Key: Aus tra li an

6. Is Leonardo DiCaprio from Hollywood? Exercise 6 p.110 Key: 1. No, I’m not. 2. Yes, I am. 3. Yes, I am. No, I’m not. 4. Yes, I am. No, I’m not. 5. No, it isn’t 6. No, it isn’t PRONUNCIATION p.110 Stressed Syllables

2. Key: Aus tra li an

Scot tish I tal i an Ca na di an Unit Self-Test p.111 Key: Possible Answers: You Hello. My name’s Mario Rossi. What’s your name? Eddy My name’s Eddy. Where are you from? You I’m from Rome. Eddy Are you Italian? You Yes, I am. Are you English? Eddy I’m Jamaican. From Kingston. You It’s time for the guitar lesson. Bye. Eddy Are you in Room 1? You No, I’m not. I’m in Room 4. Eddy Ok. Bye. Wait a minute. What’s your telephone number? You 06 752 388. Eddy Thanks. Bye. You Bye. RECORD YOUR VOICE p.111 These activities should be done at home. There are very important fro preparing for the oral exams required fro the certifications at all levels. To carry out the activities of the section Record your voice, students must have a cassette recorder and an empty cassette of their own. As this is the first time students are asked to do this activity, examples should be given. Tell students that they are going to made a lot of these recordings. So, they should get a cassette recorder and have one or more cassette fro this particular activity. From time to time, collect some of the cassettes and evaluate each student’s progress using an evaluation chart. WORKBOOK 1 PLUS UNIT 1A Activity 1 p.W12 Down 1. United States 2. Guitar 6. Eddy Across 3. Violin 4. telephone 5. Trumpet 6. London Activity 2 p.W13 Key: 1. It’s a computer. 2. It’s a trombone 3. It’s a telephone 4. It’s a saxophone Activity 3 p.W14 Key: 1. What’s your phone number, Susan? 2. It’s 8346 502. 3. Are you in Room 8? 4. Yes, I am. 5. A What’s your name? B Eddy. 6. A Where are you from, Robert? Are you English? B Yes, I am. 7. I’m from Liverpool. It’s in England. 8. A Where is Montreal? Is it in the United States? B No, it’s in Canada. 9. A Are you Italian, Giorgio? B Yes, I am. 10. A You’re French, aren’t you, Pierre? B Yes, I am. Activity 4 p.W14 Key: 1. Name: Jessica City: York Country: England 2. Name: Mark Short City: Los Angeles Country: USA 3. Name: Cindy City: Toronto Country: Canada 4. Name: Riccardo City: Amalfi Country: Italy Tape-script Number 1 Eddy Joe, this is Jessica. Jessica Moore. Joe Hi, Jessica. Jessica Hello, Joe. Tim Where are you from, Jessica? Jessica I’m from York. Joe York? Jessica Yes. It’s in England. Number 2 Teacher Boys and girls, this is our new student, Mark. Mark Short. Boys and girls Hello, Mark. Mark Hello. Teacher Mark is from Los Angeles. In the USA. Number 3 Janet Hey, Marcia. Who’s that girl over there? Marcia Oh, that’s Cindy. She’s Canadian, from Toronto. Number 4 Billy Susan, this is my friend, Riccardo. Susan Nice to meet you, Riccardo. You’re Italian, aren’t you? Boy Yes, I am. I’m from Amalfi. Susan Oh, that’s a beautiful place. Activity 5 p.W15 Key: Peter Marie Heather Elizabeth George Activity 7 p.W15 Key: Tape-script and key: Number 1 What’s your name? Number 2 Hello, Susan. Number 3 What’s your telephone number? Number 4 Montreal is in Canada. Number 5 8346 1148. Hello. Number 6 Where are you from, Eddy? UNIT 1B: HELLO EDDY SKILLS Listening Comprehension Understanding a dialogue Listening and locating places Listening and locating people Listening and understanding greetings Listening and understanding descriptions Song: “Good morning” Reading comprehension Intensive reading of a dialogue Oral production Dramatizing a dialogue Pairgroup work: Asking where people are Where’s Sandra? Saying where people are She’s at the counter. Greeting a friend Hi, John Hello, Eddy Greeting an adult Good morning, Mrs. Wilson Asking somebody how hwshe is How are you? Answering Fine, thanks. Thanking somebody Thanks. Introducing somebody This is Eddy Greeting Hello Identifying people Who’s he? That’s Mrs. Wilson. She is my piano teacher. Record your voice Song: “Good morning” Written production Filling in the gaps Guided writing LANGUAGE BREAKDOWN Structures This is…. Mr, Mrs, Miss Articles the, a, an Preposition at Where’s…?He’s…She’s… Simple present of be: negative form Pronunciation Pronunciation of Mr, Mrs, Miss Topic and cultural items Greeting Titles Names of shop and places Introducing people Active vocabulary nouns actress astronaut bank bar bus stop cinema clown counter hotel kid Miss Mr Mrs newsstand number pub restaurant singer station student supermarket teacher verbs is look pronouns he she this who adverbs now preposition at