The students listen to the recording of six short dialogues and write the phone numbers they

it. Activities for Portfolio p. 11 Here the students find suggestions for activities they can do to develop materials for their Portfolios. Recalling Vocabulary NUMBERS 1 Preview Count off twelve students, having students repeat after you. Have volunteers count off twelve students. Then, ask volunteers to go to the blackboard and write numbers 0-12 in letters. If they make mistakes, ask other students to correct them. Listening p.12 1. The students listen to the recording of numbers 0-12 and write the missing numbers in the blank spaces in the book. Speaking p.I2 2 a b . The students in pairs check if they have written the missing numbers correctly. Then, they shut their books. Student A says the numbers aloud, first in ascending order and then in descending order and student B listens for mistakes. Then they exchange roles. TELEPHONE NUMBER Listening p.12

3. The students listen to the recording of six short dialogues and write the phone numbers they

hear beside the names of the people in the notepad. Explain that English people usually say the numbers which make up a telephone number one at a time. Provide an example by reading Johns phone number. Eight, three, four, six, one, six, five, one. Also explain that a phone number with two equal numbers which come one after the other 8346 2257 can be read like this: eight, three, four, six, double two, five, seven. Tape-script John 8346 1651. Hello. Voice Hello, John. Eddy 8356 1497. Hello. Voice Hello, is that Eddy? Cindy 7287 1220. Hello. Voice Hello, Cindy. Mick 131 538 4926. Hello. Voice Hello, is that Mick speaking? Kathy 9319 4133. Hello. Voice Hello, Kathy. Joe 415421 3155. Hello. Voice Hello, is that you, Joe? Speaking p.12 4. Game. The students work in pairs. Student A pretends he is one of the boys or the girls whose names are written in the notepad of the previous activity and answers the phone saying his or her phone number. Student B has to guess who he or she is, Then, student A and student B exchange roles. Speaking p.12 5. Group work. Students work in groups of four. They exchange their phone numbers and write them in the notepad in the book. Dialogue p. 13 1. Tell the students that they are going two meet two of the main characters in the book, Eddy and Susan. They attend Hampstead School of Music, a music school in London where boys and girls learn to play musical instruments. The kids are having a break and are sitting on a bench in the school courtyard. Give the class a moment to look at the pictures in their book, and ask them questions in Indonesian to elicit the content of the dialogue. For example:  Pensive she i due prnrrnaggi si coroscano gid r,opurr r n prima villa eke si incaarunu?  Di shenacicnalirdsensate sheslams SrwrneEddy? Explain that Eddy is from Kingston in Jamaica, but he lives in London with his family.  Prostate a irahninare gnu c to suunnenu the .wanno irnprrrunlo a .snnnarr.  httpa rasa hr:ri a due a strarurr lu gems .rtnanen:o oppurr no?  Pen dr la nttiaaina guarda Yaulagio?  due raga::ins faranno lenone inrirate nppral• no 2. Tell the class that they will listen to the dialogue and will have to fill in the balloons with the words and sentences they hear. Then, play the CD. Move around the classroom and if necessary, help the students with their task. 3. Play the CD again. Use the recorded version with pauses. Help the students predict what Susan and Eddy will say. Help them by asking questions like Who speaks first? What does she say?, etc. Questions will be asked and answered in Indonesian. 4. Play the first line of the dialogue. Ask Who speaks now? Then, ask students to guess what that person says. Play the next line and do the same again with each line asking the students to predict the whole dialogue. Encourage them to try and guess the meaning of new words from the situation. 5. Ask the class to repeat the dialogue line by line after the rereading, with books still closed. 6. Divide the class into two groups and assign each group a role. Still keeping books closed, ask the groups to repeat the lines after the tape. Have the groups exchange roles. 7. 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 exam- ple, It’s time for the piano lesson or Wait a minute 8. Students practise the dialogue in pairs. They can practise in groups when there are more than two characters in a dialogue. Ask the students in each pair to exchange roles. Move around the classroom and help them. 9. After the students have practiced the dialogue enough to know it thoroughly, ask for volunteers to do the role play. Tape-script Susan Hello My name’s Susan. Whats your name? Eddy Eddy. Susan Where are you from. Eddy? Eddy I m from Kingston. It’s in Jamaica. Susan Oh, you re Jamaican, then Eddy Yes, I am. Susan It s time for the piano lesson. Eddy Are you in Room 5? Susan Yes, I’m. Bye Eddy Wait a minute Whats your telephone number? Susan 8346 50 double 2. Eddy Thanks. Bye Communication Practice Writingspeaking p 14 1ab. Students complete the sentences in the balloons. Then, in pairs, they read the sentences they have completed. Key: SUSAN Hello, my names Susan. Whats your name? EDDY Eddy. SUSAN Where are you from, Eddy? EDDY Im from Kingston Listening p.14 2a. Before listening to the recording, the students will practise pronouncing the nationalities. Have them listen and repeat the adjectives, first Teacher-Class and then in small groups. Make sure that they can pronounce the adjectives correctly with the right stress. Then, the students listen to the recording and write the nationalities under the pictures. Key: Joe - American. Dana – Italian. John - English. Kathy - Australian. Mick - Scottish. Cindy - Canadian, Tape-script and key: Joe’s From San Francisco. He’s American. Darias from Florence. She’s Italian. Johns from London. He’s English. Kathys from