Oxford smart choice 1 teachers book 3rd edition

1

Starter
TEACHER’S
BOOK
Third Edition

SMART

CHOICE

Smart learning

on the page and on the move

Ken Wilson
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NEW

FOR SMART CHOICE!

More ways to keep learning outside the classroom.
Smart Choice Online Practice with On The Move provides a wealth of media-rich
skill-building practice for each Student Book unit. An intuitive Learning Management System
(LMS) allows students, teachers, and administrators to track and report on student, class,
and institutional performance.

ON THE

online
PRACTICE

MOVE

With Smart Choice Online Practice,
students can use their computer to:
• Experience 30 hours of additional practice,
with 12 interactive practice activities for
each Student Book unit
• Complete grammar, vocabulary, videobased listening comprehension, and
record-and-playback speaking activities
• Go online to research Student Book topics
and share their findings with their
classmates
• Download all the Student Book and
Workbook audio and video

With Smart Choice On The Move,
students can use their smartphone
or tablet to:
• Extend their learning with five practice
activities for each Student Book unit
• Practice their vocabulary, grammar, and
listening skills
• Get instant feedback and challenge
themselves to improve their score

• Stream all the Student Book audio
and video
• Practice anywhere!

• Connect with their teacher and view and
print their progress reports at any time
Third Edition

SMART CHOICE

Third Edition

SMART CHOICE

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Starter

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The Online Practice Learning
Management System is an easy-to-use
tool for monitoring and tracking student,
class, and institutional progress.

Third Edition

SMART CHOICE

Home

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Help

Smart Choice Level 1

•E
 asily create classes, hide and assign

content, and track students’ progress

Students

• See your students’ achievements
at a glance

Total Score

Total

Practice

Tests

17/168

17/144

4/5

76%

76%

70%

124 min

124 min

24 min

19/168

19/144

5/5

54%

54%

65%

138 min

138 min

28 min

10/168

10/144

2/5

93%

93%

36%

42 min

42 min

16 min

3/168

3/144

5/5

0%

0%

85%

All Students
Activity Completion

Total Seat Time
Jose

• Use progress reports as invaluable
records for student evaluation
• Track progress and see reports for both

Online Practice and On The Move

Activity Completion
Total Score
Total Score Time
Kayla
Activity Completion
Total Score
Total Score Time
Alexis
Activity Completion
Total Scoreotas

GET STARTED

Third Edition

It’s easy to get started with
Smart Choice Online Practice.

SMART CHOICE

•O
 nline Practice is password protected: a
Student access code card is packaged with
each Student Book and a Teacher access
code card comes with each Teacher’s Book
• Administrator access code cards are
available upon request from Oxford
University Press sales representatives

• Student access codes are valid for one
year after registration; Teacher and
Administrator access codes do not expire

Third Edition

SMART CHOICE

Students and teachers can register
for Smart Choice Online Practice
and On The Move in ten languages –
English, Spanish, Portuguese,
Japanese, Chinese, Korean,
Vietnamese, Thai, Turkish, or Arabic.

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TESTING PROGRAM
The Smart Choice Online Practice Testing Program includes a comprehensive
range of tests to meet all of your assessment needs.

Interactive tests
• Four interactive, auto-scored
Progress Tests for each level
• Tests cover the core vocabulary,
grammar, and functional
language taught in the
Student Book
• Teachers stay in control – easily
hide and assign the tests and
view students’ results

Downloadable tests

Unit 5 Test

• Each level includes 12 Unit Tests,
plus a Midterm and Final Test

Name:____________________________

Date: ___________________

Vocabulary

Use the following to answer questions 1-4:

• Comprehensive coverage of all the
language and skills taught in the
Student Book

Look at the picture. Complete the activity label. Use a word or phrase from the box.
a book

homework

on the phone

1

• Language- and skills-based tests
assess vocabulary, grammar, reading,
writing, listening, and speaking

a computer game

3.

read __________________

play __________________
2

4.

do __________________

talk __________________

Use the following to answer questions 5-8:
Choose the best word or phrase to complete the sentence.
5. I take ____ every morning.
A) TV
B) tablet
C) a nap
© Oxford University Press. Permission granted to reproduce for classroom use.

Smart Choice Level 1—Unit 5 Test

1

Third Edition

SMART CHOICE

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 Tests are downloadable
from the Online Practice
Teacher’s Resources area.  

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INTRODUCTION
WELCOME TO SMART CHOICE
THIRD EDITION!
Smart Choice Third Edition is a four-skills course for
adult and young adult learners who are looking to
improve their ability to communicate in English. The
four levels of Smart Choice take students from beginner
to intermediate level. Each level contains 60–90 hours

of classroom material. In addition to the Student Book,
teachers will find a wealth of supplementary presentation
and practice materials in the Teacher’s Book with
Testing Program, the Workbook with Self-Study
Listening, and the Classroom Presentation Tool.

