Oxford smart choice starter teachers book 3rd edition

Starter
TEACHER’S
BOOK
Third Edition

SMART

CHOICE

Smart learning

on the page and on the move

Ken Wilson / Thomas Healy
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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

Starter

1

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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
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.

Home

Edit Profile

Log Out

Help

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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

Midterm Test

Use the following to answer questions 1-4:

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

Name:_____________
_______________
Look at the picture. Complete the activity label. Use a word or phrase from the box.

a book

homework

on the phone

Use the following

1

Look at the pictu

3.

1

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

Date: __________
_________

Vocabulary
a computer game

to answer ques

tions 1-6:

re. Choose True

or False.
4.

read __________________

play __________________
2

This is pizza.
ATrue
B False

4.

He's reading a
A True
B False

book.

2
5.

do __________________

talk __________________

This is sushi.
ATrue
B False

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.

She's cooking
spaghetti.

A True
B False

3
6.

Smart Choice Level 1—Unit 5 Test

The bus is late.

1

ATrue
B False

© Oxford Univers
ity Press. Permis
sion granted to

He's lost.
A True
B False
reproduce for

classroom use.

Third Edition

SMART CHOICE

Home

Edit Profile

Log Out

Midterm Test
1

Help

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

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Smart Choice iTools on USB transforms the Student Book into a media-rich classroom
presentation tool. The intuitive design of iTools helps teachers navigate easily from page
to page. Unit-by-unit Teacher’s Book reference notes provide recommendations for
where and how to effectively integrate iTools. iTools is compatible with all interactive
whiteboard hardware and can also be used with a computer and data projector.
Variety of audio, video, and PowerPoint ™ media
are embedded as links on each page. Launch these
media assets to stimulate students with a broad range

of learning styles and promote heads-up participation.

Embedded answer keys and audio scripts
for all activities allow teachers to spend less
time reviewing and correcting activities and
more time promoting conversation.

Classroom video segments bring
all Student Book Conversations to life,
providing realistic models for discussing
idioms, culture, pronunciation, and
body language.

Easy-to-use tool bar invites teachers
to write and save notes, move from
single- to double-page format, and
zoom in to highlight portions of
each page.

Smart Choice iTools also includes dozens of extra resources on the iTools USB

including speaking practice worksheets, video worksheets, and PowerPoint™ grammar
presentations, giving teachers more useful tools for classroom presentation and
customizable resources for student practice.

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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 iTools with customizable resources.

Smart Choice Starter
Smart Choice Starter is for beginner students of English.
This slow-paced book takes students from a limited
knowledge of English to the use and understanding
of everyday expressions, structures, and phrases that
allow students to meet their basic needs. After using
Smart Choice Starter students will be able to interact
in a simple way with others using English. Starter
takes students through the A1 level of the Common
European Framework of Reference (CEFR).
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 iTools.

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, extra ideas, and
notes on when to use the resources available on iTools.
The Online Practice Testing Program includes interactive,
auto-scored progress tests and downloadable unit,
midterm, and final tests.
iTools with Audio, Video, and extra
resources
iTools, available on USB, contains all the Student
Book audio and video, and a range of extra classroom
resources. These include customizable worksheets
to encourage extra speaking practice, animated
PowerPointTM presentations of the grammar, and video
worksheets to fully exploit the video in the classroom.

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. The iTools
customizable worksheets let teachers adapt material to
match the interests and backgrounds of their students.

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How Smart Choice works
Each unit of Smart Choice Starter 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 through iTools 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.
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
a reading text, both designed to offer slightly more
challenge.
The Smart Talk information-gap activity at the end of
the Review conversation provides a fun way for students
to practice the key language of the preceding three units.
The Review reading page features a colorful, magazinestyle article or text that students can relate to. The

activities build students’ reading skills while providing
input for classroom discussion.
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.

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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. How do you say

How do you say this word?

in English?

2. How do you spell

?

Luggage.
What does luggage mean?

4. What does

3. How do you say this word?

Excuse me, can you repeat that, please?

mean?

I’m sorry, I don’t understand.

