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[Time lapse to the end of the work day] As a co-worker leaves, she passes Anas office. Chris, leaving office, passes Anas office. Ana indicates a stack of papers on her desk.
Listening Culture Notes 1. Hi is informal. We say hi to our friends. 2. Ana smiles and says, "Good morning." Dave nods and says, "Im doing fine, thanks." We often smile or nod with the greeting. 3. We often say good morning. We dont say good afternoon or good evening very often. Listening Challenge Culture Notes We often use informal language with our friends. For example: bye=good-bye and yeah=yes. More Listening (Audio) [phone rings] Clerk: Front desk. Ana: Hi. This is Ana Pedroso in Room 815. I need a wake-up call for tomorrow morning. Clerk: Certainly, Ms. Pedroso. What time? Ana: Six thirty. Clerk: Yes, maam. Ana: Thank you. Clerk: Good night. [Next morning; phone rings several times] Ana: [sleepy voice] Hello. Computerized voice: [sound effect of birds chirping] Good morning! This is your wake-up call. Its 6:30 . . . Vocabulary [GREETINGS] Hello! Hi! How are you? Fine. Not so well. [TIMES OF DAY] morning afternoon night Reading Hi, Chris How are you doing? Can we meet in your office at 3:00? See you later, Ana.
You are going to do research on the web. You will find answers on a website. A. Read the questions. Pen Pal Sites 1. What is the name of the website? 2. Choose one person. What is his or her name? 3. What country is he or she from? 4. How old is he or she? B. Go to this Internet website to do your research: www.penpal-friends.com ___________________________________ ___________________________________
C. Answer the questions in Part A. Write your answers in complete sentences below. Model 1. 2. 3. 4. The name of the website is Mike's Pen Pals. The person's name is Raya. She's from Indonesia. She's 21 years old.
Longman English Interactive 1 Unit A.1 Web Research Assignment: Pen Pal Sites
Writing Assignment
Summary: Students write a short note to a friend. Procedure 1. Hand out copies of "Writing Assignment: Write a Note," on the next page of this document. Give this to students before they do the online and Communication Companion activities for Unit A.1. 2. Explain to students that they will do this assignment after completing the Reading section of the online course. 3. Elicit from students what they might say in a note to a friend. Write some of these questions or statements on the board. 4. Tell students they will write a note to a friend. Show them the model for writing their note in Part B of the handout. 5. Have students complete the assignment for homework.
Write a note to a friend. A. What will you say? Write your notes in the space below.
B. Read the model note. Hi Chris How are you doing? Can we meet in your office at 3:00? See you later. Ana C. Write your note on the lines below. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
the students that they are at a party. Have them walk around the room, introducing themselves to the other "famous people."
Interviews
Summary: Students interview four other students, fill in the table, and then introduce these people to the rest of the class, practicing first names, last names, and hometowns. Groups: Groups of 5 Procedure 1. Draw the table on the board. Demonstrate the activity by having the students interview you and writing your first name, last name, and hometown in the table under the column marked "You." 2. Tell students to work alone and fill in their own first name, last name, and hometown in the column marked "You." 3. Have students interview four other people. As they interview each student, they should write their information in the boxes (14). 4. When they have finished, have students introduce the people they talked to. They should approach the person, then turn to the class and say, "This is ___ from ____," then go up to the next person and again say, "This is ______ from _____," and so on. Extension With books closed, go up to each student in turn and ask the class "Who is this?" See if they can remember everyones name and where they are from.
KATE Hi. Im Kate Taylor. I work at I-Travel. I enjoy meeting new people from all over the world. And I love talking with my friends. RICH Im Rich Chen, Daves brother. PAUL Hi. Im Paul Arnello. I work at Silica Communications. Its a good place to work, but a little crazy sometimes. My wifes name is Laura. We have two children, Maggie and Frankie. FRANKIE Hi. My name is Frank, but everyone calls me Frankie. Schools OK, but I really like sports and computer games. MAGGIE Hi. Im Maggie. I'm a high school student. I like science and math, but I dont study too much. I mostly like to spend time with my friends. DAVE Hello. I'm Dave Chen, the owner of the Rock Caf. I love this place, and Im always busy. LUIS Hello. Im Luis Mendez. I work at Globe Technologies. Im a programmer. In my free time, I watch TV sitcoms and talk shows. SAM Hi. Im Sam Weiss. Im an actor. Right now, theres not much acting work, so I have two part-time jobs.
Matching Game
Summary: Students match character names and pictures in order to further familiarize themselves with the characters in the course. Groups: Pairs Procedure 1. Create pairs. 2. Explain that students need to match the names to the pictures. 3. Model the activity for the class. Holding your book up (or using a transparency if you have an overhead projector), point to Emis name in the left column. Mime scanning for her picture. Then point to it and say, "This is Emi Okada." Write the letter b in front of number 5 in the left column. 4. Instruct students to work with their partner to match the characters and the pictures. Tell them to cover page 4 as they do the activity. 5. Circulate and assist as necessary. 6. When all pairs have finished the task, ask the class to tell you their matches. For example, ask, "Who is letter b?" Allow students to answer until you hear the appropriate name. Give students the answer if no one answers correctly. Answer Key 1. c 2. a 3. f 4. e 5. b 6. d 7. i 8. j 9. k 10. g 11. l 12. h
Saying Goodbye
Summary: Students practice farewells. Language Point: Intonation in farewells Groups: Groups of 5 Materials Needed: A small piece of paper per student plus tape to stick nametags to clothes or forehead. Procedure 1. Create groups of 5 so that each group has a Student A, B, C, D, and E. 2. Students A and B begin. Tell them to use their own names. 3. When Students A and B have finished their farewell, Student B now begins the farewell with Student C. They practice the dialog again. 4. Continue until Students E and A have completed their farewells. 5. Suggested alternative farewells: See you later: See you. See you tomorrow. See you at three. Bye: Goodbye. Bye-bye. Take care: Have a good day. Have a good evening.
WebTalk Homework
For homework, assign students the Web Research activity for Unit A.2. (See "Web Research and Writing Assignment" in Unit A.2 Notes.) To find out more about the in-class activity, go to "WebTalk" in the Unit A.2 Notes.
Unit A.2: Meeting People Theme: Introductions Functions: Introducing people Speaking: Role playIntroductions Pronunciation Point 1: Intonation: Nice to meet you Pronunciation Point 2: Word stress Grammar Point 1: Be: Introductions Grammar Point 2: Be: Statements and questions Grammar Point 3: Do: Talking about jobs
For more complete information, look at "Unit A.2 at a Glance" in the Unit A.2 Notes.