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 IN THE CLASSROOM
(suggested time: 10 to 15 minutes)
Activity a (time limit: 5 minutes)

Ask students to put on their headphones and
explain they will listen to the words written on the
book.

Play the CD and stop after each word allowing the
students time to repeat. At this point, it is important
to listen carefully to hear if any students are having
difficulty pronouncing any specific words (For
example: the T in teacher, not ‘tch’ sound)

After playing and repeating all the words, write any
problematic words on the board and work on
pronunciation with the whole group.

Activity b (time limit: 5 minutes)

Put students into pairs.The students will now listen
to the words in a different order and work together
to write the words under the illustrations.

Go around the classroom and monitor this activity.
When they have completed this, allow time to go
through the illlustrations and words with the
students.
FOLLOW UP
Now, consolidate this activity by asking students to
close their books and point to the various objects
around the classroom, eliciting responses from the
students.

ANSWER KEY
classroom, teacher, board
headphones, book
desk, TV and DVD player, pen and pencil
CD, chair, students

7

02_NEWIMAGINEINTRO_TG_WELCOME.indd 3 31/10/2011 08:59:26

 CLASSROOM LANGUAGE
(suggested time: 10 to 15 minutes)

Play the CD and get students to repeat each speech

bubble individually. You will need to act out each
question or expression with a student in order to
ensure the group understands each one.

Go around the class and get different students to
use one of the questions or expressions from this
exercise.

7

02_NEWIMAGINEINTRO_TG_WELCOME.indd 4 31/10/2011 08:59:27

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Focus on the illustrations on this page. Play the
CD and get students to repeat chorally. Act out
each illustration indicating that you are the student,
not the teacher. Then ask individual students to act
out the phrases. It may be useful to write the speech
bubbles on the board while you are acting out this
activity in order to make it clear to the students.

FOLLOW UP

Now, consolidate pages 9 and 10 by asking students

to close their books. If this is proving a difficult exercise,
allow the students to help each other or refer to their
books again.

7

02_NEWIMAGINEINTRO_TG_WELCOME.indd 5 31/10/2011 08:59:27

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 Saying goodbye to people PDNHLWHDVLHUIRUWKHVWXGHQWVWRXQGHUVWDQGWKHPRVW
 Asking information questions GLIILFXOWPHDQLQJV$YRLGWUDQVODWLQJEHFDXVHWKHGRQHZLOO
 Saying the alphabet EHHQRXJKIRUWKHVWXGHQWVtFRPSUHKHQVLRQRIWKHIXFWLRQV
 Using useful expressions ZRUNHGDWWKLVOHYHORIWKHERRN
 Spelling names
 Write the words ‘informal introduction’ on the
GRAMMAR board.
 Verb to be – singular  Now, play the CD for the students to listen and
 Question word - What read.
 Question word - How
 Model the conversations with some students.
PRONUNCIATION  Ask students if they have any doubts.
 Contracted form of to be
2. ORAL PRACTICE
VOCABULARY (suggested time: 10 minutes)
 Classroom items
 Classroom commands  Play the two dialogues together, then play them
 The alphabet individually so that students can repeat each
 Time of day sentence separetely.
 Now, ask students to practice the dialogues in
pairs.
WARM UP (suggested time: 5 minutes)
 Move around while students perform the task giving
all necessary feedback.
CULTURAL NOTE:
There are many informal and formal ways to introduce
yourself, but here we focus on the most common,
traditional ways.
 Book closed. Write the word ‘introduction’ on the
board and below it the unit title ‘Meeting People’.
Write ‘shaking hands’ on the board and demonstrate
a simple introduction with one of the students.
 Ask students to open their books.
1. LISTENING, READING and WRITING
(suggested time: 10 minutes)

7

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 3. LISTENING and READING Activity 3d (time limit: 5 minutes)
(suggested time: 15 to 20 minutes)
Put the students into pairs and get them to practice
Activity 3a (time limit: 5 minutes) the informal introduction in exercise 1 using their
own names. Firstly, allow them to refer to the book

Write the words ‘formal introduction’ on the board. and then in free practice.

Now, play the CD for the students to listen and read.
When all pairs are comfortable with this activity,
get them to practice the ‘goodbye’ in activity c.

Model the conversations with some students.

Ask students if they have any doubts.
Put the students into groups of three and get
them to practice the introduction in activity b.

Play the CD right through once. Ask students to fill
in the chart. Play the CD once more if necessary.
While students are practicing the conversation, move
around and give feedback on pronunciation.
Activity 3b (time limit: 5 minutes)

Draw students’ attention to the conversation, so it
is clear there are three people.

Now, play the CD for the students to listen and
read.

Model the conversations with some students.

Ask students if they have any doubts.

Play the CD right through once. Ask students to fill
in the chart. Play the CD once more if necessary.

Activity 3c (time limit: 5 minutes)

Write the words ‘farewell = goodbye’ on the board
explaining that it is the opposite to introduction.