I’m sorry, can you
speak more slowly?
5. Excuse me, can you repeat that, please?
I’m sorry, I don’t understand.
I’m sorry, can you speak more slowly?

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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 essential
expressions.
WARM-UP
Books closed. Elicit some English phrases and words
that students already know. Point to things in the
classroom, such as the door, windows, books, etc., and
ask What’s this/that in English? Elicit answers and write
them on the board. Try to fill the board with English
that students already know.

EXTRA IDEA
Make statements and then elicit questions from
students. 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.

Activity 1
•
•

•





•
•

Books closed. Ask some students What’s your name?
Then ask How do you spell your name? Write the
questions and answers on the board. Have pairs
practice asking and answering the questions.
Point to something in the classroom. For example:
a book. Elicit the word for book in the students’
native language. Then ask How do you say [book in
the students’ language] 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?
Use similar procedures to explain some of the other
expressions:
How do you say this word?
What does

mean?
Excuse me, can you repeat that, please?
I’m sorry, I don’t understand.
Books open. Focus attention on the pictures and
elicit or explain the meaning of the expressions.
Model 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. For
example: have students pick up their notebooks and
pens, as in the first picture. Have students practice
asking and answering the questions.
• Have students walk around the room, practicing
the expressions in the Student Book. Encourage
students not to look at their books. If students have
trouble, write the expressions on the board.

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CONVERSATION

Activity 2

The goal of this section is to present and practice
more expressions to enable students to use English in
the classroom.

•

WARM-UP
• Books closed. Elicit the expressions that students
learned on page 2. Elicit the answers. 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?
BBook.
A How do you spell “book”?
BB-O-O-K.
A Thank you.
• Have students make pairs. Model the conversation
with a student. Then have students practice in pairs.

•

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 beneath the picture on the
board. Read the conversation once, acting it out
so that students understand the meaning of the
sentences and expressions. Then read it again and
have students repeat it after you.
Focus attention on the sentences in the box. Read
the sentences and have students repeat them after
you.
Focus attention on the example. Explain that
students need to complete the activity by filling in
the blanks with the other sentences in the box.
Have students do the activity on their own. As
students work, walk around the class to check
progress and offer help as necessary.
Play the recording. Allow time for students to
change incorrect answers. Then 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.

4. A How do you say

3. A

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.

PAIR WORK. Practice the conversations with a partner.

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1

I’m a student.

WARM

UP

SPEAKIN G

G R A MM A R

LISTEN IN G

REA D IN G

Introducting yourself

The verb be

Meeting people

Occupations

Introduce yourself
to your partner.

VOCABULARY

1 Look at the people. What are their jobs? Write the correct letter.
a.
b.
c.
d.
e.

a singer
an actor
an artist
a writer
a teacher

f.
g.
h.
i.
j.

a server
a businesswoman
a student
a chef
a web designer

e

3.

4.

7.

8.

1.

2.

5.

6.

9.

ONLINE
PRACTICE

10.

2 Listen and check your answers.
3 PAIR WORK. Practice spelling the words above.
Spell

chef

.

C-H-E-F. Spell
student .

TIP

VOCABULARY

Write down new words
in a notebook.

artist
businesswoman
server

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1

I’m a student.
SPEA K IN G

G R A MM A R

L istening

R ea d ing

Introducing yourself

The verb be

Meeting people

Occupations

Vocabulary:  actor, artist, businesswoman, chef, server, singer, student, teacher,
web designer, writer; engineer, model, programmer, tour guide
Conversation:  Introducing yourself
Language Practice:  Statements and yes/no questions with be
Pronunciation:  Reduction of a/an
Listening:  Listening to people talking about themselves and others
Speaking:  A board game about personal information

VOCABULARY

Activity 2

The goal of this section is to present and practice the
target vocabulary of the unit: occupations.
Warm-Up

• Make sure students understand the meaning of
introduce yourself.
• Focus attention on the warm-up instruction. Model
introducing yourself to a student. Have the student
introduce him- or herself to you.
• Have students turn to the person next to them and
introduce themselves.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.