SMART CHOICE 1
Smart Choice 1 is for elementary students with
limited knowledge of English. Low elementary
students can use Smart Choice 1, although they
might feel more comfortable using the slower-paced
Smart Choice Starter, a beginner level.
Student Book
Each Student Book unit contains vocabulary and
grammar input, pronunciation work, plus practice
in all four skills: speaking, listening, reading, and
writing. There are also four review units that feature
an additional conversation and reading text. In the
back, there’s a Grammar Reference section, Audio
Script, and Vocabulary List.
Online Practice with On The Move
An access code for Online Practice and On The Move
activities is included with each Student Book.
Designed to be used outside of class, these activities
provide automatic scoring and feedback. Five new
On The Move activities, optimized for smartphones,
enable students to practice their grammar, vocabulary,
and listening skills anywhere, anytime. Progress
reports allow students to track their own progress,
and teachers and administrators to track scores of

individuals, classes, and institutions.
Class Audio
The Class Audio for each Smart Choice level can
be downloaded from Online Practice and includes
the Vocabulary, Conversation, Language Practice,
Pronunciation, Listening, and Reading from each
Student Book unit, as well as the Conversation and
Reading from the Review Units. The Class Audio
is also available to teachers on the Classroom
Presentation Tool.

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Workbook with Self-Study Listening
The Workbook is designed for self-study, although
the exercises can also be used in class as review.
The Workbook contains additional practice of all
the vocabulary and grammar presented in the
Student Book, as well as extra reading, listening,
and pronunciation practice. The Workbook audio
is available on Online Practice.
Teacher’s Book with Testing Program
The interleaved Teacher’s Book includes notes on how
to use each Student Book activity. The Teacher’s Book
also contains answers to all the Student Book and
Workbook exercises, language notes, and extra ideas.
The Online Practice Testing Program includes interactive,
auto-scored progress tests and downloadable unit,

midterm, and final tests.
Classroom Presentation Tool
Classroom Presentation Tool provides teachers with
audio, video, answer keys, and scripts.

KEY FEATURES OF SMART CHOICE
Success in the classroom
On each page, material is carefully staged to move
from controlled to less-controlled activities. Attention
is paid at every step to maintain a balance of challenge
and support. Smart Choice lets students have real
success communicating in English in contexts that
are educationally and personally rewarding. Now I
can statements at the end of each unit signal student
achievement and reinforce success.
Choice
Personalization activities on every page encourage
students to bring their own ideas and opinions into class.
With Online Practice, On The Move, and Workbook
with Self-Study Listening, Smart Choice extends this
freedom of choice to out-of-class study as well. Smart
Choice has also been designed to allow teachers
maximum flexibility in adapting the material to their
own teaching styles and classroom needs.

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HOW SMART CHOICE WORKS
Each unit of Smart Choice follows the same
familiar and reliable format.
Vocabulary
Students first of all need words, the building blocks of
language. Therefore, every Smart Choice unit begins by
introducing words or phrases that relate to the topic of
the unit. First, students engage in a warm-up activity
on the topic. Next, they look at a picture that features
the vocabulary in context, match the words and
images, and listen to check their answers. Finally,
a short speaking or writing activity allows students
to practice using the new vocabulary items. The
Vocabulary Tips present practical strategies to help
students learn new vocabulary.
Conversation
The Conversation is designed to build students’
confidence in their ability to speak and understand
everyday English. Each Conversation is also available
as a video clip for teachers to play on the Classroom
Presentation Tool in class or for students to watch
through the Online Practice component. Using the
vocabulary students have just learned, the Conversation
introduces the grammar and function of the unit. First,
students read the conversation and add the missing
words. Then they listen to check their answers and
practice the conversation with a partner. Finally, students
practice the conversation again, adding new words
and their own ideas. The Conversation Tips at the
bottom of the page present practical strategies to help

students develop their conversation skills.
Language Practice
The correct use of grammar is an essential element
of communicative competence. The Language Practice
page features presentation, practice, and personalization.
First, a Language Practice box presents new grammar
in context. (A Grammar Reference in the back of the
book provides more comprehensive explanations and
additional exercises.) Next, carefully staged activities,
moving from controlled to less-controlled, practice
the form, meaning, and use of each structure. This
page ends with Pronunciation activities that focus
on features of spoken English, including stress,
intonation, reductions, and linked sounds.

Listening
The Listening page features a variety of genres, including
conversations, interviews, and radio shows, and includes
both native and non-native speakers. A pre-listening
task introduces a second set of vocabulary and helps
students predict the kinds of things that they will hear.
Then students listen to the recording twice. The first
time they listen to get the main idea; the second time
they listen for specific information. The Listening Plus
section features a new, more challenging recording that
completes the story or gives it an unexpected twist.
The Smart Talk information-gap activity at the end of
this page provides a fun way for students to practice the
key language of the unit.
Reading

The Reading page features a colorful, magazine-style
article that students can relate to. The activities build
students’ reading skills while providing input for
classroom discussion. The first activity usually exploits
the images and, where appropriate, the title and headings
of the text. This allows students to activate their
previous knowledge of the topic and prepare them for
the exercises that follow. A variety of tasks practice key
reading skills, such as skimming, scanning, and reading
for main ideas.
Writing
The writing activities in Smart Choice are in the back
of the book and can be done either in class or assigned
as homework. Writing tasks are carefully controlled,
with model texts that offer students clear guidance and
opportunities to express their opinions.
Speaking
The Speaking page allows students to work in pairs and
groups on games, activities, quizzes, and class surveys
that combine the language they have just learned with
the English they already know. There are also speaking
tasks throughout each unit to build students’ fluency.
Review units
Review units after every three units feature a conversation
that incorporates new grammar and vocabulary and an
additional reading, both designed to offer slightly more
challenge.