conjunctions and adjectives that expressions fine, thanks good afternoon Good evening Good morning Good night Goodbye Hi How are you? articles a an Recalling Vocabulary p.112 PLACES Writing p.112 1. Before students start writing, ask them to repeat the pronunciation of the words after you. Make sure that they know the meaning of each word. Then students write the names of the places under the appropriate pictures. Listening p.112 2. Tape-script and key NUMBER 1 is a pub NUMBER 2 is a supermarket NUMBER 3 is a cinema NUMBER 4 is a bus stop NUMBER 5 is a station NUMBER 6 is a hotel NUMBER 7 is a restaurant NUMBER 8 is a bank NUMBER 9 is a new stand NUMBER 10 is a bar Dialogue 1. Give the class a moment to look at the pictures in their books. Then help students understand what is happening in the pictures. Ask them question in Indonesian for the first unit, then in English. Try to reconstruct the sequence of the story with the students. 2. Play the CD. Books closed. Ask student Who’s Mr Carter?, Who’s Mrs Wilson? 3. Play the CD again. Use the recorded version with pauses. Help the students predict what Susan, John, Edy, and Mrs Wilson will say. Help them by asking questions like Who speaks first? What does heshe say? Then what happens? Play the first line of the dialogue. Ask Who speaks next? Then ask students to guess what that person says. Play the next line and do this with whole dialogue, asking the students to predict each line of the dialogue. Encourage them to try to guess the meaning of new words from the situation. 4. Ask the class to repeat the dialogue line by line after CD, with books still closed. 5. Divide the class into four groups and assign each group a role. Still keeping books closed, ask the groups to repeat the lines after the CD. Change roles. 6. With student’s books open, now play one role yourself and practise the dialogue several times with different pairs of students. Encourage them to use gestures when saying, for example, Hello, Eddy or Look, Eddy That’s Mr Carter 7. Group work. Students practice the dialogue in group of four. Ask each students in the group to play every role once. Move around the classroom and help them. 8. After students have practiced the dialogue enough to know it thoroughly, ask for volunteers to do role plays. Ask students to stand and greet each other. Ask several groups of students to do the role play. Puzzlers 1. Hello and Hi are used in informal conversation. Hello is generally used in United Kingdom. Hi is now used both in the States and in the United Kingdom. 2. Tell student that in informal conversation either thanks or thank you can be used. Thank you is more formal and can be used in formal situation as well. 3. Because the th sound is not found in Indonesian, it is a problem for some speakers. Model correct placement of the tongue between the font teeth for pronouncing the th sound. Ask students to practise these th words after you: thanks This is Eddy the That’s Mrs Wilson. Then ask them to repeat these phrases: Fine, thanks. The newsstand. Communication Practice p.114 Preview Here students are introduced to formal and informal greetings. Make sure the students use the appropriate forms in their role plays as well as in their interactions with classmates and with you. Help them use formal greetings with you and other adults, and use informal greetings with classmates. With books closed, say and have students repeat Hi, John your own name. How are you? Reply Fine, thanks. Repeat this exchange several times, Teacher-Class, Teacher- Student. Ask student to repeat after you Fine, thanks. And you? T-C, T-S. Do the dialogue several times with volunteers. Now ask a student to be the teacher. Another students greets the first formally, using Mr, Mrs, Miss. Repeat, asking several students to be the teacher. Ask two volunteers to stand up. Ask Student A to repeat after you Hello… How are you? Student B repeats Fine, thanks. And you? Students A repeats Fine, thanks. Repeat the dialogue again, T-C. Listening p.114 1. Discuss with the students the different ways of greeting people according to the different times of the day and the degree of familiarity. Speaking p.114 2. Make sure students use the appropriate forms during role play as well in their interactions with classmates and with you. Listening p.114 3. Key: 1. Mr Carter - pub 2. Miss Maple – bus stop 3. Sandra – counter 4. Mrs Smith – station 5. Mrs Abbs – cinema 6. Mr Brown – newsstand Tape-script Dialogue 1 Susan Look That’s Mr Carter. Eddy Who’s he? Susan He’s a teacher. Eddy