Activity 1
•

•
•
•
•

•

Books closed. Elicit jobs the students already know
in English. Write the names and the jobs of some
famous people on the board. For example: Taylor
Swift = singer. Then point to yourself and say I am
a …? Write teacher on the board to complete the
sentence even if students don’t answer with the
word. Point to a student and say You are a ...? Write
student on the board to complete the sentence.
Books open. Focus attention on the pictures and do

the example with the class.
Model the target vocabulary items—a singer, an
actor, etc.
Have students complete the activity on their own.
LANGUAGE NOTE: Explain to students that the
article an is used before nouns that begin with a
vowel sound and that a is used before nouns that
begin with a consonant sound. Practice saying the
vocabulary with the correct articles.
CULTURE NOTE: Explain that it is becoming more
common to use gender neutral words to describe
some occupations. For example: actor is increasingly
being used for both men and women; server
is used instead of waiter or waitress. However,
businesswoman and businessman are still more
common than businessperson.

Play the recording. Allow time for students to change
incorrect answers. Then check answers.
ANSWERS
1.e
2.a

3.d
4.c

5.b
6.g

7.f

8.h

9.j
10.i

Activity 3
•
•
•

Say chef. Then write it on the board while saying the
letters C, H, E, and F.
Write another occupation on the board and have a
student spell it.
Have students do the activity in pairs. As students
work, walk around the class to check progress and
offer help as necessary.

EXTRA IDEA
Have students come to the board one at a time.
Whisper a job to each student and have them act it
out silently for the class. The other students guess the
job. Alternatively, have students think of a job and act
it out.

Vocabulary Tip
•

•

Focus attention on the Vocabulary Tip box. Explain to
students that writing down new words in a notebook
is a good way to remember the words they’ve learned.
Show students an example of a small notebook they
can use for vocabulary. Then have students bring
in notebooks to class. Give them time to write the
new words in it, along with the definition, and notes
about the pronunciation.
Smart Choice Online
Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

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CONVERSATION

VARIATION

The goal of this section is to present and practice the
target vocabulary and grammar of the unit in a typical
conversation.
WARM-UP
Books closed. Elicit students’ jobs or the jobs of famous
people students know. For example: Jon is a student.
Leo is a singer.

Launch the video on iTools p. 5 for visual
presentation of the Student Book dialogue.

•
•

Activity 1
•
•
•
•
•
•
•
•

•

Books open. Focus attention on the model
conversations.
Preteach words and phrases students might not be
familiar with. For example: Mrs., Vancouver, start,
seat.
Have students read each conversation silently before
doing the activity.
Play the recording. Pause after each line of the
conversations and have students repeat.
Model the first conversation with a student. Then
have students practice it in pairs. Make sure pairs

change roles so they practice each part.
As students work, walk around the class to check
progress and offer help as necessary.
Model the second conversation with a student. Then
have students practice it in pairs. Walk around the
class and help as necessary.
CULTURE NOTE: Explain that when the student
and teacher in a class are both adults, it can be
appropriate for the student to call the teacher by his
or her first name. However, if the teacher introduces
herself as Mrs. Jones, for example, then that is what
students should use.
KEY VOCABULARY: Hi is an informal way to say
Hello. Are you from (New York)? can be used to
ask where a person was born, or where they grew
up. Great! is an informal way to express a positive
feeling about something. How about you? is a
common phrase used to ask someone the same
question they have just asked you. Sure thing has
many meanings. Here it means OK or Yes, I’ll do it.

EXTENSION
• Books closed. Write Anthony’s lines on the board.
• Point to and say Anthony’s first line. Ask a student
to reply. Accept any reasonable answer. If students
find this difficult, say the first word or a key word
of the line.
• Continue with the rest of Anthony’s lines. Have
different students say Mrs. Davis’s lines.
• Have different pairs say the conversation for

the class.

Play the video before students practice the
conversation. Pause after each line of the
conversation and have students repeat.
When students are familiar with the conversation,
have them close their books. Pause the video before
Mrs. Davis’s lines and have students say her lines.