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USEFUL CLASSROOM LANGUAGE
VOCABULARY

1 Listen and repeat.

Soup.

How do you say
in English?

S-O-U-P.
How do you spell soup?

1.

2.

Luggage.
How do you say this word?

3.

What does luggage mean?

4.

Excuse me, can you repeat that, please?

I’m sorry, I don’t understand.

I’m sorry, can you
speak more slowly?
5.

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USEFUL CLASSROOM LANGUAGE
VOCABULARY
The goal of this section is to encourage students to use
English in class by presenting and practicing useful
classroom language.
WARM-UP

• Books closed. Elicit English phrases and words
that students already know. Point to things in the
classroom, such as the door, windows, books, etc.
Elicit answers and write them on the board.
• Elicit expressions such as What’s that? and What’s
your name? and write them on the board. Fill the
board with the English that students already know.

Activity 1
•
•
•
•
•







•
•

Books closed. Ask What’s your name? Then ask
How do you spell your name? Write the questions
and answers on the board. If necessary, review
the alphabet.
Select students two at a time. Have pairs practice
asking and answering the questions.

Point to something in the classroom, such as a
book. Elicit the word for book in the students’
native language. Then ask How do you say [book] in
English? Elicit the answer.
Select students two at a time. Point to things in
the classroom. Have students ask and answer the
question How do you say
in English?
Repeat the procedure for the expressions:
How do you say this word?
What does
mean?
Excuse me, can you repeat that?
I’m sorry, I don’t understand.
I’m sorry, can you speak more slowly?
Books open. Focus attention on the pictures.
Read the expressions. Have students repeat the
expressions after you.
Play the recording. Have students practice the
expressions again.

Extension
• Have students look carefully at the pictures in the
Student Book and role play the situations.
• Point out that the students in the pictures are using
their pens and notebooks. Have students pick up
their notebooks and pens. Have students practice
asking and answering the questions. Encourage
them to write down the words their classmates spell.
• Have students walk around the class, practicing the

expressions in the book. Encourage students not
to read from their books. If students have trouble,
write the expression on the board.
EXTRA IDEA
Make statements and then elicit their questions. For
example, say It’s a book. or W-I-N-D-O-W. to elicit the
correct questions, such as What’s this? or How do you
spell window?
EXTRA IDEA
Encourage students to use excuse me, please,
thank you, and you’re welcome when asking and
answering the questions.

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CONVERSATION
The goal of this section is to present and practice
more useful language to enable students to use English
in the classroom.
WARM-UP
• Books closed. Elicit the questions that students
learned on page 2. Then elicit typical answers to
the questions. Write the students’ responses on

the board in the form of a model conversation.
For example:
A Excuse me. How do you say [book] in English?
B Book.
AHow do you spell book?
BB-O-O-K.
AThank you.
• Demonstrate the conversation with one student.
Then have students practice in pairs.

VARIATION
Before playing the recording to check answers,
have students make pairs. Ask students to read the
conversations. Have other students decide whether the
pair has completed the conversation correctly. Then
play the recording and allow students to check
their answers.

Activity 2
•
•

Focus attention on the four conversations. Model
them for the class.
Have students make pairs and practice the
conversations. Make sure students change roles so
they practice both part A and part B.

Activity 1
•

•
•
•
•

Books open. Focus attention on the first picture.
Write the conversation from item 1 on the board.
Read the conversation several times for the class.
Point out that Uh-huh is an informal way to say yes.
Have students repeat after you.
Focus attention on the phrases in the box. Read the
phrases several times. Have students repeat after you.
Write an incorrect phrase from the box in the
first line of the conversation for the second picture.
Elicit that this is incorrect. Elicit the correct answer.
Have students do the activity on their own. Walk
around the class to check that students understand
how to complete the activity.
Play the recording. Allow time for students to
change incorrect answers. Check answers.
ANSWERS
1. How do you pronounce this word?
2. What does delighted mean?
3. What’s this called in English? Can you repeat that?
4. How do you spell that?

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Useful Classroom Language

CONVERSATION

1 Complete the conversations with the phrases in the box. Then listen
and check your answers.

Can you repeat that?
How do you spell that?
What does delighted mean?

1. A

How do you pronounce this word?
What’s this called in English?

How do you pronounce this word?

B Which one? This one?

2. A
B It means “very happy.”

A Uh-huh. That one.

B Favorite.

3. A

4. A How do you say

in English?