Sydney. Shes Australian. Micks from Edinburgh. He’s Scottish. Cindy s from Toronto. Shes Canadian. Speaking p. 15 2bc. Role play. The students work in pairs. They pretend to be one of the boys or the girls in the previous activity and use the model dialogue to introduce themselves to each other. Then, they introduce themselves to other students in the classroom. This time, they use their real names, nationalities etc. Listeningspeaking p. 15 3abc. Geography quiz. First, make sure that the students can pronounce the names of the country correctly. Then, tell them they have to answer the quiz by choosing one of the three alter natives. After listening to the recording, the students check their answers and do the pair work according to the model dialogue. Tape-script and key: Montreal is in Canada. Padua is in Italy. Perth is in Australia. Glasgow is in Scotland. Turin is in Italy. Madrid is in Spain. Lyon is in France. Los Angeles is in the United States. Speaking p.16 4. Game. Who are you? The activity is constructed as a guessing game. The students work in pairs. Student A choose some of the characters in the pictures and student B has to guess who he or she is. But they can never ask a direct question like Who are you? Instead, they must try to guess by asking YesNo questions like Are you Italian? Are you from…..? etc. Then the students exchange roles. The winner is the student who guesses the character by asking fewer questions. Listeningspeaking p. 16-17 5abc. First, the students learn to pronounce the names of the instruments correctly. Then, they listen to a recording containing a dialogue and some sound effects. They look at the plan of Hampstead School of Music and link the pictures of the instruments to the rooms where they are taught. Then, the students in pairs check by asking and answering according to the model dialogue. Key: Room I – trumpet Room 2 - violin Room 3 - bass guitar Room 4 - guitar Room 5 - piano Room 6 - sax Room 7 - trombone Room 8 – drums Tape-script Secretary Come on, Eddy. Ill show you round. This is Room 5. FX: piano ... and this is Room 4. FX: guitar The next room is Room 3. FX: bass guitar Eddy Wheres the drums lesson? Secretary Wait a minute. Look, this is Room 2 FX: violin ... and this is Room 1 FX: trumpet Room 6 is this way... Here it is FX: sax Eddy Mmm, I like that number Secretary Room 7 is here opposite Room 6. FX :trombone And this is your room. Room 8 FX: drums Eddy Thank you very much. Secretary Not at all. Open dialogue p. 17 6. The teacher can introduce the activity by doing it himself or herself. He or she will play the tape recorder and will give answers to Susans questions like this. Susan Whats your name? You My names Mario Rossi Susan Are you Italian? You Yes, I am. Susan Where are you from? You Im from Rome. Susan Are you in Room 5? You No, Im not. Im in Room 4. Susan Well, its time for the piano lesson. Bye. You Bye. Then, the teacher can choose some of the students and have them do the activity with the tape recorder. The students can then do the open dialogue in pairs exchanging roles. Grammar Practice Following the inductive method, it is important to point out that it must be the students who discover and formulate the rule themselves. The main idea of the inductive procedure is the important pedagogical principle according to which, what is the result of a discovery is kept in our memory much longer than what is told to us. This can be done through a discussion invol- ving the whole class. Some examples are provided here. This is what the teacher could do to highlight the contrast between What’s your name? and Siapa namamu? Write on the board the word name and elicit the Indonesian equivalent from the students. Say the sentence My name’s Mario and write it on the board. Discuss with the students the difference between Nama saya Mario and My name’s Mario. Students should notice that there is to word for word correspondence between English and Idonesian. 25 Ask a student what his or her name is and write on the board Your name’s Giulia. Elicit the difference between my and your. This is how the teacher might help students understand how contractions are formed: Teacher Vi ricordete cost rispnnde Eddy quando Susan , yli chicle di dot Z? Students I’m from Kingston. Write on the board I’m from Kingston on the left side and I am from Kingston on the right side. Go on asking: Teacher Cosa dice allora Swam? Students Oh, youre Jamaican then? Write on the board Oh, youre Jamaican on the left side and Oh, you are Jamaican on the right side. Ask again: Teacher Vi neord:de corn dice Eddy per spiegare time si from Kingston. Students It’s in Jamaica. Write on the board It’s in Jamaica on the left side and it is in Jamaica on the right side. Tell the students that ‘m, ‘re, and ‘s are the contracted forms of other words. Guide them to guess the words am, are and is. Also tell them that contractions me very common in spoken English. Telephone Number p.18 Key: Write Susan’s telephone numbers with letters: oh - two - oh - eight - three - four - six - five - oh - dootk tiro Exercise 1 p.18 Key: Cindy Seven-two-eight-seven-one-double two-oh John Eight-three-four-six-one-six-five-one Mick One-three-one-five-three-eight-four-nine-two-six Exercise 2 p.19 Key: Normal form Contractions form I am I’m You are You’re It is It’s C PERSONAL PRONOUN I, YOU, IT p.19 Key: Personal pronouns I, You, It mean Saya, Anda, Itu in Indonesian. Exercise 3 p.19 Key: 1. A What’s your name? B My name’s Joe. 2. A Where are you from, Joe? B I’m from San Francisco. 3. A You’re American, then. B Yes, I am. 4. A What’s your phone number? B It’s 421 6377. Exercise 4 p.19 Key: the verb be.............. Exercise 5 p.110 Key: 1. Is the piano lesson in Room 5? 2. Is Eddy from Kingston? 3. Are you from San Francisco? 4. Is Joe American? 5. Is Lyons in France? 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