West Hotel; six nights

• Have students write ten sentences a week
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about Pierre. Then, ask volunteers to Interests: Soccer and guitar

write some of their sentences on the Computer: Yes
board. Invite the class to correct any
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mistakes. Music: Jazz and rock

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4 Unit 1
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TEACHING TIP
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To give students more practice with

finding and correcting their own
mistakes, have students reread their
own sentences from Exercise B and
look for mistakes. Explain that editing
is an important skill that will help
them improve their writing.

4 Unit 1

SAMPLE COPY, NOT FOR DISTRIBUTION

C LET’S TALK. Interview a classmate. Take notes. Answers will vary.
1. What’s your name?
2. What country are you from?
C
• Have students read the questions
3. Is your family here in the United States?
silently and think about the answers
4. How many people are in your family?
they will give.
5. How long have you been in the United States?
• Ask students to work in pairs and
6. Where do you live?
interview each other. Remind them
7. Are you a new student in this school?
to take notes, not to write complete
8. How do you get to school?
sentences.
9. Do you have a driver’s license?
10. Are you married? Do you have any children? If so, how many?
D
• Point out the language used for
11. Do you work? Where do you work? What do you do?
introductions in the Culture Note
and in the speech bubble. Ask
12. What are your interests?
several students to practice each line.
13. What kind of music do you like?
• Call on volunteers to use their notes

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14. Do you have a computer?
from Exercise C to introduce their
partner to the class. Tell students
CULTURE NOTE

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D AT WORK LET’S TALK. Introduce your partner to the class. that they do not have to use all
To introduce a person, say:
of their notes when introducing

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I’d like to introduce (name).
I’d like you to meet Gloria. She’s from Guanajuato, I’d like you to meet (name). their partner—they can pick the
Mexico. She lives here in Los Angeles. She’s . . .
information they think the class

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This is my friend, (name).
would find most interesting.
Guanajuato, Mexico. • Encourage other students to ask

c questions about each person who is

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introduced.
• Then, have students form groups of
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four and take turns introducing their

partners to the other two students.
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AT WORK
Encourage students not to be shy
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about requesting or facilitating

introductions on the job. It will help
them appear confident and invested
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The First Week 5 in the team and will set a good tone
for group work. A good introduction
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will include eye contact and a

handshake; repeating the person’s
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name (Nice to meet you, Gloria.) is a

CULTURE NOTE TEACHING TIP
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good strategy to help remember.

Ask students to identify scenarios Ask students to take the time to learn
in which they need to introduce how to correctly pronounce their
themselves or others. (new coworker, partner’s name before introducing
new student, new neighbor, etc.) Ask: them in front of the class. Encourage
What information is helpful when you students to help each other with
meet a new person? (name, where the pronouncing and spelling their names.
person is from, how long the person
has been in the US/at the job/at
school, etc.) Remind students that it
is sometimes considered rude not to
introduce a new person.

The First Week 5

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR There is / There are and Prepositions
ACTIVE GRAMMAR:
There is / There are is
and Prepositions isn’t
a library in this building.
There in this school.
are on this floor.
restrooms
A aren’t

• Ask students to read the sentences in More information in Appendix A.

the grammar chart aloud. Ask: What is
the subject of each sentence? (library and A ACADEMIC Complete the sentences about the school map. Use the prepositions in the box.
restrooms) Why does the first sentence
use isn’t and the second sentence use
aren’t? (Because library is singular and Elevator 205 207
Computer lab
restrooms is plural.)
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• Model the correct pronunciation of Library
There is and There are.
Stairs
204

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• Use the map to explain the meaning 202 206 208
Nurse
of the prepositions at the end of, in,
on, next to, and across from.

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1. The library is at the end of the hall.
• Allow time for students to complete at the end of the hall
in

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the sentences individually. Then, 2. The nurse’s office is Room 204. in Room 201
3. There is an elevator next to
the stairs.
check the answers as a class. on the second floor

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4. The women’s restroom is across from Room 202. next to the stairs
5. The library is on the second floor. across from Room 202
B 6. The stairs are at the end of the hall.
• Ask students if there are any rooms
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7. The men’s restroom is next to the women’s restroom.
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or facilities in your school that are not in
8. There are a few computers the library.
in the list.
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9. There is also a computer lab on this floor.

• Write any additions on the board in
10. There are many computers the computer lab.
and have students complete the
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exercise. Move around the room

and answer questions about any B Circle the rooms and facilities in your school. Answers will vary.
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unfamiliar words.
ATM copy machine library swimming pool
bookstore counselor’s office nurse’s office theater
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cafeteria day care center restrooms tutoring center

computer lab gym student center water fountains
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6 Unit 1
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Ask students to work in pairs to draw a

small map of your school or classroom
building. After students have finished
creating their maps, have them work
with another pair of students and use
their maps to explain the location
of different facilities in the school or
building to each other.
Then, draw a map of the school or
building on the board and ask one or
two students to fill in the locations as
directed by the other students.

6 Unit 1

SAMPLE COPY, NOT FOR DISTRIBUTION