B That? That’s called a keychain.

B Strawberry.

A Sorry.

A

B Sure. Keychain.

B Strawberry? S-T-R-A-W-B-E-R-R-Y.

2 PAIR WORK. Practice the conversations with a partner.

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1

Nice to meet you!

WARM

UP

SPEAKIN G

GRAMMAR

LISTEN IN G

REA D IN G

Introductions

The verb be

Information questions

Biography

How do you

greet someone?

CONVERSATION

ONLINE
PRACTICE

1 Listen to the conversation. Then practice it with a partner.
Marco

Hi. My name’s Marco. What’s your name?

Kelly

Hi, Marco. My name’s Kelly.

Marco

So, where are you from, Kelly?

Kelly

I’m from Toronto. How about you?

Marco

I’m from San Diego, California.

2 PAIR WORK. Practice the conversation again. Replace the underlined words
with information about you.

PRONUNCIATION—Syllable stress

1 Listen. Notice the stressed and unstressed syllables. Circle the stressed syllable
in each word.
1. Mar • co

3. Me • xi • co

5. Ca • na • da

2. To • ron • to

4. Ko • re • a

6. stu • dent

2 Listen again and repeat. Which words have the same syllable stress?

4

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1

Nice to meet you!
SPEA KIN G

G R A MM A R

LISTEN IN G

REA D IN G

Introductions

The verb be

Information questions

Biography

Vocabulary:  Hi, my name’s
.; What’s your name?; My name’s
.; Where
are you from?; I’m from
.
Conversation:  Introducing yourself
Language Practice:  Simple present of be: statements and questions with be; possessive adjectives
Pronunciation:  Syllable stress
Listening:  Greetings and introductions, saying where people are from

Smart Talk:  An information gap activity about well-known people
Reading:  An article about Emma Stone
Writing:  An email about yourself
Speaking:  A class survey about where students are from

CONVERSATION

Activity 2

The goal of this section is to present and practice
greetings and introductions.
WARM-UP
• Books closed. Greet the class and introduce
yourself. Write the words you use on the board. For
example: Hi, my name’s … I’m from … Then ask a
student What’s your name?
• Ask two students to introduce themselves to each
other. Write the new expressions they use on the
board.
• Elicit other greetings and introduction expressions
and write them on the board. Include: Hello, good
morning / afternoon / evening.

•
•
•
•
•

•

•

Write the conversation on the board, leaving blanks
for the underlined names and places.
Model the part of Marco using your own
information, filling in the blanks as you go. Have
a student model the other part of the conversation
with you, using his or her own personal
information. Write the student’s information in the
appropriate blanks.
Have students make pairs and do the activity.

PRONUNCIATION
The goal of this section is to focus on syllable stress.

Activity 1

Activity 1
•

•

Books open. Focus attention on the picture. Ask
Where are they? Elicit the answer In a classroom.
Focus attention on the model conversation.
Have students read the conversation silently.
Play the recording.
Play the recording again before students practice
the conversation. Pause after each line of the

conversation and have students repeat. Be sure to
correct pronunciation and intonation.
Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.

Focus attention on the example and model the syllable
stress for the students. Then play the recording and
have students do the activity on their own.
ANSWERS
1. Mar • co
2. To •   ron  • to

3. Me  • xi • co
4. Ko •   re • a

Activity 2
Play the recording again and have students say the
words. Then have students compare their answers with
a partner.

VARIATION

ANSWERS

•

Books closed. Play the video instead of the recording
and have students watch silently.

1, 3, 5, 6 (first syllable stressed)
2, 4 (second syllable stressed)

•

Books open. Focus attention on the model
conversation and play the video again and have
students read along in the book.
Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.

•

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5. Ca  • na • da
6. stu • dent

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LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: statements with the simple present
of be.

• Books closed. Present the personal pronouns
(I, you, he, she, etc.) by writing them on the board.
Then point to yourself and to students to establish
meaning. Explain the contractions (I am = I’m, etc.)
and the negatives (I’m not, He isn’t, etc.)
• Books open. Write the examples from the Language
Practice box on the board. Change these examples
to make them true for you and your students. For
example: I’m a teacher. and You’re a student.
• Focus on the personal pronouns you wrote on the
board. Point to yourself and say My name is ____.
Write my next to I. Provide or elicit the other
possessive adjectives.
• Direct students to page 124 of the Grammar
Reference for more information and practice.

•
•
•
•

Make sure students understand how to do this kind
of fill-in-the-blanks activity.
Focus attention on the pictures and explain that
students need to use information from the pictures
in order to answer correctly.
For number one, focus attention on the picture and
elicit His name is Nelson da Silva.
Preteach photographer and Ireland. Then have
students complete the activity on their own.

Check answers.
ANSWERS
1. am/’m, Her, are/’re
2. my, my, are/’re, is/’s
3. is/’s, am/’m, aren’t, are

Activity 2
•
•



•

Activity 1
•

EXTRA IDEA
• Have students make pairs and write simple
sentences about celebrities they are interested in.
For example: Daniel Dae Kim is an actor. He’s from
the US.
• As students work, move around the class to help
as necessary.
• Have pairs read their sentences to another pair.
Then have three or four pairs read their sentences to
the class. Write the occupations students talk about
on the board and teach them to the class.