Useful Words
•
•

Focus attention on the Useful Words box. Explain
that there are many different answers to the
question How are you?
Have students practice asking and answering the
question How are you? using the words and phrases
in the box.

Activity 2
•

•

•
•
•

Focus attention on the instruction and the example

conversation in the speech bubbles. Explain that
students will practice the conversations in Activity 1
again replacing the underlined words with their
own information.
Model the first line of conversation 1 using the
name of a student. Have the student repeat the line.
Then model the second line, using your own name.
Continue to the end of the conversation, using both
your personal information. Be sure to substitute
expressions from the Useful Words box.
Have students make new pairs and practice the
conversations again, using information that is true
for them as well as the Useful Words expressions.
Make sure students change roles so they practice
each part.
As students work, walk around the class to check
progress and offer help as necessary.

EXTRA IDEA
• Scramble the sentences for each conversation in
Activity 1 and write them on the board. Have pairs
work together to put the lines in the correct order.
• Have pairs check their answers by reading the
conversations to the class. Have the class listen and
say if it is correct or not.
Smart Choice Online
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

T–5

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I’m a student. • Unit 1

CONVERSATION

ONLINE
PRACTICE

1 Listen to the conversations and repeat. Practice the
conversations with a partner.
1. Anthony
Mrs. Davis

Hi. I’m Anthony. Nice to meet you.

How are you?

My name’s Mrs. Davis. Nice to meet
Great!

you, too.
Anthony

USEFUL WORDS

Are you from New York,
Mrs. Davis?

Mrs. Davis

Yes, I am. How about you?

Anthony

I’m from Vancouver.

Pretty good.

Fine.

2. Mrs. Davis

Hello, Anthony.

Anthony

Oh, hi, Mrs. Davis. How are you?

Mrs. Davis

Not bad, thanks. How about you?

Anthony

Good, thanks.

Mrs. Davis

Well, class is about to start, so please

OK.

Not bad.

take your seat.
Anthony

Oh, uh ... sure thing!

2 PAIR WORK. Practice the conversations again.

Not so good.

Use information about you for the underlined words.
Hi, I’m Marco. Nice to
meet you.

My name’s Lisa. Nice
to meet you, too.

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I’m a student. • Unit 1

LANGUAGE PRACTICE
Statements with be
I’m Sara.
You’re a student.
He’s a server.
She’s an actor.

Grammar Reference page 104

I am I’m
You are You’re
He is He’s
She is She’s

I’m not a student
He isn’t a teacher.

I am not I’m not
isn’t is not
My name is My name’s
ONLINE
PRACTICE

1 Look at the pictures. Complete the sentences. Then listen and check your answers.

Jonathan Ive, designer

Scarlett Johansson, actor

1. Jonathan Ive

isn’t
He’s

2. Scarlett Johansson

Bill Gates, businessman
3. Bill Gates

a writer.

a chef.

a businessman.

a designer.

an actor.

He

J. K. Rowling, writer

Ailee, singer

4. J. K. Rowling

5. Ailee

a teacher.

She
a writer.

a student.

Gordon Ramsay, chef
a singer.

a web

designer.

6. Gordon Ramsay
a server.
a chef.

2 Tell your class about yourself.
Hi. I’m Rosa. I’m from
Mexico City. I’m a student.

Hi. I’m

Hello. I’m David. I’m a
server. I’m from Paris.

.

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LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: statements with be.
• Books closed. Write the following sentences from
the conversations on page 5 on the board:
I’m Anthony.
I’m from Vancouver.
• Explain how I am becomes I’m, you are becomes
you’re, he is becomes he’s, and she is becomes she’s.
• Books open. Write the examples from the Language
Practice box on the board. Underline the words that
are written in bold in the box.
• Write several jobs on the board. Elicit statements

such as I’m a student. She’s a teacher.
• Direct students to page 104 of the Grammar
Reference for more information.
• LANGUAGE NOTE: Explain to students that He
isn’t a student and He’s not a student mean the
same thing. The only difference is which words are
contracted.