Where is he now? Susan He’s at the pub. Dialogue 2 Eddy Look That’s Miss Maple. John Who’s she? Eddy She’s an actress. John Where is she now? Eddy She’s at the bus stop. Dialogue 3 Susan Look That’s Sandra. John Who’s she? Susan She’s a student. John Where is she now? Susan She’s at the counter. Dialogue 4 Kathy Look That’s Mr Smith. Eddy Who’s she? Kathy He’s a clown. Eddy Where is he now? Kathy He’s at the station. Dialogue 5 Susan Look That’s Mrs Abbs. Mick Who’s she? Susan She’s a singer. Mick Where is she now? Susan She’s at the cinema. Dialogue 6 John Look That’s Mr Brown. Kathy Who’s he? John He’s an astronaut. Kathy Where is he now? John He’s at the newsstand. Speaking p.115 4a. With books open, model and have students repeat Who’s Mr Carter? Elicit He’s a teacher. Then, ask Where’s he now? And elicit He’s at the pub. Practise the questions, Teacher-Class, Student-Class, Student-Student. 4b. Pair work. Students practise in pairs. Help them as necessary. Puzzler Students will probably find it difficult to pronounce the final sounds in the contractions. Have students pronouncing he’s, she’s, and where’s after you, emphasizing the length of the final z sound. Then, practise the words in short sentences with other s sounds, for example Where’s Sandra?, Where’s Eddy? Supplementary activity Where? Enrichment. On the blackboard, draw or have students draw simple rectangles representing places like the station, the restaurant, the bank, the newsstand, the hotel, the pub, the supermarket, the bar, the cinema, and a bus stop. Add familiar locations in the students’ school or area. Label each drawing. Ask some students to come up to the blackboard, with one or more standing in front of each drawing. Ask students who are seated questions with where about their classmates who are standing: Where’s Marco? After you have asked the questions a few times, the students should ask you the questions. Then, have the students ask other students where-questions about their classmates. Afterwards, ask different students to go to the blackboard and have other students ask the questions. Grammar Practice p.116 B Greetings p.116 There are further examples of the “learning by discovery” approach. Teacher How does John greet Eddy? Class Hello, Eddy. Write on the board, on the left side, Hello, Eddy. Teacher How do Susan and Eddy greet Mrs Wilson? Class Good morning, Mrs Wilson. Write on the board, on the right side, Good morning, Mrs Wilson. Teacher What’s the difference between Hello and good morning? When do we use Good morning Exercise 1 p.116 Key:  We use hello or hi to our friends, in informal situation  We use good morning to our teachers, people we respect, etc, and in formal situation  We use good afternoon or good evening to our teachers, people we respect, and in formal situation.  We use good night to our parents, friends, etc, when we go to bed  We use good bye or bye-bye when parting. Exercise 2 p.117 Key: In English, the personal pronoun used for third person singular masculine is he, whereas she is used for third person singular feminine. Exercise 3 p.117 Key: 1. Mrs Wilson at the counter 2. Mr Carter at the cinema 3. Miss Maple at the newsstand 4. Mr Smith at the restaurant 5. Susan at the bus stop 6. John at the station 7. Mr Brown at the bar 8. Eddy at the hotel Exercise 4 p.118 Key: The article a is used when the next word begins with a consonant sound. Article an is used when the next word begins with vocal sound. Exercise 5 p.118 Key: 1. Mr Carter teacher at the pub 2. Sandra student at the bar at the counter 3. Mr Brown astronaut at the station 4. Miss Maple actress at the restaurant 5. Mrs Abbs singer at the bus stop 6. Mr Smith clown at the newsstand Writing Skills: capital letters and punctuation. When checking students’ work at the board, make sure they use capital letters for names and at the beginning of sentences. Write some names and sentences on the board as example, and underline all the capital letters. Also point out the proper position of commas, apostrophes, and full stops in the dialogue. Check these points in all written work. Exercise 6 p.119 Key: 1. Mrs Wilson is not at the bus stop. She is at the restaurant. 2. Mr Carter is not at the counter. He is at the bus stop. 3. Mr Smith is not at the pub. He is at the station. 4. Susan is not at the hotel. She is at the cafeteria. 5. Miss Maple is not at the station. She is in the hotel. 6. John is not at the newsstand. He is at the cinema. PRONUNCIATION p.119 Pronunciation of Mr, Mrs, Miss

2. Key: 3, 6, 4, 2, 5, 1