•

•

Focus attention on the example conversation in
the speech bubbles. Have two students read the
conversation aloud.
Write the sentences from the speech bubbles on
the board:
Hi, I’m ____. Nice to meet you.
Nice to meet you, too. I’m _____. I’m from _____.
Model the first part of the conversation, using
information that is true for you.
Have a student model the other part of the
conversation with you, using their own personal
information.
Have students make pairs and do the activity.
Then have students perform their conversations
for the class.

EXTRA IDEA
• Elicit the names, jobs, and places of origin of
celebrities and write them on the board.
• Have students role play a conversation using the
celebrity information.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

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Nice to meet you! • Unit 1

LANGUAGE PRACTICE
Statements with be
I’m a student.
You’re from Mexico.
He’s from Korea.
She’s from Canada.
We’re students.
They’re from the US.

Grammar Reference page 124

Possessive adjectives
my
your
his
her
our
their

I am I’m
you are you’re
he is he’s

she is she’s
we are we’re
they are they’re

I’m not a teacher. I’m a student.
He isn’t from Brazil. He’s from the US.
They aren’t teachers. They’re students.

is not isn’t
are not aren’t

ONLINE
PRACTICE

1 Complete the sentences.
1. “Hi. My name is Nelson da Silva.
I

’m

a photographer. This is

my wife.

name is Gloria.

We

2. A Hi,

from São Paulo, Brazil.”

my

name is Jung-hwa Ban.

B And

name is Jae-won Kim.

A We

from South Korea. He
from Seoul, and I’m from

Busan.

3. “Hi. My name
I

’s

Greg White.

an English teacher. I’m from

Sydney, Australia. My parents
from Australia, they’re from Ireland. Their
names

Brendan and Maggie.

2 PAIR WORK. Tell your partner about yourself.
Hi, I’m Yuko. Nice to meet you.
Nice to meet you, too.
I’m Ana. I’m from Brazil.

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Nice to meet you! • Unit 1

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers. Practice the
conversation with a partner.

a. friend
Kelly
Marco

b. How are you

c. Fine

Hey, Marco! 1

?

2

, thanks. And you?

Kelly

Good, thanks.

Marco

Who’s that girl over there?

Kelly

Her? That’s my friend, Emily. Would you like to meet her?

Marco

Yes, please!

Kelly

Hi, Emily, this is my 3

Marco

Nice to meet you, Emily.

Emily

Nice to meet you, too.

, Marco. Marco, this is Emily.

2 PAIR WORK. Practice the conversation again. Use the ideas below.
1

2

3

How are things

Things are great

classmate

How’s it going

Not bad

brother

3 PAIR WORK. Walk around the class and introduce your partner to another classmate.
A

, this is my friend,
, this is

B Nice to meet you,

.
.

.

C Nice to meet you, too.

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AM


CONVERSATION
The goal of this section is to practice introducing
yourself and others.
WARM-UP
• Books closed. Rapidly introduce students to one
another. Then write the following on the board:
[Student A], this is [Student B].
[Student B], this is [Student A].
• Books open. Focus attention on the picture. Ask
Who is introducing themselves? Encourage students
to guess.

Activity 1
•
•
•
•
•
•

Focus attention on the model conversation.
Preteach words and phrases students might not
be familiar with. For example: Who’s that girl over
there?; That’s…; and Would you like to meet her?
Have students read the conversation silently,
without doing the activity. Then have students do
the activity on their own.

Play the recording. Allow time for students to
change incorrect answers. Check answers.
Play the audio again before students practice
the conversation. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
ANSWERS
1.b

2.c

3.a

•

in the conversation in Activity 1. Demonstrate this
with How are things. Point out the other colors and
the corresponding columns in the chart and boxes
in the conversation.
Have students practice the conversation in pairs,
putting the examples in the chart into the blanks
in the model conversation. Make sure pairs change
roles so they practice each part.

Activity 3
•
•

•

•

Copy the three-line conversation on the board.
Select three students. Have them model the
conversation for the class. As they speak,
complete the conversation on the board with the
introductions they use and their names.
Have students work with the same partner from
Activity 2. Then have students walk around the
class to introduce each other to another classmate.
Alternatively, have each pair join two or three other
pairs and take turns introducing their partners.
CULTURE NOTE: In the US, it is natural to gesture
towards a person when you are introducing
him/her to someone else. It is considered friendly
and appropriate to smile and make eye contact with
the person you are being introduced to.

EXTRA IDEA
Have students practice using body language while
making introductions, as demonstrated in the video
and described in the Culture Note above.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

VARIATION
• Play the video instead of the recording when

students are checking their answers.
• Play the video again before students practice
the conversation. Pause after each line of the
conversation and have students repeat.
EXTRA IDEA
Books closed. To reinforce learning, play the recording
or the video of the conversation while students
write it down. Give students time to try to complete
the conversation from memory before playing the
conversation for a second time.