VARIATION
Have students write both the contracted and
uncontracted forms in the sentences.
EXTRA IDEA
• Have a student call out a name and a job and then
point to another student, e.g., Beyoncé, server.
• Have that student make a true sentence, e.g.,
Beyoncé isn’t a server. He or she then calls out a
name and a job and points to another student.
• Continue around the class.

Activity 2
•
•
•
•

Launch Unit 1 PowerPoint™ slide show
from the iTools Resources tab for additional
grammar presentation and practice.

Focus attention on the example introductions in

the speech bubbles. Model them and have students
repeat.
Give one example with true information about
yourself.
Have students introduce themselves to the class.
Make sure students understand that they should
mention their name, where they are from, and their
occupation.
If your class is large, have students do the activity
in groups.

Activity 1
•
•

•
•
•

Ask students if they recognize any of the people
in the pictures. Then focus attention on the first
picture and ask What’s his job?
Do the example with the class. Make sure students
understand they should use the information under
each picture to complete the sentences. Ask why
isn’t and He’s are the correct words to complete the
sentences. (isn’t = is not, He’s = He is)
Have students fill in the blanks on their own.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.

CULTURE NOTE: Jonathan Ive is the chief designer of
Apple Inc. He is from the UK. Scarlett Johansson is
an actor, model, and singer. She is from the US. Bill
Gates is the founder of Microsoft. He is from the US.
J.K. Rowling is a writer. She is most famous for the
Harry Potter books. She is from the UK. Ailee (real
name: Amy Lee) is a K-pop singer. She is originally
from the US. Gordon Ramsay is a chef, businessman,
and reality TV star. He is from the UK.
ANSWERS
1. isn’t, He’s
2. isn’t, She’s
3. is, isn’t

4. isn’t, She’s
5. is, isn’t
6. isn’t, He’s

T–6
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LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: yes/no questions with be.
• Write the examples from the Language Practice box
on the board. Underline the words that are written

in bold in the box. Explain to students why these
words change.
• Write several cities and jobs on the board. Ask
individual students questions such as Are you from
Paris? Are you a chef? Follow up with questions in
the third person: Is he from Paris? Is he a chef?
• Direct students to page 104 of the Grammar
Reference for more information and practice.
• LANGUAGE NOTE: Explain that it is incorrect to say
Yes, he’s or Yes, she’s. The correct response with Yes
in these cases is always Yes, he is and Yes, she is.

Activity 3
•

•

•
•

Focus attention on the example. Make sure students
understand why Are and am are the correct words to
complete the conversation. (Are is the correct form of
be for you; am is the correct affirmative form for I.)
Focus on item 6. Explain that students should
complete this conversation with a question and
an answer about origin or job, similar to those
in the other items, but using information about
themselves. If necessary, give an example with
information about yourself. For example: Are you a

student? No, I’m not. I’m a teacher.
Have students fill in the blanks on their own. Then
check answers.
Have several students read their conversations in
item 6 for the class.
ANSWERS
1. Are, am
2. Are, I’m, I’m
3. he, isn’t

4. Is she, is
5. Are, aren’t, They’re
6. Answers will vary.

•
•
•

Focus attention on the text in the speech bubbles.
Explain that students should complete the
conversation with their own information in pairs.
Have students make pairs and look at the
conversation. Give them time to think about how to
fill in the blanks with their own information.
Model the activity with a student. Then have
students practice the conversation in pairs. Walk
around the class and offer help as necessary.
Have pairs say their conversation for the class.
ANSWERS
Answers will vary.

EXTRA IDEA
Have students brainstorm questions that would
logically follow the conversation in Activity 4. Write
them on the board. Divide the class into new pairs and
have them extend the conversation.

Print Unit 1, Worksheet 1 from the iTools Resources
tab for additional, in-class speaking practice.

PRONUNCIATION
The goal of this section is to focus on the reduction
of a/an.