Now, play the CD for the students to listen and
read.

Model the conversations with some students.

Ask students if they have any doubts.

Play the CD right through once. Ask students to fill
in the chart. Play the CD once more if necessary.

7

03_NEWIMAGINEINTRO_TG_UNIT1.indd 2 31/10/2011 09:08:16

 4. VOCABULARY EXPANSION ANSWER KEY
(suggested time: 5 to 10 minutes)
Hi / are

Write the useful expression on the board in columns great / And
A, B, C, and D (A for Greetings, B for Introductions, Fine
C for Replies, and D for Saying goodbye.) is
Pleased / you
ANSWER KEY: meet / too
Column A : Hi/helo/how are you?
Column B: Nice to meet you./ Pleased to meet you.
Column C : I’m fine, thanks./ I’m ok, thanks. / CULTURAL CORNER
I’m alright. / Great, thanks. Explain the difference between formal and informal
Column D: Goodbye. / See you later. / See you. greetings.

Focus on the use of each function/sentence by

explaining the differences between each one
separetely.

Model the first one in each column.

Check and give all necessary feedback.

5. WRITING
(suggested time: 5 to 10 minutes)

Put the students into pairs and ask them to write a

dialogue using the different expressions presented
in exercise 4.

Go around the class and help students with this
activity and draw their attention to the dialogue
presented earlier in the unit.

When students have completed the activity, ask
different pairs to act out their dialogues.

If students have extra time, ask them to prepare a
different dialogue and act it out, too.
6. LISTENING AND WRITING
(suggested time: 5 to 10 minutes)

Ask students to close their books. Explain that

now, they will listen to a short dialogue and write in
the missing words. Play the CD once.

Ask students to open their books and play the CD
a second time. This time, ask students not to write.
Then, play the CD a third time, pausing after each
sentence, so that students can fill in the blanks.

Check and give all necessary feedback.

7

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 7. LISTENING and VOCABULARY ANSWER KEY
(suggested time: 15 to 20 minutes)
1. F / L / M / N / S / X
Activity 7a (time limit: 5 minutes) 2. A / H / J / K

Write the word ‘alphabet’ on the board. 3. B / C / D / E / G / P / T / V / Z

Play the CD pausing after each letter, and ask 4. I / Y
students to repeat each letter.
5. U / K / W
Activity 7b (time limit: 5 minutes) NOTE: Letters ‘R’ and ‘O’ are not included.

Now, explain that students will listen to seven
groups of letters and fill in the missing letter.
Activity 7e (time limit: 5 minutes)

Play the CD once or twice if necessary.

Read out the names of the famous trade marks,
and elicit the spelling of these names from the
ANSWER KEY students.
1. H
Write the question ‘How do you spell …?’ on the
board. You can add different names, e.g.: BBC,
2. C / T VW, GE, etc, and ask students to give other
examples.
3. F / N
4. Y
5. O
6. U
7. R

Activity 7c (time limit: 2 to 3 minutes)

Play the CD again, so that students can ckeck
their answers.

Activity 7d (time limit: 3 to 5 minutes)

Play the group or letters one more time. Put the
students into pairs and ask them to complete the
five groups of squares. Ask students which letters
are not included, and explain why: because they
form groups of sounds.

7

03_NEWIMAGINEINTRO_TG_UNIT1.indd 4 31/10/2011 09:08:17

 8. TIME FOR FUN LANGUAGE NOTE:
(suggested time: 5 to 10 minutes)
Attention to the following:
Activity 8a (time limit: 5 minutes) @ = at
. = dot

Put the students into pairs.

Make sure that all the students know the celebrities Activity 9b (time limit: 5 minutes)
presented in this exercise.

Put the students into pairs, and get them practice

Give students time to match the name with the the dialogue in activity 9a using their own
photograph. information.

Go through the answers with the students.
Move around while students perform the task helping
whenever necessary.
ANSWER KEY
1. Gisele Bündchen.
2. Brad Pitt
3. Madonna
4. Shrek
5. Hilary Swank
6. Harry Potter
7. Elijah Wood
8. Jennifer Lopez

Activity 8b (time limit: 5 minutes)

Now, write ‘How do spell Brad Pitt?’ on the board
and get students to spell the names in pairs.

Move around and help students during this activity.

9. LISTENING and SPEAKING

(suggested time: 10 minutes)

Activity 9a (time limit: 5 minutes)

Write the questions below on the board:
What’s your name?
What’s your e-mail address?

Model the questions and answers with the students.

Write your full name on the board, indicating first
and last name. Pre-teach the sentence ‘I’d like to
make a reservation.’ The students will now listen
to a dialogue and repeat after each person speaks.

Play the CD and focus on the students’
pronunciation.

7

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 10. LISTENING and PRONUNCIATION
(suggested time: 10 minutes)
Activity 10a (time limit: 5 minutes)

Write the three questions on the board.

Show the intonation in the questions, but it is not
important to spend time on this, as this is worked
on in more details later in the book.