Activity 2
•

Focus attention on the chart. Explain that the chart
is color-coded, and that items in the green column,
for example, can be substituted into the green box

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LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: questions with be.

• Write the questions and answers from the Language
Practice box on the board.
• Focus attention on the yes/no questions first.
Change the examples on the board to make them
true for you and your students. For example:
A Is she a teacher?
B No, she isn’t. She’s a student.
• Focus attention on the wh- questions. Explain
that these kinds of questions require a detailed
answer, not just yes or no. Ask different students
the questions. Have them provide full answers. For
example: What’s your name? My name is Dan. Write
the answers on the board.
• When asking Who’s that? gesture to another student.
Make sure that students understand that this
question refers to a third person.
• Direct students to page 124 of the Grammar
Reference for more information and practice.
• LANGUAGE NOTE: Students may ask how they can
identify whether the pronoun you in a question is
singular or plural. Explain that we can only tell from
the context.

•
•

Have students make pairs and practice the
conversations. Make sure pairs change roles so they
practice each part.
ANSWERS

1.How are you?, How are you?/And you?/How about
you?, Who’s that, That’s/He’s
2.What’s your name?, Where are you from?,
How about you?/Where are you from?

EXTENSION
• Books closed. Write person B’s lines from each
conversation on the board.
• Have students make pairs and try to recreate person
A’s lines for both conversations.

Activity 3
•
•
•

Make sure students understand that the expressions
in column A and column B are two parts of the
same conversation.
Have the students put the lines in the correct order
on their own. Then have students check their
answers with a partner.
Check answers. Then have students make pairs
and practice the conversation with their own
information.
ANSWERS

Activity 1
•

•

Make sure students understand how to do this kind
of matching activity.
Have students complete the activity on their own.
Check answers.

A: Hi! Are you a student?
B: Yes, I am. And you? Are you a student?
A: Yes, I am. What’s your name?
B: My name’s _____. What’s your name?
A: My name’s _____.
B: Nice to meet you, _____.
A: Nice to meet you, too.

ANSWERS
1.e
2.f

3.a
4. d

5. c
6. b

SMART TALK

VARIATION
• Ask any question in Activity 1 and elicit the
correct answer.

• Have students make pairs and take turns asking and
answering the questions in random order.

Activity 2
•
•

Make sure students understand guy. Then have
students complete the conversations on their own.
Ask two students to model the first conversation.
Correct as necessary. Repeat this procedure for the
second conversation.

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Teaching notes for the Smart Talk activity begin on
page T–84.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

LISTENING
The goal of this section is to practice listening
selectively for key information.

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11/12/2019 10:25

Nice to meet you! • Unit 1

LANGUAGE PRACTICE
Questions with be

Grammar Reference page 124

Are you a student?
Is he a teacher?
Is she an artist?
Are you actors?
Are they doctors?

Yes, I am.
Yes, he is.
Yes, she is.
Yes, we are.
Yes, they are.

Who’s that?
What’s your name?
Where are you from?
How are you?
How old are you?

Who is
What is

No, I’m not.
No, he isn’t.
No, she isn’t.
No, we aren’t.
No, they aren’t.

Who’s
What’s

ONLINE
PRACTICE

1 Match the questions and answers.
1. What are your names?

e

a. We’re from Brazil.

2. How old is he?

b. Not bad, thanks. And you?

3. Where are you from?

c. No, she isn’t. She’s my sister.

4. Who’s that?

d. That’s my brother.

5. Is she your girlfriend?

e. He’s Andrew, and I’m Nancy.

6. How are you?

f. He’s 21.

2 PAIR WORK. Complete the conversations. Then practice them with a partner.
1. A Hi, Jane!

How are you

2. A Hi, my name’s Hiro.

?

B Hey, Alex! I’m fine.

?

B I’m Lisa.

?

A I’m fine, too.

A

B

guy over there?

?
B I’m from the US.

A

my classmate.

A I’m from Japan.

?

3 PAIR WORK. Put the lines in the correct order. Then use information about you
and practice the conversation with a partner.

B

A

2

Nice to meet you, too.
My name’s

1

Yes, I am. And you? Are you a student?

Nice to meet you,

.

Hi! Are you a student?

My name’s

Yes, I am. What’s your name?

name?

.
. What’s your

SMART TALK

Who’s that?
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Student A: Turn to page 84.
Student B: Turn to page 96.

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Nice to meet you! • Unit 1

LISTENING

1 Listen and answer the questions.
1. Where’s Yuko from?
2. Where’s Jorge from?
3. What’s the teacher’s name?
4. Where’s the teacher from?

2 Listen and choose (
1.

) the expressions you hear.

a. What’s your name?

4.

b. What’s her name?
2.

b. Where is that?

a. What’s his name?

5.

b. What are their names?
3.

a. Where are we?

a. Where are you from?

a. What about you?
b. What’s that?

6.

b. Where’s he from?

a. Can you say that again?
b. Can you repeat that?