Activity 4
•

EXTENSION
• Books closed. Write the following headings on the
board: Names, Places, Jobs.
• Elicit unusual and funny names, places, and jobs.
Write six of these under each heading and number
them 1–6. For example:
Names
Places
Jobs
1.
Goofy
the moon
cowboy

2.
Chandler
a sushi bar
clown
3.
Moose
Paris
president
4.
Ms. Pac-Man
Mt. Fuji
TV star
5.
Mr. Bean
the ocean
spy
6.
Poochie
Starbucks
clerk
• Books open. Give one student a six-sided die and
then have another pair read the conversation aloud
in front of the class. When they come to each
blank, the student rolls the die, and the number
determines the name, place, or job the students say.
For example: Hi. I’m Moose or Are you from Paris?
• Copy the funny dialogue onto the board and have
students revise it so it sounds more natural.
• Have students practice the conversation in pairs,
using their own suggestions for funny names,

places, and jobs.

Activity 1
Model the examples. Then play the recording.

Activity 2
Play the recording again. Have students practice saying
the examples in Activity 1.
Smart Choice Online
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

T–7
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I’m a student. • Unit 1

Yes/no questions with be

Grammar Reference page 104

Are you a teacher?
Is he a chef?
Are they from Tokyo?

Yes, I am./No, I’m not.

Yes, he is./No, he isn’t.
Yes, they are./No, they aren’t.

ONLINE
PRACTICE

3 Complete the conversations. Use information about you for the last one.
Are

1. A

4. A

you from Rio?

am

B Yes, I
2. A

B Yes, she

.

5. A

you a teacher?

B No,

a student.

they from Toronto?
.

from London.

a chef?

B No, he

.

B No, they

not.

3. A Is

a designer?

6. A

?

B

.

. He’s a server.

4 PAIR WORK. Practice the conversation with a partner. Use information about you.
Hi, I’m

Nice to meet you, too.
Are you from
?

.

.
How about you?

.
Hi,
I’m
.
Nice to meet you.

.
How about you?

.

I’m from

?

I’m a/an
Are you a/an

?

PRONUNCIATION—Reduction of a/an

1 Listen. Notice the reduced sounds of a and an.
Unreduced

Reduced

Unreduced

Reduced

1. I’m a student.

Imuh student.

3. He’s a server.

Hezuh server.

2. You’re a teacher.

Youruh teacher.

4. She’s an actor.

Shezuhn actor.

2 Listen again and repeat. Be sure to reduce a and an.
7
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I’m a student. • Unit 1

LISTENING

1

BEFORE YOU LISTEN Which of these jobs do you like? Check the pictures.

1. a programmer

2. a tour guide

3. a model

4. an engineer

2 Listen to the people talking. Which picture are they in? Number the pictures below.

1
A.

B.

C.

D.

3 Listen again. Complete the sentences. Use the words in the box.
Tom Cruise

an engineer

Canada

1. Sara isn’t from the US. She’s from
2. John is

a student

Canada

.

.

3. The man isn’t

. He’s Brad Pitt.

4. Paula isn’t a businesswoman. She’s

.

4 Listening PLUS. Listen to more of Paula and Ted’s
conversation. Choose ( ) True or False.
True

False

1. Paula isn’t from the US.
2. Ted is from New York.

8
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LISTENING
The goal of this section is to practice listening for the
main idea, to practice listening for specific information,
and to discuss the listening passages.

Extension
• Write additional comprehension questions on the
board. For example: Where are Mark and Sara? How
is John today? etc.
• Have students listen again and answer the questions.

Activity 1—Before you listen

Activity 4

•
•
•

•
•

This activity introduces four new vocabulary items:
engineer, model, programmer, tour guide.
Focus attention on the new vocabulary items. Make
sure students understand their meaning. Then
model their pronunciation and have students repeat.
Briefly explain what like means. On the board draw
a simple smiley face and write like next to it. Make
statements using like, such as I like Bruno Mars,
I like coffee, etc. Draw an unhappy face and write
don’t like next to it. Make statements using don’t like.
Have students choose the jobs they like. Make sure
they understand they can choose more than one.
Have students tell the class the jobs they chose.

Answers will vary.