Play the CD and get the students to repeat each
question.
Activity 11b (time limit: 5 to 10 minutes)

Draw the students’ attention to the questions in
activity b that should still be written on the board.

Get students to complete the student cards by
asking the questions on the board.

Get them to use the first and last names.

Move around and monitor while students are
performing the task.

Activity 10b (time limit: 5 minutes)

The students will now listen to 10 sentences and
underline the sound that they hear, e.g.: the full or
contracted form of the verb to be or the different
ways of spelling names.

Play each sentence individually and then check the
answers with the students. If necessary, write them
on the board.

ANSWER KEY
1. I’m
2. What’s
3. I am
4. What is
5. It’s
6. I’m Joe Powers, P – O – W – E – R – S.
7. This is Mr. Wood, W – O – O – D.
8. My last name’s Summmers.
9. It’s Martha, M – A – R – T – H – A.
10. My first name’s Raden, R – A – D – E – N.

11. INTERVIEWING and NOTE-TAKING

(suggested time: 10 minutes)

Activity 11a (time limit: 5 minutes)

This activity focuses on the different sounds in the
contracted form of the verb to be.

Play the CD and when the students are proficient,
move on to activity b.

7

03_NEWIMAGINEINTRO_TG_UNIT1.indd 6 31/10/2011 09:08:17

 12. GRAMMAR Activity 13c (time limit: 5 minutes)
(suggested time: 10 minutes)

Ask students to match the dialogues with the
illustration in this activity.
Activity 12a (time limit: 5 minutes)

Explain the introduction of ‘good morning’, and the

Write the full and contracted forms of the verb to be other expressions.
on the board:
I am = I’m
You are = You’re
He is = He’s
She is = She’s
It is = It’s

Write the following questions on the board:
What is your name? = What’s your name?

Explain the examples, and ask students to repeat
chorally, full form and contracted form straight after.

Activity 12b (time limit: 5 minutes)

Ask students to complete the exercise and monitor.

Check and give all necessary feedback.

ANSWER KEY
1. She’s my friend.
2. It’s Raden.
3. What’s your name?
4. He’s Mr. Wood.
5. I’m your friend.

13. LISTENING and MATCHING

(suggested time: 15 to 10 minutes)

Activity 13a (time limit: 3 minutes)

Write ‘morning’, ‘afternoon’, and ‘evening’ on the
board.

You can write the time periods next to each word
and draw students’s attention to the photographs
in this exercise.

Activity 13b (time limit: 3 minutes)

Play the CD with the three dialogues once or twice,
if necessary.

7

03_NEWIMAGINEINTRO_TG_UNIT1.indd 7 31/10/2011 09:08:17

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 14. LISTENING and READING
(suggested time: 10 minutes)

Activity 14a (time limit: 5 minutes)

Play the CD with the words individually and get the
students to repeat chorally.

Activity 14b (time limit: 5 minutes)

Put the students into pairs and get them to write
each word in the appropriate column.

Move around and monitor students during the task.

Go through the answers or the students’
suggestions.

ANSWER KEY
morning
alarm clock
shower
breakfast
afternoom
tea and cake
lunch
evening
dinner
shower
bed
movie theater
disco
evening

7

03_NEWIMAGINEINTRO_TG_UNIT1.indd 8 31/10/2011 09:08:18

 SUMMARY
(suggested time: 15 to 20 minutes)

Explain to your students what the aim of the last
section of the unit is: calling attention to the most
important linguistic and communicative contents
presented and serving as a self-study guide. Tell
them it is important that they go over this material
carefully as a review at the end of each unit and
that, if they are unsure about any of the teaching
points, they should feel free to bring their doubts
to you at the beginning of the following class.

At this point, use the Extra Activities Book and
elicit the importance of doing the exercises,
practicing the language learned throughout the unit.

7

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 SELF-ASSESSMENT 1
(suggested time: 15 minutes)

Explain the main purpose of the Self-Assessment

Section. Students have a time limit of 15 minutes
to complete the task.

Use this test as a guide for students’ acquisition
diagnosis. According to the score students should
get at least 70% (seventy per cent) or 14 points.

Carry out correction in class quickly, and students
check their score.

Refer to the page where the language point is
presented if necessary and tell students they can
review and expand what they have been learning
by using the Extra Activities Book.

Elicit the importance of doing the exercises in the
Extra Activities Book. Tell them that the more they
work on this book the faster they will improve their
language skills.

ANSWER KEY
Exercise 1
1. What’s your name?
2. How are you today?
3. What’s this in English?
4. Nice to meet you.
5. Excuse me, I don’t understand.
Exercise 2
(answers may vary accordingly)
1. Hi
2. Hello/How
3. fine/thanks
4. I’m
5. this
6. pleased/meet
7. to
Exercise 3
1. I’m
2. He’s
3. It’s

7

03_NEWIMAGINEINTRO_TG_UNIT1.indd 10 31/10/2011 09:08:18