3 PAIR WORK. Introduce yourself to a partner. Use the expressions from Activity 2.
READING

1

BEFORE YOU READ What do you know about Emma Stone?

Who is Emma Stone?
Emma Stone was born in Scottsdale,
Arizona on November 6, 1988. Her real
name is Emily Jean Stone. Her grandfather

was Swedish. Her family members are from
England, Scotland, Ireland, and Germany.
Her family name is Stone. She’s an actor.
She’s in movies and TV shows. Her first big
movie role was in the movie Superbad. She’s
also in the The Amazing Spiderman movies.
Emma Stone’s favorite band is the Beatles.
ONLINE
PRACTICE

2 Read the text about Emma Stone. Correct the sentences.
1. She was born in Germany.
2. She was born on December 6, 1989.
3. Her father is Swedish.
4. She doesn’t have a favorite band.

WRITING
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Turn to page 108.
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LISTENING

READING

The goal of this section is to practice listening
selectively for key information.

The goal of this section is to practice reading selectively
for key information.

Activity 1

Activity 1—Before you read

•

•
•
•

Focus attention on the questions. Explain that
students will listen to a conversation in a classroom.
Tell students to write answers on the lines. Point out
that when people say where they are from, they can
say the city or the country or both.
Encourage students to write both city and country if
they hear both.
Play the recording and have students do the activity.
Check answers.

1. Nagoya, Japan
2. Santiago, Chile

•

Focus on the expressions. Say each one. Focus
particular attention on the contractions What’s and
Where’s.
Tell students to choose one answer for each item.
Play the recording and have students do the activity.
Check answers.
ANSWERS
1.a
2.a

3.a
4. b

5. a
6. a

Activity 3
•

•

•

•

3.Ray
4.Canada

Activity 2
•
•
•

•

Focus attention on the photo. Ask Who is in the
photo? (Emma Stone)
Ask What do you know about Emma Stone? Elicit
what students know about the actor. In addition to
the Spiderman movies and Superbad, her movies
include: Aloha, Birdman, The Help.
Write any other information students know about
Emma Stone on the board.

Activity 2

ANSWERS

•

•

Elicit the questions from Activity 2 that students can
use to introduce themselves, and write them on the
board. For example: What’s your name? Where are

you from? Where is that? What about you? Can you
say that again? Can you repeat that?
Have students make pairs and take turns
introducing themselves.

Extra idea
Have students work in pairs to create short
conversations using as many of the questions in
Activity 2 as they can. Ask pairs to perform the
conversations for the class.

Focus attention on the sentence. Explain that
students will correct the sentences after they read
the text.
Have students read the text and do the activity on
their own. Check answers.
AnswerS
1. She was born in Scottsdale, Arizona, USA.
2. She was born on November 6, 1988.
3. Her grandfather was Swedish.
4. Her favorite band is the Beatles.

Extension
Ask other comprehension questions:
What is Emma Stone’s real name?
How old is she?
Where are her family members from?

Writing
Teaching notes for the Writing section are on

page T–108.
Smart Choice Online
Remind students that there are extra Listening practice
activities on Online Practice and On The Move.

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SPEAKING
The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.

Activity 1
•
•
•

Focus attention on the map and the names of the
countries. Ask Where is Canada? Have students
point to Canada (labeled) on the map.
Have students work in pairs to find each country on
the map and label it.
Check answers. Say the names of the countries and
have students point to them on their maps.

ANSWERS
1.Canada
2. the US
3.Mexico
4.Brazil

5.Japan
6. South Korea
7. New Zealand
8.Australia

EXTRA IDEA
Write Where is
? It’s here. on the board. Elicit
the names of other countries and write them on the
board. Have students make pairs and take turns asking
and answering questions about the countries.

•

•
•
•
•

Focus attention on the conversation in speech
bubbles. Say each line and have students repeat.
Write the model conversation in speech bubbles on
the board. Show how the question and responses
can be adapted, so students can use their own

information as they speak. For example: Hello,
my name’s
. Where are you from,
?
I’m from
.
Model the activity with a student. Have the student
say speaker 1’s lines, substituting his/her own
information. Demonstrate how to write the name
of the student’s country on the map.
Have students walk around the class and take
turns asking and answering the question. Remind
students to write the country’s name on the map.
Continue the activity until students have had a
chance to write as many names as possible on
the map.
Elicit any new names of countries and write them
on the board.

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Activity 3
•
•

Focus attention on the example in the speech
bubble. Have a student read it aloud.
Have students make pairs. Have each pair introduce

each other to the class, using the example sentence
as a model.

VARIATION
As a follow-up to the Variation activity in Activity 2,
have each student introduce his/her classmate to the
class using the new country.

•

•

Activity 2
•

VARIATION
If your students are all from the same country, tell
them to pretend they are from another country. Before
students start the activity, have them choose a country
from the list on the board. Then have them use the new
country to ask and answer the question.