Activity 2

•

•
•

Focus attention on the picture of Paula and Ted.
Have students point to the picture of Paula and Ted
in Activity 2. Explain that they will hear more of
their conversation and mark if the sentences about
them are true or false.
Give students time to read the two statements
silently.
Play the recording and have students choose true
or false. Then check answers.
ANSWERS
1.True

2.False

Extension
• Write additional comprehension questions on the
board. For example: Where is Paula from? and
Where is Ted from?
• Have students listen again and answer the questions.

ANSWERS

•

•

Focus attention on the four pictures with people
talking. Point out the circles where students should
write the number of the conversations between the
people in the pictures.
Play the recording. Have students write the numbers
of the conversations. Then check answers.

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

ANSWERS
A.4

B.3

C.2

D.1

Activity 3
•

•
•

Focus attention on the word box and the incomplete
sentences. Explain to students that they are going to
listen to the same recording again. This time they
need to complete the statements about the people in
the conversation with words from the box.
Give students time to read the incomplete sentences
silently.
Play the recording again. Have students complete
the sentences. Then check answers.
ANSWERS
1.Canada
2. a student

3. Tom Cruise
4. an engineer

T–8
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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.

EXTENSION
If some groups or pairs finish before the others, have

them start again from the beginning, this time making
all their own questions.

Activity 1
•
•

•
•
•

Explain to students that they are going to play a
board game.
Focus attention on the instructions. Each player
needs to choose a game piece—for example, a coin,
an eraser, or a hairpin. Explain how students move
forward on the board: they should flip a coin and
move one space if they get heads and two spaces if
they get tails. The first student to reach the FINISH
square wins the game.
Go over the questions. Make sure students
understand South Korea, band, and the expression
Make a question.
Have students practice making a question. Elicit
some of these to confirm they understand that this
is an opportunity for them to communicate in an
open and creative way.
Focus on the example conversation in the speech
bubbles. Model the first question and answer with
a student. Encourage students to give as detailed an

answer as possible, for example: No, she isn’t. She’s a
singer.

Activity 2
•
•

•

•
•

Have students go online to find out information
about their favorite celebrity. Suggest that they can
search for information such as full name, job, and
country of origin. Encourage students to search on
English language websites.
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.

Print Unit 1, Worksheet 2 from the iTools Resources
tab for additional, in-class speaking practice.

testing progrAM
Print Unit 1 Test from the Testing Program

for an end-of-unit assessment.

Have students make pairs or groups and play the
game. Make sure each pair or group has a coin
before starting.
As students work, walk around the class to check
progress and offer help as necessary. The goal of this
activity is primarily fluency rather than accuracy.
Students should be encouraged to formulate
questions and answers in a manner that you and
other students understand. However, the focus
should be on encouraging students to communicate
freely and to answer the questions in detail.
ANSWERS
 1. No, she isn’t. She’s a singer
 2.Possible answers: Yes, I am. / No, I’m not. I’m from ... .
 3.S-E-R-V-E-R
 4.Questions and answers will vary.
 5.No, they’re not. They’re from the UK and Ireland.
 6.Possible answers: Yes, he/she is. / No, he/she isn’t.
He/She’s from ... .
 7.Questions and answers will vary.
 8.Possible answers: Yes, I am. / No, I’m not. I’m a/an ... .
 9.No, he isn’t. He’s an actor.
10.Questions and answers will vary.

T–9
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I’m a student. • Unit 1

SPEAKING — Are you from South Korea?
I’m a student. • Unit 1

1 Read
the instructions below to play the game.
SPEAKING
— Are you from South Korea?
1. Play the game in pairs or groups.

1

2. Choose an object as a game piece.
Read the instructions below to play the game.
3. Use a coin to move. Heads = 1 space.

South Korea

Brazil

Canada

United
Kingdom

1. Play

game in pairs or groups.
Tails
= 2the
spaces.
2. Choose an object as a game piece.
4. Take
turns asking and answering questions.

3. Use a coin to move. Heads = 1 space. Tails = 2 spaces.

Take Swift
turns asking
and answering questions.
Is 4.
Taylor
a model?

No, she isn’t. She’s
a singer.

Is Taylor Swift a model?

No, she isn’t. She’s
a singer.

START

2 PAIR WORK. Now play the game. Who is the winner?

Is Taylor Swift

a model?

2

Are you from
South Korea?

3

7

Make a
question.

6

Is your teacher
from Canada?

9

Is Daniel Radcliffe
a singer?

4

Please
spell.

5

Make a
question.

Is the band One
Direction from Brazil?

ABC

8

Are you a
teacher?

10

Make a
question.

FINISH

1

GO
GOFind information about your favorite celebrity.
Find information about your favorite celebrity.

TellTell
your
classmates.

ONLINE
your
classmates.
ONLINE

NOWNOW
I CAN
I CAN
S PEAK
SPEAK
I N GING

makemake
an an
introduction
introduction.

GA
RA
MMA
GR
MM
A RR

LISTENING
LISTEN IN G

makestatements
statements and
and

make
questionswith
withbe
be.
questions

understand
understandbasic
basic
information
informationabout
aboutpeople
people.

READING
REA D IN G

understand
what what
understand
peoplepeople
do.
do.

9 9

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2

What’s your phone number?
SPEAKIN G

G R A MM A R

LISTEN IN G

REA D IN G

Personal information

Possessives/Questions

Personal information

Personal details

WARM

UP

When is your

birthday?

VOCABULARY

1 Look at the pictures. What do they mean? Write the correct letter.
a. email address
b. hobby

c. birthday
d. major

e. address
f. phone number

g. favorite food
h. favorite singer

Daniel Williams
1.

Dan

2.

New York

3.

June 15th

4.

123 Madison Street

5.

345-8932

6.



7.

pizza

8.

Pharrell Williams

9.

chemistry

10.

painting

i. nickname
j. hometown

About Me

ONLINE
PRACTICE

2 Listen and check your answers.
3 PAIR WORK. Take turns saying and writing down
the words above. Check that your partner wrote
the words correctly.

USEFUL LANGUAGE
@ = “at”
.com = “dot com”

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2

What’s your phone number?
SPEA KIN G

G R A MM A R

L istening

R ea ding

Personal information

Possessives/Questions

Personal information

Personal details

Vocabulary:  address, birthday, email address, favorite food, favorite singer, hobby, hometown,
major, nickname, phone number; cycling, photography, swimming, tennis
Conversation:  Finding out personal information
Language Practice:  Possessives and wh- questions with be
Pronunciation:  Saying phone numbers and email addresses
Listening:  Listening for personal information
Speaking:  A class directory with personal information

VOCABULARY

Activity 3

The goal of this section is to present and practice the
target vocabulary of the unit: personal information.
Warm-Up

• Books closed. Elicit or teach the months. Write
them on the board.
• Draw a simple picture of a birthday cake on the
board. Write the following next to it: My birthday
is in ________. Complete the sentence with your
birthday month and model the sentence for the
class.
• Ask each student When is your birthday? Write their
answers on the board.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.

Activity 1
•
•
•

Books open. Focus attention on the icons and the
photos. Check to see which vocabulary items the
students already know.
Model the target vocabulary items—email address,
hobby, birthday, etc.
Have students complete the activity on their own.

•
•
•

Have students make pairs. Explain that they will

take turns reading the vocabulary items in Activity
1 in random order while their partner writes them
down.
Have students do the activity. Have them check each
word as their partner finishes writing it.
As students work, walk around the class to check
progress and offer help as necessary.

Useful Language
•
•

Focus attention on the Useful Language box.
Explain that when saying an email address, we say
“at” for @ and “dot com” for .com.
Have students practice saying their email addresses
with a partner.

EXTRA IDEA
• Read telephone numbers, street addresses, and
email addresses to students at natural speed and
have them write down the information.
• Have students read the list back to you to check
their answers.
• Then have students repeat the activity in pairs.
Smart Choice Online

Activity 2
Play the recording. Allow time for students to change
incorrect answers. Then check answers.

Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

ANSWERS
1.i
2.j

3.c
4.e

5.f
6.a

7.g
8.h

9.d
10.b

T–10
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