•

Have students go online to find out information
about one of the countries on the map. Suggest
that they can search for information on an
official website for the country or check an online
encyclopedia.
Have students write a text with the information or

present it to the class.
Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.
TESTING PROGRAM
Print Unit 1 Test from the Testing Program for an
end-of-unit assessment.

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11/12/2019 10:25


Nice to meet you! • Unit 1

SPEAKING — Where are you from?

1 Find these countries and label their names on the map.
Australia
South Korea

Brazil
Mexico

Canada
New Zealand

Japan

the US

1. Canada

2.

5.
6.

3.
4.

8.

7.

2 CLASS ACTIVITY. Go around the classroom and ask your classmates where
they are from. Find their country on the map and write it on the map.
Hello, my name’s Elena.
Where are you from, Elena?
I’m from Mexico.

3 CLASS ACTIVITY. Introduce a classmate and show the classmate’s country on the map.
This is my friend Jason.
He’s from Indonesia.

Find out more about one of the countries on the map.
GO
ONLINE Share your information with the class.

NOW I CAN
SPEAK I N G

make an
introduction.

G R A MM A R

LISTEN IN G

make statements and
questions with be.

understand information
questions.

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REA D IN G

understand short
biographies.

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2

What do you do?

WARM

UP

SPEAKIN G

GRAMMAR

LISTEN IN G

REA D IN G

Personal information

Wh- questions

Personal information

Jobs

What jobs begin
with the letters

S, M, A, R, T ?

VOCABULARY

1 Look at the people. What are their jobs? Write the correct letter.
Then listen and check your answers.

a.
b.
c.
d.
e.

architect
singer
doctor
musician
chef

f. pilot
g. actor
h. teacher
i. police officer
j. writer

f
1. Sandy

2. Emi

3. Laura

4. Jose

5. Robert

6. Becky

7. Brian

8. Linda

9. Lisa

10. Lenny
ONLINE
PRACTICE

2 PAIR WORK. Where do the people work?
theater

hospital

school

restaurant

office

airport

Where does a doctor work?
A doctor works in a hospital.

3 PAIR WORK. Talk about people you know and what they do.
My friend Akiko is a doctor.
Where does she work?
She works in a hospital in Osaka.

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2

What do you do?
SPEA KIN G

G R A MM A R

L istening

R ea ding

Personal information

Wh- questions

Personal information

Jobs

Vocabulary:  actor, architect, chef, doctor, musician, pilot, police officer, singer, teacher, writer;
assistant, movie director, nurse, TV host
Conversation:  Talking about personal information
Language Practice:  Wh- questions
Pronunciation:  Reduction of do you
Listening:  People talking about jobs and where they live
Smart Talk:  An information gap activity about jobs
Reading:  An article about a student with three jobs
Writing:  A paragraph with personal information
Speaking:  A group discussion about different kinds of jobs

VOCABULARY

ANSWERS
1. f
2. c
3. a
4. h

The goal of this section is to present and practice the
target vocabulary: jobs.
WARM-UP
• Books closed. Write S, M, A, R, T vertically on the
board. Then elicit jobs that students already know
in English and write them on the board. When
these jobs start with S, M, A, R, or T (for example:
teacher), write the word after the appropriate letter
on the board.
• Then have students focus on the letters. Ask them to
think of jobs that start with these letters. Complete
the activity yourself if students are unable to do so.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.
POSSIBLE ANSWERS

•
•
•

Activity 2
•

Focus attention on the words in the word box. Say
each word and have students repeat.
• Model the example conversation in the speech bubbles
and have students repeat. Write on the board: Where
does a(n) ____ work? A(n) ____ works in a(n) ____.
• Model the activity with a student and show how it

can be adapted. For example:
T: Where does a chef work?
S: A chef works in a restaurant.
• Have students make pairs and ask and answer
questions about the jobs in Activity 1.

•

Activity 1
•

•

Books open. Focus attention on the pictures. Check
to see which jobs the students already know.
Model the target vocabulary items: architect, singer,
doctor, etc. Then model the names.
Have students complete the activity on their own.
Play the recording. Allow time for students to
change incorrect answers. Check answers.
LANGUAGE NOTE: Job titles in English are
becoming less and less gender specific. Although
waiter and waitress are still used, server is more
frequently used for both men and women. Actor is
now used for men and women.

•

Model the example conversation in the speech
bubbles and have students repeat. Write the sentences

on the board and show how they can be adapted. For
example: My friend ___ is a(n) ___. Where does ____
work? He/She works in a(n) ____ in ____.
Ask a student What’s your friend’s job? and Where
does your friend work? Change the model on the
board with the student’s answers.
Have students make pairs and do the activity. Then
have pairs present their conversations to the class.

Extra idea
Have students tell the class about their partners’
information. For example: Kenji’s friend Mark is an
architect. He works in an office in Milan.
Smart Choice Online
Remind students that there are extra Vocabulary
practice activities on Online Practice and On The Move.

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8. g
9. i
10. e

Activity 3

S: student, sales person
M: model
A: actor

R: reporter, receptionist
T: teacher, truck driver

•

5. j
6. b
7. d

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